001October, >> it's going to be 60 to nothing again. It's >> there was worse >> as either the last two teams we played. >> Okay, we're we're live. So, >> and the old coach and myself went down to the game Thursday night down to judge >> and we left at halftime because it was so 62 to nothing. >> I think so. So there was no need to they only had 20 >> like 23 kids on the whole team. That's ninth graders all the way through >> seniors and and it's not it wasn't any fun. And I don't anticipate this game will be much better. >> Prominence hall is always >> they were competitive. >> A friend go and get in line to sign in. >> I didn't say appreciate you. actually had >> caging >>
002with us. >> You know, they battled us for >> part of the first half pretty well and then we rolled them till >> I don't know >> and I know it's a great thing. >> I was thinking that today my husband's like I'll see you at 8:30. I'm like >> we need to do something with football. >> And whether that is eliminating >> the regions in in 2A football >> I think he was gone too, wasn't he? We like >> we disappear in that regular season. >> Yeah. It won't ever be beat. >> So you take us >> really. That's it. >> Good. >> And you put those three teams from the south and play every in the league. >> Yeah. >> And even then, I don't know. >> Maybe you can talk to somebody
003else. >> Maybe more seconds. >> Bumping up to 2A or >> Sure. No. >> Remember this little All right, welcome everybody. We're starting just a few seconds earlier. Um, welcome to the uh uh October 13th Board of Education regular meeting. Um, uh, we want to acknowledge everybody that's here and um would like uh, business administrator Robinson to lead our pledge of allegiance. >> You stand and repeat after me. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you, Adam. Um, board member Wilson, you will review the vision and mission statement. The vision statement, South Summit School District, valuing individuals and preparing them for success. Mission statement, we support, empower, and inspire
004individuals to promote and achieve academic and character excellence. >> All right. Thanks, Wade. Um, public input. There was no uh uh request for public input, so we'll skip that part of the agenda. Um, student board student board member reports. Connor, why don't you give us an idea of what's happening over at Silver Summit? >> Should I speak in? >> Yes, please. >> Hello. Hello. Testing. Uh, all right. Uh, ju you want just like two things for right now. Correct. >> Yeah, just a couple things. Doesn't have to be 20 items. >> I suppose the biggest two things that have happened recently are the events we just had on Thursday and Friday as of recently. uh mainly the NHS bake sale and the student council fall festival. Seeing as I'm the president of both, I mainly
005ran both of them, but both actually went really well. For the NHS bake sale, uh we managed to raise over $300 for the Ashley Strong Foundation, which is a charity that offers better bed sheets and other amenities for kids in hospital beds. And the student council fall festival had karaoke, graham cracker, haunted house, uh decorating competition, caramel apple Sundays, and a bunch of other >> activities. And we had a pretty good turnout of people. It everything went well. So >> fantastic. >> That is fun. >> Okay, >> I remembered Sammy. >> Yes. >> So today I will be speaking on how homecoming week was. It was very interactive. All of our students all came together for the lipsync battle, the boys volleyball, everything came together. Smooth week. Very hectic, but a smooth week. >> And
006who won powderpuff? >> Um, seniors won powderpuff. >> All right. >> Yes. >> Okay. >> Hey, not this year. Not this year. And then I would like to speak about the automage table we got for the CT health classes. I spoke to Mr. giants about it and how it's very interactive for the students and how he's getting um a bigger picture for the students since it's a cadaavver lab to help them with student rotations of the structures and then simulate uh the discussions and help everything connect with everything. So, it's really helping his students um become more understandable of what he's learn what he's teaching and more tangible for the class. We were at a uh board leadership meeting and Ogden was really jealous that we had a table and they did not. So, we're
007glad to see it here. >> All right. Thanks, Sammy. >> Yeah. >> All right. Turn it over to Superintendent. >> All right. Um so, you see the um enrollment numbers for our October one. Um, and you can see over the last few days we we're or over the the last few years that we're a declining enrollment district, which a lot of the districts in our state are in declining enrollment. Um, if you recall that was some of the constitutional amendment last year during that session that um there was some hold harmless that was attached to that, but where that didn't go through um obviously the hold harmless didn't uh didn't come through either. So, our October one counts are 1516. Um, and we take counts uh a few times during the school year and report
008that back to the state. So, it can fluctuate. Um, but right now that's where we're at. Um, you you see probably well the the biggest drop um is going to be with uh Silver Summit. Um but uh but our our elementary and middle schooler are down a little too. So, um, any questions on October one counts? >> So, the high school's growing, right? But is that >> Well, the they yes and no. It's it's a large ninth grade class. So, the middle school was up last year. >> This year they're down. >> Okay. So, >> and that that's that's kind of the normal fluctuation in a in a smaller district, a rural district. Um, and that can that can uh complicate staffing things sometimes. So, we we do I think we do a pretty nice
