SLCSD Board Meeting, May 20 2025 5:30 PM Part 2

001that we make. Thank you. And Charlotte, Sam, could you check this microphone? I can say something while um Charlotte is getting her microphone fixed. I think it's wonderful to be able to sit next to you at your peers know you as Lily. So I was shocked at school to you know find out we've been very formally addressing you all this time but I I have been able to see you do many things at West um including performing your last dance company concert which was so wonderful to see. and we actually have a statistically significant number of dance company members serving as our student board member which is thrilling to me and fine art students. So I appreciate that you've had such a wide number of contributions at west from in all kinds of disciplines and

002that you share all of those with us. So thank you very much. [Music] Well, I wanted to just say that um I have so much respect for you and your how you carry yourself and um you are wise beyond your years, I think. Um and it was really great to run into you on the campaign trail before I was even elected. I met her in on the west side in in the community and I am just so proud that someone from from our westside community is is is representing you know students on this board and that you've done it so well. So best wishes to you. used. Yeah. Swimming micro. How much did we pay for this building? Just kidding. Um I am so proud of you. You know, um as an immigrant father, I

003saw that through your parents. Um, you know, seeing you with your father, you sitting here, you know, when you were introduced to us first time or when we were having our board dinner and seeing your mother out there and just them talking about you and how proud they are and you know, you are a living testimony of uh the truth of the American the true American And um words are not enough to express to you gratitude for taking time to make this happen. Very proud of you. Helina, you are loved. So well done. Sky's the limit. Go kill it. Endeavor. Cool. And keep us up to date. Your journey ahead's going to be fun to watch. Should we have everybody out here take a picture? Yeah. Let's take a picture first before you give away

004everything. Okay. [Music] Yeah. Coming from Okay, is everybody ready? One, two, three. Here we go. Thank you. Even if you don't want [Laughter] to make some room. Okay, here we go again. One, two, three. All right. So, we're still on the same recognition. Um, Helina, with you stepping off, that means that we have a new student board member that will join us when your term's over. And we're excited to introduce Foss who was up here. So Foss, like you got to come back up to this table, but we want to introduce you to everybody. Foss Goodwin from West High School. Foss, do you just mind taking a couple minutes and wanted to say a few words or I could read your Bible, too, if you'd like and Maya Kru Kurt K. Kurt, sorry, Maya. Excellent.

005Our two new student board members, Foss and then our alternative, Maya Foss. Um, so I'm just coming from Westside High School right over there. Um, I'm super excited to kind of take Lily's spot. As uh was sort of touched on, we're both in dance company. I've known her for a while. I'm excited to kind of carry on what she's been working on. I think uh what she's gotten done so far um and kind of provided is definitely something that I want to continue and um also just to represent the students of West High School um and everyone in the community. Um, yeah, I'm really happy to be here and I'm interested to kind of touch base with you as well as we get into things later on. Um, I'm Maya Kerth. I'm from Highland High

006School. I am very excited to be here um to just do this work. I don't know a lot of about what I will be doing with Boss. Um, but I am very eager to learn. Perfect. Well, thanks Boss. Thank you, Maya. Welcome our two new student board members. Thank you for being here. Thank you for being here so that we could welcome you too. I appreciate that and we'll be board leadership here. We'll be in touch in the coming weeks as we get started with a new board. Yeah, we're all here. Recognize these twoec [Music] Okay. One, two, three. Here we go. All right. Uh, moving along in our agenda, uh, we have our next recognition, uh, which is the district dreams writing contest winners. I'd like to invite up Dr. Alex Parsons. Dr. Parsons,

007welcome back. It's good to see you. Yeah. It's great to be back. That was an enthusiastic Yeah. Yes. Yes. Yeah. The walk up here was substantially easier than the last time I walked up here. So, we're doing great. How is that little one? Oh, she's doing really, really great. I'm very, very lucky to have an easy baby and I take zero credit for it. So, um, but if anyone wants any pictures, I am graciously and liberally handing them out. So, if you just come find me. Um, okay. So, I want to, as we just acknowledged, I've been on leave. And so, one of the things that I do want to point out is even though I'm the one speaking here in front of you, I again can take zero credit. My team is amazing. This

008district is amazing in a way that it was able, we were able to have this really wonderful contest begin and end while I was still on leave. And so I just am the one willing to have a microphone in my face. And so that's one of the reasons why I'm here. And so full credits to uh my specialist who organized it, Christy Richards. You'll remember her from um the Tellers of Tales competition that we brought to you with our winners. um she was the one who really lifted this and and celebrated the strengths of our students in our district. Um it was a writing contest where the prompt was just an open-ended what are what's something that you dream about. We got 181 student entries from throughout the district. And so for the first time

009having that come forward a great number including when we went down to to review the responses and narrow them down into finalists. We had 13 schools represented in the finalist categories for um responses that really met our expectations above and beyond. Uh we had responses come in that ranged from literal dreams to things like how they have dreams of supporting their family and their parents and then acknowledging the struggles of their of the people around them and wanting to be supportive of them. You have a copy of our finalist uh essays in front of you to be able to enjoy. And so some of them are creative, some of them are abstract, some of them are very real, and all of them are very touching. And so we want to acknowledge the winners here. Uh

010and so I do know that at least two of them are here. Did Oh, the third one did sneak through. So three of the four of them are here. Fantastic. I'm going to be saying their names. We broke it up into four different categories to be able to represent like the different writing levels and approaches of the different students uh K through 12 in our district. Um, we do also want to say before I announce the winners, thank you to the foundation because they are the ones that were able to provide a prize for that for our students so that they could really um have some teeth into the competition. What's a competition without a prize? And you know, a picture with the board is also a prize, but you know what other prize can

011we give to that? And so I know I'm can't you tell having a newborn refreshes you and gets you so excited for things like this? Um, so I'm going to be naming them in order from the youngest to the oldest to be able to celebrate uh them. Our K2 winner is from Whittier Elementary. That's Wilder Connor. And so come on up, Wilder. And let's see, our third our third grade through sixth grade winner is also from Whittier. That is Ethan Chang. Ethan, come on up. Great work. Um, our middle school winner is from West Middle School. That's Olivia Ding. Come on up, [Applause] Olivia. And our high school winner, who is not going to be here tonight, but we're still going to celebrate them anyway, is from East High School. It's Tai Mali. So, congratulations.

012[Applause] This is a great example of all of the hard work that our students put into it. Um, writing is such a thrilling task and also one that all of our teachers will always celebrate and try to get our students even better at it every single day. So, great work, y'all. Yes. Let's pass those out. They have some certificates for you. We're They have some certificates and so let's see. You have those of you who have an award to be able to give. Come on up and let's take a picture. Good job. Good job. Say the parents want to come up by me as well. Please come on up. I'll take the camera. Really? individual photo in a group or what do we want to do? Yes, let's do a group photo with you. Okay.

013And can we center more? So, everyone take steps to your right. Thank you. Okay. Front row. Front row. Move more to your right. Back row. You're good. Where? Where you are? Good. All right. Remember, if we can't see if you can't see us, we can't see uh the two on the Yeah, that's good. Thank you. Okay. So, we'll get juicing first. Go for me first. Ready? One, two, three. Thank you. One, two, three. Okay, now this one. One, two, three. Keep smiling. I like to take several. Inevitably, someone will blink. Okay, let me smile again. One, two, three. Nice job. I just took it over and over. All right, for our next recognition, I'm going to turn the time over to Alan to introduce Zans's Bank financial advisor extraordinaire, Al Bust. Well, extraordinaire pushing it,

014right? He's pushing it. Um, so the district's financial adviser, Alex Buckton from Zans's Public Finance, if you'd like to come forward uh to the table. Uh, he's going to talk about our recent um AAA bond rating, kind of what that means, uh, why it's important. So, Alex, it's yours. Okay. Thank you, Alan. Um, Alex Buckton, Zans's Bank Public Finance. Great to be with you all uh this evening. Um, as you all know, and probably the majority of the people behind me know, um, the school district is in the midst of issuing the first series of bonds that, uh, the voters approved back in November. And so, we've been going through that process over the last several months. And, uh, one of the needed items in order to sell the bonds out in the marketplace is

015what's called a bond rating. And um it's been a while since the district went out and met with the rating analysts to get a bond rating. Every bond issue uh requires its own bond rating. And the last time we went through this process was back in 2013 um when the when the district issued some refinancing bonds or we call them refunding bonds. Um and so it it' been a little bit um since we had gone through that process. And so, uh, we put together a a kind of a bond rating team, uh, that consisted of Dr. Grant and President Salazar and business administrator Alan Kursley and myself. And, uh, we put together a bond presentation um that, uh, was broken up into about four categories, uh, four sections. We talked about the um the upcoming

016bond issue and the bond election that just passed. Uh we talked about the school district as a whole and personnel and and the makeup of the school district. Uh we talked about the local economy that uh within the boundaries of the school district and then uh probably most importantly we talked about the financial operations of the district. Um and so we prepared this presentation, we rehearsed it, we had several calls where we uh went through it together, we we talked about various questions that might be asked by the analyst. And so we felt very well prepared when we went out to San Francisco uh to meet with Moody's Investor Services and Fitch Ratings. Uh we had we went with two different uh rating agencies. Um we met with two analysts from each uh agency. Um

017and um lo and behold, the the team that I just mentioned did an outstanding job. They were very well prepared. Uh they knew their stuff, so to speak. Um weren't any questions that were asked that uh we didn't have the answers to. And um so we felt good about what we accomplished in San Francisco. And then you just kind of have a waiting game as those analysts uh uh get together with their bond rating committee within their various agency and then they come back with us uh with our bond rating. Uh the bond rating is important because the better the bond rating, the um basically the lower the interest rates you're going to get on your bonds and that saves taxpayer money. Um it's it's essentially just a credit rating of the district. And so

018um anyway, they went through that process. They came back to us and gave us the highest uh bond rating available, which is AAA. both agencies. Um yeah, I think that um a real a real feather in the cap of the three presenters uh and you as a whole leadership uh board um and um and so not only did we do we have the AAA rating from both Moody's and Fetch, but we also have attached to that the uh the guarantee rating. So those are standalone ratings. We also have the enhanced AAA guarantee rating. Um, just want to note that there's just a handful of districts in Utah that carry that AAA rating. Um, especially from both both of the two rating uh agencies. And I believe when we were with Moody's uh they had mentioned

019that it's less than a hundred districts nationwide um out of the several thousand ratings that they have with various districts that have that AAA um because they kind of indicated to us even after that presentation that they were leaning towards the AAA rating. So we we felt pretty good about ourselves when we left that office I think. But um anyway, um uh I do want to just quickly as I close, I want to uh read a couple of excerpts from the rating reports. If you haven't seen those reports, um I know Allen has a copy of those. I'm sure he'd be willing to share those, but uh but each uh agency has a two or three page report that talks about the district as a whole. And um kind of the the theme of the

020the um letters they talked about uh proactive and capable management team. Moody's uses the word proactive a few different times in that report. Um which again uh kudos to this group for being a proactive and capable management team. Uh strong reserves and strong local economy. Those are the the three kind of highlights that uh that I got from those uh reports. two of the three directly in are you know you guys control that the economy uh you happen to be in a in a great economic area with Salt Lake City but those those first two directly uh correspond with uh you as as leadership and specifically uh business administrator Allen uh Kirstley with his uh financial management skills. Um it said Moody said the district's capable proactive management team budgets conservatively and maintains a strong

021financial position. And then Fitch mentioned Fitch expects the financial resilience of the district to hold given the conservative budgeting and district uh and district practices. Um, so with that said, we were able to um we were able to put those ratings on our offering document that we sent out a couple of uh weeks ago to the market and uh we've been marketing these bonds. I've had several conversations with uh underwriters that are interested in these bonds. I've sent them the rating reports because they like to get their hands on those and distribute those out to their various investor pool. And um and tomorrow morning, in fact, we're going to go out and sell the district's bonds. Um and so we currently have nine different underwriters from across the country that are um signed up to

022bid on the bonds. It's a competitive it's what call we call a competitive bond sale. So basically the lowest bidder is going to to uh receive the bonds and uh that'll take place tomorrow morning. We hope that a few others uh underwriters might uh sign up to bid as well. Uh but uh once again because of those AAA ratings uh we know that tomorrow we're going to get the very best interest rates possible uh out in the market because we do have that highest rating. There's uh about eight eight different categories starting from AAA to single A 1 2 and three uh or double A 1 2 or 3 single A 1 2 or 3 or BA. So, there's a wide range of investment grade ratings that you could get. And once again, uh kudos

023to to Allan and the rest of you for uh securing that AAA bond rating. Um happy to answer any other questions that uh that you may have. And and uh again, I thank uh Nate and Dr. Grant and Allan for uh for helping us with this uh very significant part of the bond sale and and getting that uh that AAA rating. Any questions? Well done. Thank you. And thank you, Alex. And and Alan, thank you too. I mean that this is your realm of influence that we have um you know hired you to do. So congratulations to you as well and thank you for your hard work and the finance committee and this team as a whole board. So congratulations Alex. Thank you. Thank you. Appreciate it. We move on to our last recognition. I

024do want to recognize Chelsea A. Costa, our vice president, who joined us after I introduced Mike. So thank you for being here, Chelsea. Really appreciate it. Dr. Man. Yes. I'm excited to introduce our new associate superintendent who will be starting in July, Anelise [Music] Ruiz or um something. And yes, just a quick hello. Um Anelise is currently working in Jordan School District. She's in Alpine School District. Oh my gosh. I've had a day like this the whole day and I think I've said almost everything I've said wrong. Let me try again. Is working in Alpine School District. Um I'm just thrilled that she's coming to Salt Lake District. Do you want to give a little bit about yourself? I have some bio here, but it'd be more fun to hear from you. Okay. Well, first,

025Board of Education, Dr. Gran, Alan Kursley, and the Salt Lake City School District community members. Thank you for this opportunity. I am humbled and honored and looking forward to serve our students and our families and communities and um I'm thrilled. Thank you. Um a little bit about myself, I am born and raised in Puerto Rico. Um but have been in Utah for the last 30 years. Um 23 years in education. I have served as a special education teacher. I've taught third grade. Um, and then the last 16 years I have been at a district level administration position from title programs to special education to student support services and I'm looking forward to learn um and grow with our teams here and work side by side again to serve our students here. Thank you, Analise. We're

026so excited by what you offer and what you bring with you. So, district, thanks for coming tonight. Right, moving along in our agenda. Um, we have the consent agenda. Um, I will entertain a motion. I move that we approve the consent agenda except for item 6, 2526, school man trust and school improvement plans. Um, we're moving that and pulling it to action. I'll second. We have a motion and a second on the table. Any discussion to the motion? All right. Seeing Oh, yeah. I was just going to say one um point of clarification for people reading. And when we approved positive behavior plans last year, a question was posed to staff about whether or not schools were going above and beyond in their template and we could reduce their requirements because the legislature only funds

027$1,000 for the quite robust plans that you see attached and it's more than $1,000 worth of work. So I was hoping they could do, you know, less. And the answer to that question was no that there is no correlation between the legislative allocation and the activities that are required by the legislature. So, I wanted to answer that question from last year. Thank you, Ashley. Um, if there's nothing else, I'll start with a roll call vote with board member Williams. Bryce Williams, yes. Charlotte P Jefferson, yes. Ashley Anderson, yes. Nate Salazar, yes. Mohamd, yes. Brian Jensen, yes. Amanda Longway, yes. That motion passes and we'll make sure to add item number six from the consent agenda to the action agenda. Thank you. Um, we do not have any requests to speak this evening. Is that still

028the case, Helen? Okay. Just wanted to double check to make sure nobody signed up. Um, next we'll move into our reports agenda. Um, the first item there is the final budget review. Alan, floor is yours. All right, we've been building up to this moment for months now, and I know you're all super excited for these. Um, so today, if I can get it to show up there, Sam will come up. So, over the last several months, we've gone through different little little pieces of the budget. Um, last board meeting, we kind of finalized the the general fund and and the special revenue funds. Um, today we're just going to quickly cover that there's what's called um the summary of all. So, we we take all those funds we've covered and we combine them together so

029you kind of get the big picture of of the district. Um, we're not going to spend a ton of time on this. Um, but we just want to kind of see it because when you look at the full budget book, you'll see those pieces in there. We want you to know what you're looking at. Um, again, this these schedules will show the general fund, the capital projects fund, debt service fund, special revenue funds, uh, all combined. And I just want to note again that we are not recommending any change to the certified tax rate for the next budget year. So this is what what you'll see in the budget book. This is just all those numbers we have. Uh we show in the budget book three-year prior actual a revised current year budget and then

030next year's proposal budget. And so when somebody asks me what is the district's total budget? If we're looking at everything, you can see for the 2526, you look at your total expenditures, $462 million is the total overall budget of the district. Uh these are those trend charts which we've kind of shown in the past. Um when when we combine everything together, you're going to see the effect of the bond sale that we just talked about the the two big capital projects that we're we're undertaking and and the revenue that comes in from those bond sales. So you see that big jump in the blue line. That'll be the bond proceeds. But then you see following right behind um our expenditures will go up and and eventually we'll spend all that bond money. So if you

031if you look at this trend, don't be alarmed that things are increasing so much because there's a very specific reason why both revenues and expenditures are on that upward trajectory. Uh as we combine all the funds, you see 48% of our revenue comes from local funding. That's generally property taxes. And this is where you see if you looked at last year's pie chart for this, you're not going to see this big piece called other financing sources. We're going to get that large influx of bond funds, which kind of skews this entire pie chart, but that's how the budget will be for next year. And then state funding, which is 20% and federal funding, 4% of the total budget. Um, this is where the expenditures go districtwide. Uh if you remember in the general fund uh

