PCSD Board Meeting | 2025.10.14

001this meeting of the Park City Board of Education. We will begin with the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation indivisible with liberty and justice for all. We're starting with discussion items today. Ry's going to let us know where we stand at the October presentation. >> All right. So, we'll give you just some random facts about October one, some of the data that came in. Keep in mind this reports a headcount. It's like a snapshot of one day. Who's a member on that day on October 1st? The data can generate >> sorry. >> If you're a member, yes, >> if you're enrolled in the school, you're a member. >> If you're not enrolled in the school, you're

002not a member. >> Is that how that's just >> Yeah, it's just um anyway, some of this some of these some of this data will generate some funding. Uh most of it's forformational purposes. Keep in mind our K12 differential is 200 students, meaning we had 200 more graduates than we have kindergarten kids coming in, right? Is is what that means. So we use that kind of a starting point. We do have you'll see in the numbers we had 15 additional kindergarten kids over last year, right? So how much has that differential changed? >> Uh it's been about that the whole time I've been here. >> Okay. Yeah. So so there's no particular reason to think that be reflected. uh instrument. >> No. So, so the classes coming in are about 260 kids, 226 kids, excuse

003me, >> classes going around just in the over 400 range. >> Yeah. >> We've got about I think four more years of that. >> Okay. >> That we'll we'll work with. But that's kind of what's been one of the main causes of decreased enrollment is just those upper grades having more kids going through it. Some of them we some of them we don't realize necessarily because we have kids coming in the you know 10th grade now the ninth grade uh that come in from charter schools private schools getting that covered in >> in the four how many do we expect to pick up as kids in ninth grade >> a little over 80 this year came in in ninth grade instead of 10th grade historically they've been returning in 10th grade >> didn't want to

004go a treasure for whatever reason. And so they were coming back in 10th grade and this year they returned in ninth grade. Um which created some challenges in terms of master skeley scheduling. But now we know to plan for an additional 80 to 100 kids to return back to our school district in the ninth grade versus 10th period. >> But we still expect a differential inund >> a few more years. Yeah. Okay. >> But I I'm thrown in a preliminary projection. you're going to see because of schools being open, it's changed the trajectory. >> Yeah. >> A little bit. So, we're going to have some of that to play with as well. >> Um, so, so we're down overall 68 students. Our migration is 117 students. Um, and so being down 68 with the differential

005200, that's pretty good. You know, obviously the open enrollment held uh with that. in migration could be anything from moveins to current employees bring their kids here for school, new employees bring their kids here for school or the open enrollment. They're they're boundary in another LEA overall. So, I just want to do a shout out to Drew Frank and his team. They they have a very short window to record this stuff uh to the state office and they're on top of it. We're on time. Uh the data is accurate as far as we can tell and and his team does an amazing job as well as all those that are using Power School putting in data all the time. Um he really he really has set things up well. So all right, moving along. Here's

006the enrollment by school. So you can see Parley's is down 25 kids, up 25 kids, Jeremy Ranch is about even. And so you see the the change in eer a little bit as bigger bigger sizes are moving up to the high school. high schools only lost 27 kids. Keeping in mind that they've got nth graders there now as well, right? So all those numbers have been adjusted for that. Um our overall enrollments 4049 that total there it was 4117 was our head count a year ago. So that's where we're getting the 68 kids. >> Just you said the numbers are adjusted for the uh >> real does that mean the 25 numbers here? Uh >> yes I mean >> so the 25 columns adjusted >> yes >> we put eighth grade >> comparability nth grade

007with the high school I was going to ask the same thing >> I have a question um since we're expecting like 80 to 80 kids that come in grade does that bring our class sizes higher than the 200 class that we've had like you were saying they're graduating at 400. >> Yeah, there's a bubble in our secondary schools right now and we anticipate as that bubble graduates, we're not seeing the same number of kids enrolled. Um, so you'll see the graduating classes start to be below 400 in the next couple years. >> And that's been a common occurrence just with kids coming in, but it's been in the fifth grade, not necessarily, >> right? So you see a decrease to 27 kids in the school overall. That tells me those classes are are still at

008the 400 range chart. >> Okay, next one is enrollment by grade. So you can tell by grade. For example, third grade, you see a loss of 59 kids. That's really just a large bubble. We had a lot of kids in third grade a year ago. We didn't have as many kids in second grade a year ago. Now those second graders have become third graders and moved on up the line. And so, and I'll show you some other data here in a minute that shows the progression of grade to grade. So, for example, second grade going to third grade this year. In that progression, it's actually a gain. But because we're not counting, we're counting second graders in third grade this year and the previous year's third graders went on to fourth grade for this chart.

009That's why you're seeing such a big number because there was a disparity between the number of kids in those grades last year. So, why doesn't it up? 11th grade. >> Yeah, that's really just um Yeah, it's really just survival ratio. Honestly, if you look if you look at the 360 for 8th grade for example and then by 25 and now it becomes 370 nth grade and move it grade grade going up. I mean that's you look at 11th grade you just had more kids in a classes. So, this is really class by class. >> Um, it's kind it's kind of like I don't know. It's kind of like saying, "Hey, we're going to take last year's data and we're not going to really compare apples to apples for this year's data because those kids have

010moved up, right?" So, we kind of see them in a different grade. >> It's tricky. We'll have kids come back from the winter school. We'll have kids return from private school. They'll try. I mean, there's all sorts of unique situations once you enter the high school. Park City Day School goes up to what grade? Eighth grade. >> Yeah, that's a good point by superintendent. So, the end of the year, even though this is a headcount, it may affect their ADM because they may may only be taking two classes, right? They won't be fully enrolled. They'll count as a full student here, but they won't count as a full student as a membership member. >> You also got to factor in Utah online school or just any online provider. We have a lot of students taking

011onesie twoozy classes online or seven classes online and then they only come to the high school for one class. >> But you just said maybe they're not they don't count as a number or >> so >> they would because they're enrolled with us >> so if they take two out of the eight classes they're considered a 25 student it changes the WPU that we >> receive >> which is why we want to keep them here with us >> um and why we've embedded some of our miners online classes into the school day and our own teachers are teaching them so we can keep that WP within Park City. >> So notice in kindergarten our number went up in the kindergarten level so that's going to generate a little bit of growth for us. They separated

012out by by kindergarten. They separated out by 1 through 12. They used to do it all together, but now they changed it to separated out, which is kind of bad for school districts. So, we'll generate a little bit extra money there on growth. Overall, the WPU that we projected for this year, we're about $40,000 up in WPU funding. So, we're we're at least in the accounting world, we consider that break even. Others may not consider that fake even, but uh as long as we're not in the red, we're we're happy. So, all right, moving along. Grade survival. So, this is kind of a chart that says kindergarteners last year was 211, for example. Kindergarteners this year or first graders this year 240. So, you can see we've got 29 additional kids. So, we would consider

013that a 100 plus survival ratio. we would call that meaning, hey, we're we've got more than 100% of the kids in the previous grade from the year before getting to the next grade. What's interesting is you only see one negative here. So from every grade to the next incremental that means kids are staying and there's additional migration. So like in migration will be part of this number as well. >> This and this is presumably ambivalent to the actual kids, right? So if you have 30 kids that go and and 32 that come in, it'll be plus 10. >> Correct. >> Yeah. >> Okay. Moving along. Here's elementary schools. I won't go into much detail on that. It just shows you grade by grade what their changes are. Um in case you're interested in that. This

014is in the the board packet. So preschool, we had we had an increase in preschool is what was expected. 55 kids. You can see the big big gainers are Jeremy Ranch and Trailside. McPolan actually went down seven kids and then Parley's about about the same 11 plus. So um preschool's running well. Mrs. doing a great job and uh and we expect that to probably start growing. >> She's not. So before school, >> three classrooms, one pulling into two at Parley's. >> But what's the total enrollment from all the preschool? >> 200 >> 208 we maxed out at is what I'm trying to figure. >> We can probably take another 40ish. >> Oh, okay. >> So just under 300. >> Yeah. Okay. >> Um the challenge is some families also need after care. Um, and that's

015a conversation we're having internally. How can we guarantee if they're admitted to preschool, then they also are guaranteed to afterare. Um, many of our local preschool programs, they have to give a tuition deposit or commitment now. >> Um, and some are refundable and some are not. So, we're trying to figure out how we can adjust our registration window to capture those families who do want to come >> Yeah. uh to our preschool program and guarantee afterare for them because that's a big determining factor for families. >> Okay. >> Yeah. >> So in total students that were serving 40 4257 uh with preschool going up 55 and our overall K12 enrollment going down 68. We're really serving only 13 less kids right in our system. It's just that preschool is not funded by the state. when

