SLCSD Board Meeting, November 3, 2025 5:30 PM

001Oh. >> All right. Thank you, ladies and gentlemen, and everybody who's joining us online. Um, today is November 3rd, 2025. We are here for the purposes of a public board business meeting of the Salt Lake City School District Board of Education. The board does have a need to go into close session and I'll entertain a motion at this time. >> I move that on November 3rd, 2025, the board go into closed executive session to discuss pending or imminent litigation and the character, professional competence or physical or mental health of an individual. >> I second that motion. >> Have a motion to second. Any discussion? >> All right, seeing none, we'll start with a roll call vote with board member Williams. >> Bryce Williams. Yes. Charlotte Feith Jefferson, yes. >> Ashley Anderson, yes. >> Nate Salazar,

002yes. >> Annie Romano, yes. >> Brian Jensen, yes. >> Amanda Longwell, yes. >> Excellent. That motion passes and we will be back uh right around 5:30 to start the public meeting. Thank you. media here. >> All right. Thank you ladies and gentlemen for joining us this evening. We are going to go ahead and get started with our public meeting. performance. >> It's not Okay. All right. Thank you again. Um, just clarifying a couple of quick little things. Today is November 3rd, 20125. We are here for the purposes of a Salt Lake City School District Board of Education meeting. I do want to um acknowledge and introduce Maya Kurt. She is our alternate student school board member. Uh, Foss wasn't able to join us this evening. And Maya, thank you for being here with us to

003fulfill your duties and responsibilities with us tonight. Um first we will start with um some welcomes. Um I want to acknowledge and welcome our classified association presidents. For buildings and grounds we have president Aaliyah Compo. Child nutrition we have president Tanya Slaughter. For transportation we have Audrey Benali. And from SLEA Salt Lake Education Association we have President Mike Harmon and Vice President Chelsea A Costa. I see them both over there. Hey guys. And then for SLAsa, the Salt Lake Association of School Administrators, they are represented by Tom Luthie. Up next, I'm putting Maya right on the spot and have asked her to um lead us in the pledge of allegiance this evening. So Maya, take it away. I pledge algiance to the flag of the United States of America and to the republic for which

004it stands. One nation under God, indivisible, with liberty and justice for all. >> All right. So, we have a really special and important recognition this evening to honor Native American Heritage Month. It's something that means a lot to me personally and individually. Um, and I know to a lot of our students and our community as well. Um, I want to thank Lornie Pinus who is with us this evening and is going to um lead us in um some performances from Salt Lake City School District students who are with us this evening. Lornney >> and board members, if we want to move to the audience, that'd be awesome. Um, my name is Lori Pinnacus uh from the Title 6 American Indian Ed. Um these are students that are mixed from different schools, groups, clubs, programs, um

005elementary, high school. Um it's a great mixture. They do a lot of stuff in the community, um outside, inside of the reservations, urban, and they do all sorts of stuff. Um yeah, just mix of different tribes. Uh we'll have them all introduce themselves. Naomi. Hello everybody. My name is Naomi Smith. I am Navajo. My parents are Gwen Smith and Sylvester Smith. I am Sleeper Rock, born for Red, running to water. My maternal grandfather's bitter water. My paternal grandfather is Caucasian. I am 18 years old. I'm a senior at Highland High School and I'm part of Eku and Spirit Native Youth Council and the president of the Native American Club at Highland High. I can't. Thank you. Hello everyone. My name is and I come from the re people clan and I'm born to the Mexican

006people clan. My grandparents are the range people clan and Mexican people clan. I am 13 years old and yeah. [applause] Chanel. Hello everybody. My name is Bobby Smith. I'm Navajo. My parents are Gwen Smith, Sylvester Smith. Um, I'm a sleeping rock born for runing to water. My maternal ground for this bitter water. I'm a paternal ground for this Caucasian. Uh, I'm 18 years old. I'm also a senior at Highland High School. I'm also a member of the Queen Spirit Native Youth Council and a member of the Highland Native Club. Yeah. Thank you. [applause] Hello everyone. My name is Amir and I come from the Reed people clan. I'm born in Mexican people clan. My grandparents are water clan and Mexican people clan. I'm 15 years old and I'm part of the Native Youth Council. Yeah.

007Thank you. My name is Ana. I am 8 years old and I am from Wash and I was I am from Wind Riverton River Reservation. And I don't think I mentioned my tribes. Um I'm from the U tribe. Um Uncle Pagre band mixed with Shony and Rapjo. Um yeah. And our students are going to display some um culture dancing for you guys. Midnight Express. >> [music] >> Heat. Heat. Heat. Heat. Heat. Heat. Heat. Oh my god. WOW. HIS FINAL SONG, CHAMPIONSHIP. Take it away. >> [music] >> It [music] up. [music] God. Bring it down. I am [music] Yeah, thank you. All right, how about another round of applause for our students. [applause] >> All right, moving along to our next recognition. We have science of reading recognition. >> [clears throat] >> Um, I'm not sure

008if uh Dr. Grant, who is gonna do the science of reading recognition? >> Oh, Chelsea. Dr. Maloof, please join us. >> Thank you. Good evening everyone. I am so excited to be here tonight for two awards. We'll start with the science of reading. Um, this is the third grade science of reading achievement award. The Utah State Board of Education honored third grade educators with science of reading awards for their implementation of evidence-based literacy instruction and student success. The awards are part of a larger initiative to reach the goal of having 70% of third grade students reading on grade level. Last week, the third grade teachers at five Salt Lake City School District schools were recognized for their effective implementation of science-based literacy instruction, which has led to their students achievement in already reaching the state

009goal. So, at this point, I would like to announce the schools, the teachers, administrators, and literacy specialists. I think to start I will have you stand and then when all the names are called we'll come up for a picture. Does that work? But please stand when your name is called. From Bonavville Elementary we have teachers Elise Maxwell, Annie Lays, Julia Anderson, and Amanda Power. They were supported by their literacy content area specialist or coach Tina Huber and their principal Karen Holman and assistant principal Laura Cheney. From Enzyme, we have teachers Carrie Kerr and Jennifer Panamino, supported by literacy specialist Meliss Melissa Buckston, principal Eric Jacobson, and assistant principal Jason Beachch. At Indian Hills, we have teachers Courtney Cunningham, Jean Ceera, Kimmy Mills, and Lindseay Gish. Supported last year by literacy specialist Sher Gumo, and this

010year by Kristen Harville. um last year's principal Tom Luthie. This year's principal Holly Peterson Peterson and assistant principal Taylor Leightton from Uinta Elementary, Elizabeth Bert and Heidi Lelant. Teachers, literacy specialist last year. Um support was Kristen Harville. This year is Christy Aayyagi, principal Bruce Simpson, and assistant principal Laura Cheney. And finally, from Wasach Elementary School, teachers Sarah Mall, Derek Mkeley, Lisa Def France, supported by literacy specialist Sarah Workman, last year's principal Adrienne Kumik, this year's principal Tony Zeni, and assistant principal Jason Beachch. Please join me in giving them a round of applause. And then if you will all come up, we will do a group picture with the board. Okay. >> No, I think up on that stand is good. >> Or maybe I don't know how that >> come right in front of them.

011I'm just thinking I was trying to think of ways to do it that would we might need we might need rows. >> We need two rows with people behind sority squat. >> We can't fit everyone in. I'm so sorry. >> We're going to need two rows. >> There you go. >> Let's put some of those superstar teachers up on the >> Yeah, that was good. That was good. Come on. >> We could get on our knees on the chair. >> We're fine. [laughter] >> Should we go around? >> No, don't crouch. You're fine. >> You're more important. >> I can't see Nate or Dr. Grant. >> Okay. [laughter] >> It's not because of you. It's because I'm so short. >> I think I can get everyone. Let me double check. Yes. Okay. One, two, three.

012One, two, three. You want to say something? >> Great teachers books. [applause] >> Teachers, >> do you want me to be wait to be called or just stay? >> You're doing the next one. Um, and for this one, this is the UEA Excellence and Education Award, and I regret to announce that Judy Wallace had a last minute um was unable to be here, but I would still like to celebrate her. So, literacy content area specialist Judy Wallace was one of 10 outstanding educators honored by the Utah Education Association during the annual Superstars in Education Awards banquet. The 2025 Excellence in Education Awards recognized individuals whose leadership, innovation, and service inspire students, strengthen schools, and uplift the profession. UEEA President Renee Pinky said, "These awards celebrate what is best about education, the people who make it

013possible." As a coach at Mountain View Elementary, Judy supports both teachers and students, often modeling instruction across grade levels and working one-on-one with learners who need extra help. She is known for integrating content across subjects and creating engaging lessons that make literacy meaningful. Judy's dedication, insight, and belief in the power of literacy continue to shape lives, making her a true example of excellence in education. Please join me in giving her a round of applause in her absence and we'll share it with her. [applause] Thank you, Dr. Maloof. Um, our next two recognitions on the agenda this evening uh will be presented by Candace Penrod. Candace, thank you for joining us. Uh, the first recognition that you'll be presenting is the Utah Science Teaching Association's Outstanding Biology Science Teacher. >> Thank you. Um, Nate, I appreciate

014it. Hi, I am um I feel weird like Hi everybody. Hi. Um I'm Dr. Candace Penrod and I am the district science supervisor here in Salt Lake City uh school district and I'm here this evening so we can recognize two outstanding teachers. So every year the Utah Science Teaching Association holds an annual conference and they recognize excellence in science teaching across the state. And so tonight we have an elementary teacher who is receiving the elementary award for outstanding science education and also a secondary teacher for outstanding biology. So La Gatby was recognized as the outstanding elementary science educator. La will you please join me up here so we can celebrate you. [applause] So board members, I'd like you to meet La if you haven't met her yet. She's an amazing science educator. She um she

015has really paved the way for science education in elementary school. She's currently in our cohort with the University of Utah science endorsement program for elementary educators. She spends a lot of time in that just on her own trying to improve her skills that she's already amazing at. Um, I also know that she mentors students every year at title one schools, which is really exemplary in our STEM fair in science and engineering projects and also in invention convention projects. And those are just like a little bit of what she does. I've been in her classroom. She brings a lot of warmth to her students and excellence in raising expectations and really reducing barriers for all of our students in STEM education that come through her classroom. So, LA, thank you so much. We're honored to have

016you in our district and the best. >> Oh, thank you. Thanks, La. And then um why don't have you sit right there for just a second and we're gonna take a picture um for you. But I'm going to let me give you your certificate and if you can all just like Thank you. [applause] And now I'm going to have our secondary teacher come up who is Danny Bainesmith. So [applause] Danny, thank you for joining me here. This is Danny. Danny was recognized as the outstanding biology teacher here in Utah. And I knew Danny, I met her years ago when she worked at Northwest Middle School and she's currently working at West High School. Danny is an advocate for all students. One of her exemplary projects included watering about 50 trees one summer at Northwest Middle

017School. She noticed that there was an inequity in the amount of trees at some of our schools and she led a student effort to advocate to get more trees planted at Northwest Middle School. And so to this day there is more shade, more beauty, more opportunities for science um enrichment with the outdoors because of Danny's efforts even though she's moved on. And she was also most recently recognized as a Fulbright scholar which is absolutely amazing. So, we are truly honored to have Danny Bane Smith as a member of our Salt Lake City School District science team, and I'm honored to give you this award. Thank you, DANNY. [applause] OKAY, we'd like to take a picture with the board. So, I'll stand in the back row, [laughter] >> you guys. Congratulations. Yeah. [laughter] Come through. Ready?

018One, two, three. >> Thank you, Dr. Penrod. And thank you teachers. Amazing work. Um these recognitions definitely demonstrate the type of district that we have. Not only our students, uh but also the teachers who are impacting their lives and it makes everything that is great about Salt Lake City School District. So thank you for all of your efforts um on behalf of students and our community. U we do have to THANK [applause] we will now move on to our next agenda item which is the consent agenda and I'll entertain a motion. >> I move that we accept the consent agenda as posted. >> I second. >> We got a motion and a second by Ashley and Charlotte. Is there any discussion? >> Amanda. >> Yes. Um, I had um messaged Allan for clarification on why

019we are now seeing a decent deficit on the child nutrition fund. And I think it would be good for you to um go over that for the general awareness for everybody as to why we're seeing um a problem area in the in that component. So, >> right, largely it's due to inflationary increases in both uh labor costs and food costs. the reimbursement rates. I mean, the bulk of our our revenue in the child nutrition program comes from reimbursements both on the state and federal level, and those reimbursement rates just are not keeping up with inflation. Uh we'll continue to have conversations on how to best address uh those deficits going forward. >> Thank you. >> Any other discussion? Okay, seeing none, we'll do a roll call vote starting with board member F Jefferson. >> Charlotte

020F Jefferson, yes. Ashley Anderson, yes. >> Nate Salazar, yes. >> Hannie Romano, yes. >> Ryan Jetson, yes. >> Amanda Longwell, yes. >> Rice Williams, yes. >> Thank you, board members. That motion passes. Uh we will move on to our request to speak portion of the agenda. And I do want to highlight that we have two uh portions of request to speak. One is our regularly scheduled request to speak and the second being a public comment on potential school closure, special program closure, and grave reconfiguration. Um, so we have two speakers for each as I'm understanding it correctly. Uh, Brian Iverson, um, you are first up and while you're getting up here, I'll go ahead and read um, our speaker guidelines regarding public comments. The board enjoys the opportunity to hear from the public during the

021comment portion of its meetings. Before we begin, I'd like to take a moment to remind you of our board rules governing your comments. The total time reserved for public comment is not to exceed 15 minutes, while all speakers or groups are limited to three minutes. The board will not allow public comments during board meetings that are slanderous, obscene, or otherwise violate state or federal law. Employees and/or their representatives may not use public comment periods to address issues that should be raised through existing formal communication channels or establish 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

022to follow up with a speaker on the topic discussed. >> I understand. Thank you. >> Thank you, Brian. >> Um, thank you very much for your time. Uh, I want to start by just paraphrasing an email u that I sent earlier uh Saturday. Uh, my name is Brian Iverson and I'm a parent, a concerned parent of two students at the open classroom. Uh this email was in response to a news article uh I believe it was on KUTV regarding the open classroom uh relocation based on the sewer system failure there. Um so I I continue by saying I appreciate your story regarding the sewage system failure at open classroom by Aubrey B. Jennings. I'm very interested learning about who she spoke to and if she was able to determine a timeline of the steps the

023administration and district had taken prior to the emergency evacuation of all students and staff last week. Uh this emergency evacuation happened I believe Tuesday uh afternoon. Uh the the school was closed down Wednesday and all the students and staff uh were relocated and school started back again on Thursday at Hawthorne Elementary. Um I am also con very I am also very concerned with the rush to get students and staff back in the building. Based on photos that were shared with me of the failed systems along with my professional knowledge of construction and plumbing systems. I do not feel that a week is enough time to properly perform the repairs and sanitize the facility. I sincerely hope that the rush to get our students and staff back in the building is not a result of schedul

024scheduling conflicts with filming at Hawthorne Elementary that is set to take place as outlined in a message that was shared with uh with our community from Jared uh from Jason Olsen on September 22nd. Uh, I have requested information from both the Salt Lake City uh, school district facilities maintenance and district administration administrators and not and have had no replies. Um, if anyone in your staff has further information they can share with me or if I can be in any of assistance in any way in ensuring that the health and welfare of our children and OC staff is a top priority in the pro in this process, I would appreciate being contacted immediately. Um, so that's the email that I sent. Um, I'd like to clarify a little bit that's happened since then. Um, so I

025did receive a phone call back today from I believe his name is Ricky Martinez, the head of Salt Lake City School of Facilities Maintenance. Um, he was unable to provide any information as far as a timeline of when this issue was brought to his attention, the actions that were taken um, at that time and what actions have been taken um, up until now. um he was unable to provide any updates on exactly what um systems were being replaced and what the testing would what what testing would take place prior to the students and staff uh being allowed back in the facility. Uh he did mention that it was um he was working in conjunction with the health department to ensure that uh testing would take place. Uh but I've since learned from a news broadcast

026just this evening that the the health department is not involved in the testing or reertification of the facility. Um and that's my time. Thank you. >> Thank you. >> Our next speaker this evening is Randy Iverson. Hello. Uh, my name is Randy Iverson. Um, that was my husband. Um, I don't have a lot more to say than what my husband has stated other than that I have spoke to a lot of very concerned parents today and over the weekend that none of our questions have been answered um based on the pictures that we've looked at uh that from under our school that this looks like an issue that has been going on far longer than this school year and um we just we we feel like we should have been on the agenda today and

027um would like to have an opportunity to get our answers our questions answered and uh to make parents feel like we're sending our kids to a safe place and I don't feel like Thursday is enough time to do what needs to be ba done based off of the knowledge of my husband's extensive knowledge of of construction. And so if it is if it is, I would love to hear and see and know all what's going on, but I just don't see how this is possible. And I'm very concerned for my kids even being able to attend on Thursday. If if we are expected to be back in on Thursday and we don't have a single receipt of anything that has has transpired in the last year of this sewage problem, I can't send my kid

028to this school. It would be unethical as a parent to do so. And that's all I have to say. >> President Salzer. >> Yes. >> The I just wanted to clarify the speaker mentioned that the topic was not on the agenda, but it's my understanding that we are receiving an update on the agenda. If you'd like to direct applicable staff to talk to the people pursuant to our statement. >> Yeah, that is correct. Board member Anderson. It's my understanding that um during the construction update, which is item number three on a reports agenda, um there will be some updates to this matter is my understanding. So, thank you for catching that and and and stating that board member Anderson. We appreciate it. >> Um we'll move on to our next portion of request to speak

029public comment period um regarding school or program closure and reconfiguration. Um the same rules will still apply. Uh we have two speakers this evening and the first speaker is Livia Gerber. Please join us Olivia. Thank you. I'm a little shorter. Hello. My name is Livia Gerber and I am a junior at Innovations Early College High School. But I'd like to start by telling you a little bit about myself. Ever since I was little, I have loved learning and my family taught me that curiosity and a childlike sense of wonder were the most important uh qualities of a person and I have gone about my learning in that way and as a student I try and bring that through to everything that I do in the classroom. Coming out of 8th grade I was nervous about

030starting high school. I was worried about being a being in a classroom packed with students and teachers who didn't want to be there. I was afraid I'd just be another name in a grade book and another number, not an individual. But when I came to Innovations, I met teachers who truly cared about me. Not just my grades, but my growth as a person. The smaller class sizes allowed for teachers at our small school to really get to know me and how I learned. It helped me academically having people who understood my needs and how I learn and they listened to me. They didn't just push me to the side. Sophomore year, I began branching out into further topics and earned my first college credit after completing half of high school in 9th grade. Thanks to

031innovations, I was able to reach for my passions and explore those more. And I was encouraged to do that by the teachers I have grown to love in my past three years at innovations. And that I think is one of the key phrases here in this discussion is I wanted to learn. We have to remember that innovations was not created as a way to push kids through the system. It was created to foster kids who want a deeper education and autonomy. It was built for students who are willing to put in the effort and take responsibility for their learning. This school was made for dreamers and people filled with curiosity just like me. It was made for innovators, which this world now more than ever needs. Um, but here's the caveat. A school like Innovations

032needs structure. It needs funding. It needs networking and it needs a community to exist in. It cannot exist inside of a vacuum. I would love to see innovations out in the world again, participating in our community, letting them know that we're here. And if I, and I know all of this sounds like a lot for a small school, but this small school has changed my life. And I have met the most wonderful people here that have encouraged me to be myself more than anyone. And if I can confidently stand here and speak to you about the important impact innovations has had on my life, then I think that all of the sacrifice will be worth it. It will be worth it to help kids love again, love to learn again. It will be worth it.