032it's about 90% of our general fund goes to salaries and benefits. But now that we're throwing in these big capital projects, you'll see that actually drops to 35% with 21% going to our capital outlay, which is largely going to be those those high school rebuilds. Question. Yes. When you talk about the capital outlay, we've talked in the past about how certain rebuilds prior to the bond were all paid for in cash reserves. That's correct. And you've talked about how those cash reserves are going to go up. Will we see the percentage of capital outlay increase as that continues to go up or is that not really impacting? So those reserves aren't shown on this pie chart because these are actual expenditures. I mean you will see capital expenditures go up but that's related to the

033rebuild of the two high schools and the other bond projects. But what you'll see too, and I don't have a chart to show this, is you'll see that fund balance piece specifically for capital should continue to grow because we are able to use the bond funds for these two projects. So, we'll be able to grow that fund balance. So, we can then for our next big one that's not included in the bond, then be able to pay cash for that in the future. Okay. Thank you. I I just I don't want to cover internal service funds, but I just want to mention them because you will see them in the budget book. Uh the district has some internal service funds and what internal service funds do is they account for services and goods that they

034provide to other government departments. So for example, we have a printing department that's an internal service fund. uh I as the business department can go and get some printing done at the at our print shop and then they charge me they show a revenue in their fund and I show an expenditure on mine. When we combine all of our funds together the internal service funds get eliminated because that would be double counting the revenue expenditures as far as the government entity. And largely that's kind of the reason why we're not really going to cover those because um they're just internal internal ways to monitor and track expenditures. uh next steps for the budget. Um I'm still open to anyone who wants to come in and do any small group meetings in preparation for uh our

035budget hearing on June 3rd. Uh if you want to schedule something, just reach out to me and we'll we'll coordinate that. And then I just want to note that attached to the agenda, the um the exhibit on the agenda are all the other presentations that we've done throughout the last several months. Just we're not going to cover them unless you really want to go over all 50 plus slides. Um but really we've covered them before. They're there for easy reference so you don't have to go back and find the meeting when we talked about it. So that's all I have for the presentation. Any questions, Amanda? So going off of the AAA bond rating conversation and now this for our feedback and awareness in the community when you're proposing the 2526 budget, um how confident

036are you that it is fiscally sound and responsible moving forward? Yes, very confident. Um I've pointed out a little bit particularly when we did the general fund, there is a a law on the books that says we can't adopt a budget. What it says is that um levies of tax bigger than we need, which would indicate an un a fund balance that's unreserved and undesated. So we do have to kind of work our budget so that you're going to see a zero unreserved undesated. Um, in reality that's probably not going to happen. Well, that's not going to happen. Um, because that's kind of our our safety net there. Um, but we haven't, you know, other than the two school rebuilds, there's no new super grand initiatives or or things that we're we're spending that we're

037not used to. Uh, we do have a good solid property tax base and those revenues will keep flowing. Um, so yes, I feel very confident that we continue to be um creating a budget that's financially sound. Any other questions for Alan? Well done. Thank you for all of the presentations. What are our next steps? So again, in our next meeting, we'll have a public hearing. Uh the public will be invited. The the total budget, the the budget book is currently posted in draft form on the district web page. Um we encourage the public to to look at that. Um, we also will have a hard copy here at the district office for anyone who wants to come look at it. Um, and again, if anyone wants to do small groups or just ask questions, please

038feel free to reach out. And after the public hearing in our next board meeting, we anticipate the board will take a vote and approve both the revised budget for current year and the proposed original budget for next year. Thank you. Moving along in the agenda, um the next item is our National School Board Association report from board members who attended either in person or virtually. I know a couple folks did attend sessions and and various happenings online as well. Um this is really an opportunity for board members to share some of the things that we've learned um potential ideas that we might be able to incorporate into our work as a district or as a board. Um this is an accountability measure in a lot of ways too um that we've been talking about for

039the last few years and attending conferences um you know with respect to our community and the opportunities that they're giving us as elected officials to to really be engaged with best practices that are going on around the country. And so we're going to take about 20 maybe 30 minutes depending on how the conversation goes just for each board member to highlight one or two um things that they learned or something that they would like to introduce um from their experience in Atlanta this year. Um it was a lot of fun to be there with everybody um and really great to know that um even if you weren't there that folks were participating remotely too. So that was really exciting. Brian, anything you wanted to add before we we start? So what I'm getting from that

040is that we're shooting for around That's a person or something. Yeah. Okay. Anybody want to go first? Bryce. Yeah. First, I will say um this was the fourth uh NSBA conference I've been able to attend during my time on the board and probably was the most impactful and beneficial one I've been to yet. Um so I kind of uh approached my time at the conference in kind of two pathways if you will. one was, and this won't surprise anyone, around family school collaboration and the second one was around um like student board members. That's something that I've been really passionate about. I'll start with the student board um session first. So, one of the things that I I'll mention there is actually a national uh association for student board members, which I think we may

041want to potentially think about um having our future student board members um get involved with. Um I didn't know that existed. Um but some of the things they talked about um best practices if you will um would be having a role for each uh or having a role for the student board member in each meeting. So whether that's um maybe taking the burden off the vice president and taking time or um things of that nature. There just would be something that they would um not that Helena hasn't been great and contributed but maybe something more specific. Um giving uh students an opportunity to do more presentations at board meetings was another thing I talked about. And then um they also talked about maybe having a if you will uh within each district kind of like

042a a council of folks that give feedback to the board or the superintendent and then that student board member some institutions have or excuse me some districts um have uh like two student board members. So um there would be particular roles um that they could have. This kind of uh tied into the Utah School Board Association uh conference that we had uh back in January where they talked about different structures um that student uh boards um student board members could be a part of. So, um, one of the things I would like to see, um, and I know Charlotte and I both mentioned this after the Utah School Board Associ association that we'd be interested in maybe uh, leading out on this, but having like a student advisory council or student advisory committee um, that

043just had more of a voice in district decision making. But, um, that was a really cool um, session to go to. So, that's one that I wanted to highlight. Um and then the second one as I mentioned was around family school collaboration and community partnerships. Um also learned that there is a national association for family school collaboration engagement. Um and really the message um and I wrote this down that I took out of everything um that was said or provided in that session was um and I I think this was something I wrote down. I don't think it was a direct quote. If it was I'm I'm sorry, but um students succeed when family schools and communities join together. Um and I have um the last several months have been really pushing more family school

044collaboration and in our district um they talk about sorry I took like multiple pages of notes on this particular session u but some like common themes capacity collaboration communication and culture uh within our districts and within our schools. So there was a lot I mean multiple pages and I actually had another notebook that I was taking notes on. I forgot to bring that today, but um just implementing some of those things moving forward. I know we're having those conversations now, but I'd like to continue to have those conversations with I go next and then Amanda. Okay. Um there were two that I went to and so I'll just briefly focus on both of them. The first one was um building bridges with the board. And I thought that that was a really valuable class um

045in that what it's um doing is instructing boards on how they can ensure that they have bridges with their community. And I appreciated the idea of them having they called them building bridges meetings and they would have three of those a year um with the community and then they would have three table talks with the staff so that the district is having dialogue with the whole staff of the district as well as three meetings with the um community. Um, one of the things that they also suggested in this one was every fall they would have an education showcase, which I thought was kind of a fun idea, and the cabinet would report to the board members and the PTA and the legislature about the successes that they were having in the Yeah. in their schools.

046Um, I mean I could spend more time on that, but you can go and look and I could send you the email with the PowerPoint in it. But I think that that would be something that would be um really helpful for our district so that the community had an opportunity to have that input in a it's not a quarterly, it's three times a year atmosphere. Okay. Then the other one that I thought was really remarkable, it was called K through K through 12 civics education initiatives. And I told a couple of the board members while I was there that to me this was so engaging. And what it was was the New York Locust Valley Central School District developed a curriculum that well it's the curriculum is lessons from Normandy. And what this curriculum does

047is it covers K through 12. So that for a week in May of the year, all of the different grades are receiving instruction in the operation of D-Day. And if you were there to hear this presentation, it's really remarkable the way that children are able to go home. So you may in your family, you may have an eighth grader, but then you also have someone in the fifth grade. And so they come home and they're going to be having conversations in their home about democracy and that sort of thing. And as I was looking at this, it really ties in well with our seal of civic readiness, which we initiated here in this district. But I think that this would be a wonderful way to um engage children across all of the grade levels in

048a really meaningful um learning of learning from history. Those remind I had a few, but the two main that stood out was school attendance, what we talked about in the student study session. Um, three our framework, re-engage, restore, reward. I'm not going to go into all the specifics. Um, but just really emphasized um um working on ways to re-engage the students. And um one of the pieces that they talked about was relationship mapping. And this is what I was alluding to, Dr. Grant, um in that conversation in there is that every single um person in a school building, adult in a school building. So they have every single student a picture of them. And if they don't if not one um adult has a relationship with one of those children then they fix it. So

049they ensure that every single adult in that building knows that child has an existing relationship with them a connection that helps that child feel seen and wanted in that environment. So, it's like a it's relatively simple practice, but it helps that uh engagement piece that makes a child hopefully more excited to be in that environment. Um, but like you guys pointed out, I mean, I've got notes upon notes on POT notes. that talks about um trauma-informed implementation, homelessness, um empowering students to learn the psychology and motivation, um modern reward systems, rules to engagement. Um, so that's a really good one that I hadn't got my notes in our shared spreadsheet, but um, uh, it's got a lot of material that could really tie into these attendy and truency and chronic absenteeism conversations that we've been

050talking about. Um the other one that was I really enjoyed um it kind of goes into one of the things that you've spoken about um is um student family collaboration but this one was a student voice for system change. also going in line with our student um board members. And basically, one of the things that I was really excited about was um developing these authentic student engagement and um engagement in a way that um it happens with the students, not to the students. And like a good story, I saw a news article about a local school u not in our district. Um but the kids um the teacher challenged these kids um they basically the the uh hand dryers in the bathroom are right next to their classroom. Maybe others who've seen this article and

051it disrupted their classroom. It disrupted their testing. It disrupted issues. So therapeutic teacher was like, "Well, let's write letters to like the powers that be and let them know what's happening and see if we can get somebody to resolve the issue." So it was a I want to say third grade, it was a younger grade level. Um they wrote there were um there was a a business that stepped up and they the kids presented to the business, explained what the issues were, the impacts to students with disabilities because they're over sensitivity. Um, and short of the long they got those fixed. So, you know, they it was like an authentic student engagement motivate. It's a you you can be effective and change things. So, you know, I I could go on a long time with

052that one. That was a phenomenal um presentation and really exciting to see a slew of ideas between what they did on bringing the community in, the parents in to help them feel engaged so that they're more excited about what's happening in the school should they want to have their kids be at school more. Um so another piece that ties in well with the other elements that you all are talking about. Thanks Amanda Charlotte. Actually, actually, I know you'd added some virtual sessions. Um, yeah, I could just point out that I learned that from peers in another school district, not our district. So, I think the takeaway would be we have more resources that we could share with members who have work or family obligations and are not always able to attend. Yeah. Um, so when

053I went there, I took advantage of going to the ready, set, govern series of um workshops [Music] and I found it really helpful. I I really enjoyed being at tables with board new board members from all around the country. You know, that was that was interesting. Um and the one that I really I think got the most out of was it was on policy and how policy is very connected. It grounds our governance. So, um, and I was glad to to know that our district re has a calendar where we review, you know, policy. Um, we know that we're going to be reviewing certain policy all all year round, right? And some haven't reviewed their policies in years and uh bigger districts than ours even in California. So, um, but when what I really liked

054was looking at our policy in with a lens of equity, that was really important. And we we did a um an exercise where we took a like a real um dress code policy from somewhere, some district, and looked at it and said, "Does this Does this make things worse? Does it, you know, does it make it less equitable? Does it um uh the language is it punitive? You know, and they were saying that policy doesn't doesn't have to be punitive. It's not um it should be a it should be in it should inform our schools as to what the expectations are. and inform students and the community the expectations, right? And the and the the standards or whatever, but it doesn't have to say if you do this, you will, you know, Right. Right. So,

055it was good to look at that lens, especially me being on the policy committee. Um, and I was able to apply it right when I got back. Um, with our Which one was it? It was a a policy. Christina, do you remember the policy? We look at every policy. I know. I know. I I think it maybe it was the student conduct one month. Yes, it was our student conduct. It was. and I said, "Wow." I mean, it really gave me the lens to look at it in a really good way. And I was so I was really glad for that. Um, I also really liked the all of the arts that were showcased in the whole conference, like all the performances by by the bands and the dancers in Atlanta in in those local

056schools and all the diversity and talent that that was showcased. Um and then the the keynote speak um well the speakers were talking about how art is so important to kids and creativity. Thanks Charlotte. Um I'll go next. Um so similar to other board members I kind of stuck with a theme um which was specifically around well two themes in particular in one session that I'll highlight that encapsulated both of them which is uh governance board governance and then of course technology how boards are using technology um to have better meetings right more structured meetings more streamlined meetings um and that's more accessible for board members and the community um so the one I went to that I want highlight his uh session. It was called a blueprint for board excellence and it was really

057specific about governing and the type of governance system and structure theory or philosophy, whatever you want to call it, um that Sun Prairie School District um uses. They're out of Michigan. Um and so they use a form of governance called coherent governance. And there's a a book that they highlighted um the art of governing coherently. Um, and I think the really cool part for us and my my learning here was that we're we're doing a lot of those things that they're doing. Um, so they talked a lot about board norms. They talked about retreats. Um, they talked about um, you know, cleaning up their policies on a consistent basis. Um, making sure that their norms are defined, clearly defined, that their roles and responsibilities are clearly defined, and that they're written into policy or they're

058written into their board handbook or the equivalent of their board handbook. Um, so I'm really excited that we're we're on that pathway um of doing that as a board collectively too. Um, it might not be called coherent governance by any means, but I think just the spirit and the feeling and the theme of it um was really really inspiring to me. Um, they kind of framed it as um, you know, moving from chaos to efficiency. Um, not that we're in a chaotic space. Um, I feel like I've experienced that in some ways um, as the the you know, my time here on the board and I just love where we're at now. I think we're in a really good um and I'm excited that we're continuing this work. Um and a number of us on

059the board who've been here for a while are working on. Um and then some of your predecessors have been working on too before you join some of the newer board members. Um, and then the technology element to this that I thought was really exciting, um, and something that I want to look at. And I know we've kind of loosely talked about board docs and different kind of technologies that we could be using. Um but this um and a number of school districts that I went to who talked about how to incorporate something like board docs into their meetings I thought was really fascinating is that um instead of having exhibits like we do now in our current agenda structure they send out the board doc and it actually has presentations and videos that are prepared

060ahead of time. Um so my bias is that I'm a visual and I'm an auditory learner and having the opportunity to um just imagine the opportunity to have you know Dr. Paul I'm using as an example create a video that would be attached to the the board doc right and board members instead of us going through have to star I know going through and reading like we do now we would actually watch that video but that video is also available to the public and so the public can weigh in on this video and watch it before the board meeting along with board members um that way when they get to the board meeting they're they're right to the discussion and anything that they might need to recap or you have questions about, you know, obviously

061the presenters there to do that, but um I know we're always, you know, talking about how important it is that we run efficient meetings and that they're timely and um so I just thought that it'd be cool to see if we could incorporate some of those types of things in the future um you know, moving forward. But those are some of the things that I learned about and and uh wanted to share and congratulate us on for for doing a lot of the things that I felt like I was learning from these other school districts around the country. We've got a couple minutes left. Alan or Liz, anything that you want to highlight from your experience? Just the um fun of being together and having time outside of meetings with board members and all that

062um that that time together is is just nice because it's casual. We're not on YouTube. we don't have microphones in front of us and it changes the nature of how we're able to interact with each other. Yeah. I wanted to highlight a session I went to. Um it was called the pathway to safer schools, a journey to increase school safety, enhance school climates, and improve school cultures. Now, I went into this thinking, you know, it's going to be because I've been to others, harden your school, what gadgets are you going to use to make it safe? and especially the presenter. He he's he's the director of school safety for the Charles County Public Schools. Kind of a a gruff fellow and you think, "Oh, this is going to be typical." But his emphasis was on

063school climate and and how we can make the the kids feel welcome, feel safe. And um I I I would wish we could get to that discussion on a statewide level as opposed to kind of where our security is going right now. Um, I just thought it was a fascinating conversation to to be a part of. Thank you, Tom. Robert, anything you want to add? I don't know if you attended anything. Yes, I attended my country in Morocco. It was fantastic. Had a great time with the family and was able to see my 12-year-old son play as a goalie for a Japanese team in Barcelona. And that was splendid. Yes. Yes. Thank you for sharing that. Great. Um I think just to kind of recap of maybe one potential next step is that um we

064have a a board retreat um coming up in the summertime and perhaps we could incorporate some of these ideas into those discussions and plannings and and see if they they would work for us. Um moving along in our agenda, uh the third item on our reports agenda is the inclusion resolution report. Um my understanding, superintendent, is that Dr. Paul and Aaron Anderson are going to be presenting to us on this report. Correct. Yes, that's right. Cool. Let's cross our fingers. Um, first, President Salazar, I would just like to say that I will not be making a video unless there are filters available. I would like that one that makes me look 20. If if we have that, I will make every presentation a video. We are glad to be here tonight and to talk about

