001hello everybody and welcome to tonight's meeting of the Salt Lake City School District Board of Education today is February 4th 2025 um we are here initially for the purposes of a closed executive session I do want to acknowledge that board member bade um will not be joining us this evening due to illness um but we do have the rest of the board here which constitutes um a quorum and we do have the need for the close executive session I'll entertain a motion for that I move that on February 4th 2025 the board go into closed executive session to discuss collective bargaining second all right we got a motion from Ashley and a second from Charlotte any discussion to the motion all right seeing none we'll start with a roll call Vote with board member Williams
002Bryce Williams yes charlot 5 Jefferson yes Ashley Anderson yes Nate Salazar yes Brian Jensen yes Amanda Longwell yes perfect thank you uh that that does pass and we'll move into our um conference room for the executive session thank you okay e e e quite understand this yeah all right good evening everybody and welcome uh back back um to the board and to all of you who are joining us online and in person um as previously mentioned today is February 4th 2025 we're here for the purposes of a Salt Lake City School District Board of Education meeting thank you for all of us to to join us this evening um also as previously mentioned um the whole board is here except for board member bade who is out due to illness this evening um moving along
003into our other welcome and recognitions um I want to make sure that I recognize buildings and grounds and their president is President IO compo um Child Nutrition president Tanya Slaughter Transportation Audrey benoli W go Audrey got a who um and then for SLA the everpresent president Mike Haron and chelia Costa vice president thank you for being here and then for slasa the Salt Lake Association of school administrators we have President Adrien labado um who represents that organization um up next we have the Pres the Pledge of Allegiance and I'll go ahead and lead us in the pledge this evening I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under God indivisible with liy and justice for all all right we have two
004recognitions this evening uh the first being the Utah Council of teachers of mathematic matics Lifetime Achievement Award to Holly mckintosh our mathematics supervisor and I'd like to uh bring up Dr Hall from teaching and learning to present this uh to us this evening inal this is truly a great opportunity um Holly Macintosh who is our supervisor of mathematics here in Salt Lake City School District is the recipient of the Don Clark award for the Utah Council of teachers of mathematics Lifetime Achievement Award this award is given to one person in the state each year in recognition of substantial contributions to Utah mathematics or mathematics education with enduring positive effects over many years these educator awardees have made a lasting impact on fellow teachers and their greater communities at the elementary secondary or post-secondary levels Hol
005has been a driveing en Force an advancing mathematics education in the state of Utah through dedicated advocacy leadership and Innovation her efforts have significantly impacted curriculum development teacher professional learning administrator professional learning and student achievement by championing evidence-based instructional practices Miss Macintosh has worked to ensure that all students have access to highquality math education that prepares them for future academic and Career Success Through her work with State ride initiative Ives and educator support Miss McIntosh has influence the way mathematics is taught making it more engaging more Equitable and more accessible for all Learners her commitment to collaboration with teachers and administrators has helped shape a stronger more Co cohesive vision for math education in Utah Holly's leadership has been instrumental in advancing mathematics education in Salt Lake City School District particularly in fostering a deep
006understanding of Utah's integrated math programs she has worked tirelessly to support teachers and administrators in implementing best practices that align with state standards and ensure students receive high quality instruction she's been a driving force in develop developing elementary teachers knowledge of mathematics providing professional learning opportunities that enhance both their ability and their confidence to deliver effective mathematics instruction her dedication to building mathematical expertise at all grade levels has had a profound and lasting impact on on Educators and students alike alike Miss Macintosh advocacy has not only elevated the role of mathematics and education but has also inspired a new generation of Educators and students to embrace mathematical thinking and problem solving as essential life skills her Legacy will shape the future of math education in our district Utah and Beyond congratulations h [Applause] welcome any
007MERS to she's gonna say she's got some comment it's not often you get invited to speak like this so I just want to Express gratitude for the great work I been able to do that there's been great and um wonderful work to do meaningful and impactful and that I've been able to do it with wonderful people uh adults and children alike it's just joyful to be able to come to uh work like this every day so thank you for providing opportunities like this thanks Holly and then if you want to join us in board if we could go down and get a picture with Holly I think that'd be really awesome there Go the official certificate squeeze together if you can [Music] squeeze we're good okay Alan you come over here we're kind of unbalanced
008Allen day that work okay we ready one two three thank [Applause] you all right and for our next recognition that evening I I don't believe I see her but it's for the 2025 Utah Coalition for educational technology Salt Lake City School District teacher of the year to L goby amazing teacher for Mountain View Elementary um I know that Sally wariki is here to kind of give a a little description of the award and the work that uh that L is doing for us thank you I'm sorry that she's not here this evening but but it is my honor to introduce you and tell you a little bit about Loi Gody she's the Salt Lake City School District Utah Coalition of educational technology uh teacher of the year for the year of 20 2025 she's an
009educator at Mountain View Elementary she's Innovative she's passionate she's passionate about her students she's is passionate about integrating technology she wants to enhance their learning with expertise and tools like nearpod and a commitment to untethered teaching she creates Dynamic engaging lessons that Captivate her Young Learners Lai leverages data-driven insights to personalize instruction ensuring that every student reaches their full potential her approach combines creativity and Technology to Foster deeper connections and active participation in the classroom inspiring a love for learning as a champion of innovative teaching strategies Loi is dedicated to transforming education and empowering her students with the skills they need for the future congratulations Loi [Applause] superintendent should we leave this certificate with you or sure all right make sure to get that to all that' be great all right um moving along on
010our agenda and thank you to all of our amazing teachers um and the two that we recognize this evening for all the the work that you do to ensure quality education for all of our students thank you um our next agenda item is our consent agenda um board leadership did get a request from a board member to pull um item 6A the board meeting minutes from December 30th 2024 we'll go ahead and place um on the action agenda and I'll entertain a motion I move that we accept the consent agenda as posted I second excellent and just to clarify that that is minus um item 6A um which will be on the action agenda we have a motion from Ashley in a second from Amanda is there any discussion to the um the the motion
011seeing none we'll start with a roll call vote um with board member F Jefferson Charlotte F jepperson yes as Anderson yes ni Salazar yes Ryan Jensen yes Amanda Longwell yes Bryce Williams yes all right that motion passes thank you board um our next item of business is our request to speak portion of the agenda um I do have speaker guidelines for public comment that the board has asked me to read uh before each uh request to speak portion the board enjoys the opportunity to hear from the public during the comment portion of its meetings before we begin I would like to take a moment to remind you of our board rules governing your comments the total time reserved for public comment is not to exceed 15 minutes with all speakers or groups limited to three
012the board will not allow public comments during board meetings that are slanderous obscene or otherwise violate state or federal law employees and or their representatives may not use public comment period to address issues that should be raised through existing formal communication channels or establish grievance or negotiation procedures I'd also like to explain that unless the speak speaker topic is already on the agenda state law prohibits the board from taking action on items raised during the public comment period however if it seems appropriate to the circumstances I may direct District staff to follow up with a speaker on the topic discussed our first Speaker this evening is Max Oliver Max are you with us all right seeing that he's not here um if he shows up we'll add him back to the the agenda if he
013makes it within the time um Nina Zoo all right Jen oscarson Thanks Jen good evening president board members and superintendent I'm here tonight to say yes I believe in equity should be in every classroom every day however currently where I sit I do not believe it exists and I would hope for you guys to recognize that and recognize that it should be a goal not an accepted that this is the way it is the conditions at some schools over others commute times access to programs and overall neglect of some of our schools gives me the experi experience that Equity is not in every classroom there is no equity in classroom resources field trips or even Basics like light and functioning windows in every classroom I also beg of you as a district to invite questions
014be asked and power be questioned all without fear of retaliation transparency gets you a lot further with morale and Trust as you think about your organizational restructuring I hope you will also consider a workplace where mistakes are honored a workplace where you can learn and grow and our students learn by example that mistakes are learning opportunities when Hillside and Clayton are 1 and a half m miles apart and if your plan is to take away Bryan through neglect and leave our neighborhood for at least five miles without a middle school or for some nearly nine I would hope before you come back with school closures on the table you let us know what benefit Central City has seen is it your plan to just pit us against each other again to cherry-pick schools or to
015truly have a district plan and brighten and lighten the district for all of us please please recognize this is an excellent goal this is not how it it currently exists Equity is not in every classroom thank you thanks J our next speaker this evening is Evelyn oscarson hello I'm here to speak about the underfunding of Miami Middle School Bryan uh we are a very underfunded school I was on the girls volleyball team this year and I discovered how underfunded our school is my sister does out of school things so my family has never realized what it's like for the school we don't have enough equipment we have a net that falls down half the time and we don't have and we had to fundraise to get jerseys this year and we couldn't get them in
016time so we had to wear the boys old basketball jerseys for it some of the girls did not have jerseys that fit them properly because they were either too big or too small we need better equipment for all of our Sports the soccer team doesn't have the right soccer balls because they're always flat for them and then when we try to pump up them um our pump was broken and our B now I'm on our school's girls basketball team and we don't have enough girls basketballs for our whole thing and no one gets the right equipment or anything we don't have jerseys they're all really faded and old and they're ugly and then we don't have buses that will take us directly to school so kids can't go to school on time every day cuz
017the city bus doesn't align with it Clayton you can take the 223 from the Avenues directly to Clayton when I was there for a volleyball game my f my mom and I discovered this we both find it really mean that you were going to overfund this school underfund our school and we don't have the right stuff to make our school better and make more kids want to come here um and that's all thank you thank [Applause] you our next speaker is Sarah [Music] Nichols okay hi I'm here to talk about um how teacher voice in the district is what makes us kind of awesome I I have it all written up and everything but then I started talking to other teachers about what their thoughts were and then they had had better ideas than me
018which is kind of the spirit of all of this anyways so we're going to go a little off book here but I've been teaching in Salt Lake for seven years um truly what kept me here um over other schools was having a voice having autonomy in our schools and we have administrators who value our input and our ideas um super shout out to Highlands admin we have a great team leading us woo um so we have had a lot of really good wins over the last few years that I've been at High and all of them came about as a result of that collaboration between administrators and teachers like for example we had a culturally relevant uh back to school night that actually got recognized here in our Schoolboard meeting a few years ago it
019was a teacher's idea and then he workshopped it with other teachers and we presented it at sic and admin said great we love this idea and then as a team we put it together and carried it out and reached so many parents that we otherwise wouldn't have um and for me that was a huge win of collaborative decision-making another beautiful one was when our English teachers decided organically from the ground up kind of thing that they wanted to try something new they were reading a book together they kind of did their own little book study and they implemented a new practice and shortly after that when the scores came back Highland was recognized again at board meeting for having incredible reading gains and I like I know exactly why right because the teachers these experts
020came together to make a plan and they believed in it and they worked it um without these healthy collaborative processes our outcomes could have been very different one of the things the teachers were chatting were like remember this remember class wallet remember you know XYZ like oh yeah I forgot all the horrible things that we now don't have to deal with that have fallen to the Wayside that didn't have teachers voice involved and we saw the predictable outcomes of it just didn't quite work right when it was put into place um as Dr Grant wrote in her book deliberative policym uh when we have processes that exclude the voices of teachers or others at the implementation level that can reflect the power and position of an elite set of actors and amplify only a small
021set of voices um recently Highland got to give feedback along with the other high schools on potential changes to the ab schedule and I have like my ideas which I always think my ideas are pretty good but um I my mind was blown with the different implications for like the welding teacher and the band teacher and the AP teacher and the teacher that only teaches semester classes and it was incredible what I learned from them I could understand each classroom's kind of unique perspective and unique needs and so it was really good and it felt good collaborative decision- making feels good it leverages the wisdom of so many different professionals um as Dr Grant also wrote there's something fundamentally decent and good about respecting and including contributions from a broad spectrum of people's lived experiences
022and I absolutely can't agree more um I really appreciate our tradition I hope we continue to pursue that thank you thank you sir [Applause] all right I'll give um one more shout out for Max Oliver Max have you since joined us and Nina Zoo all right that will conclude the request to speak portion of our agenda um moving along we have our reports agenda this evening uh the first item of business there is the school budget allocations uh business administrator kirley uh the floor is yours yes thank you so uh you have with you and Sam if you can switch it over to me um it's pretty small up there but I just want to go through so each year this is kind of one of the first um first pieces of next year's budget
023that we bring to the board um as a report um on funds that we allocate out to the schools um the funds are then given to the schools for you know how it's discretionary money and how they choose to spend it hold on I think I've timed out already um so again These funds are allocated out to the schools um as discretionary funds and that how their spend is is um based on how the school chooses to spend them so you have several sheets and the first sheet is current years's allocation so last year we would have presented an estimate allocation and then when we get the actual October 1 counts we update the allocation to schools and I just want to go through some of these columns um to explain what they are so
024we we largely allocate based on student counts um we have estimates and then we have the October one count um this column here column H uh entitled board distributed student achievement funds so that's a distribution to the school solely based on enrollment so we get enrollment um a certain dollar amount per kid and and here you go and then on top of that we allocate funds um based on English language Learners so we we have the count of the English language Learners um and we allocate a per student basis on that and then we have other at risk factors which is largely free and reduced lunch and so if you scroll to the bottom of those columns you can see so just the per student allocation for current year uh $2.3 million and then on
025top of that we're allocating another $1.4 million for elll students and then another $1.5 million for other at risk factors again which is largely free and reduced lunch um the next colum over K we allocate so if if people are um buying their lunch they go to the office so that's kind of a lunch duty so we allocate through $3,000 to the schools that have uh paid Lunes to process those L payments for the Child Nutrition program so we allocate some money to help offset those costs uh we also allocate some extra secretarial uh to schools the library books periodicals the agcy we we're allocating 123,000 uh we allocate for substitutes so schools cover the cost of their substitutes through this allocation however if it was a long-term substitute you know 10 days or more
026then they'll substitute start coming out of a different District fund so that amount allocated is largely for short-term absences uh supplies and textbooks uh is an allocation that we give to schools um extracurricular activities that just that's for the Utah high school activities um so you can see those just go to those three Comprehensive High Schools uh we get our state school Land Trust so those distributions are largely student-based but that distribution is given us from the state each year um you can see uh there's $2.9 million in land trust that goes to the schools and again uh just to note that how those funds are used are dependent upon the um the school Land Trust plan which is largely governed by both the principal and then the school Community Council uh help make those
027determinations uh column s uh title tssa which stands for teacher and student success act uh there's 4 $3 million that gets allocated to the schools again largely based on student population so that money is relatively new probably five six years ago the legislature allocated those funds uh those again go out to the schools for you know how how they deem necessary uh teacher legislative Supply so they made some changes to that allocation rule that they being the legislature for this year those changes were one time as they review it so you'll see when we get to next year's allocation we have nothing in the teacher legislative Supply column because we don't know what that allocation is yet so I don't want anyone to be alarmed that it's going away but since we don't know what