016you include the whole number, we're still serving those kids. So, um I've shared in here the next two slides. One is ethnicity and race. So, this is what's reported. Keep in mind a student can select more than one category uh in power school. That's why you see the number higher for example the 50 134. So, and then our next one is just additional data. Kathleen's going to love this free reduce. This is one of the numbers we'll look into. uh down 275 applications. Part of that is a result of all the ICE things going on. Um family is afraid to, you know, fill out applications and put our name in anything. That's a real thing. So, um the other one is the immigrants. Our number one drastic immigrants. So, we'll figure see where Spanish kids

017that or kids that have Spanish as their native language is 588 in the district uh compared to 620 last year. So we have a number of students miss more than 10% of our native language is is Spanish. So all right moving on to preliminary projections. This is like picking the number one college football team before the season started isn't very successful as you can tell. Um, >> we believe >> because of the because because again I mentioned the survival ratios before >> because of the increase in survival ratios because of the influx of kids this year with open enrollment and things we haven't seen in the past few years those survival ratios are higher. So just taking an average of those across each grade um the projections are coming out just over 4,000 kids about

018three fewer than what we had this year. So we that's assuming we keep everything the same as that in terms of enrollment and >> correct. Yeah. Correct. And and we're seeing some growth as superintendent mention we're seeing some growth on the ice as well, right? More nth graders coming in those kind of things. So um it really kind of interesting over the next five years based on that model and that's keeping things status quo with uh kindergarten kids coming in. But it kind of levels things out, right? So that hundred that that every year 100 student loss that we've been having kind of equalizes out on that. So we'll we'll put more information into this and kind of look at how numbers are in different months over the next couple months to see how we

019hold up compared to October one. Um but anyway, this this may be helping us level off in Norman. >> How do you determine these numbers? Is it from the county with what's going to be built or how do you determine that you this many kindergarters are going to come five years from now? >> Yes. So I look at birth rates uh for the county building for B city. >> I haven't put a lot of reliability in the building until the building's almost done. What I found is a building projects approved and then 12 years later it still hasn't started. Right? We've seen that a lot in Park City. And so once we start building and see that then yeah sure we'll we'll start you know estimating but keep in mind the in migration kids which

020are partially from some of those subdivisions >> the in migration kids are in these numbers and included in the survival ratios going here to so there is a component in here that's already including them and they're us without us adding additional things like sorry something about I think that's code. So you're saying that's not included in here because we don't have when that's actually going to be. >> Yeah. When's it going to start? Right. So rather than bolster these numbers and say, "Yep, we're going to get an additional so many kids." Um yeah, right now we need a loan. So from our perspective, looking at these numbers, we should best think of this as best projection plus anything that's built. >> Not plus. Yeah. if there's something that's coming online like the studio to's probably

021coming online. >> Don't know how many kids will be in there. There's only there's there's very few very few threebedroom units. So, don't know that there'll be a lot of kids coming from that that development. So, really don't build anything into that because the number of kids coming in would now be significant. the all the development on the other side by Home Depot that is South Summit. >> South Summit. >> Um do we have those kids coming here? >> Some through open enrollment K5 have been coming. >> Do you know are they building a school out there? >> Not that I'm nor Summit is bonding. Um, >> I just didn't know what that it just seems to be really growing back there >> and I didn't know they're really planning on building another major school

022or will we see more of them that want to come this way. >> I think you're going to see more that want to come here because of proximity and I think the trail side for the high school. >> Yeah. But if they build a school there that could change the whole >> Yeah. I think something only thing I could see them doing is rebuilding. >> Yeah. and then make maybe making the school larger. They would probably rather bust those kids and build their own school cost of development. >> Plus, with with our decision to do open enrollment, it was kind of late in the game as well. We had to get turned out, but kind of late in the game and so you may see a little bit down this way. >> What we did

023see is a lot of South Summit Boundary families that were going to Wyman apply to come to our elementary school. There are a lot of wild. [Music] >> All right, it's your first look at preliminary protection. So, any questions? >> I think another question. Yeah, I think uh does the number of the reduction in number of free lunches seems really disproportionate to the number that is reducing as students. Was there something different about how we either advertised, enrolled or got people in that program this year or are we attributing it only to the reduction in students who might be using it? >> I think it's families are reluctant to provide that information. So, >> so they're not completing out the application. So, is our student lunch debt going on gone up since the beginning of

024the year because of that? >> Well, we only had one month to look at. I mean, they had they office hasn't even reimbured us any mills yet. So, that's not early in the game or >> and I don't know if either, >> but Dr. Gallagher, we'll we that is one I'll work with John Hawkins. That is one data point we'll look at because it has gone down a lot. I think the significant amount of it is probably going to be those that don't want to fill out the application because of fear of the federal government having their information honestly. U but we'll look into that number and see if we can figure out why they sort of ask for different >> because then they reached out to like the Christian center to work with them

025to get families. You know >> the number of people are actually eating lunch as well. I mean, right? Is it just they're not putting in the but they are eating or do we have a whole bunch of kids who are not eating lunch with that? >> Yeah, that's a great that's a great question whether they're bringing lunch from home or whether they're just or if they're bringing up death because that usually is what counteracts that. It's a whole whole conversation, but I would love to look at what is possible with with lunches turning back to uh during the pandmic where every child was supervised. >> It's feasible >> without having to apply for anything. >> Yeah. Um >> but like you said, has the fun federal funds even come down for that or special ed?

026with >> so we so >> so special ed the special ed grants we usually get late in the game so they haven't come down yet we usually subsidize those till January or so uh other grants have come down um as far as being paid for meals the federal money came in for the summer meals they did in the September a lotment they didn't come in for the August meals but again it's a short period >> right >> so I think in the past they've just done it October for August or September. I'm not sure, but it was not on the allotment this last time. I would expect to see some >> their entitlement should have been to a lot of trouble. So, they should have been state, >> but um yeah, and then with what's

027happened with special ed, is that going to affect funding? I mean, they're pretty much dissolved into the parchment. >> Yeah, I would say we we use more local revenue than federal funding or state that we're contributing a significant amount of local tax dollars. I think we need to let the public know that we are still supporting that. >> Yeah. Yeah. That we we've not heard anything different that special ed funding is in jeopardy. Uh and they tag team department of education. Yeah, they had a lot of cutbacks there, but they they they partner with health and human services when it comes to special. So I'm not financially I'm not too concerned about it. It's not going to interrupt any services, not going to interrupt any of our programs. We're fine. Um so >> thanks. >>

028Okay. >> Thank you. school calendar there. So, I'm gonna provide an overview of the survey results. Um, as many of you know, we had not surveyed our community since 2019. What we do know is many new families moved in during the pandemic as well as post pandemic. And so, the intent behind putting out this survey was to find out what do our families value? Do we still value a week long February break? Do we still find value in the Friday early release? Do we want to start school earlier? Do we want to maximize the weather in August? All of those factors um are considered in the calendar. So by code, we need 180 school days. However, we can use up to four school days for teacher prep time and count those as part of our

029180 days. And then we need to build in snow days. The last thing we want to do is be park city requesting an exception because we did not build in a snow day given the resort town where we live. We had 287 responses um which from my perspective is phenomenal. It says that our community wanted to have input um and they have opinions about the school calendar. So there were three options. Uh option one was essentially status quo with the exception of we did build in two more professional development days on August 18th and 19th. And the idea behind that was to provide teachers with protected time where they work in their classrooms, potentially hold back to school nights um and not feel so overwhelmed that their classroom isn't ready and kids are showing up

030the next day. We would still maintain that third week of August with the start date beginning on August 20th, which is a Thursday, not a Monday. I think many of us felt uh the pain of a long first week back, myself included. It maintains our Jewish holidays. It puts fall break back to the typical schedule aligned with the rest of the state of Utah. It maintains a full week at February break. Um, there are additional teacher compensation days. Spring break is earlier there. Um, one thing we did hear from the community is that they would prefer to have spring break that second full week of April, especially if we're going to make that full week at February break. So, they're not so close together. This one has last day in graduation on June 4th. So

