001All right, >> pretty good at that, Charlotte. >> Thank you, Sam. Um, we're going to go ahead and uh get started. Um, today is uh February 17th, 2026. We just finished um our study session on pair of professionals and we do have a need for a closed executive session and I will entertain a motion to do so. I uh on February 17, 2026, I move that the board enter into a closed session to discuss the character, professional competence, or physical or mental health of an individual. >> Second. We have a motion in a second. Any discussion to the motion? Okay, seeing none, we'll do a roll call vote starting with board Williams. >> Bryce Williams, yes. >> Charlotte Fe Jefferson, yes. Ashley Anderson, yes. >> Nick Salazar, yes. Annie Romano, yes. >> Brian Jensen, yes.
002>> Amanda Longwell, yes. >> That motion passes. We'll reconvene around six o'clock this evening. Thank you. Okay. Awesome. I'm glad we address good for us to get that going. Um, I just All right. Thank you everybody. Um, and thank you for the extra time that we needed to finish our closed executive session. Um, we will get started. Today is February 17th, 2026. We're here for the purposes of a public board of education business meeting. Um, I do want to take a couple of moments just to welcome um and recognize um our association presidents who are with us this evening or joining us virtually. For our classified association groups, we have buildings and grounds. Uh, Sam Gilchrist. For child nutrition, we have President Tanya Slaughter. Uh for SLEA, we have President Mike Harmon and Vice President
003Chelsea A Costa. Thank you for joining us as always. Uh for SLAsa, the Salt Lake Association of School Administrators, they're represented by Tom Luthie and I believe uh Principal Ryan Oaks, same in the back from East High, is with us this evening. Thank you, Ryan, for joining us. Um our next item of business is our pledge of allegiance. And I will go ahead and lead us in the pledge this evening. I pledge to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> All right, we have a really exciting recognition this evening. Um my understanding is that we have math count students recognitions. Um Dr. Grant. Um, who will be presenting our students this evening? >> Holly,
004thank you. >> Hi, Holly. Please join us at the podium. >> Thank you. >> Good evening, board members, Dr. Grant, Mr. Kirstley, and families. Excited to be here to recognize our math count awardees tonight. Um, as you know, our district's been offering a math counts competition for our students and schools for over 15 years. Um we couldn't do it without the support and financial um help from the Salt Lake Education Foundation and James Yapias. We really appreciate his partnership. Uh this year our math count numbers have grown amazingly. This year we had 231 sixth, seventh, and eighth graders uh participating from 10 different schools. That's up over 54% from last year and up over 122% from 2024. That's outstanding. Yep. The interest and enthusiasm is really up for this. Um, as you know, Math Counts
005is a national program. It provides students the opportunity to compete individually and in teams, so with their colleagues and against their colleagues. It focuses on problem solving, teamwork, and computation. Um, great opportunity for middle schoolers. That's a critical time for them to uh develop their love and passion for mathematics. Um, we're recognizing awardees tonight and their school level co coaches. Uh, but we also want to make sure that everyone who participated in math counts um is recognized and um and gets uh our thanks and appreciation. And speaking of thanks and appreciation, Allison Espinosa, Dr. Allison Espinosa is one of our district level uh middle school math coaches. She's point person for this event, and I'll let her tell the rest. >> Thank you. Thank you so much for having us here tonight. Um, as Holly
006mentioned, yeah, Math Counts is a middle school math competition for students in grades six through eight. And I think what is exciting is that it's a really unique opportunity that we have to have students from middle school and also our elementary schools compete together in one space. Um, we don't get to see that very often. They engage in rigorous problem solving and really get to investigate mathematics that go beyond their core curriculum standards. um and just generally um participate in as a member of our larger math community here in Salt Lake. Uh for some students it is a culminating event, right? Our competition that we have in January is a culminating event. For some of our teams though, it's a stepping stone. We do have teams that go on to compete in um the charter
007competition as well as at the state level. Um earlier this month, so uh earlier in February, the West High School team competed at the charter competition and we're going to se uh recognize the students for their performance in that event as well. Um we were here last year, I believe we were here in May to sell it to recognize math counts and um the West High School team coach Todd Vadri was about to take students to the national competition also. So they compete in our competition, they go to the charter competition, the state competition I believe is at the end of March and then potentially even onto the um national competition later this spring. Last year I uh if I remember correctly, the west uh the team that Todd brought to the national competition in
008Washington DC was awarded as the most improved team which I think is just evidence of the great um math teaching and learning that's happening there and um the work that he's doing in his program. So, we are excited to have 11 teams compete across 10 schools this year. As Holly mentioned, it was the largest competition we've had. We've seen about 50% growth um the for the past two years, which makes me um nervous for next year, but also excited. If you know anything about exponential functions um to see the numbers that we might hit and um yeah, it's a good problem to have. So, as we get ready to recognize these 11 teachers um across 10 schools who gave their time to prepare their students to compete as well as the students who invested their
009time in learning mathematics beyond what is required in their math courses. Um I think it's just such a a worthwhile um source of our attention. So, thank you so much for having me here tonight. And let's get started in recognizing the teachers and their award winners. So, uh, we're going to start with Tina Jensen from the Nibbly Parks International Pathways [music] Program. Please join me and help me celebrate your school's award winner. [applause] So, our school award winner is a great mathematician and he's always excited to do more. He has the best smile. It's been my privilege to have him in my classroom for two years. So, if you're not familiar uh with our program uh because it is a gifted dual immersion program, I have fifth graders half the day and sixth graders half
010the day. So, I get to have them for two years in math, which may or may not be an advantage. You can ask them how they feel about that. But for me as a as a teacher, it's awesome because I can get to really see where their strengths are and where they shine. And I would like to recognize Dylan Fu as our winner from Nibbi Park. Um, if people want to come up, DYLAN, [applause] [applause] and as you can see, he's got an amazing smile. So, I'm going to miss this family. I got I got to teach his older brother as well. So, four years of food boys has been an honor and a [laughter] [applause] Dylan, you get to stay. [laughter] >> All right. Next, we're gonna have Katie Hipple from Glendale Middle. Please
011join me to help me celebrate YOUR YOUR STUDENT. [applause] HELLO. THANK YOU FOR HAVING ME come tonight and present um my math award. Um I'm Katie Hipple and I'm at Glendale Middle School and it's my first first year at Glendale and kind of the first year that Glendale is getting back into the math count. So we we only took the seventh grade team this year. Um they did awesome. They studied hard, they worked hard, they were either super excited or super nervous. Um, but they did really well. Um, our top student was Leila I. She's going to come up right now. Come on, ILA. [applause] [applause] >> She is awesome at math. She tries super hard. She has this smile when she's doing math as well. She [laughter] She's amazing. And she loves math. She
012doesn't do math just because she's doing math. She loves math. So, good job. >> Thank you. >> [applause] >> RIGHT OVER HERE. >> Tyler Schultz is the teacher coach at um new uh excuse me, at Highland Park Elementary School. He couldn't be here with us tonight, but I believe his student Beverly Heinerman is. And so, we'd like to recognize Beverly as a recipient for the best in school [applause] award at HIGHLAND PARK ELEMENTARY. >> [applause] >> THANK YOU SO MUCH. OKAY. And our next uh teacher coach that's here tonight is Todd Vadri. Um so Todd, please join us to help us uh recognize your students. [applause] >> Thank you. Um I wish any of my students were here to recognize them. um but they are very busy. Um so I just wanted to give a
013shout out. Um so math counts is arranged um in teams and individuals up at the chapter level. So um at the chapter level we did take first place in our chapter and our team composed of James Jen, Eric Chen, um Adidi Nagalingum and Crystal Jung. Um so congratulations to them. They also uh were a team at the district competition and did really well in there. Um and then um they also take uh individual rankings at the chapter competition. James took second place overall. Um Eric took third in our district or not district in the chapter. Uh Adidi took sixth and Crystal took seventh. And then in in addition to that, uh Annie Gia took ninth place overall. Um and uh we're just really proud of them. Um it is always my pleasure to teach um
014especially the helpers at West High School who are trying to find their place in a high school. Um, so, um, I'm really pleased to always get to to work with them, um, and help them find their mathematical footing. Um, and they do really well. So, congratulations to those guys. I'll give them their certificates a little bit later. Um, sorry they couldn't be here. [applause] >> Okay. >> Is this the whole group? So, this is everybody that's here with us tonight, but I would um do you have some more information about the other recipients? >> Oh, perfect. towards the Yeah. Thank you. >> Okay. Oh, yeah. Much better. >> Okay. Okay. Over here. One, two, three. Big smiles, everyone. want to get a better picture. You're welcome. >> Thank you. [applause] And as we're taking your
015seats, not all of our teacher coaches or their students were able to join us, but um I'd like to tell you a little bit about them. So from Clayton Middle School, Richard Davis is the coach and his student uh Abram Nielsen received the first runnerup team award. He was a finalist in our countdown round and also the best of school award. Uh Caleb Fu uh was another Clayton student who was a countdown round finalist. David Park was also a countdown round finalist and the uh students Daniel Pugsley um Mavan Howell >> and Sabrina Howell uh were first runnerup teams. And I've just learned that Caleb Fu was actually here with us tonight and I did not uh I did not know that he was here. Is Caleb still here? Oh, Caleb, I apologize. We [applause]
016Let's give Caleb a round of applause. I [applause] >> SO, CALEB, let me find your certificate. I I'm so glad that you were able to join us, >> right? [laughter] >> Thank you so much. So, Caleb Fu is from Clayton Middle School. comes up here. >> Oh, there you go. >> [applause] >> over here. One, two, three, four. >> Perfect. Thank you so much. >> All right. [applause] >> So, yes, again, congratulations to Caleb from Clayton Middle School. Michelle Auba is the is the uh coach at Hillside and she had four students that received awards at the competition. Ariel Nelson was a second runnerup team as was Franklin Morris, Griffin Jensen, and Shruty Arun. So, uh, as Todd mentioned, there's different levels or different awards that students receive for both performance as a team as
017well as individual performance. Um, and so the Hillside, that team was scored second place in the team portion of the competition. In Salt Lake, we uh have our own unique math council awards. You've heard me uh perhaps say the best in school award. We make an effort to recognize students from every school that participates. Um, and so that is an award that's unique to our competition. Um, and let's let's recognize uh Indian Hills then as well. So Julian Julie Henderson is the coach at Indian Hills and her student Samuel Shrek received the best in school award. He also received the third runnerup team award as did his teammates John Schultzy Maize Park and William Trapa from Indian Hills Elementary. Meark participated this year for the first time and their coach Tommy Swanton um joined us
018at the competition. Her student April Aoyo uh received the best in school award from Metoark. So glad to have a new school competing. And next we have Nibi Park Middle School. Their coach was led by or their team was led by excuse me, Coach David Mcfarling. His student Dash Frame received the best in school award. And finally, we have the uh team from Whittier was led by Aubrey Bower is their teacher and her student Ethan Chang. um at our math count award in Salt Lake received the third place individual award. He was a countdown rand finalist and he received also uh the best in school award. Ethan also competed at the um chapter competition earlier this month where he placed uh fourth place individual. And so those are all of our Salt Lake Math Counts
019recipients as well as the our students who received awards at the regional or the chapter competition earlier this month. We wish all of them good luck as they compete in the state competition at the end of March and hopefully qualify again um to compete at the national competition later this spring. But again, thank you guys for uh your time today and just allowing us to come here and celebrate this. I think it's just so wonderful that teachers um are willing to invest their time in preparing students for the competition um when we know that time is one of their most valuable resources that they have with kids and also just commend the students on preparing for the for the competition and um yeah sparking their interest in mathematics. Thank you so much. [applause] >> Congratulations
020to all of our math couch winners. It's super exciting. I'm a little jelly because math wasn't my my strong suit in school. So, sounds like I needed to be in the classroom. >> Tina's classroom >> in Tina's classroom if she's still here. [clears throat] She might have left. But, nonetheless, thank you and congratulations students and and teachers for all of your accomplishments um to get to that point. Um we'll move on to our consent agenda. Oh, wait. First, I had one item of business in the welcome. Um you'll notice that Foss isn't with us this evening. We have Maya Kurt who's joining us. She's our alternate student board member. Maya, thank you for joining us this evening. I believe Foss is traveling to look at schools um back east. So that's really exciting. Um but
021nonetheless, we will move on to the consent agenda. We do have two formal requests to remove two items. That would be item 1E uh Jones Lang Lasal Americas Incorporated, which will be moved to the the action agenda along with um item number five, which is safe schools case number 26-071. Um, knowing that, um, I will entertain a motion from the board. >> How about so moved? >> Is there a second? >> I second. >> We got a motion and a second. Any discussion to the motion? Alan, >> I need to make a clarification on one item on the consent agenda. It's the West High School overnight uh travel. Uh the date on the cover memo for that particular item uh showed that they were going to be gone for a month. That is incorrect. Uh
022the actual dates are departing April 4th and returning April 7th. So I just want to mark that as a correction to the consent agenda before uh a vote. >> Thank you for acknowledging that, Alan. Any other discussion, Ashley? >> Yeah, I had two items to note. Um, I can consent to the items that are listed, but I wanted to acknowledge that one of the items on our 50k purchase orders was to comply with a legislative mandate. And it's incredibly disheartening to me. So, I want to acknowledge that we have to purchase ammunition to meet the school guardian requirements. And I just want to say that I think the evidence is clear that the presence of weapons on school property risks increased likelihood of violence on that property. And while reasonable minds can differ on many
023topics, I think that only common sense gun reform and increases to social services can support school safety, not requiring us to purchase ammunition. And as we're looking at our budget that's narrowing with federal and state cuts, as well as declining enrollment, it's really hard to have to agree to a purchase report that allows taxpayer money to be spent on ammunition in public schools. um because the purchase was already made, my objection here would make no sense in light of accepting the other purchases and acknowledging that they are all correct and filed appropriately. But I wanted to acknowledge for the public that it's really problematic to be in this position. Um, and second, in approving the additions to professional development on our agenda, I wanted to point out or pose that outofstate professional development is maybe
024one thing that our superintendent and business administrator could consider limiting as a way to show ongoing financial effort in the district in light of our budget cuts. Um, especially when that development is for district administrators rather than the principles and teachers who are serving kids face to face dayto-day. So, I just wanted to share that although I comply, you know, we have to comply with all these things and those purchases were made, I just wanted to share that I find those two things to be of note. >> Amanda, [clears throat] >> um, thank you Ashley for your comment. Very well said. I I share similar concerns on the PO under 50K um, part of the consent agenda. Um, additionally, I had emailed Allan um and Sam clarity on the Salt Lake City Fire Department request
025for the 130K for the Cord CTE coordinator and they Allan confirmed that this was basically an existing um it's nothing new. So, um that's I appreciate that clarity. And then um the VCM technology one where we're buying more technology devices for elementary when we have a bill coming down potentially from the legislature um banning >> potential technology K through three. Um and there was clarity on that one that the PO is reducing in case that bill does come down the line. Um, so if you want to expand on it, Alan, that it was nice that you guys were being thoughtful about potential legislation that would negate purchases that were not purchasing stuff that may be a moot point down the line. >> Thank you. >> And um, just for clarification, was the out ofstate training
026for uh, principles as well? >> Yes, and it will be primarily for principles going forward. >> Okay. Thank you. Um, I would just also like to echo what Representative board member Anderson said about about the safe schools or the school guardian bill and um trying to provide safety and security for our students through other means besides weapons on campus. >> Point of information that that's not what the email indicate that I received indicates. It was that district administrators were added to that PD and they went to a different track to determine if it was acceptable for principles to go in the future. Is the email I received incorrect? >> It's for both both principles and district administrators will be attending and then going forward it's for principles primarily. >> Yeah. >> Okay. >> Thank you.
