001live. We're gonna do the thing to order this meeting of the Park City Board of Education. We will begin with the pledge of allegiance to the flag of the United States and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay, first up on the agenda, we've got our work session and we're going to hear about Title N and athletics from Righty. Good afternoon, President Reed and members of the board. My name is Michael Santa Rosa. I'm the title N coordinator here at Plexi School District. Um, I'm here today because there's a law here in the state of Utah 53G-6-101 entitled report action plan. And it's a newer law here in Utah and it requires at the beginning of each academic year that the athletic
002director or another administrator of each school shall report to the school's local governing board. Um a number of things. I'm actually standing in for Mr. Sheets today. He's at a a statewide athletic director event. Um, so I'm here today just to show you the number and type of intercolastic sports available at the Park City High School categorized by gender designation. The number of students competing and the gender designated intercolastic sport at the school categorized by gender. The amount of spending that the school devotes to each gender designated intercolastic sport at the school categorized by gender. and a comparison and evaluation of designated practice and game locations in the gender designated interclassic sports and any information regarding the school's efforts and compliance with title 9. Um, also if there's a discrepancy between male designated and female
003designated sports of 10% or greater, an action plan that the school develops to address the discrepancy. So, I don't know if you all have a copy of the numbers on the screen. I have a hard copy if that would be helpful. I can pass around. >> Um, >> it's in the agenda. >> Okay. Excellent. So, just uh some things to note. Uh, these numbers here are consistent uh with last year's data and proportions. Um, the coaches pay was increased this year. Um, not all coaching positions were filled. Um, and the male and female teams have the same number of coaching positions for each sport. Uh, I've been told that the new Treasure Sports Complex will be impactful for both softball and baseball. There will be more opportunities for home games and practices and less travel
004time to uh, help the students. Uh, there will also be eight outdoor tennis courts and there will be three turf rectangles which will allow more practice time and options for other sports as well. And in terms of the discrepancy, uh there's no discrepancy between male designated, which is 46 47.6% and female designated 52.4% sports. Currently, there's a 4.8 percentage in favor of female sports at Park City School. Any questions at this time? >> I didn't do another quick question. I don't see um baseball under here for spring or fall. Oh, you didn't see baseball. Yeah, >> it's at the very bottom, ma'am. Um, it's actually under co-ed mix co-ed. >> Yes, >> along with football and then also cheering. >> And Jamie Sheets, as you all know, is definitely the um the uh subject matter
005expert. I can absolutely take any questions back to him. He's always available for any questions as well. You said not all coaching positions are filled. Sorry. >> What is the impact of that on student athletes? >> Um I don't think there I I honestly can't speak to that. I haven't been told of any impact. Um Mr. Sheets has assured me that there's coaches definitely in every sport um for each gender. They just don't have all slots filled. May they have some other opportunities for for more coaches if necessary on certain sports. I can't tell you today what those sports are. Um, but he could we could definitely give you that information. >> Yeah. >> And sometimes they're out of season and they don't feel it until they get closer to season. That may be the
006case >> uh for these particular positions that are still >> it looks like the some of the coach salaries look like they're standardized for male and female track and field for example, but others are not. >> Yes. something that is separated out in track and field. Are they going to be standardized for other sports? >> It's my understanding that it it's based on years of experience. Um, so you might have a a coach starting at year one versus a seasoned coach at year 10 plus. >> Then you said coaching salaries have gone up. Is that just normal increases? Is it reflecting an ability to hire coaches? That was >> I think that was with along with the lines with all the district pay increases. >> So a year ago, so in 24 they weren't increased.
007>> Yeah. >> For 25 they were increased 22%. >> To make up for that year the 6%. >> And now they're tied to whatever the cost of living adjustment is given to other employees. Okay. Sounds good. >> Thank you. >> Awesome. Thank you. Have a great year. >> Thank you. >> And next up, we've got the early morning today. Hi. Hi. Thanks for having us. >> So, I think we're just getting the slides up close. >> Thanks, Trisha. Love our new logos. So, we use them every opportunity we can. Um, so today, um, we're presenting the early learning plan for the 2526 school year. I'm Amy Jenkins, the executive director of teaching and learning, and Katie McN, the literacy specialist, >> and John Hall, the math specialist. >> There you go. Uh the early learning
008plan is something that we're required to do through the state of Utah. Um follows a whole bunch of laws and things like that you'll see on the next slide. Um basically we want to always ensure that our earliest learners are um reaching appropriate benchmarks in reading and math. So this applies to our K3 students. We test them three times a year in reading and math using a cadence, formerly known as dibbles. if you were going through elementary school when my child was there. So parents receive that information when they go to parent teacher conferences. Our first window for Aadians opens on Monday. So we we we screen all of the students depending on um the K3 situation. And if they're in fourth and fifth grade, sometimes we pick them up if they're still not making
009adequate progress. um if they are not making progress during that benchmark period then they are progress monitor in between those two tests. So we test again in December between August and and December teachers will check in on those same assessments. Um sometimes weekly if the student is in intensive um need uh needs intensive support. Um, sometimes it's just twice a month if they need less support just to make sure that they're on track to meet that next benchmark that's set in December. So those all of those things are set by the state. So we just follow the same windows and things like that. The purpose of the plan that we're presenting to you today really is to make sure that we're focusing on um areas where we can improve teacher expertise, improve their classroom instruction,