009job of trying to stay pretty status quo as far as things like staffing and that making changes when numbers fluctuate a decent amount, but uh inevitably things tend to just kind of cycle back up and and back down. So, >> one question and then not for today. Um, I was wondering when we do the uh ratio projections, >> could we get a ratio of teacher to student by grade? Sure. >> Just so I have an idea. I I have no idea. And I didn't know probably K through eight. I don't know how you do the high school because they're all separate classes, but >> it's well a similar ratio is used. um primary grades uh are we we staff at a you know like 20 to one. >> Yeah. Whatever >> and then it goes
010up >> shortly after. And >> I I just wanted to see where we're at where it looks like. So just when we do the we do that >> I could get that next month. >> Next month. Yeah. We usually do. >> Can you print that instead of just so we can have a MR copy that? >> Sure. You mean this right here or you want the teacher? >> No, what the teacher ratio ratio. >> Yeah. >> Okay. >> Um, any other questions? >> No, I could print that off. >> Yeah, that's what I thought. >> That don't tell you the whole story though because sometimes you'll have a math class has 40 kids in it and you'll have a home class has nine. >> Yeah, that's why the high school >> they average it all
011out and then that's your 20 to one. That's where I was thinking the high school's a lot harder >> because you got those >> K through probably six or seven. You're probably >> closer. That's what I the lower grades. I was just curious. >> That's easier to do. The elementary >> elementary >> once they start moving around to different teachers, it's an average. >> Okay. >> And what I can do is just show you overall what the staffing is based on the number of students for the high school. >> Yeah. >> So, that works. >> Okay. As far as our our ratios go, we're low. South Summit, I mean, it's obvious over the many years there's been a an effort to keep that low. It's it's a few students lower than what I was staffed
012at as a as a principal um before. So, which is a great thing. That's, you know, and I think one of the reasons why our primary grades are as low as they are is because of a of a board levy years ago. >> Yeah. I So, and that's set in policy, right? That's set in policy. I just wanted to see >> Hey, on that note, can I ask Mrs. Flender something? >> What's your ratio on dual immersion classes versus regular classes? about the number of students in because it was used to be 30 to one teacher. Um now we have 22 to 23. So in our dual classes, this first grade class has 23 dual students. Um the rest of our first grade classes have about 20 21. What about fourth grade? >> So fourth
013grade we even out. They have about 26 dual and because we put a fourth grade teacher, another fourth grade teacher in to have four gen the classes are about 19 general. >> So we evened it out. >> That's that's low. >> It used to be really lopsided. >> There was more in the regular ed classes and in the middle. >> We shifted that a couple years ago. Miss Flenders actually She came up with some creative ideas, worked with the state, we got approval and we shifted that. Yeah. >> So, yeah, that was >> Well, it was it was you. >> It was interest >> um Yeah. No, but great question because we've talked about looking at um different programs that we have in our district and are we are we getting a bang for the
014buck and things like that and so um it's certainly a valid question. So um next um open enrollment data um for uh this uh 2526 school year. You can see that um we had 28 students in this last open enrollment period uh apply um and one was denied um and I think we it seems like every year we talk about you know what are reasons that a denial might happen and it could be anything from we don't offer certain specialized services that that student requires. Um it can also be if a student was um suspended or expelled previously um we can deny for that things that we can't just blanket deny for grades attendance and um behavior that's below um suspension. So office referrals, all that that doesn't count. But um anything that require anything
015that is a suspension or higher uh is is on the list for things that could be uh something that a students denied for. Um and uh a little later on in the evening, we've got um on an action item for the board to take action on declaring our schools as either open or closed. Um so we'll get to that but um just forformational purposes um schools are if they if they are below 90% uh of threshold then unless there's a very specific reason to deem them as closed they're supposed to be declared as open and and honestly you I mean my recommendation I'll just tell you right now is that just like last year and the year before and for the many years that we that we keep them open um for open enrollment. Um
016I think some of that could be employees bringing their kids to our schools, which is that's that's a really good reason to have them open just in and of themselves, not just to get increased enrollment, but to help support employees who are comm community, you know, commuting here uh to teach. So um anyway, uh so Oh, there you go. So you there's uh our open enrollment um and up above it shows the thresholds for each of the schools. Um and we're I think the high school is the closest one and they're at 82 and a half% of uh capacity. So um and open enrollment it starts in November mid no uh mid November and goes into February. So >> is there a sweet spot on the capacity like like do we is 100% actually beyond