027Um seeing no other comments, we'll go ahead and take a vote. Um a roll call vote starting with board member Jefferson. Charlotte Feif Jefferson, yes. >> Ashley Anderson, yes. >> Nazar, yes. >> Annie Romano, yes. >> Ryan Jensen, yes. >> Amanda Longwell, yes. >> Bryce Williams, yes. >> All right, that motion passes. Thank you, board. I will now move on to our request to speak. Um, I will, of course, as always, read um the speaker guidelines for public comment um that the board has asked me to read. Uh the board enjoys the opportunity to hear from the public during the com comment portion of its meetings. Before we begin, I would like to take a moment to remind you of our board rules governing your comments. One, total time reserved for public comment is not
028to exceed 15 minutes with all speakers or groups limited to three minutes. Two, the board will not allow public comments during board meetings that are slanderous, obscene, or otherwise violate state or federal law. Three, employees and/or their representatives may not use the public comment period to address issues that should be raised through formal through existing formal communication channels or established grievance or negotiation procedures. I'd also like to explain that unless the speaker's topic is already on the agenda, state law prohibits the board from taking action on items raised during the public comment period. However, if it seems appropriate to the circumstances, I may direct district staff to follow up with a speaker on the topic discussed. Our first and only speaker this evening is Chelsea A Costa. Thank you, Chelsea. [clears throat] >> Good evening,
029Dr. Grant and board. Allan's taking a lot of pleasure in that threeminute clock right now. [laughter] So, I come to you, Chelsea A. Costa, as a Latina, as an educator, as an educator on the west side for 17 years. I come to you as a previous NEA Hispanic caucus secretary, the current national soji secret um committee chair. And so I come to you with different intersectionality and perspectives, but focused on one thing. For more than 30 years, federal policies around immigration enforcement in the United States respected sensitive locations such as house of worship, schools, colleges, healthc care clinics, social services, and community-based organizations. In other words, these places were safe havens for children's and family free of the violence and trauma of immigration, raids, and arrests. As educators, parents, and neighbors, we want our schools
030to be safe places of learning. We want our communities to be places of connection. But right now, masked ICE agents are instilling fear in our students, harassing our families, and operating with impunity across our nation in states like Minnesota, Maine, and Iowa. Ohio, excuse me. They're probably in Iowa by now. They are attacking students on and near school grounds and abducting neighbors from locations that are considered places of safety and care, including churches and hospitals. ICS's actions are traumatizing students, families, and educators and directly disrupting learning. Now, I'm aware that we have a district plan if an ICE agent actually comes to our school. I'm well aware what that plan is, and I fully respect that plan and know how we are meant to engage with our administrators and with our legal counsel. And I
031love that we have that plan. My first ask of you is that we have a plan during Caroline in the beginning and I don't know that we call it carline in middle school and for drop off and pickup. That's when most families are the most impacted and our students can see trauma happen in car lines. We saw Liam was abducted. He was used as bait and that can happen in front of any of our schools. So my first request is we look at a plan as students are getting dropped off to when they're being picked up. My second um ask of you is that our messaging goes out to our family one not of shame or blame or anti-first amendment rights. My ACLU background says it is important now more than ever that families and
032communities and allies and co-conspirators are using those voices even if they are our students. that we uplift that we are a safe district and that we will do anything within our legal power to protect and those messages should be full of empathy and love and protection. My last ask is for all the students that are not coming to school because they are rightfully afraid of ICE that we provide online education or a path for them to be doing their studies in a safe place until they feel like it is safe to return to our schools. >> Thank you. Thank you, Chelsea. [laughter] >> We'll move on to our reports agenda. Uh, thank you again, Chelsea. Um, our first item of business number one is the G5 administrator annual report. Dr. Kent >> and Brian Connley,
033our G5 administrator is coming up to present that for us. While Sam's helping get it set up. Thank you board members for having me here tonight. This is the presentation that you received a copy of this last week and we'll be able to expand a little bit on it. It will not be a an adult math counts competition. The numbers [laughter] up here we're gonna try to just keep that for the students so we don't have to but but I a winner at the end of [laughter] [snorts] >> Thank you. Sam, >> is this mic working? >> It is okay. >> No, I don't think >> I can't hear it very well. >> It's a little low. >> Could you bring it closer there and see if that helps? >> Test test. There we go.
034Okay, thank you. So, uh we're going to we're going to look at the review of student enrollment data here. And um we'll start with just reminding that the reason we're doing this is that the uh this uh in accordance with board policy G5 that the board and superintendent shall review student enrollment data as part of the annual evaluation of the organization and configuration of district schools. At this time, even with what you'll be seeing, uh, the superintendent does not recommend that we begin study on a G5 district reconfiguration and long-term school closure until the fall of 27, 2027. This uh, first slide with many numbers um, shares there's a lot of information that can be had from this. Um do want to point out that you'll see some of the schools that are marked here
035with an asterisk. That asterric is our those are our title one schools. You'll also see uh October one enrollment counts that are in different colors. There is a key in that bottom right hand corner that lets you know that um when I when we look at the more comprehensive look on our next slide, this slide right here does show us that some schools, you know, gained some students. The green numbers, even if it was only a student or two gain, we put it in green. We didn't do it by uh a percentage there. We just said, "Yep, they gained some some here." And then the uh the blue color shows a drop in what last compared to last year during October one enrollment, a 6 to 10% drop in enrollment. And the purple numbers show
036greater than a 10% drop. Um we um we're going to be able to talk a little bit more about uh what the numbers mean on this next slide about what we're seeing as far as changes. And so with our next slide, our changes from 24 2024 to 2025. And when I say 2024, I mean the 202425 school year and then 202526 school year. So that's why the it's just the changes from those October one enrollments. Um so first of all when we look at these numbers uh you'll see that there are 405 fewer elementary students compared to last year and 91 fewer middle school students and 390 uh fewer high school students. At our charter schools we have 29 fewer students. The numbers tell part of the story but really the percentage of drop might
037be a more clear picture for you. uh in the elementary level that number represents a four about a 4% drop. Um at the middle school level that's about a 3% drop. Our high school shows about a 6% drop. Our charter our two charter schools uh district charters show a 4% drop. So all of them you know three four five three four five six% right about in there. I will say that uh even though the numbers show that when we compare this slide back to our first slide and uh if [clears throat] you were to put last year's numbers up here compared to this um there there were um some schools that had gains for example Rose Park Elementary even though our elementary numbers dropped by 4% u we had 40 and on October 1st we
038had 44 more students at uh Rose Park than we had last year. Metal lark had 33 more students than last year. Um the high the high school and middle school numbers um and what you see going across on this from uh looking at the percent of uh students our bipok population are multil- language learners students with disabilities. A lot of these numbers are numbers that you've already seen with Sam Quants. I believe he presented in October with some of this information. Uh we're we've already talked some about that low percent low income numbers in October. Um they're down compared to what we anticipated, but we're working on better understanding why and that was some of what you discussed also in October is uh that's a multiaceted and some different uh change uh uh changes there.
039I will say that uh there weren't any huge changes when you look at this list. Um there aren't any really big shifts uh when you look at schools based on um elementary, middle, and high school, but there were some big changes within uh for one or two schools. For example, Park View did see our largest gain in uh unhoused students. our homeless percent homeless for Park View uh dropped from 11% uh or sorry increase from 5% last year to 11% this year. So we have seen an increase in home uh percent homeless at at uh Park View that's noticeable and at Liberty we've seen quite a drop. It was 17% last year. This year it is 7%. So when you dig more into the individual numbers, you start to see some more contrast. But overall,
040when you look at this, you see that um as a district as a whole, our numbers haven't shifted too awful much. Again, we're digging into that low income and trying to figure that out. Our next slide shows our district enrollment by grade. And I think what really stands out here is the same theme we heard last year. When you look at our first, second, and third grade classes and our total number of students in those grades and then we look at our 9th, 10th, 11th, and 12th grades, um you can see quite a difference there in that our largest classes overall are in those high schools right now or our largest grades I should say, not classes, our largest grades, 9th grade, 10th grade, 11th grade, 12th grade, have the highest numbers. And uh what's
041coming up behind them are obviously some smaller numbers but um our middle school or middle years fifth, sixth, seventh and eighth show um a little variation in their sizes. And um our smallest classes are first, second, third, fourth coming up. But you can tell uh too that um hopefully this trend continues is that those numbers that look like they're evening off a little bit. um not we're not dropping from 1500 students down to 1,200 students anything like that between the uh different grades and we hope to see that trend continue as well. Now we're going to look at our students really by uh we're going to look at prek, elementary, middle, and high school students. our prek students. Um you can see from this uh slide that we have we do have fewer students than
042we had last year, but we still have our 18 sites. Um and most of our sites do have multiple prek classes. That shows you where our sites are for our different preks. So, uh, just like our overall enrollment has dropped, so has our number of preK students dropped some, but we still have those 18 sites that were serving, uh, our prek students at, uh, elementary students last year versus this year. These numbers are going to look different than when you look at uh, the enrollment report from October. That's because these numbers include preK. And the reason I wanted to include those in these numbers is because when principles uh are trying to make all this work in a school as far as uh where their first grade classes are, where their prek classes are, everybody
043yet you can't just look at K6. You got to look also at your prek. So these numbers include uh those because uh our schools need to have space for all of our students in including their prek. So, um, when those numbers don't match up, that's really why. But you see last year, our typical, our average in an elementary school was 422 students. This year, that's down by 19 students to 403. We still have about the same number of schools that are over 400. 13 last year, 12 this year. And last year, we had two schools with 500 or more. And this year, we have one. And so, um, we do see a little bit of a drop in those, but, um, yeah, that gives you an idea of what a typical elementary looks like, uh,
044right around 400 students when we include those prek numbers. our elementary enrollment. Uh and um this elementary enrollment across all schools uh we have uh only one class for a grade level in eight of our uh in in eight of our grade levels. So last year that means like for example a school that might have um if you have school X that only has one third grade class or school Y might only have one second grade class. This year again we have um only one class for that grade level in eight of our classrooms and last year we had 10. That's down significantly uh that a year before that uh before we had school consolidation and closure we were up over 30 of those classes uh two years ago. So it's nice to see that
045that number came down and it's also staying down and that becomes very important as we've talked about quite a bit in the past. uh with uh a teacher and a and a school in a class for reasons for uh the the teacher and being able to balance class sizes when you have two or more classes in a grade level. That really helps. You don't get really huge in the one class you have or um and also for the teacher, someone to collaborate with at their own grade level of what they're teaching. So, we've talked to we we've talked quite a bit over the last couple years on why it's advantageous to have two or more teachers per grade level. And uh we're able to do that in all of them except eight of them this
046year. We do have um uh the number of schools here with two or more gened classes in every single grade. Uh 21 of our 23 schools have that. So, uh, that just speaks more to what we were what I was just describing there. Our elementary class size, uh, this information on this slide, I think I would, uh, that last bullet, I would change a little bit in how we presented that. I will start just at the top here. Our average class size of 20 students per class in K6. We do have 34 fewer elementary classrooms this year than we did last year over the over the 23 schools which you know we have 400 fewer stu about 400 fewer students. So that part makes sense. What I would say is that um based on what
047I've been able to also work with uh Sam on and in further discussions with the district leadership, we do have um 15 total classes out of our 467 elementary classes, which is about 3%. So about 3% of our classes have over 27 students and 145 classes or almost a third that's 31% have classes with less have numbers under 18 students. So about a third of our classes have 18 or have under 18 students. Only 3% of our classes have over 27. Um un we do we do have uh more than we have 30 or more in two different schools um at one grade level each in those schools. So that's that's always a challenge to work through for a specific per uh site here or there that we have. But overall um our numbers we
048have far more classes with a few students than we do really bulging at the seams with our with our uh elementary. So, we can talk more on that when we get to the end if you have some questions there. Our middle school classes, um I when you look at these numbers, the average number of uh students in those average class sizes on the right there in ELA, math, science, and social studies history. Um I did not include classes like English language uh development or reading because these classes are meant to have fewer students. So, I didn't want to artificially make it look like those numbers, you know, deflate the number from what it is. What you're going to see, um, so you will see things like overall class size average, um, a little bit a
049little bit different here because we didn't include those. They don't tell the in um, and average class sizes don't tell the entire story because we know we have outliers. In one school, for example, we have an ELA magnet classes in one grade averaging 38 students. But this is also the only set of classes with more than an average of 31 students in an ELA class for our middle schools. So, we do have we do have those um couple outliers just like we had at the elementary level. Uh the highest math average class size at one grade was 34 students. Science does have a one magnet class of 40 at one site, but all other averages are 30 or less in science. 30 or fewer students. Our smallest average class size that I could find in