010and also then obviously improve those student outcomes. So next slide. So during the early learning plan, we also have to make a couple of assurances. We'll get into kind of the goals and things like that in just a second. So you'll see up there that um when we submitted our plan to the state in June, we had to make sure that we were um uh in alignment with all of the requirements of the plan. One of the newest pieces of the early learning plan is that um we are required to make an assurance that we adopted highquality instructional materials in literacy. Senate Bill 127 was passed in 2022. And as you know, we did our K3 literacy adoption May of 2024. We followed that up with another adoption last year in May of 2025 for
011grades four through eight. So, we've got a very, I would say, high quality instructional program K8 now in our ELA um or reading um uh classes. So, that's something I think we're really proud of. Um, every year we have to submit our goal attainment survey. We did our last year's on June 5th. Um, we'll submit the new one on um, before the deadline of July 15th as it's stated there. And then today we're presenting to you the outcomes of last year's plan and then what our new plan is. So, next slide. All right. So, this is our um, literacy goal from last year. It's kind of wordy because we have to say not only what are we addressing. It's got all the things there. We have to we have to also um uh root or
012excuse me explain how we um are going to address that at the teacher level or student outcomes. So just to pick out the highlights in there um our goal was around first grade fluency. So that is how fast and accurately students can read. At every grade level, they need to read a certain number of words per minute accurately and fluently. That means that without stumbling or having to decode word by word. And so looking at our past data, we always go back about three or four years in our Acadians data. We do an analysis and we had set a goal to increase our school score from the middle of year to end of year by 8%. Um you'll see our actual down there. We started at 61% and we ended at 63%. We did not
013meet our 8% goal. What we did do however is we want to highlight we did have a huge implementation last year. Right? We changed out 95% for phonics tier 1, tier 2 and tier three on our K3 teachers and implemented great minds with wisdom. And so uh obviously our teachers were learning new tools, new new materials, things like that. So instead of having an implementation dip, I feel like a 2% baby is pretty positive. So we didn't lose ground. Um the 8% really was based on a year prior. That is what we had achieved. So we are hoping to hold steady if you will. Unfortunately, as you can see there, we went up just 2%. Um, next one question. >> Oh, sure. Do you want to go back to that previous slide? >> Um, it's
014a generic question. We opened up the classrooms to out of district area students and how is that impacting the class size and as a result of that, do you anticipate that will influence the performance this year? I don't know. You know what I if I were to if you were to ask that question last year with implementing new materials, I think it would be a big impact. Bigger class slightly larger class sizes. These are not >> we're saying what 23 I think that >> large for Park City, >> right? We understand that we are coming off of some Yeah. some very small class sizes. So I would say if you're if you're a classroom teacher trying to teach new materials with more students, that's difficult. coming in this year with one year behind us, a
015familiarity with the programs, the systems are in place, the support systems are in place, I don't think we're going to see a big impact. >> Well, we we'll obviously monitor that with our Acadian data at the beginning of this year and then when we see our data come out at the middle of the year, we want to make sure that we're not again, we have historical data for many years back, we can track and see our growth from beginning to middle and make sure we're not dipping anywhere. And if we are, we can, you know, deploy the right resources and support. So I feel like we're set up well in our system to, you know, address any classroom needs, whether it's a size related issue or just learning diversity issues. So not too concerned about
016it. >> Okay. So then when we sit here at this time next year and we've still we're still at 2%, then need to analyze why we're still at 2%. I think that's where we dig in and we'll talk about what goals we're setting now um so that we can really analyze where we see the growth in our programs because we we analyze every subtest that comes out of a cadence not just a composite score where they kind of take all of those subtests and say this is overall how the child is doing. So when we when we dig into each one, we can say, "Okay, we know that this is this part of the core phonics program. So let's make sure we've got um the right support, right? We're checking in on that classroom instruction,
017making sure the teacher feels confident in what they're doing and things like that." So I think that we have again the systems not only to to deploy the instruction, but also to support the learning of the instruction. And will there be any um uh ideas or support mid year if we see we're falling behind? Not be I mean not not to blame anybody but to bring the support where it's needed if we see well you know two points we're 10 points below where we should be. >> Oh yeah. >> So we'll hear about it. We won't Right. I I I don't know how this works. >> We're happy to we don't typically provide midyear. It's it's kind of es and flows as far as what we present to the board, but we're happy to present
018after the midyear data comes in. We're happy to kind of come back and do a comparative so you can see um so that you can also track it with us. I think one of the things that we committed to with the K3 materials adoption was that we would commit to three years of professional implementation coaching from the people who write your curriculum so that we're learning alongside teachers so that when they leave after spending a day with us or whatever we can take our coaches our literacy specialists myself and deploy into those those classrooms or deploy to the principles into those classrooms to make sure that the teachers have it just feels like this is a pivotal year opening up the district. So, I I think we need to keep track of that as a
019result so we're not doing something negative. >> I think we're all and we'll talk about our like I said, we'll talk about our our current goals both in the strategic plan and at the state level and where we are with those and and then we can kind of compare um uh compare where we have been, where we are going and then when we can check in again. Sure. And so I think it's important to note historically you would see what Amy refers to as an implementation dip. Anytime you adopt any new curriculum, especially multiple grade levels, teachers are learning the curriculum and implementing at the same time. And we actually saw a 2% gain versus loss in terms of kids reaching. H how do uh you might have just hinted at this, but I'd be
020interested to know how these targets compare to state and national. >> Yeah. So, we haven't received the state um rankings yet. Last year, we were ninth in the state >> for our overall performance in K3 literacy specifically. So, I think as a district, that's something we were very proud of at the time. Um as you know, our our rise data, we had some um uh schools that were ranked very highly. Trailside came up and they're like the top I'm not remembering the number but top five you know of the state. So I feel like our academic programs at the elementary schools are are only continuing to improve and we see really strong numbers. So for sure >> I would love to see those things highlighted because that's our main that's what we do here educate