017capacity? >> Well, yeah. So when when capacity is determined, it's done as if every classroom is full. And so if you were to do that, you'd either have teachers with no preps or you'd have teachers on carts. So, um, and those are two of the common things you would see if enrollment were that high. But if we hit the 90% threshold, that's where we would want to probably close that because that extra 10% is a buffer for moveins. Um, so >> and it sounds like it makes it difficult on the teachers when we're at 100%. it on teachers resources. You also, you know, um funding runs funding lags. So, it there's a lag there as well as far as uh financial resources uh being needed because you you need those in the moment and you
018don't have your you don't have your current counts, you know. So, uh we're could we run it 100%? Absolutely we could. I don't think we've been in it 100% since I've lived up here. >> No, >> there would be lots of sacrifice. >> Yeah. >> On the teachers part. >> Yeah. >> Okay. >> And and yeah, I just there aren't >> 82% a pretty good >> 82%'s a great Yeah, that's great. >> Okay. So, um, yeah, that's I I think um I to me I I've always thought that the perfect uh size, you know, say high school in our area would be about 500 between 500 and 550 kids. That's that's a nice spot to be for teaching for teachers and being able to offer some courses. uh you when you get down into the
019low 400s and below, you're having to offer more online. So, it's always best to have live bodies there in the classroom to teach those classes. So, um the uh calendar just as a point of information um because this will be the first rotation since the board changed the policy uh a while back, we'll be forming the calendar committee this January, we'll start working on the the calendars for um uh the 27 27 28 years. Uh, and we'll bring those back to the board for consideration in June or if not before. Um, but I just wanted to remind everybody that based on the the previous policy change uh that we made that um that would we'd start that process in January. And uh we need to make sure we're reporting our free and reduced lunch and
020our fee waver um percentages and uh our free and reduced lunch right now we're at 16%. Uh and it seems like that stays pretty consistent. Our free and our fee waiver last year we were at 12% this year. So far we're at 5%. I've talked to I've talked to the principles about that and it's not that we've gotten wealthier. It's just they spend all year doing fee waiver applications, but we but we have an obligation to report it um early in the year. So, uh we're sitting at 5%, we anticipate that will go up. >> What was our 2024 2025 lunch reduced lunch percentage on there? >> We Yeah, we we didn't have it and the the source that we were going off of as far as looking at the historical only went to 23.
021So, I can I can get that from I can get that from Tammy and uh report that back to you, but >> it's not a big deal. I just wonder >> Tam Tammy said that it's about it it's about par for the course. About the same. Any questions on any of that? >> Guess you're finished with your >> I've had my 500 words. >> Okay. I just want to apologize for the first few of these slides. The first three pages were basically stuff that was previously done. So hopefully that didn't throw you off. But uh basically I had to convert it from Excel to Adobe. And when I did that included a hidden cell that was not supposed to be there. But anyway, the what what Wes and I and the superintendent um got around
022to each one of the schools um and they kind of did their wish list um as far as things that they want uh fixed for our capital budget this next year. So, my intent here is just to kind of give you an idea of what what their priorities are. Um and they haven't prioritize them individually yet, and that's what we're doing right now. And and then to show you, um, we've got the rural school, uh, sports facility grant, 500,000, and and that's kind of what they're projecting and and wanting to to use that money for. And then the FCA that we had done a few years ago. So, we're kind kind of combining all those things. We'll take a look at how much money we have and then um we'll start uh we'll give you
023a recommendation when we're shooting for next board meeting so that we can start the RFP processes to get uh these projects going for next year. So um all these priorities will be for next year, next year's budget. Um and so hopefully you've had a chance to kind of go through these. A lot of the things that the principles are really concerned about is more of the aesthetics. A aesthetics >> aesthetics is that I say that right? >> Anyway, um which is really kind of what they should be concerned about. And so um you know we've given each one of the principles uh about $100,000 for a lot of those things like carpet and paint and some of those kind of things. And so we'll be taking a look at our our title 32 or our
024fund 32 um funding for next year and then what money we have in fund 10 that we can get after some of these things for this year and we'll kind of give you an idea of how we think this ought to shake out. So um any questions on some of the things that you saw in there? >> What's what's going on with the bleachers at the high schools? >> Um right now are you talking main gym or small gym? whatever you're talking >> both because we're I think they're going to replace both of those. The main gym um we have no more replacement parts. So, if something breaks, um we we can't replace it. So, we're looking at that. And then the wood g or the the the other auxiliary gym, the wood bleachers don't