031again, provides additional professional development days for teachers while preserving the full February break. Uh option two starts us a little earlier. It keeps the first day of school in the third week of August. It adds PD days for educators, but it adjusted the length of February break. We had already made a a decision not to touch February break. We put that out last week in the newsletter. We're not going to touch February break and we're not changing Friday early. And I'll get to that. The reasoning why uh this particular schedule has us ending the Friday before Memorial Day. There was a lot of feedback that the weather is still not ideal. There's a reason why they call it muddy season. Um and really opposed to ending school prior to Memorial Day. Option three gives us

032our earliest start. Um, and this is really coming from some high school folks with fall athletics starting as early as July and then AP testing happening in the first two full weeks of May, trying to maximize um instructional time with AP and then ending school once those tests conclude. that also maintains a full week off in February, but again it ends that Friday before Memorial Day. So you can see the calendar options of support uh parents preferring option one, majority employees option one and those who are both employees and parents option one students and community members. Um, so you can see there's a a large contingency supporting that option one, which is essentially maintaining our status quo with a couple of tweets. This question was specific to February break and whether or not there was

033support to modifying February break largely in support of not modifying February break. So we will keep February break. Um, but again, you can see it how it's it's broken down by our different interest groups. And then this was primarily for our secondary parents. Do they want to end the semester uh before winter break? So, giving finals on that Friday before um we exit for winter break and then the semester ends. in talking with some of our teachers, they felt like they couldn't get through the content um if we crunched first semester into August to December. So, that's something we can continue to have conversation about. We try to have 45 days per quarter and try to balance the red white schedule so they're seeing their students uh equal amount of time on red days and

034white days. And then aligning with Wasach back schools, we were kind of all over the board. Um really most of our community and different interest groups didn't have an opinion. Um it seems that that second week of April tends to work for our families. So that may be something that we maintain. And then overwhelmingly uh 84% when you take the whole the average want to maintain the Friday early out which is why we are not going to change it. So February break will remain and Friday early outs will remain. We had 769 comments because we did provide just a open comment box. Most of the themes were keep early out Fridays, keep full February break, a later school start. Some even wanted to start after Labor Day. Um, if you've lived on the East Coast,

035that is common practice there. 11% of those comments were specific to ending the semester before winter break. There was support for PD days with caution, meaning that teachers want time in their classroom. So, if you're going to give us a PD day, don't have districtdirected professional development allow us to be in our classroom working, preparing lessons or preparing our classroom for the first day of school. There was opposition to late starts, um opposition to starting earlier and ending before Memorial Day, some comments specific to religious holidays, and then traffic, which we all know if you've been on currents in the last couple weeks. Um it's challenging. Something that did come up um that wasn't specific to school calendar, but start times for high school um which is something we will explore. Uh we wanted realignment

036to conclude and then have our students settle into both ER and high school and look at traffic flow before making a decision if we needed to change start times questions about school calendar. I appreciate all the hard work because we've a big chunk of work to do. >> Yeah, very meaningful. probably more than what any of us anticipated. >> Yeah, it gave us feedback and shared, you know, we all have blind spots. Um, if we moved Friday early, it would decimate our YSA program. That's not something that we want to do. Um, other things, you know, in talking with PCEF and Community Foundation. Please don't have a PD day on the Friday of live PC give PC. That happened inadvertently for this year. So students are out of school, teachers are in professional development on

037the Friday that PC get PC is happening this year and we want to avoid that in future years. Running with ed typically happens the third Saturday of May. If we're now ending uh before Memorial Day that's going to have a huge impact on one of their largest fundraisers. So there's lots of things um to be considered. School calendars are very complex. They're not black and white. Um, and everyone has their perspectives and opinions about what works well for their family. So in talking with the calendar committee, one option is do we refine option one and three and put it back out for a final vote? One being just status quo three was the one where we started much earlier in August and ended before Memorial Day or did we just simply refine option one and

038bring that back before the board for a vote in November? Um, how many schools start that late this week? >> The earliest to start. For example, Waspatch started the same day we did this year. They're getting out um that Friday before Memorial Day >> because they don't have speed >> because they don't have ski break and they're using those four P days for their teachers and we're only using two >> and off dress. bigger. I would say I very few if any box over would be one of the few districts they start closer to the day. >> Okay. >> Like Salt Lake County or Granite, they were >> they're usually like a couple days or the week before us, but if we went that first week in August, we would be probably the first to

039start. >> But as I remember, didn't like Iron County and Washington, those down there start the beginning of like the 14th of August. I know some other districts started very early >> like the middle of Mars. >> Yeah, like they what we have on here the 14th like right around there. >> I think that's when Washington started. >> Yeah, I think you know high school specifically, you know, fall athletics, right? >> They start practice in July. So those families are already anticipating being in town because they got to be at triyouts and practices. So that was one argument was starting early. On the back end, it's AP testing. However, AP testing, there's a whole week of makeups. That's the third week of May. So, now our counselors are scrambling. >> It's crunch time to get

040those makeups happening that third week of May, >> and then you're ending school. Um, and quite frankly, I don't know if we'd be ready if we ended this year on June, I forget the last day of school, and then we're returning on August 7th. Power School goes offline on July 1st. Doesn't come back up till mid to late July. Now, we're asking our secretaries to come back mid July. So it'd be a very short turnaround for this first summer >> if we move to that earlier start in August >> and our spring break. Do we have a whole week off of that or that be adjusted to give them some days >> earlier? Um, I think by that time everybody would want March is a long month. >> Um, because there are no breaks >>

041and it's dark and it's cold and you feel like winter has >> Yeah, I think we'd be hardressed to uh decrease our spring break. >> They'll bump into the religious holidays too. And that's where we provide one of those parent teacher teacher comp compensation days. So it falls within that spring break. >> Okay. >> So Iron County this year started on August 13th. Teachers reported August 4th. >> Started August 11th. >> Yeah. I knew that the southern states started earlier because I always thought, wow, that's way early on bounce out. >> Yeah. >> And I couldn't figure out why because it's hot down there. They usually go back that first week of August, but then they're out >> Memorial Day. [Music] >> They get out for a little bit of sun before this. >> So

042really the question is, do we want to put two drastically different calendars back out to our community for a vote? And it would just be voting on those calendars. We don't have to. That was just a a discussion of the committee. >> I just don't think the general public wants to go back to school later. >> I don't either based on the survey results. >> I mean, it seems like most people generally were on board with >> staff. So, I don't know. >> Something based on >> We just need to tweak and refine a couple things. Move the PD days a bit. Make sure spring break's happening that second full week of April. So there's enough time between February break and April break. Um >> do all >> does all districts have fall recess? >>

043Yes. >> Some used to be UEA but we don't have >> almost all still do the Thursday Friday would have been this week. >> Um some go longer. Loses one. So yesterday and today were PD days for their teachers. And then every all their their students are out this entire week. Their teachers are out Wednesday, Thursday, Friday. >> I'm a little surprised there's more support for aligning spring break with other buses back districts. >> Do you have any sense of why people don't care? >> I think that was more for employees who reside in those areas. >> But even the employees 16.2% who said they >> Yeah. And I think some of them already have plans in which they use their PTO and they've figured it out because we haven't aligned for several years now.

044Um but yeah, I was surprised by that too. I I thought there would be more who supported aligning and I think some of it has to do with our February break. They want our break spread out a little more. So >> if we're starting spring break, say on March 30th, they almost feel like we just had a break. Why are we having another break? >> There's a one thing comes. I mean, we talk about the calendar every year, right? Every year it's a little bit contentious. >> We put the CR up and it screams like something around this. Just don't change it. Just >> so I I'm fine for us to refine option one and put that before the board um for a vote in November. And then the idea is to use that one

045so we can develop a three-year calendar. >> So we're planned out for the next three years because we do have families who are planning trips for next fall already and and they want to know what the calendar looks like. >> And then just say we'll be surveying three years again. >> Yeah. Um it been >> it's not meeting the needs. six years since we've been surveyed and we tend to repeat this cycle and we almost always end up back with a very similar calendar. Um but at least >> but it's good to ask. They were very appreciative that we asked and um lots of insightful comments and things that uh we weren't aware of that kind of surfaced. suspicion about why radioactive. >> Yes. So, hey, we will refine option one and then we'll bring