021people. So what we want to hear is how are we performing on in that education. >> We're happy to all very proud celebrating what you're doing. state will release that data in October is the speed toll. >> Um and then we can report at the October meeting. >> Y I just sort of a high level feedback anecdotal question of like how are the teachers um appreciating using describ whatever with how that new curriculum going. So, it's interesting. I don't have that right here in front of us, but we did send out a um year one survey at the end in the spring last year. Katie and I are reworking our literacy plan around that feedback and and basically what do you need more of? What landed? How do you feel differently about these things? So,
022we did do that survey. Happy to share that with you guys as well. But that was important to us too. Part of what we evaluate is not just what students are able to do with these materials, but is it changing the mindsets and the beliefs of the teachers around these materials? Do they believe that they're going to work? And then do they have the knowledge and skills to teach what's in there? And that two years of letters training that the state provided for our K3 teachers was part of that. So they should have the skills and knowledge to be able to do those things. Now we're just putting it together. And so we feel like year we are saying we're in year one and a half because last year was a big lift with two
023new programs and things like that. So, we're really looking at some teacher targets or teacher action targets as a ending year one of implementation and starting to look down the road to what should year two start to look like in classrooms. So, I feel like we've got feedback from them, input, but we also have a really nice plan moving forward. >> Want to talk math for a second? >> Okay, this guy's gonna like nudge me every time. >> Quantity discrimination. >> Thank you. I practice that. So last year again we set a goal in math um in addition to the one with literacy again focusing on first grade students. We wanted to make sure that they were improving on the subtest that is advanced quantity discrimination. John was nice enough to do the um do
024you remember BH1's popup video? That's what I think John's slideshows are like. >> That's a huge translation. >> So AQD stands for comparing two numbers um and identifying which one is greater. So the students have to do that very quickly. It's a time test. Um and so we were hoping to see a 5% increase from beginning to end of year. Um by doing the uh by doing these things uh such as providing teachers with those evidence-based practices to develop their understanding in you know all these things. Um the reality is this was also first grade. The reality is we did not. We wished we had the time with the first grade teachers to really dive into their mathematical um professional learning. Literacy really took all of our time. And so we saw an increase. That's
025great because we really didn't we had them on cruise control. We have a great math program right now. The teachers and the interventionists still provide math, you know, supports and things like that. So we didn't take anything away. We just didn't add anything additional. So that's changing this year. >> All right. Next slide. >> It would be super interesting to see how that compares >> for sure and absolutely and like I said I have um I have some information back to for example our core literacy um composite score across the board. Kindergarteners were 81% proficient first graders were 66% second graders were 78% third graders were 86. Now, that is both blue and green combined because Katie's going to talk to you about rural in just a second. In math, kindergarten was 78%, first grade
026was 68%. Um, second grade was 85% and third grade was 77%. The state h gives us a baseline of 60%. If we fall below 60% in any of those grade levels, they provide additional state providing support. We don't ever typically fall below 60%. So that'll just kind of reassure you like we are doing well. We want the majority of our students green or blue because that tells us they're at lower risk for um learning, you know, falling behind in the future. So, >> okay, take it away, Miss. >> Okay. Um so this year's early learning plan does not have literacy goals since Senate Bill 127 in 2022. Um the goals have mainly focused on literacy goals, but this year they've turned to math goals and they did that because the state has a third grade
027um goal for the whole state that the state will be at 70% um reading on grade level by 2027. So reading on grade level in our world would be in a cadence blue. There's a cut score for Aadian. So we are working the second graders now. of what where they will be in a third grade and then the 70%. Um so um so here are the two goals. So the USB literacy goal is by June of 2027 or more third grade students will be reading on grade level. In 2023 24 that was 65% and last year was 69%. So that's just blue. The Park City School District strategic goal which was written before the state did the role goal is by 2028 90% of our third grade students will reach or exceed benchmark on a
028cadence which is the green and blue. So the state goal is just blue. Our district goal is green and blue. And we were at 81% last year and we're at 86% this year. Um, so here are some of our action steps. Literacy action steps. We have so much going on with literacy. So grades K through three, we are in year two of implementation which we purchased last year. We started a 95% group. We have a tier one, tier 2, and tier three program. So they are all aligned all through. We're beginning our testing next week to see where they fall. Um, the system's really working. It's really cool because in tier one you'll see what the students are working on in grade two and you'll see that growth in their tier two. So it it's
029working. The sisters are non-education folks. Can you explain tier one, tier two? >> My gosh. Amy said there'd be no questions. >> That's all people. So tier one would be for the whole class what they're getting the whole class. There's the coreics program which is all tier one. Um after our acadian scores come out we see the reds and yellows and greens and blues and the gaps in their practice. They will get another test called PSI and that will put them in small groups for their tier 2. So it's reinforcing their familiar with like hop 30, moose 30, their intervention time at the elementary schools. That's and we call them the binders. may have heard those words. That's what the tier 2 program is. We just happen to put the materials in binders because they're