050going through the big long spreadsheet, the smallest average class size I saw was uh 16 students, but most of our classes are between 20 and 30 students. Um overall in content areas 26% of the core sections have more than 28 students which means about three4s of them have less than that. And so uh that's that's some information that kind of gives you an idea. There is there is that wide range but uh most of it is clustered in that middle of 20 to 30 students like you see for these average class sizes in the uh assessed core classes of language arts, math science and social studies history in high school. Um the focus here was on math, ELA science and social studies history. Um, and I also included the electives that were related to these,
051like for example, creative writing I put in with the ELA numbers. Uh, astronomy I put in with the science even though it isn't a required class. Um, and I did that because I wanted to try to give you as as close to a realistic number of what those average class sizes look like. Um, we didn't include in this. I didn't include things like math lab, which is designed to be a smaller count, reading lab. We didn't want to deflate those numbers artificially because of some of those classes that'll have six, eight, nine, 10 students in them. Um, I do believe too that uh Laura Dezo had previously addressed CTE and you had seen those numbers previously. So um trying to not at all uh not at all take away from um what we know is
052the importance of the electives. We also know that some electives some of the uh the health PE classes classes like that can be up in the 40s 50 students. Um, and so those numbers would would obviously be higher, but I was really trying to just focus on what you'd see in in uh these classes right here in uh the four main assessed core endofear assessed I should say. Um, you know, uh that you would see counting on the big end ofear tests like ACT. Um, let's see. And other than that, we have time for if you have any questions, I'd be happy to share anything else I know on it. >> Thanks, Brian. Any questions, Ashley? >> Um, so I'm probably not alone in my concern that about half of our elementary schools have a
053six or more percent enrollment decline. And because we're not considering a closure study as one strategy to populate our schools, I asked via email before this meeting what strategies we are using to support the operation of small schools, specifically under capacity schools. So, Dr. Grant, I'm going to loosely paraphrase your email um where you stated that the district works directly with each school site every year to understand their needs. And this includes offering strategic staffing support, resource allocation, and targeted support based on enrollment and program requirements. And what I'm wondering after reading that is if you have any examples of what targeted supports or strategic staffing that you're offering our under capacity schools this year and what school administrators would expect based on this report you'd offer next year in terms of targeted support and
054strategic staffing as their majority under capacity. I think one of the things the board has done over time is um continue to provide a real additional resources to schools no matter their size. So all of our schools get counselors. Um all of our schools have some sort of in the elementary grades have or elementary sites have um some sort of assistant principal position too in those sites which also offers another FTE in there. Um, some of that's halftime. Six of our schools have part-time APs. Um, there are also supports coming out in terms of the coaches that go out to the schools to help um and support with things and needs that principles bring forward. I am caught off guard in terms of pro providing a detail an example to you um of one that's
055happened this year or what we're thinking of but those are all part of the staffing counts that happen. It's the work that's going on right now, the strategic work of staffing schools and working with those schools right now to see what's the best way to staff schools with the counts that they have available. I guess, you know, I don't mean to take you off guard, but the message I got says these are the things we're doing. And the reason I ask for an example is I don't know of any targeted support that the schools in my area get because their enrollment's decreasing. So when the response to me is that we're giving them targeted support, my instinct is to ask, "What's an example of that targeted support?" >> One of them would be at West
056High School, not at a high at an elementary school, but the Chinese teacher for the coming year. >> Okay. >> Is supported by the district. >> Oh, that's interesting. Um and so when we when we go through those numbers, you know, all schools get a counselor funded by the legislature and the AP is part of the existing count. So other than if people, you know, directly ask or there's like public outcry as there was over Chinese, we don't offer targeted support. >> I don't think that's quite true. And maybe Dr. Taylor, you could step in with some if you happen to have ideas of what's happening to support schools that are running on tighter budgets that way um as their enrollment has declined. >> I guess they would be more targeted in terms of intervention
057services. For example, we have a new teacher at one of our elementary sites. That new teacher got assistance through a speed coaching as well as additional resources in terms of academic coaching that. So that would be based on that academic need in terms of servicing those kids. Also when you look at our behavior specialist based on referrals we render services. So if you have a school that's having an uptick in behavior issues, they would do a referral behavior specialist will come in provide assistance. >> Okay. But those things aren't if your school is small, right? They're just things that we do like as a practice. So my question is like when a school is under capacity and there are not enough adults to sustainably staff the school, you know, and we end up with some
058class sizes that we see in this report where we have like 29 kids in an elementary school class because they can't be moved. Um what the the email response to me seems to indicate we offer support in that situation and I'm just trying to figure out what we do when the school is small and has staffing problems. I guess I'm I'm gonna ask for clarity in terms of that if we approach that as a school being over resourced because let's see if a school is saying they got 29 kids in that grade. There are some schools that have two teachers for that grade level. So, and I I guess as you look at the example, the majority of our schools would fall into that category where they would have two teachers in their grade level.
059>> Yeah. >> Not one teacher. >> Well, right. And so when some don't, the email I got back said in those situations where the school is small and under capacity and we do have those spikes, we offer targeted support. And I guess I'm still trying to figure out what does that mean that we do actually. >> Gotcha. There's a process we have in place that's called resource reallocation to where the school would let us know, hey, we need additional resources in this area. Then we would rate that and then supply it based on that request. So it's a process they have to go through. Okay, that's really helpful. Thank you. I think we got there. Um, and on the [clears throat] slide that you were just on, um, it was called changes. And when I
060asked about that slide, um, the response sort of restated the raw data and concluded, Dr. Grant, that you would identify demographic trends to guide planning and resource allocation. So based on this information, what changes to resource allocation can the board expect based on the trends presented? Alan, do you want to try that one? >> Well, I can try. >> So, again, I just want to I I want to clarify one thing. School counselors are not necessarily paid for with the legislature. I mean, the legislature hasn't funded school counselors. We do get some money for them, but not for to the level that the Salt Lake School District has as one FTE per elementary. Got it. So, so there's there's those are largely supplemented by property tax. Um again and I think this goes back to
061the one the case by case. So when a school has a particular issue they work through their area director to say I can't solve this issue with the resources that I have and then we have a discussion of where can we find additional resources. Um there is not a specific line item resource for smaller schools. I just I I mean we don't have that. We've I mean we've had smaller schools for years. We don't have a line item. Hey, if you have a smaller school, we're going to give you X resources. I think what's trying to be said is we're not taking away some of the resources. We're not reducing the counselor FTE. We're not reducing the assistant principal FTE um because we know those are helpful in running a school. Um and as we
062look at these demographics, we are having discussions. there's there's not a plan yet. You know, when we look at the elelll percentage of kids, how can we better support those kids? We had a presentation here a couple week couple meetings ago about at the middle school. So, we're having those discussions, but we don't have a solution yet on how we can do that because we are resource limited. So, we can't just give everybody what they want, but we're having those discussions of how we can better support those populations. >> Okay, that that helps. I mean again I'm not trying to surprise anyone because I emailed these questions already and the answer was we will use this to guide our planning and I guess I'm still leaving the end of this report not knowing what our
063plans are and I do know that our schools struggle when they are under capacity. We all know that because they end up with large class sizes in some grades, small class sizes in other grades and they're stretched very thin in terms of staffing. So, when I get a response that says, "We use this information to plan, but then I don't know what we're planning other than we'll try not to take away too much," that puts me in a place of stress knowing that our schools are really struggling. Um, I was really appreciative we did get a little more information sent to us about class sizes and outliers because, you know, Brian was right to point out that there's some classes that are going to make the average go one way or the other that's not
064very informative. Um, and I'm a little bit concerned that some of those outliers are linked to our dual language immersion and magnet gifted and talented programs. I'm concerned that in unilaterally um, expanding and relocating those programs, Dr. current. We've recreated one of the complaints we heard in the original closure study, which is that when we have single tracks of a specialty program, we stress the companion neighborhood classrooms and we limit the options of those teachers to adjust problematic student dynamics because the magnet cannot accept um new students past a certain point in most situations. Um, as an example, I don't have special program enrollment distinctions yet from Sam Quants, but it looks like in the example of Nibbi Park, there's one neighborhood classroom close to 30 students, and the companion classrooms, which would be DLI
065classrooms, are sustainably sized or smaller. So, I'm concerned we're continuing a pattern of overfunding our special programs and then putting that burden back on our neighborhood schools or neighborhood classes. So, um, Dr. Mr. Grant, can you speak to why special programs are expanding despite our enrollment declining and the impacts of that on principles and FTE in those buildings? >> And that's time as well. >> Um, I don't think we're expanding now. We did expand a couple of years ago to set up those sites. Um, I think we're looking at trying to get that set. The one at Nibbi Park is growing. The DI program is growing. That's our hope is that those programs grow. I know the challenge at Newman is a little different um and that the general ed classes, we don't have as
066many general ed students as before. This will be all part of thinking about what we do in the future, right? How we how we look at school consolidation in the future, how we perhaps even look at program consolidation in the future as well. That's of course on the table too. So all that is part of what we would look at I in 2027. >> Thank you >> Amanda. >> Um so just a couple of points with the data that was sent over and then like Ashley's inquiry also fleshed out um some information on the class sizes which was very helpful. Um [clears throat] just a comment just for the teachers out there that they are you know we do strive to have um classroom sizes no more than 25 for our elementary students specifically the
067lower levels. So for any teacher that has a classroom size larger than that for the students and the teachers um we definitely need to strive better to like reduce that load so that they can properly serve the students um without burning them out as well. Um and then um the thing that stood out to me in this data that was sent over um separate from the slides is that um like for the middle school the number of sections over 28 students at Clayton 105 out of 218 sections. So basically 48% of the sections offered are over 28 students. So over the um preferred u max size for those classroom sizes. Hillside 43% or over 28 students. Um high school's not as bad, but Highland High School over 38%, East High over 20%, West High over
06831%. So we do have a lot of a lot of classrooms that are obviously well under our preferred size, but we then we have this other problem of um oversized environments. And it's interesting how elementary wise we don't have as high as a percentage that is over that threshold. Um which is good because you know elementary we need to strive to do we know how that works. Um, but then come our middle school and our high school, um, with these FTE allocations, and Allan and I go back and forth all the time on this, um, even if we restructure to put more FTE into our upper grade levels, um, we still have a finite amount of money based on what the legislature USB gives us. So, we'd have to pull that money from somebody else.
069So, definitely hear you on that one. That's that's a hard one. But seeing how our lower elementary level grades are generally at or below that preferred class size, but once we get to middle school and high school, we're generally at higher percentage. That's over. That's kind of indicating my I'm right in my argument. Just so you know, [laughter] I'm still going to go down that path that we got to figure out the math. So this is going to be a math a math conversation Brian just so you know. Um so the one clarity that I am seeking is does the of the data that was provided is that um identifying all of the FTE that schools have meaning um the what you're allocating for the FTE plus what schools are using their discretionary funds for
070in their FTE. Are you asking about class sizes or and the use of FTE and class sizes because we didn't present directly on FTE in this. >> Well, but it it it all of this plays into this conversation of size >> um size reduction, classroom sizes, and when are we going to be having the next um school closure conversation? We're obviously we're not doing it in the upcoming school year. That was stated at the beginning. totally get it. But for my clarity and understanding, I would like to know the data being provided. Is this the district um I guess FT allocation that equals the average classroom size or is this the district plus the um schools additional FTE based on their uh allocations of their discretionary funds? Does that make sense? >> Oh, it's plus
071the discretionary funds. Okay, because that's something that >> I think definitely needs to be >> regarded in this data. It's not just what the district is providing. The the schools are supplementing and that also plays out in these numbers. >> Yes, >> I don't know. I >> I think I'm speaking clearly, but maybe I'm not. >> Yes, there's a there's a a base allocation based on enrollment. Schools are given by the district additional dollars in a discretionary account that they may choose to spend to bring class sizes down or to address particular issues within the school. >> And all of that plays into these average numbers. >> Yes. >> But obviously the end point is we're declining >> enrollment and eventually we're going to have to look at school closures again unfortunately. But >> yes.