065the board's inclusive schools resolution. Um, for people who are not familiar with it, I did hyperlink it on the, uh, front page as people are looking through this. And I know that three of you were on the board. Um, uh, board member Williams, uh, board president Salazar, and, um, uh, board member Bade were both on our board when we last, Boy, that's echoing kind of funny. when we last um updated and renewed our commitment to having inclusive schools. But for those people who might not be as familiar with the document, it is a beautiful uh document and I just wanted to highlight a couple of the things that I found particularly um meaningful in it. And this is one of the quotations from the first uh section of it that really talks about every child

066having the right to learn and reaching their highest potent potential and most importantly I think in a lot of ways being valued as a vital member of their school community. really being able to know that they belong and that that is where they are and that the board commits to ensure that all students with disabilities get the supports and services they need to maximize their access. So really thinking about some of those things, we wanted to talk about the kinds of things that this resolution focuses on. I don't know. I don't I know it's really echoey. Can you hear me? Okay. Okay. Um so part of the resolution we um wanted to talk about and present for you guys um the elimination of barriers to student success. We're going to highlight the trainings that we

067provided the supports resources to increase all of these inclusive practices and then we're going to focus on the three specific areas as outlined within the plan which is the academic inclusion, social inclusion and then that physical inclusion. And then um the bottom line for this is the idea that we want to become that model district for inclusive practices um with uh appropriate policies and procedures. And this is that one one of the many things that we're doing to support um the inclusion process. And something Dr. Dr. Hall and I have talked a lot about is that um while I am up here with her um this is something that we're this is we are a minority majority district and so this is not just for special ed but we're going to talk about practices in

068general. So want to highlight that. Um so as we go through this we're going to talk about progress towards creating these inclusive learning environments um in all of our schools. We are going to highlight some training that we've done as well as other things that we're going to look forward to in upcoming years. We're also going to highlight for you some awesome contributions that um we're seeing around our district and this amazing environment that we're creating for all our students. So, one of the things that we've done recently this year is we brought in some training. As Miss Anderson said, we really want to think about inclusion from the general education side. How are we making sure that we are ready in all of our classrooms and all of our schools to welcome all of

069our students. Is that moving? Okay. Okay. Um so we provided some training this year on a book called Yes We Can, Collaborating with General Education and Special Education Students in the Classroom. And one of the resources that the presenters brought was this reflection rubric for districts and and schools and classrooms to look at. And I of course am a person who loves a rubric. And so looking through this, I kind of wanted to shape this presentation around the way this rubric is laid out. And it gives us some criteria for things that we really should be looking for in our practices. And that is of course first that belief in student potential. And the presenters talked a lot about this and we will continue this conversation throughout the district. But it's the idea that all

070of our teachers, all of our faculty members, all of our administrators, everyone really does have that belief in student potential that our attitude shows that we believe all students can be successful in our classroom and in our schools. And one of the things that will help us show that is if we've aligned our practices and that's our policies. But more than just our policies, it's the things that we do around those policies. Um I really appreciated board member FJ Jefferson your comment about policies are not always punitive. Right? Policies are a way that we show our commitment to actions that we believe in. And so as we look at those things, we really want to make sure that they are positive and they put into place the kinds of things that we would want to

071see for all students. We also are very committed to rigor and that's for all our students. As Miss Anderson said, we're a majority minority district, but we also have um a percentage of students with disabilities that is consistent with our national percentage. It's around 15% um across the board, which is is about what what we look at nationally and across the state. And so as we're thinking about all of those students, we don't want that rigor to just extend to 85%. We want our rigor to extend to 100% of our students. And then of course, as our resolution points out, we want to reflect and think about the things that we're doing well because it's important to notice the things that we are doing well, but then also to think about those things that we've

072started, but that we're going to continue to improve. So our first section as we kind of move through this rubric is this belief in student potential and what are the things that we're doing right now that indicate that we are inclusive educators that we are assetbased and that we want to work with students to enhance their strengths and grow in their challenges. So we're going to begin with just a couple of things that have happened in the last year in our district. So the first is our moon mission symposium and um Miss Dezo in our our CTE director will talk about this maybe at some point later tonight. I don't know if you are but I appreciate all of the work that she did um to make this happen. And also to Mr. James Yapias

073and our foundation and many of our industry partners who came together to support every seventh grade student in our district. Let me say that again. every seventh grade student in our district in participating in a computer science activity. They were um using their VR, their virtual reality uh simulation to really think about STEM principles and what it would look like if we did live on the moon and what kinds of things would we need to think about from a sustainability standpoint. And one of the things that will be a running theme as we look through this um section of our slides is that idea of thinking about how we make sure that every activity is accessible for all of our students. And we had conversations with the teachers who were leading these classrooms to make

074sure that we really thought through how would this work with students who um struggled in one way or in another so that we could make sure that they had a successful and positive experience in the way that they were doing that. And so when we think about all of those seventh graders walking on the moon, I I think the best part that that um several teachers said, I didn't witness this, but they all said that when the students put the glasses on or the goggles on, there would be a point where they were walking and they'd come up to a cliff and every single student went forward and pulled back because they thought they were about to step over this cliff. And when you think about that, that is really an opportunity for all students

075to have that experience. A second thing um is our seal of civic readiness. So I appreciate all of you who attended the sessions around civic engagement um at your conference. As you know, we are the first district in Utah to push forward the idea of having students be awarded a seal of civic readiness. And this is an opportunity for them to do that very same action research that was just described where they will look at their community and they will find an issue that they are concerned about that they feel like affects the um community that they live in and they need to address the root causes of that problem. They need to figure out who the change agents are with whom they need to speak. They will figure out a plan of action that

076they could implement. And when they have completed that, they present those projects either in small groups or individually to a team of evaluators that assess their readiness to move forward and be awarded this seal of civic readiness. And as this team um which is led by Desi Olsen and she has a team of civic leaders, as they move forward with this, one of the things that we constantly challenged was how do we make this an inclusive experience? How do we make the rubric for this flexible enough to be able to accommodate all of the learners that come to us in this process so that we can be sure that they can access this program. So this was our pilot year. It wasn't even our first year. We um hold a pilot so that we can

077be sure that our materials are clear, our instructions are clear, our teachers feel supported, and that when we bring our judges together, our rubrics are clear. We've already talked about the success of this. We had 111 students start. We had 89 students come to our showcase and those 89 students were all awarded their seal of civic readiness. Now, one of the things that we said I said earlier is that we have about um 15% of our students in elementary school, 15% of our students in middle school, and 12% of our students in high school have a are are listed as a student with a disability. That's our percentage. So when we think about inclusion, one of the things or the markers that we look at is how close to that number do we get with

078our participation. So we were looking for about 12%. But please remember this was just a pilot. This wasn't every teacher. This wasn't every school. We had three schools. We had five teachers. And as we looked at that, we had 8% of our students who have disabilities be awarded a seal of civic readiness. So again, while we are not at 100% there, we have our marker to look forward to next year as this program continues to expand. Okay. Um, advanced academic elementary programs, otherwise known as AMP, or for those of you who are old school like me, this is our gifted and talented program. I'm still learning all the new acronyms. Um but we wanted to highlight not only the fact that this has extended um throughout the district with um some of our magnet stuff

079but just we are doing a much better job at finding we already talked about this term with these asset base um so when we're looking at students Dr. Dr. Parsons and I have had a lot of conversations around finding other skill sets that identify students in their potential for being um gifted. And so one of the things that we wanted to highlight is that not only have we increased the number of special ed students who are accessing these uh neighborhood programs, but just all of our students in general, we have expanded upon the number of students because of that assetbased focus that we're having and finding their strengths and being proactive in in inviting them to honor those strengths and really looking at whether they're twice exceptional or just looking at those areas and identifying

080them within whom they are and and honoring that which I think is is huge work that um we've been able to do and a lot of it truly is to Dr. Parsons and her team and identifying and working with staff within the building to be like can we move service times around so that we can make sure these kiddos have access to anything they've been identified for. So that is super amazing and in fact we have two of our magnet schools. One which our um number of identified magnet students who have a disability is the same or actually a little bit higher if you go into the decimal points as that school's um percentage of students with disabilities. So we find that one a win. We have one that is uh coming up very close

081within about three and a half points. and then um one that we are working on to close that gap but we can see that that progress is being made. So again our AMP program which is a very flexible inclusion really moving forward with this piece but also in our bag programs being able to identify students like that statistically mayor. Yes. On that context um thank you for throwing out the statistics. Obviously I said that email last night and getting the data pieces to go along with this is important. Um I didn't see that. Um you may not know this right now but fleshing out um so there is the the broad piece of if our population has about 15% 14 50% students with disabilities um and your program has about 8% um students with disabilities

082or IEPs. Um on the surface that's a really good number. we're getting closer to representing the equivalent percentage of the entire school population, so to speak. Um, but then flushing out um is that number representing mostly students that are mild moderate? Is that like what is the percentage represented for representing for this different um categories for lack of better words? or is it only capturing your mild moderates and not really capturing like the behavior unit for the essential elements pieces. So again, I recognize you may not have that number right now, but that would be something to flush out if we're really going to work on this objective to being um can't think of the term, but basically leading district and really showing the progress in all of this for all of our students is

083we're really dissecting which students are we seeing that progress for, which students are getting that access. Does that make sense? So yes, it does. Um I can speak to the 8% at the CI seal of civic readiness. uh that would be a mild moderate statistic. Again, this is our pilot year, so we did not extend all the way across, but we have had those conversations about how to make sure that that rubric would be adjustable when our students who are in uh essential elements are moving in and want to participate um in this program that we would be able to make sure that that would be something that they could do. I believe you were on our committee when we were talking about that a couple of years ago. Um and And so we we

084just have carried that forward. So while this in the pilot year did not do that because we had a limited number of classrooms, it is ready for that as we expand um in our advanced academics that is not again this is a mild moderate statistic. Um but we have again one school that is 11% and 11% a school that is eight and 11 and so you know we're getting we're getting closer with those pieces um in this program. I I I think it would be an um an ongoing look to see what that looks like as we extend into essential elements into an advanced academics program. But um we're willing to look at all of the things that we can do with that. Thank you. So this is another opportunity that we had to do.

085Um and I'm going to have Dr. Hill help me with this. This is um tell me remind me our Oh yes. Carllin Christensen, our sustainability uh specialist. She came over to my department. We live just right next door and um reached out and said she was doing this awesome sustainability project. Again, it's a pilot and she wanted to pilot it in as many um classrooms as possible so that we can determine what needed to be tweaked. And so we found a couple of cooperative classrooms both in um our hub schools as well as our essential elements classrooms where she could go in and work with the teachers and present and co-e this lesson. It's actually a couple weeks worth of lessons and data collections and they do some really cool things with um the amount

086of light they get with windows, without windows. It was it's a really cool um experiment that they do and how much light that we use. It's a very um neat opportunity for the students to collect data and then talk about um how we're saving light and and using it in our buildings. And so again, because it was pilot, we only did it in certain classrooms. But she was very adamant that we um extend this to any space in our district that allowed students um the opportunity so that we could tweak and adjust what she was doing. Um we came back and problem solved. She problem solved with the teachers during the opportunity of the lesson, but um this was another again opportunity that every student had in the pilot program. So we did piloted across

087all settings in our district and um she learned a lot and the students learned a lot and we had amazing success where every student was able to come with an outcome um and show their data in whatever form that they best utilize in order to provide that information. So whether it was with um their iPad and using some sort of a a assist of technology device or creating the graph um pictorially, it was it was a really cool opportunity that we're now going to hopefully expand across um a specific grade level districtwide now that we've kind of worked out some of those games. That was really fun. And what I really appreciate about the collaboration between our sustainability specialist and Miss Anderson's department is that idea of creating it first to be inclusive instead of

088looking at something and then coming back and saying, "Well, how could we backwards design that to let's build it that way first?" Um, our National History Day. Um, this is something that many of our middle schools do. And I'll just very quickly shout out to Northwest Middle School where every one of their eighth graders participated um and that was all of their students at that school. Um recently our Spanish dual language immersion um changed. This is not a a big thing in terms of the state model, but it was a change that our district made because one of the asurances in our in dual language programs is that they would be open to any student. They are um parent driven. Parents choose to put their their students in the school, but we wanted to make

089sure that all of our programs were open enrollment without in uh without any restrictions. And so we have re-emphasized that commitment to any parent who wants a student to their student to participate in a dual language immersion program. They can start in K1 or two. Um CTE, we took a look at this. Um, part of this was with Miss Deaso as she looked at um, different statistics and so I'm borrowing this from her, but we looked at the number of students in high schools that had an IEP in at least one CTE class. And in fact, um, in their junior and senior year, many of them did have more than one. And then, of course, the other thing that we wanted to make sure is, well, what classes are those? Are there just specific classes?

090you know, is it just two or three that kind of got identified, but it is every class and it is also our apprenticeships and internships. So, we have students in all of our CTE classes across the board and um the low number of course in their freshman year would be because not many students take it in their freshman year. They take it more. We have a question. Yes, please. Does this number show at least one CTE class above meeting their requirement or just that they were in one they were that this year that they're enrolled in one? But this wouldn't show who's taking it. I mean because it would be like 100% of students with an IEP or in an English class in high school, right? Because they have to take it. So Sure. But

091they just have to take one. Yes. Right. So does this measure above the one requirement which you could take in 10th, 11th or 12th? like do we know that this is something the student has done above and beyond what is required? Does that make sense? I could yeah I have the data list and I could certainly pull that. My assumption was that it would be more than just the one because you generally would take the one that's required in 10th grade which is you know the first high year and then subsequently you would take that makes sense. Yeah. Other ones but I can I can disagregate that further for you. Thank you Amanda. Uh my question similar to a prior um was it dissected out um what category um of disabilities are accessing these? Are

092these mild moderate? Are these essential element students? Like if there are essential element students, is it just oneoffs or is it like what percentage of essential element students are accessing um CTE programs and successfully completing them? You know what I mean? And again, I will give you the grace of you may not have that data because I didn't ask those questions specifically well in advance. Um, but that would be something to flush out again to make sure that um the the access for all yes is actually there and properly supported. So this is every student because it the requirement for graduation um for our essential element students is the same for the CT credit. So this is any student with an IEP. So that's for graduation. Is that also for individuals that will do not

093do a typical graduation? Yes. Any diploma, the alternate diploma or the regular diploma requires the exact same graduation credits for CTE. So this is any student enrolled in our district with an IEP. Little bit about our aligned practices. Um we'll go a little faster now as we get to the middle of this, but um we have we are a district of professional learning communities. We continue to develop that culture of working together, collaborating as students or as teachers around our students uh performance. And as we've looked at this, one of the things that we've identified and that will be an area for us to work forward. That's why it has a different bullet just as my key going forward is recognizing that we need to increase those opportunities to collaborate with special education teams as

094members of all PLC's. That's been an identified um area for us to improve in making sure that special education teachers have planning times with their grade level teams to participate in those PLC's. So, as we do that work moving forward, that's a practice that we'll be continuing to align. Um, so we added some um slides in here to reference back to prek because sometimes we forget we have littles in our district as well. Um, but in preschool, we have three of um options listed here. We've got that GenEd classroom which is any student. They could still have services in that classroom. Um and that would be done through an itinerates um person or someone from one of those other two classrooms may be in the same building and providing supports that way. Just because a

095student's in a Jedi class doesn't mean they actually don't have an IEP. They still good. Um and then we've have the supported classroom where we have the um special education teacher who's actually assigned to that space with the special ed professional. And then our collaborative classroom is um has a little bit more support than our supported classroom. That special education teacher may not um share um classes or share buildings and is actually assigned to to that space and um also has that special ed parah as listed at the bottom. We're very conscientious about our ratios and it's not just in prek. Um we're mindful of that systemically throughout throughout our district. And then for next year, um, we just have a really quick graphic. We have done some tweaking as always. Every year we go

096back and we look to see what has worked, what do we need to expand. Um, we've expanded some collaborative classrooms. Whittier is going to have one. Um, and then we've also expanded this idea of supported and collaborative could be blended into an opportunity. And so we have some blended support opportunities as well. Um and then as I mentioned sometimes there like you see Dworth only has an afternoon supported that will be something where you know an educator might flex into that building um throughout the week and then any of those classrooms that are listed. So, for example, you've got Washington on there who also has a full day program. Um we have worked really hard to make sure that if a student is enrolled in that full day program and they have services that we're

097coordinating that with that other classroom um with that as special educator or I actually have an itinerant um prek special education teacher who wanders the district and supports in our um other um early childhood or sorry preschool options as well as um we have speech pathologists who also support across the district just for preschool. school and we'll go in and out of those spaces and provide what is referenced as itinerant just meaning they're not they don't live there in that space they come and go between the buildings you may um we are also a district that's working toward sorry we're on prek be easier with while we're getting particular topics than trying to backwards um I just wanted to point out just and emphasize how phenomenal it is the prek program is doing what they're

098doing having three tiers of general education programming versus um what was priorly done where different variations of self-contained units and then general education if fortunate. Um so just bar none fabulous and I hope to see that expand upwards. Um, I I did include in my email last night just a request that we I know that co-eing and collaborative teaching whenever you look it up in the dictionary they mean time. Amanda, I'm sorry. Sorry, what? Your time. Brian's been keeping track of time. Can I finish my statement quickly? Yeah, that's fine. Um, but collaborative can also be I was talking to Tiffany about this a while back. Um, you know, hey, how do you modify this thing? Great. See you next week. Um and so the confusion with collaborative can um have some negative ramifications. Um