025pull out very very easily. And so, they're looking at replacing those. So, >> they've always been terrible. >> Yeah. >> The other ones, they ain't that old. Yeah. And I and I think the fact is is that once we and the color scheme and so once something breaks, we won't be able to match it because they don't make it anymore. And so that's why they're looking at those >> bleachers do not last as long now being made out of plastic. Those old wood ones >> and we're always ones they had in there were still they were alum still. I think they were still >> really. Yeah. I always wished I always wanted the wood ones back as a high school principal because we were always replacing those plastic pieces. >> One question. I saw the
026scoreboard on there. Is that something we could get donations for or so? >> I was wondering the same thing cuz the one we have on the football field was donated and the ones in the gym were donated. >> Yeah. So, put somebody put their name on the bottom. I don't >> I mean I I think that's something we can do, but we have that grant and so that's what they're recommending. >> We have a grant. >> Yeah. that $500,000 grant >> to uh to pay for that. So, >> you could pay for other stuff, too. You could get that donated, right? >> Oh, yeah. Yeah. If we if we could. Absolutely. >> People would put their name on the board. >> Oh, yeah. That's why I was thinking of football scoreboard at least. >> Yeah.
027You know, when when I was coaching before Greg was at East, when I was a coach at East, we as a coaching staff got together and they were going to put uh we're going to buy new scoreboards and we went to Pepsi and Pepsi agreed to buy a whole new scoreboard in that and then the district kabashed it because we couldn't they didn't want us advertising. Ah, >> but they were ready to buy all new stuff for us. >> Yeah, I remember those days. up here. >> I agree with you. I think we could get people to put their names. >> I'm not opposed to it. I think that's something we can look at. >> Main gym and and that. Why not? >> At least the sports stuff. >> Yeah. Exactly. >> Yeah. >> Let
028us take a look at it. >> Can Can I throw one thing out there that needs to be added to sports? >> Sure. >> A the uh 42 clocks. We go to a lot of these high schools and they have them and we don't. >> I thought we had to have them. We have them in the gymnasium, not on the football field. >> Oh, on the football field. >> I don't know how much they cost. >> You write that down. >> Maybe it's just something to look into. >> Okay. Yeah. >> Yes, they they're just just like the 30 second clock. >> Yeah, just like a shot >> basketball. It's >> Yeah, we'll look at it. >> Time clock between. >> Okay. >> And a lot of schools have them. At least all of the
029bigger schools I know do. >> And some of the ones we've played have had them. Okay. >> You'd be blocked in the view of it, though. >> I know. Well, she's always in my way, so it doesn't really matter. >> No. >> Well, you you uh And if it's not if the cap >> I just want to know what it cost, >> we just have him hold it. >> Yeah. Well, if the capability is not If the capability is not there now, >> count down, right? >> When we do the track, if the capability is not there now, we can make sure that that's included when we look at replacing the track. Um because obviously that would have to be trenched, >> fired, >> but yeah. Okay. >> I don't know how much they cost
030or >> Yeah, I don't either. >> But it's good to look at and we'll put it in the thing. >> All right. >> Any any other issues, questions about what we're looking at. Like I said, this is just the wish list. Then we'll come back to you next week or next month and kind of give you what our recommendation is. >> Comes down to dollars. So >> it does. Yeah. We got to cut it off somewhere and we're not going to be able to do >> all of this. What's that? >> Did do we already have the grant or we're just waiting? >> Uh, we're writing it right now. >> Okay. >> Yep. So, we have to have it turned in, I think, by the 20th of October if I remember right. So, those are
031the things that the the high school has recommended that we fund and that's how they're going to write the grant. So, >> all right. Thanks. >> When when are we up in the rotation for that uh zap tax grant stuff? the wrap tax. Um, we it was it was up um we it was supposed to be submitted by um the end of September and uh as we uh went around and and we were going to write to um fund portion of the phase whatever it is four for the for the pickle ball and uh and uh >> tennis courts. But as we as we we we had to submit a survey and when we surveyed all the pickle ball people they said that they didn't need it. >> And so it was like well um
032so that kind of fell off the radar. So it'll be next year that we get in the wrap tax thing again because they basically said they didn't want us to do it. So like whatever. I thought pickle ball never had enough, but I guess they're more worried about indoor, not outdoor, >> right? >> Hey, let's build them an indoor then. >> There you go. >> There we go. Um, all right, Stephanie. I think it's uh, >> you know, you could about put a pickle ball court in here >> almost. Yeah. >> Oh, it's just her. >> Oh, that's just to comment. You don't have to comment. >> But great write up. Good job. >> Nope, you're good. We won't we'll skip it. If uh anybody has questions, they can ask. >> Did you already go
033to St. Louis? >> How was it? >> All right. >> Procedural updates. Um >> Greg Blur, we'll turn it over to you for that. >> All right. Um, just as far as the procedural updates, um, I guess first let me just start with asking, does anyone have any questions about any of them in particular? Um, I think they're pretty self-explanatory. Um uh and for the most part, well, generally when we do these every time, it's to just make sure that we're in compliance um with either code or state board rule or both. >> I had a question. I can't remember if it's procedure or policy, but it was the one around um putting a student in like a >> seclusion or restraint. >> Yeah. Like that's >> room. information. >> Yeah. So, so >> procedures