072>> Yeah. Board member Longwell, I'd also like I know from numerous [clears throat] board meetings that I've been to, you all are anxiously waiting for the applied economics, the demographic report that we have coming up. Um, you know, thing uh pieces like that demographic report will also help in in formulating that plan, what that's going to look like. Um, it's not the beall end all. Those are projections, but they certainly help. So it is it is a challenge. The the one piece that I do find a little bit um maybe hanging on to some hope here is what I had mentioned on this slide which is hopefully we're seeing some leveling off and we're still going to have some reduction pain. I know but um what's promising is that those first and second grade class
073numbers aren't too far off from what you see up in seventh and eighth grade for example. So hopefully we're starting to level a little bit. >> Yeah, good point. Thank you. >> Alan, did you want to respond or were you just kind of being silly? >> Well, I [laughter] there are a lot of factors that go in and you notice you you mentioned that at the elementary school things look kind of, you know, uniform. But at the secondary there, that's when you start getting differences. Well, one thing you have to take into account is at middle school you start having choices. You know, what classes are we offering? And I think that's important part of deciding which classes do you offer. And so does that take an FTE and stick it in a course where
074it doesn't attract a lot of students. They're not interested in taking it which then forces >> other kids to the other ones. So it it I mean the the the amount of or the the classes that a school chooses to offer do have an effect on the average class size calculations >> and it has an effect on other conversations we'll be having on other agendas. >> [laughter] >> Thank you, Annie. >> Yeah. Um I would just like to point out I think it is really tricky the position. Um because I do think we have this here and now and we're trying to solve the here and now of like board member Anderson said of we do have these small schools but um in terms of long-term planning maybe some of those schools will eventually be
075consolidated. So I would like to point out there that you know for families and students and even staff understanding that um the planning for FTE at certain schools and additional supports or you know class sizes may be only a one or two year difference. While we're trying to bolster schools so that we have quality education and also attract more students, there also is the thing in the back of everyone's mind of this may not be a long-term solution. So, I do think it's a tricky ask to have all of these plans. So, I'm just pointing that out from a district level that it's hard to ask the district to have all of these plans to support small schools, but also at the same time knowing that that will be a very temporary band-aid fix on
076this larger demographic issue. But I do think everyone's in trying their very best to do so. And um thank you for that. >> Any other comments or questions in this first round? Right. >> I just wanted to have clarification from Brian. When you are figuring out that number for high school class size, how do you handle the prep periods that high school teachers have? Are you averaging it out or are you looking that. Do you see what I'm getting at? >> Right. Is is that prep period figure into the average of >> Oh, there'd be zero students in that class during a prep period. >> Uhhuh. >> Um, we did not figure in with prep periods. Um, and and the way we the way I did it, it it isn't an exact science. I did
077go, you know, we have the USB. Um, here are the course requirements, graduation requirements. So, we're not figuring in a planning period, but we're also not, as I was saying, we're saying, "Okay, what are the classes that aren't intentionally designed just to be small? Can I weed those out and pull those out?" Like a reading lab, like um a ELD one or two class. And >> because what I didn't want to give you is, oh, look at this rosy number. we have only this many students per class when it's been brought down by those by those numbers. Um and at the same time I didn't want to also throw in all the PE classes in the average because we do have 40 to 50 55 or 52 53 students in a PE class. That would
078really up the numbers but the planning piece was not part of the of figuring it in. It's just the number of sections regardless of whether it's a teacher teaching full-time, halftime, whether they have a planning period, whether whether or not it didn't weigh in, whether they had a pro a productivity period, anything like that, just the number of sections. I guess what I'm getting at there is because board member Long will I mean understandably so you're concerned about you know you see those higher numbers in the high schools but to me there are a lot of variables that you just touched on that I mean that gets pretty subjective in trying to figure out what that class size is and I'm just suggesting that just with that one example, if you put that I mean
079it would bring it down some as well. I mean I can see where you were like looking and saying well we can't like the classes that have small numbers and then the classes that have larger numbers just by the matter of what the subject matter is. But then there's other variables as well that would factor in >> that can impact that number of students. >> Okay. >> Correct. Yes. >> Thank you, Brian. And Brian, um, any other questions, comments on the first round before I move on to the second? Charlotte. >> Well, did you look at the I I see you only focused on the three comprehensive um high schools. Did you look at other high school programs or that wouldn't really that would be comparing? >> Uh we we did have some uh numbers
080for number of sections over 30 students. For example, at horizonte that number was zero. um at innovations that number was zero. Um the CTC which isn't a school but is you know where we have our high school students going that that number was three for a number of sections over 30. Um >> and what about Slicky? >> Um I do you recall if we slickie >> do you have >> on those numbers our charter? Huh? >> Pardon me. Thank you. I'd also like [clears throat] to mention that we're staffing the staffing ratio is at 30, but that's not a max number for the classes, right? That's just how that's just an allocation number >> for FTE. >> Yeah. >> Okay, we'll move into the second round. Ashley. >> Yeah. Um, something board member Longwell shared
081resonated with me, which is that when we have elementary schools so under capacity, that bubbles into our secondary schools. And some of our high schools right now report through teachers that they're facing cuts in their budget that are in many ways the equivalent of closing a small elementary school inside of their large high school. And so we're asking secondary schools to do this without a closure study and without any support. We're just telling them FTE is reduced. And so acknowledging that no one here or anywhere wants to close schools, but paired with my other questions as a concluding comment, I just don't think we have a strategy right now to keep small schools open and we push that challenge onto overburdened principles and teachers, especially in middle school and high school. And so I'd like
082to see the board have a serious conversation about our property tax growth and what that growth could fund in terms of an adjusted FTE ratio and what other adjustments we'd need to make in the budget to adjust the ratio. Because if we made changes to our current procedures and the ratio to keep schools afloat, we wouldn't have to have this conversation every single year. And the benefit of that approach, well, we would because by our policy we have to, but we wouldn't repeat the same tenants of the conversation every year. And the benefit of that approach could be if we found something that kept small schools open for longer, we could avoid some closure and protect a lot more of our neighborhood schools for the common good. But when we just wait for them to
083drain, we essentially force them to close and we don't take any steps to solve their problems. And to that end, I think the people we could learn a lot from are on our rural school boards. We have rural districts where the superintendent runs the district, teaches at the high school, and drives a bus. And they're obviously much >> Yeah. You want to drive the bus? And we're obviously much bigger than that. But what I mean is we're not special in being midsize and shrinking. A lot of people are much smaller than us and they run every day and they do it through a lot of creative means. And I know that as our business administrator listens to this, he thinks we're not ever getting necessarily existent small school money, right? And we're not. We're not
084that small. But what we can do is learn the ways in which they, especially at the secondary level, solve their problems to account for their small enrollment. And I think one thing we could initiate is having a conversation about what it would take to adjust the ratio and what other trade-offs there would be in the budget to just accept that when we use the current ratio, we don't see the results that we want and we continue to see problems and especially if we're not studying closure this year, it would be something that we could do over the course of the next budget cycle. >> Thanks, Ashley. Any followup, Alan or Liz? Other questions from board members, comments? >> Okay. >> Thank you, Brian. Thank you, board. Uh we'll move on uh to our next item
085on the reports agenda, which is the proposed 2026 27 student fee schedules and annual review fee and fee waiver policy and procedures. VA Kersley, >> I'd like to invite general counsel Kindle to come forward and present this I'm want everyone to know she's not on crutches as you can see comments about my leg are not on the agenda. Um so um as you all may know um this is a annual process in which we present to the board a draft well the draft fee schedules um so that we can get some feedback from the board in terms of are these the fee schedules that you would like to put out to the public um so that then we would have the two comment periods coming up in March so that we could approve this um
086the fee schedules before the 1 of April. As several of you know, um last year there was a change in the law that allowed us to postpone when we approved fee schedules. We did not change our administrative procedures and the feedback I received in talking to people was that um pushing it back towards the end of the year really wasn't going to be helpful. A lot of the high schools are up against end of the year activities. It it would be better just to keep it now. So that's one of the reasons why we kept it now. Um, but I'm happy to entertain any questions as um about the fees that are on the fee schedule. As you can see, for most of the elementary fee schedules, there weren't many changes. We um obviously last
087year we got rid of a lot of our fees, well all our fees related to uh core classes and our elective classes. So most of the increases you're going to see are to um athletics and a few other changes as well. >> Thank you, Miss Kindle. Any questions? Amanda? >> Um just a point of clarification for the community, family, students. If I remember correctly, last year we discussed um that if a student or fam slf family didn't qualify for um and please fix my wording if I'm messing this up. Um, but if they didn't qualify for fee wavers that they could reach out to their school administrator for a um kind of a situational approval of a waiver of these fees. Am I remembering this correctly? >> Absolutely. Um um there's no requirement that um
088someone fill out the fee waiver application in order to get fees waved. Um and in addition to that um if a family is going through a unique circumstance in terms of for some reason their overall uh circumstances change but maybe they don't meet any of the qualifications um they can reach out to principles as well. We also have the um option of always helping people fill out those um applications. Um, in addition, if a principal or any administrator understands that a family might be having difficulty with those um that paperwork, they can fill it out on behalf of the family, obviously with the family's permission and input. Um, but we have a lot of resources um and sort of flexibility always in waving any type of fee. >> Can I Oh, go ahead. Sorry. >>
089And I just wanted to remind everyone um these fees are the maximum that can be charged. So not all schools are charging this maximum. Um some schools are charging significantly less than this and also just because of the nature of when the fee schedule is created. Um sometimes we don't know for sure um what vendors are going to increase their rates for. So like the AP tests or the IB tests are on there. Um and so sometimes we build in a little bit of cushion knowing that they raise their rates at a different time. Um but our fees have traditionally been lower than what's listed >> and the Thank you for that. That's like really helpful. And I would my ask would be to ensure that this is being uh annually at minimum um we
090roll this information out to our principles to remind them of this because you know we it's pretty clear when somebody qualifies for a fee waiver. But if families aren't aware that when they're in a really bad situation, like I'm sure most people have gone through a time in their life where they may not qualify, but circumstances that are unraveling at that time has got you in a really bad situation and you still want to provide these opportunities for your children that fees and such can prevent that. So finding a way to communicate that not only to principles but carefully with the community that that is an option so that their children aren't um deprived of the opportunities that they um should be able to access. So just look for that communication bit. >> I can
091address that some of that. Um, one, uh, every school is required to designate a fee labor administrator each year. And, um, as the superintendent and business administrator can attest to, as well as any principal that's here, um, it's a it's a training that I designed and there's a quiz at the end, and that's one of the questions on there, and it has like an A and B, C and D, D and E, and so it's not just an easy quiz to pass. So like um they should all [laughter] be they should all be very well verssed in that. And in addition um we are required to provide the um uh the information about fee wavers as part of registration. Um and also if we aren't translating the documents into the language that the family needs.
092Um and if you look on our uh website, we actually have our free waiver documents in a lot of languages. um were also required to sit down one-on-one with the family and explain it to them um with an interpreter there. So hopefully um we are getting that message out very much and we changed a lot of our procedures to make sure that we are not stigmatizing or identifying people who um might have information um who might need information about a fee waiver or that process. So hopefully that's happening. >> Yes. Thank you. >> Any other questions, comments? Ashley and then Brian. >> I hope you didn't address us. Sorry, I had to step out quickly, but I wanted to confirm my understanding that the way these fees are determined is because clubs and sports and
093their adviserss or coaches are consulted about the appropriateness of a fee using school administrators like principles and athletic directors. Is that right? >> Um so that is how it is supposed to work. Um so basically um throughout the year I do get questions as to hey we want to increase this fee and um my response is always there's there's a time period in which that happens. Make sure to reach out to to your principal um to explain what that is. It needs to be discussed through the SEC because there is a process for getting these approved and discussed through the SEC schedule. But everyone should be aware of when that happens and and those clubs. Um, and obviously this doesn't apply to student clubs, but it would be so so that's not going to be
094on there, but that would be how it works its way up that teachers and coaches and everyone understand that process and they bring their requests forward. >> Got it. So now if I'm understanding correctly, if a student or parent or faculty representative sees this posted fee schedule and has an issue with it and they think like this fee is too small com for choir compared to drama as an example, if they disagree with that, would it be appropriate for them to share with the principal as well as in our public hearing at the next meeting or what was the best avenue? >> Um, so I would I would say both are an appropriate avenue. I mean, at at this point, I think um I'm not sure that the principal would come forward and ask to
095change this. So, if they wanted a change made immediately now, um probably the best way to get that feedback would be to either email me or to come forward at the public hearing and say there's a reason why this is too low. Um, but the part of that problem becomes you as a board could change that, but without going through our administrative procedures, I couldn't make that change because it wouldn't have gone up through the appropriate process to be discussed twice at the SEC. Does that make sense? >> It does. So, just to make sure it makes sense. I'm just going to say back to you. If a person from an impacted activity with an associated fee was concerned the fee was too little or too much frankly, their only recourse at this point would
096be to come to or their best recourse is better way to say that would be to come to the public hearing and urge the board to make an amendment when we were debating the fee schedule. >> I I would say that would be the most effective recourse at this point. and past that point, they could tell the principal, but it wouldn't go anywhere until the next cycle in which the SEC would review it. >> Um, yes, unless the board wanted to go through a whole new fee waiver process with two designated public comment periods to make an amendment, which we typically don't do. >> Great. annual process. >> Of course, >> Brent, >> my question is probably directed to both um our general counsel and our BA. Um I noted in the agenda that the
097fourth report was going to be a legislative update and budget. And as I was looking through that, if I'm recalling correctly, there was um a reference to there are some fees that we could possibly um reinstate or use that we aren't using now in order to address some of the shortfall in funing or money in our budget. Am I correct? >> That's correct. So last year when the legislature significantly restricted the amount of curricular and co-curricular fees that that where eleas can charge, we as a district opted to eliminate all curricular and co-curricular fees. Um for a couple reasons. Uh we don't want to get in this minute definitions of what's what's allowable and what's not. And also, you know, as we had the discussion, this is kind of my personal opinion. I think people
098ought to be able to go have their free and public education. Um, we're already taxing their families uh through their property tax. And whether a kid chooses to take band or ceramics class or what have you, it shouldn't be a financial burden on the family. However, the board can always choose. I mean, and and there's legislation even this year to expand the amount of curricular and co-curricular fees again. So, that's always a source of revenue that will be there for us if we as a board choose to um to look at those options. In this current fee schedule, we are not we're we're maintaining what we're doing, which is no curricular or co-curricular fees. Um but like you said, if that that is an untapped revenue source if we determined that it was worth uh
099going after. Okay. I was just trying to make sure that I understood what you were explaining in that um and I think it will be coming up, but to me it was pertinent to the conversation that we're having now. So, I mean, it sounds like you're not recommending that, but I guess if we ran out of money, [laughter] if the board recommended we added those fees, then we we could, but we as a a district are not recommending we add back those fees at this time. But just know that's an option that's out there. >> Okay. Thank you. >> That's right. And >> so just for clarification on this fee schedule that's proposed, there are some that are crossed out. Is that because they're no longer being offered next year or because we're absorbing the
100costs? >> Um so >> for example, debate or medical assisting at CTE or fire science one. >> Okay. Um so [snorts] debate um was taken out of one place and put in the UHSA schedule. So it was just moved. So that's why it was crossed out because it's no longer in that location. Um and fire science one um it's now listed it's now subsumed within um EMR. So it's um so some of the fees we aren't charging as much and what is being charged is just within something else. So it's not that we're not offering medical assisting. Those fees went away. >> Okay. >> Yep. Any other comments, questions in this first round? >> Seeing none, thank you, Miss Kindle. We appreciate the time and board is >> was there a second round? I didn't
101see any hands for a second round. So, >> okay. But is this the fee schedule that we want to move forward with that we will share with the community um internally as well? >> Yes. >> Okay. >> Thank you. Um, and just so we're all on the same page, um, in addition to approving the various fee schedules before the end of, um, well, before the beginning of April, we'll also need to approve the board policy and administrative procedures which were attached. So, if there are any questions or concerns about those, um, maybe not necessarily tonight, but within the next two meetings in which we discuss fees, um, please let me know. >> Thank you, M. >> All right. Our next um report agenda item is National School Board Association Committee report. This one is board
102member Anderson's experience in Washington DC. Ashley. >> Yeah, I'll be quick. There's a memo attached to our agenda and I'll just review what is in that memo. Um, as all my colleagues are aware, the board recently approved my committee assignment for the National School Boards Association or NSBA, which was representing the Pacific Region and is an NSBA presidential employee on the beliefs and resolutions committee. So, as described in the memo that's attached, this work included a couple of things. It included preparatory virtual meetings to review all the resolution proposals. It included committee discussion to approve resolutions to support NSBA's federal advocacy objectives and additional leadership seminar activities with USBA leadership and national peers. Um, the key takeaways that I shared in the memo include that NSBA's federal advocacy efforts highlight how topics that impact us
103locally have a real place on the national stage, including the changes to federal tax policy that embed vouchers. So, there's a lot of interesting examples that were being discussed. It was also nice to see that our district was ahead of a lot of peer districts which were still trying to support resolutions about um supporting indigenous students with programming and also regalia at graduation and we already do that you know in a really productive way and that continues to be part of the discussion elsewhere. I noticed a pattern in our resolutions where digital citizenship shifted from a primarily positive um topic to a more nuanced identity in schools where there's a lot of pressure to increase paper pencil work and teacher to student instruction in favor of using devices. And so I wanted to point out
104it's not only a state trend, it's a national an evidence-based trend. Um we talked a lot about wraparound services and social and emotional learning which are the key school safety strategies which are not currently being funded well in our state um in the school safety plan and also the idea that sustaining Medicaid and fully funding IDEIDA are really critical federal things that would impact the students we serve. I also learned a lot of lessons from peers in other states including the ubiquity of unfunded mandates even in blue states. So you may be interested to know that even it's okay. I realize that I can continue going. I don't have I don't have that much more. But I think we think sometimes in a red state we have these unfunded mandates which are these heavy-handed things
105and our companions in blue states have a lot of really positive things that they're being asked to do also without money. So I think it's an interesting uh kind of bipartisan moment where there's positive unfunded mandates as well as cruel unfunded mandates. and it just to say we are not alone even if there are some more negative connotations to ours. Um I also attached to the memo the committee workbook for your reference. So that shows every single resolution that we approved and that gives you a good idea of what NSBA is advocating for for all of us at the federal level even after um my committee services concluded. So that's everything. >> Thank you Ashley. Are there any questions to Ashley about the experience? Amanda. >> Um, number of questions. Just a thank you for
106that time. It was really interesting to go through the handbook that you attached to it. Thank you for doing that too and like kind of seeing that exercise that the different I guess teams went through as they were trying to like figure that out. Um, it is interesting um in the work I had done before the board and unfortunately seeing these national trends that aren't isolated to just our state. I mean, it makes me feel a little bit better that it's not just our state, but it's also really concerning that it's not just our state. So, seeing that there's kind of a a group of other states to be able to glean off of and um pick brains and stuff as we're all kind of navigating similar issues. It's really interesting to see for sure.