046that with the board in the room for >> Thank you. >> switching gears. Give you guys an update on our strategic plan. So, we are in year three of a five-year strategic plan. Uh, this began in the fall of 2023 and will conclude in the spring of 2028. Here are our five goals. So, 80% of our multilingual learners will reach language proficiency within five years. So, those are students who where English is not their first language. 90% of our third grade students will reach or exceed benchmark in reading as measured by the reading assessment. Currently, that is a pedience. That is the assessment that the state is using. 90% of eighth grade students reach proficient in math as measured by RISE. That's the state assessment. 75% of our Park City School District graduates will meet

047the ACT college and career readiness benchmarks for English and reading and Parks High School's graduation rate will be 100% and that's the four-year cohort. So they started with us in the grade and they graduated with us uh as a senior. So here is our current reality. So multilingual learners uh they take an assessment that is called WEDA stands for worldclass instructional design assessment. It measures four language domains that it's listening, speaking, writing and reading. Listening is their ability to understand spoken English. Speaking is ability to communicate orally in English. Reading is their ability to comprehend written English. and writing is their ability to produce written English. You'll notice in school year 23, so 2223, there's an asterisk, there was a new proficiency criteria that was implemented. So um before that the composite proficiency level was

048a five to exit and then they changed that to a they kept five and then they added or composite proficiency level of a 4.2. 2 and speaking proficiency level of 3.5. So that's why you see a bit of a bump. Um we exited more kids that year because the criteria changed after that school year. It became a score of 4.2 or higher in the overall composite and a 3.5 or higher in the speaking domain which they're considered fluent in English. Once they're exited, they enter a monitoring period of four years. So we are still monitoring them even though they've exited WEDA. So the dark blue means they achieved English proficiency meaning that they exited WEDA. So we are the dark blue. The state is the gray and this is measured in percent of students and

049then the lighter blue means they met their adequate progress goal for that year. Um we did have the highest percentage of NLLS uh making their adequate progress goal this last year. Uh that was the 48%. 17% exited uh from WEDA and entered that monitored status. Next slide. This goes into fourth year, fifth year, sixth year, seventh year MLL. So fourth year is mostly our third grade students. It could include some high school students because we're calculating this by how many years they've been with us. Majority is third grade students. They take the WEDA for the first time in first grade. So fourth year is mostly third grade. Fifth year is mostly fourth grade. Sixth year is mostly fifth grade and it goes on. There are six proficiency levels within the WEDA. One is entering, two

050is emerging, three is developing, four is expanding, five is bridging, and six is reaching. So you can see the biggest bang for our buck is going to happen in fourth and fifth grade. So those fifth year and sixth year again dark blue is meaning they exited the program so they met the AC exit criteria. The light blue means they met their annual individual growth goal. Next slide. This is where I'm not certain how we set a goal for 80% when we're sitting at 17%. Um, so what my team and I have discussed is we need to shift that goal to percentage of students who are actually meeting their individual growth goal each school year because if they're meeting their growth goal, then they're more likely to exit. Um, so you'll see the 2028 goal is

05180% proficiency. Our new goal is going to be 80% progressing. really focusing on fourth and fifth grade because we want those students to exit before they leave elementary school. It becomes increasingly difficult to exit once you enter secondary because the language is more complex. Questions about multilingual learners? Couple things we haven't implemented um shadowing tools. So at across the school district, Leah has developed an electronic shadowing tool, our teachers and our principles are going in with the instructional coach and they're looking at student moves of our MLL students. So not what the teacher is doing, what you as a student is doing. Are you engaging in the activity? Are you using the academic vocabulary? Are there is there extended discourse happening between you and your peers? Were there missed opportunities on the part of the

052teacher where they could have engaged um and provided question prompts and dialogue with that student to get a language production at a proficient level? I personally, and I'll say this for myself, this is not necessarily representative of our school district, but I believe it is education malpractice. When we have students with us who English is not their native language, they start with us in preschool. They work all the way through the system and they still have not been exited. We are a resourcerich district with experts. There is no reason why we cannot exit our students within five years. So this is becoming a huge focus for us. Uh it is a requirement that our teachers have an ESL endorsement and they obtain that within the first three years of being with us. It has been

053a requirement for 15 plus years. Now we're going to put those strategies, instructional practices um into place within the classroom. Additionally, I've asked all principles, I want you to be able to name all of your MLL students that are in your building. Um it is such a large percentage. If we're moving a small percentage, if we're moving two or three of those NL students, we're going to see that percentage swing in the right direction. >> I guess just a couple of comments. One, uh I would love to obviously focus on this in in in this forward, right, where where we're monitoring this because 17% was disgusting, but it's it's terrifying. Um and there I mean there are specific things that jump out, right? I mean why is why is the SE so much lower in

054terms of making adequate progress? I mean that's like there must be specific reasons why some of these things are happening but just generally seeing a real focus and a and a plan around how we're going to change this. Um but I know we're doing better than the state but the state's open, right? we we we that that's that's not that's not a base sound for us. Uh and the other thing maybe we talked about this the other day, but um how do we how do we promote more integration between non-native English speakers and native English speakers outside of outside of the academic environment, right? How do we get them to uh to socialize with each other and you know that will improve a lot of their their language and just speak. >> Yeah, we we've

055put a lot of things in place. Dream big, bright futures, LAA um first students, but we're still not making a dent. Um so this has been spotlighted across the district and continued to be spotlighted because this is unacceptable. Um in terms of the number of students who were not only making adequate growth in a school year but also exiting after being with us for five years. >> What's that graduation rate? >> It's high. I mean they're they are graduated but they have >> Yeah. There are you know some are earning 24 credit diplomas versus which is the district diploma versus the full 28. >> Um and some are doing credit recovery. >> Um but there's multiple paths to graduation or looks different for every kid. I think part of it is there's no English spoken

056at home, right? And that's why we're talking about integrating socially they're speaking their native language >> culture and customs >> and I mean they've done language development studies on children who are just in their parents and >> how many words they hear all of that with them separate Go ahead, Eileen. >> Yes, Eileen has got a bit. >> I can hear you. >> Can you hear me now? >> Yeah. Yeah. >> What has the school district look? Following up on what Nick and the others were saying about getting participation outside the classroom in ways that we know improve academic performance. Could the district perhaps focus on these fourth, fifth, sixth graders and get them and promote involvement in music and in sports and in other extracurriculars that we know also improve academic performance? >> Yeah,

057I would say largely our Latino population is involved in extracurriculars in some form or fashion, whether it be after school um or through sports. they are engaged and involved at that level. Uh we're also doing work with outreach through Cafe Konamigos where they come in, they have coffee, they meet with the principal. I was at one a couple weeks ago at Poland, we ask questions, they ask questions of us and just trying to create that partnership so they do feel safe and we can provide them with the resources and tools that they can support their child at home. >> Hey, thank you. Could we look at uh the kids who are successful, the kids who are exiting women soon? Can we look at what they are doing? >> Are there clues in there? >> Yeah,

058I think a lot of it comes down to extended academic discourse. So, can I have a conversation with you using academic vocabulary? Then can I transfer that to writing? Can I transfer that to listening and comprehend what's what you're sharing with me in the English language? And it's just practice and, you know, providing them with sentence stems and scaffolding so they can continue to progress in the English language. >> Are they more likely to be doing extracurricular things? >> Yes. >> And I'm I'm guessing this is a little bit chicken, but I mean it would just be interesting to understand some of that, right? What are the extracurricular things they're doing? Are there things we can promote for the others who are not doing so well to to be a part of that actually going

059to happen? Can that sort of guide us somewhat in some other? >> Yeah, these are all the questions and this is kind of again spotlighting a problem that has been perpetuated. It didn't just happen overnight. This has been a longstanding problem that we need to correct and and write the ship, so to speak. >> Well, thank you for paying attention to this. >> Carol, do you have anything to add? >> Maybe not. I'll have some conversation with you later on. >> Any overseas >> this year? This is my first year. I decided though this is something that's dear to my heart. I was a I came from Arizona and there 16 years as a teacher and a principal so lots of experience with especially Spanish speaking and um ESL services and then I ran a

060bilingual school in a Utah for um seven years. So yeah little >> I have a question. Yes. >> Um, are these our only five goal? I shouldn't say only. Are these our five strategic goals? Mhm. >> Um, is it possible to have a a goal or a couple of goals that um refer to the these elements that we think support improvement in language whether it's um and we we spend a lot of money for example on uh on um physical stuff physical all you know money we're putting into the you know all that stuff but is it possible to put a goal in that has more his I'm just roughly saying Hispanic involvement in football or tennis or cheer or what any of the you know lacrosse it seems as though if those are supporting