028the allocation it that's why that column is blank and those go um Mike oh Mike left I believe it's $500 for an elementary teacher and 250 or three for secondary um used to be everybody got a certain amount much smaller amount but the legislature tweaked that for this year and then they'll review that and see if they want it was onetime funding see if they keep that funding going uh title one uh I have a separate sheet I want to address Title One on so we'll just skip over that one title three also for um English language Learners uh allocated to schools so then you see at the end here we end up we a calculation a per student calculation and we'll address that more when we get to this next next sheet which is
029next year's allocation now largely why we present this to the board now is it's pretty much the way we did it last year and if the board wants us to consider any changes on how we allocate then Now's the Time to have that discussion otherwise we'll use this as a building block and then we keep building bringing stuff to you over the next several months until we have the budget in June so there we've got some projected enrollments so Sam quants are are uh IT director will um using historical data create U an estimate for for next year's student allocations that's what we use for this spreadsheet here um knowing that on October 1 when we get the actual counts we'll make adjustments up or down depending on what actual comes in out so you
030say still allocating the two uh 2.2 million in in just property tax based on student enrollments the 1.4 and the 1.5 million for at risk um so cover all those we'll just skip here I want to skip here to the end where we're looking at we're comparing year to year so you can see in in up on the screen it's the grade column where we calculate a per student allocation so here this first school is is bman so we're allocating 1,796 per student and then the next school down is Beacon Heights 826 per student so one might ask well what's the difference there it's those atrisk factors that we're allocating additional resources because we know that um children with at risk factors have additional needs and so that gets allocated out to the schools so
031they can best determine at the site level how to use those to address those atrisk needs is that the same as Title One at risk and Title One so title one's a separate allocation okay which we're going to talk to um this is just board board distribut so it's property tax that the board has said we know that these have additional needs so we're going to allocate property tax for these at risk factors to the schools so as you you have your hand out and um so you look and see what what is this per School allocation on each one so yeah so you'll know when you see a higher per School per student allocation to some schools it's because they have those Adis factors if everything were equal then it would all be equal
032per per student and some of those allocations like that First Column is that it's everything per everything's the same but then we add in additional resources to address those at risk factors and and you know it on the next year so again I just want don't want anyone to think that the teacher legislator Supply money is going away um but since it was onetime funding that's why that column is blank right there wait onetime funding does it me from the legislature so the legislature uses onetime money but it okay I mean this has been a program that's been going on for a very very long time uh just they tweaked it and we don't know if they're going to keep the current tweaks if they're going to put it back to where it used to
033be so we have to just keep keep an eye on what the legislature does with that money uh this third sheet is carryover so these are funds that are allocated to the schools and other than the Federal money that gets allocated uh the schools are allowed if they don't spend it they get to keep it and carry it over to the next year um so I just want to go to the very end which shows um how much each school is carrying over I'm going to go down to the bottom so our total carryover through all our schools from the year 2023 to 2023 and 24 to current year 2425 is $5.9 million um last year there carryover was was $7 million so they're using some of their carryover and we kind of anticipated as
034the Esser funds went away that they would then start dipping into that carryover so that perfectly what we expected to see now I want to talk about Title One the the fores sheet you have is a historical Title One allocation and I want to come down here to the very bottom so Title One purely f Federal money uh allocated based uh on uh socioeconomic factors um so we have a title one schools the title one money continues to drop um we've been Al so this what we've been doing in the past is as we have this presentation we're using the current year allocation for next year because we don't know what next year's allocation is going to be that's gotten us in a little bit of a pickle because those funds keep dropping um so
035when actual comes in it's lower than we anticipate and once we've allocated money out to the schools so the schools have built Staffing around what this is we don't want to pull it out pull it back so we've kind of had to supplement this title one money because once we give it to them we don't want to say oh sorry now that we're in November we didn't really get that much so we're being a little more conservative in our estimate for next year um so you can see there's a $ 1.7 million estimated drop in Title One um that's allocated to the schools um if you look historically at our total allocation of Title One it keeps dropping each year so this is just um indicative of what the the cuts from the federal government
036have been over the last several years and probably will keep being and enrollment drops yeah so two things as enrollment drops our per allocation go goes down you saw a little bit of a bump during covid that the title one we got some additional Title One money and so now we're going back to to where we were before and even a little bit lower you also have a sheet the FTE allocations so this kind of gives ratios that we we allocate out to schools on FTE being full-time equivalent so this is instead of allocating dollars these are you get this many people uh you can see like a a principal um elementaries get one then there's Elementary principles that are allocated and I do want to Note One Thing just cuz I got to figure
037out how to fix it cuz I don't like it how it currently is you see that West principle at 4.5 when you have a principal that's a 0. five so a half principal and a half teacher um I believe HR calls that a cat dog when because teacher salaries benefits contract is totally different than a an administrator so when we try and build that into one person it just doesn't work very well so right now we're allocating the the same 4.5 that's been there but just I want the to know I don't like allocating less than a full one to those high schools because it create it it forces us to create this cat dog employee that doesn't really fit in a category they should either be all one or all the other so I
038just wanted the board to know I'm I'm pondering how to fix that I just don't have a solution right now and as you scroll down there you'll see other you know just how we allocate FTE to schools and then the last one that the first sheets kind of come up with a you know we had the library and we have supplies this just kind of shows what P what are the per student allocations we're giving and kind of the building blocks of that other sheet um it's a lot of stuff I want you I mean you have a hard copy to take home um look through it if you have questions on it again board's not voting the board really kind of votes on this when they approve the budget and that will be in
039our first board meeting in June tentatively um but so in the meantime if you have questions on this so we'll release this to the schools tomorrow so they can start looking at what their anticipated discretionary funds are for next year and make those decisions at the school level for you know how many pair of Pros can we afford or how many extra teachers are we going to buy and and whatever they choose to do with this money and with that I'm open to questions BR okay so you're I got to time myself okay um so Alan are you you told us that this is going to the schools tomorrow when it will this be posted for the public so this gets added to the minutes um so when the minutes get posted it'll be added
040I think last year we might have posted it somewhere in the meantime because you know the minutes technically at the soonest would would be approved at our next board meeting okay but it will be available to the public and Y then it would make it so that like we had a request to speak and was talking about looking at funding I mean they would be able to go and look and see what had been allocated to Bryant to suppos to Lendale or Clayton or okay then my next question is over on the first page second the last two columns to me those are telling you how much is being allocated per student and then times that by the number of students and that gives you your total that Grant tool so you can see the
041at the bottom $21.2 million is being allocated at the schools now I don't want to let anyone think this is all that the schools have because this is what we call the discretionary money in addition we fund the the teacher allocation the F the teacher FTE allocation which um is that you know we have what 25 20 you know whatever it is when we Human Resources will be working on that over the next weeks um and this doesn't include custodial Child Nutrition um principles um this is kind of the here's the additional money that at the school level you decide how to best use this to serve your children okay um um so then if you go over to the next page um the prognostication as I look over there it shows in that last
042column difference and it appears to me that in every school it's going to be reduced is that because of declining enrollment and because of the title one is that why it's showing like that so you got the title one is one of the reasons the fact that we don't have the teacher supply legislative teacher supply money is another reasons and also declining enrollment okay those three things are what's factoring in there yes okay thank you Ashley um so I have two questions and then maybe a comment depending on the answer to the second question the first is where are the district Charters that we have on this document okay so we don't allocate money to Charter Schools at being Charter Schools they get their own source of funding from from the state so they're not
043included in these calculations and they're not on the sheet and so a person looking at our budget for example would say I look at a different area on the budget to see how that happens and if they had questions about how that was staffed they would go to that Charter's principle that is correct okay perfect and then the second question is what happens if you release this Staffing and then the numbers jump or dip um beyond the projections sufficient with what should be a staffing change what happens right so when we when we hit out well it really kind of starts once we release the Staffing there's always a a scramble of oh I think your estimates are wrong and we give them an opportunity to come and talk to us and and you know
044Sam's happy to review the numbers and we determine no your estimates are right or you know maybe you have a point and we might allocate an additional 0. five or or whatever and then let's say October 1 comes along and we get the actuals well if a school has lower than anticipated and might consider you know oh we're not going to take away an FTE um that's too disruptive if a school has more then we we talk about how can we best serve this is it an additional FTE maybe it is is it some additional resources to maybe hire some PA Pros because maybe have larger larger class sizes um so there there are multiple opportunities to um for principles to come in and talk about these allocations so with that answer in mind one
045thing I would like the board to consider is that we had a recent um demographic study from applied economics and prior to that Davis demographics and we're a little bit past when applied economics recommended re-upping that study so demographic groups will recommend you know like every so often you redo the study in terms of like will that help us make the best projections possible um especially as we come on the tail end of having a cycle where schools were recommended for closure and obviously some bu buildings were closed that I would like us to consider directing maybe it's through the finance committee or maybe it's simply directing Allen to like look at what that process would be for the costs for renewing a demographic report of some kind to help with this ongoing process thanks
046Ashley um I've got a couple of questions Allan in mostly in regards to your memo um there was a couple things that you mentioned in there about like building blocks um lost revenue and how we manage that I'm assuming that based on what you presented that that lost revenue is you know kind of specific to Title One funding that we're losing either from federal dollars or through the enrollment piece that the superintendent mentioned um what are your thoughts or recommendations strategies of how we might manage that yeah you reminded me of something I forgot to say so I'll answer your question then I need to get to that piece that I forgot to say um this is partly why we want to get this information out to schools as soon as possible so they have
047this to make decisions for next year so truly if I mean when you have lost Revenue there's options you you figure out where you're going to cut I mean again when we get to the budget you'll see that 80 plus% of our expenditures are Personnel so which people can I am I maybe not bringing back next year or not rehiring if they leave um so you you figure out how to make do with what you have um and then the board does have taxing authority to you know so we we get our Revenue either from the legislature or the board has taxing Authority as well so um we're watching the legislature closely to see how they might fund education this year um I don't have a lot of positive hopes but but we watch that
048closely because um they're a large source of what our funding is and then but I forgot so starting next year we cannot charge um fees for that was my next question for curricular and Co well curricular and co-curricular classes now there's some exceptions in the rule I don't want to play the exception game we just want to wipe out curricular and co-curricular fees thank you Mike um the state has allocated money both for three years onetime money for next year they'll release 50% of the money and then the year after that 25 and 25 um we will use those funds to hold schools harmless whatever Revenue they've been receiving from fees I mean they don't need to worry about that oh now how am I going to run my Ceramics class we're going to replace
049those that Revenue um and that may end up being a mix of the state money we get and then some local money but as that state money gets used up as it's one time we'll be having discussions on how to permanently fill that hole over the next year or so thanks Alan any other questions Amanda I need a longer Nick um let's see so when I'm looking at all these allocations what I'm not seeing um unless I missed it is any allocations for uh the students with disabilities populations in the schools especially in the self-contained am I correct so the students with disabilities are included in those the student counts so resources are going to the schools for all students and then should be used for all students this does not include the special ed
050money both the state and the federal it's it's not in the it's not allocated through this process not discretion so um whenever a school especially a school that hous as a self-contained units um have a higher concentration of more significantly impacted students and they're only getting the schools are only getting allocated a general education wpu um how are you um financially supporting those schools in that U additional Endeavor so you're talking the Hub schools right it's essentially yeah so all of our Hub schools get from the standard allocation of FTE they'll get it they get an additional FTE the board approved that several years ago in addition there's an allocation of the special ed money so the teachers are paid with special ed money there's there's a supply account for special ed um so that
051comes from the state special ed add-on and and then the federal money so what add-on is is here's your here's the weighted people unit wpu and then add-on is and then on top of that because we know um students with disabilities have unique needs that tend to cost more the state funds more money now do they funded enough absolutely not um but so that's it and as we go through the bud the rest of the budget process through the next several months we'll talk about the the special ed allocations uh the funding we're getting and what we're doing with that so those add-ons are not represented in this spreadsheet that is correct okay um the let's see let me get back to my notes Here I think that answered my other one and then um
052you're saying you're going to share these allocations with the school you talked about how um you were looking at that uh elimination of the curricular and co-curricular um I think you kind of answered it and that you're bringing it to the schools they're going to give feedback and then we're going to relook at it again before we do the final approval of the budget and this co-curricular uh curricular fee situation we're we're taking care of that cost for next year and on right yeah we're covering that cost what I'm trying to determine is the best way to allocate both any local dollars we have to kick in and the State dollars you know anywhere from a what did they used what were they collecting in fees historically or a per pupil expenditure so I'm I'm
053looking at different models because I want to make sure that the schools are at least getting what they had been getting and to be clear and we've talked about this um outside of this but just to be clear for the public the goal is to seek um stakeholder input like the principles the schools Etc and determining all the variables we need to consider as you're coming up with that allocation to spread across the district so that it is equable yep correct thank you any other questions for Allan I would just follow up to see if there was any objection to giving some sort of direction for an applicable committee or Personnel to look at the demographic study needs I think along with that Alan my thought is is it something that we need to recommission
054and just completely have a brand new study done or do you think this is something that we could manage through just updating what we currently have yeah I I'll defer somewhat to S but because there's there's called a refresh where they it's it's less intensive and therefore less expensive where they don't do all the leg work but they kind of look at the datea and say okay now we're four years 5 years later how do we update our calculations or you you just start over which is going to be more expensive Sam Jo anything you want to add on that so last year we did um commission applied economics to do kind of a interim study so they studied they refreshed the numbers on the elementary schools so we could look at doing one for
055the secondary schools they had all that data as well but that'll be I mean I would recommend about every five years doing a demographic study projections really Beyond five years get really fuzzy so and when was they when did applied economics last do that it was just I want to say about a about a year ago or the full or just the refresh I all the data it was it would have been um they did they would have done for the full but in the report we had just the elementaries so we would be able to how long how far out are we from recent estimates of secondary um that would have been five about six years ago that we had it in a report I think we could work with them if we wanted
056to off of last year's data or we could just send them this October one data and have it updated as a whole it probably wouldn't be very much if we just refreshed from with applied economics Ashley do you think the refresh of what we're talking about would kind of meet what you're thinking about yeah I mean I'm just looking at the refresh or the report from that which says when we're supposed to do it and we're like at that time so to me it makes sense to do whatever the report advised especially if we don't have the information for secondary and we're looking again at a colossal task of rebuilding two high schools and knowing how many students we should plan for to attend seems reasonable to me I agree does the board want to