107So, thank you for that time. >> Yeah, of course. I could add to that. you sparked something in my um you know what I learned sort of memory which is just to say how good the NSBA federal advocacy is and sometimes listening to the strategies they were using it's a little bit disheartening being here where we're in a supermajority so it's kind of feels at times like no amount of agitation makes a difference but as you know the superintendent is well aware from her work in the federal government there's so much gridlock and tension that actually there's a kind of a lot more room to move things back and forth right because there's actual bipartisan ship as opposed to a super majority. So I think that that was a really interesting thing and they're doing
108a lot of good work on our behalf even if we don't always hear you know playbyplay the benefits. >> Brian, >> so that was getting to my question and that was did you feel that this and I mean as I was looking through the material it looked like this was very productive um very effective um >> yeah I think that it's great. I think that the resolutions they um passed are important and it's kind of nice that we had a touchstone on the committee because it wasn't something I particularly knew the NSBA was doing. You know, I don't know who they employ as an advocate and we go to JLC. It's sort of like super JLC, you know what I mean? And it's hearing [clears throat] the things they're talking about, I think, is very
109informative and knowing how federal decisions really impact us. Like Medicaid isn't one that I was particularly thinking about until doing this. So I think it's useful that they they put this pen to paper so that their advocates could do their work. >> So when you were working with these different individuals, they were bringing background that was background knowledge and information that was really helpful. >> Oh yeah, definitely. It's very informative and it it just gives a lot more information about how decisions are made elsewhere, what other state associations are doing and how the priorities they have actually have so much in common with, you know, the priorities that our state association has, even if they are politically very different, >> right? Thank you. >> Any other questions or feedback? >> All right. Thank you, Ashley,
110for representing not only our district but the state of Utah back in DC. Well done. Thanks. >> Um, moving on to our next and final report agenda item is a legislative update and budget. >> Going to ask Yandere Chowan to come forward and uh we're we're going to tag team this uh this report. >> So, no, >> I was just gonna say nice to hear my name pronounced correctly. So, thank you, Alan. [laughter] Okay. And um CIO Quans is pulling up a PowerPoint that we'll share and will be attached to the minutes afterwards. Um we are going to start with just sharing some updates from the public education appropriation subcommittee. So for those who haven't been through um you know the appropriations process in the legislature here in Utah, every member of the legislature is
111assigned to an appropriation subcommittee and the first half of the session is spent um doing work in those committees. um in the subcommittees to make recommendations on what should be funded, what changes should be made. Then all the subcommittees present their final recommendations to the executive appropriations committee. That committee is made up of leadership on both in both chambers and from both sides of the aisle and they take the subcommittee recommendations to um into account and make a final budget based on those proposals. So where we are in the process right now is um the appropriations subcommittees have concluded their work and BA Kursley will go over the um summary from public ed appropriations this week. Tomorrow Thursday there are a couple of scheduled meetings for executive appropriations. Um so this is just where we
112are at this point in the session. Uh no finals decisions have been made just yet. So just for some context I'll pass it over to >> So Sam, if you could switch the presentation over to me for the next two slides. So, we're going to go over the public education appropriation subcommittee recommendations. These were covered in JLC last Friday. Uh, I'm going to channel my best Todd Hobo, but um, bring the expectations down. Okay. [laughter] Um, you all have a copy of this in front of you. I just want to I'm I'm just going to highlight a few of these line items. Uh, those first two items, enrollment growth and prior year plus growth ongoing. That's really because statewide we're not seeing the growth. So the legislature says we're not we don't need to put
113this money aside to cover growth. So they're including that in their their potential cuts. The exercise they were asked to do is has come up with a 5% cut. Uh then I want to over there on the right under description you have several of those line items that say surplus of non-lapsing balances reduction in ongoing appropriation. What that is as explained is that the state board would not always allocate all the money that they were allocated from the state and so the state saying well you haven't used that money so we're going to use that as a reduction. So if that gets reduced that doesn't affect the leas because we haven't been receiving that money anyway. >> Um so just want to note that. Then I want to go to line 14, early early literacy
114outcomes improvement. I want to know sometimes it's hard to match the exact line items here with a funding source that we're receiving um because I'm doing my best guess and um I just looking for the same name and they use the same name for a lot of different things, >> but I just want to know. So that's a one-time reduction statewide of $4.2 million. Uh for current year, we're receiving $647,000 of this uh source of money. Um that is listed as a one-time funding. Uh I don't know exactly what that non-lapsing balance means. So I just threw out here's how much money we're receiving currently from this this line item um that potentially could see a reduction. What that reduction is uh I do not know at this point. Uh then I want to jump
115down to number 20, the software license for early literacy closure. Um that looks like they're saying we eliminate the whole program. Um as a district, we received $276,000 of that money to buy that or the that literacy software. Um and then that money would be cut. So that software would either go away or we'd have to come up with our [snorts] own money to to fund those licenses. Is that correct, Tiffany? Dr. Tiffany Hall. Yes. >> Will share. Okay. >> Uh next, uh line number 21, competency based education grants discontinuation. Again, anything that says eliminates the full program, that's pretty easy to determine the effect on us because whatever we're getting will go to zero. Uh so, current year we've received $100,000 of this particular grant money, which would not be available uh going next
116year if these recommendations are passed. >> Okay. >> Do you have the amounts that we we have received somewhere on the spreadsheet or you just >> I wrote them down on mine. >> Oh, [laughter] okay. Does it verbally tell us? He is verbally telling us. Yeah, because we're just highlighting a few um a few of the items. >> 100,000 for that. >> Yep. 100,000 for their line 21, line 20, 276,000, and line 14 647,000 are the lines that I've highlighted so far. >> May I ask a clarifying question? [snorts] When you say we have $647,000 funded from this, are you saying that some of that we haven't spent and would need to return or >> No. So that's just it's our current year grant. Um [snorts] and we have all year to usually when they
117they don't take the money back. Now that's usually we we we've we've heard they want to take some money back this year of money they've already given us. Um but generally when we have the when we get the grants we have certain amount of time to spend them and so long as we spend it within that time frame um the money's secure but I can make I cannot guarantee with 100% shity that things don't change. And so would it be possible given that we're doing a little paper pencil work here that in a follow-up email we receive some of the notes that you're making? Like for instance, I would ask about the competency based grant. We get $100,000. I personally wouldn't know what we spend that on. And so I don't know how >> much
118to struggle over losing it. You know, would it be a relatively easy thing to lose because it's so specific or would it be really difficult? Yeah, that is something I can absolutely do. >> May I >> please? >> Um, something we may not have to worry about this stuff, so it's not a foregone conclusion at this point. It's recommended. Um, so I mean, we could definitely deep dive on it, but to re-emphasize what I was hearing from individuals up at Capitol is its recommendations. It's not a guaranteed production. So, at this point, we don't necessarily have to worry about it. Be aware of it, but not worry about it. >> Yeah. I I I mean, we're getting pretty far down the road. So, and this list is actually quite a bit different than original list
119coming forward. So, I >> I think we need to pay attention to these numbers. I think right now a lot of them are more probable than not. Um but there is always a chance that they change. I want to jump over to line number 23 the related to basic realignment. Um over there in the description it has two things. It talks about cutting the uh cut to the district charter digital teaching and learning uh and also pupil transportation to and from a 10% reduction. So just a couple notes. Um, for the digital teaching and learning, we received 498,000. That's our current year grant. So, a 2.2% cut of that is $11,000 cut. Uh, transportation, we received $3.7 million of state transportation fund. So, a 10% cut of that is 370,000. Uh, just weighing those two,
120I'm much more concerned about the transportation cut than the digital teaching and learning cut. Um, but we'll keep an eye on those. Um, and then there's that next there's a there's a second digital teaching and learning line, line line number 24. I don't know what the difference is between those two. Um, but we'll continue to to pay attention to this. Uh, there's a couple other things. STEM endorsement incentives, from what I can see, that's that's listed as full program elimination. We received $9,000 of that money. And then on the national board, certified teachers, uh, full program elimination, we received $51,000 of that money. And that money is used to, um, Tiffany, you might need to help me. I think >> we use that to pay for, >> right? So, as for those uh that are
121listening, we use that to pay for the cost of doing the the national board certification classes and also the STEM endorsement classes. >> Um they're not they're not paying extra stipen because they get that. National board certificate certificate certified teachers are, but that's on our district salary schedule. So, that's not reliant upon state funding. Uh this is just um monies that help them get these certifications. Uh line 32. Uh so the educator salary adjustment uh by statute is I forgot I was showing this so I I'll get to the next page. I cannot talk and scroll at the same time. Sorry. >> Line 32. Uh educator salary adjustment is a piece of state funding that goes straight to teacher salaries. And by current statute, it is increased each year by the same value increase uh
122in the WPU of the previous year. Um I should clarify that it's the same inflationary increase. Sometimes there might be an inflationary increase and then additional increase to WPU. So what line 32 is saying instead of the current 4% increase to that uh we would only increase that amount by 3% and doing a calculation uh that's that would be about a reduction of $100 per teacher per year in their salaries or $100 less of an increase than they would get u professional hours for teachers uh reduce that funding. um we get that. So that's the money that teachers can use. I mean the it's funded for statewide for 32 hours a year, but it's funded on a statewide average teacher salary. The district salaries are much higher than that. So we've never been able to
123actually you uh allow 32 hours. We've done 24 I think we're at 25 hours this year. Um, so that would then reduce the number of hours that teachers could get paid for with their own directed professional development. >> So that would not affect us. >> It it would affect the teachers ability to earn the full amount. I I don't know how much that 34 million is of the total grant. Um, and I've never heard this minimally statutory required 10%, so I don't know what that is, but it would be a reduction in instead of the 32 hours funded statewide, it would be some amount of hours less that they could then um, get paid for. I do want to note previous iterations of this had a cut to the flexible allocation that would be equivalent
124to a 2% decrease in the in the WPU that is currently not on this list which I'm very thankful for. Um in its place that line 34 is stabiliz stabilization to ongoing use. Um, so that's more of a a future, you know, not putting as much money into the stabiliz stabilization fund. >> Um, so [snorts] not knowing what that might be used for, I do know what the flexible allocation is used for. So I'm I'm happy that that is currently off the list and I hope it remains off the list as that would that would be a significant hit to the district. I do want to note um I want to go into and I don't want to step on Yandre's toes but uh the base budget for the dis for the >> Before you
125go on. >> So with your little pen to paper notations that everyone's frantically been trying to write down. Um, did you add them up to see how much just I'm kind of interested, you know, ball parking what >> we could potentially lose. >> I mean, the ones I've listed are about $1.2 million. >> Okay. >> Go ahead. >> And that's not including that $100 per teacher because >> Yeah. I'm going to ask a question. >> I have written down in my margins. You said 647. >> Yeah. >> So that is what we had remaining and you're saying the actual total was more. >> So that was our total grant for the year. >> Got it. >> And what I don't know is when they put in their description non-lapsing balances. I don't think they're referencing
126LEA's non-lapsing balances, but I don't know what they're referencing. So I can't for sure say >> what that what that might look like. >> So included in that is just here's the full grant that we have currently. >> Thank you. >> I I do want to jump over. So in addition to the 5% cuts, they have another recommendation for increases. Um I just want to hit a couple of the highline items. Uh the number one and number two. Number one, uh, appropriating $60 million for, uh, paraprofessional K through3 grants. So, as noted in the description, this would be a competitive grant that eleas would apply for, which would help add paraprofessionals in the K through3. Um, so I think that's a good thing. I know the governor was pushing for that in his initial address.