033Thank you. >> Thank you. [applause] >> All right. Our next speaker this evening um for this portion of public comment is Fran Viatee or Fran Viate. I'm so sorry if I'm pronouncing that wrong. France. Thank you. My name is Fran Velatte and I'm a teacher at Innovations. The previous speaker, Libby, is one of my students and I can tell you I'm way more nervous up here than she was. So I just want to recognize her again. Another round of applause for Libby. So, I'm a high school teacher. I teach social studies. I'm also the SLEA associate representative at my site. And so, I'm going to read first a statement from another teacher and then I'll speak my part. So, here's from another teacher at Innovations. [clears throat] Staff at innovations have been asking questions about

034our lack of recruitment consistently over the last year and those conversations are present in our SIC meeting minutes, our school improvement committee. Here's one bullet point. For the last two years, questions about recruiting, including direct offers from teachers to volunteer their time tableling at DIA, do immersion academy, open classroom, other schools as well as we had in prior years. These requests were directed to a committee run by our assistant principal which did not approve any of these recruitment efforts. On November 15, 2024, administrators stated that there was an informal agreement with the school district where we would be held blameless of drops in enrollment while refocusing our student population around concurrent enrollment. On January 17, 2025, faculty members brought up continued concerns about the lack of recruitment and how it might influence our employment. Principal

035Deso told faculty that we had received a directive from the district to shift to an early college model and that the intent was not to make us feel unstable. faculty continued to add suggestions for promotional efforts to the SIC agenda in March of 2025. I want the school board to be aware that innovations is fully capable of recruiting at the levels we have in previous years and that the dramatic downturn in our enrollment was artificially induced. So that was the statement from the other teacher. So now speaking on my behalf, I want to second those statements because I was there as well. I was there in SIC meetings and these are in the minutes and we were we brought up concerns about recruitment and we were told not to worry about it. We were told

036that we were going to be held blameless, harmless for it. And then this summer we were all shocked when all of a sudden we're on the chopping block for possible closure. So I'm not sure where that directive came from, but we're just confused and I'm glad we did find it in our minutes. So, it's on record that we were worried about recruitment. And if recruitment is the issue as to why innovations might close, then I ask you, please let us recruit. We were really good at it. We just haven't been able to do it for the last two years for whatever reason, but we can do it. Give us some time. Maybe give us another year, but if that's the issue, we can bring the students to innovations. Thank you. [applause] Thank you to all

037of our speakers uh for joining us this evening and addressing the board with your thoughts and your concerns and your questions. Uh we will move on uh to our reports agenda. The first item on our reports agenda is district optional and specialized programs. Um Dr. Grant, I believe Dr. Hall will be joining us, but if there's anything you'd like to introduce, please go ahead and do so. >> We'll just turn this to Dr. Tiffany Hall today. Oh, thanks. Let's see. Okay, I'm gonna actually have to work today. [snorts] All right. Thanks. It is great to be here. It is great to have um Kate Arch and Eric Jacobson here from our CNA programs so that we can talk about all of the different things that we have in our district that are school-based and working

038for our students. So, just as a reminder, I know we've talked about this before, but an optional specialized program is a program that's developed at the school level. It's proposed by a specific school. um our site administrators oversee those programs and at this point in our district we have our curriculum and assessment lab or CNA with other parts of the name to be known um our international balorate and our advanced uh placement diploma program. So we're going to go through each of those and we're going to do CNA first and we're going to start with elementary. So I'm going to turn it over to Principal Jacobson. >> All right. Well, thank you for your time tonight. I love talking about CNA. It's an amazing program. So, um, as you can see on on the PowerPoint,

039CNA revolves around six performance results. We are systemically developing students who are self-directed learners, quality workers and producers, cooperative group participants and leaders, contributors to our community, complex thinkers and problem solvers, and effective communicators. And at the elementary level, we do this by having kids stay in the same classroom for two years in a row, which really builds a sense of community in the room and allows the uh students to dive deeper into their passion projects and allows us to move through the curriculum at a different pace than we can in in different classrooms because half of the class already knows what the expectations are and they can model them and be the leaders for the lower grade. So we are really developing a whole student through these programs not just academically but also um

040in their social emotional learning. So the best way to describe CNA is to hear from a CNA student. So this is Addie who was a CNA student and has since moved on to um she was at Slicky Bryant and then she was selected uh to be our student who went on the Virgin um flight. So, she has really moved really well through her academic career and she is very well spoken. So, I'll hand it to her. >> This is how I feel about CNA. A classroom that can follow directions, make friends, and always work their best is definitely what a teacher wants. But is it possible? Yes. CNA classes do all of that and more using >> and this is how I feel about CNA. A classroom that can follow directions, make friends, and always

041work their best is definitely what a teacher wants. But is it possible? Yes. CNA classes do all of that and more. Using the performance results in everything we do to accomplish that. The performance results are six qualities that we strive to do. Whether it's working as a group to solving problems on our own. The six performance results are self-directed war learner, quality worker and producer, contributor to my community, complex thinker and problem solver, cooperative group participant and leader, and effective communicator. Another thing that makes CNA classrooms an amazing place to learn is that they h they are a combo of two different grades. First and second grade are in class together, so our third and fourth and fifth and sixth. I like this because if you are the younger grade, you can get help from

042the older grade. And if you are the older grade, you have an opportunity to help the younger one. Of course, the younger can help the older and the older can get help, too. One last thing about CNA um is buddies. Every Friday, three classes get together and work on the performance results, helping our community, and making friends. In our buddy group, there is a big, a middle, and a little, depending on what class you're in. For example, the first and second graders are the littles. Our buddies are like our littlest brothers and sisters without all the fighting. We play at recess, say hello in the halls, and talk on the way home from school. Buddies buddies lets you have a friend that's a lot older or a lot younger. Singing a is truly an amazing

043place to be from, from the amazing teachers to the awesome students. Through performance results, we're able to accomplish so much and work together very well, making CNA classrooms the best place to be. >> All right. So, um, the impact of CNA, it is a very small program. We have three CNA classrooms currently, but CNA has infiltrated all of ENSING and it is a beautiful thing. So, um, about four years ago, we took the performance results and we utilize them to be our schoolwide expectations. And so, that means that all of our multi- um, tiered systems of supports is based around performance results. From our accountability tickets, uh, when you, it's an office referral, but we call them an accountability tickets to the reflection sheets that you fill out afterwards to our expectations around the school,

044the performance results are there and posted. We have them posted on every door to every classroom because every teacher in my school teaches them. In fact, every school at NSING creates a performance result portfolio. Each year, we spend a month studying each one of the performance results. And the students, depending at their developmental level, create that portfolio. Now, in kindergarten, that could look like being a contributor to your community by sharing uh crayon. You're doing one color and I'm doing one color and we're drawing together. And in sixth grade, it looks like filling out a rubric about how you're contributing to your community at the beginning of the month. Then at the end of the month, filling out the exact same rubric, but then reflecting on how that changed because we're building these skills into

045our students. We've also taken them and matched them to castle standards. So every day at NSING starts with talking about a learning objective, which is a performance result, and then a success criteria, which is an SEAL standard. and we have a a group meeting every single day via teams to every classroom and we start our day off that way. So, we're always focused on our performance results. Now, CNA is a very small program. Um, you can see the classroom numbers there, but it does impact our entire school and we'll get into that a little bit further, but many of you are probably wondering about what does this look like at the end of the year data. Well, it looks pretty good, which is great. um our CNA students uh pretty darn consistently outperform some of

046um our our mainstream classrooms and definitely beat the district average. Now part of this is due to the stability that CNA brings. Um if you look at our numbers at NSAING when we look at mobility if a student is at NSING from third through sixth grade uh on the end of level tests um on the 22 to 23 rise they were 19% higher the 23 to 24% they were 11% higher on the ELA in math we were um sorry it was 19% in 22 23 11% in uh 23 24 in ELA, 14% higher in uh math across the board and that's when our students are stable at NSAIN and CNA keeps kids at NSING because they love the program. So you can see all the data sets in front of you. Um we have CNA

047in blue, the district in red and nsigns mainstream classes in green. Now, there is a cost associated with this because we have three classrooms that um pull our FTE and our students into different directions just a little bit. But this year, we were able to utilize the um budget that we have. We were able to pay for a teacher out of pocket which then kept our CNA classrooms the same size but reduced the class sizes of every one of our other classrooms so that the highest class I believe that we have is currently sitting at 26 students in sixth grade. So by utilizing our budget and the program we're able to give every student a better experience at NSA. Hi, thank you for having time tonight to talk about CNA at Clayton. Um, so it

048does look a little bit different because it's secondary and we're very proud of being secondary. Um, so we also have the performance results. They're really the backbone of the program. Um and at Clayton um we adopted CNA as a program in 2009 but the faculty really wanted to go with it being schoolwide in 2018 and we did implement it schoolwide in 2018. However, this last year, the teachers, and this was all teacher faculty-led, wanted to reimplement it with a new vision, a new design, and that's what we're rolling out this year. It's highly focused on the performance results. Um, we really want the performance results to work at the secondary level, which takes some shifting. Um, we used to do a 78 humanities block, which is English, language arts, and social studies. We still do

049do the block, but we no longer grade level blend. Um, we had seventh and eighth graders together, but um, as the school's gotten smaller and as students are moving about the district, it's hard to come to Clayton 7th grade year. And if you, um, go to another school in 8th grade and you were in seventh grade at Clayton taking the US history year, um, you would get US history twice. So, because we had to alternate AB years. So, uh, we no longer do the grade level blend for the performance results, but we're also finding that you don't need to in the secondary. We're finding other ways to help the students see that they are connected as a community, and that's been really fun. We, uh, really utilize our advisory time for that. But, uh, we're

050really proud to have it schoolwide at Clayton and, um, that it's been community and teacher led to want to have the performance results in every classroom. [clears throat] Um, so our staffing, since it is schoolwide, I did list our staffing where we're currently at. Um, so you'll see the English language arts and social studies is still taught together um with qualified certified staff for the contents and then um all the way down all the departments are listed there. Uh, our current enrollment is 592. So this is how we use the the um performance results for performance indicators of our school and student learning and achievement. So one of the ways we're using the performance results at Clayton and really we use them everywhere. So I I just picked a couple. Um one of the ways

051we're using them this year is with our attendance incentive. So we're using a performance result every month for attendance. We started with contributor to the communities um contributors to the community attend class and then October was be self-directed beat the bell and there was a donut be late incentive and then in November um we right now we just rolled out be a quality worker producer attend repeat up the heat which involves Takis um and there's a picture here you can see of contributors to the community that's Tyrone our mascot named by the students um giving candy to students students who are in class on time being contributors to the community. Um we have a literacy goal like most schools um to increase our MLL achievement and the vocabulary of the performance results is a way

052to support this. It is consistently used tier 2 vocabulary in every classroom. And um tier 2 words are the like a way that I was taught this was it's like the mortar that keeps the brick together. And so you have these new concepts that are the bricks you want to teach your students, but it's the mortar that really makes it stick. And that's what the performance results are is um it is a way to learn vocabulary to transfer into all the classrooms. And so we um we had really good WEDA growth this last year, but we're still going to shoot really high. We were 50% this last year and of students meeting their their WEDA growth goals, but we're just going to keep going. So, one of the images I have here is how we've

053taken one of the strategies our district has presented to us. Um, Dr. Rogers came and presented to our school uh, professional development on um, these cards that on the back they have sentence frames you can use. And what we did is I took them and I put the performance results in with them. So, again, it's consistent vocabulary usage. So one of the examples was um support your thinking that fits be a quality worker and producer. You would support how you got your ideas being a quality worker and producer. So that's one of the ways that um we're using the performance results to target student learning. And then um at the end of the year, what I'd like to do um because it is schoolwide, it takes more time to collect data is to look at

054office referrals and behavior incidences um to see how how it might be impacting building community and that also includes student behavior. So teacher cost, um I think we're pretty thrifty at Clayton. I I will say I'm pretty proud of this slide. Um, one of the ways that we we have CNA supported at Clayton is that it it has to be led by the teachers. And teachers really are the backbone in how we get impact with our students. And this was teacher le and what we did is we had a teacher team work a couple days in the summer to make a plan for the year. And when it's their month, their performance result, they're on. That's their month. And they're rolling out the same thing. So I listed um we do monthly student advisory lessons

055and activities with a performance result. We do a monthly teacher professional development. Uh this is teacher design, teacher le and then we do teacher and student spotlights and um we have that on a bulletin board in the lunchroom. So, um, one of the shifts we did at Clayton, um, that you can see in this outline is, um, when Clayton first implemented CNA, um, it really took somebody with h half of their time had to be spent on it. Um, supporting the teachers, being in the classrooms and doing just all this kind of overview. And [snorts] that's not sustainable. it has to be from within the building and from within the teachers. And so it's led by this teacher committee and then next year it'll be a new group of teachers that would be interested in

056leading this out. So all the teachers at Clayton serve on a committee and this is a committee that um teachers can choose to be on is to lead the performance results at Clayton. >> We had a couple of questions uh asked by the board. So, I was just going to ask our principles as a panel and then turn that over to you to ask CNA questions. Um, and then we'll continue on to our other programs. And the first one was a question about the model and how easily it would be because this, you know, you really do, both of you have excellent results academically, culturally with all of your um different ways that you're integrating this throughout your school. How easy would it be to just pick this program up and replicate it someplace else?

057What would be kind of I I think we can clearly see the strengths um and the things that would be very strong about that, but what challenges might come and I don't know who would like to go first. >> You can go first. >> Okay, cool. All right. So, um CNA is a blended model and it's not a split level or class model. It is a blended model which is there's a very large distinction. If you look at the um research around split level classes, you can see that they're actually not very effective. But a blended model has not been researched in the same manner when you're making the commitment to stay with the class for two years. So that blended model needs a little bit of a different approach. So, what we've been um

058working on is trying to make it a little bit more systemic, make sure that our teachers have great content area specialists who are working with them on how to blend the the cores of both grade levels together, but still differentiate for their students. And so, really, it's it's the training that we would need in order to move the program forward and into a different school. Um, we have actually been um, keenly aware of this as an issue. And so I've been working with Kelly May from the district to try and bring in as many student teachers as possible because most of my stu uh, CNA teachers actually started student teaching in CNA, which is now why they're CNA teachers and the one who didn't started the program. She's been in it for 30 years. So

059um really we have to start ground up when they come out because it's all about your dispositions and the way that you approach the core and the curriculum because we teach the core through the performance results. >> Um and so everything is based around the performance results. So it's really understanding how those classrooms work >> and I would say the challenges um for implementing it in secondary is your window of time with the students is is smaller. um we get two years with the kids and so um to guarantee that you could always schedule a grade level blend is just not a reality. However, you can find other ways to have the kids socialize, work together, do school work together. You can still meet that aspect of the program. But um I just your time

060with the kids is so limited. It just creates its own struggles for implementing anything into your school because it takes three years before you really know if something's like hitting the ground and giving you what you what you're looking for and it's a whole different the f the first grade you started with gone. So, um by your year three. So, it's just got a different different commitment and reality and um really unless you already have a teacher team that's able to lead it, it really takes an outside leader to help implement it into a school, which Clayton, we're lucky we have teachers that have taught it that are willing to lead it in our building. It clearly takes a lot of commitment both from the administrative team and from the teacher team to make CNA

061work well at a school. Um, I'd like to now go to students and ask, how do our students with IEPs, are they an active part in your CNA program and what does that look like and how do you support that? I actually think CNA is better for students with IEPs than a general ed classroom because you spend two years with the same teacher. You understand what the expectations are, that your teacher knows um how to support you. And one of the things that is really important about CNA is that it is open for every single student. It doesn't matter if you have an IEP or not. It is an application program and it's a lottery program. So, anyone who applies is has this exact same chance to get in. Um, and we find that our

062students with IEPs actually really flourish in the program because of that stability that it brings. >> My school's different because everybody does it. So, if you're a magnet student, an honors student, um, a push-in collaborative classroom, everybody's getting the performance results in our school. What questions does the board have? >> Governor Anderson. >> Um, so we had a recent legislative audit and a big component of it was encouraging the replication of successful programs in school districts. So my question is simply what are we doing to support CNA given the substantially higher academic achievement among CNA classrooms compared to the district and the school average? >> I'm sorry. >> Do you mean at the at the district level or Okay. So I mean sorry they are school-based programs. Um so for instance you know we sorry

063let me think about how to answer that question. Um, I do know for instance that the academic coaches at Enzyme have spent a lot of time over the last couple of years really working together to make sure that that blended model works well um and that we're able to do that so that we do see those higher scores um you know not being affected by the fact that a student is in a classroom and and maybe you know sometimes in a split level you might teach more one day to the third grade and less to the second grade but to make that very very even across the board. Um, I think mainly I just cheer for both of you. It's what I do. But can you think of other things that >> a good cheerleader?

064>> Yeah. >> Just to follow up on that, I think that if we're looking at those audit recommendations, we should look at conversations we've had before about how there was confusion prior to redoing this OSP policy about what was a district program and what was a school program. Because when CNA was instituted, it was established as a district program according to, you know, the only resource we have, the Desireette News, [laughter] which tells us that it was that. So, as it's gone back and forth, I would say these results that we've seen merit support in the sense that the legislature has directed us to replicate programs that are successful and instead of replicating CNA, we have shrunk CNA as a district. So I think this review calls an opportunity for us to look at how

065successful the program is and ask what additional resources could be provided to not only support its success but to support more students having >> this success. >> I appreciate that and I I will say that I did go back into the records and look and and actually CNA was brought forward by the principles and approved by the board when it was initially started. I don't know what the Desireette News reported, but I think another um piece to this is the idea that we have looked at replication. Um and in fact, right before COVID, a very smart person who may or may not be sitting to the left of me um actually created and we still have on the books a 4-year professional development plan for a school that would like to adopt a CNA model.

066um whether that is with blended classrooms or schoolwide or or blending in different ways and it looks at a lot of different um ways of interpreting and integrating those performance measures. I think the part that makes me really hesitant about this is in listening to what the teachers and the administrators do in this is that it really isn't something that I can just say from the district level go you therefore and become a CNA school. It really does as as is the important part with our our schoolbased programs need to be supported by the administrators and the teachers and the families in that community in order for something this complicated to be successful. Now, we're a school to want to do that. Um, we're very fortunate because we do have the beginnings of a very

067solid four-year professional development plan that the administrator could roll out and that we could, you know, help to support with our content area specialists. And I also have at previous times secured um the promise of both of these fine administrators that we could come to their schools and observe classrooms or send teams of teachers in kind of that collaborative effort. So we would be able to step up and support a school who was wanting to try something like this or even explore it. Um I think it is just really something that is so deeply ingrained in the school culture. It would be very difficult to just assign it someplace to use the rest of my time. I have one more question, but I did want to say that in addition to replicating, it's also about

068sustaining because I know that Principal Jacobson would probably be the first person to say when the numbers work out, it's great to have CNA be part of your elementary school and have some CNA tracks and some neighborhood tracks. And when the numbers are more challenging to make work, it it's becomes an FTE issue. Like he talked about using money from his budget to reduce that size. So part of what I wanted to share was replication, but part of it was about sustaining. That sometimes we have to acknowledge that when a program is really successful, there are still these like odd FTE bubbles where maybe we need to step in and support >> fully staffing a program that we know is successful in the long term. Um, my only other question is that uh, Principal Jacobson

069raised that low mobility rate is maybe one of the potential explanations for that big spike in academic achievement. Are there any other explanations that we haven't talked about about why the achievement is so strong in addition to low mobility? >> Students love their classes. >> They want to be at school. >> They love their teachers. They love their community. I mean, just a huge sense of belonging and care. >> We're literally teaching them to be quality workers and producers. It's exactly what we want. It is so successful. We've expanded it everywhere. It's just it it's a full culture of the school and it it's a beautiful thing when it works. >> Thank you. >> I'll also just add it's it's anecdotal. I haven't been able to find it solidly in the research base, but I

070have read it in the research base over and over that when parents choose a program and so Mr. Jacobson talked about it being a lottery that often um because they have chosen to do that and they are choosing to have their child be in the program that also does raise the overall engagement of the family and community. >> Thank you and thank you Ashley. We have Annie and then Charlotte. >> Yeah. Um great job. It's wonderful to learn about these things happening within our district and um I echo what Ashley or board member Anderson said about um having the opportunity for other administrators to replicate when possible. Um my question is particularly for the enzyme CNA program. Um have you thought of expanding? I know there's probably some scalability issues and why is it the

071size that it is? Um I'm sure there's some things I'm not understanding there. >> Well, um we actually did do that last year. I expanded my lower level CNA classrooms to three CNA classrooms in first and second grade and then two and third and fourth. Uh what we found was because it was an opt-in program, it pulled a lot of kids out of our mainstream classrooms and so they ended up being very highly impacted and it wasn't an equitable an equitable distribution of students and um opportunities for those students because of the amount of kids that were in different classes. And you find when you have a CNA class, a student who's going to be moving into that classroom might not do as well if they move in in say January in second grade when

072all the other kids have been and they're starting in first grade. So we found that there were some issues with making it as a a general ed one or a smaller track than the CNA. And so we're working on modifying that. And my SEC has been very active in that process. And we had a lot of meetings last year to discuss how um this would happen. Um but we were able to sustain keeping all of our students and actually grow even with cutting the program after last year because of the model that we use and that we use CNA in every single classroom and that kids are getting those experiences. >> Okay. Thank you, >> Charlotte. >> Yeah. So I my question was very closely associated with with board member Anderson's last question of other

073indicators or reasons for it the success you know the success um I wondered if class size as well. So you mentioned that because of the three FTE you were able to keep class sizes lower throughout the whole building. Mhm. >> So that could be one factor as well, right? >> It's been really nice because if you're committing to CNA, you're also understanding that you're going to have a little bit of a larger class, but you're going to have the same teacher for two years in the same cohort. So there's >> it's a little bit of a tradeoff, but it works. >> And so all of our students get a benefit for it because the Drenad gets a little bit of a smaller class and then the kids who are able to get into CNA get