099so if we could keep those terms segregated that would be great. Keep the kids together but segregate those two words. Thank you. All right. Well, our district is um committed to moving through in personalized learning. We have several schools that have been working with our digital uh technology and learning team to work on ways that we can personalize the way students come to their learning. So this is an exciting model that we'll be bringing you some more information as we move forward. But the um areas that we are working on to begin with is in creating those opportunities for student agency where they take ownership of their goals and they have both voice and choice in the way that they learn, what they learn, and the way that they display that learning. Okay. Okay. This

100is the reflection and improvement. So I've given us some stars here um as we go through. Do you want to talk about stars? Okay. Um, so Unified Sports, just a shout out to, um, uh, Miss Sutherland and her hard work with her support staff. We are going to, if you haven't seen it, we've already working on hiring coaches for all the three comprehensive high schools that will be specifically for unified sports and they'll be paid that same coaching stipend, which is awesome. And then working with the state, um any students who are accessing um the unified sports and it doesn't matter if they if they have an IEP or not, they earn credit. They earn that same um quarter credit just like their peers who are on the football team or the soccer or lacrosse

101team um for participating for every season. So if they participate in all three seasons, they can earn that um 75 credit for the year. And then those do only go towards the two that are listed. you still have to do the the other one um on its own, but this is something that has really grown and I know here we only have the high schools. Um but we're this is thanks to um James Yapius and the foundation like this is systemic throughout other buildings as well. We have Bryce gave me his time so you're not done with me. But awesome on the credit piece added to the sport being recognized as one of our regular sports in the district. It's phenomenal. And again, extra shout out to James. He was the one that helped um

102start that becoming a board approved um sport. So, thank you. And thank you to the parent, Heather Brown, who has made it a huge success at Highland High School. Thank you. Um we've made a commitment to rigor in our curriculum. Um we have I identified and adopted a new secondary reading program, Reading Horizons Elevate. We're using that both in our reading and our literacy labs as well as our reading classes. Our teachers um both special education and general education are receiving that training so that we can support students at a variety of different reading levels in the secondary uh middle school and high school settings to be able to um look at that across our continuum. We also have integrated ELA programs, our Wonders and our Wonder Works, so that as students flex back and

103forth into different classrooms, if they uh come from a resource classroom or an essential elements classroom and flex into general literature classification classroom for part of that literacy period, then their um texts and the language and everything else that is being used will flow across. And then um Eureka Math, we chose this program because it does in fact um come with accommodations and modifications built in to be aware for teachers. Again, we're trying to build that flexible membrane. So, as students move back and forth, they're they're always able to do that or see that. And teachers are focused on teaching on grade level with that level of rigor. as we continue to get better at this. I didn't give us a full star on this yet, but we're really working to get all of our

104teams um with the professional development and support that they need to make sure that those curriculum pieces are in place across the board. Peer tutoring. Okay, so again, um we have really increased this um districtwide, but we still want to continue to make it better. Um, you can find this in elementary and in our secondary schools. Um, what we're working on with our teachers is making it so that it is um, systemically similar. We talked about rubrics um, earlier, whether it's a rubric or some sort of specific training and outcomes. We want it to be very similar so that when you walk into one building versus another or go from one set, so like elementary to middle, middle to high, that it's looking similar in all of those spaces. So, we're working to continue to

105make sure that that training is not only for special ed teachers, but also for gened teachers. How do you support them in your classroom? What does this look like? And then how do we use these students to um best support each other? Um Dr. Hall and I both have um children in our lives who are a part of this, whether it's in our district or other districts who it it's lifechanging both for the student who's the peer as well as the student who's getting the support. Um, and we find that this is something that we want to make sure continues to grow. Um, because it really doesn't matter what level of support a student has for services. Um, this can be really implemented in any of our buildings because it's just that peer-to-peer model that

106makes um, inclusion and opportunities amazing for all of our kiddos. We get a half star because where it's happening well, it's happening very, very well. And what we want to do is make that systemic. Sorry, I was it's just me. Sorry. Um but just on that piece is just an extra emphasis on not just training for teachers but administrators as well because there have been times where especially early ages um it's almost a fear factor of um that peer um partnership and that structure with the younger group and not really recognizing or seeing how it can work and that value in it with the you know kinders or first or second. um when it really uh can be done at a really young age. So yeah, AB absolutely and we do have it in our

107elementaryaries and that that error is mine on the slide when we are talking about training. It it is also training with the students but but also anytime we're doing something with teachers, we want to loop those administrators in um so that that becomes a really cohesive unit. So I should have been and I'll always give a shout out to peer tutors because of my experience at East. I was a a peer tutor in almost three years and I I don't think I was allowed to be one that long. But you were so good at it. They just point there shouldn't be a a requirement or a lack thereof of what you have to do it because really any student any child can be kind and supportive to any other student. And so I do think

108that's something that we need to end this idea that there's a limit to how much you can do that. And then I did forget to mention um I'm also working with Laura on this as well and looking at potential CTE pathways for um students to then work towards like becoming a paraprofessional with then becoming like within us. So making this sustainable within Salt Lake and then becoming um that teacher pathway. So we are looking to extend some of this peer tutoring into some pathways in CTE. Um we've been working on this for about a year and a half now. Um it's it's a process that again we want to bolster the program itself before we look to extend some of that out. This was me uh reflection and improvement again. So co-eing has something that

109we have done systemically for quite a while now. Um and it's something that we continue to improve and work hard on. Dr. Hall already mentioned the yes we can. So that was partly an introduction to working together and collaborating. That's the idea of Yes, we can. And so what we did today with a whole bunch of um coaches and some administrators was a first set of professional development with USB on co-eing and implementing it systemically within our district to support all of our students, no matter what school you're in. Um we are working, you'll see really soon that we are working to hire four coaches that are being funded by USB. Um two of the coaches will be specifically with a sped license to support um the sped teachers. Two of the coaches can be

110sped or ele or not elementary, gened um licensed, but they must have co-eing prior experience and they're going to go out to these certain schools that have been identified through the I3 grant um and work with those schools and support that. But we are taking it larger than that to any school who wants to be included in this system of professional development. Um, we're going to have the four days in August and then we're going to have professional development throughout the year next year. Again, for any of the schools who have opted in and as we were leaving Liberty today, I think I got another school who's going to come join us in that opportunity. The biggest areas that we've talked about for the improvement piece is that collaborative planning time. This is something you

111will always hear me advocate for for my department and my teachers um, but also for the GenEd teachers is this doesn't work without having opportunity to plan together and to work together. So that's something that we are being very thoughtful about. And then it's already indicated this additional development and support for everyone. Um it's administrators, its teachers, and its coaches. It's a system of supports that we're putting together. And like I said, we're working with USB and their co-eing um support staff to create individual plans in each school, but then a district-wide plan for how we're going to roll this out after we roll this into these schools. All right, let's just end with a couple of bright lights. That's one of the things that your resolution asks us to do to bring you some

112of the people who are really making a difference. So, every year when we give this presentation, we're going to bring you some um current stars. So, just a few um to begin with. at Bachmann. I we have already recognized Elizabeth Holloway and Debbie Palm um and Matt Teter, their principal, who were given the science of reading award from the state and they are a co-eing classroom. Okay. Okay. At Hillside, um we have this amazing PE teacher who actually he has um his AP license along with PE. Um and he creates opportunities so that students can just sign up for PE and he adapts on the fly to make sure that students are finding um PE accessible no matter what um their needs are. I'm gonna do a quick shout out for my own little area

113of of desire and that's students um who don't who have visual impairments and um something that I think we should continue to look at is like gold ball and things like that for our districts. That's something we don't regularly see in our schools. But um as I said, this this teacher um he's doing amazing things so that we don't have to he collaborates with our AP teachers already, but there's that idea of co-eing and co-f facilitating these classrooms so that any student can participate um any period of the day. At Emerson, we have our four, five, and six uh co-eing classrooms who are regularly recognized as models. Um, as our teachers float in and out of those groups, small groups, individual groups, or working with individual students, um, it is very hard talking with uh,

114Miss Reynolds, their principal, to determine as you walk into a classroom who has an IEP and who does not. And that is our true goal for these kinds of classrooms. I should note those were all different grade levels. That's not just one classroom. Yeah. Sorry. Um and then uh Hillside and Clayton, we're going to highlight. They have music productions. If you've never gone, they are fantastic. Um that includes their entire building. Um as long as they want to participate. If you don't want to participate, they don't make you, but it includes your entire building in both of these. And um these educators that are um shown on here, they're working hard to find ways to adapt and accommodate and support all students so that they all have whether it's a speaking part or just an

115acting part. Um they're accessing their after school activities. Um and this is I forget what they did this year. Beauty and the Beast. Thank you. Yeah, Beauty and the Beast. I'm like there's a knife. That's a knife. And they're amazing. They're absolutely amazing performances. That's it. All right. Well, that is our um report to you this year. I appreciate your feedback and we'll take that into consideration for next year as we continue to improve these presentations. But we do in fact believe that our secret in education lies in respecting all of our students. Thank you. Thank you. Are there any questions, Brian? I I have a few. The first one was in the beginning you were referring to um the rubric. Was that something that you just adopted at the beginning of this year? As

116you or how long have you been using that rubric? Um, we got it when we did our Yes, we can training uh starting just a couple of months ago. It was just a tool that I liked and picked up and have been kind of using frame my um because you know that I like rubrics, but I also think that that helps drive your analysis of how inclusive this really is or how you're in accomplishing inclusivity. Um when you were talking about it, you were also talking about um all students. So we have dual immersion and we have the special ed, but then you were also referring to the advanced academics and identifying or beginning to identify those students that are gifted. I think those things are really critical, especially in our title one schools because

117a lot of that population, that's the only tool that we have to find them. In some of some of the other settings, um there are other ways that parents and others are supporting those children. I guess what I'm trying to get at is ensuring that we are considering those students as much as we are all of the others because I think sometimes they get neglected and we need to make sure that they're engaged. It's to me really sad to lose those children because they're they're bored. Um so with that, you talked about professional development for SPED and all of those sorts of things. Are there professional development um opportunities for gifted and learning? Are we um ensuring that that piece is getting the support that it needs as well? Yes, we are, but it isn't

118the focus of this presentation and I've already gone too long, but I will say yes and and um and I would be glad to talk about that with you at length. Thank you. Any other questions for our presenters? Kina, um I really appreciated what you said about um like the impact that peers can have on each other. And I was wondering if the recent event at West like the Panther Pooa event, if you are aware of that, falls under this. I believe it was like a dignity initiative where student gov was given some amount of money to put on an event um to promote clubs and stuff. And I thought something like that is like very impactful because it's peer-to-peer and no one has as much of a vested interest as the people running those

119clubs. So that's something I thought was valuable. Thank you. Thank you, Dr. Hall. Thank you. Thank you very much. Thank you. Appreciate the time. Um, moving along to our discussion agenda. The first item there is property use. uh former Riley Elementary site repurposing for expanded career tech center. Dr. Grant, you want to introduce this please? Yep. Glad to. Um Sam, will you throw up the slides? Just to start out, we've talked about this a couple times, so um I wanted to place this in context first. We are um we are in the process of doing the G5 policy where we are deciding what to do with our unused school buildings and sites. So we have four elementary schools with that are unused in this process. The um G5 that we decided on um the first

120thing we do is determine district needs. So we're in the middle of that. So I just wanted to you could flip to that next slide. Just wanted to place that in context that were there in that district needs section of things. Next one there. So, we're bringing to the board the recommendation that we designate Riley Elementary School for a larger expanded career and technical center. That's what we're working on here. Uh I wanted to to explain a little bit again why. Now, most of this is in the memo. You've read that. I only have a few slides here, so I don't want to take too long talking. that the reason we're coming here is um we call it district need in the G5, but I think that's the wrong language to use because then it

121misses the point that this is about student needs that we're trying to meet student needs. So in this we're looking at a situation where we have a career and technical center that's landlocked essentially within that building on the slate campus at the old south school. It's limited with just 12 classrooms. The seats that we want to offer and that students want to have in CTE classes um are much fewer than we can provide. In the CTC center counselors, students have talked about requesting more of that. Um and so we want to look at moving to a new space that would allow us room to grow the CTE program. Um, we would be growing the number of seats in the program. We'd be growing the number of programs available. Right now, um, we're limited by space

122in the number of programs we can provide students. Some of those programs themselves within the CTC center are limited by space and what they can offer within their program. They aren't able to get outside. We don't have good space there for that sort of activity. Um, and essentially what this means is what we're trying to do again is offer more opportunities to students by being able to have more space to do that. And this to me is a window of opportunity where we have these buildings that are currently unused and we can designate one to meet student needs over the long run. Um, and so we're coming to you with that. Could you hit that next slide, Sam? I wanted to just do two things quickly. One is to remind you what a pathway is.

123Um so this lays out just what we've got for um the IT pathway example. So we start out in in CTE programming. The idea is that we first give kids a sense of awareness that starts to happen in elementary school and then middle school. then move to kids exploring uh their interests with some of these intro classes. So here we've got awareness classes at the middle school where they can start to get an idea of what these CTE courses have to offer in IT. Then in high school they take an explorer course if they'd like to pursue more of that. Um and then they move on into concentrator and completer courses. So our goal is to create pathways for kids. So they take some awareness in middle school, they take the college and career awareness.

124They decide they love the idea of website development. They go to high school at East, Highland, and West. They have a number of courses to choose from. These are all available. So they take an introductory kind of exploratory course maybe in web development. Then they say, I really like this some more. I either want to go into the GIS that geographic information systems take a couple of classes in that become not just a explorer but a concentrator and then a completer. So the idea is to get three full courses in CTE if we can because that means the students has completed the pathway. Students who complete CTE pathways nationally graduate at a higher rate than students who do not complete CTE pathways. We were talking earlier about attendance. CTE offers an engagement strategy for students.

125Our rate of graduation among those who are CTE completers is 97%. There's no other subgroup, I think. Well, there may be other subgroups that hit that, but maybe one of our highest subgroups. So, they're moving through that. At East West and Highland, we also have um CT coordinators that create the internship opportunities and oversee those for each of the students in these kinds of production. The next slide I wanted to spend time with too because I think there's a misunderstanding. Thanks. Um I just want to be clear that the board and the community understands what we're looking at here. First, we already have a tech center. Um, and we already have CTE classes at East West. So, what we've tried to portray is what's available. Um, and Laura, please correct me if I'm wrong on

126any of this, but East, Highland, and West each offer these classes in gray in the middle column on the slide. They offer them now, and we are planning to continue having them offered next. um in when we rebuild Highland and West so that those courses are offered that way. The courses on the right hand side are those that are offered in the tech center. Now, some of those courses, some of the well, this gets a little confusing with money, but the ones in black are currently offered in our tech center and are funded through those CTE tech funds, tech center funds. the red ones are the ones we'd like to move forward with to grow out um that way into new things. So um last week there was this question or last time we met

127a question about robotics. Robotics stays at the high schools um in the current form it's in. But we would look to create an even better robotics experience in the tech center should we have the opportunity to move into that so that something were a little more advanced. As a point of information, not all three high schools offer all things in that middle category. They are offered at some and some are offered at all, but not all of them are offered at all. Connect with Laura here. Oh, and this is in your packet. I wanted you to have a hard copy so it's easier to see. By the way, Yeah, this on the back. Sorry. Yep. So, that that is an accurate statement that some courses can't be offered in every high school because of we're

128limited by educators. So, I and another point of interest I think is is really great to know like including the IT pathway. Um, IT teachers are really hard to get. IT teachers are working in industry making a lot of money. So, um, sometimes we're very fortunate to be able to get an industry professional that can come and teach IT classes. Same for engineering, same for robotics. And so, that's why these programs are offered in a tech center. A more robust program can be offered in a tech center because we can bring those students to one high cost, high um, earning potential teacher. So, I think that might help clarity some of those introductory classes like the robotics introduction. We do offer even in middle school we have a um robotics teacher that teaches in a

129an eighth grade at at Bryant. So, there's there's a smattering of each, but it's not all courses are consistently offered um like board member Anderson said in every high school. I wish we could. Thanks for clarifying that. Um, so what we're trying to do is look at how can we fit in more programs in a tech center. How can we grow opportunity for kids? And these are the first things that we're looking at. When we look back at that pathways piece, we what districts typically do because of the way CTE dollars flow is they they distinguish between CTE programs. So, you tend to put across your high schools your introductory CTE programs. Um, and then your more expensive and more advanced programs in a tech center kind of thing, particularly those that are more expensive.