057give direction to the superintendent to the ba to go ahead and start that refresh process seen some head nods yeah yes Amanda something more to say personally I would like us to be able to take a little bit of time and look at the prior ones what they uh resulted in what's the cost and I don't have enough information in front of my to know how I feel about that until I see what the prior data was providing and where our holes are think Alan based on that like do you feel like um it's something that we could still move forward with while you know new board members get brought back up we can get some estimated costs on a refresh I mean Sam can reach out to the vendor and ask for an estimated
058cost for just to refresh the data and see see what the ballpark figure is is that a good first step for everybody and then we can work to get you and well the whole board everybody um that last and latest report that we had sound good cool any other questions or Direction Brent we'll start round two with you br now round two this is just a quick follow-up question so if you turn over to the uh third page Allan that's where you're showing over in the last column the carryover right correct so this would have been the carryover from 233 24 to 24 25 okay so when I'm looking at the consent agenda and in that consent agenda it gives the school thean report and it shows what they're carrying over this would have gone
059into that but then they would have used up a bunch of that to accommodate whatever their site based management is that how that would so I just want so the information you see on the board report under the school is the Student Activities fund okay this revenue is totally separate from that report so that's another another pot of money that they get through donations fundraisers Etc yes you're right okay all right thank you since I'm not seeing Oh TR is it typical to have a carryover amount every year yeah you want to have a carryover cuz I mean something happens you want a some flexibility in your budget but you also don't want such a large carryover that it's apparently we're giving you more money than you need so it's it's finding where is that
060happy spot um for a carryover and we have chosen not to Define that for schools but we do monitor it and and and say hey what's your plan with your carryover you you you should have a plan and not just I'm bu building this big amount cuz you'd see some schools are big other schools aren't so big and it's like so if you have a school that didn't need a carryover there's always the option to reallocate if needed thank you um I'm going to go ahead and ask my other question and more just kind of seeking your advice or your recommendation Allen on these school fees co-curricular and curricular fees um what would be our process to you know make a decision on that well we're about to bring the fee schedule to you in
061the next couple weeks and if you approve the fee schedule because those fees will be gone then that's going to be your process understood than you any other questions for Alan Charlotte let just make sure that nobody else everybody else good okay go ahead just to clarifying the so you say that we'll do away with all school fees student fees with curricular and co-curricular extracurricular will still I mean no change to that okay and again this is largely due to legislation um again I I want to emphasize the law does give little exceptions I don't I don't want to play the exception game I want you know if a kid chooses to take an art class or whatever a kid chooses as far as their class goes um the family shouldn't be saddled with additional
062costs just because they want to take a certain number of classes that's my personal opinion and that's why I'm pushing of we're just going to eliminate curricular and co-curricular fees and co-curricular is electives can you just tell me what curricular it's it's electives or or fees that AR aren't maybe necessarily required for earning the credit but are tightly associated with the class okay and I believe that there's current legislation to really do away with the differentiation between curricular and co-curricular and it would just be I mean the extracurricular will still be there um because that's very unique I mean you're that's your Athletics and and just things that are totally outside of what it takes to graduate high school um but you know we've used that term curricular and co-curricular and it sounds like in
063this legislation there there is another fee bill out there that's saying you know it's not making that distinction anymore Helen do you have any I was just going to go ahead I was just going to ask if there's like a for example like a ctso or something that's heavily tied to a class would that be covered as well or is it still extracurricular all right now I didn't understand all those letters that you gave like HOSA or fpla a Career and Technical service organization yeah so those are outside of the class so that they would be considered extracurricular okay even if it's like tied in via the like State curriculum for it CU I I mean we're working with the CTE director just to make sure um but it's like do you need it to
064earn the credit is kind of what the what the criteria we're using is if you need it whatever it is to earn the credit for the class then that's a fee we're getting rid of if it's kind of extra and nice and helpful then there's a chance that fee might still be there okay thanks um do you feel like you have you know a good sense of where the board's at to move this forward yes thank you you're welcome all right we'll go ahead and close discussion on that and move on to our next um report which is the Strategic plan for student achievement pillar two report and update student achievement in prek to2 transition Dr Hall superintend anything that you'd want to introduce while we're waiting to get set up just that this is
065the first of the pillar reviews we have four pillar reviews we've put one each month for the next four months we're starting with pillar two here then we'll do three four and then one then we'll come back to the board in summertime June July to um talk about updating the Strategic plan so this is a report on the plan as it is and as Tiffany and others are reviewing these pillars they're also looking for places where there need to be updates but we'll bring that back as a package when we look at the whole strategic plan in kind of June July thank you okay thank you it's always fun to be the the first so the Strategic plan pillar two is student achievement prek-2 and transition and of course our prek ref references our three
066and four year-old programs that were required by the state to provide for students who uh have been identified as needing an IEP or specific Services um we run that as an inclusive program with both general education and special education students then we have our kindergarten through grade 12 program and then we have programs that support transitioning for students from 18 to 21 so that's why it is the prek-12 transition pillar our first goal in this pillar is our goal around Civic competency and communication this is the idea that our graduates will leave us understanding what it means to be a member of a Democratic Society that they will understand the responsibilities and the skills that they will need to be able to move forward and support the vision that they have for the world that
067they want to live in for each of these goals I've listed out the objectives that we have but I know you've had a chance to read those so I won't read those to you I do want to point out on this side slide that our first seal of Civic Readiness showcase will be on April 22nd it will be in this room and you'll be receiving your invitations to attend this will will be our inaugural um field test we've been field testing our materials this year so we'll have students who will be presenting their projects I'm going to talk a little bit more about that in a second as in this second right now these are our outcomes and I just would like to point out that with these outcomes as we were designing our goals
068the stakeholder committee was very clear that they wanted us to ensure that there was access for all students we talked about students that had to work after school we talked about students St that didn't have room in their class or in their schedule for another class and so we have got three different avenues that a student can earn this seal of Civic Readiness they will um have access to a Civic and communications class that they can take it will count as a0 five that could be used toward language arts 12 credit um we have pushin modules that can be taught in any class right now we're field testing in social studies but they could be in an English class or a science class or anywhere where that discussion and conversation will reach that idea of
069Civic competency or Civic engagement um we have and then they can also work on it independently they could have a teacher who would sponsor them and they could do that work and work with that teacher but complete that without being in a class or a class where the modules being taught we have a rubric and um a toolkit for the project that can be scaffolded so that we can use it in a variety of classrooms and with students that have a variety of different learning abilities and um so we are really excited about what this will look like for us this year we think we're going to have about 8% of our students um earned this seal of Civic Readiness again it's our field test year um but we are working on um ways to
070recognize them at graduation and we'd also like to build understanding of this goal throughout our community our second goal is academic success we know that um of course we're in the business of school so academic success would be the thing that we'd be hoping for every day our first objective here is on academic discourse so research shows that students learn more effectively when they have opportunities to talk through their ideas in class rather than just listening passively and not responding or not building um their Bridges to their own knowledge through conversation so structured convers ations that encourage higher order thinking and problem solving coll and collaboration are essential skills for both academic success and they are durable skills skills that students need for post-graduation Success so rather than having classrooms where we have a few
071students who engage with the teacher and they put up their hand and the same person gets called on all the time and that conversation is is often very much one way between a couple of you know who the kids are I can tell already who you you know who I I mean um we want we want our classroom conversations to be inclusive and dynamic so that all students while they're in the classroom are having the opportunity to speak to the teacher speak to their peers write down and capture their thinking using sentence stems to scaffold that conversation if that is a difficult thing for them or if they're acquiring English the idea is to have more noise in the classroom than silence productive academic noise and conversation our next set of objectives 2 through four
072uh deal with our grade level proficiency based on our endof year assessments that we use in in uh the state of Utah so evidence is an EV sorry education is an evidencebased profession and our district is always moving towards effective materials effective strategies and an effective use of time to create opportunities for success and by this we mean measurable success for all students our outcomes here deal with academic proficiency academic growth and progress and I was asked about the word in this third bullet being adequate and I just like to define adequate progress is at least one year of growth every year you're in school so we would love students students especially students who need to make up growth and learning to have more than one year's growth but our adequate progress is at least
073a Year's growth in every year of school on all of their cognitive learning and social emotional goals we are also um of course looking at our students who are English language Learners to ensure that they are developing English proficiency as a part of their education because we know that as they move through high school and into the career world that will be an important competency for them in the last year our U literacy and alternative language Services team has really structured a lot of support sorry I'll go back one second we've had a request uh we've had over the last couple of years requests from our secondary schools to really help them structure that ELD uh structure the ELD curriculum that we have available for them in secondary schools we went out and looked for
074curriculum one year uh we didn't find anything that was high quality and evidence-based we went out and looked last year we were able to find a program that met all of our requirements that we wanted in a highquality program we've been working with all of our ELD uh teachers to continue to support them in those pieces our goal here of course is to have 65% of our multilanguage Learners demonstrate that growth every year last year 36% of our students met that goal um this year we'd like to see 40% of our students we also want to ensure that the longer students stay in our district the more proficiency they demonstrate so we we will be looking at cohort data in 2023 the state changed our cut scores for the weda that's because the the cut
075scores that Utah were that were being used in Utah were some of the highest in the nation so Utah applied to the federal system and asked for a set of cut scores that were more in line with what other states were doing but this means that we had to reset our clock in terms of cohort data because that was the year that the um cut scores changed um we are also of course always looking at um how we are coming into technology technology is not an event it needs to be just part of everyday learning so about I don't know 20 years ago technology started to come to schools and we heard a phrase a lot you know digital natives that our kids are going to be digital Natives and I think that there was
076a mistaken assumption that that meant they would actually be born knowing how to use an iPad they would come out into the world and immediately curl their hand around for a keyboard and that isn't what that phrase means what that phrase means is these are students who will never know a world that doesn't have technology in it and in fact our students now we'll never know a world that doesn't have artificial intelligence in it the the things that technology will do and be able to do for our students throughout their lives is growing at exponential rates and we need to make sure that I mean we'll never be able to keep up that's the truth but we need to be able to be prepared to think about and look at what those things will look
077like for us so we need to be and model effective uses for and with all of our students technology that will help them learn communicate and grow creatively intellectually we need to Echo our goals for civic Readiness here um we want to make sure that our students understand the ethical uses of technology and that we are using it in ways that help us as an institution and as a system as a district to be able to communicate with our parents and our communities in ever more effective ways in classrooms and then our last goal goal three is our access to expanded learning opportunities um there's a Chinese proverb that says do not confine your children to your own learning for they were born in another time and we know that we are not building um
078students in this District we're building graduates we're looking forward to what our graduates will need when they leave us and as our graduates are stepping into a fast moving and complex World they need increasingly specific durable skills creativity skills and communication skills so one of the places that we are really looking at that is in how we are dealing with our early childhood um our three and four year olds and how they are increasing their School Readiness to support them into that transition into kindergarten we have talked a lot and I'm sure we will talk some more about our prek program and how we are linking that to kindergarten learning and so we can um give a smooth transition from from prek into kindergarten we also in progress this is no longer in progress but
079we have been able to restart our parents's teachers program this is a class that is for students birth to three and we are um working with parents to really help them develop those skills of learning for and with their student we have a lot of outcomes for Early Childhood um as the superintendent said we might have a few too many out comes in some of these areas and we'll be bringing you some revisions in June but we are really looking to ensure that we have Kinder read Readiness and that we're constantly preparing the instructor instructors and Par professionals that work together in those classes to support and co- te with um our special education peers and with our parents to be able to be effective and um provide meaningful instruction for our youngest learners we
080are also looking at how we are accessing Innovative and place-based learning place-based learning means that we're learning in the native space so if we're talking about data um for River pollution for instance we wouldn't just open a textbook and look at a table of data about pollution in a river we would go to a river we would use the tools that a scientist would use to collect that data we would collect that data and then we would come back and analyze it using appropriate mathematical strategies and then we would communicate it using appropriate communication strategies and we are really looking at a lot of different areas and ways and places for our students to do this some of those things are actually on the moon or in space as we are implementing our L largest
081virtual reality project in our middle schools we are doing a space exploration um in fact upstairs for the last couple of days we've had um we have 60 pairs of VR goggles that are getting programmed in to to distribute out to our middle schools and do not fear you will be invited to participate or to visit the middle schools in your area and see what those projects look like and then also what the again communication research and communication pieces are as students present their final projects so that will be a really exciting day and we're also looking at personalized and Competency Based learning those are ways that one of our our speakers earlier tonight talked about teachers having voice and we also want students to have voice um what is it that they want to
082learn how do they want to learn it how do they demonstrate that they have learn it learned it and that is our personal Competency Based learning cohorts that we have been uh leading out on with our early adopters throughout the district and then um again we have our outcomes for these our last objective is to help middle and high school students identify those areas of aptitude and interest to prepare for postgraduation whether that's college or a career we are using bright path I had a question earlier about what bright path is it's a software program that we use that helps identify aptitude and interest and it's interesting because I mean um you know I'll I'll date myself here when when I did this right we talked about interests and so if you're interested in horses
083because you're 12 and of course you are then your your interest survey says well you should be a vet but it forgot to ask how you feel about blood what your over empathetic level is all of these things those are your aptitudes your aptitudes are that n natural ability or potential that you have and so you know a good example of this or under you know understanding both of these is really important for students to make good career choices moving forward and doing different things so speaking of space exploration you could be very very interested in space exploration but if you're not good at Advanced physics if that's not your aptitude this is maybe not the career path for you so we like to make sure that we're now talking about both interest and aptitude
084to help think about what those um strong decisions you would make are and of course we're looking at and later in this month we'll talk about some Middle School programming to help support that um so that we are making sure that those hinge classes between Elementary and high school are strong and Lead kids to those good decisions and we'll continue to really focus on making sure that all of our students have access to post-secondary um opportunities by completing either an AP an IB a CE lots of initial or CTE coursework um that will help them understand what they are good at and what they would like to do as they move on all of these activities are pointed at creating thoughtful well-rounded and Civic ready members of society again we like to keep focused on