074that CNA experience. So there's a win on both sides. What are the class sizes in >> in the blended? Yeah. In the CNA. >> 28 in sixth grade or 56, 26 in 34, and then 24 and one two. >> Okay. >> Amanda. >> Um, okay. Trying to make sense here. So, microphone. Um uh my neighborhood school was Hawthorne and Hawthorne had CNA before it was moved to Enzymes. So I'm familiar with that. It was one of the I mean it was unique because they had a neighborhood as well as CNA as well as um at that time it was called ELP. Um and the competitiveness to get into the different programs especially CNA was very um cumbersome. Um, so I'm curious about um, you know, you said it was a lottery. I I I know

075how Hawthorne handled it and I I would say as a a parent a lot were frustrated with how that those selections occurred. Um, it gave favoritism to certain students. I won't go into the details, but I'm curious how that lottery actually um, functions. Like how is it how are those selections happening? Is it put it in a jar, pull out their name or is it, you know, certain students get priority over others like students of teachers or what? >> Yes. Uh, so if you're there's actually two ways to get priority into the program. The first is if you have um if you attend Nsign or you have a sibling that would attend Nsign because we want to keep this the families together. Um it is does not mean that if you have a family member

076in CNA that you get preferred enrollment into CNA. You just get preferred enrollment into NSING because that was a structural problem where we would have what I called CNA dynasties previously where one kid would get in and everybody in the family gets in. I did away with that a few years ago because it just was not equitable. Um, and then if you do have an employee or if you're a a child of an employee, then you do get preferred enrollment. >> Do you happen to know of the students in the CNA program um how many of those students are uh children of teachers? >> Two. >> Okay. So, >> at my school, >> you don't have them. It's not a predominant number. Um and then uh with Hawthorne and its location, it was uh a

077lot of individuals were coming from out of boundary to access it. And I'm curious like I mean obviously Enzy is clear at the north end like how uh there's this conversation about expanding the program at Enzy specifically also throughout the pro the the district. I I'm glad that you pointed out the benefit to students with IEPs because of that different approach and the education and stuff. It was a program. I was very much interested in my children in general for various reasons. Um losing my train of thought on that one. Um okay, I'm I'm changing shifts here because I've lost my train of thought on that one. Sorry. Um, if you can say, how many students do you have in the program that have IEPs? >> In the program with IEPs, off the top of

078my head, I don't know, 10% in every classroom perhaps. >> Okay. Would you be able to quantify how many are considered mild, moderate, or um, more severe? >> Um, we are a researchon uh, school. So, um, most >> are more in the mild moderate versus like cognitive de delays and such. >> Um, and then maybe Tiffany could answer this question. I was curious. I didn't I haven't been able to dig it up. I know it's somewhere, but where the data that you presented for enzyme and like your ELA reading proficiency was 97.3%. I'm curious how that compares to AMP and magnet um data. Do you happen to know? >> It's about comparable, I think. >> Okay. Um, thank you. >> I could I will be happy to look that up and give you exact numbers

079later, but >> thank you. I And I'm curious on language, like we talk about special education, like wording is everything. Um, I'm I think that when you guys are using performancebased results and then performance results, you're using them in tandem. when I'm looking up, they could actually mean two different things where performance results is more standardized testing type way that you approach it where performance-based is actually um you know doing something that shows you're performing it to show your competency. So as far as claim goes and some of the comments you said also used as performance results versus performance-based results. Could you clarify if you're using those interchangeably as performance-based results or is it separate where performance results is more standardized testing? You follow me, right? >> I do. Um when we say performance results

080at Clayton, it's the disposition and the use of the word. It is not um performance-based learning, not like units, lessons that we're all like experiential learning. I'm not talking about that. I'm talking about the use of the words um in our instruction and classroom management that help the students achieve becoming them. >> Okay. So, you're you're as far as the data, it's more um based on standardized testing to accomplish what their work test results are where and the challenge that I'm understanding performance-based results because they're actually having to like do something. It could be a little subjective on like interpreting their comprehension of a subject versus a black and white test. >> Yeah, there we don't use the performance results necessarily in assessing students. It's more in instruction and classroom management and how we engage

081and build a a school culture and how we learn. It's not typically we don't use it in a way to assess students unless maybe a classroom teacher might say grade yourself on how on a scale of one to three how much were you a quality work and producer on this assignment and let's talk about it. It's more of a self-reflection. We don't use the performance results for assessment at Clayton. >> Yeah. And I'd be curious even just as a side note, Tiffany to like really sit down and dive into that because going into our next topic that performancebased results plays into the um um the portrait of a graduate like the USB thing and so really in my wrapping my head around it how that works. It is my time. Can I get one more

082minute from somebody? >> Thanks. Um so okay, thank you for that clarity. Um and I I do love that Clayton you're doing that as a whole school approach. Um so that um hopefully all the students are um receiving the benefit of that. Thank you for that. I I did have questions about the replication of it. Um but that's been tackled. Um the other piece as you guys were kind of talking about the replication part and um board member Anderson touched on that was that sustainability piece along with the FTE. Um you know it's great that there's this um opportunity for support to expand this out there because I see a lot of benefit with the CNA. It was touched on the students with IEPs and I think even more um impacted students with uh that

083are on IEPs can benefit from that CNA approach. So really being able to spread that throughout the district so that that alternative um well not alternative just alternate um option would exist for more than just the individuals in that vicinity and this the schools because it's really a small percentage of the district that are um accessing a a good program that approaches education differently. So, I'll leave it at that. >> Thank you, Amanda. Any other questions for our principles and Dr. Hall that are with us this evening? >> Thank you. >> Anything that you would like to to leave us with? >> I just want to throw this out there. CNA is already in every single one of your schools. It's on the report cards. You got them either on Monday or today with your

084students. If you look at the little SEAL column, all of the performance results are the headings under the SEAL. And so that's where this came from. And now >> 25 years ago, they decided that it was a great idea, so they put it on every report card. >> You guys, you've had a long day. >> Yes. Thank you. [applause] >> Well, that was the fun part of the presentation. Now you get me to bring it on home. So I am going to move through and talk about our programs that we have at the high school. And our first program is our AP capstone diploma. This is a relatively new program at East and it is incredibly exciting. Um in this program students take any four AP classes and they have to get a score of

085three or higher. And that I think the thing that I I love about this is that every student takes AP human geography, but then they can choose anything else. They can take IP AP psychology or AP environmental science and really kind of chase those things that they're passionate about. And we heard a lot about that thinking about the CNA programs. After that, um, you know, we really want these opportunities for kids to to focus in on what they're really interested in. They then do two additional classes, AP seminar and AP research and both of those also have a assessment component although it is different. Um they must complete original research. Um it is a three to 4,000word article that actually closes a gap currently existing in knowledge someplace. So when you think about this at

086a collegic level, you know, a lot of times they we think about a bachelor's degree as I'm going to learn everything that I, you know, my teacher thinks I should know and as a master's degree, I'm going to compare and put together some things that I'm going to know and then when I go and I do a doctorate, then I'm going to fill a gap. That is what these students are asked to do as part of creating a capstone diploma. And so um they are projectbased. They evaluate their skills through group projects and presentations and essays that really bring together the learning from those other four AP classes and anything else that they've done. We've seen projects that have looked at um performance enhancement um drugs and options. We've seen things around environmental science. We

087have seen a variety of projects that come through and they are all fascinating. They are interdisciplinary. They are studentled, student-based. And then we have the um the final project and a and paper and also an oral presentation that is part of that final assessment. So it really does take it above and beyond just that assessment that students take. So to support this, East has 20 different AP classes. So, seminar and research plus the other 18 that students can choose from to really put that personalized capstone experience together. As I said, it started in 2122. They had 26 students that very first year that took seminar. That's the first class. We didn't offer research because you take seminar and then you take research. And then every year since then, we have seen this program growing um

088both in the number of students that are taking seminar and research, but then also um you know, I love this very first year out of the program. Nobody's even really sure what we're doing or what it's about. We have eight that number has doubled. That number went to 25 last year. We have also had students that have received certificates for their seminar or their research work. That means that they in that class received a distinction for the performance that they demonstrated. One of the goals that East has had throughout this um for all of their AP classes, as do all of our schools, but specifically for completing the capstone classes is first really making um sure that we're able to do this across the board. So this is just a quick look at over the

089last three years the number of students that have taken and passed that research class again steadily growing and that seminar class holding tight at at um those high 90s numbers. We can also look at this and see that the number of students uh is almost 61% that receive a three in that class. We have 20% receiving a four and we have two students um receiving a five. And I talked to um Mr. Durham who is a capstone or yeah a seminar class teacher sorry. So he teaches the capstone and he said that those fives are so rare across the nation. It is like a perfect paper. It is something that literally could be published the next day and they are so incredibly rare. So we're so pleased to see those. Another thing that we're seeing

090grow is as the program progresses again in the first year and as we know our data protocol is that when our numbers are less than 10 we don't share them publicly but we have reached a point now where we are beginning to see our students um begin to match the demographics of the school. It is a work in progress as we move into our fourth and fifth year. But this one, which is not very exciting, but the purple represents our students who identify as white. And the yellow um in this last year is the number of students who are Hispanic that passed both the seminar and the research. We expect to see that continue to grow to match the demographics of the school. We also have seen um growth in our students in our lowincome

091category and our students who are requiring English as they have gone from less than 10 to all of a sudden um terrific growth. And when we think about those numbers, I would just like to say that for um for the overall class we had, for instance, with our lowincome, if I look at the 2025 data, that is 64 out of 73 students that were non-l low-inccome and nine out of 10 that were lowincome passed the class. So, our numbers are small, but growing and we appreciate that commitment to East and really making sure that that continues. In terms of costs, the major cost for this program is teacher professional development. Teachers do need to be certified by the college board as uh and they have regular professional development to make sure that they're approaching those

092AP courses correctly. We do have money that um we write for, my department um writes for from the state every year that helps support both of these programs, both AP and IB. And so um a lot of our professional development, our stipens, also things like some proctoring or different things like that that happen as well as that travel or um sign up fees. They are covered by the district. Um there is also an assessment fee for all of our students. Um an AP test. Now I remember when I was in high school it was about $48. It's now $98. Um it is a 148 or 43 143 for the assessment and the research excuse me the seminar and the research class because those both have live scoring components so they're a little bit higher. Um

093so that that's kind of the overall cost for a AP in addition to some additional books that we buy. We also make sure that we stock things in the library that are appropriate to support AP classes. But we do do that at all of our schools as all of our high schools also teach AP classes. I'd now like to talk about the diploma um program at Highland High School. The um Highland High School has Oh, I'm sorry. >> Real quick, we had a question. >> So, I just wanted to ask on the capstone while we were at that one. >> Sorry. So, in the closing the gaps, I appreciated your explanation about the Hispanic, the lowincome, and the multil- language learners. So, we're now seeing that after this program has been operating for a few

094years that those groups are um participating and that's increasing. If I'm understanding you correctly, >> that is correct. are they getting additional support or direction in how they can access this because sometimes they don't have the same um the same knowledge. >> Yes, that is a great question. I love that question because I think that was one of the things right out of the gate. I mean, we've had AP tests singular for a long time. You know, you take AP, oh, you're really good at this, you should take AP Lit or AP Link. But we haven't had this program that really says take four and then two more >> and you're thinking to yourself that is six really hard classes. Why am I doing this to myself? >> And so across the board um we

095have had to really be supporting that. um the counselors and our teachers in those classes, the teachers that are teaching seminar and research, they are all really working to make sure that they're spreading that idea of this is what it means or this is what it represents. And it really is, you know, I should add a a recognition that is recognized by colleges and universities. And again, because of that original research component, it really carries a lot of weight when schools see that, you know, in addition to you took six really hard classes, you took and passed six really hard tests, but also you were able to demonstrate what you knew with this paper and presentation. So, I think across the board, we're really trying to to build that knowledge about what it looks like.

096Again, it was kind of hard that first year kind of rolling back from CO, but it's picking up. >> Thank you for that explanation. >> Thank you. >> And real quick, Dr. Hall, I have two more questions or two more folks that would like to speak. Um, board member Anderson and then board member Romano. >> Thank you. Um, at first I didn't understand some of these graphs and now I see that you're saying the end size was less than 10 and it has just skyrocketed. So, now that I understand this, kind of recalibrating what questions I had. Um, and before I ask those, we're hearing about this because East runs their AP program as an optional specialized program with a special diploma. That's why we don't have that information in this report about Highland and

097West. >> It is very specific to the research and seminar classes. Got it. And that they offer both of those because of the extra training it requires for teachers and proctoring and and all of those things. Although we have had interest from the other two in um beginning at least the seminar class because it does focus so much on the writing and and understanding those pieces. >> Got it. That's really helpful. And one question I still have about the graphs is when we're looking at that pass rate, does that include when a student has declined to take an exam or only the scores of students who chose to take the exam? >> Only the scores of uh students who chose to take the exam. So, do we have a sense of how many students participate

098in this program but maybe don't feel confident taking all of the exams or we don't know that information? >> Um, yes. So, this graph here shows enrollment. >> Got it. >> So, compare those two things. Yeah. >> Um, and then as we're looking at the score distribution and we see the majority are in the threes. Are we investing at all in professional development for teachers? Like a lot of AP success is based on teachers knowledge of the AP process. >> Absolutely. and teaching the way those tests function. So, in order to see some of those scores increase as this program develops, are we investing in any kind of professional development or training? >> Yes. In fact, again, with that state money that we write for every year, we do um divide that to each of

099the schools and that does support um that AP professional development for those teachers. Um both AP and IB deliver that professional development in a variety of ways. They have self-paced independent classes. They have online classes. They have uh conferences that they go to. Another thing that is a really fantastic professional development for teachers who are doing this is that they will often go and assess or do the AP reading of those essays. And then I I did that as an AP teacher and then you come back and you're like, well, that that's what got a five, so now I know what it looks like. Exactly. >> And so, um, you're able to really do that. So, yes, that is something. And there uh is an AP coordinator or a person who's in charge of that

100at every school who kind of tracks, you know, how long has it been since you've had the training and and whenever an AP class changes or they change their curriculum or their books or anything else like that, then they also go through that professional development again. >> That's really helpful. Thank you. Um just to clarify, were you um the when you were saying the district rights for that training to fund some of that training for AP, >> is there any subsidies for the fees for the actual AP exams? >> Yes. I'm not going to say it right, Mr. Kursley. Um, if we talk about the fees, >> um, first of all, the the AP, the company that does the AP has a a lower rate for, uh, those who qualify for fee wavers. Uh, in

101addition, the district helps supplement those um, fee wavers, so the schools aren't having to pick up the the full cost of that. >> Okay. So, hypothetically, if a low-income student were to want to take multiple AP classes and get an AP diploma, which amounts to like 500, maybe 600 or more dollars in assessment fees, they would submit a waiver, which would lower the cost initially, and then the district could possibly foot the remainder of the bill. >> Yeah. So what I've seen is the school chooses to you know if if they're on fee waiver uh and I don't know exactly how it works at each school but an example I've seen is the school says we are going to cover the cost of all of our fee waiver students who want to take an AP

102exam uh and then that gets included in a calculation we do for fee wavers and the district reimbures the school portion of those fee waivers. >> Okay, thank you. Um and then the other question I had relates a little bit to board member Jensen's question. Um, how has this program obviously grown organically, but has there been information sessions to inform students maybe their freshman or sophomore years to work up to the AP diploma? >> Yes. And the and as I said, the all the freshmen start with AP human geography and so I know that this is a topic they talk about in that. Um it's also another um topic that they bring up in advisory periods when they are are talking with students about course choices and what can they do and you've already taken

103one AP class, you've done well in it, you can do this, why don't you just take a few more and remember you can do this program. So yes, um the school has also done information nights with parents to make sure that parents understand that this is an option for their student at East. And I believe the East is one of 10 or 11 schools in Utah that offer this program. So it's it's quite unique. >> Great. Thanks, >> Amanda. >> Um microphone. I keep forgetting it. Um so in your presentation talked about how there were 20 AP options that helped East with this capstone um diploma option. Um, I absolutely love that our students have the ability um to get college credits through AP and CE. Um, I am curious and so this is a

104side note off of AP but into CE. Um, but has what conversations have there been to expand the CE options? because obviously AP you're taking it all and then you have to test and pass that test to get that credit where CE just pass the class. Um and that for those that are not good testers, >> yes, >> the CE classes are more appealing. So I guess generally what's being done to really try to expand more CE options at all of our comprehensive high schools? >> Sure. And that's a district program. So, I'm going to answer shortly and I would love to come back and talk some more about it because it is one of my favorite things of all time. But, um, so CE stands for concurrent enrollment and that is a class that

105we teach under the eegis of a university. Um, most often uh Salt Lake Community College because that's our university in the area, but we also have programs overseen by Weber and overseen by the University of Utah. That includes our Spanish bridge program for our students when they leave DLI in ninth grade and move forward. We have three classes. They can earn 12 units of credit that way. Um those classes are our best financial bet for college credit. As board member Longwell is um speaking, they are $15 a unit. Most college classes are three units. So for $45 you complete a class. In fact, I was just talking with um a professor at Slick before this meeting about laying out a pathway for CE for one of our um teacher education uh pathways. So, that is

106one of the things that we continue to look at as a district to how to expand that. Um I think one of the things that is it it's kind of like the Hawthorne principle, right? When you have a neighborhood program, a C an A program, and a magnet program, you start to run out of kids between all of the programs. And so when you have AP classes and IB classes and CE classes, the school kind of has to decide where is it going to to focus. But I do see that we are really pushing toward offering some more of those classes. And again, I'd love to come back at a later time and kind of go into depth about that. And I will kind of like I guess push back on that like running out

107of students for the programs because looking at the numbers um I was uh I get there. Um so at East that advanced placement capstone diploma you had 81 out of,75 students. Um, and so obviously it's growing, but there's a lot of opportunity there for >> absolutely >> more program more program options, which is will help with our attendance and our outcomes and all of that stuff. >> Absolutely. We also really do need to work and make sure um our teachers have to be approved. Again, there there are quite a few things that kind of go into this program which, you know, makes it kind of a longer explanation, but um the teachers have to have the appropriate credentials. they have to want to teach the class and then they have to to go through all

108of that to be accepted and then go through the the professional learning with the university so that they can do that as well. Yeah. >> So, you know, it's it's kind of like if I'm a teacher, I have to ask myself how many different things can I teach because it it is, you know, there's it is difficult. If I was going to teach AP and concurrent enrollment, those are two very time inensive on my side. Are we compensating these teachers for doing these I guess higher level courses? >> Not for the teaching, for the professional development. There is often some um compensation depending on when it happens. Um there are things that we're able to pay for to make sure that they're credentialed or accredited to teach those classes, but they do not um well,

109maybe that's not true. That's really um so Laura Dashazo runs that budget and maybe I think the CTE teachers might get a stipen but I can't speak to that for sure um because something that we kind of evaluate between the AP the CE the IB and helping motivate opportunity for our teachers to tap into this to offer these options to our students. Um just a note that uh we may want to dive into to help achieve some of our priorities and our strategic plan. >> Alan looks like he's eager to say something. Are you? >> I just going to note that the teachers do not receive a stipen just for the fact that they teach an AP class or a CE class, >> right? >> And but it sounds like they would have to have

110>> not just any teacher can teach AP and C. So they have to have >> there are the training opportunities are are paid for. We do get additional funds from the state for C classes as well as for AP classes. Uh and those funds are often used for professional development for those teachers. >> Yeah. So that's we'll have to earmark that one because I think that would be something that would be worth um going down that path to dissect how to um support that success which helps support the success of our students. Okay. Thanks, Amanda. Dr. >> Okay, I'm gonna roll through IB really fast here, so hold on. Um, to receive an IB diploma, students have to complete six courses from different subject groups, including at least what they call higher level and three

111standard level courses. And then after they finish these courses, they have to score 24 points on their exams, which are graded one to seven. So, it's kind of like if your math isn't this good, you don't know how to do an IB diploma because it's a little complicated, but that's how it rolls out. In addition to those six classes, they have to take a class called TOK, theory of knowledge, which is a class that really gets at the at the background and understanding of of how and why we learn and what makes things important to learn. They also have to write just like our AP capstone students a 4,000word extended essay and they have a community component where they have to go out and do service. Um this is I am talking about Highland and

112I will also say that when I get to West I'm only going to talk about their career program because it is the same. These two programs are the same. Both Highland and West have an IEP diploma program. Um I have included our enrollment and um what that has looked like over the ages as we have um moved through this and then also that we have certificates awarded and those certificates recognize that a student has had significant achievement in a single subject or program. One of the interesting things about the IB program at West that is different than Highland is that at Highland they practice what we call a cohort model. So students sign up for the entire program. Um at West we see students being able to just take courses. So it kind of goes