130And as Laura said, because we have few teachers in some areas that are able to do these classes, then we would put them in a tech center because they can reach all kids across the district, not just those in a particular high school. So, you're trying to to find room for the expensive large programs because of the rule of redundancy. We're not able to create redundant programs across schools with the CTE funds if they're expensive programs. They limit us. So they say you can have these CTE dollars, but you can't buy expensive things for every school. You have to consolidate that um in those rules of redundancy that way. So, um, that's what we're trying to create. Next slide, Sam. Thanks. So, attending to costs, I know this is a big issue. What we've talked

131about is the phased implementation plan. Um, that we would move at the speed of money. Um, that we would look to relocate a CTC programs as they are right now in the new Riley if we're able to use that. where they could already then take advantage of the extra space given there. I changed the uh I highlighted in blue the changes I made from the last presentation. It's probably too quick to get them in there this summer um to move that way just to get the moving up and running and logistically in place. Um, so we probably have to wait till next summer unless magic happens, but I may have to give up on that. And then, um, move that program next summer would be one of the goals. Phase two would then be to

132start tailoring spaces for other programs as they come in to grow them, to get outdoors, to offer the welding program. um because our plan is not to put that back into the new highland, but rather to put it in a CTC center if we can um so that it expands its reach across the district. Um as Denise was talking about, she's really a remarkable teacher and we're lucky to have her and um saying she grew the program from 80 students to over 300 in her time there is a testament to her work that way as the lead teacher. and then to look at more expansive and more expensive changes needed to bring in other programs um in the next few years. And Alan had me put in there and beyond with the idea that we

133don't yet know what the um what the programs of the future are. And so trying to create flexible spaces that way that we could put new programs in over time. And next slide, Sam. Thank you for that. We're sensitive to the costs and so um we've got the funding sources here and um Alan is prepared to answer questions about this and present on how we're planning to pay for something like this. Yeah, let me just kind of cover this slide and and also keep the previous slide in mind as I talk about funding. Um so the initial phase one um the Riley building is largely um for phase one turnkey. Um there might be some new furniture we need to we move the furniture over. We have might need to furnish new classrooms as we're

134expanding. Um but there's not a lot of uh remodel that would be needed for phase one. Uh those costs would be covered by the CTE program uh as we move those uh classrooms into into a new building. Um, in addition, uh, there's the state grant which, um, the application isn't released yet, but it was $65 million statewide that was approved at last legislative session with HB447. uh as soon as that application becomes available, we want to be able to get our application in and get as much money as possible for um some of those newer and expansive uh and more expensive items that we can use those funds uh to address that. Uh, in addition, and I appreciate that we have Rick Davis and James Yappies from the foundation here, we would uh like to

135direct the foundation to begin um, you know, some fundraising campaigns to as we address. We want we would like to build out this program or we might need to do some some remodeling um to the school to to fit this program that between the foundation and industry partners. we can um uh get some private funds to help cover the cost of those those expansions. Um so really what we're laying out here is as far as the district funds, property tax, um minimum school, etc. um or even our capital funds. We do not intend to use our funds for this as we would use both a mix of CTE funds, state grant funds and um foundation funds. Is there any questions on that? Um what is the estimated total cost for retrofitting Riley? And as a

136comparison, what's the total cost that we spent retrofitting Rosland Heights when it moved from accommodating elementary schoolers to teenagers? Yeah. So, I don't Roslin Heights, I don't know, that was what 20 years 15 20 years ago. Um, so I don't have that answer. Uh, all you know, it was brought up uh in a previous meeting about the toilets. All the all the toilets with the exception of the ones in the kindergarten area are standard size toilets. Um, so those don't need to be replaced. Um, so there's really not much that needs to be retrofitted um to move kids move high school kids over there. Um, it's more furniture um and we can bring the furniture that we have over and then um do new classrooms. Um if if as goes I have a email from

137Tyler or I can't we have too many ways to communicate. I don't remember if it's email or team. um kind of an estimate on what it takes to both um put furniture, new furniture in a classroom and also move the furniture. So, I can be looking that up um because I think there's another slide or two. There's actually not I think we're at the end. Oh, yeah. One more one more slide. I have if there's more financial questions and the best do. Let's just do them now. Let's go back to that one. Um and knowing we didn't we were not very successful receiving state funds for school safety, right? We asked for 10 million. about 700,000. I don't know how much faith I have in item two. So, if I move on to item three,

138I had asked in the last meeting if we knew sort of the average annual amount raised by the foundation as well as if we could talk about the model the board engaged when we went through a similar process to fund the community learning centers. So when the board and the district worked in collaboration with the foundation to fund community learning centers, what was that process and how did they identify the total amount of funds funds to be raised? Yeah, change if it's all right. All right. Uh first of all, that's an excellent question. and I uh board member Anderson, one of the things that we will do uh if uh the vote goes to to uh do the CTE center, we will evaluate the total cost of the camp uh of the retrofitting and uh

139identify and make sure that we have uh the architects, you know, we in for example when we did the West High Clinic, we hired the architects to give us a cost and once they did the cost, we had enough partners that wanted to uh come in and support the project. Similar to to this project, we would do the same thing. Uh we've offered to also if it passes, we want to be able to put at least $200,000 to start the process to uh uh design and see what phase one, phase two, phase three would look like and what the costs would be. Now industry partners will only come if we have a specific cost and uh they're ready to come. There are many who are interested who would like to be a part of this

140uh partnership. So as far as the cost, I can't give you an exact amount, but do I uh believe that we can generate that cost? Absolutely. I think as a foundation um when you look at uh West High School, we estimated for the capital campaign for that was about $800,000. And then we knew that the operations was going to come through the University of Utah. Similar on on this project that once we identify specific areas of need, we can bring those specific partners to bring in the dollars and be able to be uh partnering with Salt Lake City School District. And just to reiterate what my So you don't have an average annual amount that you raised. You're just saying we would be able to identify what it is once we had a cost. But

141how did we go about that process in terms of the CLC's? Well, I wasn't here during that time, but I was during those times and what happened was we came up with an idea and then we fished that idea for those investors in the community who would like to take it. We can give you an average of how much we bring in every year, but that would be almost irrelevant to what we're talking about because what we do is we find some people that are committed to doing big things in a wonderful school district and are excited to get on board if we have a project worthy of their investment. One of the CLC's was basically handled by one family. They said, "How much is it going to cost? here's our seven figure donation. So

142that doesn't fit into how much we're going to make every every year. That's how we anticipate funding such a facility. And for I've been on the on the select board for 15 years, so I've seen most of this stuff happen. I have one more followup question then. Um I have one more financial followup question and one more to the superintendent. And it the first is to Allan I believe which is if the foundation couldn't cover whatever the proposed total is because we don't have a total right like we just don't know how much such a retrofit would cost um specifically on this proposed timeline what capital expenditures would we need to defer to cover potential cost right so I think as superintendent said before we we only will move as fast as we have the

143money so if the foundation were not able to raise enough funds for a specific remodel we would pause on that until the the funds were here. It is not our intention to use any of our capital funds for this project. Now, um with that said, when the current building was built, the district upfronted that money for the the CTC center and then over a payment plan over several years, the district was paid back with CTE money. Um we don't intend that to be the case here, but I just wanted to throw that out there that um that building out there by the the Slick campus was um ultimately funded by CTC funds and I do have the answer to your first question. Thank you. Um so an estimate to move the the furniture and equipment

144from the current CTC center to Riley somewhere between $40 and $55,000 and then an estimated cost to brand new furnish uh a room is about $12,000 per room. And so and those would be the costs I noted would be covered by the CTC center or CTC funding. That's not a comparison with Roslin. It's just those are the estimates. Correct. Okay. Um my next question would be to the superintendent which is is there a harm to tonight committing to something like a feasibility study that would get us across that first step? Like if we were to agree to do a feasibility study to identify those costs, it sounds like all the players here financially need to know what the costs are. And would there also be a harm in that feasibility study considering other spaces in

145our district? I've heard a lot of concern about um transportation which I can identify as a couple of examples and also the needs of other buildings central in the district like Hawthorne. I'm not sure what I know what you mean by that needs of Hawthorne. But if we were committing to a feasibility study, could we look at the feasibility of multiple spaces that are in need of use? And that the reason why Hawthorne is coming to my email is specifically because there's concern about people who live in Glendale very close to the campus of Riley. Like if I lived on Fremont Avenue around the corner from Riley Elementary and I took a bus to East High in the morning and I took the bus to a double blocked period in the afternoon at the CTC,

146I would have to choose whether to go back potentially for last period and sports or stay home in Glendale. And if I go back and forth again, I've now been on the bus four times. If I'm a student in Glendale commuting to and from east, whereas if I'm a student coming from another neighborhood, I'm not. And one people are asking in my email and maybe others why we're not committing to a kind of feasibility study of multiple buildings on in the district for this purpose. Because we had Isaac Ael as our buildings and grounds lead conduct that study. Essentially, um, we were looking at multiple factors on the buildings. Um, we're looking at building age and Riley is our newest building, which matters a lot when you're thinking of wiring and technicalities that way. Um,

147and what the update is needed there. Um, so it and maybe it's easiest to say there are four schools and two of them just don't fit because they would be so hard to retrofit. So, Mary W. Jackson and and Banyan just don't work well for these kinds of needs to keep because their costs would be so great and to retrofit. So if we look at Hawthorne which I think is a legitimate property that way that we look at. So we were looking at the age and essentially the health of the building to hold this kind of thing as well as the amount of room on the property, the amount of room in the building as well as the room on the site itself. Hawthorne's quite limited in its sight. It's just not bigger property which

148gives us trouble because this is the other thing we looked at as parking being able to park in this place. Um we also looked at placement within the community. One of the things that a catalyst center like this a CTC center has is a lot of comingings and goingings of buses um around and that gets more difficult in Hawthorne in more of a neighborhood versus in Riley that's a little set apart from most of the homes. There's just a handful around there and it also has access on 9inth west so it's an easier access to that to that campus area. It allows us to grow the building should we want to put in a site for construction. Say Big D construction wants to help fund construction programs for students interested in industrial construction around Salt

149Lake City. um we would ask them to participate as partners help us with um equipment as well as building out a big warehouse style room that would hold something like that. Um so and then we were looking at location and um I think there's an argument to be said for not putting all of our second school programs um east of the freeway and so having Riley there on 9 west um can be a value. We we'd look at too I've thought about this some students commuting actually I think it's an important point they commute right now for 20 years or more 20 to 30 years we've been busing students to technical centers to take advantage of these kinds of programs um so students are are have to do that I mean it's part of what

150it is to take advantage of another program in another place um but there would be something to looking at having some sort of easy commute for students near the building rather than having to get to East and return just to get to class. So, I think that can be something we can we can work out. The other thing we're trying to work out and are giving a try with in some ways next year is looking at double blocking classes so that there's additional time at the building rather than spending all of your class time driving to the class, spending a little bit of class time going back, double blocking those sessions. Some districts do that. Um, Davis particularly, which has the Catalyst Center, has a long commute across their large district and so they double

151blocked some classes that way. There was something else at the front end of your question that I missed, Ashley. Yeah, it's just could we have a feasibility study of the things you said because you stated it sort of that Isaac did this, but a real feasibility study like, you know, we did for the high schools or we did for the potential of an additional high school. They included things like enrollment. They answered questions about transportation. Um, and they they helped determine what the ultimate cost would be, which would help us know if it is in fact feasible to move forward on the proposed timeline. So, could a feasibility study be conducted of this project that would help answer a lot of the questions that are still outstanding? Yes. Um, I think we I mean I

152we have a pretty good sense of some of those answers from our transportation department and things. Um like in the memo we had um a response from our transportation team speaking about the feasibility of this and I'm sorry just as a point of order the memo that is being addressed talks about the number of total routes. It doesn't talk about the experiences of students who would be best from the west side to the east side and back and their outcomes because it's it's very beneficial to say we shouldn't offer programs all in one location but it is specious to say that being on the west side would be easier knowing that our neighbors in Glendale are zoned to East High on the east side and that potentially commuting four times a day even in a

153double blocked period could restrict access to sports and other things that if a feasibility study is comprehensive could rule that out that's more than what is in the memo which is total number of routes not convenience of routes for families using them if that makes sense. Yeah, it does. I'm not sure we could get a feasibility study of the outcomes for students that way. They do that now. They do four routes a day if they come up to East and go to the CTC then back to East but not mix it up and then back home. So it is adding five minutes to their commute. We're anticipating we're kind of looking at that at different times of day. So each way it's five more minutes. So it does to that um in you know it

154depends on the time of day and what kind of traffic you're hitting but drive it schedule the longest is 26 minutes. Yeah, we haven't found that yet when we Google map it, but might be finding different types to look at. I think a feasibility study would many people have had outstanding questions from the right to the left of the table and I'm wondering just is there a harm to spending less on a feasibility study now to make sure our questions are answered and we're able to put forth that total cost that the foundation partners have indicated is how they would determine what buyin is for this for Amanda. Yeah. Can I Yeah. Um, we can, of course, this is at the board's will, so we can do that. What I'm trying to understand is the

155feasibility study. I thought we were originally talking about understanding the costs so the people knew what they were getting into um that way. And we're we we're not able to get the costs until the board gives us the okay to go ahead and spend some money in trying to get down what would be the actual cost of retrofitting the building. we need an architect or someone to do that. A feasibility study feels like a very different thing and it and it feels um it seems outside the process of G5 a bit in that doing a whole feasibility study on this actually negates all of the work done around CTE and by our experts in the district to raise these concerns and stress test them and come up with um some plans for this. I mean,

156I think it's worth finding out the actual costs. We'd like to do that. Well, we'd need to do that to move forward. The feasibility itself, um, you know, to to balance the difference between a student having to take a longer bus ride versus not having the opportunity to participate in any of these programs. That's a real balance that I think we need to look at. I mean, we're talking about can we expand the welding program so that we don't have a Unless we say yes to a larger space, we can't expand the welding program. So, I'm not sure how we put that against the extra costs of transportation for some students in terms of their time when we're trying to moderate for that time expenditure too by trying some different scheduling tactics. So, I guess

157I would like to if we're interested in finding out the costs before we move forward. I think Allan has stated that we actually are only going to take on those costs that we know we have funding for. Um, so I'm just I'm uncertain about that a little bit, but if we did move forward that way, I would like ahead of time the direct things we're trying to get from that study. Um, and not be guessing at what what we're trying to get from that study. So, leave that to the board to take up. Amanda, um I have a lot of speaking of this, um I have a lot of thoughts I'm circulating on. I'm going to try and make sense of everything that I'm chewing on as this discussion's been going on. Um some of

158the things that stand out to me is um one, it's made very clear this is not coming out of district funds. It's coming out of the CTE program. that's coming out of the state grant. It's coming out of SLE fundraising in a phased um way as the monies become available and no more. Um so putting money into a feasibility study to identify the monies that need to be put into it at each phase that is kind of a um an evolving concept and then we progress accordingly. Doesn't quite add up to me. Um, and then additionally, when I was reading the, uh, the statute, uh, it says that it's that the bill takes effect on May 7, 2025, and it's onetime funds, if I'm reading it correctly. So, we have a a a unique opportunity

159to tap into $65 million. We only have 42 districts statewide, if my Google search is correct. I will put that disclaimer out there. Um and so the implication is we should be getting more than a few hundred,000 um that can actually um put a dent in some progress in this. And to I guess pay homage for lack of better words to Jenny Sika and her advocacy for um this programming. I passionately believe in it as well. I've got I grew up on a farm and in a small community and uh hands-on industries were what got a lot of kids through it. Um I've got kids that are currently active in welding and auto body and other things not related to that and I work in the construction industry and um we're starved for uh quality

160um employees to go into that and seeing that you know you're looking at HVAC and electrical um at the high school level is amazing. I have a a best friend that his daughter graduated from high school with um nursing certification and is now um a doctor. Um so these pathways and these CTE concepts are just um priceless and it gives students that aren't um interested in or able to succeed or whatever it is. And when we're talking about engagement, we're talking about attendance and we're talking about truency and stuff. finding other ways to help students be excited about their education and excited about coming to school. This is a phenomenal way to do this and kicking that can down the street um when we already have clearly identified um the initial cost and that these

161other organizations are going to do the leg work to get that money together. It's not coming out of our pockets. It's not being taken away from our teachers. we can continue to work on doing for the teachers and our students outside of that while we're also working for our teachers and for our students to expand upon it. So, um I I I struggle on the the hang up on the funding piece because I feel like it's really clearly outlined that we've got outside players that are stepping up to do this for our students and do this for our district. Um and we're only moving as fast as the money is. So again, it's it's a no-brainer for me. Um, and I I did mention before I struggled with spy because special education, but that can

162be dealt with down the road. A second round because it's necessary. There's a second round. Bryce, I had Muhammed first and then and then you um yeah, thank you so much. Um um Ashley, did you have a chance to go to Riley? I've been to Riley many times. Okay. And you saw like the building itself is so retrofitted, you know, with like some solid big metal bars, you know, with high ceilings and so many things, you know, which really actually allows it to be, you know, a great space for such a program. Also, we do have plenty of space outside of the school which allows the opportunity for parking, for events, for activities and and you name it. So there are so many things out there. I'm sorry. Is there a problem? Well, I just

163don't understand why you're asking me questions to me personally. Yeah, because you're the one who's talking about this space and stuff, you know, because you mentioned other schools and I'm just want to make sure that you know is there is there any problem with asking question? I I think just stay focused on what you want. Yeah, because I was asking questions so I can bring my point forward. All right. So, um, okay. So, there is a reason why our district actually we got a trip AAA rating, you know, because they have seen that it is a an an an amazing future opportunity, you know, and imagine what kind of a partnership we will be getting actually within that program if we were to move forward. you know my faith in the uh the foundation you've

164always come through for every project you know you have said you are going to be there to help us and make it happen you have come through and I have seen it for the past four plus years I've been here and I appreciate that all of us unanimously we have voted and we have actually extended the contract for our business administrator because we trust his ability to actually provide us with good information that we need so we can make sound financial decisions. And to me, you know, we do have all of this information in front of us. And I understand the concern in terms of feasibility study and all of that, but the reality is it is students career and life in line here. You know, we do spend money on so many things. Yes,