034procedures. >> Well, we did policy and procedure, but yeah. >> What were you wondering about it? >> You put them in just can't lock the door, block it with furniture, >> right? They have to be able to leave. >> We have to report it too. >> And if if you make it so they can't leave, then it has to be you have 15 I think it's 15 minutes to report it to the parents. You have to we have to report it to the state. And >> that was the question >> and document all that. I was just thinking about safety for everybody including the teacher and the principal is >> Yep. >> Once you put them in the room then what do you call the police or >> No. No. Um we seclusion is um
035it's really rare. Um it's not always associated with a student with disabilities. But um more often than not, at least in my experience, you see it with a student with disabilities that are more severe disabilities. Um, and so it it's it's just that >> emotional handicap. >> Yeah. It's it's a >> it's a last case resort and that's why the state has made such a big deal out of it. Um because in the past some uh they felt like some some districts used it as punishment. So it's I mean it's clear as day it's not allowed to be used for convenience or punishment. Um and we have all these reporting requirements. Um and uh and then the state look will look at each one of those individually. If it is part of a student's IEP,
036sometime you can write into an IEP that that is something that's appropriate for that student, but it's only for that student and it's an IEP team decision which includes parents, administrators, teachers. Um in that it'd probably be a psychologist, social worker, things like that. Um so um we we just recently had a training uh we we trained our administrators on the emergency safety interventions and uh what you can and what you can't do. the the thing we one of the things we talked about with restraint in particular the schools that are going to struggle the most with restraint is an elementary school because it's how often does an elementary teacher say to a kid come on let's walk down to the lunchroom or whatever right and that's just normal there's nothing wrong you'd want them
037to do that as a parent if that student pulls back or pushes away they have to be able to pull back or push away if you if you don't then it's considered restraint and we have to report it to the parents and report it to the state. So I'll keep my own personal opinion out of that just by >> way >> by just by way of information. You know >> that was mean to share, right? It >> it's it's new. One of the things the law talks about is in a local parent. When kids are at school, we're considered their parents because we have to have their best interest. And so it does it does start to get into a little bit of that. Anyway, >> so how I I guess I was just wondering
038about like if if somebody if we're that concerned about somebody hurting themselves or hurting someone else, how do we keep our administrators and teachers safe? >> So it that's actually been something that the legislature has been wrestling with for the last couple of years because those students, if they're a student with disabilities in particular, they have added protections federally and through the state. So, for example, we have a uh we we have a room where um if the student is starts to get physical to where it's it's dangerous for our staff, um they step out and they hold the button and that keeps the door shut so it can't be opened. >> Okay. Now if the student is doing something that it poses a serious threat to themselves well or to others technically then you
039can restrain them but anyone who's going to do restraint it requires a lot more training on their part and then there are additional pieces to that if restraint is used um you have to have a debrief meeting within a certain period of time and and and again all of the reporting still still stands. So, um I I think legislatively and by way of state board and and certainly local also there is that balance of how do we make sure that we're keeping everybody safe including staff. Um >> do we have like a code that we call that has like social workers respond and >> so each school has each school has their own their own practice that they do because each facility is a little different and each situation is different. Um and so the
040schools have they they've got that as part of their school their sightsp specific um plan. >> Okay. So >> you also have the resource officer in >> and we have Yeah, >> we have a that's been trained. >> Yeah, >> they have been trained so they're available. >> Yeah, they're they're limit they're a little more well they're a lot more limited than we are. Um that's true for restraint, you know, and searches and things like that, but but they are there and they're able to inter help intervene in an emergency as well. >> Okay. So, where I work, we have like we call a code green. >> Yeah. >> And when people hear a code green, the >> social workers respond, the security officers respond. We have a whole team that responds to either >>
041help verbally deescalate the situation or physically de deescalate the situation. >> Yep. Yeah. And each school has they have a practice that they have in place for students that you know for those situations. >> Okay. >> So yeah I if you want more information I can get it for you if you want. >> I was serious. When I was reading that policy I just started thinking that >> it's intense. >> How do Yeah, it sounds like intense and I just thinking how do we keep our s our staff in addition to keeping the students safe? >> Very short time. >> How do we keep our staff safe? >> Yep. >> Yeah. It's a very short timeline and and I know one of the bill sponsors is looking at how to um at how to try