113to that idea of how do we help students get into more rigorous classes and see that they can be successful in them. Um and and sometimes we say if you want to take the assessment take the assessment but if you just want to take the class let's take the class. So that is a difference that I will pull out of those. That moves me into West. The difference with West is that they have a second IB program. It's relatively recent to IB in general. It's called the career program. And to do this one, students must take two courses that are IB courses. And so those would be IB courses from the diploma program. And then they also have to create uh complete a CTE pathway. So they are CTE completers. And we had a question

114about what CTE classes does this you know require. Wes does teach two classes, two IB classes, and of course I wrote them down on an electronic document that is now behind my PowerPoint. Um, but one of them is IB sports something and one of them is IB business management. But all of the other IB classes are just the regular IB classes that students could take at either West or Highland. So it isn't um SPE I'm sorry, CTE classes. So it doesn't have to be special CTE classes. It can be any CTE classes as long as you're a CTE completer and you take two IB programs and then because there's always an and then with IB um instead of TOK theory of knowledge they take personal and professional skills. This goes over a lot of um

115things around uh exploring job opportunities, researching different job opportunities, interviewing, presenting yourself, creating a portfolio. um they have a uh community engagement learning and research project and they also do a lang language and culture study through their world language courses or another approve uh approved and supervised independent study. So they have quite a few things that they do as well um to make sure that they are just exploring the IB world but in a different direction. And so another thing that Dr. Nicholas, who couldn't be here, she's the IB coordinator at at West said that as they look at these three options at West, both the diploma option, the career program option, and then what they're calling their courses option, the opportunity to just, you know, jump in and take one course that really interests

116you, that has really helped them in um they think especially this year. So, I'm excited to see what it looks like at the end of the year in increasing the number of students who are acquiring English or the number of students that have an IEP that are participating in these classes and pro programs. Um, these are our enrollment and achievement numbers at West. And so, you can see that we have both our uh diploma candidates and our career program um candidates. And it you really can see how the uh career program candidates have increased as we have gone up. One of the kind of the hard things with both of these programs is that in our graduation um programs, we always have to list them as AP uh capstone candidates or IB diploma candidates because

117we don't get the end results to all of these assessments until into the summer or fall. And so that's one of the reasons why our reporting is always a little bit behind. >> One of the things looking forward at West um that they are looking at doing is they will have um all of their juniors in either an AP or an IB language arts course. And then as they roll into their senior year, they'll be looking at taking either an AP, IB, or concurrent enrollment class. so that all of their our seniors will have had an opportunity to um earn college credit through at least one class while they're at West. Just kind of thinking about the costs again, that's one of the things that we report on. We do have state funds that help

118support this, but schools do also as well as the district contribute to the costs of these programs. One of the things that we have committed to is that the district does pay for the annual fees for the programs. That is about um sorry, I've got it on this page. That is uh $12,000 for the diploma programs and $1,500 uh for the uh career program each year. And we do that. We have another school, Washington Elementary, that is in its candidacy to be a primary years IB program. they have um been working through with all of their faculty to complete training and certification benchmarks. They hope that they will have that completed this spring and so as part of our district contribution when they finish in spring um of course we will pay their um ongoing

119accreditation fees as that goes. Um, same as IB or AP, IB also has professional development and certification. Um, that's a five to sevenyear renewal cycle for those teachers. And so we try to take care of that and monitor those costs um and trainings throughout the years. >> Jensen, Vice President Jensen, excuse me. >> Thank you. I just had a couple of questions under the enrollment and and achievement slide. I I just want to make sure that I'm understanding correctly that when oh for example when it says 202526 and it says IB students 66 so that's all of the IB students and then when it says grade 12 diploma candidates all the 12th graders are candidates so we're saying that there are 37 of them am I understanding that correctly >> yes and and by diploma

120candidates, that means that they're not just taking a course, but they have completed and they are on track that if they finish all of their 12th grade assessments, they have already finished their 11th grade assessments. IB takes place in really in grades 11 and 12, right? And so to be a 12th grade candidate means that you have successfully finished your 11th grade year and are pushing into your 12th grade year. >> [clears throat] >> Okay. So, that gets to a little bit of what So, are there some students that weren't successful in 11th, but they're still in the IB program? Do you see what I'm saying? >> Yes. Um, yes. Yes, I suppose there are. I mean, >> okay. So when it says they're 37, those are the ones that they're on course to, you

121know, being able to get that diploma, but there might be a few out there that are going to have to do some catchup work or something. >> Yes. Yes. It's it's not 100% like if you start the program, it's not 100% complete the program. Yeah. >> I just wouldn't want there to be the perception that once you've started, you're going to get it. >> No, that's that's very true. Thank you. >> Okay. Thank you. And then the next question was okay as I look at the year it's showing 58% were were awarded that IB diploma. But if we go back to 2023 24 it's showing that 86% um were awarded that diploma. To me that's a significant drop. Do we have any explanation as to why there would be that kind of a drop? >>

122So Highland's program um we're looking at Highland's slide is and I I'm sorry I should have put the name that this is Highland's enrollment and achievement on this slide. Um the the issue with this and and Highland has never you know when people call me and say you know which IB program should I put my student in. My question this is a roundabout answer to your question. I apologize, but my question is always, what kind of student do you have? Do you have a student that wants to know who's going to be in their class and take their, you know, know their friends, be in the same, you know, group and and move forward that way? Or do you want to be in a place where you could have 700 different people in class with

123you every single day? Because that kind of describes the difference between West and Highland. West has a huge array of classes to choose from and Highland has really dialed into we're going to do this cohort program and you have a couple of choices but we're we're really just going to kind of move through this and so because of that the numbers are smaller. So you're right the the 86 to 58 is a dip. But if you'll look at the numbers um you know we had 22 candidates and 19 received diplomas. The next year we had 24. So, we want to see that number of candidates rising. And even though it's only risen by two, um we had 14 get that diploma awarded. And so, when you're looking at a a program that um is is

124really building in the number of students in it, and I I think one of the things as I look at programs like this that I always do like to see is that trajectory of, you know, in 21 uh 2021 they had 32 students, now they have 66. They had 15, now they have 37. They had 13. Yeah, we could continue to work on making sure. They had a really good year last year, maybe. Um, but even so, that really good year is only five or six more students than the year before. So, I think that's that's one of the things with all of these programs, we really are looking at a subset of students within the school and not the whole school. >> Thank you. >> Any other questions for Dr. board member Anderson >>

125and I don't know if I have time left so I can wait till the second round of this discussion if I don't >> you have a few let me pull it up here just >> you should have you have a little bit >> okay um so first does this mean that if Washington has their PYP approved we would hear about it in the next cycle for OSPs >> correct I don't feel it's fair to report on a program who's still in development >> that makes sense um and the second question is is there any appetite at Highland to introduce an option for students to take single IB classes or is it are we really committed to staying in that full cohort model? >> They have really um expanded in a a way that is thoughtful

126and you know if there was a if one of the things that they they haven't done is they haven't moved into a place where they either have extremely large classes or they've been breaking them into very small classes. So, um I think they have they have stayed as far as I know. There might be exceptions. There probably always are. They don't always tell me and that's fine. I don't care. But, you know, they don't always tell me, but um usually it is pretty much the cohort that progresses in those classes. Yeah. They have less of that course option that West has. >> That makes sense. I would I was just curious as we hear more about there being singletons in the schedule or different things that make it harder to keep a comprehensive high school

127as our enrollment goes down. you know, I was curious about how we're approaching that. The last thing, which I don't want to belabor, but you know that the IB students at West are very frequently academically competitive and they want to utilize often these packets and charter school options to maximize the number of academically advanced classes they want to take at West. And I know that some of our agenda items in the last month have kind of been adjacent to this. So, I don't want to belabor the discussion. had like 10 more seconds, but just to say I hope that as any changes roll out or more clear guidance is offered for counseling on how students can approach the way they've been participating in IB that we really make a strong effort to communicate with families

128on those changes. Thank you, >> Amanda. Um just [clears throat] a repeat on like looking at how we can make these programs more consistent across the comprehensive high schools. And then you did mention the Washington Washington Elementary looking at doing that. Um and the primary areas for the IB program. >> I don't think we do, but do we have a middle school? We do. So, what's the what's the >> has there been any conversation about connecting the elementary to the high school versus having this boy at the middle school level? >> Um, yes. One of the, um, things that has come up around that, in fact, um, we've talked with IB about that. IB is what they call an open program. So, you can limit students like Highland kind of limits by the number of

129seats that they have to run their program. you know uh so that they don't have weird numbers of small classes but you can't limit by saying for instance this is um a testinonly program and it's IB so one of the conversations was do we connect Washington and then do a middleear's program through the 78910 program at west but the problem is that 78 program is a magnet program so it's a closed program so that that doesn't quite connect as nicely as we we'd want it to connect um if we were to look at that connecting in some other ways for instance through another middle school and then picking up the ninth and tth grade at West but um again it's really complic it's a complicated process and so >> and I guess is it necessary

130like do we do we need to is it needed to help that program be more successful for the students if we're going to do this at an elementary level and then we have it at the high school level to have that connection point so that consistency of I I would I would say I looked statewide um at the IB uh schools in in our state right now and we actually have I believe one fully accredited primary years program and I think there were I could be wrong so I'm happy to send out correct information maybe there were two maybe three middle school and the rest middle years and the rest are all the diploma programs for 11th and 12th graders so there isn't a really good way for me to answer that question in Utah

131because We actually don't have any system that's running a K12 IB program in Utah. >> And I'm not pushing it either way. I'm just curious since you're looking at that >> at an elementary level. >> Do you have you at time Amanda? So, >> okay, I'll stop talking. >> Thank you. Not that you needed not in that way, but [laughter] just to respect the the the time everybody else. And then >> yeah, student board member, you had some questions. Um, this pertains more to her previous question, but I am um a junior [clears throat] in Highland doing the IB program and as of this year, students are allowed to take individual um IB classes instead of having to take the whole program. >> Oh, that's fantastic. So, that might good for you. Is that Mr.

132Bracken's idea? >> Yeah. >> Excellent. He's a smart guy. >> Very [clears throat] good. >> Any last questions for Dr. Hall? >> Seeing none, Dr. Hall, thank you. We really do enjoy your time with us. So don't don't downplay that. >> Thank you, Tiffany. >> Okay, moving on to the second item on our reports agenda. We have portrait of a graduate. Um Dr. Ruiz, I believe you're presenting this this evening. Dr. Graham, is there anything that you wanted to to highlight before we get started? >> Um just that this is a report in this one. Um and then we have planned to bring back as a discussion item for the next board meeting. Thank you. I should learn how to do this. there. Okay. Okay. Good evening. Thank you for the opportunity to share this

133work with you. The portrait of a graduate is a process that will help us describe with clarity what it means for every student in Salt Lake City School District to graduate fully prepared for the opportunities and challenges ahead. This includes academic learning, social and emotional development, and the skills students need to succeed in a changing world. Tonight, I will share why this work matters and ask for your approval to begin the development process. The purpose of this initiative is to begin developing a shared vision for what we want every Salt Lake City School District graduate to know and be able to do. This vision will not be created by the district alone. It will be shaped through conversations with students, family, educators, and community partners. The goal is to produce a clear and unified framework

134that guides instruction and planning across our schools. At its core, we are asking an essential question. What should every Salt Lake City School District student walk away with when they graduate? This question invites us to think about the whole student and the skills needed to succeed in life, work, and community. A portrait of a graduate helps us describe the full range of competency students need. This includes academic achievement, social and emotional growth, and civic responsibility. It also highlights the durable skills that remain important regardless of the path a student chooses. These include communication, problem solving, collaboration, creativity, and resilience. The portrait is created through meaningful engagement. students, families, educators, community organizations, and industry partners all contribute to shaping a shared vision of student success of a shared vision of success for Salt Lake City School

135District graduates. This work is aligned with the goals of our 2024 to 2029 strategic plan. It supports our district-wide focus on literacy, college, and career readiness and attendance. A portrait of a graduate offers a common direction for our system. It helps ensure that classroom instruction, school planning, and district initiatives all reflect a consistent understanding of student success. As expectations in the world continue to change, a clear and forward-looking framework allows us to prepare students for the skills and dispositions they will need to thrive. This evening, I am asking for your guidance on how you would like to engage in this process. You may choose to approve the start of the development work, create a working group that could include board representation, or receive regular updates as the work progresses. Once the process begins, we will

136gather input from a broad range of voices, review data, draft the portrait, and refine it with community feedback. Our aim is to create a thoughtful and inclusive process that reflects the strengths and aspirations of the Salt Lake City community. Thank you for your time and your ongoing commitment to our students and families. This effort is about creating a shared district-wide understanding of what it means to prepare every student well. I look forward to partnering with you as we begin this work and I am happy to answer any questions or hear any feedback you may have member. >> Yeah. Uh thank you so much. Um the student board member Foss Goodwin wasn't able to attend today but he did voice his support for this. Um I just have a question uh from the perspective of a

137parent. Um, being a parent, I see all of these things floating around like the dignity index, the strategic report, the SLEC, SEC, you know, all these different goals. So, I'm just wondering kind of how why we need so many different measures and also um if we do need all of those measures, how can we make there be a common through line >> and um kind of more brief statement understanding like this is what the district is about. kind of like a mission statement for students. >> Yeah, I love that question because if we think about it, we're going from macro to micro, right? When we talk about dignity, it's about our culture as a whole, right? Districtwide, this is how we behave in our district. So, it speaks to again the cultural as a whole

138um broad view of who we are uh in Salt Lake City School District. And then with the strategic plan, now we're looking at the work, right? How we are aligning all of our work around four pillars with these associated objectives and goals and things that we're trying to achieve from year to year uh at least until we get to a new iteration of our strategic plan which we're hoping to develop by the end of 2029. Um, and then when we talk about um the portrait of a graduate, we're really defining getting to the specific student and defining what is it that we want our graduates when they leave our district to be able to know and do so then they could thrive in the world um that whatever they choose to do beyond high school.

139So, we're really taking it from a macro level to the very specific discrete skills for our students to be able to succeed. >> Okay. Thank you. Um, I guess just as a followup [clears throat] kind of I as a board member I can say yes, I think this matters. We're seeing other districts do it. There's a state portrait of a graduate, but our district is unique. We're a diverse district. We're in the city. we have a really um broad variety of faculty and students that we want to represent and help illustrate in this portrait of a graduate. As a parent, I kind of think like, well, why does it matter? Um, you know, why is the board spending time on all of these things when like I kind of want them to fix, you know,

140this specific problem at my school? So that's kind of a broad sentiment that I'm just stating from a macro level, from a board level, it's like, yeah, let's let's do all of these things, but when it comes down to like a student in a classroom, >> it's like I just want my student to get the help they need. You know what I mean? >> Yeah. >> So, >> Yeah. If I could if I could add one more piece. Um it's really useful when we have a vision of um ultimately this is equally what we want all of our students to possess in terms of knowledge, skills and dispositions and then it helps us backward design to the classroom level. So when we look at our standards or at um our lessons the same way we've

141done with social emotional well-being kind of integrate that weave that um into what we teach um this does the same thing when we will teach these skills and these positions through the content right so the content at the classroom level is kind of the conduit uh to make sure that we are teaching explicitly um these knowledge skills and these positions because knowledge is just one part um of what we are intending to do to support our students and looking at it through a whole child right that holistic lens and so in also teaching the skills and these positions so then they could be successful it just helps us backward design from there that makes sense >> I it totally makes sense I guess I just am weighing these two sides in in the sense that

142it totally makes sense that we have a vision and this is what we want students to have. Part of the the issue is I think the district overall we have limited resources and one of those resources is time and staff time and so it's like are we how much time are we going to devote to doing this portrait of a graduate and that's going to take time from the board and you know I think that's my concern. Um, but I I love the idea if we could do a brief little thing that says, "Yeah, these are this is what we're looking for and it already works into our strategic plan and it already aligns with a lot of the things we're already doing. Now, we're just visualizing it and setting that vision forward to the

143district." That's great. That's just my concern. >> Board member Anderson and then Vice President Jensen. >> Um, I would echo the comments that were just made that as uh parent the last time this was proposed under a former superintendent board members with kids in school said after all their time of kids being in school they were worried about investing in something like a portrait of a graduate when the most likely outcome is we would print something nice on a banner that would languish on a wall until it fell off of the wall and we hung up a new banner and I think I'm supportive of things that demonstrabably change our practice and I see that the thing that demonstrably changes what we do in the classroom would be investing resources to align with our strategic

144IC plan and that if we focused our budget on maximizing the resources for K12 student success that we've already outlined in a strategic plan that we would fulfill the intent of this proposal and before you know saying a little bit more I'm curious what is the proposed budget for this work and what is the scope of work. Yeah. So, back to board member Romano, it will be time, right? Because this is something we will develop internally with our teams. Um, and it will take a little bit longer because we want to make sure that we balance teams or staff's already responsibilities which are um quite a bit. Their plates are already full. um and we will work through various team members to make sure that we're gathering as much feedback um from not only internally

145but externally. So then it truly represents um the voices of our community members. Um in addition to time um maybe at the time when we are at the design um stage and we're starting to embed that into the curriculum and instruction. the teaching practices. So then it's part of what we do every day in the classroom that impacts um instruction and impacts practice. At that point we may um ask for a budget for subs um materials and supplies. So subs to train teachers and materials and supply um for any printed materials that they may need at that point. But right now that's um we anticipate that that's a couple of years into the future. So to follow up on the expense in the last um meeting we had I received some feedback I believe board

146member Jensen also received some feedback from teachers who were frustrated with the printing expenses that we've made for the dignity initiative. And so when we hear about the resources time, um the resources this, maybe we need some supplies, and then maybe we'd have to print some stuff, that's when it gets into kind of confusing territory for me because I'm not really looking to spend $30,000 that could be spent on student instruction on or things like, you know, we can't obviously can't spend $30,000 for printing on a pair professional or on partial FTE, but we could certainly spend it on licenses or AP testing fees or things that are onetime costs. And so that's where when I I would be hesitant to consider approving something without a clear budget that looked at whether the costs associated

147with this are physical costs to make it look like an initiative versus real instructional costs that actually help students every day. Um, and I think the other thing to raise is that it's my understanding from the memo that we're not currently implementing the USB's portrait of a graduate. And I'm wondering what would you see as the key differences between a local portrait and the USB portrait which does identify existing competencies. They're pretty similar to the performance results that we just talked a lot about. Um and they offer materials and rubrics at no cost to us. So what's the advantage of investing in more work on this topic that you see being really different than what the state provides for free? >> Yeah. So um the one difference I see and certainly the USB portrait of

148a graduate can serve as a guide. So we don't have to do everything from scratch. We could draw from um that work and expertise that's already in place. The only piece I see different is that it's really not representative of the unique um the diverse needs of the district. So it doesn't speak to our context. It speak to the work that they did at that point in time statewide but not specific to the unique values and um that our community may surface that is not part of the states. >> Do you have a unique value in mind in our community that's not currently in the USB portrait? >> That's a great question. I mean, I will think um in my short time here in the district, certainly um the level um the language of cultural

149irrelevancy and diversity that is so unique to this district that or language that may represent that uniqueness that certainly you don't see it anywhere in the USB's portrait of a graduate. It speaks to broader constructs such as mastery, autonomy, um purpose, which is really good. And when you break each of those broader constructs down, it has very good knowledge skills and these positions that we could probably draw from or use. Um, but I don't know that it speaks to the uniqueness of Salt Lake City School District. It it just states at a very general um level in my opinion, but that's just my perspective. >> Thank you, >> Vice President Jensen. >> Okay. Um, I guess I would just want to counter a little bit with um, board member Romano and board member Anderson. I

150appreciated the explanation that you gave about um, a Salt Lake City School District team participating in a leading inter um, intentional deeper learning. And to me, I understood that this was sponsored by USBA. So, the Utah State Board of Education. >> Yes. >> For me, it is helpful to know that our district is participating in those programs to demonstrate to the Utah State Board of Education that we are um responsive to their requests. And to me, it also sends a message to the legislature that we are trying to respond to their directives. I think that sometimes um the Salt Lake City School District gets singled out by the legislature and in this instance I think that it's helpful to show that we are um responding and that we're grappling with this trying to understand how

151that we how we can make this work in our district. Um, so having said that, um, as I looked at it, I agreed with you that, um, Salt Lake City School District is unique. Its community is different. And yes, there are other urban areas, but even with those urban areas, Salt Lake City School District is different in the sense that it's the capital city. We have these other resources, the University of Utah and all of these other learning institutions. I think that it is valuable for us to be demonstrating that we are trying to incorporate a community effort in addressing what we as the Salt Lake City community identify with as a portrait of a graduate because I think that there are community bodies out there that want to support us in this and I'm

152not going to get on my soapbox, but this will go back to where I talk about. I think it would be valuable for us as a board to consider that community involvement committee that I refer to, you know, in other instances. I certainly appreciate the concerns that board member Romano and Anderson um suggest with no, I don't want to duplicate what's already out there. Is there a way that we can use that and for lack of a better word massage it or um take pieces from it and then contribute our part? I am concerned about well like the $30,000 that went to the Dniki index and those sorts of things, but I'm thinking that we can figure out how to use the portrait of a graduate to reflect our strategic plan, the dignity index, those