085the fact that in second grade that second grade student is moving to third but that third grade student is eventually going to be a graduate and we want them to to be ready for postgraduate success whatever that means for them thank you Dr Hall any questions for Dr Hall Bren okay Dr Hall I'm just going to go through and I'm kind of following the goals and then the objectives in different areas I had some questions the first one was um with the first goal it was objective 2.4 um I think that was like three or four slides in you were showing what our proficiency was in math reading and science there was a little box over at the side do we know what the state proficiency is do we have a way that we can
086compare that um yes I I can't find that slide but yes there you go um but I'm not going to quote it off the top of my head okay but that is something that yes there's a chart I can see the line I could guess at the number but I won't but I could certainly send that to you I think that would be helpful sure to let us know kind of where we are with the state um the next one was um this is objective five can you tell me what Vista is that is our new ELD curriculum for secondary okay I saw it showing up in secondary so it's the El curriculum yes yes okay um the next question was how how is weed to testing being supported I mean I know every year
087this is about the time we start middle okay so we are supporting schools with testing teams that will go out and help make sure that WEA testing is done appropriately we'll do things like check out headphones if that's necessary we'll help arrange testing places so that students have a good speaking and listening area whatever a school says you know we don't know that we're ready to do XYZ then our um assessment team will help them do that they also are tracking to make sure um I don't know if this ever happened to you in the classroom but sometimes we'll have a a technological problem where something will blank so we're monitoring that constantly so that if something um happens in the testing window that we're able to identify immediately what students need to restart or
088um if a teacher needs help with rostering or making sure that students are in the test correctly all of those are things that um we're supporting the IT team is supporting connectivity and making sure that all all of the things that we need to make that work are in place thank you I mean that would happen not just that example but the other things that you're talking about you're in the middle of it but and you're going it's unraveling or whatever yes yes why is your screen black I don't understand yes okay um whoops AR you now I know Ry you didn't ask as many questions because you had to keep track of all of this okay um the next one was okay you did explain the cut scores I I got that now now
089we're over to objective six student and teachers increase technology all how is canvas being used now I mean I know that we relied on it heavily during Co but how are we using it now same way maybe not as heavily so all teachers are required it's in one of our administrative procedures to have at least a basic canvas presence as a way of communicating with parents um as you know parents can go in and be an observer of their students work so or or just even classroom procedures so as teachers post their disclosures or as they post classroom rules or activities or announcements that's canvas is one of the ways that they can keep all of that together in one place we also of course um more in the as students get older starting 6
090S8 through high school will use that to house our teaching materials our online materials students will turn in assignments through camp canvas the old days where you know you can say well you must have lost my paper because it went under your desk and I'm not going to lie I might have moved once when I was teaching high school and I found a stack of papers under my couch I had in fact lost um so for everybody who missed that Five Points I'm really sorry but um now it's all turning in canvas so that isn't an issue so um you know students will will put their work in they they can type it they can take a picture they can scan it they can upload it but teachers will have that there so that um
091they they can use a rubric then to to grade it so students can see where their points were assigned teachers can give um a they can record a message so I could talk through your paper and say you know Mr Jensen on page seven here you made this analogy and you know this is where I think you should go with this so that's that's really how we're using canus it's it's a it's a tool that I would say is being used in a lot of different ways across the district but from low to high that's what it would look like well and as a parent perspec of um like I've got two in high school that it's a embedded piece now like between canvas and power school that uh and as a parent you're getting
092a very clear view of what's happening on a very regular basis okay that's great to hear Amanda that's what I wanted to see you're using it with power school and okay um final question um now we're over to oh no I do I have two questions and I got a really hurry okay the first one is what is the AI plan but then let me ask the other one um goal three objective one explain um how you've hired the coach for our preschool and that's my clock okay um so we have an instructor that is not assigned a class every day and so they have kind of a two-fold mission first they serve or they help us as a substitute when somebody is not in the class we do not have a subpool for Early
093Childhood so we end up covering that ourselves but that person is also able to go and check in with our new teachers or our teachers who are co- teing for the first time or working in a supported classroom for the first time to make sure that they are meeting the objectives of the classroom that they're staying on the lesson plan um that they're they're keeping the structure of the class so um for artificial intelligence AI what we there are three well there are so many ways to use AI in education everything from lesson planning to communicating with parents at home to grading student work work to helping students look at their own work to creating assignments and of course that goes back to making sure that we know how to use that well students know
094how to use that well and use that well and ethically so at this point we are starting um I think our first meeting is February 10th I think I need a subcode that I've got to find for that and then we're ready to go um but we're going to bring a group together I think we've got about 30 people in it and evaluate three um a AI platforms that have been adopted by the state and by adopted I mean they've been given um pricing and they have gone through the um security examinations that Mr Quant requires uh that all of our state requires to meet that that vetting piece that they do and we're going to look at this and say what what is the best platform for us to use in this district and
095we're going to begin to talk about how this tool will be able to be used by teachers and students effectively because if we just say AI is scary and maybe dangerous and everybody will just cheat when they use it um that won't equip our students to use it thank you Ashley I wanted to add on a little bit with the canvas discussion because Dr Hall knows that sometimes I get hung up on a report like this where something happens that I've personally experienced or constituents reported and it doesn't really align with information that got filtered up to Dr Hall so most of the time I think Canvas Works as described but there are definitely teachers in classrooms that do not have any canvas presence whatsoever that's true so it gets hard to I don't want
096to go line by line through the report but just to say generally that the more precisely we can evaluate our programs the more effectively we can do what our job really is which is to allocate resources to needs so if we knew perhaps X percentage of teachers never use canvas we could have a productive discussion about is canvas like the LMS we want in elementary school is it only really working in Secondary School and the costs associated with all of that um and more generally I'd like us to also consider how much of our strategic plan relies on reporting compliance check teachers use canvas rather than why is canvas good to use or not good to use and then a lot of the action items here in relationship to compliance rely on the concept of
097capacity building which is where we fund district office staff to provide professional learning in some of the topics here like technology or academic talk or Project based experiential learning and then we asked School sites to build up the capacity to actually Implement that change and so in my experience I don't always find that capacity building works and I see that it allows us to check off the box that like we did this thing in the plan but I but did it really help students when we did do it and it's something I'd like us to consider as we look to Future pillars but more so in our budget cycle um another example would be the academic talk and I shared this with Dr Hall that as she knows the school Community Council IGN's very excited
098by a tool called Teach effects they would like us to consider funding it but I don't only hear from them there's a lot of teachers who work in other schools but live in my boundary who've also said that's one particular area where they find it hard to assess if they're achieving the objective they don't know how to measure how much academic talk is happening in the classroom and so I'd like to you know when we look at reports on this pillar I want to respect and honor the achievements that are being shared but also suggest I think looking Beyond capacity and toward resource allocation so that we can kind of take some of the things off of a teacher's plate and not build their capacity but maybe replenish their capacity for their school to do
099even more of these things and assess their value thanks so I think we have we have a report that tells us how many teachers are actively using canvas I think the last time we looked it was about 85% somewhere there um but we we do have that number that is something that we do look at um again administrators are asked when they also look at disclosures to say what is your canvas presence we give them a list of the minimum things they need to have on canvas um we uh let's see canvas is adopted by the state so how much do we pay do we pay zero yeah that's why we use it and you know so there you go that that that is that is over and tfx we rolled out as part of
100a math discourse piece so we we've been using it um for about the last three or four years it really is a fantastic program but um yes okay um I've got a go ahead are you sure go ahead I've got my thoughts are all over the place um so it's kind of similar to to Ashley my questions are a little more Broad in general just I know you've said a couple of things in here that really triggered this for me but um I guess how is the plan working for you you know like how are you engaging with the plan do it Mak sense um how are teachers engaging with it and I I think the example that comes to my brain is you know the objective five with the ELD strategies and you know
101the completions but you know how are these monthly meetings going you know is it is it working I guess are teachers engaging and interacting with it in you know a way that makes sense to them are there suggestions revisions that they're looking for that have prompted you to you know kind of be honest about outcomes being potentially too many and so that one piece and then I guess my second question along with that is what types of revisions um would you like us to be considering between now and June when you come back and revisit this with us it's a little clunky um I mean when you when you do a report like this you really see you know is our grain size too low um what what are the things that that are really
102the system pieces that that you would be hearing about or thinking about what are they compared to to am I getting right down to what's happening in a third grade classroom with you um there are a lot of moving pieces to track in this I think we could simplify some of those so um I I mean I to be honest I really like your three board goals I think those are just delightful um so I think there are some ways that we could make I would love to make this plan look more like those goals where they're you know very focused and look at um how we work as a system together I appreciate that in I think all of us on the board have been having conversations to to Ashley's point right how do
103we make you know decisions that were to be making relative to policy or to budget with something like a strategic plan or your board goals and um I feel like simplifying some things would help us get there more effectively so thank you for that Amanda and I won't go Point by point I sent Tiffany quite a long email asking a lot of different questions um I I would like to um at least have you publicly present uh a little bit about what you had explained in your email to me um specifically probably have a few things I want to address but like um the main theme that I think you saw in my questions was kind of that professional development piece and all of these different different elements and um really embedding uh teaching all
104teachers general education as well um the necessity and the how to um modify and accommodate um differently different Learners students with disabilities y whatever segment of the population um so that these kids can be meaningfully included in these um in all levels of acad so I guess if you could kind of talk to a little bit of the explanation you gave me um and what your plan is to really work on that so that families can understand that this is something that um you see as important as well sure thanks I'm glad to have the opportunity this really is an ex you know it's an exciting thing it's a scary thing it's a huge thing um as a general education teacher myself I really understand you know you you take one special education PL class
105you understand that students have IEPs you say to yourself well the student in my class probably has an IEP I hope that gets taken care of in resource right and that isn't enough that isn't um that isn't the educational experience that we want all of our students to have and so we are working our state is working and our district is working to build those inclusion pieces really helping general education teachers not become special education teachers but but become special education Champions where they are able to say I have students in my classroom that may have a different on-ramp to standards-based grade level curriculum they may have a different way of showing their competency in this curriculum part of that is our personal Competency Based learning where students have some choice and how they show
106those things but it is really very important to us that all teachers begin to see our students as all being general education students first some students then may have additional resources for language they may have additional resources for learning they may have additional resources for Behavior they may have additional resources for accelerating their learning but all of our students belong in our general education courses first so we um launched some training uh two weeks ago I don't know time flies and we are really focused on using our district professional learning community structure which is a way that we examine student learning and student data to see what it is that they need to be effective Learners and using that structure to make sure that we're bringing in what students IEPs say that they need and
107helping our general education teachers say okay what does this mean for again the way I help students access the way I ask them to demonstrate the way I'm able to determine that they have met this this standard or that they're demonstrating competency in this way of learning and that's I mean it's a it's a semi-permeable barrier but sometimes it feels more barrier than permeable and we really want to break that down so that we're having conversations between those um special education teachers who are the experts in how to support and scaffold learning for those students and the general education teachers who are The Specialist in knowing that content and what students need to learn at that grade I think that was really good one thing this special education can go on for days really conversation
108but the one thing I would like you to kind of um re explain as what you explained to me before the meeting was how the um prek program um has the three variations of general education so it's really an inclusion um model period but just different versions of inclusion yeah this has been a great project so Audrey Powell our early childhood supervisor and Aaron Anderson our special education director um and I we came together and started to talk about what Early Childhood really needs to look like we know that or you know research says that a special education classroom for it to really work as an inclusive environment should be about 20 to 30% students with um an IEP and 70 to 80% students without an IEP that way we're with our same age peers
109we're looking at those um behaviors and academic learning levels um across the board so to do that again because we have um these requirements from the state to provide this we have three levels of classes our first one our general education our um class I guess you would call it I in talking to board member long well I understand that names are very important they have power and I need to be thinking about better names for for things but in level one um students with um IEPs that might include some support will be in that classroom with an early childhood instructor that early childhood instructor will collaborate that's the right way to use that word um collaborate with the special education teacher who will help them be clear about the needs that that student has
110and what supports that they'll have but they don't teach together they work together they plan together um maybe a special education teacher will push in for itinerate services or come in to collect some data for some different things like that but the instruction primarily happens with that general education teacher in that general education class in our next level up we call our supported classroom we have the same Early Childhood um instructor we have an early childhood par professional and we have a special education par professional and that special education par professional provides some um perhaps more intensive or um just in time or One on One support to students in that class in conjunction with the teaching that's going on around them with the Early Childhood instructor and then in our co-taught classroom where the
111teachers collaborate together um we have an early childhood instructor and an early childhood paraprofessional and a special education teacher and a special education par professional and they are providing services to students whose needs might be more intense and so in this way we're really able to make sure that we're keeping all of our students in a general education classroom but still making sure that we have teachers and support that are specific to their the needs that are outlined and the goals that are outlined in their IEP it's like a teered support but in the general education classroom and just my comment to that or request is now we need to push that up because our Young Learners it's easier to do inclusion and the outcomes are the DAT the research and the data out there
112shows that the outcomes for those students are able to access that general education environment and academics their outcomes are much higher so pushing that early childhood concept which is phenomenal upwards so that our kids all kids have that opportunity for um that general education um educational access and opportunities would be phenomenal so yes my colleagues in school leadership and performance are bringing um some training that the US the uh State Office of Education is bringing on co- teing so that we can increase the capacity and learning of all of our teachers to really be able to implement that model more effectively so as we look at building inclusion strengths in general education classrooms our next level up is is looking at how that C- teing can be implemented in more classrooms thank you any other