042to find a better balance even >> um because uh I think what they'll find is it's rare but necessary at times, >> you know, and thankfully, knock on wood, it's something we we don't have to deal with much at all here. >> So, okay. Thanks. >> It's a bit more common over we've got >> on the Wasatch front. Yeah. >> Yeah. Well, and like I said, we just we just did a training with administrators to help support the administrators in that. Every employee was required to go through deescalation training. And then Stephanie and the um Oh, now it just left me. The group the um not the mental health group, the uh >> the responsive service. >> Responsive surface. Thank you. The responsive services group um just based on feedback from teachers in that felt
043like they wanted a little bit more than just what we got in the deescalation training. So they're working with admin to over a few faculty meetings to take 10 to 15 minutes each time to give them a little bit more of that. And then I mentioned the additional training that's required for those who would restrain students. Um that's a multi-day training that um that each school has to identify who they want to be certified and then we make sure that and then we get them the training that they need >> certify their wrestling coaches, >> right? >> Helps helps in the high school. >> In addition to all the training, do you as administrators and teachers do you have what you need to respond to these kind of situations? I thought last week what you
044can do. So I thought that was really good. Um I haven't many trainings yet but we have first one scheduled. I think it's good to know. >> Well, one of the best parts to the state code is that it it requires you to debrief within a reasonable amount of time. And really, that's the process that's important. How did it go? What worked? What didn't work? What didn't work? what do we need to try differently next time? What worked? Did it work perfectly or is there still a way we can improve on that? And so I do appreciate that if we're going to have to implement policy and procedure this way that there's also in that state code that it does require a debrief because there's some accountability there um to make sure that we're trying
045to not just manage it but but improve our practices on it. So, >> thanks. >> Yep. Um, >> that's the only question I have. >> Any other questions on any of those? >> Okay. Um, any on the second review? Okay. Okay. We'll move on to the next item on the agenda, which is Amy is going to talk to us about college. Or is she gonna talk to us or >> She is. She is. Okay. >> College application proclamation week. >> Yes. >> Which we're a little slow on the board. We'll we'll get it better. We'll do it early. >> Well, they keep doing it. >> Well, it's not your fault. It's November used to be college application month and then they moved it to October because a lot of the schools were moving up their
046application deadlines >> and then because of fall break and all kinds of things. We ended up doing it, you know, last week. Yeah. >> So, so we did have college application week last week. Um, we went into all the English classes, excuse me, and we, um, helped the kids apply to wherever they wanted to apply. Um, we had we fix up a folder for each student that has a copy of their transcript in it, some other resources about what to do after you apply, um, how to look for financial aid, just some things that they can they can use going forward. Um, I failed to count how many applications got filled out, but there were a lot. Um, a lot of students end up applying to like five or six of the Utah schools. Um,
047last year all of the applications for Utah public schools became fee free. So, students don't have to pay >> an application fee anymore, which is great. Um, so that's it's kind of still in process. We're still sending out transcripts. That takes a while for Maria to get all those transcripts out. Um, still have a few students that we need to catch up with that maybe weren't here last week. As part of that, we also had um the counselors went in and did a presentation for all the seniors on how to pick the right college, you know, before we did college application week. And, you know, when we're talking about college, we're always talking about everything from a one-year certificate to an internship, apprenticeship. um four-year college, two-year college, you know, whatever fits. So, we kind
048of go through that whole presentation. We also had a how to pay for college night that we invited students and parents to come to. We had a good turnout for that. Probably about 50 55 folks came to that and we just give them a lot of options that, you know, kind of the basis basics of of finding money for college. And then tomorrow night we have um FAFSA completion night which is where we help students they it's not a presentation they come in they fill out the FAFSA and we kind of guide them through that process um and the counselors will be there. We also have um somebody coming down from Weber State the financial aid office is going to come help us out with that too. So, um, I did ask our student board
049member to talk a little bit about her experience with college applications. She's way ahead of everybody else, I have to say. >> That's why she's on the board. >> Yeah. Um, so basically for my experience, I'm filling out Common App really cuz I want to go to an out ofstate school. So, I was on my own pace, but the counselors were still there trying to help me out as much as possible. uh trying to figure out uh why did I pick this major? Why do I want to go into this school and making sure I'm making the right choices since it's an out ofstate school? But seeing my other peers, I saw a couple people filling out their Utah applications. Some had really good questions and then even the questions that um the counselors didn't