153other um initiatives that you're referring to in that portrait of a graduate. And I have to say I think that it's really valuable for us to be okay. We've got Granite out there that's showing. We've got Jordan Canyons. They have theirs. Murray has theirs. I think it's valuable for Salt Lake City to weigh in and to show that no, we are aware of this. We are trying to respond to your requests. Utah State Board of Education, Utah State Legislature. Yeah, and if I can add one thing, um, we have the advantage that many districts not only in the state of Utah but nationwide have developed these portrait of a graduates or profiles of graduates. And so we could we certainly have an advantage. We could learn from their pitfalls or false starts um and do

154things a little bit um different. So then it accelerates the process and we could also be more cognizant about the resources and how we use those resources and be mindful of that as we continue the evolution. Now because this takes time, it's hard to say what it will look like in a year from now or two years from now, but we're hoping that um if we learn from other districts and what they develop that it wouldn't take that long. Let me just check with other board members who might want to speak in the first round. Um I saw Amanda and Charlotte. >> Um I I do want to state that I also have had concerns about duplication. Um I hear what Brian's saying. I think the comments that you made are very um valid and

155I can get behind those comments for sure. Um I think there's there's a lot of validity to that considering what we've dealt with. um and a lot of parameters. Um I was kind of looking at uh so I reviewed your presentation. I popped over to USB's um breakdown of the porch of graduate and some of their like links into it. Um and they talked about performance-based learning. And so I'm trying to do better at learning about performance-based learning and how that works and how we actually um can properly assess the kids. um when we also have to use standardized testing to meet the state's testing requirements and then our requirements and such. So that's probably more down the line, but that's a piece that I I truly really like love actually love the concept of

156performance-based um learning for various reasons. Um, so we got to flesh that piece out at some point in a lot of our conversations. Um, I am curious. Well, I think this is deep diving into it too soon considering we have so many like are we going to do it? Um, let me get through. Maybe I don't have much to say because you guys already said a lot of great things. Um, I one suggestion on like the presentation. um you had a proposed condition for learning um list and uh one of the things if we go down that path I would actually add a a suggestion that we should also let me get to it. Where was it? Um sorry I'm not there. This was a long thingy. >> That was me. I forgot to turn

157myself off. [laughter] [gasps] >> So basically in the you've got the conditions for learning there was a lot of different like suggested pieces to that. Um and what my suggestion would be also to add in there assume all in capital all students are able to learn. Um that's a a a critical piece that um I feel is necessary in this um if we head down this path or just education in general is we need to start with that basic assumption that all of our students are capable of learning so we can give them all an opportunity to learn. So I guess um you guys have all flushed out a lot of my concerns and what direction we head in it. I don't have overly strong feelings. Um, but I Brian, as you kind of talked

158about your piece, I leaning a little bit more in your direction just personally because I feel like um there's a lot of things we have to consider as we're considering this piece. >> Thank you. Thank you, >> Charlotte. >> Okay. Yeah, I was thinking well um I agree with board member Romano about having that the that thread that common thread throughout our whole all all of our classrooms all of our um >> initiatives and uh it's similar to the CNA how they do their their we are. So, I mean, that's it's it's throughout their whole um all of the work that all of the teaching that they're doing. And so, I imagine that's kind of is that what we're doing kind of on a district level. So similarly I I have to confess I didn't

159know much about the CNA program until today and everything they were saying I'm like oh that sounds very much like portrait of a student right at the elementary level or the middle school level where they have identified specific >> knowledge skills and dispositions and outcomes that they're working. Yeah. If we can somehow tie all these pieces together. >> Yeah. Any other board members in the first round? Maya or Bryce? >> Okay, moving to the second with Annie. >> Yeah, I I'll just say um to sum up because I had some, you know, I was voicing some internal conflict on [laughter] this. Um yeah, and I would just say I support moving forward, but I would say a very limited streamlined approach leaning largely on what the state board has already put forward. I don't think

160we need redundancy. We've already done a lot of these things. The state has done a lot of these things. Other districts have done a lot of these things. But I do really agree with the importance of our district having our our own unique um portrait of graduate that reflects our our student body and our community as well. like board member Jensen said, >> Ashley, >> um I acknowledge that our regular student board member is supportive of doing this and I'm curious before we conclude if our alternate board member has an opinion, but I'll just say again that I'm much more open to approving the kind of community group that board member Jensen has raised multiple times and better aligning our resources to fund the competencies that we've already voted to identify that we want students

161to have. When we voted on the strategic plan, we talked about it for more than a year. We've already done the work to say what we want students to be able to achieve. And now it's just an issue in my opinion of resource alignment. And I am curious that if we are being asked to approve this in the next couple of weeks, if a budget's going to be provided before we do that, so we know that funding is not a negative tradeoff um considered by some of our constituencies. Um, before you answer that question, um, or we see if our student board member has an opinion, I did also want to invite everyone here, I don't know if you've looked at the USB's materials. There's a substantial number of materials and student rubrics that already

162exist at no cost. And while certainly I think our district is unique. I think everyone would say that about the district that they they work in. I do think people would be surprised at how comprehensive the existing materials are. And I'm struggling to think of an example where I don't see something about our district that's captured there that would be so special, you know, that it would constitute extra work, extra printing costs, time away from the instructional needs of students. And so I would encourage people to look at that. But, you know, just to go back to the question, will a budget be provided before we're asked to approve this? >> Yeah, I could work with Alan on that >> if I may. Go ahead. I just want to talk a little bit about about

163budgets in the process. So we've talked about these printing costs for portrait of a graduate. So like schools, district departments also receive a budget at the beginning of the year and how they spend that budget is dependent on what that particular department needs to do. So, I want to clarify that the printing cost for port for whether it's portrait of a graduate or or um >> dignity index came from those departments budgets. It wasn't a hey, I have $30,000. We could either put it in the classroom or we could do this with it. No, those budgets were already preset and that department decided to do that particular item with their budget. That would be the same with this. there's a certain budget and if your printing costs um fall within your budget and that's what

164you want to do with the budget then that's the decision-making process of that department. Um the only time we'd ever bring anything to the board is we need a new revenue source for this but the existing budget as spent is determined by the department head much like at the school level their budgets are determined at the school level. So because this is a cross department effort, what department would pay for it? >> Uh usually everything has a of a lead and since um Dr. Reese is presenting, I'm assuming she's the lead on this so it would come out of her department budget. >> And I guess what I would say is if I was a teacher looking at like 30k of printing expenditures and I said, "Oh, that department has 30K to spend." I would

165be asking to relook at that department budget rather than saying we budgeted for it. I think that is what a common teacher response would be. So I think your response is saying what it usually is which is like look we haven't mismanaged money in some way. We followed all the directions. We've brought things to the board and I think what we're hearing is there's considered to be a negative tradeoff. I continue to do this gesture which is [laughter] I think I think it's a real problem but there's a tradeoff. um between what is a wise expense and what is not whether or not we budgeted for it correctly. So I think that's a really good um clarifying point. And I still think it would help because ultimately the people we want to buy into this

166are the people who we represent who are communicating to us that they don't see a financial value in doing things like printing up our values. They see a value in aligning resources that support our values in the classroom. So what I'm suggesting is if we looked at a budget, it wouldn't mean you don't have the money for it in the office, it would mean is that money worth spending in that office or are there instructional ports supports where we need to redirect that money to align with the strategic plan which we've already unanimously supported. Yeah, I would echo that. Just um it's not whether we did it and it was above board, it's should we continue doing that and certainly that's something that we'll study and review. We don't want to spend resources where could

167be allocated elsewhere. So, we'll look at that. Um to answer to your previous comment, may I >> Oh, yeah. Um, so in looking at the USB, this is another point I wanted to make because in looking at the USB portrait of a graduate, there are a lot of great resources, but they also have 13 indicators. That is a lot for anyone to implement. And the reason why I don't know a district statewide that has actually adopted it and I keep looking and it's because of how comprehensive it is. Now on the one hand being comprehensive is a good thing, right? gives you a a menu of things that could potentially people can adopt, but in its entirety, I don't know that is in our best interest to implement something that is so um that is

168that large. I think sometimes less is more and if we could create something that is simple um that families, community members, students can quickly um understand uh and teachers can quickly implement and integrate into their classroom practices. I think the the better for us. But again, my perspective. >> Thank you, Dr. Ruiz. Student board member Chris. Um I'm coming I understand both sides but as from the perspective as a student um I'm curious as to who this portrait is really for whether it's for like district teachers or students um and in the perspective of a student I don't really believe that it's the most useful thing coming from last year we had the dignity index it was something um that our teachers our principles talked a lot about a lot of flyers a lot of

169pamphlets that kind of stuff um and I just don't think that it's something that the students give a lot of thought to. Um, students don't really need this in my opinion. I don't think it's something that benefits us greatly. And I think if we could take the resources that were used um to make this index and put it into other things in the school, I think that would be more beneficial. Um because I think we already have a lot of these types of things like the dignity the dignity index and things that are previously mentioned. I don't think that it's the most beneficial for students specifically. >> Thank you. >> Any other comments? >> Yes. I would be curious from our student board member, not to put you on the spot, but um given your

170perspective and obviously you're bringing up some very um strong valid concerns, have you um put are you aware of uh what things you feel like would be beneficial to students? What things would motivate students um and help them succeed more, get more of our students to graduate and attend and want to be at school? Honestly, I I don't have like a concrete answer. Um I think it depends on the school, the types of students. Like there will be different motivators for IB students um compared to like AP students or concurrent enrollments. I think it's different for every group of students, every um class, every every school. But I think um kind of just the idea of like the a graduate like the portrait of a graduate isn't really motivating to a lot of students. Um

171I think I I can I think I can pull from a lot of different um groups of students. I'm an IB. I've done APs. I'm friends with honors kids like all type of kids from the whole school. And I just don't think that this is something that would motivate kids to really try to like excel in school. So I think it depends on the group, but this isn't the thing that kids would look for to mo for motivation. >> Okay, seeing no other comments, um I'll go ahead and take some time um and kind of direct this question to you, Dr. Grant, and to Dr. Ruiz. um knowing that we're not making any decisions tonight, right? We've had a really good discussion. Um I guess just in anticipating our next discussion um as the the

172memo outlines and we've talked about tonight, I'm hearing a lot of stuff from the board about not wanting to duplicate services. How do we streamline this? How do we attach a specific budget to it or even just an idea or estimate of what a budget could look like? Relevance. Um who's requesting this? Right? our our state board, the state legislature. Um, and then the value, what does it mean to teachers? What does it mean to students? Um, what does it mean to us as a board? Dr. Grant and Dr. Ree, do you feel like all of this conversation and some of these requests and the summary that I gave could be captured in that next presentation and discussion before we make a decision? >> Um, yes, it might be a really long memo. [laughter] >>

173Um, study session. No, we just have it a discussion item because because there's been so much concern about this, we wanted to just get board approval, right, to move forward. Um, so I think um it was interesting today. I had superintendent meetings up at the Capitol. We held the state superintendent meet. >> We had a meeting up at the capital. the budget folks were there presenting and they [clears throat] essentially said and um one of the legislators said it would be really helpful to know what we're trying to create in our students in 15 years so that we can start aligning our resources toward that. And I thought it was fascinating that they didn't have a clear sense of what we're trying to create in 15 years in our students. I actually think this kind

174of work creates that vision of what we want and and it's about then what we're trying to build in our classrooms. We've got goals of attendance. We've got goals of literacy and college and career pathways. we add on to those something like the performance um indicators that we have in CNA or we add on things about what we want for a well-versed tech knowledge right to enter an AI world so that then we start thinking about other things that we're teaching in classrooms collaboration we're teaching dignity we're teaching um how to work together in groups and things like that that are just become part of the instructional framework that we set up in the district. So all of this kind of has that larger and more fine grained picture of what we're trying to accomplish

175over the years. I think trying to capture that in a memo and getting all that might come up short with what we're able to provide, but can try and describe some of that >> in um a next version. >> Point of clarification. Yes. >> Um, I just wanted to offer that Dr. Grant, you mentioned there was some concern about this and I wanted to point out that it wasn't concern about this so much as the last directive from the board in an open public meeting was that any future iteration of a portrait of a graduate needed to be approved by the board. So, I just wanted to say there are not concerns about this. It was the last action made by the board to ensure that there was board discussion and approval prior to moving

176forward with a project like this. really quick, Charlotte. >> Okay. Um, as I was thinking, listening to our vision of uh the portrait of a graduate, I just feel like all the our students are so diverse and and have different visions for themselves. And that's what we do as a district. We offer a lot of choice, right? and and we've heard from some great about great choices here. I mean, all of the different um uh sorry, what are the programs? Yes, school optional programs. Um because I remember there was a kid, you know, when my kids were at West and there were lots of different choices. One would say theory of knowledge, that's the stupidest thing I've ever heard of. It's a waste of time. I want to do concurrent enrollment and he did and

177he had two years of college credit but another person is more theoretical like I I tend to be you know I want to think about things and so that's very important too I just think it's going to be a little tricky to hone in on what that exact portrait of a graduate is when we're so diverse but what if students could envision at like at an early stage what they want to be like what what kind of graduate do they want to be like you know I think that's more important >> yeah and I have to agree with you that's part of the process is that students are involved from the very beginning now another piece to think about in that same conversation is that although our students are unique and diverse which is what

178we're trying to capture here. We also look at what future employers are looking for in our graduates and are we preparing them for that? You know, whether is entering a tech world or um whatever they may choose to do, right? Um and those show in the research to be pretty crosscutting um across different industries. they tend to look for specific set of uh skills and these positions uh in the people they're wanting to hire. So that's another part of this conversation that we look at. >> Okay. >> And and I did see uh really quick because we have to move on to the next. >> Yeah. I just wanted to say I do think um if we're looking at it from a student perspective, it's hard to see kind of the value because of the

179individual students and their different visions. But I do think what um Superintendent Grant said is very important that possibly this is more the value is more for us at a district level for us for staff faculty to understand this is what we're doing. This is what we're creating and as a response to the legislature saying this is what we're going to do and then they can know [laughter] Yes, >> I'll make this very brief, but in that presentation and as I was reviewing it, you also referred to the possibility of having a couple of board members participate in that. And I think that that would be, you know, valuable to have that sort of perspective from from us. So, we may need to look at who would take on that task. Um, that might be

180something that we could have in the discussion. >> Thank you, Dr. Ruiz and Dr. Grant. Do you both feel like based on the conversation, the summaries that you got a clear sense of what we'll be bringing back? >> Yeah. >> Yes. Thank you. I think the only piece I would like to clarify part of the request and it may be putting the car before the horse. I don't know if we're there yet, but understanding what level of engagement um because we provided three options. You want us to give us like touch points or do you want to participate which is what um board member Jensen just provided or will that come in the next conversation on the 18? or two of those or something. >> Yeah, >> I think that would come in the next

181discussion. >> Okay, >> great. >> Thank you, Dr. Elise. >> All right, let's move on to our third item on the reports agenda, which is a construction update. Um, we'll invite Isaac Ael up uh to give us the presentation. Anything you want to add, Dr. just that um I think we'd let you know that Isaac's also going to give us an update on the open classroom situation there and I think has some really important information to share so the board understands what has been done. >> Thanks. >> Good evening [clears throat] board members. Uh first of all I'd like to talk about the high school uh projects that we've been undertaking. um West High. Uh we are this is a a site plan of the current plan for the the high school. Um as you're

182aware, we've been working with the city on several concerns that were brought to our attention. >> You pull that mic a little closer to you there. >> Sorry. >> Thanks. >> Yep. Um so we've been working with the city's departments to talk about several concerns. Um we're waiting for the final report from transportation. and unfortunately the transportation director left last week. But in our fin in our final communication with him is that he he told us which staff members we're working with and had uh positively uh reinforced our plan. Um the decision hasn't been finally made yet, but that that was the positive input we heard from them on what we're doing and designing. Along with that, I want you to know that we've we've worked with UD do uh currently on that side of

183the property. We have six inlets from 300 West. Um based on distances and um requirements that they they require. Um it looks like we were they've given the nod for us to have another uh cutout on Third West on the east side. Um the problem is we don't have enough uh footage to have an in andout on that side. So, we're investigating an opportunity to exit from the far south parking lot down the south side of the building out onto 300 West to reduce the number of vehicles that go onto 200 West. >> Uh, but we have uh Dr. Grant has uh communicated with some uh board or some council members of our progress on that council >> member Wharton. >> Yeah. Um so hopefully we'll be looking at that. But I share that first

184because we are starting our utility site package work uh next week. Uh they're mobilizing this week. We got our uh our uh cost estimate. The exciting news is we're almost 2 million under what our budget was for this first portion. So, yay. >> One a positive this week, which we've really needed. >> Um Highland Height >> add on there, Isaac. I think it's important because board member Anderson particularly and um board member Williams were helping us with this with council member Wharton. We had sent him a list of things we had agreed to. He wanted to clarify um that we were agreeing to plant uh more mature trees and I said yes we are >> two to three year old trees is what our plan is on that and more of them than we had

185originally showed in the drawings. The second thing he wanted to know is that the northern part of the parking lot, the larger parking lot there next to the school, um was designated for faculty and staff and and we said yes to that. The third thing he wanted to know was whether or not we were limiting student parking. [snorts] Our answer to trying to limit student parking. So, we have the southern part of that lot would be designated to students. Um, we could cut out some stalls to limit parking, but our idea of limiting traffic is trying to create that exit onto Third West so that you only have the entering traffic. So, essentially, we're cutting the student traffic in half if we're able to create that exit onto Third West. So, in that way, um,

186we're hoping that the city council sees that. Um, and we're, you know, we're trying to find out >> [snorts] >> a couple of things with before confirming that we can actually use that exit. >> Yes. >> Um some engineering schematics as well as the property line with uh a business there. But um so that was our plan and a followup with um council member Wharton. >> Thank you, Dr. Grant. uh Highland uh most recent site plan for Highland uh is attached. Uh again, we've met with the city transportation department. They have given us positive feedback on this. Uh we're doing everything we can to minimize uh impact to the neighborhood. We are uh in overall we will increase parking by just over 100 stalls. Uh we're separating faculty from students to eliminate some challenges there.