030easy to transport around the building and keep track of everything. So that tier 2 system is very mobile, very fluid because you want kids in and out as quickly as possible. So as soon as they show that they're ready to move on, we move them on. And it's a sequential system. So they place in and then they do three cycles and then they test out and they go somewhere else. So it's very fluid as a tier 2 should be. Then the tier three program is called RAT and that's an online program in um with the interventionist and it's all the same language, all the same directions. Everything's the same one, two and three. So the cognitive load on students is not about learning directions or understanding words. It's just about the decoding. Um and then
031we did K through three written wisdom which is the knowledge program we are using for comprehension. Um, grades four through eight are in year 1 of implementation and we are using Arts and Letters for their core tier 1 um, language arts program which is Witten Wisdom 2.0. It's the same company. Um, it's just their updated version of Witten Wisdom. And then 95% is used in fourth and fifth with the interventionists and we've just introduced it to Eer. Echer has a teacher that can do the rack program of tier three and their um eye time and some of our support classes will have tier two the binders. They will also be using the binders. Um so we have a lot >> the literacy I didn't mean to interrupt you. I'm sorry. >> Well, I don't know
032about that. Um does AI enter into this curriculum and if so where? So the go back one screen for me in the two in the two core programs that we have there 95% which is going to be the phonics phmic awareness side the decoding side and then the wit wisdom andor arts and letters which is the knowledge building um side of things there is not it actually is not heavily digital at all. It really is children reading books discussing analyzing artwork things like that. It is it is very much a social interactive experience. The only place that AI I can speak to that comes into the literacy world is we did and I didn't put it up here because it's not part of our core program. We did um approve and adopt Amir which is
033an early interactive software for students that they can read a story out loud and Amira is an avatar a character and she listens and if the student stumbles over a word or doesn't decode it correctly it actually reinforces and retaches it in that moment. So there is an AI component in the background of that program but for literacy I think that would be the only thing that would apply. Oh, I'm just curious who is that um teacher at Eg that you said is the who rap train? >> Oh, Karen Thomas um instead she has the rap training. >> All right, start. >> All right, now we get to talk about the present, right? to our 25 26 goals and just to uh get things going the state we have to have the state look at
034our plan before we submit it to you and there are specific guidelines and processes that we have to follow for example we just can't randomly look at uh and just choose a goal uh the state requires that we look at the the last three years of data so you can see up there and we have four years of data but just to show you where we were four years ago um for goal number one is to increase the percentage of third grade students in computation. In computation, that one's pretty easy to understand like the unlike the previous one. Uh it's basically performing math operations, addition, subtraction, multiplication, division with base 10 numbers, not with fractions. Um so if you go back to 2122, that was just the year after COVID beginning of the year was
03550 and we didn't make any progress um moving the kids that year. But take a look at the next three years. We're starting at higher levels of proficiency, right? 55 and then 61 and then 69 for 2425. So, it's kind of hard to to when you're starting so high to set the goal for the end of year to be, you know, 10 points higher, five points higher. Um, so when we look at the last three years of data, we had a a plus three, a plus five, and then a negative -2. But I'm not going to fault the negative two too much because we started at 69% and 67% it's even higher than the end of year average or the end of the year percentage from the year before. Um but still the same. That's
036the process that we go through and then the state says look do that process. Take the three-year average for all your subtests and then find the one that has the lowest three-year average. And this was the one. All the other ones were, you know, 5%, 10%. We have one that was like 19% growth for the average. So, this is the one that we chose. And we also chose it for another reason. This is third grade. And computation with base 10 numbers is very important. They need to know the concepts of adding, subtracting, multiplying, and dividing because now in third grade, they're going to be introduced to doing the same operations with fractions. And so to have those skills down and to have a conceptual understanding of those operations as they go from whole numbers to
037fractions and even decimal numbers, we felt like it was it was very important to make sure that we're we're on top of that. So that's our first goal. And like Katie said, we have a second goal as well. Okay? and asked them to do the same thing for first grade students to focus on computation where computation really takes a stronghold in understanding adaptive fluency and strategic confidence with our first graders to get them going and thinking along those things. So again looking at the three-year average starting really high 72% for 2223 70% 68% and then our end of year averages are still pretty high as well. You can see for 2425 last year we went from 68 to 67. Okay. And then just a plus one average over the three years. Okay. So what are
038we going to do about it? We're excited about this. We really want like um like Amy said a few minutes ago, we really want to build the capacity of teachers to help kids understand, build the conceptual understanding and share the ownership in learning um with our students. So we did this with fourth and fifth grade last year and it made a tremendous difference especially in the fourth grade. We're going to work with teachers one, two, and three and also kindergarten as well to update our coherence maps and learning progressions so that for every priority standard that we have regardless of the grade, teachers have these resources right in front of them. On the lefth hand side, they have a learning progression that they can share with their students that's in student friendly friendly language that
039outlines the learning intention for that particular standard and the steps by step or the steps that the the the students will take in meeting that success criteria exactly what they need to learn. In middlecom, we have those will be links to tier one and tier 2 instructional resources that teachers can tap into um along with the USB core guides and the near plots that we just got from UEN and I Revy. And then the on the other side um we learned something very valuable from the fourth and fifth grade. Assessment is a very powerful instructional tool. Kids learn by taking assessments. And if we look at the research, the more assessments they take, the more they learn from their experience and from their mistakes. So we're asking every teacher to give at least three ways