050know of, they try to help as much as possible. So seeing that and seeing everyone kind of get the like realization that oh this is this is actually happening >> it was kind of fun. >> It was it was fun. It was a good experience. A lot of emotions but a good experience and yeah I think it it helped out a lot of students just to get started. Even if they didn't apply to a school it's got them started to applying if they needed more like an essay or something. >> Thinking about it. >> Yeah. Thinking about it more. even like talking to the counselor one-on- one saying, "I don't know where I want to go or I don't know what I want to do." And the counselor like helped him out on let's start
051with this first. If you want to go into like welding, do a certificate like a trade school or something like that. So, they really like broke it down for everyone. >> Yeah. >> Fantastic. >> So, I have the proclamation. Thank you for signing it. I don't think I need to read it. Do I? Everybody read it. >> I didn't read it. >> Sure you did. No, I really did. >> I signed it. >> I think in the I think in the past the board's taken action. >> Yeah, we had a vote. >> Adopt it. >> Yeah, it's um >> as soon as she's done, she's gonna ask. >> Okay. >> It was 56, wasn't it? >> We were way above the state average. >> Yes. >> I think it was like 56%. I have it
052right in front of me. She's talking about the percentage of students that apply for FAFSA, >> federal application for federal student aid. Um, we encourage all students to do it. Um, because it's not just access to federal aid, work study, student loans, but a lot of scholarships now are asking that you file a FAFSA because they want to know that students are doing their due diligence to find money for college. And we'd got the report from the state and I believe we had about 56%. Are you finding the message from me? >> The the state average was around 30%. And we were we were way above the state average for FAFSA applications which we were proud of. Yeah. Because it's you know it's not the most fun thing to do but >> no >> we
053encourage people to do it. So >> any questions for Amy? just I'm glad you're here doing it. >> Amen. Amen. >> Yes. Thanks for all the work. >> You're helping me out. >> So, at this point, we'll entertain a motion to uh approve the college application week. >> Okay. I move to approve college application week for the week of October 6 through October 10th, 2025. >> Have a motion. Looking for a second. >> A second. >> Have a motion and a second. All in favor? >> I. >> Any opposed? Is unanimous. Thank you. >> Okay. Thank you. >> All right. Thanks, Amy. We really appreciate what you do. >> Yes, we do. >> All right. We're on to the consent agenda. Any questions on the consent agenda? >> How many people we send in FE
054FTC? >> FETC total? >> Yeah, like 14. >> And that's that's covered through a grant. >> Yeah. we got that many subs. >> Well, it's an issue every year, but >> pretty good on subs. >> Yeah. What I would say we're I think we're better off on subs now than we were, you know, in the past. Um, but it's also something that that principles look at. And if a principal doesn't feel like they are able to make sure it's covered, then they would they would uh >> I wonder >> Yeah. then they would just, you know, >> nobody else can be sick. >> Okay. All right. Any other questions? All right. We'll entertain a motion for the consent agenda. Okay. I'll move to approve to approve the consent agenda to include the September 8th, 2025
055meeting minutes, the financial and payment reports, the new hires to include the substitute teachers, the education support professionals, and the other hires, the volunteers with approved background checks, the out ofstate travel requests, the policies for second reading, and the miscellaneous items. >> All right, we have a motion looking for a second. >> Second. >> We have a motion and a second. All in favor? >> I. Any opposed? Show that. None opposed. Passes unanimous. Thank you. All right. Um, next item on the agenda is the declaration of uh schools as open or closed for school choice for 2025 202 sorry 26 27 >> 2026 2027. Glad I read it. We'll get it right. Um, are there any questions for superintendent regarding open school decoration? Hearing none, we'll entertain a motion. I make I move to make
056a motion to approve all the South Summit School District schools open for school choice for the 2627 2027 school year. >> All right, we have a motion. Looking for a second. I'll second it. Have >> a motion, a second. All in favor? >> I. Any opposed? >> Was unanimous. Thank you. >> I thought Dan would want to put an amendment only for football players. >> Good. I'd like to read this. >> All right. Uh >> last item on the cons on the uh consent or the uh action items is policy 3059 reporting violations of statute and board rule. >> Um we've had some great questions. Um is there anything more you want to add to the conversation? >> Um not really. I mean this is a new policy um to >> requirement. >> Yeah. to
057bring us into compliance. Just it's a new requirement uh that we have a policy uh that we have policy and procedure for reporting violations of statute and and board rule. I will mention that uh we do have a fraud um reporting hotline and policy and so I'll be revisiting that this next board meeting to make sure that they're in line and maybe if if I can combining the two or getting rid of one. I'm just doing the research now to see what the fraud requirements are. So, >> all right. Any any other questions on policy 3059 for first reading? >> All right. We'll entertain a motion. >> I'll move to approve policy 3059 reporting violations of statute and board rule for first reading. Have a motion to entertain. Uh looking for a second. >> Second.