187Um and we're diverting uh entrance and exits throughout the uh site plan. So they've been positive about that and um we're moving forward with that plan. Um Highland, just an update before I get to the next. Um because of the the status we're in in this design, we have put off the uh the work to be done for the temporary fields for Highland High for next spring. So that that's why I didn't include that on this. It just made the rest of it too small. So, but we are progressing on that. It's they're in design right now. >> Um >> while we're on highway >> quickly. Yes. >> Is it okay? >> That will count for your first round of time though. >> If it's not that long, does it have to count for the

188whole time? >> Not the whole time, but the three minutes. >> Just two things for Highland. Um one, I'm looking at the district website. It looks like the last time that it was updated um on the Highland rebuild was September 10th and obviously we're at November 3rd. So I presume that obviously we're doing an update here, but there could be an opportunity to post a fresh update on that Highland High and potentially the other rebuilds. Um and then secondly, um just it's a point that I wanted to hit while we're here. Um and we've talked a lot about community input and our input and stuff. Um, but just I guess an ask out there is re looking at that access from that top level parking down to the football field and seeing if there are

189um some alternative approaches for our individuals with mobility challenges. Like I don't know if from the fieldhouse there could be an elevator access from the exterior that goes down into the parking garage if I'm thinking about the right thing. like some kind of exterior elevator that drops down to the parking area underneath that then leads directly out to the football field versus having to go around to the other section that's not as bad as what it currently is. And then secondly, I I guess I'm not in the microwave phone. Sorry. Um the way that that's laid out, I wanted clarity. Whenever I was at the unified sports, um the buses had to actually go over to Sugar House Park um to do the drop offs and pickups for the kids um that were differently aabled

190and because of the current access issues. So the path that leads to the under uh ground parking for faculty, can buses actually go down there and drop off students, especially for our unified sports down to that football field as well or do we need to kind of rethink that so that that capability exists that is currently a challenge? So the the plan of the site plan there is that um roundabout at the bottom which it that's large enough for a a bus to do a turnaround or a fire truck to pull down turn around as well. Um as far as your first question of having an elevator something to get those individuals down there. unfortunately that we we changed the front of it where those with uh mobility challenges that would like to participate closer

191or potentially on the field, we've provided additional parking down there so that they'll be able to access that parking garage and get straight to the front level of the bleachers. Um but anybody that's at the top, there's two options for them. But both of those are uh through the RAM. >> So it be about proper signage so that people can know the different options. Yep. >> Thank you. >> Yep. >> Thank you. Um Glendel, uh uh these are just a few photos of what was there the uh [snorts] early last week. Um I don't want to get into the weeds of it, but there's a big process from uh uh sorry, I'm tired. >> Oh. [laughter] Um, so that to lay the asphalt, we then have to have a a time for the for it

192to off gas for us to put the liner on top of it. The temperatures are getting really difficult for us to work on that. So, this has been out there for a little while this week. As long as temperatures hold, we will be putting one layer of the the finishing on the track. Um, on the the photo to the left of the screen, you'll see a part of the demark. Uh there's one on each end of the end zone, which is where the the track and field uh non-track uh competitions are held. Um and then the the rest of the field will be installed over the winter time and then the uh building will be finished by early spring next year. Um I think that's it for that one. Um Rosewood Park. This is a

193site layout just to give you a good idea of what we're looking at. Um the top of the screen is north, west to the to your left. Um the baseball field was existing and then the softball field to the east. Uh that's what was the multi-use field that the city agreed to allow us to build this facility on. Um I've got a few photos of the different uh fields, but we're making great progress over there right now. Um this is first is the Rosewood Park baseball field. The photo on the left is from outfield looking into the infield. Um it's hard to see, but about halfway through this uh photo that you'll see two lines in the grass. Uh that was the biggest improvement that we made to this area for the baseball. They had

194irrigation systems through there with a bunch of boxes and things that were trip hazards. We've removed all of that outside of the baseball field. So it's nothing but saw uh leveled out. And then also we've around both fields we've installed a safety area so they know that they're getting close to the fences so we don't have people running into it. Um both of these facilities are state-of-the-art uh meticulous uh design for for these teams um at a reasonable cost. We're staying within the budget that I presented previously. Um we're getting really tight, but we're doing everything we can to ensure that we're we're providing them what they need. uh community uh has we've heard from some community members uh positive and negative on this. Um but we appreciate Salt Lake City's efforts in coordinating with

195us and and working to get these done. Um so the the photo to the right, that's a photo of where uh the home team I'm sorry. Yeah, the home team um bullpen and dugouts will be. Uh the dugouts will be covered. There was a community concern about that because it doesn't show it very well in the design, but uh they'll have similar to what they have now, maybe not out of concrete, but they will have the same amenities. Um this is the softball field uh progress so far. We did a uh the picture on the left is from uh right field. Um and again, the safety area that we did a mow strip to make it easier for maintenance to mow and things around it. Um and the infield is in place. The photo on

196the right is uh from the baseball field looking at the the back stop of softball. Um in between these two we have some amazing trees that we've done everything we can to protect. Uh at the end of the trees there will be two batting cages and storage units for both both teams during the this temporary eight-year project. Um [laughter] again we we can't thank the city enough. Uh I'll uh Kyle Shields specifically, he's the parks manager over that area and his him and his team have been phen phenomenal. >> Great. >> Uh Clayton and Dworth I mentioned um again these are just the uh site layouts I showed you guys previously. Uh one one challenge we've run into is at Clayton uh you'll see the uh rectangular squares in the bottom lefthand corner. The yellow

197and red were where we were asked to look at putting them. challenge is is basically behind Can everyone see my >> Yeah. Yeah. >> Okay. From the from the left of my my marker um that is a retention area and it drops about three and a half ft from the rest of that field. Um and it's a storm drain area so it's near impossible for us to put it there. Uh if you recall the fir the original suggestion was to do it where the original back stop is right now. We heard loud and clear that that we we don't want to block off for the students to get onto the fields. Um so we're uh we're doing design work to look how that will affect from right there. Um if there's any concerns with that,

198we'll come back and talk more about it. >> Jensen. [clears throat] >> Well, it it appears like we're like raising questions as we go through these. So I just wanted to take an opportunity here. Um, so you're telling me that you're still trying to figure out how to do this? >> No. >> Um, are you proceeding because I am getting significant community feedback with the concern of putting these softball fields at Clayton. So the impact that it's having on student PE classes um and then individuals in the community back to my community involvement committee who are saying well we have contacted like the avenues there's like a baseball league there and then there's I'm trying to city >> sunny side >> okay and those different communities are saying, "Well, we could share fields with you."

199So, I'm anxious about [clears throat] us proceeding with this when the community is messaging anyway. I'm getting messages that there may be a better solution on where to have those temporary fields. So, um, to to answer the question, uh, when I say design, they're just designing laying out to make sure that we're marking what the materials are, where there's irrigation in those areas, what are we going to have to adjust, things like that. Not is it workable there. Um the uh again I just want to reiterate you know we initially the original suggestion was from the back stop and then the second suggestion is where the black and white are but we heard feedback saying can you look at extending it out so it doesn't affect those fields as much. So we went back and

200looked at that to see if there was a way to incorporate that storm drain area but it's it there's no way for us to do that. Um, so again that the white the black and white represent what I have the architects drawing right now. Um, as far as the concerns of the community, I hear you loud and clear. I've heard them loud and clear. The challenge is is we don't have an ideal spot. This is a temporary thing. And when I say temporary, we're talking no more than two seasons for these teams. Um the challenge is is I've received input from across the valley, you know, but it's not, you know, and and and I'm not saying that they're not valid suggestions, but many of them are repetitive of things we already looked at. Why

201not why not the city fields? Well, because we've already talked to the city and those are already committed to the entities that there some of the entities that you've referred to. There's other there's other places that are great to do, but um I mean one of the suggestions if I reme if I remember right was like 33rd east and 4,500 South that's not even in our district. So trying to find a place that's g going to get our students there and back on a daily basis regular though there's some things that I may be maybe I'm taking too too much of a lead step on that but I'm saying that's unreasonable. There's no way we're going to be able to coordinate that. We're struggling to figure out how we're going to get students two miles

202from their current school, let alone, you know, six or seven miles from their current school. >> Okay. I hadn't heard about the 33rd. >> No. And and there's many suggestions out there, you know. I mean, there's been, well, why don't you share with the other fields? But again, I want to be clear. I'm I'm trying to proceed with what was agreed upon by the board. I'm I'm not trying to I I'm not trying to make it more difficult, but I just want to I just want to air that we do hear the the input. Okay. >> Um some of them are from in school and some of them are from out of school, but I'm trying to proceed with the direction that was voted on and approved to ensure that we we meet the timelines

203that we have. >> Um Ashley and then Amanda, >> was this the last slide? >> No. >> Then you know what? I'm just going to wait until we're all done. But even though my comments add on to Brian's >> Okay, Annie has her hand up, but my my question is specific to Clayton, so I wanted to chime in while we were here, but go ahead. >> Um, yeah, my question spec I just want to clarify. So, you're proceeding with what was voted on before this was voted on. I'm new, so I'll just claim that innocence. But you you already discussed with the city the availability of the fields, and it didn't align with the district needs. >> Yes. >> Okay. and and the city was really great in our conversations. We we identified a lot

204of different things. We identified different places and they've already have long-term commitments with other clubs, entities, county, uh intramural sports, all sorts of things that those other other facilities were not available. >> Okay. Thank you. >> May I add a little bit to this, Clayton? If you um so we're looking at the field where the two white pieces are. That's currently a lacrosse field. Um to the right of that where there's a single yellow piece and the current back stop that's currently a soccer field. >> The soccer field is used for soccer classes in the school. They don't teach lacrosse. Lacrosse is only used as a rental >> after school. >> So our idea of trying to put the [snorts] in that area may affect some rentals, but doesn't affect the PE program at Clayton.

205It takes up a little bit of space and it'll have some dirt there. Um, so it limits some play area, but it doesn't limit their primary soccer field there. Um, >> and the entire space is available for Clayton School to use despite a portion of it being dirt outside of the practice and base practice and game schedule after school. Yeah. And that that was where I was going to lead with that because I received the same email from the Clayton constituent. Um that's the PE teacher. Is that maybe wrong term? Um teacher there that was concerned basically what's happening during the day. So I would presume that and correct me if I'm wrong. You know, like you just emphasized, practices and the games were happening outside of school time. So that piece should mitigate a

206lot of the concerns that that individual brought up. And then I guess um while construction's is there a way to ensure that construction is either done where it minimally or doesn't impact during when school's in session. So that can kind of mitigate. >> So the the plan of the construction will start next summer and hopefully be completed before school starts in the fall. Okay. So if we ideally happens in that regard, it should also resolve that concern as well, >> right? >> So hopefully most of if not all of the concerns that that individual brought up >> um may not be of concern if they're able to access the fields during the day however they want. And then we've got it available for our baseball team during the evenings for their practices and such. >>

207Yes. >> Thank you. >> Oh. So currently does Clayton Well, they don't play any kind of softball or baseball there? >> No. >> Okay. And do you think they will in the future after these fields, the temporary fields are not in use? >> I am not There's a lot of other people that could probably give you a better educated answer. >> Okay. But we're building a fairly decent facility that I think will encourage people that they're going to see an activity going on and it's gonna get people to be excited about it and think, "Oh, I've never thought about that. Maybe I will do that." >> There is a back stop there. It's right in the corner by the building and it blocks things off. >> But obviously, we've we've got the resources there if

208they want to use it. Again, I know none of this is ideal. Uh yeah, >> when when we talk about affecting the high schools, this is affecting the district. This isn't a Okay, we're going to pick on West and High. We're I'm picking on everybody evenly. >> Yeah. Uh what about renting Cottonwood Complex? Like just having seeing if the softball team could use that for two years. That's what our softball team did at South High School. Really? Yeah. The Cottonwood Complex. >> Yes. >> For for games. Now, we just practiced on a grass field. [laughter] >> I [clears throat] >> most you know, >> I've been >> we've been focused on moving forward with what was approved by the board. >> I know. >> And not continue to ask these questions because >> I I

209hate bringing it up, but I got pretty emotional. And it wasn't because my feelings were hurt. It was because I'm >> emotionally taxed with trying to find the best options. And >> I'm not I know I'm not all I'm not the smartest person in the room. I'm trying to provide the information for you guys to make the best decision and then ensure that I can have everything in place and planned out so it can so we can execute and be ready for the season when it's needed um and affect minimal as possible during that construction zone time. >> We appreciate you. >> You have a huge job right now, a lot on your shoulders. So, but I mean if Anyway, >> my god, >> I'm not doing that on purpose. I just want to say

210are is the next slide the different topics like open classroom all that then in that case I am going to just ask my questions now even though I'm curious >> about open classroom. I think in general there's some confusion by the impacted teams that the board is going to vote to approve like every single item like we will decide if the dugouts are covered. We will decide what time the bus picks up students to take them to practice. that kind of thing, right? And that leads to a lot of frustration because people then get bounced back and forth between the athletic director, the coach, the abstract district office that's over here, the board member, back to the district office, back to the athletic director. And I think I want to clarify that what we approved

211were like you said general locations and the estimated total cost. But can you clarify generally for families and faculty and staff who are impacted by these changes? What is the best place to direct their questions that won't just ping pong them back to the board? >> The best is to go to the construction website. I believe most of it is just comments construct at construction or something like that. comments at construction to get comments on the construction site >> there. There is a comment section identified there and we encourage everybody to go there. Uh Jason Olsen in communication gets those and then we try and get the answers and send back through one person so we're not um bouncing people. So, because Jason in communications is doing it, it doesn't matter if the question is

212about irrigation or transportation. Any kind of question would go to that portal because a lot of these questions, like I've pointed out before, are athletic questions. They are not something that I mean, you could answer my questions about baseball. >> Um, did you have a team in the World Series that you were supporting? No. >> Okay. Unfortunately, I could answer those questions, right, about the sports and you shared that, but you don't oversee athletics in the district. So whether the question is about construction or athletics, they go to the same place. >> So if it has to do with construction, they go to this location. If it has to do with the aual athletics, uh we actually had a meeting just the other day and we're having further conversations with the athletic directors and principles

213to ensure that they have the information they need to answer. And if they have any followup, they are coming to to myself or Jason. Um the goal is is that they're going through their local athletic department to deal with those things. Now I I will say broadly that um a lot of the questions are well what are you getting at the facilities and the number one question is transportation. Facilities were taking what they have at their current location and trying to recreate that in the most economical way possible. So dugouts don't have concrete walls all the way around them. They're made out of metal covered with uh sheeting. Um but it's a a good safe space for them that's going to last for the time while while they're there. Now uh transportation, you know, we

214don't have a magic wand that's going to fix everything. We've told the athletic departments that it's the team's responsibility [clears throat] to get transportation the schedule of what they're going to need. We're not able to just say, "Okay, we're going to have a bus that's going to drive four times a day from this location to this location." We don't have the resources. So, we're asking them the coaches and the athletic directors to provide that information to us so we can create a schedule and make sure we have the drivers when and where they need them. But that is on the responsibility of the school entity to communicate with us and do that. Um I [sighs] that we're asking them to do a lot and I realize that. Um but I hear the same questions over

215and over again. So that's why we're trying to push some of that back. um with them and ensure that we have an FAQ for them to answer those things. >> Okay, that's that's really helpful just to know yeah, you know, whose roles and responsibilities there are. Um the other concern I'm hearing about the temporary sites in addition to transportation is safety. When things are like so far off of the campus, they're in a different neighborhood. There's different safety concerns. It's a public park in the case of Rosewood. Um are we responding to safety at all as a parent concern? So as far as as far as the safety aspect, we are providing a place that encompasses the a safe space for the students to participate in the sport and we'll work to make sure the

216transportation is there. We're also working with the athletic directors to make sure that their training staff for the the the medical staff is addressed, that we have people on site or nearby to respond to those issues. Now, when it comes to public safety, that is more of a call the police and res have them respond, not us providing safety. Uh because we don't do that now necessarily. Right. >> That's really helpful. Um the last thing is just to add on to what people are talking about with Clayton. I don't want to pile on because I know that it's been really difficult and I think at all times we've been trying to make the best decisions we can with the best available information. And the key is available information, right? You only know what city personnel

217respond and tell you. And then so sometimes in that same kind of pingpong situation, we get pingpongked back and forth between what we hear and when you push a little further, we find out the answers don't always match up. So sometimes it was like we we believe that a field wasn't big enough or that softball couldn't be played there because of the size, but then actually it can be played there with the size. And then we hear that it's not available because the leagues are using it. But the league presidents have said they're welcome to use it. Judge uses it. Judge uses it within an open rental portal. And that I'm talking about specifically Herman Franks in this instance. And so I think the reason we keep pushing, especially when there is a delay, is

218that it's a lot cheaper to use an open rental portal for two seasons than it is >> to build a site. And the second thing is we too rely on the best community information we have. And I think one issue continues to be um coordination between auxiliary services and the athletics side of this. So in the dialogue that was had um originally it seems like the PE teacher was very surprised this was happening at Clayton. And I think that kind of collaborative communication does not fall totally on your plate. It's a question for the superintendent which I've asked before. How are we ensuring that the parties that work directly with the students are getting information about the decisions that we've made so there's less surprise um from parents, from teachers that these rebuilds are happening,

219when they're happening, and kind of the consequences of them happening. >> One part of this is um there's a chain of leadership in the district and our people need to follow that chain of leadership. If the PE teacher doesn't know or has some concerns, the PE teacher works through the principal. The principal gets in touch with the area director and we answer the questions through a chain of leadership. What has so often happened is the board is very helpful to all the people who it gets emails from. So it becomes easy for community members to reach out to board members to get attention. um the PE teacher had not worked through the principal to get answers nor had that come up through the chain of leadership. So when that happens, we're actually unable to respond

220to it in the same in a rational kind of way because it's going outside of this chain that we could answer the question through the chain. So um on this, you know, Isaac's team's worked hard. already just talked about having conversations with principles in the area director or the athletic directors to kind of clean that up because you've raised this and it's an important thing to deal with. So, we are working to do that. But I also um would encourage um well, first of all, the people who work in the district know that in order to get things solved or to get questions answered, they need to work through the chain of leadership and we need to encourage them to do that. One thing I would say is that the chain works both ways. So

221I'm not asking about how the PE teacher reported it back up. I'm asking about why it was never reported down to the teacher because I think when we say, you know, you really have to solve this the correct way, it has a chilling effect on people who are just trying to share that they are surprised. And I think in this case, some faculty learned about this from parents um rather than it going down through the chain. So my question is not how do faculty and staff meaningfully share their concerns up to us. My concern is why wasn't it shared downward to them in the first place. The decision didn't rest with the PE teacher and um the decisions about where to place it. Isaac's been working on on trying to figure that out in the

222in the setting here. So, it's helpful to have the PE teachers comments, but those didn't get to Isaac. So, um, again, working up and down through that, I agree. Working down through that is important. And, um, Isaac's working now with the principal to get the information needed so they can share it with the community. >> I see that Dr. Taylor's raising his hand, but I wanted to say why I think it's really important that though the decision didn't rest with the PE teacher, >> I relied on the knowledge that this would not disrupt field access for kids at Clayton. And I don't represent every school boundary, but I do have a number of students who feed through the program we heard about today from NSING directly to Clayton. And it wasn't until they were there

223and learned about this that I knew the kinds of PE programs that they even run during lunch and after school. So I would say I don't know how this impacts Clayton until someone tells me. And once I know that it does impact them, I'm not talking about the PE teacher obviously can't decide the repercussions of this, but they are the number one person to ask about how the field is currently utilized. And I relied on information presented to us as the board of that this would not disrupt activities on the field. So then when I find out that in our decision it could disrupt activities on the field because I don't want to play flag football in the dirt, right? I want to know is it still accessible to play that game. This is feedback

224about the student experience. It's not about disputes between faculty who may or may not like our decisions. It's about can kids play this the leagues they play during lunch and after school every single day. That's my concern is the impact to students who attend Clayton during this. And it's why Dillworth the big point of conversation was this field is distinct from their playground, right? They're still going to be able to play. So my last question to you Isaac um before I see Lisan raised his hand is will this disrupt their flag football soccer all their kinds of leagues or can they play >> at Dworth >> at Clayton? >> Oh at Clayton. So Clayton it will affect their area of um rental space. Um, but the one of the differences at Clayton that we're doing

225is we're putting a temporary outfield that can be rolled up and rolled out so it doesn't affect that area because it it does actually go into the play area there. But by recognizing that we said, "Okay, we can put some posts in the ground or some in sets in the ground so they'll be able to just roll that fence out and then roll it back in and be done with it." So, >> that's helpful. Thank you. Y >> I saw Dr. Taylor, you had your hand up. Was it something that you wanted to address? Good evening everyone. >> I think the question that came up that we can speak to is the regular mode of communication by which we have information flow down from the district to the to the classroom or flow up from

226this incident. What we found to do was work with those impacted principles as part of their regular communication so they can provide updates to their staff about what changes take place and they can receive feedback from their staff and convey that up to the district. So this is one thing that did grow out of this conversation that we had this week. So we're looking at West Clayton as well as any other school that's impacted by these changes. >> Thank you. >> So just to clarify that's a new thing that you will be starting but in the past that has not been occurring. the communication has already gone out, but we looked at that as a result of this instance when we saw that there was a breach in communication to correct that. >> Okay. >>

227Thank you, Amanda. um just on that that train and kind of to well to Ashley's point in that conversation not specific to Clayton but in general a lot of the along the lines with what Grant you were talking about um but a lot of the issues that I receive from the um community when they're emailing me is generally because they've tried to communicate to the proper chain of command and they are just they whether it's a teacher whether it's a a parent, whatever it is, they've exhausted their options, they're not getting anywhere, and then they finally come to me. And that seems to be a consistent theme, not just isolated to Clayton and this construction project, but just I wanted to put some extra emphasis on it. It seems like we have a communication from

228top down so that um all the people whenever it's a board directive whether it's a district initiative whatever it is like that there's a clear communication chain down and a clear responsibility chain of command down on any particular task so that >> I'm not having somebody call to me saying I'm trying but nobody's giving answers and nobody's giving me responses and I don't really need a response to that. Sorry. Um, but I wanted to say one more thing. I have somebody 30 30 seconds. Um, and I think specific to Clayton, um, something that might have helped with that Clayton piece is I'm looking at the school website and this softball thing. It it just states that, uh, spring of 2027 completion of high school construction. it doesn't really give a lot more information for individuals

229that are interested in what's happening around the Clayton field or these other pieces that I can see and what I'm looking at. So maybe some extra um explanation as to exactly what you said that you're planning on doing it during the summer and hoping that'll be completed and then practice and whatnot will happen after school that might help also mitigate some of the frustrations or questions. >> Thank you. Sure. Real quick, John. >> Um, just so back to west, could you go back to the you were talking about cutouts. Can you explain that what that is? >> Yeah. So, um, along third 300 West right here. >> Uhhuh. >> There are currently there are six cutouts, but in current regulations with UD do, you're not supposed to have a cutout. >> Is that a driveway?