113questions for Dr Hall seeing none thank you Dr Hall for all you're doing thank you appreciate it thank you so much all right item number three on our reports agenda is G5 in administrative procedures um I see Miss Kindle working her way up here um and maybe while she gets situated is there anybody from the policy subcommittee that would like to weigh in before we start the presentation okay I think we're good cool superintend anything you wanted to add just that we learned a lot from the last time we went through the process sketched out in G5 and learned so much that I think we've made a lot of changes to this next version um to try and offer still the same opportunities for input through the the process but make a shorter timeline and
114a clearer sense of what we need to accomplish I'll just say that learning from Dr Hall's presentation if I have zero interest in zero apptitude for public speaking perhaps I become an attorney so um okay there we go um so piggy backing off of what Dr Grant said as some of you who have been on the board for a long time remember um when the idea of um studying elementary schools for school closure was first brought forward under Dr Bates um um through uh Brian Conley as the G5 administrator we were under one sort of statutory framework um Utah code um at that point complied um aligned with what our administrative procedures were and shortly thereafter um the statute changed under Dr Bates but because we have begun the process we did not change our
115administrative procedures to reflect what was um what those changes in state law were subsequently um Dr Grant took over we had a legislative session the last go round they again changed the processes and statutory requirements related to um school closures and Boundary adjustments um and added some new components and again because we were still in the process we decided um to continue under our old process um and not revise our procedures at that point um then we finished uh that whole process um and as Dr Grant indicated we wanted to get some feedback from our constituents as to um how our prior process had done to sort of inform um moving forward what our process would look like so one of the things that this board asked that we do was a survey and that
116survey was sent out to all our stakeholders including our staff and um parents and families and um we had as you can see um 1,769 responses um I'm going to go through quickly what the survey questions were so that you can see um what how people felt about that process um and how that sort of informed in addition to the statutory requirements how we drafted our new administrative procedures that we're proposing here today so the first question on the survey um was really how important did stakeholders consider um the number of students within a school enrollment area like if we were deciding to close a school and um Sam Quant who prepared this data for me um highlighted in a darker color any response that got over 20% so you can see that in closing
117a school taking into account the student School enrollment area whether it was decreasing or increasing in student enrollement really um was rated as moderately important very important or extremely important by like close to 90% of the respondents um so then um asking whether or not um you know how we would use our resources um whether or not that should be important in closing a factor in closing under enrolled schools um about 65% said that it was moderately important or very important and then if you added on extremely important which received 10% that would be 75% of respondents thought that utilizing School resources should be a factor in very important factor in closing schools um so the third question really focused on the age and condition of school buildings again moderately important and very important got
118about 63% um adding in extremely important um would have given you close to 80% thought that um you that should be a critical factor in looking at closing schools question four was about the importance of Transportation availability and here again we're um 40% thought well close to 40% thought that was very important and 46% what thought it was extremely important and this question related to um changing School boundaries so it wasn't a school closure topic um because obviously um we would always look at Transportation um at based on the state requirements but when we're drawing School boundaries it was very important to our stakeholders that we look at um the availability of Transportation so question five um we asked how important it was to place specialized programs such as dual language immersion or magnet programs
119in areas that would be reasonably accessible to all students when making decisions about school closures or boundary changes so again the top three in terms of moderately important very important and extremely important all received over 20% and again that's pretty close to 90% of respondents thought that that was a very important factor to to be considered um so in terms of reallocating funds and efficient management of the budget um when looking at both school closures and Boundary changes um that again top three were over 20% so again you're looking at 90% somewhere around there and again looking at enrollment trends for both those two issues again you know easily very important said 40% 30% moderately and 20% so 90% again math is as a business administrator kley can attest you numbers are not my forte
120um so this was a ranking question um so in terms of people were able to slide the different options around um so what factors did you believe are the most important when making decisions about school closures um so whereas before they were asked in isolation um this question asked them to rank these factors in Rel to others so the one that came out as number one was again School enrollment data um number two obviously they wanted us to look at input from the community three was facility capacity design then financial implications and um of the the least important to people were School feeder patterns and those were the five they had to choose from just to be clear um eight again it was a ranking in regard to what we should look at for School
121boundaries um student safety again came in at the top which is one of the things that we were primarily focused on um the last go round um student educational opportunities and academic performance was two demographics three um geographic features four um and here it's funny when we looked before at Transportation it was so high but here it came in as five and then special programs came in at six we asked a question about um how do they want to receive communication because we wanted um to build in a communication component into our administrative procedures so um overwhelmingly most people preferred email communication and this question which um from the comments we could tell it wasn't um we didn't provide them enough context when we were asking like how much the proc how long the process
122should take it was clear from some of the comments that people were thinking that we would close a school mid year so this data probably isn't super helpful in informing how long our process would take um but based on this you know we had 9 to 12 months but that was again I can say from the comments that it was a little bit confusing to people what we were asking and of note 60% of the people who took this um survey did not participate in the last process it was only about 40% of the people taking survey who had actually gone through the last process with us um and um the one thing that I also wanted to note was that there was an open-ended um essay type question that you could fill in your
123thoughts about um what things were good about the last process and what things you thought needed to be improved um in our procedures and I'll just generally say that the feedback was such that I think the public overwhelmingly thought that we could improve our process that there was much to build on so um and looking at how our administrative procedures were changed um the first thing in the administrative procedures that you'll see is um how to go about a School boundary change so one of the things that the the most recent change in the law came up with was that it requires a minimum of 30 days between when the board approves a recommendation for the public to be notified that boundaries are being studied and when the board takes final action so that's new
124so um during that 30-day time period and that is very short um I think we all recognize that I'm not even sure we could get it done within 30 days that would require some simultaneous notifications going on um but during that 30 days um we would have to notify potentially affected stakeholders that their School boundaries were being studied for potential adjustment we would have to disseminate the proposed boundary plan and when I say we would have to this is how our administrative procedures were written that we would disseminate the proposed boundary plan and give the public at least 10 days to study that um that was something that the board policy subcommittee members felt strongly about was that that 10 days would be a minimum um and that we would hold at least one informational
125meeting with stakeholders um again there's no requirement in state law for us to hold an informational meeting um but then we would also have to give the public the opportunity to comment at a board meeting so one public comment period and then also have a public hearing and that public hearing would have to be notified um or noticed 30 days out so that's why I'm saying that 30 days time frame is a little tight in terms of um being able to do everything that we would need to to for it to go into effect but um if the board approved a boundary adjustment um boundaries wouldn't go into effect until the next school year and then um state law requires that anytime a boundary is changed that we give the public um 30 days to
126file open enrollment applications so that they could um school choice into a different school and that 30-day window is regardless of the fact of whether or not we um the boundary adjustments are made pursuant to a school closure or whether they're made pursuant to just us doing boundary changes in general um the one thing about boundary adjustments in relation to a school closure is that um the and this uh this may be in the next slide but I'll just go ahead and talk about it is that the state law legislature has now defined that we would close schools and then have 60 days to complete a boundary adjustment so it's doing it sequentially now whereas previously that wasn't in the law and the state legislature has said you need to get boundary changes done within
12760 days so I mean that is the maximum amount of time we can spend if we were to close a school and we'll talk about like that time frame but then we'll only have um 60 days after that decision is made to adjust boundaries and then again it would be a 30-day open enrollment window for people to um apply to go somewhere else and state law also requires us now if we were relocating a special enrollment program um to go through this boundary adjustment process as well so um special enrollment programs as defined in state law um include DLI and our magnet programs they do not include our special education programs so um as part of our changes to the administrative procedures we try to identify basically what would be a trigger for us to
128change School boundaries because we wanted more bright line rules for um what would be initiating a study so our triggers in this in would be um that we would have identified a need to equalize to the extent possible the enrollment at district elementary middle and or high schools Andor a district a school closure necessitated new boundaries um and that would be our initial recommendation for studying a boundary and then once if the board approved that once that had happened the in-depth study would focus on School enrollment data facility capacity utilization and location student safety transportation and geographic features of the district and those are all factors that we saw in the survey that people highlighted as important in that decision um similarly for a long-term School closure state law requires a minimum of 90 days
129when the board approves a recommendation for studying schools for potential closure and when the board takes final action again during that time um stakeholders would be notified um we would disseminate any proposal like our analysis of what our final proposal was going to be and let the public study that for 30 days we would hold informational meetings um again probably the number is going to be dependent on how many schools we're studying um and we would have an opportunity for the public to comment at two board meetings that's required by state law and we would also hold the public hearing um the board must approve any school closure prior to December 31st that's also a requirement and that cannot be moved um any later um and the closure would go into effect at the beginning
130of the next school year so um the board in the last go rounds I think voted in January that vote would have had to have been moved up if we were under this current practice um and because the long-term School closure would necessitate boundary adjustments obviously um as I've pointed out we would have 60 days after the date of that vote um to adjust School boundaries and come up with that plan and state law now requires that if we were to close a special enrollment program again that's DLI or magnet that we would have to follow the school closure process so in trying to establish some um bright line factors for how a school might be on the initial recommendation for further study because we obviously had some issues with how schools got on a
131list previously um we looked at other school districts and what criteria they were using um they oftentimes use bright line numbers that we didn't necessarily um think would work well in our districts um but they also used these percentages or looking at FTE um an allocation of teachers um so the bright line criteria we came up with just in terms of what would get you on a study list would be the four that I have outlined on the screen right now and that are in the draft AP that your five-year enrollment projection data indicates the building will be at or below 50% of capacity and surrounding schools will be at or below 65% of capacity um enrollment at an elementary school Falls below 300 students um the general teacher General teacher standard FTE funds only
132allocate one teacher in at least two grade levels and that would be grades 1 through six so we're not going to look at um kindergarten in an elementary school and then estimated costs associated with all short-term repairs building lifespan needs over the next 5 years Andor addressing the structural safety issues is greater than 35% of the estimated cost of building a new school um we also thought it was important to note that we may have to place a school adjacent to a school that meets one of those criteria on a list on a study list for potential closure and I had a question from um board member Longwell earlier about you know maybe we should be looking at a district-wide study um the answer to that is always you know the G5 administrator um currently
133uh Mr Conley as well as the superintendent um and Mr Quan as part of preparing the annual report every year they are looking at districtwide numbers they would always be looking at that but when we're talking about a school closure um state law is very specific that each school that is going to be studied for potential closure has to be individually named in a motion and here you know I made an example in terms of if you had one Elementary School that dropped below 300 but it happened to be an incredibly new building and housed um you know a special education program that we had put a lot of money into the infrastructure for the special education facilities at that building and right adjacent to it was a school that was at 3:30 but a
134much older building and had no special education programs that might be something that we're needing to study in terms of what is the best school to close for that community community so um and again it's not all adjacent schools and it's also saying a May so that might not always happen but it was just something that um we thought that we should have flexibility built into the administrative procedures to cover that in terms of the process so I talked about what the triggers would be um once we got to an in-depth study if the board recommended we moved forward for school closures again we would be looking at school enroll M data um we would be looking at the facility capacity design school utilization and location and school um utilization would include you know what
135special programs were there um and facilities at that school for those special programs we would also be looking at Transportation geographic features of the district special programs special program facilities and financial implications and again if you look back at the study those are all factors that are stakeholders ERS thought were very important in making this decision the administrative procedures also indicate that for any alternative or non-traditional school if we were to evaluate that forclosure we would be looking at um criteria that might be specific to that site um because clearly some of the criteria we've um outlined as triggers might not be applicable in those types of settings so we would still be looking at whether the school is serving its intended purpose its enrollment numbers whether it's fiscally responsible possible to maintain that site
136um but we would still obviously follow the same process and timelines outlined above in making any of those types of decisions um we tried to build this administrative procedure with a lot of flexibility built in um in terms of we could extend any of these timelines again the administrative procedures are built on the minimum amount of time required by Statute so if there was an emergency or a reason why we had to do it in this short amount of time that we would be in compliance with our procedures by doing that um but we can always extend it beyond that and the idea would be that when the G5 administrator Mr Conley or the superintendent makes an initial recommendation that they would be outlining in that initial recommendation what the timeline would be um the
137only as I mentioned before the only thing we cannot extend is that December 31st vote that um is um not something we can extend um in terms of grade level reconfigurations within a school this isn't something that um is required by state law for us to for uh follow any formal process a lot of our neighboring school districts do not have a formal process and parents just get a letter in the mail um but we decided we wanted to be a little bit more transparent um and give uh the public an opportunity to come in and comment on that um and that we would hold one of our designated public comment periods um to gather public input about that um and that we would be making those decisions prior to the end of March in
138any preceding year and again you know March is when if we closed a school and changed boundaries that those sort of timelines um would all line but again this is worst case scenario um we can always do it earlier so I do want to say that the policy subcommittee spent a significant amount of time going over this um we went over the survey results and um I think our you know at least two hours and we had looked at it and discussed it so um this and they recommended some good changes to the procedures and we're not expecting any action today but I'm happy to take any direction in terms of things you would also like to see that hope so hopefully we could move this forward as our new um process and you know
139either bring it back for discussion or um with any changes you're requesting or put it on um consent at the next board meetings I think the changes are strong I think the bright line criteria in particular is very strong and I know that it will not be universally popular but I think in its Precision it eliminates confusion which is really helpful for any Community member no matter how they fall on the issue of closure but I want to ask a question that is in one of our public comments that was printed in our um board packet and it was about how older build buildings should not always be re should not always be considered forclosure and so I think it's worth just briefly discussing as any building is rebuilt another building becomes older and we
140certainly don't rebuild all of our buildings at the same time just for parody right because one is always going to be the newest and one is always going to be the oldest no matter how we do it for we have to do it on a cycle for financial and practical considerations but what would be the outcome if a building is continually considered forclosure because it is older but actually we have maybe found as a board that it's like quite critical due to its geography or some other factor with the argument of you or the policy subcommittee be that just because the study would happen doesn't mean the study would identify that closure should occur in that instance I mean I think we saw that in the lasto round that we had some older buildings that