127So, um, if that passes, we'll definitely be applying for those funds being competitive. We don't know what the criteria will be, but we'll be keeping an eye on that. at risk students increased by $25 million. Um that will also be very beneficial. Any increase in at risk helps us address uh the needs of our um poverty and ELLL learners. Um I did want to note, you know, when Brian was showing that slide that showed our our poverty rates decreasing, we did receive a million- dollar cut this year to atrisisk students because of those October one counts that showed that the poverty rate was going down. Um, so basically we're starting a million dollars down. So any $25 million statewide may put us back up to where we were. I mean, we I don't want to
128get everybody thinking, oh, look, we can do all these new things because we might just be filling in the hole that's already been created this year. [clears throat] And there there's a bunch of other other little smaller programs in there. So that's all the ones I wanted to cover on this. Did want to go over the base budget real quick. uh the base budget which is >> HP1 >> HB1 uh increases the weighted pupil unit by 4.2% again that is the statutoily required um they do a five-year inflationary calculation and that's what's required of them >> uh that will generate approximately $3.78 million to the to the district in new money. Um, currently the WP is funded on prior year ADM plus growth. There is a bill SB62 that will change that formula a little
129bit and um it'll change the growth calculation to not just plus growth but um less also uh negative growth is what they call it in the bill. Um that will be new. There's a there's a sub two out there that I was reading during this meeting and it looks like it there's a lot of changes in the sub two but it looks like that issue is still in the sub two and that sub uh passed out of Senate today. >> Um so that will that'll hurt us because our October one counts as we can see are generally going to be lower from year to year. We're just in a declining enrollment. It used to it's called it was called the hold harmless where if our ADM we we we get funded on our ADM and
130if our October one count was down well we had a whole year to absorb that and figure out what to do. This would remove that whole harmless. So um we'd have to either adjust allocations ahead of time assuming that October one's going to go down because it's hard to like this year when we got our risk cut for a million dollars. Well staffing's done. it's hard to go away and say, "Oh, we lost a million dollars that we're going to cut a million dollars worth of staff." So, um, we'll have to figure out how to best project and manage those October one decreases that that might be coming our way. >> May I add some context or clarification? Um, so he he keeps saying ADM, um, for those who might be listening and don't know
131what that is, um, it stands for average daily membership. Um the state uses the number of students um that are in a school district to to figure out the funding and they use two numbers that October 1st count is considered the official count of students in a school district or charter school or whatnot for the whole year. Um and then ADM is a slightly different number acknowledges that you know sometimes kids might move in mid year or they might move out. So it's the average daily membership. So there are two numbers they use. So just wanted to add that. And then uh some of you might be wondering why there is a a base budget that Allan's talking about when we said the budget's not finalized yet. Um just for some background in Utah, um
132we are never going to see a a shutdown, a government shutdown situation like we see at the federal level because one of the first things that the legislature does at the beginning of the session is to pass a base budget in case it can't agree on anything else. At least this stuff is funded for the coming year. So, this this bill will be changed on the final night of the session uh based on the budget work that is still to to come, but just wanted to add some context because it does get a little complex. >> So, those are the pieces I have if anyone has any questions. Otherwise, uh Yandre is going to kind of highlight some more financial related bills. They're some of them are not so much money financial but process and
133procedure financial related, but she'll kind of highlight uh some of the bills that are out there that we're watching. >> Yeah. And don't you worry, I might be calling you back, so don't get too comfortable over there. Um, uh, thank you, Sam. Could you move on to the Yeah, thank you. Okay, so first I want to just flag a couple of bills to to keep in mind. Um, there are two bills, HR7 and HB161, that go together. These bills would propose a constitutional amendment that would change how property tax is calculated. So right now 45% of the fair market value of a home um is exempt from property taxes. This would raise that to 60%. Um so that does not mean that we would get less revenue in property taxes and Alan can correct me
134if I'm saying this wrong. Um but it does mean that the burden would shift to businesses. So here in the Salt Lake area, we have a lot of small businesses. um the tax burden would go down for residents and um homeowners, but it would increase for our business owners here in Salt Lake City. Um so, just something to be aware of as you know, you're continuing in the budget process. I know the board has this um long-standing tradition of being really careful with these tax dollars and just wanted to make sure you had that context as well. There's also House Bill 121, school fee amendments. Um it was brought up in in a previous presentation again that our board has this is the first year that we have not charged any curricular co-curricular fees uh
135but again should that be an option the board would wish to consider this bill would expand on the fees that an LEA can charge to students. So just some things to keep in the back of mind of your mind. Um okay moving on to tax bills. Um always so fun. Uh Senate Bill 60 is an income tax rate amendments bill. It would cut income tax by 0.05%. Um income tax in Utah is used to fund uh education as well as services for children and for um individuals with disabilities. Uh a 0.05% cut for the average Utah family would be about 45 to6 per year. Um just you know want to make sure you have that number too. Um House Bill 236 is a bill that uh JLC supports. Again, for those who might not know
136these fun acronyms, JLC is the joint legislative committee um consists of the statewide associations of schoolboard members, superintendent, business administrators who work together on issues during the legislative session. So, this is a bill that um that JLC supports and it just solves a timeline issue related to truth and taxation. Um moving on to our next page of tax bills. Senate Bill 65 is a bill that is opposed by JLC, minimum basic tax rate amendments. If you remember Senate Bill 37 from last year, this is this year's version. It's a bill that Governor Cox vetoed. Um, it changes the basic rate to a state property tax rate. So, it just uh moves property tax through a few other places to free it up to be used for for other purposes besides what it's currently used for.
137Uh, House Bill 449, Utah taxpayer oversight of government spending amendments. This is also contingent upon passage of a constitutional amendment. Um, it would allow tax increases to be approved by voters via the ballot box. So, a bit different than our current system. And, um, if government agencies aren't using every tax dollar, then taxpayers would get a refund. Um, okay. We got a couple bills on school construction property um, both of which are opposed by JL JLC at the moment. School construction amendments um would move oversight of school construction from the state board to the department of facilities and construction management DFCM. Okay. Um and originally the bill um required eleas to use the staff at DFCM um to oversee construction projects. In districts like ours, we have experts who have the right certifications and licenses
138to safely oversee construction of a school, make sure that it's um we're going through the right processes, right permits, it's safe for students. Um and so there have been some amendments so that now that oversight is still shifting to DFCM. Um but eleas would only pay for some services. We would still be able to use our our own in-house experts. Um and then the oversight piece is still managed by DFCM. It hasn't passed out fully, but um wanted you to be aware of that amendment, which would allow us to keep using the experts who are doing a phenomenal job in our district. Um House Bill 241 is uh Representative Puchi's charter school bill, which um was amended recently u to give all cities, all counties, and charter schools the first right of refusal if an
139LEA were to sell uh a closed school property. Um when again, I should explain acronyms. LEA um local education agency. It just means a school district or charter school. So in our case, it's a school district. Um and recently this bill um was amended to define disposition of property as a sale. So there there was some ambiguity about whether this would apply if the property was being leased or you know used in some other way. Um so that that is a recent amendment to that bill. Uh educator compensation. Um these these two bills on this slide are quite similar. one sponsored by Senator Quan, one from Representative John Arthur, um that would just change the educator salary adjustment and tie it to the Utah fits all scholarship program. Do they both do it a little
140differently, but essentially moving in the same direction. Um also on educator compensation on Senate Bill 75, JLC did not take a position when that bill was discussed. Um, it would add school nurses to the list of employees who are eligible to receive the educator salary adjustment and acknowledging the critical work that our school nurses do um for for our students. Um, House Bill 150 would make school-based speech language pathologists eligible for that teacher salary supplement and for teacher supply money as well. Um, related to literacy, we have Senate Bill 241. It's a bill that JLC supports. Um and for us this would mean we may need to look at allocating additional resources towards early literacy efforts because one part of this bill um is the um the path [clears throat] to possibly retain u students
141if they are not reading at grade level by third grade. So retain means hold back, right? Repeat the grade. Um and obviously we want to make sure our students are progressing, moving forward, growing. Um, so just a thing to keep in the back of our minds, especially as there are some changes to how early literacy efforts are funded. For transportation, I'm flagging a couple bills here. Um, Senate Bill 272 um allows charters to be eligible for state transportation funding. And um assuming the funding stays about the same as currently, um this could mean uh about $6.5 million cut from school districts that would go to charter schools. Um, Senate Bill 291, uh, requires eleas to transport students who live along a hazardous route. So, if if a route is deemed hazardous, we have to pay
142for the transportation of that student. Um, in school safety, there's one bill I'm flagging, House Bill 43, school security amendments. JLC supports this bill. It takes money from the econ educational economic stabilization account um, and allocates it to school safety expenses. There was a recent sub sub number one that changes the funding mechanism. It's a little it's a little tricky now. Um previously it had a dedicated fiscal note. Now there will only be funding if certain conditions are met. So definitely keeping an eye on this one, but um JLC has a position of support at the moment. And then the last two bills I'm going to flag relate to school meals. House Bill 148 is sponsored by Representative Matt McFersonson and uh the floor sponsor is Senator Esamia. This bill would create a school meals
143debt relief fund. U it basically when um Utons fill out their income taxes, it would allow them to mark a box to designate contributions to go towards this u meal debt relief fund to help support students across the state uh whose families are unable to pay for those meals. Um, then House Bill 350 I'm flagging as a potential financial bill to watch because it adds one more ingredient to the ingredient list from last year's bill that that is prohibited in schools. Um, that ingredient is titanium dioxide in case you're curious. It makes a lot of food components white like your ranch dressing or your shredded cheeses or items like that. Um, and the bill was recently amended to make an exception for food that is donated to a school's food pantry. So that would be
144the only place that this would be allowed. Um but otherwise this um this ingredient is no longer allowed in schools if the bill passes out which makes it a little bit trickier for our child nutrition staff to um you know shape menus and might add a little cost. Um that is all I have. There are any questions? Um send them all to Alan. >> Got Amanda first. >> Um more just a comment. I mean, one, we're going to do a follow-up post- legislative session to identify what actually was passed to um understand the actual fiscal implication. This was a um at least an awareness conversation for the community to know how vigorous the legislation is working um around public education bills. And obviously with the length of this discussion and it still doesn't cover everything
145because one of the things not covered in here are the bills that indirectly but directly impact our budget as well. For example, Medicaid where there's kind of an attack on the Medicaid budget, but there that is an area that we also receive money for certain um situations. So, um just thank you for your work on um putting this together so that we and the community are aware of the exhaustive list of things that may or may not impact us in the near future. >> Yeah, thank you. Um it is a complex process and I I appreciate the work and the diligence with which the board um reviews these these matters. again, um I know how important it is to our board to be wise with those u the stewardship of the taxpayer dollars and um
146I'm I'm glad to help in any way that we can. Um I also wanted to add since we're talking about awareness um the executive appropriations committee is meeting this week. There are 20 members on that committee and six of them happen to be Salt Lake City legislators. Just a point of information. >> When are they meeting? um tomorrow evening and then again on Thursday I don't remember the Thursday time those meetings are streamed live if you are not able to attend in person but you still want to tune in some delightful policy conversation over dinner >> Ashley so I know that we'll talk more about this so I don't have questions about the bills per se I just wanted to share with the board that as everybody knows our handbook asks us to make a
147legislative agenda and recently I reached out to board leadership to inquire whether we were again going to use the approach of having JLC's agenda be our agenda knowing that sometimes we're not the most effective advocates um at times and I agreed with that approach and I haven't heard there's any disagreement so it's my understanding that is kind of our de facto approach unless I hear otherwise um and I believe in that but I also want to make sure we're able to make exceptions when topics are really novel to our district like if JLC takes no position or a position that we sort of opposed personally that we can deal with that. And one novel exception I wanted to raise um just as a point of information is House Bill 461 by Representative Ray Ward seems
148like it's trapped in the rules committee where things often go to die. Um and this bill would require a lot more transparency for tax increment financing. And as everyone knows, I think the tax increment financing is a huge problem for our district. we lose $36 million a year and growing as that quantity of our property tax increment is diverted to developers through um the city's CRA. So, I'd like to suggest that we include the option or consider the option to advocate for tax increment financing legislation that our ad hoc committee who currently which currently consists of myself and our business administrator um we suggest are worth advocating for or against because JLC is never going to take up those bills uh just because they impact relatively few districts. So, I'll send an informative email about
149that bill so people can let board leadership know directly if they support or don't support letting the ad hoc committee sort of take an approach of sharing information about tax increment financing bills with everybody so they can act or not act accordingly, but that we're all on the same page. And I think as we go through these bills, it's like easy to start to kind of dissociate because there are so many. But to say again, tax policy is the most boring way that the state government can be malevolent to public education. it. There's a lot of really exciting ways that you can do it and there's a lot of ways that are easier to get on the news or to get people to talk to you about, but changing tax policy has the greatest impact
150on what we are able to do whether you approve or don't approve of all of the decisions we make. We really can't make very many decisions at all if our tax base is reduced. And any problem you have in a school district, if you pull on the string, it comes back to a tax levy or more. And so I think it's really important not only do we advocate for this legislation around TIFF, but that we try our best to keep our arms wrapped around these more boring things that have the greatest impact on us compared to all the things we do. >> Thank you. >> Any other questions or comments for Yandi or Charlotte? >> Yeah. Um, do you have um do you know what the number of education related bills have been? >> I
151don't for this current session. >> Not for this current session. Okay. I was just thinking for the for the public, but >> a lot. >> Yeah. And then I mean you you listed a lot of bills that we should be watching. Do you have like are there higher priority bills that that we should really keep an eye on that we should be talking about at a local, you know, in our communities? And >> that's a great >> spreading education about >> Yeah, that's a great question. Um, as BA Kursley and I prepared for this meeting, this presentation, we we went through a lot more bills than um we discussed tonight. Um we tried to pick the ones that would would cause a a great impact on us or that were moving through the process. Um