230>> Yeah, the driveway cutout. Um, it's the you're not supposed to have more than one of those every 350 feet. So, we're we're requesting a a an ex an exception to it, but because we we're there were six existing for old homes and things that were there, they're they're immunable to that request. So, and that that area that we're talking about is this right here. So, okay, pe people that parked in this parking lot specifically would be able to go out this way. Now, we're investigating that. There's several other challenges we're looking at there. The distance between the building and and the next property, the elevation change, and the requirements of what slope comes from the parking lot out into the road. There are certain limitations there, and we're trying to make that work. >>

231And I also have a question. We have a pedestrian bridge. Do we have any other pedestrian crossing on third west at all in in the middle of the block or >> the uh >> at grade level? >> There's a currently there's the cross uh hawk crossing right near where the the bridge is at and then there's one at the corner of uh >> is that where those dotted lines are or no? No, the dotted lines are showing the the bridge itself because that's a that's a different department with UD do that we're working with to get to work on approval of the clearance to place that over 300 West. >> Oh, okay. Okay. >> Will they be able to cross at the at the corners? >> Yeah. >> Okay. >> At the corners, the Hawk

232crossing and the bridge if if approved >> by you. >> Okay. Okay. Thanks. >> Okay. Okay, the last uh there were three topics. Uh I I'll expand more on open classroom on the next slide as well, but uh two other large projects we did this year. The Wasatch tunnel. Um this is just a picture of it in in phase when they uh chemically uh treated it and removed the old surface of it. We've then uh recoted it. It's nice bright white right now. Uh the contractor is supposed to come back and do some touchup on that. Um, but generally everything is done on that other than the hooks on the outside for the school to place banners that they've done in the past. And also uh inside the tunnel will be placing uh protective frames

233where they can come in, unlock those, place some art, and then lock that up so they can't be uh damaged. Um, safety locks. This has been a This started long before I got here. They've been working on it for years uh to upgrade the safety locks in all the schools. The last uh few were completed over fall break. Uh the last one to be completed was West High, uh Highland High, and I believe Highland Park was the other one that was on uh within our grant funds that we received for the safety grant this year. >> Are those um Sorry. Oh, I shouldn't be asking. >> Are those on exterior doors or interior? >> Classroom doors. >> Oh, classroom doors. Yeah. Thanks. >> Yep. And then open classroom. Um kind of want to go through

234this. This building was built in 1963. Okay. So, we're over 60 years old. Um it's had a myriad of challenges uh for a while. Uh when I started, we have the right after I started, we had a flood on the first floor that uh flooded downstairs. We had to do mitigation to address that. That was a portion of a water flood from overflowing urinals, not a sewer issue. >> Um uh that the valve didn't turn off, so it flooded all weekend and then we showed up Monday morning to address that. >> There's been several other uh concerns with that school of smells and noises and things. And I I want to assure everyone that as those come in, we investigate. In nearly every incident, we've been able to identify an issue and we've addressed those

235specifically over the last several months. Those included a a toilet that the wax seal had failed underneath it. So, we removed that and put a new seal in and then replaced the toilet. We had a P trap that uh had uh dried out and was damaged. We had replaced that. Um, we we uh have been investigating these smells and challenges for a while, but I want you to know that we don't fix something and walk away. We we try to triage every incident that we have. It's just like your car. If you have a noise, you don't just go in and buy a new one or well, most people don't just go in and buy a new one or replace the motor right away, right? We're trying to find the the things that add up

236to that. Uh this most recent incident started a little over a month ago. Um and we've had staff on site on a regular basis investigating smells. The challenges with these were that it was on and off. You'd go in in the morning, there's no smell. You'd come in in the afternoon, there's no no smell. One day the smell is at the end of one corridor and the next day it's at the top of the stairs of another corridor. We investigate those areas where we have sewage and things, but it's always not the same smell. we've we've shown up and uh you know at one point they're like well maybe it's the dumpster outside because it was pretty nasty. So we had that that pressure washed we we had a new dumpster installed. We uh pressure

237washed outside. The smell didn't happen for two or three days and then all of a sudden there's another smell that we have to address. We went in and uh with the principal and and others and um you know you find that oh well we're serving broccoli today and most everybody's smelling broccoli. We're not smelling a rotten egg smell. Um but uh we did find an issue. Uh the the pipe in this very tight corridor was cracked on the top and the ch the issue was is that the crack on it is on the top of it. So it's obviously not just draining all the time. Um there was a smaller blockage downstream. So when there was high use, it would come back and some of it would come out or it would push the gases

238up into the this uh corridor. Um there's this small picture right here and I just kind of want if you can see my uh arrow I want to explain right in front of this classroom right or right in front of this office there is a tunnel uh cutout to go down into the basement and the basement is a very small narrow corridor with multiple pipes in it. Uh we had a gentleman that he's very fit guy, but he's just over six foot and he weighs 160 pounds. He's really fit, right? He had to crawl um I lost it. He had to crawl from here up this way through the piping and stuff of a 30-inch area down another corridor down this way to another corridor where he finally could smell and identify what the issue

239was. So, uh, in this picture, you see this cutout in this floor that is cut out right here in this hallway right here. We had to do that because no one else besides him could access where this was at. So, this isn't an easy accessible, easy, oh, let's find out what, you know, issue. Now, this pipe is in bad shape. Okay. Uh, it it obviously is damaged and uh there was a mess down there. Uh when we identified this, they identified this early last week by doing smoke tests and then crawling through these nasty places. And I I say nasty because they're just underground and nobody's been down there for a long time. Uh when they found where the smoke was coming from, that's when we identified what it was. uh we notified the school,

240notified administration, came up with a plan that day, took effect, had the had the uh online learning day and I want I really want to uh compliment not only my team but the teachers of the school and the administration because this was a big feat. We we moved a school, opened up another school and had it functioning within 40 hours. >> Yeah. >> And everybody was helpful. Everybody was complimentary. Everybody was thankful that it was done and that they didn't have to deal with that anymore. >> Um, >> a round of applause. [applause] >> So, with that said, um, I want to explain a couple uh, I want to mention two things. Normally, in my experience, sewer lines and, um, storm drains, which is where I come from, public public works, those normally aren't investigated

241or inspected on a regular basis. You investigate those when there's an issue. When you find it, you fix it. we move on. Okay. So, it's not like we're ignoring this building. We've made I mean, I went through the work order list this year alone. We have over 60 uh items that we've addressed at this school, not to mention all the other schools. But with that said, second picture shows the guy the guys in mitigation suits down there removing the damaged pipe. The third picture is of the pipe itself once it was removed. This is a very small section. This section's I'm not trying to minimize this. It's an 8 foot long cast iron pipe that's cracked all the way along the top. And this is what it looks like. Um, I'm going to And I

242don't Is it okay to show a picture that's not on the presentation? Okay. This is that pipe today. >> Oh, I can't see it. >> Oh, it's very black. [laughter] >> Very dark. >> Maybe it looks like inside the pipe. It's nonexistent. >> It's fixed. [clears throat] >> It's fixed. But I just want >> in the crown, so it's really dark in there. >> Yeah. >> So, when did they replace it? >> So, we've been working on this. The contractors came in, started working on Wednesday to cut the floor. Thursday is when we actually started removing the damaged pipe. Friday, Saturday, Sunday, we had a a disaster cleanup company in there removing all the nasty stuff. Uh penetration, removing anything that was contaminated. This area is what I'm sure you guys have seen a picture

243of. >> It's still not there. I'm sorry. >> I'm sorry. >> Um anyway, this photo shows that the pipe is replaced. We've updated it with um PVC piping. Uh it'll last for a lot longer. Um we are doing I'm sorry, let me step back. So last week when we noticed the issue, we um brought our HVAC guys in. They did air testing. Um the the tests themselves are are uh focused on CO2, but um it also measures anything under 10 micron or two and a half micron. And um so this is the photo of where that pipe was. And below this, this is that section that was covered in a mess. If you saw that picture that was circulating, >> um so you can see the ground is dry. It's been treated. It's been cleaned

244up. Um there was a section that was dirt. They remediated that, removed all of that. They the chem the company has to do that through a professional manner. Um and all of that was done. So during the process, we did air testing last week. Nothing came back at part in outside of the healthy area for parts per millionth. Now that doesn't specify specific gases. It just measures things from the 10 the 10 micron level and the two and a half. 10 is particles that you can get in your nose and throat and normally get caught in your nose and throat. Two and a half are the things that get into your lungs. And none of those none none of the levels measured in multiple locations in the school came back as outside of the healthy

245parts per millionth. Okay. Um, interestingly through this, we had the health department show up at Hawthorne the day that we started or on Friday last week because they thought we had put the kids in a boarded up building that was falling apart. >> But, uh, they found it. It's in good condition. They checked everything. Uh we passed with flying colors of their their walkth through. Um they left us their cards. We've been communicating with them. They will be on site on Wednesday to do their testing. Uh we're not going to put anybody in the building until we get positive feedback from them. We also have State Risk that will be doing the same thing that day. So we'll have two different agencies that have the expertise in this to tell us if it's safe or

246not. Um, in the beginning of this when we talked about where we were going, Hawthorne was obviously the ideal location. We knew that there was a filming crew there. We immediately identified uh contacted them last week and said, "Look, we have an emergency. School comes first. We may not be allowed we may not be allowing you to come into the building the days that we've reserved with you." They've been very supportive and cooperative. We reach they've reached out again today. We told them, "Look, everything's looking good right now, but we can't give you a for sure until later this week." Um, their test, their filming is in a very small area of the building, and it has no regard to why we're moving students back to the building. Um, so I just want to reiterate,

247the health department is involved. They are coming to look at it. State Risk is going to do the same thing. Um, we're not trying to mitigate the issue. We're trying to fix it and move on. Um, we never want to put a kid in danger, a child in danger. Uh, the intent is to bring in our staff, do the things that we can, and and and if we don't have the expertise to do it, we bring in the people that do know what they're doing and are licensed in doing those things to ensure it's done properly. So, besides everything else that's happening right now, it looks like that we will be cleared to start testing tomorrow. our team will come in and they'll be replacing all of the filters in the entire school just to

248be sure. Um, we're going to run the systems to make sure everything's functioning and pushing air the way it should be. Then on Wednesday, those ENT agencies will be coming in to test for us. Once and if we have their approval, then we will um the currently the the goal is that the students would go to an online learning on Thursday and then move back into their school on Friday. But again, that's all based on the feedback from these agencies and the contractors to tell us yes, we're clear to go. >> Thank you, Isaac. >> My last my last slide said questions, but I don't think you need to see that. >> All right. Okay, >> thank you for that. Um, >> before we go to the questions, just as your timekeeper, those two buzzers

249that you have heard was telling us that we were getting close to our 3 hours then that we were at our 3 hours. We're now 25 minutes away from 4 hours. So, if you'll just keep that in mind with questions. Um, several of us are at have used up our first round minutes. So I would suggest we go to second round if we're going to have further questions. >> Yeah, that would be my suggestion to we'll go and start with second round. I saw Ashley and then >> I don't have a question for you Isaac, but I think it's more of a comment for my colleagues to consider that I think what this instance at open classroom showcases for me. First of course we've mentioned many times is the resilience of all of the people

250who in an adverse situation made valiant efforts to move to Hawthorne and those are super appreciated. But the second is a salient reminder that precinct 3 has some of the oldest buildings in our district. And as we look at the implications of emergency maintenance, I would share with all of my colleagues that this is one of the reasons I'm so fiscally cautious about capital expenses, including the decision to move the CTC away from essentially a free building um when we know we're going to have to rebuild an elementary school or more in the avenues in the coming years. I would really encourage all of us as a group as we follow the updates to this topic to remember that this could happen in your precinct and ask yourself what would the impacts be if there

251was not a space nearby that was open. What if it wasn't a charter where the kids are already handling their own transportation and what would you do in your community and how would they respond if school consolidation in your area was forced by a maintenance emergency instead of a G5 process? I think that the problems with aging buildings are not going to go away and especially in the areas of the district like mine that are aging rapidly and have upcoming very large projects with capital expenses. I think the way this has been handled is impressive, but we need to as a group think more seriously about how to manage our capital budget knowing this could happen in any area of the district. and we have serious needs in our elementary school buildings in different neighborhoods

252where there are simply not newer buildings for people to move into. So, I'm very appreciative of this update. I think it responds to the community concerns that were sent to auxiliary services, but I would offer that this is a a real case study in why I make some of the decisions I make and to think about how it could also happen in your area and have even broader impacts. >> Thank you, Ashley. And >> um I have two part. How are we communicating all of this? It sounds like there was some miscommunication or lack of communication earlier in public comment. The Iverson family were discussing things. Is there um a plan? >> Well, she's walking up. Yandre does have a proposal for to respond to. >> Okay. >> I will. Hello. Okay, here we go.

253Um, thank you for the question. Um, we on the day on Tuesday when the fractured pipe was discovered, we had a plan that we worked on and before school was out that day, there had been communication sent to families, a separate message to teachers, all in coordination with principal principal Craig Pitts at the school um to make sure everybody knew what steps we were going to take, what the issue was, and we outlined a general plan of the steps we were going to take to remediate the problem. Um, we followed up that communication on Friday. Made sure that things were moving along on the timeline we had been told. We confirmed that. We also let everyone know that we had taken air quality readings um before the maintenance started so that we we had a

254baseline level and we could compare before and after also to make sure that we were taking into account any additional mitigation that might be necessary. Um, and then there's a message that will be going out later tonight. I didn't want to send it before this report in case something different had come up. Um, but parents are being kept in the loop. We've talked to every news outlet who's made a request as well because we do want to be transparent. We want to push out information as broadly as we can. Um, and we'll continue to do that. If anything changes in the coming days with the timeline that Isaac's team is on, then we'll provide that update as well. Thank you. Um, just a follow-up question. This includes BA um, Kersley and also Isaac. um because

255this is a public charter school, how is our fiscal responsibility a little bit different in this building? >> So, I'll answer that. So, our agreement with um the OC Charter School and also Slicky. So, it's similar is that it's the district's responsibility to maintain the building in a in a functional manner. So, in this case, this needs to be fixed. This is a district expense because that's maintaining the building in a functional manner. If they want to paint it a different color, if they if they want to do some stuff that's cosmetic or just for their program, then they have to incur the costs out of their budget. >> Okay. I just think it's important for the public and parents and community members to know there's a different responsibility for a public charter school than

256a district neighborhood school. um in terms of our maintenance and funding, right? >> Yeah. And and along with that, we I mean, we treat them just like they're any other school as far as facilities goes. We I mean, we're responsible for the maintenance. We do an annual walkthrough with the principal to find out what their wants, needs, issues are. They're on our work order system. Uh we train and ensure their their uh custodial staff know what needs to happen, the process for that to happen. So, >> okay. So they're treated as any other elementary school would be although they're a public charter. >> Yeah. >> So my understanding though is because they're a public charter they have a little bit of a different financial structure generally. Correct. >> So an example we provide training to

257their custodian but they pay for their custodian. Okay. >> Right. >> Any other questions? >> Okay. Isaac, thank you so much for being with us tonight and for all of your work. Um, moving on into our discussion agenda. Um, we've got a few items there. Uh, the first two. Um, we're actually a little bit early. Um, usually we do this in January. Um, but with the addition of board member Romano, um, we felt like it was important to, um, bring the whole board up to a a specific standard that's outlined um, in these two trainings that we're about to receive. U. So, Miss Kindle, do you mind uh joining us at the table and and leading us through um these first two items? >> Well, unless someone wants to do me a solid and do

258a welltimed motion to postpone to a definite time, I guess I'm here. [laughter] And Dr. Hall indicated that the difference between the podium and the table is if you plan on being here less than an hour, it's the podium. So [laughter] that's where I'm at. >> Thank you for your honor. >> We're glad you're at the podium. >> We are glad you're at the podium. [laughter] >> Okay. Um so this is the training on the Utah's open and public meetings act um conflict of interest disclosure requirements and then the second half will be um a brief overview of parliamentary procedures. So for those of you who've gone through this um a lot of times um the open in public meetings act um training must be completed by all public governing body members. So that means

259you all elected officials. Um you have to do it yearly. Um and who provides it? Anyone the presiding officer deems appropriate. Um so I think someone else should be doing it but that's okay. um the presiding officer tracks it and then in this case um your business officer business uh administrator is responsible for um ensuring that it's reflected in the minutes. Um the office of the attorney general and county attorney are charged with um ensuring that training is done and enforcing any complaints they have that you all as a board have not received this training. Um and the statute is listed on the slide that outlines that. So the basic rule with open and public meetings act is to make the public aware of meetings. Um that requires at least 24 hours advanced notice of

260your board agenda. Um and it must include the date, time and location. Those public notices need to be posted not only on the Utah public notice website but also in our administrative building and on our website. Um, and you must also annually adopt Am I not speaking into the mic? I might sit at the table. Okay. Um, and you must also adopt a notice of um, your annual meetings. So, every year that's required as well. Um, as some of you may know, the last legislative session um, it became incumbent upon all elected school boards to allow public comment. There were several school districts that weren't having public comment in their meetings. Um and so there is now a bill that requires that. Um you all had of course always allowed public comment. Um but it

261did require the adoption of a policy. So that became included in your B2 administrative procedures. Um so um in terms of public comment um of course the public is welcome to attend and speak um but they don't have the right to disrupt your meetings. Um so um you have always the right to remove any person from a meeting if they willfully disrupt your meeting um to the extent that um the orderly conduct of your meetings is severely compromised. One of the things that legislation changed last year was that any commenters who um comply with your time, place, and manner restrictions um and germanine if they're speaking to a topic that's on your agenda or that's within the scope of your authority. Um [snorts] they will not by law have the intent to cause annoyance that's

262required for them to be found guilty of criminal trespass. So, um, as some of you may have seen on the news, there have been people who have come to public comment in other school districts. Um, and, um, they have tried to they have moved forward with trying to get those individuals cited for criminal trespass and that is now in the law that that will not occur. But you still do have the right to remove them. They just won't be cited. So, what is a meeting? As some of you who've been here for a while may know, um the definition of a meeting in the open and public meetings act used to exclude um social gatherings or chance encounters of board meetings. That was removed in the last legislative session. Um but the definition of a

263meeting was tightened up. So it is a gathering of a public body with a quorum present that is convened by an individual with the authority to convene the public body following the process provided by law for convening the public body for the express purpose of acting as a public body to receive public comment to deliberate or to take action. So, um, that definition in of of itself excludes sort of a chance or social gathering because those aren't convened, um, by your board president um, and you wouldn't be taking public comment about or deliberating or taking action in those chances. So, while those other pieces were excluded, you now have a better definition that helps determine what a meeting is. Um, however, you do need to be cautious when communicating with other board members um, especially

264um, by email or just group meetings. So, some of the questions to ask yourself are, are you communicating about official business? Are you going to be taking a vote on the matter? How many board members are involved in the communication? Is it a quorum? Um, I'll talk about rolling quorums next, but is there any evidence that you're trying to circumvent the spirit of the law, which is that all your communications should be transparent, open in a public meeting so that the public can hear what you're saying. And um, and if you have any question about whether or not your emails or text messages are public records, the answer is going to be yes, they are. So, um, just always know that your text messages and emails are subject to grandma. So, one of the things

265that we like to say is that you should exercise caution and that it could be a violation of the law if a majority of the board members participate in a conference call in which you're talking about board business and something that's going to be coming towards a vote. Um, there's such a thing as a serial meeting or a rolling quorum which is like, well, I'm going to call this person and then this person's going to call this person and you're trying to influence the vote by a series of communications. Um so um avoid using reply all or copying or forwarding to other board members. So we're not trying to discourage information sharing. Um this act is to discourage trying to influence a vote or not having a full and transparent discussion in an open board

266meeting. So one of the things that was recottified in the last legislative session as well is this section in the code which is predetermining public action is pro prohibiting the predetermining of public body action. So what it says is individuals constituting a quorum of a public body may not act together outside of a meeting in a concerted and deliberate way to predetermine an action to be taken by the public body at a meeting on a relevant matter. So that goes to what I was just talking about in terms of don't act in a way that um is going to predetermine a vote. One of the things that sometimes comes up and there's a little bit of confusion about is emergency meetings. Um people think, oh well this is an emergency. We have to you know

267invoke the emergency meeting sections of of the open and public meetings act. An emergency meeting is specifically for an instance in which you cannot give 24 hours advanced notice. So as long as you can give 24 hours advance public notice, we don't need to call it an emergency meeting. Um [laughter] so um in order to hold an emergency meeting again without 24 hours advanced notice, it must be an emergency obviously of an urgent nature during due to unforeseen circumstances. You have to attempt to notify all your board members. you must have the majority of the board approve holding the meeting. Um, and you must give as much notice as practicable in the situation. Um, within the past few years, there have been some differences coming up about electronic meetings. Um, so now the current definition

268under the law is that an electronic meeting is any meeting in which some or all of the board members participate electronically. Um so previously we used to have um one board member or two board members participate electronically. Um and under this definition of the law that would be considered an electronic meeting. Um so that is why sometimes on your well on all your agendas you'll see a little disclaimer that it could be considered an electronic meeting and that is because if one person has some sort of um unforeseen circumstance where they can't physically be here we needed to have this that disclaimer so they could still participate remotely. Um the law also says that if we were to hold um a board meeting in which all board members were participating electronically that we would not