141we kept open because of the unique geography or location of them and that um we ended up closing some newer buildings um so I I think that it's played out that way I mean clearly they um you know at some point if they're became a safety concern which there are no current safety concerns let me be perfectly clear board member kersley would not be happy if I implied that any of our buildings were unsafe none of our buildings are unsafe I'm just saying that if something were to happen in a building became unsafe but because of that unique location you know we needed to do something I mean the good thing about it is we might have other properties that we could move the school temporarily to a different location and then rebuild a school
142I mean at some point I don't think at some point every school is going to have to be rebuilt right and just as one followup to that I want to ask just a technical question that if an older building was found during a process to not be recommended ultimately forclosure for some undetermined reason would its age in these admin ministrative procedures automatically flag that be it be evaluated again the following year just because it is old no Brad yes start your timer I wish I only had three minutes Miss Kendall I appreciate your explaining the amount of time that um the policy subcommittee put into this and I think that um if you look at the memo that um Christina sent out it's reflective of the kinds of questions that we were grappling with and
143trying to address so Ashley when you're asking that I appreciate that question but those are the sorts of questions that we were trying to address in the subcommittee meeting and of course we're not going to be able to tell you everything that we talked about there but um I think that that memo is a good reference point to look to and then if you have additional questions to go ahead and forward those to um Miss Kindle I know Amanda that you did that and you had a significant um number of questions and I think it took Miss Kendall a little bit of time to respond to them what I'm getting at is hopefully you get your questions answered in a way that we're not in a protracted discussion here because part of this the policy
144subcommittee is tasked with trying to consider all of these things and of course we may not um think of everything and we appreciate your input but on the other hand I hope that you will consider that you know we just didn't go oh well yeah that you know that's good yeah I mean um yeah we spent a lot of time thanks thank youand yes I do appreciate that you guys put work into it and it is a complex process um a lot of my questions come out of public concerns as well and I think that you know I do agree that it is very robust and well um there are a lot of elements that are well thought out I still strongly um believe that there are some holes that need to be reconsidered um
145to make sure try to make sure that the next time we go through this process or we ensure that there is clear communication as to um when and how things are evaluated that we minimize the heartburn for the public um and Christina was very thorough and thoughtful in her response and I appreciate it um I do I know this is a report so I won't get into all the details because we're not having to make it a motion tonight um but for the public to hear that we hear them um we do need to look at elements of this because for me um if I were a parent in a in a building that was getting closed um and the final decisions weren't getting made until like late winter early spring and resulting in closures
146for the upcoming fall and even teachers that's hard so I know that you're saying that decisions have to be final for December 31st for the upcoming school year but I presume we can go past that and then it can be applied to the next school year so for example if the decision was made December of 2023 well sorry we missed the December 31st 2023 deadline and we made our final decisions in February say for example um then that would not be applied to the 24 25 school year but we could look at the 25 26 school year for those closures correct so there's no finite deadline so to speak we would just move that closure to a following school year so that we'd actually give um the school the teachers the principals the district um
147hopefully appropriate time the families to adjust because this last closure um I mean teachers were renting their own un Halls just to make sure that their classrooms were moved adequately instead of like hoping that it was moved for them appropriately so there are pieces in this that I feel we need to add to it is definitely way more robust than it was before I completely see that 100% appreciate it and I can see that I do think we there are some more things we need add on but I won't get into the details tonight Amanda would you mind sharing some of your suggestions with the whole board and Miss Kindle it sounds like Miss Kindle's gotten some of your suggestions I just don't know in detail what exactly it is that you're wanting to change
148or update or or have are you wanting to do this tonight or you wanting me just to send an email I think an email would be helpful yeah I can certainly do that I mean we've already started that email exchange so we can just simplify that from there great thank you Amanda appreciate it um any other questions I've got a question for you miss Kindle um one thank you uh for all the work and of yourself and of the policy subcommittee um and a lot of my questions have been been asked already but I did have one remaining one in regards to the in-depth study portion and I know lowering the the timelines and the time frames to meet state law and also in response to the survey and what folks um who took it
149were were thinking or feeling um is important but I know that there's potentially some elements as as I might understand it with see clar ification on um you know kind of who we might need to partner with um say like the city you know when it comes to Transportation or safety and safe walking routes crosswalks crossing guards you know there's a whole list of things um listed in C and D there um in that in-depth study portion of this that's that's new and being added to do you feel like or do you does Mr Conley feel like there's adequate time to either collaborate with the city or other stakeholders that we may need to to get the information that the Board needs um to make a decision so I guess I would just like some
150clarification are you asking about this student safety piece and the in-depth study regarding boundaries yes okay um so I mean I as I think I said it would be really tight for a 30-day window but the statute's really clear we only have 60 days if it was a school closure like they and I think I think the thing that we've talked about at at District leadership and with um Mr Conley and with Sam you know I don't want anyone to be thinking and we don't want anyone to be thinking that you know we wouldn't have thought about boundaries until the very last day of school closure I mean I think there's going to be a lot of work behind the scenes and we're going to be um studying this and analyzing this moving forward like
151so it's not just going to be okay 30 days or 60 days and that's when we start thinking about it so our hope is that 100% there's going to be enough time to collaborate with the city and that we would be knowing that and working with all the partners to ensure student well student safety is one of our top priorities always in adjusting School boundaries so that would be something that we would begin studying from the get-go perfect thank you of course any other questions for Miss Kindle all right well it sounds like there's a a few more things to consider um before we bring this back um what would be your recommend kind of process moving forward I know this is just the report section we're not looking for action but um i' defer
152to the superintendent as to what she would like Liz take it away well we may may need to talk about it in public session but if we knew what your requests were and then there were board direction to make that those requests and you know a board agreement that those requests and those changes should be made so that probably needs to be a discussion item in our upcoming in an upcoming in an upcoming session yeah is there a timeline that we're under to get this approved right now I would say that one of the things that board member Longwell had asked about was an annual review of enrollment she wasn't um clear when that happened because it wasn't outlined in the administrative procedures but it is in the policy very clear that it is an
153annual review that was part of the legislative audit and um revisions we made two years ago so um we will be complying with that at the next board meeting okay perfect and the sooner the better in a way on this one so we would try and put it on next time's pretty full but we could see if we could do that or maybe March thank you Miss kimle some notes okay all right moving along um the next report agenda item is the Career and Technical education position that's been revised superintendent you want to so our HR Director Logan Hall will present this um the reason it's on as a report is when we spoke as a uh agenda setting team the idea was that there would be a report without um if there were not
154substantive changes that required us to bring this back we could just put it on consent in the next meeting so that would hold to for the next ones around construction as well that's it well Dr Grant and board thank you for the opportunity to be here um what you have before you is a request for a new position for a business uh CTE Business Development coordinator as you know in the last couple of years we've developed internships with some critical businesses in town that have provided students with opportunities for Hands-On experiences to get real world um application enhanced experiences working in the field uh with opportunities for uh further advancement in the company and as well as um uh college education provided by the or subsidized or full fully funded by the company in which
155they work with so what we're seeking is a new position uh that would oversee that process um somebody who would reach out to develop and Foster Partnerships with thriving Utah businesses that uh would both support the current internships that we have and develop new internship opportunities uh this would um just increase the number of opportunities to students that would have those real life experiences in high demand high paying occupations so the details of the position are in the memo that uh you have before you and uh I would just be open to any questions you may have about this uh new opportunity any questions to the memo Brian okay as as I am looking at the memo down in the third paragraph it says in consideration of this position the board finance committee has requested
156the assessment of current CTE positions and other aspects of the CTE workflow with a focus on the effectiveness of current Staffing Arrangement on implementation of the CTE programs with Effectiveness and Fidelity I'm sorry to have read that but I think that it's important that the finance committee understand that I am like I said to you um when I'm fulfilling my assignment on the policy committee I feel a responsibility to be um addressing what concerns I think the other board members would have and I appreciate that you have put this in here so I would have to rely on the finance committee and what their determination is and on uh business administrator kirley and where they feel we are in that process thank you any other questions I think all that I could report from my
157first finance committee is that that was something that we had talked about and I'm I'm happy that it's present here too and that they're working on how we would establish that kind of metric and observation meing forward any other questions for this position does the board feel comfortable having this added to the consent agenda for the next meeting cool we'll go ahead and make that happen are you here for the construction positions as well Logan I sure am yeah the situation is very similar um in that uh we're looking at adding new positions with the passing of the bond in November and the approval to build two new or rebuild uh two of our comprehensive high schools that brings a substantial amount of work U both to the management and execution of the plans to
158the fruition and building such large uh buildings and manag man ing multiple projects at a time is going to require an additional amount of work that our current staff just is unable to do uh the two proposed positions would manage the day-to-day and long-term planning of the construction projects as well as ensure they're done to code and regulation so that we uh end up with safe efficient and well-built buildings that are really built to stand the test of time um so the reason these two positions are um proposed this evening is that a we don't have the current stat have to oversee these massive projects um this has been done in the past much like the the memo you have uh elucidates on that in the early 2000s we built several uh new elementary schools
159we had to rebuild several new elementary schools um and at that time we also hired two um uh project managers to oversee all of those various projects we're seeking to do the same thing for the duration of the the completion of the two um High School rebuilds in addition to the um East High Fieldhouse project as well so these positions would both manage all the day-to-day projects and make sure that they're being done to spec and um building codes so that they're safe and um done appropriately we have to have somebody on site be able to manage those things um so with that we're proposing to add these two positions so that the we know that we're spending the taxpayer dollars in the best way possibleand I guess the only question slash comment I have
160is um what I'm hearing is that they are um these positions are being proposed for the Highland High School and West High School uh construction projects specifically um but the job descriptions don't outline that um those specifics and I know that that can be I mean we might decide to build an elementary we might decide to whatever um so that could like play into those as well um but if those others don't um come to truition so to speak during these builds there really isn't clarification in these job descriptions that there is a end date or an and a shelf life so to speak so um I guess what is built into these two that this is not an ongoing funding perpetuity you know what I mean that's a good point um in the case
161that we had previously in the early 2000s when hiring a positions like this to that we would be overseeing projects that are going to last seven eight years um those anyone hired into those positions would achieve career status in the event that we don't need them after the completion of those projects we would have to go through a reduction in Force and and would eliminate those project project managers or these specific positions um so there are different ways that we can do that but I think we can add some language into the job description um noting both the time limited function feature of that uh position as well as more specificity to what is expected in these positions in terms of the not like I mentioned they're not only overseeing the East sorry the west
162and the Highland rebuilds but also the additional Fieldhouse project at East High School so there would be a a myriad of things that these positions would be doing and I think we can make that more clear you guys know better than I do like the overlays with all of the the rules in regard to these jobs district-wise I guess and how it is to manage or or Rift positions so ultimately um I mean I'm throwing it out there but I'm also tasking you to figure out the most responsible way to um address that especially if you know at that time you're no longer in the superintendent position and we have somebody else coming in that we're not just sitting on a job while we're going through another transition or something like that you know what
163I mean so the other piece of this is that we anticipate there'll be turnover within the auxiliary Services buildings and grounds so um in some ways we're building up the team and anticipating some of that turnover over the coming years so these roles can morph into similar um similar positions yet not tasked with the rebuilds but tasked with overseeing all the other Capital Improvements and things like that so that also is part of our thinking on this that by that time there will have been some change and um if we appreciate the work of these people in these roles we'd want to find ways to keep them on um superintendent do you have objection or does Isaac have objection to adding in term or time limit language into the job description sure come on up
164Isaac running sorry about that it's a long ways back there um the only concern I would have is we're looking for people that are going to have a talent and expertise in this and I'm afraid if we put a limit on it that um we're not going to find the people that we want as Dr Grant mentioned we have talked about this uh specifically we have a great team right now uh our preconstruction team is three members for all the projects that happen in the district uh one of them has 41 years one is 39 years and I think the other one is 44 years so this is also a uh transition to get some people trained to be able to step into some roles that we're going to be hurting very badly when these
165when these gentlemen step down Amanda how does that context sit with you sorry how does that context sit with you I definitely get feel your pain so to speak I mean in my Prof personal profession this is an area I deal with regularly um the way to fulfill that as well as ensure that that job description the person knows that that particular Duty might have a shelf life is I mean we're a large organization right so as uh the process of hiring goes it's explaining that like I mean the the the opportunity to um move into other roles is quite significant if they're succeeding in their job so um it's not something that eliminates that person it's that position does that make sense so I mean I'm not saying it has to be done a
166certain way it's just more of what I've seen through the years is we're holding on to positions and that money is being set aside because we're holding on to those positions um the people and growing our own and like really like transitioning those into these positions that will open up that's important in any organization so I I don't want to give specifics as to how to do it it's just a piece that I don't want to see money being held on to whenever we don't need those positions anymore put it into something that needs to be focused on does that make sense and if we have more turnover those aren't paid attention to as closely as a lot of other things that are happening in a district so I won't we could move on you
167get my point I get your point on that one um and we always have this option of a reduction in force uh as a as a tool then you're not suggesting a change to the job description necessarily or do you need a directive to be able to do what makes sense for that job description I don't need I don't feel like I need to give a specific demand other than what I'm asking is making sure that it's clear that this job is a particular job for a particular project yeah the rebuild of that would probably be a way of looking at it so but I don't want to put any specific language or terminology well and then as Isaac said he's worried that we're actually looking to hire these people for longer than this if
168we are confident in their work so I he doesn't want to limit it because then we might get people who are only in it for a short period of Time Versus those longer yeah and I get that I mean if if you feel if you strongly feel that that would deter quality candidates then I think it's more important to ensure we get the quality candidates for certain um and then put whatever safety guards in place that we address the need to RI in a timely fashion I guess so which let me just roll back and just stay let's move forward thank you I appreciate that answer and we'll put the burden on our HR Director to attend to Logan and Isaac to pay attention to these roles and not let him hang out there for