165we can keep kicking the can along the road, but every day we are pushing this, you know, we're kicking this forward. More students are actually losing a chance to get this opportunity as soon as possible. Our district is a minority majority and as an immigrant and we have so many immigrants, we are actually much better at doing things with our hands than opening a book and starting to memorize stuff. That's just like how we are built. That's how we are actually tuned to survive. And if we are here Yeah, there's in round two though, Bryce. Yeah, thank you. Um I appreciate the constructive conversation that we're having tonight. Um and I've shared um over my time on the board that um CTE is something that I really remember about my um K12, but specifically um

166high school um education. Um, I'm very excited about u the idea of having a new uh career and technical center. I think CT is highly important. Um, a lot of the questions that I had have been answered and they were questions that board member Anderson asked as well. Um, sorry, my thoughts are all over the place. I'm trying to remember what's been talked about and what hasn't been talked about. Um I was also going to say though that we do have a responsibility as seven board members to answer um the questions that our constituents have and we question many people in my uh precinct are very excited about a uh CTC center very excited about it being on the west side u but the questions that I am getting is about the financial aspects and

167the funding sources um I have full faith in the found the foundation um I think there's um possibility to get some of this CTC funding you know things of that nature. But we've also come across times in this district where we've been told something's going to cost a certain amount. It's exceeded far beyond that. So I have a little bit of a reservation in trying to count with the exception of the foundation. All these other things I have a little bit of a reservation trying to to count on these things. Um a little bit different than a feasibility study. I actually have a question um in regards to like an architect specific to um Riley's site. I'd feel a little bit more comfortable if we were to have an architect come in and look at

168what those potential costs may be. Um, again, I'm not against the CT center CTC center. I'm not against having it at Riley, but I think we owe our constituents and our community a little bit more uh groundwork before we make a final decision on this site. Sure. You Yeah. Um, I was looking at our G5 uh procedures about um future use of unused district facilities and it's those facilities that we don't feel there is a need for students that we would do a feasibility study on right and then to put up for sale is that right to or can we bring the options to the board of sale or repurposing okay so but I do think if there's some um less involved process to get a better idea of cost then what would all be

169involved in the transition in moving the CTC center there that would be that would be good but I I wouldn't so I would say that I would want to move forward with this tonight but with that that that instruction construction, you know. Um um oh, I also wanted to just say that my my dad um graduated from West High School and lived on the west side. Um came was in a lowinccome family and he did welding. That was one of his first jobs. He he had an apprenticeship at a welding place and then he ended up going on to become a civil engineer. Yeah. So I do think that's a very good potential pathway. I just wanted to ask a follow up there. So you're you were saying there you want to go forward but

170you'd want to go forward with the stipulation that we do a financial piece. Is that what you were saying? I wanted to just clarify what you were after there. Yeah, like I think so. Like an architect getting I don't know if it's an architect or a construction company or I don't know some some kind of consultant. You could ask that in your second round. Yeah. Okay. Um Helina, do you have anything to weigh in on the first round discussion? Um, I was going to ask if there's any intentions for how this will be used by like um people not directly in these particular CTE classes, like middle schoolers who come on tours and stuff or clubs that would benefit from similar facilities. I would love to have elementary and middle school kids coming in to

171tour just to see what's available. anything that expands their world and says, "Oh my gosh, look, I didn't know you could learn to fly drones and get into a pilot program or I didn't know you could um do fire science um and you know get into that kind of thing just even if it's a first job out of high school, not your whole career like Charlotte's husband has made it a full career." Um so there is that. The other piece is um we'd be very interested in trying to work with the community to make this available to the community for adulthood classes in the after hours. So we would only have needs until like 3:30, right? 3 3:30 something like that and then offer it to the community. We've got the Swansson Center right there.

172There'd be ways to maybe partner. Is that kind of where you were headed with that? The other thing is this isn't only for pathway completers. It's just for those who are interested in the courses. Okay, I'll defer my first round. Um, Brian, did you have any more? I did. Get my time. I've appreciated the presentation and um also the focus on like the timeline because I think that there has been cons some confusion there. Sam, will you click that back just one? Yes. Where Phase one is the 2026 2027 school year. I think that and maybe I'm wrong but emails that I have been getting or things that I have been hearing was this is all going to happen in 2025 2026. How are we going to do that? And I guess one of the

173hopes that I would have is with our administration figuring out how you can make sure that messengers aren't giving maybe information that isn't quite clear. I mean, I have gotten responses where from teachers, okay, this is a done deal and now we're going to have to move our class um and we're going to have to do it this summer and school is ending in two weeks and how am I going to do all of this? Why don't I clarify? Nothing's a done deal till the board votes on it. Well, that's what I was getting at and to me nor have we said that anywhere nor has the senior team said it. So, I'm not sure where that's happening, but we'll work on counting. Okay. I'm not trying to um find who's Well, I guess in

174a way I'm trying to find who's doing that, but I'm not trying to um assign blame for anyone. But I think that it is disconcerting when and I don't know maybe it's just a rumor mill but um to me this is really beneficial to have the public hear okay this is phase one this is phase two this is phase three because what this is telling me is it lends itself to what we've been talking about here with Amanda and Bryce and now Charlotte. Okay. Could we have an architect look at it? Could we get the idea a little bit more established as to the cost? Um, but moving ahead with the idea that we're going to do it and once we've done it, then we can get the architects to help us understand where we

175are costwise. I take it back. I'm going to ask a question of maybe Alan and Laura. What does your CTE budget look like right now? And could we cover some of these initial costs? I don't mean to put you on the spot, but um I think it'd be good for me just to know. Point of order. We don't have initial costs really. Like we've been told one number by Allan just now, but we have not been presented a budget. So when we're talking about total costs, I think what some of us have been asking for is a total cost. So just as a point of correction, we don't have a cost we're comparing something against because we've not been presented a cost. But I'll reframe my question. Uh we have an estimate of 40 to

176$55,000. We have an estimate of about 12,000 to repair or to renovate classrooms. Um, is that something with those estimates? While they're not fixed costs by any means, um, but is there a healthy enough budget in your programming, Alan or Laura, to be able to manage something like that if those were realities and what we would have to cover. So, if you can come up, but I'll So, at the end of 2024, so June 30th, 2024, the end of that fiscal year, uh, we carried over a little over $900,000 in CT CTE funds. Um, we'll know for sure as we get to the end of the year, what our carryover is in next year, but it'll be in the several hundred,000. Um, I would guess at least half a million dollars carryover. Um and those

177just the carryover funds alone are sufficient for those initial um move of classrooms over. Um I appreciate that. Thank you. I know I made you come up here for um but but I appreciate your management of your funds as well. Um no, but I I appreciate the conversation and we'll move into round two. Amanda, I know your time got cut off short. Do you want to start us off? May I just make one comment just so you guys can questions about it in case that um the only the timing piece I think was asked um the one timing constraint I would worry about is that these catalyst grants that we have coming from what I understand USB is just hiring their director of that program so we anticipate in the next couple of months they'll

178have the grant on the street we're ready as a as a group because of our CTE program and how good it is we're ready to apply but we want to catch that window of opportunity on the grant application and not lose that if there were a longer study time. So, if we could do the study time with the recognition that we want to do it so that we can get to the grant application, I want to have the board's approval to move forward with the site before we apply for some dollars to expand the site. So I want to have that on the board agenda so we can get that before we apply for and I want to be very very very clear. I do not feel it is necessary to do a study before

179we make the motion to approve and approve this because it's been made very clear to me again it's not coming out of district funds. So it's not coming out of the dollars that are to go towards our educators, to our coaches, to our parents, to our students. It is going to build upon that programming. Um, and we can put guard rails in place. You know, and Allan in this conversation has identified that the rollover of CTE should more than cover the transfer over to the Riley site. I do feel like we should not need to buy brand new everything. we have a lot of existing furnishings that should be utilized um to bring those costs down and so that when this is a motion considered for approval we can put guard rails in there that

180clearly put the boundaries in place that in the past have been expressed that without those there kind of like when this was passed in the beginning yes we will do a CTC program there is no money attached until you come towards come forward and ask for it so now you're asking for Um and so similarly we can put those guardrails in place but I think it would be negligent mainly but not only because of the $65 million that is now. It's not in a couple of years. It's now and when it's gone it's gone. It's onetime funds. So they've been extremely clear where this money is coming from. And I would actually say with the constituents, is there concern regarding the money just because of the money or is their concern because it might be

181they might feel that it's coming out of the general education fund, therefore impacting what we're putting into teachers and staffing. You know, are they clear about what that concern is? because that's where this Brian was talking about this conversation might be very clear clarifying for the community as to where these monies are coming from, how these monies are coming from. We're not moving until the money is actually available on giving me the look. Yeah, I I think that question might have been directed to me about constituent concerns. I think it's everything you said and the piece that I brought up that we have had periods of time where we've estimated that something's going to cost a certain amount of money and it has been a lot more and so they're worried that that is going

182to we're going to have to find that that fund those funds somewhere else. Do you have anything else you want you to say with Ashley? We have anything around? Sure. Okay. I have a couple things I want to acknowledge, but the first I have one follow-up question based on what was stated. Why aren't we using nearly a million dollars of CTE money during the academic year on student needs? I can absolutely address that. It's never an intent for a program to roll over funds. Um, we've been talking about this center for a year. Um, and we are allowed to roll over funds if there's intent for the use of the dollars. So that's exactly what we anticipate the money being used for and that's the whole reason why we rolled over them. So that's interesting

183and I think that's where the mythology of administrators telling teachers this is a done deal comes from because we haven't been talking about this for a year and we didn't know there was a plan to carry forward funds. So, I think that's where some of this um confusion comes to pass. And that leads me to kind of the two things I want to acknowledge before we proceed with our discussion, which is it would be completely unprecedented for the school board to make a decision about a program without a total cost. And we've have talked about numbers today from an email that none of us have seen that doesn't actually link to any line items. And we're talking about a grant application where the ink is not even dry. And so I just cannot overstate how

184unprecedented it is to proceed with a decision without first identifying the total cost of a recommendation that comes to us when we're talking about the public's money and the public hasn't seen the email. The public hasn't seen a budget or a line item and we're talking about spending the public's money in part on something that has not been shared with the public. So that would be unprecedented. And to that end, I think what board member FJ Jefferson is suggesting is trying to reach a good compromise between moving forward with the intent of a CTC and acknowledging that we do owe the public, giving them that financial information. The thing is, I can't reconcile how we move forward with identifying lo the location without identifying the cost of retrofitting that location for a long-term use. Um

185because saying we could do phase one doesn't mean that phase two we'll find that we can tailor spaces for those programs because I'm not an architect. Um so I think that would just be unprecedented on this end. Yeah, I'll just give my two cent here. you know, um this is just for kids who have a different way of learning and what an amazing opportunity it is for them to know that there are options out there for them in this district. And especially as our district is dealing with a declined student population, what an amazing opportunity it is for us actually to open that door that might help bring more students from the other districts. And also, you know, the the the reality of transportation, people are adaptive, you know, and I got my kid, he

186loves soccer. I will drive to Timbuktu if he wants to play soccer. And it's just a reality for us as parents. If we know our kids love something, we will do everything possible to make sure that that happen. Literally speaking, this program here is only meant to actually help expand the amazing talent that is out there hidden and it's not given enough space where it can be expanded. And this is our opportunity to continue to be the leading district as a matter of fact and continue to be actually aa district because Salt Lake City is expanding, Olympics are coming, businesses are coming to Utah, and what an amazing opportunity it is for us to have this space where our kids actually can grow in preparation for that growth. Um, I just want Pat wanted you

187to clarify what you said about students wouldn't be completing their pathway their path. It's not for students completing their pathways. I didn't understand only for students. So you don't have to get to completing a pathway to take some of these courses. Some are prerequisites for others. We don't want you welding advanced until you welded at the beginning. But otherwise just get a taste of different things. Yeah. You can take different courses. Our aim is trying to get that whole pathways idea going more directly and encouraging students to explore something a little fuller before they're out of school. So can I ask another CTC is not restricted to those kids. Understood. Um what um assessments of the building has Isaac done or maybe in conjunction with this the with the programs like the fire science program

188or some of the other programs that would be housed there like have has anybody gone to look at it or he's looked at it as a building with his understanding he's been to the CTC centers like with St. George. He's been to the Catalyst Center. He knows what we're thinking of to do this. He works in the trades. Um he knows the kind of spaces some of those programs might need. So, he's looking at the space itself um and its ability to grow it and understanding the underlying infrastructure in the building versus the other ones that we have on hand that we've closed. So he's doing that kind of analysis from what they know about the quality of the structure within the buildings and then understanding just the space. But he's not done what an

189architect would do to say in order to build something large enough to house this or that you need to knock down these walls that would cost this much kind of thing. He's not done that kind of analysis. And have any of the other CT CTE um instructors come to look at the building or No. Um it's gone. May I ask a question aligned with what Charlotte was asking? It goes align with your You can totally save me. That's fine. I was just going to tag it into what you were saying which I think was heading down the path you were going. Is that okay? So let's see. You have seconds. No problem. um of the programs at your current location, um which ones actually uh would need some retrofitting to occur to have them be

190able to move to Riley in their current state or their functioning state. It's the only one that I'm aware of that has decent amount is the nail salon or whatever. The others, I don't know if they engineering, right? So, the nail tech room is is an easy easy one to move. It's a classroom, just a a change in they're they're using exist existing tables right now. Um, of course, we'd love to have a more nail salon friendly space, right? Yeah. Ventilation, things like that. But um there welding would be a very big one that we would need to move over because we'd have to create a welding facility there um that was larger than the one we currently have um at Highland that's housed at Highland and paid for with sex center funds. Um our

191before I can't talk anymore. Sorry. Welding wouldn't be moving on phase one though, would it? Because it would still be at Highland High until Highlands be correct built. So phase one would not include that piece. I'm talking about what's currently at your location. Yeah. No, most of it would be moving structural things over, tables. Um the CNA program, we'd be bringing um hospitalized beds over. Um I'm just trying to think structural engineering, just items. Just mainly items at this point. Computer labs. Um our fire science program is is the one that we would have to move an ambulance. That's a pretty large move, but um Does it It doesn't. Nope. It's a It's a simulator, but I watched them install it and I know that they can dismantle it and reinstall it somewhere else. Yeah.

192It is. I remembered what I was then Brian. Well, not to harp on what's already been said, but because the capital campus fund is a one-time grant, um, can the CTE fund like accommodate the ongoing costs of, for example, you have welding, which is which has like a wait list. Is that because the space can't accommodate enough students or like because the teachers just there aren't enough teachers to accommodate the students, so you'd have to pay more educators and things like that? Like, would the CT fund be able to accommodate that? Um, yeah, I mean, that's what we would work on. nice thing about state dollars is that um they do give you more if you have more students signed up. So there is some of that. At some point there's an end to the

193number of dollars they'll give us, I imagine. But they do expand with the numbers that way, right? I think that this has been a really valuable conversation because I think that we have been able to work through some confusion. What I think is also valuable is for us to identify that we're talking about in my mind two things. The first is providing a program which is valuable to students and I don't think there's anyone on the board that doesn't agree that that's a critical piece that we need to provide that sort of a program. I don't think that the questions that have been asked are negating that. I think that what those other questions are going to is financing. And I think it's really important for us to remember and for the public to hear

194that we are the stewards of public funds. And before we make a decision, we have really um discussed that and have understood how it's going to be funded and how we're going to identify what the actual cost is or come as close as we can through those architect plans or there we are accountable to the public for how we use those plans. And so I appreciate that other part of the conversation. Thank you. Um I'll use my time. Alan is our business administrative business in this conversation. Um what are some of your reactions to some of the questions from board members including myself about carryover funds or um you know how would we fund this in the future? Um, are there differences in how we fund something say like the district office which went well

195above our estimated cost for a number of reasons like time three years during the co pandemic and inflation during the co pandemic like there's all sorts of different factors that play into this that Bryce is bringing up you know that are are bad fact you know and from your vantage point as our business administrator um hearing the conversation knowing the relationship that you've worked with James and um and Rip on the slept on. You help us get a AAA rate in, you know, um, in coordination with your predecessor. Where are you at with this conversation and how would you respond to some of the the quandies that was afforded? Yeah. First of all, I I just want to say the district's biggest investment in this is the building, which we've already paid for. We paid

196for it when we built it. Um, so I I mean that's it's a building that's now closed as far as a school goes. And so we do have to determine what to do with that property, which is what's starting this conversation through that that G5 process. Uh, as we've stated before, you know, phase one is is almost a a turnkey process. Just move the classes from where they're at over there. um get some new furniture pay for with CTE funds which they've um saved up for this this purpose and I do want to note you know so it's it's kind of cyclical with the carryover in CTE as they know we're going to have a big equipment expenditure because this expensive stuff's going to wear out we need to replace it so they save up

197then they replace it carries over go down and so if if you look historically you're going to see that that cycle process um and I I want to emphasize too, you know, as we it it would be hard to get what's the total cost today because we need to work with community partners and we say which partners, you know, which of the um partners in the valley want to partner with us and what do they what do we want to see and what does industry want to see that we're teaching kids in this in this building? And so we need to to move forward and you know so to be able to say this is how much is it going to cost over the next 10 years um because the initial what we could do

198right now is we don't plan on doing a big remodel um even in the welding I mean we could get a a cost for the welding the stuff that we know it's the stuff that we plan out um to be responsive to industry that um you know it depends on what that that industry is. But I do with the foundation, every time we've given them a task to fundra for a specific project, they always come through. Uh they've kind of stated, give it give us the plans and let us go. And and again, we don't need to do anything significant until that money's in hand. So when I say we won't be using district money in the future, I I stand by that because if we if something happened and is they didn't have the

199money, then that project holds until the money's in. I have 26 seconds that I will give to Charlotte. I should remember your question. It was about what guard rails. Um, I was going to ask Alan, what right here, Alan. What guard rails would you think would be wise for or or good for for us? I mean, stipulations or whatever it is that we we can do today to Well, I mean, there's been a lot of talk about an architect. at some point we need an architect and we may need an architect now but then a continued relationship with an architect as as plans further develop. So a a step of getting an architect on contract to help us with this project is I mean regardless of of what we do today that's going to be

200one of the first steps we we do. So, as we say, okay, we want to bring the welding program down in 27 or 20, you know, whenever that is. Okay, architect, what's the ventilation? What's what's the power supply? What's what's all that? Um, so we will want to get an architect or I I believe architect's the right term, but you know, there's other companies out there that consult, but I think largely what we need is um what does the current building do for the things we see in the future, what would the current building need? Um, so regardless of what we end up voting on, an architect's going to be in the near future. Um, with that, I'm going to end discussion. Um, and I'll see a motion. The board would like to make one.