152for example, board member Anders pointed a bill out um House Bill 461 that um would have an impact on us, but it is still in rules committee and again just procedurally. So when a bill um is introduced when someone writes up a bill in the house um it goes to the rules committee and then the rules committee there can assign it to a committee. if they don't want us have to have a bill see the light of day, it can stay there the entire session and it won't go anywhere. So just because a bill gets drafted doesn't mean it's it'll move somewhere. We were trying to prioritize again knowing that the time that we have the ones that we have seen move already or that we um have heard a lot of support for um
153for moving forward. Um so I I guess I would point to those the ones we flagged >> all the ones that you just presented. >> Yeah. And the PowerPoint will be attached to our minutes so community members you're able to follow along as well. We typically try to include those in the agenda, but knowing how quickly legislation changes, we wanted to make sure we had a a fresh, you know, day of um update to share with the board. >> Thank you. >> Thanks, Charlotte. [snorts] Any other questions? >> Um I have a question. Can you explain, this is for Allen. Um do you know why USBAe sat on all those funds and didn't use it and then now they're going to be taken away? I don't know. I mean, I some of it's oh, we
154like to we never like to expend everything that we have in case something comes up. Um, but the key which we've been talked about is if they eliminate all of their carryover, keep an eye that they don't start building the carryover up again because then that'll just mean they're giving us less money. And I don't know where I don't I don't know where to go see carryovers this I mean because we see what we get allocated um but seeing what the state board got allocated statewide so I I can't answer why they didn't allocate it all um >> okay but like some of these I'm assuming were some sort of grant programs or anything >> some of them I mean I've seen some allocations where here's the restrictions but the restrictions are so tight tight
155that not enough eleas qualify for the money and there's they they they can't expend it that way. Um there's one bill I was reading today that they're loosening the qualifications. I'm trying to remember which bill it was but there because not enough people qualified so they were they didn't spend all the money. So they're going through there's a legislation to change the qualifications and make more people eligible. Um, these competitive grants could be one of the reasons or people aren't that interested. We get some competitive grants that are so small that sometimes it's not worth the effort to to put in an application. Um, and those could be some of the reasons as well. >> Okay. Thanks. >> If it helps board member Romano, on that um reduction spreadsheet, there is a column that's labeled
156state board. Um the state board had the opportunity to rank their priorities for reductions and you can see the rank that the state board gave in case that's helpful at all. [snorts] >> All right. If there's no other questions, we'll go ahead and move on to our discussion agenda. Thank you >> very much for the the effort and all that you're doing on the hill right now. >> All right. Um moving to our discussion item. Um, our item of business there is Bryant Salt Lake Center for Science Education Partnership Review and School name. Dr. Grant, >> Dr. Taylor. Good evening again. Uh before you see a memo that outlines the recommendation regarding the recommendation to dissolve the Slicky and Slicky Brian campuses partnership as well as embedded in that a request to change the name
157back from Slicky Brian to Brian Middle School. Do we have any questions? >> Doesn't seem like it. Um based on the memo of board um I know that um the recommendation is to move this to um action for a final decision. Um and maybe we could continue the conversation there if that's what the board would like to do. Is there a motion on the table? >> Get to language. >> Okay. I move that we place um Bryant Salt Lake Center for Science Education Slicky Partnership Review and School name on the action agenda as attached in exhibit 41. >> I second. >> We've got a motion in a second from Ashley and Bryce. Um any discussion to the motion. >> Seeing none, we'll do a roll call vote starting with board member Romano. >> Annie Romano,
158yes. >> Ryan Jensen, yes. Amanda Longley, yes. >> Bryce Williams, yes. >> Charlotte Fe, Jefferson, yes. Ashley Anderson, yes. >> Nate Salazar, yes. All right, that takes us to our action agenda. Thank you, Dr. Taylor. If we need you to come back up, we can we can call on you. Um, we have three items um on our action agenda this evening. Just to recap, item number one is a pulled item from the consent agenda. onee the James Lang Lasal Americas Incorporated and then item number two which is the safe schools um number 26-071 and item number three which we just moved is the the slicky topic. Um so we'll move into the first item which is the consent agenda item 1E James Lang Lasal Americas Incorporated. Um any motion to um start the discussion? >>
159We want a motion to approve the Are we talking about the Jones Lang one? >> I make a motion to approve the Jones Lang Lel America's request for funding for the 85k as noted in the exhibit. >> Thank you. Is there a second? Second >> discussion. >> Can I get a clarification why this was pulled? >> Um, we had a formal request from a board member prior to the meeting in accordance with um with our our norms um relative to pulling consent items prior to the meeting. [snorts] Would the board member like to speak to the the >> I can um I just don't support the posted request but did not want to vote against the remaining consent agenda items. >> Thank you. [snorts] Um can I just So this is for the feasibility studies
160for our existing buildings >> or vacant properties >> our vacant properties. Okay. And this was went under RFP and competitive review. So therefore this vendor is under you know it's approved by the state typically that we could use this vendor. >> Yeah. They're not on state contract. Um but we did go through an RFP process, had um vendors that we reviewed uh had them come do presentations and this was the one selected both on qualifications and price. >> Any other comments? All right, seeing none, we'll do a roll call vote starting with Vice President Jensen. >> Ryan Jensen, yes. >> Amanda Wangley, yes. >> Bryce Williams, no. Ashley Anderson. Oh, >> Charlotte F. Jefferson abstain. >> Ashley Anderson. No. >> Nate Salazar. Yes. >> Annie Armano. Yes. [snorts] >> Okay, that motion passes. Thank you,
161board. Um our next item on the action agenda is our safe schools case number 26-071. Similarly, this was pulled um prior to the board meeting through the proper norms that we have established as a board. Um and I think the best course of action while deferring a little bit to the the discussion is that the board um has decided to postpone um our discussion and ultimate decision on this to a future date. So, I don't think we'll be taking action on this this evening. And we'll move on to item number three, which is slicky um the partnership review and school name change. Is there a motion on the table? >> Make a motion to approve the dissolution of the joint campus relationship. also um renaming the Slicky Bryant name to Bryant Middle School. Did I
162cover it? >> Is there a second? >> I second. >> Got a motion in a second. Uh open for discussion. >> Just for clarification for the public, can someone explain how this materially changes the operations of each of these entities? >> Dr. do it. >> I'm going to attempt to summarize that when you look at the impact on Slicky, it would be their feeder pattern in terms of Bryant serving as a feeder base for them to where those kids would automatically funnie. So that'll be the major impact for them. The major impact for brand is the change in the model that they utilize. So they would no longer use the slicky model but incorporate an appropriate model for the kids. So that's the two major impacts. >> Um point of information please >> or clarification
163[clears throat] >> students never fed from Slicky Bryant to Slickie. They stayed in their geographic feeder pattern. It was simply continuity of faculty that would obviously cause students to perhaps consider going to slick who might not otherwise consider it. But am I misunderstanding something that other people know that >> that might be another way to say it? I think Dr. Taylor the yeah it's not an exact feeder pattern but it it um did serve as a precursor to succeed and a link that way so that students were familiar with the program and the style of education >> continuity of programming say that >> there yeah okay that makes more sense to me thank you >> um if there's no other questions Ashley >> I don't have a question I just want to say you know
164it's disappointing of course to see that the change is happening because people had a lot of kind of great hopes about how this program would support and sustain Bryant and we see you know Bryant continues to have unique challenges uh with its enrollment and I think it is again a reminder I've said this throughout the discussion about Slicky Bryant and the partnership and both schools that it's a reminder that when we initiate a program or a partnership it's our responsibility to then follow up on what that partnership looks like and make sure we're evaluating its progress and know that it's working for students so that we can make sure all of the programs we you know put forth into the district remain mutually beneficial. So I think obviously this is not debatable. Both sites agreed
165to it. The request is clear. It follows all the procedural steps. But it is just to say it shouldn't go without saying there's some disappointment about what the hopes were for this and how it has turned out. That's all. Thank you, Ashley. >> All right, seeing no other comments, we'll start with a roll call vote with um board member Wong Wells. >> Amanda Longwell, yes. >> Bryce Williams, yes. >> Charlotte Fe Jefferson, yes. >> Ashley Anderson, yes. >> Nate Salazar, abstain. >> Annie Romano, yes. >> Ryan Jensen, yes. >> That motion passes. Thank you, board. Uh we will now move on to uh Oh, wait. Dr. Grant, you had something that you wanted to say. >> That's all right. We're rolling into my superintendent report. That works great. I want to um kind of follow
166up on what Ashley said and just particularly mark this. Um we have in the audience two of the people who put this program together with um principal Britney Pal and Don Crim. I just I think it's um the uh attention and work and care given to the program should be noted and um our thanks to you for your dedication to the students in this program across both campuses for so many years and um I think our times have changed. I think we're in a different place now and so this board vote makes sense now. Um, but there was such thoughtfulness and care given to how to educate students in the best way possible. I think the time and effort and energy and real commitment that went into the development of the program, the sustaining of
167the program over the years, I just want to commend uh I appreciate that it continues at the Sixie campus. Um, and just really want to say my thanks for that. >> Was that your superintendent report? >> And my report continues. [laughter] >> I just have one thing to note and that is today um the National Board Coalition that supports teachers who get the National Board Certification U did an event up at the Capitol. I just want to note again, we have seven new teachers who just received national board certification and this is a program that's being zeroed out in the budget and it's a tremendous shame because what's happening here is our teachers are getting better at instruction and they are putting in a great deal of effort to earn these certifications. Um again we
168have the best teachers in the state and um it is partly because so many of these teachers take their time and energy to get nationally board certified. It is not a small thing and want to commend them for that as well as the three that have maintained their status. Again um I also want to note that our district is really the lead on this program across districts. Um, our people were up there running the program today and our teachers um, principal Annie, it's really impressive that Salt Lake is is so integral to what's happening with this n national board coalition here in Utah and that we have more nationally board certified teachers than any other district, no matter their size, that we still have more people who are choosing to get certified. So, just my
169thanks to them and um recognition of their leadership in making this happen and other districts have said they're trying to catch up with us. So, we're going to let them try. >> Thank you, Dr. >> Alan. A BA report this evening or do you already cover all your bases? >> You've all heard enough for me. [laughter] >> U Charlotte, if you don't mind starting us off. >> Okay. Um since our last board meeting, I have attended um two C uh SEC meetings, school community council meetings. Um one was at Slicky Bryant, now Bryant, and um the other was at Glendel. And I really um I really like going into the schools, hearing from from educators, seeing what they're doing for, you know, for student achievement and student growth, um academic growth and just connecting with
170my constitu my constituents. Um, I and it was great that board member Romano joined me at the at the SEC. I'm sorry. You can talk about it, but um I also took time to hear to check out the new um track field that is under construction at Glendel and to hear excitement and also some concerns, you know, just when ch big major changes happen, of course, there's always going to be a little bit of worries. and I tried to calm them and say, you know, that's not happening yet. Let's let's wait and see if that actually is a problem. But, um, anyway, that's coming along really well. And I think it will be a great asset for Glendel in the future, you know, moving forward. And then I attended a Thankful Thursday. >> Yeah, thankful
171Thursday. >> Thank you. Thank you Thursday. >> Thank you Thursday. I'm sorry. Thank you. Thursdays and that's great. It was so great to see educators and teachers being being recognized and you know because it's often a very thankless job and they need our teachers are our heroes. So, um I think Oh, and I've just been spending a bit of time up at the legislature. Um I was there today, most of the day before this. And um yeah, I'm concerned about all of the bills um directed towards public education. You know, it it seems that with the funding changes, proposed changes, we're we're trying to they want two different education systems running parallel. And that's that's not the best for our for our kids, for our children, and for our future citizen cit citizenry. So, um
172I'm definitely watching all of those bills and will be >> uh thanks. Uh I was able to attend the opening of the teen center at Horizonte High School which was an amazing event and thank you to SF and um the policy project and everyone who supported that event. They have a lot of great spaces like a teen hangout room, um a maker space, um space for head shot, interview prep, all sorts of things. Um and I also was able to attend the horizont um and am impressed with the dedication of the staff and [snorts] um faculty at at horizonte. Um, I also attended a Liberty Elementary SEC meeting um where we overviewed some of their [snorts] uh latest data on on some of the Acadians and other testing um which was very informative and I
173commend Principal Barntos for um having datadriven decision-m [snorts] uh I also went with Charlotte to the Glendale Middle School SEC meeting um which was super informative and loved to hear um all that's going on both at Glendale and Mountain View and um some excite, you know, exciting goals for upcoming years. Um and also commend all of the volunteers in the community um who are volunteering at Mountain View and Glendale. Um I also was able to meet with Sam and Allan to look over FTEL location for the budget, um which was very helpful. Thank you for taking the time for that. Um and then I met with James Yopius of SLF to discuss um the fundraising campaigns that are coming up and plan to assist with the Highland and West High Clinic um fundraising campaigns. I
174would like to commend um all of the wonderful work that's happening in the West High Clinic um and all of the healthcare and services that are being rendered that otherwise would not be had had that partnership not been set up. Um also shout out to Miss Crim who is my middle school teacher [laughter] Clayton Middle School. I have had several in It's funny because a lot of times in the district I see my old teachers. Anyway, um [laughter] I don't remember what I learned in your class, but I'm sure I learned something great. >> It was great. Um anyway, uh and just would like to take a moment to express my personal um dedication to every student, every classroom, every day. Um, as Chelsea A Costa mentioned earlier, we have very diverse students and we
175have a lot of families who are under duress because of recent immigration raids and the the general conversation. And I would like also to address um child sex trafficking and sex abuse victims and remind everyone that one in five children in Utah are victims of some sort of sexual abuse or assault. Um, and I'm just very grateful for the district being committed to background checks and making sure that people who come into each school are vetted um to make sure that we're keeping our children safe. I'd also like to commend the district for their um support way beyond what the state requires in terms of school counselors. And I would like to say to anyone that if you are a victim, you can tell us and we will believe you. I will believe you. Your
176school counselor will believe you. And we love you. And um just commend all the students in our district who are battling all sorts of um difficult things in their lives, whether it's immigration or sexual abuse or um you know, the the teen angst that we all know about. But um just let them know that we care about them and they matter and they're someone. >> Thank you. >> Great. >> All right. Um well, first of all, I had a really great opportunity uh being able to participate in Highland Heist Career Day. They asked me to um speak to my career as an attorney and as an educator and then my experience here on the board. And it was um I guess I would say uh uplifting to see the engagement of the students and you
177know how they really did want to um hear about different career opportunities. I do have to say you were making this a little bit personal Annie and I mean you were a much more recent high school graduate [laughter] than I. However, when they were taking me to the classroom, there was an SBO officer and we were walking and talking and the closer I got, I thought, she's going to take me to my AP history room. And she did. This is great to be back here. Um, anyway, that was great. I'm looking forward to participating in the East High Career Day. They asked me if I would participate in that is >> I'm in it too, right? >> Me, too. >> Oh, that's great. >> Well, I'm sure they're going to be more interested in you.