169too long yeah there you go thanks Amanda for sure um so we'll go ahead and close the discussion does the board feel comfortable using a similar process of having these on the consent agenda for the next meeting yes we'll go ahead and do that thank you thank you Logan thanks Logan okay all right moving on um to our discussion agenda we have the legislative audit recommendations discussion um board as you know um earlier in the consent agenda we approved um item number nine which is the 2025 negotiations team um I think just based on where we're at it would be you know my recommendation that we um appoint or defer um responsibility to negotiate um items 1.1 through 1.5 and potentially 1.6 but I think those first three items are the most important um with
170selia and begin that negotiations process now um so that we can get those conversations started does that feel like a good direction or a motion Ashley um before um moving that recommendation to action I think I would clarify for people there's obviously a lot of people who came to this meeting because they wanted to hear about this or they're still streaming at home and I think it's important to say that I don't think anyone serving on this board would prefer these changes be made in a General Session I think we'd all prefer to have a substantial amount of educator input in how we Implement these recommendations and so I would agree that the best way to balance those administrative needs with the very real educator needs about having a collaborative and supportive workplace would be
171to have the negotiations team have a discussion that includes those voices in in the dialogue so with that I would move that we um move legislative audit recommendations uh to action thank you Ashley we have a motion is there a second I'll second all right cool um any more discussion to the motion seeing none we'll start with a roll call Vote with um with Ashley Ashley Anderson yes Nate Salazar yes Brian Jensen yes Amanda Longwell yes Bryce Williams yes charlot F Jefferson yes excellent that motion passes we'll go ahead and revisit this on the action agenda um next on discussion is um the district organization superintendent second discussion um yes I made a couple of changes based on board feedback that were noted in the memo here we've also included the updated Financial picture that
172would come with the the changes to the organization we also provided organization charts so we'll put this up on the minutes as well that people can see the organization chart and what it would look like um going forward the changes there are the ones in red that I am suggesting um and I would like the board to approve so I'm open to questions about the reasoning or um any concerns that the board may have about some of the details in this reorganization plan any questions for the superintendent Ashley I don't know if it's a question um but I think I have some of the same concerns that I shared in the prior discussion which are that I don't know that this temporary moveing assessment has really helped our schools um and I gave some examples
173of that and I also continue to be concerned as I've shared about the loss potential loss of the voice of student services on cabinet and I think those are both critical things for me before moving forward but more than um just repeat the same concerns I shared in the past meeting I what I do think we have is an opportunity to talk more about the rationale the superintendent shared about Equity So to that end I asked you know is there any literature or research kind of guiding this decision and um the superintendent shared that there's some evidence about how driving things through principles is particularly effective and then to that end given her prior discussion of the the move of equity I picked up a copy of a book called from tinkering to transformation that's
174from Harvard Education press and there are some Open Access versions of that if it's something we could attach you know to our minutes or at least the title or citation and as the title suggests the text is pretty transformative and thinking about how rather than looking at flowcharts and kind of moving things around to make them work the the real way you might consider having a discussion about reorganizing a central office is by starting with a blank page and just talking about the work that needs to get done and plugging in the work that needs to get done and then seeing what you come up with and comparing that with your flowchart and so I think one thing I'd like to see us undertake as a group rather than you know but go back and
175forth about the varying views we may all have about some of the changes would be to review some of the literature where whether it's that text or otherwise to consider how we're mutually envisioning the office and you know sharing Resources with that office rather than going over the same things again and again so the last thing and I really struggle to to say this effectively but I'm very concerned that as we go through this process in addition to not having talked about some of the research and underpinnings I don't know that we're getting good staff feedback due to just the controversial nature of a not insubstantial amount of administrative attrition I think there is a real and this is you know coming to me directly from people who work in our school buildings who feel
176very strongly that there's a retaliatory and punitive culture and people are worried about their jobs whether that's legitimate or not we don't need to unpack the merits of why people feel that way but simply to say people do feel that way so I also don't know that we're getting authentic feedback from the people who would be impacted by such a change most I don't really know the way out of that um but feel that compelled to share it because it's coming to me from teachers and others who who feel that due to fear and a misunder their misunderstanding or lack of knowledge about administrative turnover that they can't say their opinion without substantial risk and so I just have to say that um I'm not I don't know if I quite understand that last piece
177Ashley um because of some Personnel changes is that what you're saying recent Personnel changes um I think so that did come to me a bit too was the worry um as a board you know the reasons for those changes you know that they had nothing to do with a retaliation or any sort of um action that was meant to spread fear in fact I spoke with the principls in our district leadership committee um meeting to express that so that they were clear that each of those decisions around Personnel were unrelated to each other that they're not part of any pattern that they were um problems that had to be addressed each of them individually and and just happened to come a number of them this year that have made things very hard certainly and tough
178on the people who are affected um I don't see that as a piece of the reorganization or maybe I missed something there in that connection in the last discussion we talked about getting more like you presented it before sharing it with staff and the logic was it would be shared with staff there would be more feedback coming to you and that that feedback would be used to you know like consider anything else you might like to add or change and I guess the more I continue to hear confusion about what you've just said and like I said I will not unpack the merits of the claim but it has impacted the culture of our school buildings and it what it means to me is that I'm not sure how we get from presenting this to
179people and getting their authentic feedback without some time and Trust regarding some of those misunderstandings that I don't know that people are authentically saying how maybe they feel about some of the recommended changes I don't know how to get at that either if they're not going to talk to us then I don't know how to get that feedback I don't disagree with you I'm just that's in in the conversation with staff who are affected on this page um they actually were supportive of the change they understood the reasoning they express support I have not heard anything back that would give me pause about making these changes um this is the way I as the superintendent after seeing the district for a year and a half suggest that we go about the work there I mean
180this idea of starting kind of the zerob based budgeting approach to to staffing has some Merit ex except that um all all of these functions end up having to happen in a district meaning these lines of authority that are here from the blue boxes down particularly are ones that each happen in a district and there aren't that many rearrangements I mean you you're still dealing with this body of work and I've got the organization charts going back to 199 and there were some different ways to do it um but I didn't like any of them enough to copy them directly um with what we have so I mean this to me is the best way to get the work done and what we're doing is we're putting the bulk of the work under that school
181leadership line to focus it through principles and the expectations that that's how we thanks Sam that's how we connect with the work in schools we have the um accountability for School principles they have the accountability for school teachers so that chain that line is pretty important in getting your District work done um and making sure implementation happens the other piece we've done is move special education over to the teaching and learning Department um so I'm not sure that I would in a zerob based situation come up with something different nor do I think I'd recommend that to the board so I don't know how that process would be of value at this point to I honestly don't because I I think I would come back to this in every District there is a school leadership
182line in every District there's a teaching and learning line the other departments are there providing the services that are required to support that work you've got your HR legal Communications um and the business administrator work so those are just those are functional pieces that all the districts have what I've done is just Consolidated into two lines again with that theory of action which I completely believe which is the work particularly this Equity work becomes more powerful when it's linked with the expectations of what we demand from principles in putting that into place and that in talking to those that were affected this way um they felt that this gave them a seat at the table in collaboration with principes and the area directors that they saw as valuable in the work I would Ashley would
183you mind if I invited Sam up to talk about that assessment piece and what he's seen as the pros and cons that way to give a little more context on that um I don't want to say no to that but I'm also looking at our agenda and our commitment to the time frame that we have for our meetings and I'm wondering if that's the type of thing where you know my ask is for like some of the research behind this or for people to commit to reviewing that but maybe some of the additional ask is to hear like you know an evaluation of how that's going so that we're able to do our Esports uh discussion our action agenda and our various board reports that would be my so it's not that I'm opposed to
184hearing about it from Sam I'm simply saying maybe we all learn about it in preparation for the next discussion Brian um how much time do we have until we hit our three-hour limit we have 28 minutes okay and I know we've kind of agreed too Loosely to a 3 to four hour meeting how does the board being that this is a very big and important topic having Sam come up or maybe even others from your cabinet superintendent where there might be um questions um to have that in-depth discussion um unless you'd rather well personally I think it's to the point that we need to move it along I mean I think there's been a ton of discussion about it it's another topic that it's talked about over and over and over and over and over
185the Departments need to be able to move on to start doing effective work and I'm going to throw this out there because it keeps coming up and I just want to make it clear yes I speak very loudly for special education I do not speak only for special education so I'm not advocating this for this just for special education I represent everybody in my precinct um so but the the continual um conversations has been a struggle with the board in the past I feel these provide very clear lines of organization so that the executive directors know their responsibilities and accountability that we can move forward and it's not it can be changed so if it doesn't work it can be changed and there may be some minor adjustments but I think substantively it's a well
186done or chart so like personally I make a motion that we move it to action we have a motion on the table is there a second to the motion second we've got a motion in a second on the table um any further discussion I would add discussion to that motion I think there's the perception it's been talked about for a long time it's actually been two weeks since we talked about it and the shortest example I can find of approving an organizational structure is 4 months and I think that when you're talking about the allocation of resources and doing things like you know changing fundamentally how an office works we actually owe it to the public to commit to the amount of discussion time that is normative among school boards and I think it would
187be a mistake to move forward without actually parsing more of the financial information hearing some of that information from Sam we do have a unique opportunity to do that but not within our time constraints today to actually hear an evaluation um about how a thing was working and that's not always common and I think it would be very non-normative to move forward in such a actually rapid time frame any further discussion Bryce um I hear everything that Amanda said and I I very much agree with it I'm wondering if maybe we spent another two weeks just to address some of the things that board member Anderson um had addressed if that's actually going to cause any harm or if that will just maybe create some more comfort in um moving forward but um I I
188do support the or chart but I do also hear the need to maybe discuss some things that haven't been answered yet I appreciate that Bryce I think just kind of where we're at in the discussion is we got to fulfill the motion you know and kind of see where we land in the action agenda any other discussion all right sitting down I'm going to call it for a vote um starting with vice president Jensen um we're moving it to action is that what we're doing yes sir no Amanda I vote Amanda Longwell yes Bryce Williams yes Charlotte F Jefferson no Ashley Anderson no Nate Sal are yes Muhammad's here it's a stalemate classic stalemate so parliamentary procedure tells us that didn't pass it didn't pass so um I think just kind of hearing won the
189vote superintendent and um you know it's kind of where we're at is the board comfortable um having this present on the next board meeting agenda so that we can get some of these additional questions and financial elements answered actually I need more Direction on those Ashley if I could get so there was the question of assessment and I think hearing from Sam and and Tiffany around the values of what we've done so far with that would be important um so we could have them write that up in a memo to the board is that a is that right on the assessment question I think that' be good I mean it would be great if they could respond to the specific scenarios that I've heard about from principals and teachers that were a problem that I
190talked about in the last meeting you said something about data quality but I don't know it was about the new process of how they actually get information I can email it I I can email a reminder of what I said in the meeting that's not a problem okay and then the financial part would be you mentioned there are some changes I don't know if we have time fully to parse those as we're trying to meet this requirement um so maybe Allan would be able to weigh in on some of the the financial changes that we saw but not I mean not right now I'm just that would kind what kind of additional information would you like then is presented there in the memo oh that's a good question I think now that we've moved away
191from that slide it's hard for me to reference something in my imag but um it's simply to say you know do these all come from the same line item like we talked about moving CTE out you know are there different things where the promotion actually what are the changes about that kind of thing over time like how do you keep Pace with um you know the the I I I'm not going to say this clearly so I'm going to send it to Allan my question about it well I'll just quickly say everything on here is property tax funded and the savings are based on the top step of the particular Lane of the salary schedule superintendent do you feel like you have better Direction and more clarification to come um Ashley were there other things
192that are on your list there that you'd like us to bring back information on no I mean I would like to see as I said this is not for you the board to take up like what is the literature and evidence that we're considering as we look toward the decisions we're making what are we making an evidence-based decision which we ask teachers to make every day sure um I just wanted to make a comment that it seems a little late in the process to be asking the superintendent or the board to be using some research that we found you know that would completely change the process that she's put a lot of thought into it just seems a little late in the game it's been 2 weeks well no she's been thinking about this a
193lot longer than two weeks I'm not going to go back and forth but I will just say we we've been discussing it for no more than two weeks and it would be I would say two weeks ago I would have liked to see that and now I'm asking again I think we should use evidence before we make decisions that are very substantive that does we changed the process I said are is anyone using any literature evidence I didn't get an answer I went to seek out literature and evidence I I would just counter that we're not I'm not suggesting we start the process over I'm saying what is the evidence that supports the decision that we're being asked to make um I'll look to find the study that I had referenced um back to you
194about the value of funneling District work through principles um for some reason I've had a hard time finding that one again um the other piece in terms of evidence uh it is just the experience of having lived with the other organization structure I'm not sure Ashley can bring to you more than that as evidence on this it's it's actually not a very it's an experience-driven decision and maybe that's the evidence is just that experience of what did and didn't work before um and you know some of that is it's evidence but in a really soft way um and from my understanding and looking around at the districts around us as well again at the last 20 years that we've been working on different kinds of organization structures there really isn't one right way to do
195this there's not one way that um districts are told to go about structuring their offices it really is very dependent on the work that needs to be done often the people in the roles I've tried to make decisions without particular Personalities in the r roles because I would hope this would last Outlast maybe some personality changes or particular people changes in it but I will work to to bring some things I um I want to give you a disclaimer ahead of time of what I think I might be able to find I guess so we we ended discussion but I think if you can just take keep them brief so we can move on to we Bryce was nice and gave me his time so but I'll keep it brief I just wanted to ask
196of Ashley I think sometimes broad generalizations cause more confusion so if there's like a specific position that you're wanting the evidence-based information for that might give more clarity as to what you're seeking because I to um don't fully understand the request because it's such a large organization and even though like on a piece of paper it's seems like very few few positions like I presume you're basically saying what is it that you're seeking because if it's a position if it's all of the positions that's being proposed that are shifting if it's the entire organization that you want disseminated into evidence-based data for every single one like that would also help me understand what you're seeking as well thank you I think um based on time I mean Ashley are you comfortable putting that in an