269need to hold have a physical anchor location unless we had a specific request from the public at least 12 hours before the scheduled meeting time. So that's also a change because previously we always had to have a physical anchor location in which the public could come up. So no texting during board meetings. So um if you're texting about something that's occurring within the meeting with other board members that is a violation of the open and public meetings act. So um it does not conform with the statutes requirements that public that the public hear what your communications are. Obviously, they don't get to see what's on your text. So, do not do that. Closed meetings. Um, so as me as everyone here is very familiar with, um, you can call a closed meeting. A quorum must

270be present to call a closed meeting. Um, the meeting has to be public and open in which you take the vote to go into closed session. So, you can't start a meeting in close session. Um, you have to have twothirds of a vote to approve closing a meeting and it must be for a proper purpose. Um, so the topics, these are the most commonly used by this board at least the discussion of an individual's character, competence, physical or mental health. Um, sometimes people think that's uh personnel or an employee, but the statute is clear that it's an individual's so it doesn't necessarily need to be uh a employee. um pending a reasonably imminent l litigation. A property transaction which be would be the acquisition, sale, lease or exchange especially where the terms if they were

271to be publicly disclosed um might impact um the terms of the sale or lease. Um deployment of security personnel, devices or systems or investigative proceedings regarding allegations of criminal misconduct. So, um, violations of the Open and Public Meetings Act, um, anybody who believes that they have been denied a right under the Open and Public Meetings Act has a right to file an action in third district court. Um, if a violation is found to have occurred, that um, if there was action taken that they're trying to get overturned, that action or vote would be undone and overturned. Um, and also anything knowing or intentionally violating the act. Um it includes abetting or advising a violation of any closed meeting is a class B misdemeanor. So any questions on that portion? Okay, I am doing awesome in

272my time. Uh conflicts of interest. Um as some of you may know, the requirements for filing a conflict of interest um have changed in the past few years. Um, now there is a requirement that you complete a conflict of interest disclosure between January 1st and January 11th of each year. Um, you've all filled those out. Um, they are placed on the website. Um, your business administrator is required to ensure that those are completed um and that he reviews them. Well, in this case, he um business administrator Kursley within 60 days of the deadline to make sure they're complete. Um if you were deficient in um filling those out, then he would send you an electronic notice of your deficiency. Um what they ask for on those disclosures are obviously your current and recent employments. Um,

273any entity in which you're an owner or an officer. Um, any any organization from which you receive $5,000 or more in compos compensation. Um, entities in which you hold stock or bonds with a fair market value of $5,000 or more. Um, and any entity in which you serve or served in the year prior in a paid leadership capacity or on the board of directors. Um, they also allow you to make voluntary disclosures um of any real property you own or have interest in or any other matters you believe u might constitute a conflict of interest. As I said, um they are posted on the district's website and remain um until you leave office. The lieutenant governor is also sent a link um with that electronic posting so they have a copy of your disclosures as

274well. um any penalties associated with non-compliance. Um obviously, as I indicated, um you would first receive a notice of deficiency and be given the opportunity to correct the deficiency, and you would have seven days to do so. Um if you fail to correct the dis deficiency, you're guilty of a class B misdemeanor. Um and the special filing officer, again, BA Kursley in this instance, is required to report that violation to the attorney general. Um, and then he also can impose a simple fine of a $100 that goes directly to general counsel. No, I'm just kidding. It [laughter] goes into your general fund. >> General. [snorts] Okay. Uh, so that was open and public meetings act in a quick nutshell. Is are there any questions about that? Great. Okay. So, moving on to um fundamentals of

275parliamentary procedures. Um so again this is just going to be a quick overview. Um but the guiding principles are that the will of the majority rules obviously that members in the minority have the right have the same rights that other members must respect. That members have a right to information to help make decisions. That courtesy and respect are required at all times. That all members have equal rights, privileges, and obligations. and that members have a right to an efficient meeting even if you wanted to table this to the next meeting. Okay. Motions. There are eight steps for making a main motion. So, a member makes a motion. Another member seconds that motion. The presider states the motion. The members debate the motion and amend it if they wish to. When discussion is concluded, the presider

276restates the motion and calls for a vote. Members vote and the presider states the result of the vote whether it passes or fails and what will happen next. So, amendments. Sometimes amendments are fun. [laughter] And I'm gonna reiterate this board has adopted Jurassic Parliament. And so, in talking about amendments, once the member has made a motion and it is seconded, the motion belongs at that point to the entire board. So there is no such thing as a friendly amendment because the motion after it's seconded no longer belongs to the person who made the motion. It belongs to the entire board. >> So regardless of whether or not an amendment is characterized as friendly or unfriendly or hostile or whatever you want to call it, [laughter] you have to follow the amendment process in all instances.

277So a member would make a motion to amend during discussion on the main motion. The amendment needs a second. Then you discuss the amendment and then the vote is taken on the amendment. If the amendment passes, the presider reads the main motion as amended. And if the amendment fails, the presider reads the original main motion un amendment. And then you go back to discussion on the main motion and then the vote would have then be taken on the main motion as amended or un amended depending on how it worked. Yes. >> And we always get hung up on that one. >> Yes, I know. [laughter] >> I'm aware of that. >> Obviously we add a copy of that to our older along with just the general Jurassic Park guidance. >> Sure. recognize. >> Sure. >>

278Amen. >> So, here's some other quote unquote fun motions. A motion to table. So, it needs a second. It's not debatable. There's no amendment and it takes a majority to pass. >> So, in a motion to table is not something you should use to kill a motion. The idea is that you intend at some point to in the very near future to take it back off the table. It needs a motion to take from the table. And if no motion to take from the table is made during the same meeting or the next regular business meeting, it dies. But pursuant to your parliamentary procedures, you shouldn't use this to kill a motion, right? Um it it really is you should have an intent to bring it up either to take it off the table at

279during the same meeting or at the next one. Call the question that requires a second is not debatable. No amendment and it requires twothirds vote to pass and it immediately stops all debate on the motion. Um, and if it passes, the vote on the main motion is immediately taken. >> And if it fails, you just go back to discussion. Does that make sense? Okay. Uh, a motion to postpone to a definite time. >> Requires a second is debatable. It is subject to amendment. And again, it requires a majority to pass. Um, and again, you can only postpone it until the next business meeting, but it doesn't require then a table a motion to take it off the table. That's kind of the difference. So, a motion to table then you'd have to have someone make

280a motion to take something off the table, whereas a mo motion to postpone to a definite time would be like, I want to postpone it to the next meeting. Does that make sense? And then it just happens and there's no uh need to take something off. More fun [snorts] motions. a point of order. Um, no second. It's not debatable. No me no amendment. No vote. Um, your presider uh in this case, board president Salazar would rule on the point of order. Um, there is an appeal allowed. Um, what is when it's used is when a member believes there's a procedural error. Um, and it is the one time in parliamentary procedures where you are allowed to interrupt a speaker. Um and the only way to appeal a pres uh the presider's decision is by two

281members and then it takes and then you take a vote and if the if the majority of the members vote yes then that upholds the presider's decision. And if if so it's it's and if the majority don't support the appeal then the presider's decision is overturned. So to withdraw a motion um um you're it's made by a whoever put the motion forward. So someone would need to ask to withdraw the motion. The presider asks for any objections. If there are none, then the motion is withdrawn. If there are objections to the maker of the motion withdrawing his or her motion, then a vote would be taken and the [snorts] motion is withdrawn only on a majority vote. Does that make sense? >> So, so when some people say I'd like to withdraw my motion, this

282is the process you need to go through. >> Okay. Um, amending something previously adopted. It requires a second is debatable and is amendable. Um, it requires a twothirds vote if it's made in the same meeting or prior notice either through your agenda posting like that you're bringing something back or by a majority of the entire membership. So, not just those present. Does that make sense? Okay. Um, a motion to reconsider. Uh, it requires a second. Debatable. no amendment majority to pass. Um you can only reconsider a motion that's made in the same meeting or the next meeting and the mo that motion must be made by someone on the prevailing side. And and the difference between the two is that if this vote were to pass, it acts like the item never had action taken

283on. So you're starting from a fresh whereas amending something previously adopt adopted you're acknowledging the fact that the board took action on it and you just want to amend that action >> as opposed to completely negate it. >> Okay. >> Does that make sense? >> Yes. >> Great. So um in terms of discussion how the board should engage in discussions um the key points are that all members have an equal right to speak. Courtesy and respect are required at all times. One person speaks at a time and people are not to talk over one another. No one may speak a second time until everyone who wishes to do so has spoken once and members must be recognized by the chair um in this case board president Salazar before speaking. And members should be addressing the

284chair with their remarks. So you shouldn't be engaging in crossbite like it's not a response. >> Okay. Decorum. Uh remarks must be relevant to the topic at hand. Um members may not speak about the motives of other members. Um no arguing and by that it means like yelling, screaming, um no inflammatory language. I don't really know what that is. I had to look up what inflammatory language might mean. But see, no one's laughing. It's too late. That was funny. Thank you, Bryce. [laughter] A member um may not explain his or her vote while voting. >> And a member may not criticize a prior action of the group. So the idea about a member may not explain his or her vote while voting, that goes to the idea that your comments should be made during discussion

285and that by allowing people to explain his or her vote while voting, it's allowing them to further the conversation and get around the time limits. Just vote, don't explain it. And these are the resources that you have. Mastering Council Meetings is a book. Hopefully you've all received a copy. you have a motion chart um that um we purchased from Jurassic Parliament and on the flip side is a cheat sheet by Jurassic Parliament. Um and a resource would be a parliamentarian if you could find a good one. I have no idea where any of those are, >> but do you have any questions? >> Um I have a question. Okay. Can you give an example of when a point of order would make sense and why we would vote on it? you you don't vote on

286a point of order. Board President Salazar rules on the point of order. >> Okay. >> So, um it might be that um someone thinks that there's a procedural error, you know, that the amendment was wrong, that you didn't vote on um you didn't vote appropriately. It could also be that um people are speaking out of turn um without being recognized by President Salazar. Um it could be that someone's arguing, that someone's imputing the motives. They they point of order is pretty widespread in terms of those kinds of things. Typically, it would be for a procedural um error, though. And then you can say, point of order, we didn't vote on the amendment first. And board president Salazar would say, "Point taken. Let's go back and vote on the amendment first." Something like that. Does that

287make sense? >> Yes. Okay. >> Um can I ask another question? >> No. Only one per one per person. Uh so it sounds like we should be addressing the president of [laughter] the board. >> Oh, >> not each other. >> Correct. >> And so if someone makes a comment, can we refer back to that comment while addressing? >> Yes, absolutely. >> Point of order. >> Point taken. I would say that the in our procedures you don't you just have to be recognized by the chair and then you may speak to either the presenter, the superintendent, the chair or reference comments person made. All of those would be acceptable. The part of the procedure is getting acknowledgement that it is your turn to speak rather than Bryce said something and I then interrupted and just responded

288to his question without first seeking the permission. It's not that I can't engage with Bryce per se. >> Well, you shouldn't be turning and addressing your comments to to Bryce in this in your example, right? It should be recognized by the chair and then you're speaking generically to the public, to the presenter, to the chair or a direct question to the superintendent or business administrator as as the case may be. Does that make sense? >> Yes. Thank you. >> Okay, you're welcome. >> I'm done. Right. Not technically, but I want you to just simmer for a second because we have reached our time limit. Um, we still have two items on our discussion agenda to go through. One being the annual board member statement of ethics >> and the third being um additional board norms,

289which in the memo references um kind of student disciplinary type things. And so I think if there was a sense of urgency, I think there is one for both, but I do know it's late and um would look for some direction from the board of how we'd like to proceed if we want to reschedu these two remaining discussion items or if we'd like to kind of muscle through and continue with the meeting. Board member Anderson. >> Um I would move to uh postpone until November 18th the remaining two items on the discussion agenda. >> I'll second it. Is there any discussion? >> Discuss my own motion. >> Please. >> Um, I just wanted to add this presentation was comprehensive. It reiterates what we've done on master boards. Um, in July and several times subsequent to

290that, I did request that we could get some training on the open public meetings act specifically related to attorney client privilege. So when we reaggend the remaining items, I would also appreciate if um board leadership could take a look at the request for specific updates on attorney client privilege and how it relates to this >> and and can I address that uh board president Salazar? So I I had I had known that that was part of it. Um and in the board norms I had planned on addressing attorney and client privilege. So it will be part of >> that's response. >> Perfect. >> Any other discussion? And >> uh my concern is that oftenimes we push things to the next meeting and then the next meeting and the next meeting and then it's not done.

291I get it. It's late. I'm just wondering um next meeting seems kind of stacked. >> Um I actually pulled this up in anticipation of this >> very moment. >> Thank you. Um, so board member Romano, it looks like we have uh two reports that were sent out in the last board agenda setting update which include the CT building pro progress. [snorts] Um, a website development update and then discussion agenda um has portrait of a graduate development plan. So obviously a continuation of what we talked about this evening. Um, I anticipate that items number two and three from the discussion could be handled um as long as we're following our our norms and and sticking to those. >> Okay. Thank you. >> Any further discussion? All right. Seeing none, uh since there is a formal motion,

292we'll take a formal vote. Thank you, Miss Kindle. Uh we'll start uh with a roll call vote. Uh starting with board member Anderson. >> Ashley Anderson. Yes. >> N Salazar. Yes. Annie Romano, yes. >> Ryan Jensen, yes. >> Amanda Longwell, yes. >> Bryce Williams, yes. >> Charlotte Fe Jefferson, yes. >> That motion passes. We will revisit those two items at the November 18th meeting on meeting on the discussion agenda. We will now move to superintendent report. [clears throat] >> Okay. Um I'll go ahead and start since I've always gone back and forth to either side of the the the dis here. Um the only update I have and then [clears throat] you you've all probably gotten this uh notification over the last uh month or so as well um and certainly longer, but our master

293board certification um deadline is approaching. So that is the um December 1st, 2025 at 400 p.m. If um anybody needs help um navigating uh that that process, Brian and I or any other board member who's been through that process are happy to help you with that. Um, so please, uh, I just wanted to make that announcement, um, as part of my report this evening. And now I'm gonna choose this side of the room. Amanda, you're up. >> Um, I don't have a lot to say. I I was invited to attend um, the Salt Lake Education Foundation. They have a Fidelity Investment Scholarship um, like information session that they'll be attending on Wednesday. looking forward to hearing what all that's about. Um and then just to repeat from what I stated last week that November 11th

294is the West High School's one table together event. I'm super excited to see the outcomes um for all the individuals that have an opportunity to attend that one as well. >> Um I have a couple of things um but I'll be quick. Um, in addition to attending a number of SEC meetings, uh, we had our human sexuality committee meeting last uh, week um, and had a presenter from the rape recovery center. Just a number of um, services and programs and opportunities that they offer to us. Um, I also got to attend two events at some of my schools. Uh, one was the Halloween uh, parade at Northstar Elementary. So, I appreciate the opportunity to attend that. And then two Saturdays ago, uh, Rose Park Elementary, uh, did a pave the pavement, uh, project on the

295intersection of 800 North and 900 West, just, uh, doing some paint, some very bright green painting, uh, that was happening there. I did ruin a pair of shoes and a pair of pants, but that was known going in. Um, just to, um, make some more awareness of the intersection there. And then I did want to address the Masterboard certification as well. I was going to take that spotlight and talk about it. Um, I am 90% of the way done, but there seems to be some sort of glitch um that's not allowing me to complete. Um, so I will try again tomorrow. I tried yesterday and today. Um, if not, I will contact Megan Mendes at USBA, but I've basically completed it, but it's not saying I'm completed. So, >> thanks, Bryce. Um, I have a

296couple things. Uh I first I want to congratulate West girls volleyball who did make it to the second round of the 5A playoffs along with West girls soccer and West cross country team. They had great seasons um where they made a lot of progress and West High football um who again is ranked first in the state has their next playoff game on November 7th at 3 p.m. if people want to attend. Um I'm also looking forward to West's musical this month and many more of the success stories they have in academia, arts, and athletics. Uh this month at Wasuch Elementary there are stars in the spotlight theater performances and signs Halloween theme really celebrated the impending retirement of Danny Feifer from their front office. And I also wanted to thank um local restaurant in precinct

2973 Arlo where a former West High teacher Hillary Carrier is the pastry chef and she helped to prepare pumpkins um that was kindergarteners planted with me last year and when they came back in first grade they found they had grown these pumpkins and we harvested them and it was great. Um, and as uh as a local board member, I serve on the assessment and accountability policy advisory committee for the state board of ed. And we had our quarterly meeting today. So, if anyone is curious about um the changes that are happening at the state level to assessment and accountability, I'm happy to share. Um, we also had a board finance committee since our last meeting where we discussed the history of family school collaboration and some of the various trade-offs and efficiencies for potential renewal

298of that program and other title one staffing adjustments. The committee did direct our business administrator and finance director to coordinate gathering some feedback from the title one school collaboration teams before we discuss it again so we can bring any applicable recommendations in the budget cycle. Um, we also determined that the best course of action for professional development is that when the next cube conference location is announced, we um parse the cost that it would be for two board members, three board members, and so forth to make a recommendation about what we feel is most prudent um to recommend attending to gather feedback before making a professional development decision. Um, last week I also attended an NSBA webinar on the national voucher policy and it is recorded on their website. So, I would recommend that any

299board member watch that recording and share with your state representatives your views on participating in this tax change. Um, I also anticipate a good USBA webinar this Wednesday. Um, last, I did hear some confusion from faculty this week about whether or not the district has a mandatory policy on tardies or whether tardy policies are unique to each high school site, specifically high schools. It would be great in the future if either the policy subcommittee that looked at our instructional policies and or Dr. Taylor in school leadership could share an update with the board offline or in a future meeting um about the parameters for tardies because addressing those is a key to our goal of reducing chronic absenteeism. >> Thanks Ashley. Maya, do you have any Okay, Vice President Jim. >> Yes, I had just

300a couple of things. Um first of all, um we have not had a policy subcommittee meeting. I will report on that after our next one. Um, I likewise will be attending the USBA policy webinar. It's at 11:00 a.m. this Wednesday. I will then be attending a SLF high school healthbased clinics committee meeting on Friday. I will report on that um in our next board meeting. Um let's see. You both have talked well several have talked about um we're running out of time on our master board certification. The one thing that I would say there for some of you, if you put it off too far, you'll run out of time because some of the things require you can't do it in an afternoon. You're going to have to attend some meetings and you're going to

301have to do some other things. >> So, please get started on it now so that you have time to get it done would just be my advice. And then along with attending some great SEC meetings and I want to thank our communities for all of the work that they do there. I did have the opportunity of um going to Guatemala this um last week and a half and working with three rural very rural schools in Guatemala and providing them with Chromebooks. And the reason that I bring this up is it just really made me reflect on how fortunate we are here to have the tools that we need to educate our children. We're really very fortunate with the resources that we have. Thank you, Brian, and thank you for your service in Guatemala. Annie, >>

302yeah. Um I am beginning to attend SEC meetings. Um had a really productive time at Horizonte. Um they had uh Dasis Muertos and Halloween and SEC and parent teacher conference all rolled into one which was really great. Um and commend all the work they're doing. And they have several special programs that they host and help facilitate throughout the district. Um, I would like to publicly commend Ken Martinez from transportation for all the work he's doing and for his help in relocating to bus stops within precinct 5 that were um not well lit and and um causing some concerns with parents and students for safety. He was very um quick to do that and they changed the the stops really quickly and I appreciate that. Also like to shout out to um the Hawthorne community who

303was so excited to welcome students back into the building and also to the um facilities team and the communications team for their rapid response to the open classroom uh sewer issue. also like to shout out to all of the East High sports teams that have been um doing the playoffs and championships um including cross country and football teams and including in the East High community um the Gremlin and Grid Iron teams that played in the championship finals this last Saturday. >> Thanks Annie Charlotte. Okay. Well, I also attended the human sexuality committee meeting and um we heard from the rape recovery center actually about possibly doing some education or programming about um oh about consent and about you know things like that healthy relationships and I think that's a good thing for our schools. um

304age appropriate of course. So um I also attended a JLC. So it's the um >> joint legislative committee meeting um with the US Oh, I am tired. >> USBA. >> Yes, USBA. and to hear about all of the legislation that's coming down the pipeline and it's very good to educate um myself about that. And so I really think USBA is a huge um resource. And then um board member Anderson and I met with Senator Esamia to talk with her about just education and to you know she's um on the rules committee. She's also on the um appropriations committee for and you know needs to know that we are there to to consult and to talk to and and I also mentioned that the joint legislative committee would be a really good place to for her

305to talk about any bills that she's sponsoring. And then I hosted a trunk or treat at Franklin Elementary and it was so much fun. So much fun. I really enjoyed that. So that >> Thank you. >> Um we do not have a need to return or enter into a close session and I will call the meeting adjourned. Thank you everybody.