178You're more relevant than I am. You know, the old guy, but um anyway, I'm looking forward to that. And that will be on February 27th. Um, I also had the opportunity of attending um several different SEC's um Highland High, Hillside Middle School, and East High. and I try to rotate between those and it's really reaffirming to see the commitment that those teachers and parents and counselors have to ensuring the success of our students and when you said every student every day every classroom I think a lot of it is reliant on our SEC's and their effective Um I'm Oh, one of the things and Annie, you didn't talk about this, but High School Musical. >> I know. I forgot. You go. >> It's there. Okay. It's starting this week and it will go through next
179Tuesday will be their last performance. And the thing that I when I was in that SEC meeting, it's okay. They're very resourceful. They have um um earned I get I'm trying to think of the right word, earned $18,000 by their tours of East High for all of these >> tourists and individuals that want to come and see where this production occurred. And I commend those students because it's student driven. Um they're the ones that are taking the tours and it's a lot of work and these people show up and they've got to be ready to do it. So, thank you to those students. Um along the lines of performances, we're going to be having Clayton's um school plan. I'm looking forward to that as well. Um >> I Oh, that's right. >> But I'm going
180to let another one. Well, Hillside and Okay. Anyway, >> go for it. I won't be a >> I don't want to take everything up, but [laughter] um thank you Alan and Sam for that FT um e allocation small group. That was really helpful for me and I know that it took some time to prepare that. That's it for me. >> Thanks, Brian. >> Maya, do you have a student board member report? >> Um, all I can say is I'll be attending the both the Hillrest musical and the Clayton musical. >> Ashley, it's exciting. Um, I want to start by echoing my support for the steps recommended by the public comment tonight. I think it's important that we acknowledge that our safe schools resolution can only do so much, but there are some other proactive steps
181which were suggested that district leadership to should consider to address um growing fears over an escalating ICE presence in the United States. I also want to add that my messages have started blowing up that there was a visas exposure at a district school. So, I'd like to implore the community to vaccinate and use our school-based clinics and community learning centers to protect yourself and your children. If you are someone who's on the fence about vaccination, I would encourage you to go to one of our clinics or CLC's and talk with a nurse or provider who could help educate on the benefits of vaccinations or talk about what concerns you have. It would be very problematic to have a measles outbreak in our district. And I really again encourage everyone to get vaccinated. Um I'm excited
182to attend the play clue at West High this week. And I'm also anticipating the girls and boys basketball playoffs and the swims um state meet that's coming up. I know that West has the top scoring 5A player in girls basketball, Kylie Fala. And that West has a top 10 swimmer in the 200 free whose name I unfortunately may pronounce incorrectly, but I believe it's Yand Dvaretski. Um, West Washington, Ensign, and Wasatch also have a lot of entries advancing from the district science fair to you. And there are a lot of other celebrations in precinct 3 as the middle school for precinct 3 students. I will miss Bryant's history fair this year, which is taking place next week, but I look forward to stopping by this week to see the projects they're presenting with their um,
183faculty member Sear Posie, who also received an award from the NEA this past weekend. Um, in committee business, the finance committee reviewed our current with promising youth and some of the costs and benefits of choose gangfree. This discussion has to continue because Christy Hart is working to determine uh the ability of us to participate in county grants as well as identify a firm cost using that calculation from a grant so that the finance committee could recommend further action to the full board. We also reviewed transportation for reset and studied other optional program routes. We were trying to resolve an issue where reset students in secondary school are asked if they require transit in favor of offering transportation as a given. Because reset placement is not optional for students. And because transportation revenue is not all
184reimburseable, the committee was looking for some consensus on thresholds at which we might revisit routes that are being grandfathered out and considering what's most essential to fund in the next budget cycle and how transportation efficiencies trade off with the needs of a vulnerable student group that's in need of our support. Um, last committee members directed staff to complete a zerobased budgeting exercise to replicate the work of school collaboration teams or SCTs. that activity was not particularly illustrative at the school level. Um people mostly replicated their current staffing. They didn't necessarily provide us new insight into how they would staff differently. But we hope that um there's some more due diligence after the district office completes the same task as asked by committee members and that will give us some idea of where the district could
185expend financial effort as we ask the taxpayer to continue funding the bond. Um, other topics for next Tuesday's meeting include a discussion of fund balance and other items if you have questions or topics you wanted us to take up. I also wanted to distribute um one more request that I had from my colleagues which I will email as a follow-up but I wanted to distribute it on paper so it could be included in our meeting minutes. As many know um since the original school closure study since I joined the board along with other board members I've asked for a comprehensive needs assessment of our district facilities. I continue to face some really tough questions from my community about facility use and the need to foster ideas coming from community members particularly for the Benyan campus
186which have not yet been considered. So the document I'll pass around details my ask for a peer to second my request to board leadership via email that I'll follow up with that we ask Dr. grant to study the use of Benyan's campus as an early childhood and community learning center to benefit central city and surrounding neighborhoods. And to avoid taking up the time or add like a large um item to our agenda, I wanted to distribute that to the community or to my colleagues to see if there was interest before it's placed on a future meeting. And that is my report. >> Yeah, I have a number of things. I'll try to be brief, but um uh I was just going to say the last two weeks have been very very busy with different board
187uh or school business. I think every evening last week and the week before I had something related to board work. Uh with the exception of the one night I was sick and did not make the meeting with Sam and Allen. Sorry about that. Um uh that's also included various school community council meetings. West, Slicky, Rose Park, um, middle school science fair, judging, so name it. Um, one of the things I did want to bring up in regards to school community councils, and I've shared this with the superintendent already, is a number of my school community councils have decided to meet on nights that we have board meetings, which makes it um, very difficult to um, go and hear from those communities. So, I'm hoping um as we approach the next um school year that maybe
188something can be done to avoid um having those meetings on nights that board members are here in this building. It's been very disconcerting that I can't attend those um due to business here. Um something outside of my precinct that I'm really excited uh to attend uh that's coming up next Thursday is the Stemerson night. Um I think every board member was invited to that. uh for the last number of years I've taught on nights that that event has taken place and I finally um can go. So I'm looking forward to that. Um following up on the finance committee um and talking about the zerobased budget um as folks know if they've listened in or various board members at this table know um I've been very adamant about advocating for the family school collaboration the potential
189of a family um school collaboration specialist. as we reviewed um that information, it doesn't seem to be that many folks prioritized that as an option moving forward, but I wanted to um share with the community that is still that I did my due diligence. Um and it still could potentially be discussed, but right now it's not looking like that's a high priority. Um and finally, um a couple of things. Um as folks know, um I now serve on the board of directors for the Utah School Boards Association, and that has kept me extremely busy. Um so every Friday uh it's still the legislative session. Every Friday I've been participating in the joint legislative committee uh sessions either in person or virtually. Um I wanted to thank uh members of the board who have participated that
190participated in that also virtually or in person. And um I did send a update in my regional board member um update today and ways that you can participate in that virtually as well. Uh last Thursday I attended what? >> All right. I can't hear board member Williams because other people are talking. Is there something to share with the rest of the class? >> No. >> Uh last Thursday I attended the uh Utah School Board Association Board of Directors meeting. That was almost a full day uh meeting. What we're doing uh is really preparing for the year. Um it was definitely um a very intense orientation to the board work there, but um I think I'm starting to get it. Um, I will also attend a full weekend retreat and board meeting in April. And as
191I reported in my last, um, uh, board member update uh, last time, um, I'm serving on the new board member institute. We have lots of exciting things uh, coming up for that that I'm real excited to work on. And finally, last bit of USBA information. Um, all board members, superintendent, business administrator, um, take note of this. Our uh USBA regional meeting um is taking place on Wednesday, March 11th from 6 6:00 to 8:00 PM at the Utah School Board Association office in Sandy. Um I am flying home uh that night. So I won't be able to attend that particular meeting. However, um it is encouraged if you can't attend the original meeting that is assigned to us that you find another one to attend and I will um either attend the one in Provo or
192the one in Ogden depending um >> the one in Provo though I think conflicts with our board meeting because we had >> Oh, that's right. Okay. I will attend the one in >> Well, I think I think board members need to be thinking about other locations. >> Oh, that's true. And actually, I think that's the same night as well. So, maybe I gotta travel farther. That's okay. I'll figure it out. Um, but just encourage folks to participate and if you can't attend, um, the assigned one, um, contact Richard Sto and let him know which one you're planning to attend so they can account for arrangements. Thank you. >> All right. Um, I apologize to reiterate, there's a lot going on lately. Um, so just so the community knows the work that I've been doing where
193I'm not necessarily blasting it on social media. I'm not good at, but I'm trying to do better so that I can share out to my precinct and others. Um, I did also attend a a small group FTE meeting last Monday. We had board agenda meeting setting meeting last Tuesday morning. Um, board finance committee that Ashley covered last Tuesday evening. Um, I had the opportunity to attend the unified basketball that was at Jordan High School um on Wednesday for a bit and it's just I absolutely I mean if you haven't been, you got to go. The energy is just it's price it's it's just beautiful. It's priceless. It's amazing. And the kids are just having so much fun. So, thank you again for supporting that sport. Um and then uh spent basically the whole day on
194Capitol Hill um pursuing some private endeavors uh around uh disabilities um not just exclusive [clears throat] to education but also including education. Um it's always intriguing how much you learn um being part of that process and the nuances of navigating these conversations with different personalities. Um um and in that process of being on Capitol Hill, I was able to be at the JLC in person for a chunk of time um and kind of see the ins and outs and be able to speak towards um concerns regarding that. So that was awesome. Um so regarding the high school walkouts that happened, I I do want to uh put my own personal um like there's a lot going on in the community. There's a lot of people that are scared. Um, we do need to balance the
195walkouts, but I'm I have to admit I'm proud of our students that stand up against the atrocities that are happening. Um, so students, we we got you. Um, we had study session before this meeting about general education, special education Paris. So if individuals had not listened, please do so and uh message us for additional information that we can glean from as we're trying to analyze that aspect of what's going on. CTE open house is tomorrow 5:30 to something um 7:30 at the current technical center. Um so those can attend. It's great opportunity to see what's happening with part of our CTE program. Stemerson. Last day of the legislative session is March 6. Uh and as mentioned earlier, after that, we'll be bringing back to the board um what's passed and the fiscal implications um to
196our budget subsequently. So, there's always more, but I'm done. >> Thank you. Um >> I also just want to acknowledge that um I'll be attending the East High Career Day as well. Super excited. I still think Annie's a little more relevant because I think you were a year after me, but Brian, I think you [laughter] have some. >> I'm so relevant. >> But nonetheless, nonetheless, I'm really looking forward to that and super excited to to go present um to East High students. Um I also just want to um acknowledge that it's Lunar New Year. So, happy Lunar New Year. It's the year of the horse. It's super exciting. >> Fire horse. Uh there is a lot of community celebrations going on throughout Salt Lake County and our state. So please attend that. They're always a
197lot of fun. Um and I also just want to take a personal moment to acknowledge the life and legacy of Reverend Jesse Jackson. And I wanted to recite his I am somebody poem. Um because the origins of that poem were really geared towards motivating students and especially black students um throughout his advocacy and activist work. So I am somebody. I may be poor, but I am somebody. I may be young, but I am somebody. I may be on welfare, but I am somebody. I may be small, but I am somebody. I may have made mistakes, but I am somebody. My clothes are different. My face is different. My hair is different. But I am somebody. I am black, brown, or white. I speak a different language, but I must be respected, protected, and never rejected.
198Thank you, Reverend Jesse Jackson, for all that you've done for our community, our state, and our world, our country throughout the legacy of your life. Um, lastly, we do have a need for a closed executive session. There is a new >> Yes. >> So, one of the things I was trying to do, I forgot to explain this when you were talking about thank you Thursday. I thought it would be helpful for the public to understand what that is. >> And it's the Salt Lake Education Foundation. Each Thursday, they go out and they recognize teachers in their classroom for the work that they're doing. And I think it's wonderful that there's one more way to um acknowledge them. And I went um like you to I went to Bonavville and you went and it's just really
199wonderful to see the teachers in their classroom. >> Thanks Brian. >> Sorry. >> No, it's all good. But we do have a need to reenter closed executive session. There should be a motion um available to you at the the dis. I move that the board re-enter closed executive session to discuss the character, professional competence or physical or mental health of an individual and that the board immediately adjurnn at the conclusion of the closed session. >> Second. >> Okay. Any discussion to the motion? >> All right. >> The only discussion I have is I also forgot to say that Ramadan is beginning. So, we will have students who are fasting at school and I hope we give notice about that. That's unrelated, but I'm allowed to do it. So, >> um, we'll start with a roll
200call vote with board member Williams. >> Bryce Williams, yes. >> Charlotte K Jefferson, yes. >> Ashley Anderson, yes. >> Nate Salazar, yes. >> Annie Romano, yes. >> Brian Johnson, yes. >> Man, yes.