201I saw two hands go up. I make a motion to move the the right terminology. Property use for former Riley Elementary site repurposing for expanded career tech center to the action agenda. Second. Got a motion and a second. Um any further discussion? I know we'll get to it again when it gets to action. We're getting them into the late hours. vote. Um, seeing none, we'll go ahead and do a roll call vote starting with Charlotte. Charlotte Fe Jefferson, yes. Ashley Anderson, yes. Salazar, yes. Muhammad, yes. Ryan Jensen, yes. Amanda, yes. Rice, yes. That motion passes. We'll revisit it on the action agenda. Um, moving on into the discussion agenda. Um, item number two is the high school rebuild athletic field needs. And I believe Allan, you're taking this on because um Isaac is out. All

202right. Some of these initial slides are just going to be kind of repeats from a previous presentation. Uh again, Isaac apologizes. He's not here. So, you get me again. Yay. All of us. Yay. Sorry. We're slow to respond. So, again, just kind of uh showing the need of why we need some temporary field space, why we rebuild both West and Highland High School. Um Okay. Uh, we'll be moving the the building, the campus, over to the um the east side of 300 West, which is where a lot of their athletic facilities are. Um, and then after that, we would tear down the old building and and put the athletic facilities uh on the west side. But in the meantime, dur during that transition, we do need a place for uh baseball, softball, uh track, soccer,

203etc. Uh same with Highland as as we rebuild. Um some of their needs are already going to be addressed by the Rosland Heights uh sports facility that opens this summer. Uh but they still have a need for baseball and softball. Uh this has just shown before some of the the sports. This is the Highland High Sports and kind of how many years that they would need to use the their temporary sites for. and West High School. Um, I do want to know and we'll we'll reiterate again a little bit since our previous discussion, we've had further discussions with the city about potential partnering with some of the city sites. So, um, today's presentation will focus on where baseball and softball for West High might be because we can we will have those conversations hopefully in

204the next week and we'll be able to bring in our next board meeting some additional u conversation on on parting with the city. uh options that we presented. So um there currently is a track out at Glendale that was um you know coordinated with the foundation. Um we would upgrade that track um so it meets high school standards. In addition there in the center we put um you know our soccer lacrosse field in the middle uh and then put some facilities uh locker rooms, bathrooms etc. Uh again, uh it's an estimate 4 to 5 million kind of depending do you put artificial turf in the field or you put grass. Um we've been in preliminary conversations also with the foundation as you know they were integral in the initial track that's out there to also

205help raise some funds possibly not to pay for the whole thing but to offset some of those costs at this particular site. Uh this would cover again for West High School their track, soccer, and lacrosse needs. Uh we reviewed where we could put a softball field at Clayton Middle School. Uh there be behind the school in that that field. We would put um put the field in dugout, scoreboard, fencing, irrigation. Uh estimated cost of $1.5 million. So the scoreboards are one of the scoreboards are up for debate still. Y um we do have an existing field uh there at Dworth that we would upgrade to take on to be able to um take on baseball for Highland. I just want to note that there's been some discussion that you know years ago before the current

206baseball at Highland they did play at Sugar House Park. uh as I've talked to people um the I mean first of all so when we have the discussions with the city Sugar House Park is is managed and owned by the Sugar House Park authority so a different entity so um those city conversations won't really be involved there but um what I hear is that the site at the Sugar House Park would need just as much um upkeep repair and and building as this Dworth site if not more. So there um as far as a construction costs, there really wouldn't be much cost savings there, if any. Uh again, as I noted, we're currently in talks with Salt Lake City to partner upgrade some city fields uh for West High baseball and softball and update the

207board when we have that information hopefully by your next board meeting. And so what we're kind of looking at is, you know, moving forward with the three projects that were laid out here. the the track area at Glendel, the softball field at Clayton, and the baseball field at Dworth. Yeah. So, another thing, so we we'll start breaking ground uh on the West campus next spring. So, we need something ready in place by um I mean, because baseball season really kind of starts in February. So, if we're going to do something where we plant grass, lay sod, whatever, we need to kind of move this stuff along as quickly as possible. Clearly, we won't have uh answers on everything until we have that discussion with with the city and finalize any plans we might be able

208to come to there. Um, but these are some things we need to move relatively quickly on. Um, again, we won't be able to move tonight on everything because we don't have all the answers yet. Um, so I just want to throw out there, we this isn't something we can ponder all summer long because we would then not have enough time to actually get a field ready for the next season. Um, but I just want to throw that out there. And just for clarification point, Alan, what you're specifically looking for us to address tonight is the Glendel track. Glendel track. Dworth. the Dworth and then Clayton softball at D softball at Clayton baseball at Dworth. Sorry, I get it mixed up. Correct. Thank you for that. I'm open up to questions. Ashley, I saw your hand

209first. Yeah, I think there's a couple of things that are important and one is that Highland's baseball would not be disrupted until significantly after Wests. So, I think it would be not prudent to move forward with fields for the east side for Highland when we have not yet resolved what's happening with West. And this does um have some entanglement with our first discussion item because we looked at a baseball option at Riley and if the city option is not available, West High students have no other field other than Riley or to take Backman's playground away. So it seems like moving forward on these decisions that have all been tangled together in property use um becomes a little bit confusing and it's another area where we've still been presented with minimal costs. So, we just fixed

210Thailand's baseball field for $1.3 million in 2021. And it's not clear then why we would turn around, spend $2 million, tear it up, use a temporary field, turn back around, and have to do that exact same thing. I think there's a lot of information missing. And it is most prudent to resolve theou issues before moving ahead. Exactly. Any other questions? Do you want to address that before I ask mine? I mean mine kind of interplay. So if you remember the reason the the soft the baseball field at Highland is going to be disrupted is that's where we put the um geother heat pumps the heat pumps ground source heat pumps. Um so and again that's to as Isaac had laid out you know using ground horse ground source heat pumps uh has has a cost

211savings you know for the life of the building because we won't be paying for you know util you know gas we won't have to be buying that stuff he estimates you know we'll save about 50% of our utility cost for that so it's a kind of a a lifetime savings over the building um because we have the other issues at hand and Isaac's not here so I can speak if if the board you know since we don't have the West High discussion finalized yet um I'm going to make an exact decision we don't have to have the Highland High situation finalized yet either as we can delay those until we have had our final our meetings with um the city to see what what they're offering uh if the board doesn't feel comfortable if they

212want to kind of see the whole package And then we can have Isaac back here at our next meeting can address some of those um issues with the heating sources. And we can even bring our our sustainability people to address, you know, what how much the how much the heating the ground source heating pumps add to the Highland facility, why they're important, why they're there, why they're going to be where they're at, and kind of address some of those issues as well. Amanda. Um, so I guess that was partly what part of my question is was how soon do we need to make these decisions for Highland High School um um athletic sports. Um, obviously the construction for the geothermal area plays more into the building or less of the fact that I understand there's

213overlays on how the construction plays out, but I guess one of the things and maybe you don't know the answer is why do the geothermal pumps have to go under the baseball fields? like could actually go to another area that we're not destroying all of our sports field over at Highland High School and incurring costs to look elsewhere and then replace versus it going in a different spot in the parking area only in the football area or something else that um we could be saving several million dollars in the process. um that part and until tonight I I I other than I came across an email I was not aware that the geothermal thing was a thing. Um it wasn't at the forefront of my thinking. So maybe it was stated and I just did

214not hear it. So there are some community members that were that brought it to my attention actually. So that was um concerning. Um, so I think we should be looking at whether that's an appropriate placement um, in the cost factor and um, the function factor with these athletic fields. Um, you did state Sugar House Park. It might be a wash costwise uh, if we do end up needing to utilize an alternate location for baseball and softball. However, um it might be a wash costwise, but convenience-wise for the students that are still going to be attending the school building. Um I realize those other locations of those athletic fields aren't too far away, but being able to walk over to the park um could be a huge access point for kids that um may need that

215uh access for ease. Um and then understanding as we're flushing this out, um when these fields will become unusable. So, you know, you've identified with West High School the approximate time that um the new ones, the replacement fields need to be operational for them, but we need to kind of comparably find out when Highland High School's fields are going to become inoperable so we know kind of timing on decisions and whatnot in relation to why we're considering certain things versus others. Kind of my thoughts. You want to add that? No, I think those are things we can add. I mean, we we've kind of built the agenda, but we can add if this gets pushed to the next board meeting, we can add that stuff as a discussion topic and help, you know, really lay

216out the timelines. We can bring in whether it's the architects or our, you know, McKinstry, whoever is the best expert to discuss the placement of those uh heat pumps. Yeah. Um, one thing about the Glendel track field, um, I happen to be at Glendel for for um, the awarding or recognizing one of the three one of the three finalists for teacher of the year and I talked with the coach there, the he's the PE coach, but he was involved. He runs the track their their track program and he has a lot of really good ideas that could save money, also could help with convenience and um I think it would be I I told him to talk with the the team, right? There's a um start with Isaac. Yeah, I I told him to talk

217with Isaac, but um you you mentioned that are you're they're still deciding whether to have turf or grass. Well, as because that'd be a community input thing. What's best? I mean, clearly grass is cheaper. Um but turf has its advantages, too. More early in the season, it doesn't get muddy and so forth. So, those are some conversations we can have with the community to determine what what might be best fit their needs. And I did I did hear that, you know, it's easier to to maintain I mean to maintain and to put different configurations, whether it's lacrosse or or soccer, they have to chalk it or whatever. But, um, soccer is really the mo the more dominant sport there. Um, and grass better for soccer. Also, we have heat islands. This is just me as

218a community member that lives pretty near there. There's significant heat islands on the west side. And if we put turf, it's just so hot. And so that would be a concern as a community member. But yeah, I think those because we haven't we haven't made decision A or B, but those are things we would gather input for. Okay. Thank you. Any other questions for Al Brian? Okay, just pulling me up. Alan, I appreciate your executive decision about um that we could carry this further. Um I think that it would be really valuable in this process. You heard me speak earlier about my desire to ensure that we have community engagement and that sort of thing. I think it would be this is a great opportunity to try and find a time when we could schedule

219a meeting with the Highland High community um that baseball community. I think they have the historical background and the understanding that we don't have on how Sugar House Park works, how they built, how we spent 1.5 million. I just think it would be a really valuable thing for them to um have the opportunity to give input. And I'm now going to go back because I have heard from the community that they again were told this was a done deal. And on this one, I have been told of an individual. And I don't want to get into that right now. But I think that it's really critical that we figure out how to address this because it's not a done deal until the board makes a decision. And I think that it's important for the Highland

220community to hear that it isn't a deal and there could be an opportunity for some input. Thanks. Um not seeing any other actually we could move into round two if nobody wants to go. Um I think if we're looking at an auction where we move ahead to the next meeting and coordinate some community events that one other thing we haven't discussed is um we really need representations from our leaders in the district who manage our relationship with UHSA. Um because I asked a question about this prior to the board meeting and the superintendent let me know that it was her understanding there wasn't a precedent for scheduling only away games for students during rebuilds and using collaborative practice fields to save money. And this runs counter to everything I've heard from people in peer reports.

221And so I think what's really critical is we've siloed this conversation about what auxiliary services know which is how to build spaces using what we have for the students. But not it hasn't included anything with our athletic directors or other parties in the district office who work with UHSAA. and we're not learning from how other districts manage these problems, which I think is contributing to a lot of the misinformation that's guiding some of these decisions. I also think um board member Jensen talked about this needs to involve engagement Highland specifically because they were told there would be no disruption to their fields at countless public meetings and now there is. But it's really important that West also be included in this given that they're in the most holding pattern of all and we are poised

222to potentially act on taking away one of their only available baseball field spaces if the city doesn't pan out. Yeah. So we did speak with Utah High School Activities Association about that very question of you know always doing away games or or partnering with with other schools and they say yes it has been done uh but usually like for one season if they're doing like a a adjustment to their field is we're looking at multiple seasons it becomes a little less well a lot less viable to do it over multiple seasons. Um so that's kind of why that's not really something we've been talking about. Well, um, if there's no other questions, I'm getting the sense that I do wonder if what I would love is because I I don't think there's as much question

223on the Riley on not the Riley, sorry, that was last discussion on the Glendel site as far as track, soccer, and lacrosse. Um, and I would love to be able to give direction to James and the foundation to move forward with some fundraising campaigns to help offset the cost there. So, I don't know if the board is immutable to moving that piece forward um and hold on the others while we get the rest of the these questions answered. I would need a motion or the board would need a motion to make that happen. So, um is there a motion to move Glendale forward? I for clarification is it so it's specific to the Glendale site? Correct. So I guess I would ask my westside counterparts your opinions in that regard. Yeah, I'd like to I

224move that we um accept action. Oh that we move this to action. Um just the Glendel track um track improvement. can second that. We have a motion and a second. And uh just to clarify what we're moving specifically is the Glendale traps and to the action. Yes. And Bryce, that's your second. We have a motion and a second. Any further discussion? Okay. Seeing none, uh I'll take a roll call vote starting with board member Anderson. Ash Anderson. Yes. Nate Salazar. Yes. Mohammed, yes. Brian Jensen, yes. Amanda Longwell, yes. Right, yes. Charlotte F Jefferson, yes. That motion passes. We'll revisit that um on the action agenda. Um the next item is our calendar. Um Brian and I almost shed a tear collectively um because we finally have a date that we can propose to the board

225of August 2nd, which we're really really excited about. Um and so basically all we need to do is if you know since we have an agreement from individual conversations uh with folks today and and over the last couple of weeks um that is our our preferred date um then all we need is a a motion to move it to action so we can adopt it formally into our calendar. Nate, can I So the original calendar's never been adopted for next year. So the motion would be to add August second and then adopt the full calendar. Okay. Thank you. I missed that. Thank you. And the same motion. Is that what you're saying? Because I would actually suggest we make a change. We can move to the action and we can discuss it there. But I

226would make I suggest a change to the January 6th meeting if it's doable. Um because it's right after basically New Year's Eve New Year's. And so I'm curious, the district, everybody that's preparing for the meeting, you're typically preparing like the Thursday, the week before when it's falling right on a New Year's Day. Do you want to do that or should we bump it a week and let you guys have a little bit of a holiday? Well, and often a lot of those preparations happen even before the winter break. So, just because there is that short time, but we've done it multiple times before, we can continue to do it. If you don't care, then I'll I'll push to suffer, make you suffer, but I wanted to give you a little bit of grace there if

227you wanted it. We uh move board at the very least to to action and um we can make that little adjustment if we need to then or we can make it later in the year as well if it comes up. Okay. Um, so we're making a motion to move the board retreat and the 2526 calendar to the action agenda. Correct. Second. All right. Seeing no further discussion, we'll do a roll call vote starting with Mohammed. Muhammad. Yes. Ryan Jensen. Yes. Amanda Long. Yes. Williams. Yes. Charlotte 5 Jefferson. Yes. Ash Anderson. Yes. Salazar. Yes. Um so moving on to our action agenda for this evening. The first item is the consent. Um agenda item number six, our land trust plans. Um Ashley, do you want to form a motion or is there something that you wanted

228to say beforehand? I don't want to move it forward because I can't support the plans as they're posted. Okay. May I ask a motion to approve or not approve? That's all you want? Okay. I'll make a motion to approve the 2526 land trust SIP plans. Is there a second to the motion? Sorry, can you repeat that again? Yes. So, is there a second to Amanda's motion to approve the the land trust fund from NS? I second. So, we got a motion and a second from Charlotte. Any discussion, Ashley? I um I think many of these plans are compliant and should move forward and that there are others that risk getting kicked back to us. So, personally, I feel I cannot put my name on them. Um I think a couple of big issues have come

229to pass over this cycle. Um the first is that um board members did not all uniformally complete our uh documents that verify the plans were compliant. And it's I think we need to step up as a full board and every individual on the board needs to commit to do their statutory requirement which is review the plans. Um in reviewing those plans many of them had non-compliance in terms of seating the council and I know that Dr. Marriott and others are working with um boards on or SEC's on coming into compliance in the future. And I think that that is a noble goal and it's definitely not the fault of the schools that this is happening. It's a lack of sufficient training. And specifically, Ryan has been asking for many years for us to commit to

230giving better training to our school community councils and the parents, grandparents, and school administrators and faculty working on them. But as it is, many of the posted plans we'd be approving are non-compliant, and so I can't put my name on them. Thank you. Any further discussion? Um, can I just ask like if you have specifics you said about the seating of the councils it in terms of having two more parents than employees or is it something else? Um, it's more than that. So meeting seating the council also means that the the people who are approving in the SEC meetings the plans align with the people who were elected to serve on that council. So, some of our councils have totally different groups of people approving their plans and they are not keeping the council and

231replacing people when they're leaving. Um, maybe because they lack support, but so seating the council means the election and seeing that body through to the vote. Dr. Christine, would it be helpful? Do you have something to add to that knowing some more of the details on this? Um, yeah. I mean I would add um a couple things. One is principles. So principles do sign the asurances that they are running their SEC at their school and it's um I I believe principles do need more training and ongoing training which is what we have started and will continue. Um also you know I I don't nor do area directors really um micromanage that um but it is certainly you know when you are at SEC meetings or if you would like to track the uh actions of

232the SEC's the minutes are posted on the websites and you can see you know what is happening with individual schools SEC's um it is possible sometimes that a member uh steps away or doesn't attend a meeting in January and February. If the principal doesn't or the SEC chair doesn't uh find a replacement and we're right in the cycle of school improvement plans, you can have some anomalies between members who are listed on the land trust site and members who were at the meeting when the plans were approved. Um, so that is something that in all of the schools we're working on refining and fine-tuning exactly what the procedure is for those SEC councils. Um, and so that is that is actually the item that we were non-compliant on this year that the state noticed as

233well and it's the item we've been training principles on in anticipation for next year having those uh all of those problems worked out. um and and principles knowing what to do, chairs knowing what to do to your point, Brian, of course. Um, so, uh, as far as the plans go, if there is a school that you feel is non-compliant, uh, or you feel like you can't pass a plan, the request is that they get a written explanation of why the plan is not approved and then that you request the school to make corrections and then I'll support the superintendent in helping those schools come into compliance. So it it's not really even a yes, no, approve them or not. Any plan that's not approved, we're directed to continue with that school until they reach compliance.