061things and we're spending a ton of money on these adjacent stuff to have a more well-rounded student um in the medical thing and I will notice I'd have a goal for a clinical goal mortality then I'd have a goal for patient satisfaction then I have another goal for financial performance. Our goals are all focused on one very narrow element of what they do in school and maybe if we shift a little bit that I just for you know conversation in the future that it may help us with this goal and you're shaking your head. Yes. >> More child approach. >> Right. Right. I I don't know what the acronym is, but >> and every school has a school improvement plan that's tied to their land trust funding and almost all of them have a little

062tied to MLL support, whether that be funding MLA in the classroom. So, um there's one-on-one support to get that academic language precion every day. No, I I see kids because I pick kids up at various Nicole and Era and in the younger grades there is much more uh socialization between Hispanic little kids and the non-Hispanic kids. And then by the time you get to Echer, it's sequestered out. The Hispanic group stays with the Hispanic group and the others stay with their group. So something happens between those first three grades and by the time they hit Echar that age group. So >> I wonder if it's something as simple as middle school sports getting pushing kids together and things like that, >> right? I I I don't think it's not going to happen naturally. Then you

063have the boy girl gender issue too, but >> seems as though >> that we ought to be able to intervene in another way or try some experimental thing going forward. Maybe not this year, next year, whatever that can push artificially until it happens. I mean, I I just saw, you know, little tiny guys and gals hugging each other as they're leaving school, Dubai and seeing Ramos or whatever >> by the time they're all that stuff. >> No, you all raised good points and said we're >> not digging into like what is the root cause of all of this and how do we correct it? Yeah, cuz by the time they hits high school, then they're starting to we and all of that kind of stuff. It just pulls them farther and farther. >> Yeah, our

064kids are stretched thin. They hit the high school level commitments. Next goal is third grade reading. Um, so our goal is 90% by 2028. We are reporting on green and blues as measured by Aadian. the state reports out on only blues, meaning that they are above benchmark. We're reporting out on at or above. So, you can see we continue to increase. We went from 79 to 84 to 87%. Our schools uh respectively Jeremy Ranch is at 94.4%. Mcpolen is at 86.7%. Harley's Park was 79.4% 4% and then trailside is at 89.1%. And you may recall we have the highest percentage of third graders reading on grade level amongst all public school districts across the state. Um that was 69% according to the state. Remember they are just measuring those kids who are blue which is

065above benchmark. Again, this shows our our third grade reading as compared to the state. Senate Bill 127 passed in 2022 and it was specific to early literacy outcomes in grades K through three. Um, you may have heard the term letters or the science of reading. It's backed in 50 years of research. It's not a program or an intervention. It's approach to teaching and they focus on the five big ideas. phenemic awareness, phonics, fluency, vocabulary, comprehension. Uh, and it's constantly evolving because there's new evidence to support different reading strategies in helping kids to read on grade level. Our goal is to help our students to be able to write in response to increasingly complex texts. So as they progress through our system, we want their lexile level to increase um meaning the text comp complexity as

066well as the way in which they respond to the text that they're reading. Any questions on reading? You likely are aware of we implemented wit wisdom and 95% group last year for K3. That's gone well. There were some growing pains. Anytime you implement a new curriculum, there are growing pains. You would have expected to see an implementation dip. We did not see that with the new curriculum. And now in grades four through eight, we are rolling out arts and letters. So they had some PD last week with a represent representative from arts and letters. Eighth grade math, our goal is 90% as measured by RISE. That is the state exam that all of our eighth graders take. Um, so we were at 52 59. Last year we're at 60%. The challenge with 8th grade math

067is it it shifts to more abstract algebraic concepts such as linear functions um and variables. So those are concepts that our our kids tend to struggle with, which is why we're focusing on 8th grade. You'll see as compared to the state, we are above the state. Uh but we still have work to do as it relates to obtaining that 90% proficient goal. >> How we I mean that's quite the goal at 60% when we're we are bring math teacher said the same thing to school. Yeah, >> it's really high. I mean, we're doing better as you can see, but it's unrealistic. That's not really >> So, we're setting kids up to fail based on a goal which is not attainable. >> And that's the challenge in digging back through how these goals were established. We're

068not quite sure what metrics were used or what data. >> Um, and what I said to the eighth grade teachers is we want to see growth. if our kids are growing >> um and that proficiency is increasing, >> that's our goal at the end of the day. And we know that math standards are uh likely going to be up for adoption in January. Every five to seven years, the state rewrites standards. Math is happening right now. We hope to see them adopted in January. So you may see a new curriculum adoption for math. So what is the state goal? The state doesn't have a goal that I'm aware of. Our goal is 90%. We're sitting at 60% right now. >> I understand that. So, but we don't So, the state isn't imposing these goals on

069us. We are imposing them on ourselves. >> These were established um >> however they were established. >> Correct. >> So, we may be exceeding the state goal for all we know as it comes as it's developed this year or they'll what if they give us a goal of uh 45 or something, you know? I mean it's it's lower than low. They don't give rules. >> No, they they don't. Those are that is specific. They say local control, right? So, we're going to set this generalized structure, but you can get more granular because you now have local control. >> Was this set to five? >> It was in the fall of 23. >> So, we're in year three. Yeah, obviously we want 100% of our kids reaching proficiency, but you don't go from 60 to 100

070overnight. >> Are there other districts that we know what their scores are that we could um >> No, we can access >> see what they're doing. >> All data gateway um and look at what they're doing. What I can say is eighth grade has grown substantially over the last couple of years um in terms of percent of students being proficient so positively. I mean the states for too many districts, >> right? >> I mean I just feel like when when I look at that, you know, a a sensible goal in three years might be 65, >> right? Yeah. >> But a a a sort of ongoing goal of seeing growth year on year is probably even better, right? To track 53, 59, 60, 62, 64, whatever we get. just a percentage increase, not a Yeah,

071>> we're working with what we've inherited. The goal is growth. >> I go way out there. >> It is a audacious goal. I I will say our our goal is growth, not perfection. If our kids are trending and growing, um then we're meeting them at their level of need. I think probably go back to the conversation we had a few months ago now when we when we started talking about you know our overall vision of driving sort of the back aligning these kind of things to some of that being realistic >> and the challenge is we're in the middle of a lag the the audit in fact we've got to respond with our year two progress there's three recommendations that are still outstanding and they're all specific specific to the strategic plan. So, can we

072make small revisions? Yes. But we can't change it so much that it no longer aligns with what they expect. >> Yeah. >> 11th grade ACT goal. So, our goal is for the English college and career readiness benchmark that students are scoring an 18. reading is um or I apologize that is the benchmark for English. So if you score an 18 that is indicative that you will be successful in a freshman year English course. Um for reading it is 22. Um, and our goal is 75% of our students are meeting that goal and we are focusing specifically on the 11th grade universal ACT because the state provides that and we proctor it at the high school. It is very difficult to track multiple ACTs for one student and then average their composite and then report out

073on that. So, we're just focused on that 11th grade ACT goal. Again, you can see how we compare with the state. Uh, an 18 is an 18 on the ACT is considered competitive for less selective um and many public universities, but it's considered below average for a selective institution. The national average for the ACT last year, so 2024 was 19.4. 4. And you can see we have 85% of our students who scored an 18 or higher. Graduation goal is 100%. Obviously, we want all of our kids graduating. School year 23 24. We were at 97. And again, this is that four-year cohort, meaning they started in August as a 9th grader. They finished with us in June as a 12th grader. >> Yeah, it's right around 12 kids >> roughly. Yeah. Um and they So

074you we have not gotten the class of 2025 yet because students have until October 1 to complete um their courses and or credits and they can still be considered as part of the class of 2025. And we did have a handful, not many that were still finishing up some credits. Um, so we anticipate that percentage being released in in the next couple of months. It's usually October, November. Um, could be later. We know some of the data has been delayed. >> That is good because usually isn't it about 95. I mean, I don't know if I've ever seen. >> Yeah. So, the state is at 89% for the class of 24 and we were at 97%. So, we're above that state. Um, you may have heard a year or two ago that we reported out

075that we did have a 100% graduation rate. That was 12th graders who started in August and ended in June. So, not the four-year cohort. So, the state tracks it by the four-year cohort. We traditionally have reported out on they started with us in August as a 12th grader, they finished with us in June. Therefore, all of those kids made it across the finish line. So reporting not 100%. Questions on fiveear strategic plan goals. >> I'm I'm hung up on the thousand kids or so that are getting left behind right now. It' be it would be really interesting to to understand the cases around. I'm sure there are legitimate reasons for some >> pursue their GED. Right. >> Right. Some could have said Mtech is better for me. I know I want to be an electrician.