040or have kids demonstrate using three different ways of demonstrating their knowledge. And we're outlining what they can do right there in that last column and to not only just take those assessments, but use it as a learning process. And you can see that they're varied, right? It's not quiz one, quiz two, quiz three, quiz four, okay? But different ways to reach so that every kid has an open opportunity to demonstrate what they know and to learn from that experience. And this is what we're going to be doing with our, like I said, K123 uh primary math instructors throughout this year. It's going to take some time. I don't think this will be done by the end of the year, but the learning progression is really our um our goal is to have those done and
041then for year two finish off the other two columns. So, how we've got this huge literacy. We had this we had a conversation weeks ago or so around how to define we've got some defined Friday afternoons with our teachers when they have when the students are gone um for professional development PLC work. And one of the realizations we had is in grades one, two, and three in all four of our schools, math is taught through the DLI side. >> Yeah. Those teachers are not involved in our literacy trainings because they're not delivering the English language arts curriculum. So, these teachers are ripe for some additional professional development that John and Annie Wallace, the DI specialist, are going to push into the schools and support this work through those teachers. So, we're not we're not pulling
042other teachers away. We'll have them do some cross communication to make sure that the teachers who are not present that do teach math in first, second, and third grade are still getting the benefit of their learning, but we're really getting have them be the leads on this because they're kind of an untapped group right now. So we we had that realization, proposed the idea to the building principles. They thought it was a fabulous place to go and so that's going to continue to work on. So, we're hoping that our math scores are not I'm not going to say neglected, but they're not on the back burner and things like that. So, um it really is an opportunity for us to leverage all of the the support systems that we have. >> So, go ahead. >>
043I just have one final question on all of this scoring that you're doing is based on the Acadians curriculum. >> Yeah, it's it's an assessment. It's a diagnostic assessment curriculum. >> Okay. And so, is that you intend to keep that for the next evaluators or six years? That's a state's decision just like VISE. VISE is the state's test for grades three through well it's going to be three through nine now. Um a cadence was identified at the state level as being the literacy and math for the early learners for K through. >> So if they change we will have to change but at this point they I don't anticipate >> I just think the impact on teachers has got to be tremendous to go to some other learning model. You know >> this is just
044these are really quick screeners you work with the student. I mean, when you give an advanced test, >> it's like a minute or two minutes at a time. >> Yeah. For a test, a student is with the teacher. Sometimes they can do it in a whole group setting because it's a paper pencil piece. So, >> yeah, it's it's really lower than half of the time. So, >> so two two questions. One, how do you explain the reduction beginning of year to end of year? Uh, and two, I'm I'm just curious how you begin this one. Yeah. I'm curious how you feel about the goals, right? You sort of hinted a little bit of the goals you worked through with the state, but like are they do you feel they're enough of a stretch without being
045too much of a stretch? How do you feel about the goals that we're setting >> me or >> so um I7 right? >> Yeah. So 69 to 67% again 69 starting. So, here's the here's the reality about testing in general. There's always going to be and I'm not I'm not trying to BS anybody, but here's the reality. And I just did I shared this information with the K13 teachers. There's always a reliability coefficient, right? Okay. So, for even the ACT will say, hey, you can take the ACT, that's your assessment score, whatever it may be, 27, but does it measure your true knowledge of what we're trying to assess? No. We're like three points off and in both directions. Okay. What we consider a margin of error like for example in polling. So I'm not
046too concerned that there's a negative two because what that tells me is that all right 69. Okay. Maybe that was off by two percentage points or three percentage points and maybe the true score was a 67. Okay. Or even below that or even just slightly higher than that. I'm not saying that that's satisfactory. That's why we have the action plans that we have in place. Right? That's why we have hey we still want to build the capacity of teachers so that this doesn't become a trend because in all the other areas we're seeing tremendous like I said before 5% 10% even a 19% growth in the other areas. So this you know catches our attention and say computation is is what we need to focus on and I think we have the right methods in
047place to address that so it doesn't become a repeating factor >> and then how how do you feel about the goal generally I mean obviously it's easy to sit here and say why why do we only want >> I'm glad you students to be why why is it 100% >> going back to our previous goal the one that you saw for 2425 and we had the 8% the literacy and the 5% % for math even the state USB will say hey you know when they give us recommendations your percentage is too high so they'll give us a range for example when we do an increase like this they'll say 1 to 3% that's what you can realistically expect so choosing a 2% increase or a 1% increase they say 1 to three that's realistic okay
048then they say 3 to five oh that's aacious yeah that's a stretch and then they have anything of a five plus um you must be a superpower superhum or something like that. Yeah. Or but the so they really give us guidelines there to see what's realistic in terms of setting these percentages. >> You also talk to us about growth goals versus maintenance goals versus you know depending on what your what your data is looking at or looking like. So once you can kind of analyze do you need a growth goal in the situation or do you need a maintenance goal? So so and and it's really nice. It's very well supported because we do the pre-work ahead of time and then they do a Zoom call where they kind of run you through whatever's new
049or updated and then you submit your plan for feedback and if they approve it then it comes to you guys. If we need to make any adjustments we could resubmit. Um but at this point I think we're excited about a year or two of our literacy stuff. Even though it's not represented in the plan anymore, it is obviously still being measured and followed and tracked. And then our work with the math um with the math um support in first and third grade this year. So, >> and we're following that cohort of third graders. Yeah, very much. Very much >> following those groups to meet the >> literacy goals. You guys need a liar or >> great question. I do want to acknowledge that heavy lift teaching and learning is taking on between year two of