234So if you if you have a written explanation of the problem that you see in the plan, that's what we'll start with to help those schools come into compliance. Thank you, Dr. Maria. Did that answer your question? Perfect. Um Ashley or Amanda and then Brian Brian, go first. I always dominate her. Thank you. I'm really glad to hear that that you're working with the schools. And in our last board meeting, I think in my board member report, I requested that we did look at this and superintendent Grant, we recognized that we needed to um have some training, especially in January as already earmarked. I I think that's going to be really valuable. I thank you Ashley for acknowledging the SEC's. They're working really hard on these things. And when they don't have the proper training,

235that's discouraging that they've spent this time and then they find out that and what I'm wanting us to avoid in the future is this sort of a situation. And I think that we've finally recognized the areas that need to be addressed and I'm looking forward to our addressing them and then we'll have a system in place that will ensure that this doesn't happen. Thank you, Amanda. Um, a couple of points. Um it is good to hear that there is an option to remedy the schools that there's a pending issue with. Um I would uh not be comfortable not passing this um and potentially being punitive to them not receiving the monies um based on needed training um when there is a avenue to help these schools come into compliance. Um, and there was a comment

236about the um, not all boards filled out the documents as board members filled out the documents if I heard you right. Um, it was communicated to me that that was not necessary. Um, and it's a piece that um, it was communicated to me. Um but it's a piece that I requested um that the process be improved that it is more transparent for us board members to know um not only for this but also u regarding the um uh positive behavior plans that we talked about um better clarity as to our expectations in reviewing these and approving these and the transparency to our fellow board members as to who's done what so we can um vote with confidence. Um, so, um, that's my that's my piece. Thank you, Amanda. Thank you for the discussion, too. And

237I'll on my piece of this that I I can certainly do a better job next year reminding board members that these are due and here are the processes and and all those things. So, I I'll own that piece of it. Um, is there any further discussion? Ashley, there's one more thing that we continue to not be doing, which is we are not reviewing the content of the plans and including them in our budget cycle, which you know, the third round has come and gone and our budget book is about to close and again we are not fulfilling that obligation as board. Any further discussion points? That's why we need to have this training training. training. Yeah, because I don't know. I have no idea what I'm The board needs training. The administrators need training. The

238SEC's need training. Um, seeing no further discussion, uh, we'll start with a roll call vote starting with Vice President Jensen. Ryan Jensen, yes. Amanda Wley, yes. Grace Williams, yes. Charlotte Ferson, yes. Ash Anderson, no. Nick Salazar, yes. Mhm. Yes. That motion passes. The next item on our action agenda is uh property use for the former Riley Elementary site repurposing for expanded CTC center. Um is there a motion on the table? Is there something that you guys need to say to the whole board? Sorry, I was just she was clarifying because I misunderstood her. Okay. Um I was just introduced the Riley um elementary repurposing um property use repurpose for a CTE center, CTC center. Um and I would looking for a motion so that we can move this forward in some way, shape, or form.

239I make a motion to approve the uh property use former Riley Elementary site repurposing for expanded career tech center um with the uh contingency that it will not be using any of our um general funds or capital funds to um cover the cost unless specifically requested and approved. And that the along with phase one a procurement of a um uh architecture firm um will be uh obtained to do um what is necessary to identify the um needs of the building for the phase upcoming phases. How's that for a mouthful? You can listen to the recording to get all that down. Second. Have a motion in the second on the table. Um, any discussion? I have a clarifying question. Not yet. Alan was asking for the second. You good? Okay, Ashley. Yeah, I have a clarifying

240question about what that means. If we're committing that we're not using money, but we don't yet have the costs from the architect. I don't understand how we can agree to that in that order. So what I stated was that it comes with the contingency that we do not use general funds or capital funds for this project unless we specifically approve it. That does not negate the ability to use CTE funds, SLE funds, and the let me dig back through here. What was the third one? HP. I think I understand what you mean. Any other discussion? No one else is gonna ask. I just would say a couple more things. Um, I think it feels alarming to me that I would have learned more about the proposed CTC from a grammar request than I've learned as

241a board member since we started talking about it. I think I shouldn't have to grammar request information to know that we're carrying forward money with a designated purpose without communicating that to the board. I think it remains unprecedented to agree in one meeting to use the public's money without a total of how much we plan to spend, no matter the line item it comes out of. I think if we've been planning this all along, the board should have been included in the discussion, as should our constituents. I think everyone on the board is supportive of CTE, not least of all, it's required by law. We provide these opportunities to students. I do also want to say that regardless of how this moves forward, I would really caution everyone to please stop using stereotypes to profer

242who CTE is for. CTE is part of a wide-reaching curriculum provided by the state of Utah. It is not for some particular students to train to do labor. They are all human beings engaging in the world and stereotypes that are hateful should not be tolerated in this discussion in an ongoing manner. Thank you, Ashley. Any other discussion points? All right, seeing none, we'll start with a roll call vote with board member Williams. Bryce Williams abstain. Charlotte Fe Jefferson. Yes. Anderson, no. Salazar, yes. Muhammad, yes. Brian Jensen. Yes. Amanda Longwell. Yes. That motion passes. Moving on to the next agenda item. We have the Glendale um track uh for the purposes of repurposing for um renovations for track um soccer and lacrosse. Is there a motion on the table? I move that we approve um that

243we approve the Glendel the high high school rebuild athletic field needs at Glendel for the purpose of soccer and and lacrosse and track. Second a motion to second. Any discussion? Seeing none, we'll start with a roll call vote with Amanda. Sorry, I skipped you last time. Amanda Long, yes. Bryce Williams, yes. Charlotte Ferson, yes. Ashley Anderson, yes. Yes. Mohammed, yes. Brian Johnson, yes. Passes. Moving to our final action agenda item. We have the board's calendar. Um what we need to do here um based on the previous discussion is add August 2nd to the board calendar and then approve um the board calendar for 2526. Is there a motion? So moved. Got a motion. Is there a second? Amanda Log will second. Perfect. Any discussion? Seeing none. Seeing none, uh, we'll start with, um, a roll

244call vote with Ashley. Ashley Anderson, yes. Yes. Muhammad, yes. Ryan Jetson, yes. Amanda Longley, yes. Bryce Williams, yes. Charlotte Ferson, yes. That motion passes. Um, so we are moving now into our um, superintendent report. Dr. I'll try and be quick. I just want to call out some students and teachers. Um, I want to recognize Northwest Middle School who has done a lot of work as a teacher body to raise funding for their community, particularly led by the exceptional art and ceramics teacher, may I say, because she does beautiful ceramics. Melissa Coyle, they've raised 500,000 through donors choose to provide supplies and a lot of that for art. I'm just so impressed. I'm sorry that they have to raise it, but I'm impressed that they have. I want to shout out to our national math counts.

245You remember we had our math counts winners. We had some great folks up here. We had four Utah students who competed. Um, one of those was from West High School. uh Ashida Mandowal, a student from West along with, I've got to say, Todd Vadri, who keeps coming up as one of the most exceptional teachers in our district, won the presidential award for STEM teaching already um nationally. He was the coach for the team. Out of 56 states and territories, Utah placed fourth with one of our students in the lead, which is pretty impressive. Um the math athletes ranked in the top 25% of all competitors including our Ashida Mandow and um just a shout out to them that way. I'm going to give another shout out to Oshida. I gave some um shout outs to

246the debate team uh winners in a last board meeting and forgot some. So I want to call some out. West High School's ELP debate took home honors at the state championship. Um overall results they got first place with Hana Aayoki and Nishka Namju Jooshi. I'm gonna I am apologize for the names. I'm giving it my best here. Second place for Ashida Mandow who's also a great um STEM uh national mathlete um and Vixen Jiao uh Adua Manderal and Jaden Roose also took fifth place. and policy debate. We have speaker awards. First place Nishka Namjushi Namoshi and I'm apologizing Nishka. Um second place Ashida Mandowal, seventh place Jaden Roose, ninth place Ja. And then our LD debate speaker award to Ethan Kim in eighth grade. I want to call out two Nibbly Park students who I

247hadn't named before for the elementary state debate tournament. Laya Shepard and an Annie Ji won first place for the negative side of debate. They are sixth graders and Robbie Shepard won first place for speaking a fifth grader. Congratulations to our students. Nice way to end the uh that's it. All right. Um Alan, you have a BA report. Okay. Um what about board member reports? We'll start on your end. Charlotte, you have a board member report. Um well I I was able to go to a meeting at Metoark. So it was the first time I actually have been to Medallark and I went there and enjoyed meeting the principal and teachers and the librarian and um that was a really good experience for me to get to know them a little bit because they it's a

248little it jogs outside of the my main area of my district. So anyway, that was nice. Um well to the parents uh as you are getting ready to prepare your kids for graduation uh that it's going to be an amazing uh graduation. I'm so excited. My daughter is graduating this year. So I'm officially getting old. Um and uh but it's just like so amazing to see these kids, you know, and their excitements and uh to see parents' bank account getting emptied for parties and uh buying dresses here and there. But but it is just like um uh I don't know even if I try to describe it to you, words are not enough too because I never experienced something like that in my life. But seeing it happening here in this country with my kids

249and their friends. So this district and this board does so much to make sure that this generation that these kids actually have everything that they need so that they can carry on on their journey in their next chapter. And I'm so proud um and humbled to be in this seat here. I'm going to use my board report to just because I was trying to be very brief when we were reporting on our NSBA and in a week we're going to be observing Memorial Day. And when I saw this um program that they were using in that New York City district, not New York City, New York State um district. It really is remarkable. Um I just want to read a paragraph. Experience the power of history with our multidisciplinary K through2 curriculum that brings American

250history to life. Through the lessons from Normandy and World War II, students will explore themes of sacrifice, remembrance, and the enduring values of I think that's really something valuable for us to consider, especially this time of year. or Lily, I should say. Give me a casual. Yeah. Um I know that robotics has been discussed throughout the year, but I think that's a testament to how great they that they are. Um West High Robotics team and um seeing them fund raise so much, it's really set a precedent and an inspiring example to other clubs. They share their resources on how to fund raise. They fund raise like up to $70,000 a year. I don't know how they do it, but it's great. Um, and also seeing SLE funding has been really impactful. I mean, I used

251to do robotics and you could see the tangible difference between years um where now we're going to internationals and things like that have been made accessible and not just in robotics but in other clubs, seeing people cry at the um ability to go on these comp go to these competitions and go on these trips. So, it really is life-changing and I really appreciate that. Um, and to echo Muhammad, I, you know, I congratulate everyone who's graduating this year, and that reflects um, teacher appreciation week, which just passed two weeks ago. And so, thank you to every educator who's seen students to where they are now. And thank you, Ashley. Um, so instead of pleasantries, I have some business items to offer. The Salt Lake County Recreck Advisory Board met on May 14th. And some items

252of note for our district are there are some requests for school districts to meet with division directors to discuss collaborative relationships, which could be a perfect time to discuss Sugar House um park authority, which is co-operated specifically by the county. Um survey results about the role of the advisory board were distributed. There were updates from various sections. And the biggest update applicable to our district and our students is that the my county wreck pilot program was continued to be funded by Salt Lake County. And if you don't know what my county wreck is, it's a program funded by the county council which provides free access to rec centers for youth ages 0 to 18. If you already have a pass, that pass does not need to be renewed. You continue to be a myount w

253member. If you have not obtained a pass, go to your rec center. Um, let them know your information and you can attend rec centers not just all summer, but all year at no cost to you. Um, I also attended the USBA webinar on policy and the JLC meeting if anyone here was not able to attend and has questions. Um, at one of the SEC's I attend, there continues to be confusion about fundraising, which I shared with our business administrator. Um, there's confusion about the designation of clubs, activities, athletics, and how each of them are funded. And it' be really helpful. Sorry, I'm not like upset. I'm losing my voice. It's very I think I have nodules on my vocal cords. I think it's very helpful to close the loop on that. Um, the number one

254topic in my inbox right now remains extended early days. We heard in our inclusion report tonight that as well as our Title One survey, teachers need collaborative planning time to do their jobs effectively. And I'm concerned about how we're going to respond to these teacher concerns. Um I acknowledge that a uniform extension or reduction of time doesn't change transportation so long as it's uniform. So I um wonder how we'll also communicate new well schedules sorry to families and community partners who provide transportation after school care and activities. Thanks. Yeah. A couple of uh committee meetings coming up. We have the SLF board meeting tomorrow which I'm looking forward to and then the policy subcommittee meets next week as well. So there I should have some more updates on those next meeting. Um I want to

255congratulate uh Rose Park Elementary and various faculty members at West on the 4th annual Native American Youth Day that took place on Saturday. I feel like I'm losing my voice as well. Um it was a it's uh like I said the fourth annual I've been able to attend all four years. Uh unfortunately this year I was only able to stop by for about an hour just due to some other um community events that were happening the same day but it was a great event. Um see two more things. Um I this is Tuesday. This Friday this Friday. Yep. This Friday, um I'll be attending um uh I'll be doing a presentation at West High uh for some students in collaboration with the seal of civic readiness just on community and civic engagement. I'm looking forward

256to using my day to uh my day job, my professional job to kind of talk more about that with students at West. And then finally, um I am very much looking forward to uh the graduation season uh season as well. Um, I'll be giving the acceptance address at both Slicky and West and I am diligently working on trying to finish those acceptance speeches. You courageous soul. Um, mine's short and sweet. I got the pleasure of being able to be there for one of the uh individual one of the three finalists for Salt Lake City School District teacher of the year. Thank you, James, for the invite. Um it was for Miss Robertson which she happens to be a co-eing um teacher and just seeing the joy and the excitement of that experience and the kids

257so excited to see their teacher be nominated for that. It was just it was just a priceless moment. It was so fun to be there in person. Um and then regarding unified sports um the district has highlighted it. Um but uh Mustafa um was assigned to join the Real Salt Lake special Olympic team. So off of our uh Highland High School unified sports team, he was selected to be part of this phenomenal opportunity. And I believe if I remember right from the coach that they've got one game and it's um early fall, I believe. So I'll try to keep you guys posted. that just one more aspect of unified sports is just um that they're elated for. So, congratulations to Mustafa. Thank you, Amanda. Um I don't have anything to report on other than um

258thank you for the the latitude to allow me to to miss our last board meeting. It was a a big week for me with uh vacation time, birthday, and and an engagement. So, I was really excited about that. Um hi, Courtney. I'll be home sometime soon. But nonetheless, um what I'm really looking forward to is our graduation season along with Bryce. Um all of the events at Huntsman. Um I'll be giving a commencement address as well. And I'm really looking forward to this Thursday. We'll be honoring our Native American students uh for their graduation um ceremony as well. So um with that, I can't call the meeting adjourned because we do have a need for a close session. Um and I'll entertain a motion to to move us into that. I move that on May

25920th, 2025, the board go into close executive session to discuss character or professional competence of an individual and immediately journ at the conclusion of the close session. Second. Any discussion? Okay, seeing none, we'll start with a roll call vote uh with Ashley. Ashley Anderson, yes. Ner, yes. Mohammed, yes. Brian Jensen, yes. Amanda Longley, yes. Bryce Williams, yes. Charlotte Fe Jefferson, yes. Thank you everybody for joining us this evening. It would be good.