076They don't require a diploma, high school diploma. So that's the path that I'm going to pursue. >> It would be great to understand that because I think that leaves us with a a true gap, right? What are the kids who should be graduating? >> Yeah. >> Any other questions? Yeah. Um, but that's just an update where we're at today and uh we'll provide a middle ofear update kind of things that have been implemented where we're at. You will not see data like this again until next fall when the state releases 25 26 achievement data. I mean we're above the state >> is is so will we be discussing the a new round of goals um for in some of our next meetings then >> yeah as we did continue to evolve the retreat and our

077work with school leadership alliance we can look at how do we refine these to make them more realistic and aligned with the work that's actually happening All right, we need a work plan alignment with the goals and figuring out how we're going to do this because otherwise this is just looking at um a lot of pain frankly will never reach the goal that has been set and so it's defeating I would feel if I were a teacher this would be very defeating >> working hard there's nothing wrong >> working hard they're doing a a phenomenal job kids are accomplishing great things >> definition >> some of these goals don't necessarily reflect >> it comes across that we see this >> achieve the best. >> Yeah. It doesn't necessarily reflect the hard work that's happening inside

078of our schools day in and day out. Um and if you look at the strategic plan, there's no specific mention of AI and we know that's a big film, >> right? Right. Um we know durable skills, those skills that transcend multiple professions, critical thinking, problem solving, communication, collaboration, those are big. Um industries are saying kids aren't coming with those. So how do we measure that? How do you quantify your skills? >> Every time you edit it, does it have to it has to go through the state the board? >> Not necessarily. It's just every fall right now. Um, we're having MSU send a letter of how we're addressing the certain recommendations that they've provided to us. Um, interestingly enough, three outstanding aren't really specific to any of this. >> Uh, one is specific to master

079athletics. uh one is specific to um instructional strategies, but nothing is as specific as as these schools. And so where did they pull those from? >> Good question. >> I'm just like where did you come up with this if we didn't? >> Good question. Okay. Thank you. >> I think even though we're not going to see data again till um next the same year next year same date whatever we we need to have some you know planning and all that in the interim to so we aren't sitting here with the same conversation next October. >> Yeah. Yes. And we've started meeting with our district leaders and our principles in their beginning of year um conferences and compliance reviews. And the last question we've been asking our principles, can you tell me who all your MLS

080are in the building? And I wouldn't expect them to know today because we have never knew, but that will be an expectation. So the teachers as well as their principles, we know the 10 10 ML students that are in our building and we know what we need to do to improve them and exit them for you to I'm gonna skip comment. Did we get >> Lori? Anyone here for public comment? Yes, ma'am. All right. We have a form. >> Yeah. chat first. >> Um, >> I'll give my I'll give my disclaimer before you go just to remind everybody of sort of ground rules for public comment that we do absolutely want to hear input from our community members at our meetings. Um, but in order to respect and preserve the time allotted to each presenter

081on the agenda, each speaker who comes to bring public comment will be limited to three minutes. And if you're representing a group, you'll be better than five. >> I think I can invest in that. Come up here and sit with us. >> Join us. >> Um, so this is what I came to comment about, but this has been really interesting. Thank you for your I'm sorry. I'm Elizabeth Gordon. Um, I have kiddos at Jeremy Ranch in fifth, third, and first grade. Um just a quick comment about the ELLL students. Um I don't forgive my errance for the like a lot of the program, but um it might be worth um exploring the idea of like bunnies. Um I don't know if that's something that's been thought of before, but I know that in Jeremy they

082pair I think it's a first grader and fifth grader for as a reading buddy. It's a really popular program. >> They love it. The kids absolutely love it. Jeremy Ranch kids are also super involved in like even coming to school early for programs whether it's like jump rope club or our harmonic hawks. So like these kids I think there's 70 kids in harmonic hawks who are willing to be there at 7:05 in the morning to sing. And I know that a lot of my kids friends would be interested if they had like a weekly like game that they were supposed to do with a younger student or something like that and then they just got to know that student a little bit earlier on in their in their life journey with Park City. Um anyways,

083I'm really here for like the Lorax of April break. Um I think from my conversations with like other parents um some of our confusion was just around April break. Um and like where the shift from April to March even came from like if we were keeping the length of April break. We didn't understand how that helped anything to move it to March. It just and and it just wasn't discussed a lot. It was always like, you know, okay, February break and and Friday's off and, you know, the beginning and end of the school year. Totally cool. We just It felt like two out of the three options. Moved break, but then in all communications just wasn't brought up. Um, so just curious where that came from. >> Yeah, likely a miss on our part. Full

084transparency. um the breaks we were trying to balance like if we kept February break or if we modified it then how does that impact the spring break um if we start earlier how does that impact the spring break >> so that was a miss on our part there's no feel intent or trying to slide something in and as you heard from our conversation today the intent is to maintain that second week of April like we've done historically >> well then if I can pick myself Thank you. >> Yes, super insightful meeting. Thank you. I'm Carolyn Gallagher. Hi, Dr. Gallagher. And >> hi there. >> Hi. Um, I brought up in my survey in the in the comment section about if we could possibly look at doing fix red and white days because my kids do

085early release and late start and it's just so difficult to schedule anything and I don't know any other school district that does it our way. Um, so I I put that in, but I guess it didn't make the list of people that >> No, that's actually conversation that we had as part of realignment. Um, and I'm also a proponent of it, just so you know, because with MTech coming online and keeper, they do have a fixed schedule. Um, so much easier. >> Yes. Where every Monday, Monday and Wednesday are always red days. Tuesday and Thursday are always white days. Fridays can flip or can do all of them or >> Fridays could be a modified date or it could flip every other week. That is just not conversation that has gotten a lot of traction

086yet, but not to say that we can't look at it. It did come up as part of realignment. Um, but there were far bigger uh issues to resolve as part of realignment. Um, but I know some of our teachers are supportive of that as well. I do think parents would be supportive as as well um if they heard about it or like there was like a discussion about it um just because it's it just makes a lot of sense. Um, okay. >> The guessing out of the tweet. >> Absolutely. You're like, I look ahead like when can I schedule the dentist, you know, and I got to compare. And anyway, um, that was one thing. And then I was going to maybe make a comment on the English language situation. Um, just something that I

087personally witnessed when I went to um, my daughter in seventh grade when she was at Ear. She's currently in ninth grade at the high school. And when I was there in seventh grade watching um a presentation by the class um the second language English I'm not sure sorry what what you call English language learners >> didn't have to participate and so I personally like to sh my daughter Charlotte I was like hey why why do they not participate in this project of presenting um what you've written. And she was like, "Oh, they never do. They always get to skip out on every assignment." And I'm like, "Well, how are they ever going to learn the English?" Then you have to like get them somewhere, right? By having them do the assignment, even if it's not

088as like elaborate or long, but like I was really shocked by them. >> And I I came home and I was like, "This is so weird. like why would you not have to do the assignment? >> So anyway, that's just something I personally witnessed and was very confused about. >> Thanks, Sharon. >> Thank you. >> Okay, now I can go that any more takers. We're good. >> Anybody any questions come in? >> Yeah. Okay. >> All right. So, we're going to go over now to the consent check. We've got our regular session meeting minutes and September 16th, travel request, personnel for check registers from September 2025 and board revenue and expenditures. >> You can I make a motion to approve the sales agenda as second. Any discussion? All in favor I m we'll move on

089to our month favor report. >> I mean unanimous approval on the consent. >> Um okay [Music] student on the board ended up going really well. We sold 808 tickets, which is a really large increase from last year. It was a really good turnout and lots of fun. >> And from the profits, we did $500 for the Children's Tumor Foundation, um, which we voted out as a class. So, we were really excited about that. Um, we have Halloween week coming up the week of the 27th. And we also have fun spirit days for dressing up that week, as well as activities every day after school except for Halloween. Um, student council is also going to ask do representative to serve on the friends of the library board at the M City Library, which we're really excited