050K3 curriculum adoption or curriculum materials and then this year arts and letters 48 and then there's new math standards that John is working on standards based reporting AI the list goes on and on and on. So they they are carrying a heavy load and doing it well. Well, and and we tend to introduce um a formal PCBL structure in the elementary schools starting next month. So, we're really excited about bridging what the secondary has been doing for the last couple of years and their learning and bringing it into the elementary spaces and and each of the specialists, Katie, John, Annie, Gina, Brett, um will all be embedded with the school site as a direct support to the principal and coach there for that work. So, we're we're really trying to be in the schools and
051doing the work alongside the teachers um and the building leaders um to make sure that it really does feel like um it it's their ideas coming forward and it's their their way of interpreting um that vision. So, um I'm excited for it. The principles are really I think they're jazzed and ready to go about it. So, it is a big lift, but we're I think when you're excited about it, it doesn't feel so good. That's true. >> Thank you. Thank you. >> We have our consent agenda with a lot of things on it. So, we've got the regular meeting minutes from June 17th. We've got most meeting minutes from June 17th. We've got swim team to Texas, travel request, swim team to New Mexico, swim team to Idaho, swim team to St. George, >> golf
052to St. George, knowledge works contract, Renaissance learning contract, Robert Merrell Company, assuming that's a contract. Uh, carrier contract, power school contract, uh, personals, couple things. um July board expense report, the July board revenue report, the June 25th check register, the July 25th check register, and the special session from August 8th. And I get a motion to >> I make a motion to approve the concerns agenda as second. >> All in favor? I agenda is approved. >> Okay, moving early. We have light. Have you heard from anybody, Lori, about to make or any of you here to make public comment? [Music] >> You can always move on. We come back if anybody filters in certainly revisit public comment. >> Okay, next up, student on the board report. >> Um, hello. to be back >> two days
053in. >> Yeah. >> Um to start off um going back to last year some late events we had um we had 575 people that attended which is a little bit um lower than normal but it was still good. It turned out to be fun. >> And then for upcoming events we have our back to school assembly which will be this Friday. And then we also have homecoming and senior week starting the week of the 15th next month. And then homecoming will be on the 20th, Black Friday, I believe. And this year we are doing it at the high school, which will be the first time in 10 years, and we're hoping to make a new tradition out of it to have it keep being at the high school. And then just as a reminder for
054the beginning, there are some ongoing activities that student council does. This is student pantry which is just always available in the back of the counseling room and it has snacks, toiletries, clothes, anything which we are always accepting donations form. It's just a good resource for students that need that. Um, if it's >> Can I pause you for just a second? That is that going to move to the new >> team? Yes. When the wing is out and grocery how much use is that going? >> So currently our two other pantries at Jeremy Ranch and um McPoland uh we did a little over 12,000 items last year. >> Do you have any special panty needs right now as the beginning? >> You know I have donors I have private donors that are funding it and they're
055really really good right now. And then we got a huge donation from the >> border. Is there a sense that anyone who needs it isn't getting it right now? >> I think so. I mean, I have, you know, the outreach are going in, social workers, counselors, principles, nurses. So, all the ones that really, you know, feel like they've got the pulse on what the students need. Not that a teacher can't go, but those kind of are the main. Uh and then we have plenty of money to fund the one the team center which they'll open as soon as >> um and then go ahead. We also do a recital burning every week which if it's the same this year will be on Thursday. And then we're doing new student gifts which we are starting that
056this week with all of our new students. And then we're also doing outstanding student gifts. And this year we're also looking in the hallways for kind of students and we're there some new incentives and we still excited about getting that going. And then I think that's it for today. How's the one lunch? Um, >> two days in. >> It was good. It was definitely a lot of people on adjustment, especially coming from Treasure with only two grades in a small kind of area, but I think people are liking the um that much. >> It's nice. >> And the open versus closed campus. Um, I won't lie, a lot of sophomores were mad, but it makes sense to me because you can't drive yet, a lot of us. So, the ability to earn it, the opportunity
057in second semester, I think, is a great compromise. >> And it doesn't make sense. >> It's closed for freshman sophomores, but sophomores have the opportunity to earn it for second semester if they're in good standing. So that was a compromise the leadership team made with the understanding many of our sophomores get their license that second half of the school year >> and yoga pouches. >> We are uh spreading the word two weeks before they launch. But many of our teachers are continuing to use the calculator pouches in lie of the younger pouches. But right now it's educating the students. It's coming. It's coming. It's coming. Oh, here it is. Um, but so far so good. >> So, okay, about that and how that's going next month. >> Yes, next month. >> What's your sense of
058the the juniors and seniors? Because freshman and sophomores don't know any different. >> Yeah, it's kind of what we know now. We're used to it. I mean, I won't lie to you. I'm not going to say the juniors and seniors are happy about it. But I think once we get into the swing of things, then they'll adjust. And you know that people aren't actually walking in phones, but they're away and that's important. >> Correct. That's the intent. >> Yes. >> It truly is an honor system. If we don't see the fall, the goal has been accomplished. And I think a lot of people don't really know the evidence behind it, which maybe it'll be a good idea to share that because I know I was not happy last year, but once I learned that, you
059know, suspensions are down, fights are down, like everything just it makes a lot more sense to me. And I think it'd be a good idea to share that with the students, but it'll be an adjustment, but I think it's good. The author of The Anxious Generation is coming out with a book from the team perspective. So that may be something we share with the student body. >> Do you see a difference at lunch this year with the phones away? >> Um well second day >> I mean the upper classman there really on it this year about having your phones away especially with the new law but coming from treasure seeing that from 8th grade to 9th grade when we got our pouches I saw a big difference. People weren't just on their phone. we were