197email to the board to the superintendent okay Brian really quick at least you raised your hand I thought you were okay uh Liz I just appreciate your saying that you have gone back to Prior U board organizations back 20 years it also reassures me that you are referring to other districts I think that we can learn from other districts and uh look at successful organization chart in different districts the reason that I voted no was I did want to hear from Sam and I also thought it would be helpful to hear from Tiffany just to get that information that you wanted to provide but I also have to say I respect that for you as the CEO of the Salt Lake City School District that you've come you've taken a year and a half I'm
198relying on the observations that you have made in how this District operates on a day-to-day basis um I did not see you come and make big changes to me that is the approach that someone should do is they observe and then after they've observed um that's when they would make their changes so I appreciate what you have done th far thank you thank you thank you go and end this discussion on this um we'll move forward um to our action agenda or excuse me we have one more District participation in Esports superintendent do you want to present this or start the presentation Nani will you come up and on the Fly speak to this um this was just we had had it as a report previously the board wanted to take a little more time
199to understand this by being able to read some things um so we're bringing it back this time for another discussion n mon you could either make a pitch or maybe just answer questions what would be most helpful for the board I think where we ended is that um there was a bit of a time frame that we needed to make a decision as a board and kind of felt like coming back in in this month in the first meeting would be um a benefit to in Nani and um so that's just kind of where I think we're at um if there are specific questions um but I know a lot of students are kind of anticipating our ultimate decision on this so um is there anything that you'd want to bring back to the table
200of discussion for us so we can get the conversation going yeah I apologize I didn't prepare anything oh it's okay but I don't know if it's already been discussed and sorry if I'm out of place but was the uhsaa fee already discussed with you all that'll be the fee schedule will come in the next meeting okay then I apologize I'm bringing that um good to be thinking about yeah so we did propose uh Emily and I worked on a fee and shared it with Allan and Allan can share that more information next meeting um but with the with the fee um we looked at the fee of Esports and the cost and so we're asking going back to asking for uh onetime funding and ongoing funding the ongoing funding would um mainly be for coaching
201um and transportation um and there's more of a breakdown that Allen can share um the reason why we're pushing some urgency on this is so that we have time to be able to if it's approved or sanctioned uh to be able to work with the schools to get those established and then being able to hire a head coach and assistant coach which most schools already have that which all schools participating have that already in place but we did inform them if this is sanctioned then they would have to apply um so hopefully that's the information you need for discussion I'm happy to answer questions that you um would like to know about Esports any questions Amanda um mine's less about Esports I when I was looking over it I see the value in it I
202mean my son's a gamer if he had this opportunity he would have been all over it and he's about ready to graduate fingers crossed um so I guess the question that I have is the numbers are based on um I like current participate anticipated participation but given conversation earlier where like we're in a technology world and there are probably a lot more kids out there that once they get wind of this there's going to be kids knocking at the door to get on board so I guess my question is more for Allan is I mean in the bigger scope we've got a significantly large budget for the district compared to this in my opinion relatively small ask um if we get it started then the ask will grow most likely even if the size of
203the district decreases so how comfortable are you in staying do you have any concerns financially supporting this yeah I with with the numbers that are in the PowerPoint there's a lot of room to grow with the current setup you know cuz if it hit a certain point you know like other sports there's either a cap because that's the amount of space that we have or there's some activities like you know swimming everybody everybody can join um then maybe the additional cost is an additional assistant coach or something to to spread the the coaching um but I think we're we still have a lot of growth potential before we hit that uh conver ation may speak go ahead um so yes anticipating talking to one of the coaches at West um the that runs the program
204um he's running only two games and knows that there's going to be a lot more so um yeah having more assistant coaches I anticipate as there's more requests so we um we met as a esport committee to talk about you know what what could approval look like like um if there are more um gains being asked from the schools and so with that Tod is is was sorry the West coach was mentioning that he could easily be there every day of the week during right now is the beta season so we're in the spring season and that he said he could be there every day for a different game uh from the amount of requests so he's only running at his capacity and so there definitely could be a growing need for um more coaches
205thanks any Ashley I move that we sent to Esports District participation in Esports to the action agenda I second a motion and a second on the table any further discussion all right seeing none we'll start with a roll call Vote with um Amanda Amanda Longwell yes Bryce Williams yes charlot 5 Jefferson yes Ashley Anderson yes Nate Salazar yes Ryan Jensen yes that motion passes um we will now move on to our action agenda um we have three items there uh one being U which was pulled from consent for board request prior to the meeting the December 30th 2024 board meeting minutes um we have the legislative audit recommendation and then of course now we have the Esports um approval that we're looking for so um Amanda did you want to make a motion regarding um
206item number one the board meeting minutes from December 30th I planning on abstaining from it because I was not a board member at that time I'll do it um I move that we approve the December 30th 2025 meetings as posted second see how it says 2025 on the document and I did tell you that and now this is why I'm a witch and I knew this was going to happen um I move that we approve the December 30th 2024 minutes posted inaccurately as 2024 second any further discussion maybe some more laughs all right seeing none we'll go ahead and start a roll call Vote with Bryce Bryce Williams yes oh sh F Jefferson I guess I'll abstain because I wasn't there either so Ashley Anderson yes Nate Salazar yes Ryan Jensen yes oh I'm man
207a long wall obay that motion passes thank you board um our legislative audit recommendation um we moved it to action um it seemed like there was a desire from the board to um begin those negotiations with updates about progress and how that's going and making sure that we're including teacher voice in that discussion um is there a motion on the table I move that we direct the negotiations Team U to work with selia to begin a discussion implementing the legislative audit recommendations I second that motion a second any further discussion seeing none we'll start with a roll call Vote with Charlotte Charlotte F jepperson yes Ash Anderson yes M Salazar yes Ryan chenson yes Amanda Longwell yes Bryce Williams yes all right that motion passes um moving along to item number three are Esports is
208there a motion on the table I don't know how to language it correctly are we moving to sanction East Sports is that the right word approve particip the district's participation in say that one more time approve the district's participation in orts it was sanctioned by uhsaa got it okay I didn't know what we did I move that we approve the district's participation in orts second all right we have a motion in a second any further discussion okay seeing none um Ashley we'll start with you on ashle Anderson yes Nate Salazar yes Brian Jensen yes Manda Longwell yes Bryce Williams yes Charlotte F Jefferson yes excellent that passes congratulations Esports yeah finally approved all right that moves us long um to our superintendent and board member report superintendent yep just a couple short things I just
209want to call out because the last few board meetings and I think we're going on four in a row we have had the honor to bring up teachers who are Award winners for their work um I just think this is something to celebrate that we continue to have some of the most excellent teachers in the state here in our district and um want to give a shout out to the work they do and the hard work they do um I think it's really hard work to be a really good teacher and um just that's a pretty impressive thing that we've been week after week um celebrating teachers with these Awards because they have put so much time and effort into their practice and and what they're doing so just a sense of Pride and um
210appreciation for teachers and their work in our district the other things I want I wanted just to give you as board members a heads up Land Trust plans so the land trust plans will be coming to you as board members and each of you are given certain schools to review they're going to be coming to you tomorrow along with um directions on how to do that review so they require your approval to move forward um you'll have two weeks to read those Land Trust plans and they are on the agenda on the consent agenda for our next meeting it would be placed on consent so if you see significant troubles with a land trust plan given the parameters of your review you'll need to reach out rather quickly if you could um to Dr Taylor
211who will be sending those to you tomorrow um and then if you have any questions about how to conduct the review and what you should pay all but two of you have done this before um but those of you who are new if you want to get more Direction please reach out to Dr Taylor about how to do that and in review know so just wanted to give you a heads up that those were coming thank you Char do you want to start us off with the board member report if you have one um yes let's see tomorrow I will be at Bryant doing the History Fair nice and so I'm looking forward to that um and I just wanted to um acknowledge that this has been a really tough um January um let's say
212for a number of reasons but especially for our public employees our teachers and the legislation that is taking away their or threatening their bargaining collective bargaining um rights so I wanted to acknowledge that that is very troubling and um and then also I have been very very concerned about families in my community and members of my community who are um very terrified from the the new directives around immigration and enforcement you know so I haven't I've really been worried sick and feeling a a little bit helpless um but I just want my community to know that I really do care and that um that we we hope that you will that students will continue to come to school um because we care about you and this is a our schools are a safe place for
213you um um we will we will protect you as much as we can and so that's what I wanted to thank well um first of all it's science fair season and I want to thank all of those students that have participated in science fair and all of those individuals who have risen to the occasion to be science fair judges I'm hoping to be able to do that on Thursday um at Riley I know Ashley I'm sure you've got a big report on it um anyway I think that that's really an important part of um well when we talk about um engaging them in in that everyday learning that Dr Hall was talking about um that's a big part of it um then I am going to remind you that on Wednesday there is a policy
214webinar um maybe that's not my job anymore you get your emails but um uh anyway that is at 11 o' it's a zoom meeting um you should have gotten an email on that and then finally I have spoken to each of you about having our um board training next Tuesday and I hope that you have that say the date for next Tuesday thanks thanks helina um all I have to say is um I'll be going to the stem day on the hill on Thursday so that'll be interesting and I'm excited to see what's going on in state that's awesome are you going for HOSA uh it's for shech which is a club that publicizes technological careers to young girls got to name the organizations that we want to thank so um I have a committee
215update so this will be a little bit long but I'm going to go through it quickly first two of the students who signed up for public comment today had in their topic notes that it would be regarding the fee schedule and trips so if they weren't here I hope their concerns have been assuaged and that's why they were not here but to student and faculty listeners who have similar concerns about fee schedule and trips I wanted to point out that you can learn more about how to solve that problem by talking to the faculty adviser at your school who may also be receiving updates on this as we've tried to help address the concerns we've heard from from students um in the finance committee we reviewed our responsibilities to ensure there's an external provider conducting
216an internal audit function I want to say I'm going to say the word audit several times none of them mean the legislative audit they mean routine evaluations of the proceedings of the district I'm going to say yes we do have an external provider for an internal audit function which was recommended in the legislative audit so there are a lot of audits and if if we're on the same page we're going through with a company we contracted IID Bailey to look at multiple phases of our organizational efficacy and the current committee reviewed the centralized compliance and Regulatory tracker that was a recommendation from their work as well as new audit topics underway including an evaluation of Fleet Services to add another audit to the mix Christy Hart's team works with departments and schools on a rotating
217basis to look for any concerns or inaccuracies that may require retraining such as rules about deposits and her review of this round of schools came back great um Allan additionally reviewed that the general role of the committee is to review financial statements and receive feedback about financial matters before they are brought to the full board we also had a housing and Transit reinvestment zone or htrz committee update there is an htrz being requested um by the city but the request was delayed until after the legislative session as the city and county were having discussions about a timeline that did not does not involve our district in any way as a reminder hrzs are one of the projects you can find in our pass through taxes item when we go over the budget last we discussed
218school fees and how policy changes will impact our budget and may require us to make stabilizing decisions with property tax increases in the future and that's something I know we'll talk more about when the budget cycle goes on I do have an update on science fair because I did Judge it all day and I judge with Carlin Christensen who's a district sustainability coach and she left at the end of judging to do an air quality monitoring project with wasach elementary students which was wonderful I do want to thank Kristen Bonner for organizing the district science fair this year and the many people who participated and judged I also want to recognize that it is school counselor week and this is precisely why I find some of the bills about mental health services so concerning um
219that are moving through the session so would you like to follow me for more hot takes on the General Session you can do that on social media thanks Ashley I don't know how I follow that but I do have a couple of things sounds like you need to get on social media PR I'm I'm working on I'm on Ashley social media she has lots of great things to say there [Music] um uh first thing is U similar to Charlotte I have a lot of concern about uh what's H happening um in our community around the raids and um orders around immigration um I've heard from our teacher I've heard from multiple teachers of um ice agents going door Todo in our apartments in Precinct one um can I watch my language um I'm very upset
220uh about that happening um but one thing I did want to say is um and I stand by this 100% that um our um immigrants make our community better and I will stand by that and I will never back down from that and I I know people are having a lot of hurt and a lot of fear right now and I just know that I'm I'm there with you um second thing is um similar to many other board members I'm going to be at the History Fair judging on Thursday as well and I'm very excited about that and then the third and final thing I wanted to share um both uh in transparency to the community but also to board members and um superintendent Grant is aware of this um I met with about a
221dozen uh teachers at Rose Park Elementary about two and a half weeks ago about a number of um struggles and concerns and things like that um that they've been experiencing for quite a while um we met for about two and a half hours just talking through those things um a lot there but um I have actually requested uh through board leadership a couple of topics um that we can discuss and um explore further but I just wanted to thank those teachers for one reaching out and two giving me the time to to hear them so thank you than BR I don't think anybody can follow Ashley I mean goodness girl um I just wanted to point out it kind of on the immigration thing Highland Park uh Administration communicated out to the parents kind of
222a reiteration of the um District's guidance on uh if like how you know we're we're there for this community and like how to navigate it um if the community is unfortunately impacted by it and it's it's hitting the entire Community unfortunately um and it's just horrible um I don't think there's any words that could adequately Express how horrible this policy is um I I wanted to note that working with um slef and um the parent that has volunteered that has helped make the Unified sports team uh Highland High School what it is today um we're all getting together with um the administration over there um tomorrow to start kind of working on um how to make sure that um it's supported now and hopefully keeps going um I had another thought but I lost it
223so we'll just close thank you Amanda um I've only got a couple of things I wanted to add in my report and I certainly want to Echo what's been said around immigration um but also what's been said um and what's currently happening um to just vulnerable communities in in the state of Utah and across the country um in particular our immigrant communities um from all over the world you know I think we all know that Salt Lake and Utah is a welcoming place um and I'm really starting to question that with the legislation that's happening right now um so in relative to Immigrant communities um we're with you we want you to come back to school but also our trans kids in our trans community and our lgbtq community um here in the state of
224Utah um as the board president I want you to know that you are welcome in our schools we'll continue to work with you continue to serve um and please don't let the rhetoric or the laws um detract from living your true authentic self so I just wanted to say that as well um also as a Cho I just got to say like um the legislation and movement around unions in the state of Utah is something that's very concerning to me as well which leads into my next um report is that the majority of us had the opportunity to attend legislative day on the hill through the Utah school boards Association last week we met with um our new representative Grant Miller who oversees um part of our School District boundaries um had a great conversation
225brought him up to speed a number of things and then just had the chance to participate and listen to um actually the union um um debate that happened on the house floor that day so um I know Charlotte and actually got to sit on the floor for that experience as well so um one I just think that we do um really cool things in collaboration with our legislators with usba as a board and um I'm excited to continue to do those things um alongside each of my colleagues um and then just the plug and reminder about um our board training that we'll need to schedule for next week so thank you um Alan do you have anything with u asbo any reports updates first oh did you have gave the report that's right cool thank
226you and with that we'll go ahead and adjin the meeting okay but I do have to say when that was bringing we did it in three hours so that was the mark thanks everybody close