090about. I'm going to be going and I'm very excited. Um, just to help them understand more of what's going on at the high school and how they can better serve us. Um, >> that's a fantastic >> I agree. And tonight we have volleyball senior night. We also have sophomore spall this Thursday. had or are having due to their pumpkin carving either tonight or not sure this week. Um, and then our inclass meeting will be on the 22nd, which I'm pretty sure is Wednesday of next week. And >> yeah, we need to figure out because we have two >> and I think to be going over more in depth over what we've done this year and some really cool things that we're seeing. Um probably a student perspective on how the addition of donor pouches at

091the high school is going and just time for feedback questions and as much possible confirmation with the >> I love it. Um who who are the students that help out at the open house? >> Is it squad? >> Yes. Hope >> I'm not sure if there's another group, but >> did you go to the other >> I'm on hope squad and we were asked to go. >> How is the new space? We've been at school for two months, give or take. >> I really like it. I think it's >> How's the mind? >> Um, it's really good. I spent time in there and I think it was really well well executed. It's a great space to focus and the librarian she's very nice and our tutors are really helpful as well. I visited the English

092students buttons the other day. >> So the mine is think of a modernized library space students just need a space to sit and think, take a break. Uh the study hall happens in there every period and then we have tutors. We have a a STEM tutor and an English tutor that kids can access during the day. >> And then close campus, how's that going for our freshman sophomores? >> Um I don't have a problem with that. I haven't heard anybody say that they have an issue with it either. I think um sophomores are excited for the opportunity coming up second semester to earn off campus, but right now I think everybody's doing really well. >> And are the lunch lines moving quickly with one lunch for 40 minutes? >> I think so. Sometimes it's kind

093of hard to differentiate when people are just talking with their friends near the lunch lines or if they are in the lunch line. But I think everybody who wants school lunch is getting school lunch on time. >> Good. I heard there was some retraining of how to properly stand up and line >> up agree. [Music] Did you say you were going? >> I'm happy to go if we need somebody. >> It is next Wednesday 11:45. >> Yeah. I'm not quite sure what it mean what it means to do. >> You go to the classroom and >> you do a presentation. I will meet you in the main office and we can walk up together. >> Okay. >> It's in the new space. They have a new student council room that is triple the size they

094used to have with storage. Um, so yeah, we can meet in the main office and they give a presentation and Q&A just time for conversation. >> Okay, good. Does anybody else want to go? >> Well, I was going to ask Eileen. Do you have any others about next um Yeah, I'm going to see if I can I actually have a meeting about vision screening in schools with the state all that morning and if it finishes on time, I can make it to student council. I can make that. >> Okay. I just might >> as we only have to go back because we'll rotate. >> Yeah. Okay. Yed >> experience. Thank you. >> Yes. Okay. >> Okay. Employee. Are we finished? Sorry. Thank you so much. And now we've got employee group reports. >> Hello. Kristen

095Hall, co-president PCA Health. >> Um, where do you work? >> I work. Thank you. What do you I'm a school counselor at Park City High School. So, I've been very encouraged by the conversations happening. Makes me very excited. >> I got chills at one point. Um on behalf of PCA, we want to thank the board for your recent email um regarding your commitment to educators. Um your acknowledgement of the challenges educators face and your commitment to keeping our schools safe, supportive, and respectful is deeply appreciated by our members. It reminds us um that we're all part of a district that values people first and stands up for kindness, inclusion, and professionalism. Um the association would like to express support for the proposed uh recording and meetings of meetings and interaction policy. Um we appreciate the

096district's forward thinking approach to protecting the privacy and integrity of all participants in school related conversations. Requiring consent before any recording takes place helps build trust, encourages open communication, and safeguards the respectful dialogue that makes collaboration possible. Um, we also want to thank Lindsay Hsman for her open communication and collaborative spirit. um her willingness to um partner with the association and engage educators on important topics regarding um such as the calendar for next year. Um her leadership and transparency just helps create a culture of where the staff feel heard and supported. Um as educators, we're proud to work in a district where leadership staff and community share the same goal to keep Park City safe, supportive, and inspiring places for every students to learn and grow. So, thank you for all you do in your

097partnership. Thank you. >> Do they have any [Music] news? Is good news. Um, >> oh, angry >> coming up to talk to us about the >> Do you want to come up? >> You just want to put your your awesomeness. Oh, tell us about how Red Apple you are. >> Oh my gosh, it's shining on stage. >> Um, yeah. play. >> The band was there. We had a string quartet. Um, we had the theater students selling opportunity tickets. They did an amazing job. We we reached our goal there. Um, we exceeded our paddle raise and live auction goals. So, it was a great great event. Yeah. >> Who was the auctioneer? >> His name is Roger Lumplade. >> Not local, but yeah. But um this when you walked outside and it was snowing and it's

098like yes >> it was yes the dusting snow at the end of the evening which was pretty yeah um and just yeah it was great. Thanks. It was wonderful to share the stage with Lindsay. >> So yeah um on theou I'm happy to answer questions. Not much has substantively changed since the last version that you all reviewed at the uh were in October at the September board meeting. Um Lindsay, Randy and I I think collaborated on some questions and um again we didn't change much substantively. Um the only I would say like monetary change was that we moved from the 180,000 which was the district's commitment to PCF over the last four years we increased that by 4% starting next fiscal year and also 4% a year pri in the subsequent years so through the

099duration of the year. So that is something that was changed. Um am I forgetting anything Randy that we or Lindsay that we talked about >> and is that um yeah that district percentage is active >> implementation of reimbures the costs for a portion of our staff salary and benefits. Um we can only use it for staff that are PCSD allocated or PCEF allocated staff from PCSD which we all are. So that's our team. Um trying to think if there's anything else. One other substantive change we in the last version we did not we left termination authority to PCSD. We asked if we could have that authority for our own staff. Um and so we also alongside that indeidentify the district um around any illegal action that would occur from termination of an employee. So that's

100a substantive change as well. >> I think from your attorney's perspective, that was a a shift in a positive direction for the district rather than from us, but we weren't that responsibility for our staff and races. Yeah. Then we collaborated on that change of what the legal counselors reviewed it. Yes. We're fine. >> Any points of content? I'm sure you all collaborated on it, but is there anything we should be aware of that wasn't? No, >> you might have to sit between these two. >> Yeah, we did. Yeah, >> we discussed a few things and made sure that we're clear on just, you know, type of employee we are and some of the things that a lot of wants because we are PCSD employees, but we also are our own nonprofit. And so having this

101document allows for us to just ensure we're all on the same page about, you know, how we operate together. And I think reviewing it every couple of years is wise regardless of making changes or not, just to ensure we continue to agree on the tenants within the document. So I think the biggest thing is as they implement their new strategic plan, how can we offramp some of the programs that they have funded for years that from my perspective likely should be a district cost. And what is that offramping look like? It can't be a you funded 50,000 and now this next year the district needs to fund that request. It's a multi-year phased approach. So, I would say our our partnership is likely stronger than ever and we're in sync in terms of vision and

102alignment and moving our efforts forward. But I really want the foundation to get back to why they exist and it's to fund these educator powered innovative ideas and not books, right? >> So, the 4% increase that's an ongoing is that what you were saying? We baked that in this contract. Not really contract, it's but is two years. So it's really next year and following. Is it like a cost of living increased? Is that why we just come up with the 4%. >> Yeah, you can call it that. >> Yeah, I mean we give our we haven't had an increase in that amount for four years. Um, and we do have provided our staff a 3% colo. We don't match what the district does. we kind of make our own decision around what's within our budget,

103what we can afford to do from a revenue perspective. Um, so we're playing a little bit of catchup, but not really even that much catch up because it's been for not this is here for of the same amount that we started in 2022 21. Yeah. and we're having early conversations. What would it look like if Ed foundation did come on to one of our existing salary schedules, but that could be complex? So, and I talking about is that a a benefit to them or is it uh more detrimental to how they're currently compensated? >> How many people is it? >> We just hired two more. cuz I had few more. So where are we at? I had um eight. Eight. No. Yeah. Eight. Yes. Yeah. >> And very much needed. >> Very much. >> Yeah.