060talking to each other a lot more and I think that was a really good improvement from the year prior. >> So with the one lunch period, how are you people getting they being able to get their lunch if they want to buy lunch? >> Um I think so. I personally don't buy lunch, but I think everyone wants to buy lunch. I've seen school lunches around. >> Yeah. It's interesting this weekend a lot of kids are staying on campus figuring out their schedule. that are not ready to leave yet. So, the lines are a little longer. I think we'll slowly start to see those decrease. Yesterday, when I was over there, there was one line that was particularly long. I believe it's the pizza line. Um, but I think we'll start to see those decrease once
061our students get comfortable and find their friend groups to leave campus and figure out the procedure. >> Is there enough seating room? >> So, the commons has expanded now. Um, >> so we took all the lunch tables from Treasure. They're now in the high school as well. So one big common space. >> Did you get food? >> Did you try to buy food? Did you get food? >> No, I never me. That's enough. >> The new space >> um in um the open house. I was definitely freaked out. I was like, I don't want to do this. It all looks the same. But getting to the sweet things, it's definitely easy to navigate and it's very nice. There's a lot of natural lighting. >> There's seats in the hallways that you can work. I think
062it'll be really good. >> Oh, employee group reports. We heard folks are [Music] They said they couldn't make it >> and yeah, >> so they were both not able to be here but they have positive the positive. I don't see your position. All right. Well, you're up. >> Yes. Yes. We can circle back if they have. So, the box office has been busy. Um, that picture there is our leadership group. That's all of our six principles, our preschool coordinator, our CTE director, myself, executive uh director of teaching and learning, as well as executive director of student services. And this we did this with the lost edge adventure guide to build culture um and relationships. We hiked um over Richardson Flat area and did some mountain survival activities as a team uh just to get to
063know one another, build our relationships and improve communication amongst the greater team. So that's a a picture from the top. Our mission and vision to inspire and support all students equitably to achieve their academic and social potential. We are student centered with a focus and emphasis on the whole child. Our students are safe, supportive, engaged, challenged, and healthy. We continuously deliver efficient, effective, and transparent communication about the district. Last Tuesday, we hosted convocation and it was a bit of a a shift from previous convocations. Uh previous conversations would run anywhere from two to three hours. We'd bring in a speaker from the outside. Um sort of a keynote and highlight some things and then we do some training. So I pulled the executive leadership team together and said we got to do something different. Our
064teachers need to be in their classroom. All they're thinking about when they're in those seats for three hours is all the list of things they've got to do before kids show up on the 18th. So, we did it in a record time of 32 minutes. Uh, and we fed all the staff breakfast in the gym. Uh, we had hoped to do it in the new common space, but they were tidying up and, uh, getting ready for Monday, so we just did it in the gym. And the structure was really ex introducing executive leadership, the new leadership teams at every school. And then we did our years of service pin recognition for employees who have been with us for 5, 10, uh, 20 and 30 years. And then from there, uh, each leadership team had a
065walk up song. So they chose it and it was reflective of their their team and then they had to remix it. So they had to change the lyrics to the walk up song and then they threw it in AI and AI pushed that out. So we were able to play the remixed walk up song at multiplication. So AI is a tremendous tool. Um it's scary but it's here and we're embracing it. Uh we sent out a feedback and this is the feedback we got overall. How engaging did you find convocation? The average was 4.5 on a scale of 1 to five. How would you rate the length and pacing of the convocation? Average of 4.9 on a scale from 1 to five. And how well did the convocation inspire motivate you for the school year
066ahead? Uh the average was 4.45. at Fort five and sort of the keynote was the executive leadership team. I wrote the script and we shared in the delivery of that message and we got overwhelmingly positive feedback on on the message about culture and trust risktaking um and clear is kind and we've got to communicate and share the load. We're one in Park City. That was convocation last week. Yes, Susan. I went to the convocation just because I thought it might be fun. And after going to that and listening for 32 minutes, I wanted to teach. >> You did such a fabulous job. You were fired up for the school. >> It was really a wonderful experience listening to the teachers around me and and I did not hear one negative thing. And so >> I'm
067sure have some substitute beats. You know, >> I I couldn't do what they do. I I so admire them. Great job. >> There are lots of staff that reported that felt like a pep rally that's welld felt very different from prior careers. So I don't know how we're going to top it next year, but >> outfits. Well, you've got lots of creative folks. >> Yes. Yes. Um in August 7th, we welcome 18 licensed staff. Um and in true Park City form, we took them to Utah Olympic Park. Um we were in that Quinn area. I fed them. They learned all things Park City from benefits, our instructional framework, um who they can go to when they have a need. And then after that, we took them on a chair ride to give them a 10,000
068foot view of Park City. Um I don't know what better way to welcome someone to Park City than providing a chair ride. So they were with us for three days. Um, and I have to give credit to Matt Nagel, Laura Starley, and Tyler Hawmire. They really planned that out and carried the load in terms of delivering for our new teachers. As well as we had a a new speech language and pathologist, a new instructional coach, and they are all a part of that group. First day of school yesterday. Uh couple minor hiccups, but nothing uh crazy, but it was great to see our families. Every parking lot I went, there were cars parked all over the place, families coming in. A few tears preschool and kindergarten. Uh more from the kids than the parents. Uh
069but very uh honored to welcome our families back and just the energy Ecker Hill. They had a music playing. They had a balloon arch. They had a tunnel of teachers. So the kids were walking through and clapping and welcoming them. So a lot of excitement. You can see our high school students. They did their class assembly. So freshman, sophomore, juniors, and seniors to go over rules and procedures. Talk about yonder pouches. talk about the new open and closed campus snapshot of student enrollment. Um, so as of yesterday, our enrollment for K12 was 4,65. You'll notice there's an asterk there. Open enrollment, we have a total of 191 students. And that's for all grades, elementary and secondary, because if a student starts with us in elementary, we like to keep them as they push into secondary.