104And we just to be clear, we we pay all of our staff salaries and benefits other than the less the amount that we include in the year. So yeah, we decide if that's the staff really need and then we make that into our budget. Thank you. So, do we we have to vote on a motion to approve that foundation? >> Any discussion? Anything? Anything's on the board. Hope she comes. >> All in favor? >> I All right. Next up, we have the policies for posting. Um, we have policy 7096 LEA specific licenses. We have policy vending machines >> machines. Okay. And then 9027 child nutrition. >> I make a motion to approve St. policing and then I have questions. >> A second discussion. >> Yes. So specifically the bending >> I don't think the high

105school should this whole policy I think it was written to benefit the high school to run vending machines at their school. Is that what we want back in our school? Uh yeah, I mean I was looking to understand the the context of where we have the vending machines and there's one very specific thing that we we relate to grade eight and only grade eight. Uh and I just I would just like to understand more about what the circumstance is for for the vending machines and what we're trying to achieve. That's that's a concern after meeting in policy that if we pulled the vending machines out, we haven't had an issue and I think it's a healthier choice and then you're not competing with the state on turning them on and turning them off or getting

106fined if they're still on when they show up. Why are we bringing them back except that the high school wants more revenue? What do they want this revenue for? That they actually have to have vending machines for kids to have soda. So, I I'll take a stab at it. I can't speak for principal F, but I think knowing the original language that was in there, part of it is funding. Um, I think the other piece of it is as activities are going on during the evening at the high school, which happens a lot. There's nowhere to go and buy water, buy buy soda, buy, you know, brownies, snack, ammon, whatever it is for for patrons that are there. I don't even know if during games if they run like a snack shack. Some schools do

107that >> concessions, but it's inconsistent. It's dependent upon the extracurricular that's h happening and parent involvement. >> So, I think it's really twofold. He's trying to meet a need in in the evenings. Um he's committed to following the nutrition standards where he can't have it on till a half hour after school ends and they would go off at midnight. Timers will be set. So, um, >> a health thing is what I was, my concern is that, you know, why are we encouraging high school kids to drink soda and eat unhealthy snacks after school when they're exercising or doing something athletic, which is not very good for you. >> I kind of figured it was more for the adults. >> Honestly, I'm sure. >> I think it's a challenge, right? Yeah, I that's my big concern

108is we're if we're we we want to raise healthy and teach kids healthy habits, but then we want to give them a sprite before they go play football, which is not healthy. Yeah. >> And it's not good for their muscles if they're exercising and all of that. >> Hey, a couple challenges. We know if we don't provide it, they're going to be campus to go get it if they want it, right? Whether it's walking or driving to 7-Eleven or going to Alberto's going to >> that's the day. >> I think that happens after school too before practice because they they don't have access after school is >> it's packed. The other challenge is we do not have a concession stand facility inside of either gym >> where you know you go to other high schools

109and their gyms you can sell. >> Clubs usually do that. >> Yeah, right. We don't have that. They're setting up folding tables in a little corner off space. I was at the volleyball game last week and they just had a folding table and they're selling snack. So, our current facilities don't lend themselves to, >> you know, providing healthier options to our students. So, I guess do we want kids leaving campus to go get unhealthy snacks or would we rather keep them on campus and provide unhealthy snacks? Is there is there a middle ground? Yeah. Where we give some have some controls around the kind of things we're doing in that? >> Yeah. >> And then and then if they still choose to go in something unhealthy, >> so be it. That's out of our control.

110But we can at least >> vitamin water when years ago when the child nutrition department had it because the state would have pulled their federal funds if it wasn't healthy. But now it's just kind of a >> well where it's happening after hours it's much more loose. >> That's my big concern. I mean Okay. >> Go ahead. >> I think I have an inherent issue with raising money by selling crappy so-called food to be either parents or kids. Um, and especially when we used to have higher standards of regulation in many schools and many states and now those regulations have dropped. That doesn't mean that we have to adhere to the lower standards. Could we maybe Laya could help with this? Could we get some input from the students as to what they want and

111how much they use it? But personally, I'd love to see if we could try and have healthy options available. There's I can imagine there's no need for us to be selling something more than water and healthier foods. >> So I'm hear I'm hearing that we're not opposed to the idea of vending. The real issue is what is that? >> What is the quality? >> Yes. And then who now regulates and monitors what goes into >> from my experience vending you can make a lot of money off of food that's not good for you. >> Yeah. >> That's why there's gas station. That's why >> I mean you can make >> dogs minimal very not very much if you put healthy food in. >> So when who's monitoring that when somebody says well we need extra

112funds so we're going to push this It just opens. I just rather have it healthy and not making money off of making our kids unhealthy. We can put procedures in place that sort of monitor and regulate what goes into the vending machines, not necessarily embedding it in policy. >> Some I mean, some of it probably go, but we say no carbonated beverage random will be available to students in grade eight. We're fine in every other grade, but six through eight. No chance when it was over at Treasure Mountain >> and I agree with you. They haven't taken it out. >> I just I you know anyway I think you're right. The general we're not sort of we're not I don't think there's opposition to >> having something is is what is that thing and and

113how do we put some control around it? >> Do you guys sell snacks at a store? >> No. Oh, >> is there a desire to sell snacks? >> Um, I haven't heard you talk about that, but I think definitely ask >> because I my wondering is the student council want to generate funds by selling healthy snacks after school. >> Yeah. Through the student store. >> We can definitely I can never >> I know maning it will be a challenge because you guys are engaged in a lot of extinction. We can talk about that next Wednesday. >> Or the business class doing you know certain sports. >> So I guess the question that is the more comfortable >> you want >> posting it >> and add procedures procedures do not need to come before the board.

114Eileen, what's your feeling? >> If we if we can count on uh collaboration with students and with the administrators with the understanding that we want to set an example of selling healthy food and drink, then I'd be okay to vote for it. But again, I do feel strongly for the two reasons. First of all, raising funds on unhealthy content is not a good M. And then number two I didn't mention was it's the poor kids who end up doing this because they don't have the car to go off campus >> and that's not fair to them. >> Um I would >> I think so posting I don't think we're close to being in our place to approve it fully. I just think it's >> Let's pull it. We'll send it back to the committee and

115invite Caleb >> to that next policy committee meeting. >> So, our policy for posting to vote on now is the LEA specific licenses and the child nutrition. The child nutrition policy is the lunch charge policy. Is that what that is? >> Yes. Charging and renting every time. Okay. >> Yeah. >> Conversation. I mean, I'd love to look at that more broadly. I I don't know if it's worth pulling that now um until we can look at that. >> Yeah. I wonder if hypothetical we wanted to move back into that pander model where we're affording all kids access to lunch without cost. We need to look at budget if we have any implications. >> Yes, we're plan on studying that this year. We'll have something in time for budget time. If there's going to be a

116significant change >> sound and look at it again too because this is required by the state, right? >> Yeah. Amy did reach out to the state. >> They're hesitant to give any kind of legal advice. >> They reached out to Did they reach out to the competition? >> Yes. >> The state and Kim Well didn't give you any. Yes, she responded and said um here are the USDA's perspective on all this which is to encourage kids to apply for reduced or um free lunch um which we absolutely do. And then um she asked me to claim property law >> and so I went through that and we are currently in line with that policy and I actually learned that we wrote that policy [Music] That's why I brought it up. >> So, we're saying we're

117reup this because it's the five years >> which is what we do policies and when we go through they are this year. We'll see if they >> Yeah. >> Well, we're sticking with this for now. We're gonna look at the budget and what other things we can do with now and program. >> You have numbers from during co how much it costs if the district subsidized it. >> So I haven't audited or put anything together yet. As soon as I can walk in about three or four weeks hopefully without this thing on my leg >> then we'll we'll I know. >> Can can't your >> try to wait as long as they can. >> What's that? Could your child nutrition director do that for you? They have access to the state website that has all

118those numbers. >> Yeah, we'll get we'll gather all that. We'll put together an audit plan because we're going to look at the whole protocol. >> Okay. >> Meal for labor hour, all that kind of stuff. >> Okay. >> Yeah, we'll put a lot of data together. >> Any more? >> No questions. Then I make a motion to approve the post name policies 7096 and 927. >> All in I can't go pick you up. Um okay. So we have the following policies that have been posted for the required 20 days and are now before the board for adoption. Uh we have policy 10007 environmental regulation plan. Policy 3013 bullying the cyber bullying 3014 recording of meetings. This is the policy that um was referred to earlier. Policy 5005 building access and security. on policy 9065 volunteers

119from the school. >> I may conduct updating the deputy policies as read second. Second discussion our elementary principles will be for volunteer policy also approves. >> Okay. Um, so all in favor >> I >> All right, I think that's at least all of our to-do list. >> Then I make a motion to adjourn until next regularly scheduled meeting >> in free or any of that. I need