070preschool we have 207 um across the different sites. So our total as of yesterday for prek to 12 is 4,272. So we're up by two students uh from last year and we are projected to lose 100. Um so we are trending in the right direction which is a celebration. Um last year K12 we had 4,117 and we only had 153 preschoolers. Um, so kudos to you guys for opening enrollment because it did make a difference. >> I have a question. Um, do we get WPU for preschoolers or not? >> We do not. That's all funded locally. >> Wait, people have >> I don't No, I'm making it. >> Oh, so we don't So that's fun. So it doesn't kind Well, the growth isn't all preschoolers. Grow up in kindergarten. I'm just thinking about the the
071money that goes back >> that doesn't I was adding the recapturing funds. >> Yeah. So the extra K12 students we wouldn't be funded for those till next year. Okay. >> Right. Because we're a year behind. If we happen to exceed that 4117 K12 then we would you get additional WPU. I don't anticipate additional this year. Okay. So recapture be the same, but next year there'll be an increase based on these numbers >> that we would send back less of the recapture than we would had we not had these kids. >> That's a year behind. Correct. >> Yeah. The WP fund is a year behind. >> Yeah. >> Thank you. >> Celebration from last year because the AP test happens in May, but we don't get results until July. Um huge success. Our pass rate this
072last year was 87.03. That's up from 78.58 last year. Uh we had more kids taking at least one AP exam. And typically when more kids are taking the exam, you'd expect the pass rate to go down and that was not the case. Um 50.9% of all high school students earned a passing AP score. 71.1 of the class of 2025 passed at least one AP exam during their high school experience. Um, and almost all of our AP scores exceeded the state and global a average for the course. A couple highlights, AP US history, uh, a 96% pass rate. The average score is a 4.14. If you're familiar with AP, a perfect score is a five. AP Human Geo, which is one of few ninth grade AP classes our students can take, a 90% pass rate. You
073can see what the Utah pass rate is and the global pass rate. AP world history was a 90% pass rate. AP macroeconomics was 85% pass rate last year. So May of 2024, that pass rate was 62%. So huge gains there. And then AP microeconomics was an 88% pass rate. So huge celebration and kudos to our 9th through 12th grade uh teachers and our students as well as Roger. I know he's retired. His goal was to get to an 80% pass rate. So he surpassed his his goal. >> Is it the same macroeconomics teacher? >> Yes. So they take two they take two tests in um AP Econ. and they take macro and they take micro. >> Um, and he was new teaching this class two or three years ago and he continued to make changes
074and tweaks to his instruction and the curriculum and it paid off. >> When was that a classes? >> So, it's AP economics that they take to >> two. So, it's one AP class with two tests. Kudos to those teachers that >> so AP US history [Music] >> US history I believe is Jonathan Chen >> AP human geo I believe it was Pete Stone and Tim Jeffrey >> AP world history is Paul McKay >> AP macro and micro is Dave Fasler um and I may have left a teacher out of there. So, I apologize if I miss someone, but phenomenal growth. >> This is I love this. This is a story we need to tell loudly and publicly. >> Yes. >> Are you getting this, Christina? >> I told Caleb, "Good luck." >> Yeah. >> Teachers
075been teaching a long time at high school. Uh some have some are within their first three to five years of teaching. Uh we had one teacher believe it was AP gov had 30 some odd fives. Um wow which is >> was unheard of. It just phenomenal what they do. You know, as as a non-educator, I I'm so impressed with this performance that we've we've heard about today and this this is our core job of teaching. We don't make gizmos. We teach. This is what we've got to get out in the public. Just as you said, Maggie, um because this is a huge shift in a very short time, I think we've got a staff of uh teachers and support people who are have gotten the message and the community needs to hear this loud and
076clear when we have performance like this. This is amazing. And kudos to you again for all the leadership. >> Thank Yeah. This is unheard of for for a public school. Yep. Yeah. >> New theme for this school year is One Park City. Uh we plugged this at convocation. We are one. We are small and we're all on the same team moving in the same direction. You'll hear this slogan throughout the school year. We're learning as personal in every path as possible. We really want to meet our kids at their level of need and help them understand that if you go to Mtech and you want to be an electrician, that is phenomenal. four-year college is not for everyone. There's multiple paths to success beyond their K12 experience. You guys have seen these, but these are
077the logos we rolled out. Uh they just look and feel so much better. We've given a culture budget to all of our schools so they can rebrand by swag, um do banners, all of those things with their new logos. Um and they have been very appreciative of it. Again, no mascots changed. It was simply a logo refresh across the school district. That is it. It's a short report for this month, but things are off to a positive start and and you can really feel uh the energy and the commitment that our staff has brought to this school year. >> Well, and thank you because you rallied them all up to be one and that takes a big lift. We appreciate it. Thank you very much. >> Matters. >> Thank you. And I we went for
078laptop pickup at her. I got >> Oh, good. And the buildings are phenomenal. >> We're going to do an open house tenatively scheduled for October 9th at the high school. Do a ribbon cutting for phase two, but expand it into CTE. So people who haven't had the opportunity to access the CTE link they can. We just want to tidy up some things we bite the public and I passed by some electricians and what I don't know who's in what group the other day at the end Friday and I thank them for all their hard work and he said you know we're really trying to get everything done. We work all weekend long the hardest we can as long as we can. So it was nice to spend, you know, the construction people feeling ownership of
079what the impact of their work was. >> It they really pulled it together towards the end. We may or may not had the light of fire. >> Gota be what you got to be. >> Okay. Thank you, Lindy. We're really thrilled. Um, next up we've got Randy with the updated fee schedule or some event. >> Yeah. So, we added two fee schedule items. June meeting, you passed on the first reading, need a second reading here and then it'll be part of the fee schedule and then we'll start to take the Treasure Mountain fees and consolidate them to the high school necker based on what's needed in those schools. So, just asking for a second reading on these two items. >> So, do we need the say this. >> Need a motion to approve those fees
080on second. Make a motion to approve the three fees on the second. >> A second. >> All in favor? >> Okay. And now we've got policies for post or just one policy for posting. Um policy prohibition of corporal punishment >> the prohibition isn't when I first looked at that it just was a policy of corporal punishment. >> Yeah. So we are posting this policy as required you >> and this is due to some legislation that was passed during the last session that required us to make some revisions to policy. So you need a motion. >> Yes. >> Make a motion to post. >> All in favor? >> I >> Okay, next up we've got policies for adoption. We've got policy 2000, student representation on the board. I think this one just made the change about
081>> it didn't designate that you got to be a junior or senior. It's a student based on the advisor's recommendation. >> So we got rid of that. Um policy 715 alcohol and drug-free workplace policy. Uh policy 7039 the remote work policy is very simple. uh policy 7040 extra duty assignments and policy 7084 the shine formerly known as TSSPs we have hard to fill vacancies special ed math those sort of positions they qualify for an extra stipent um the state restructured that and pushed it down to the LEA level so we had to create the policy to monitor and determine how those funds would be allocated and which positions. >> So can I get a motion to motion to adopt policies >> check? [Music] All in favor? [Music] >> Is anybody else anybody come in? >>
082I don't see anything wonderful. I mean, anyone can give public. [Music] >> Okay. Well, if we seem to have gotten through all of our business for tonight, that's lovely. And then we adjourn this meeting until our next scheduled meeting, which is September 16th. >> On the board 29. Yeah, >> I make a question paper.