058>> Have a motion, a second. All in favor? >> I. Any opposed? There was none opposed. Pass unanimously. Thank you. >> We're President Weller. I just want to show everybody one of the requirements was to have it on our on our main homepage website. And to report a concern, you come down to additional resources, report a concern. It takes you to this page. and then you can click on public education hotline and it takes you to their page. It kind of gives you some instructions and then you can either do the the form or whatever else you need to do from there. So that's kind of how we met the requirements of that policy. Just wanted to show that publicly. >> No, that's great. >> All right. Um bo board items. Adam added uh three
059short videos for everybody. Not three. one video for all the board members and it looks well two videos and a third one for myself. Um uh regarding audits. So is that required? >> They're required training. Yes. >> Okay. Required training. The links are on the on the agenda. So if you would take some time to do the number one and number three and if you're so inclined, you can listen to number two. Um I actually did watch them today. Um and uh they were good. I would had some thoughts that we needed to maybe update some policies and add some policies for the audit committee because there's some definite uh separation of duties that need to occur from administration to the auditing firm. So I'm going to ask Adam to look at that, see if
060we can't get some separation in there. And they do some direct reporting to the audit committee, which is me. If anybody else wants to be on it, I'm I'm happy to have >> I think you're doing a fabulous job. Thank you. >> So So I would say if you've if you've watched the videos, if you'll just say you have watched it either if you haven't watched it yet, you can report next week, but this is something we'll have to put in the minutes. >> Next minutes. >> So if you've done it, >> let me know when you've done >> I didn't look at that section when I was prepping. >> I didn't watch it yet. >> There are 30 minutes a piece. I'll still probably beat you because you you and I are usually the
061slowest. >> As long as I beat Ty. >> All right. Um, >> I don't I mean, if you want to send an email to Dawn that you've done it >> and then we can get it in the next board meeting so that so that we capture it because that's how we got to there's not a certificate for this one. So, >> it's just your word that you've looked at it and watched them. >> Okay. >> I got to beat Linda. >> Right. >> That's the goal. All right. Connor, do you have anything for us tonight to for Silver Summit. Do you have anything else for Silver Summit that bring up any >> I I have a I have a few things. Nothing incredibly important, but uh there is a few. Uh our senior class got
062average ACT scores of 24.3, which is the the average the national average is 20. So that's a 4.3 points above the well national average. >> Hope hoping to do even better in the future. >> As of other things, uh parent teacher conferences for the elementary school happened recently and were well attended as well as a field trip to uh Crossy Ranch that occurred recently. >> And finally, uh I ended up getting appointed to the Utah Attorney General Student Council from my school. Cool. >> Which means I'll be holding uh meetings at the cap every month. >> Very good. Congrats. >> Good job. >> All right, Sammy, do you have anything else from the school? >> I think that's everything. >> All right. >> Are we going to have to close Silver Summit when he graduates?
063>> I know, right? He's the president of everything. >> He He's a busy guy. I mean, >> so is Sammy if you are looking I mean I happened to run into Sammy the other day at her place of employment and >> yeah place >> I worked at Mandy Joe's Joe's my my boss >> it's a slice of heaven >> pays me my money so >> all right Dan do you have anything >> I'm good >> I do uh the CAS uh Valley Foundation >> Community Foundation board is up and running. >> Uh Greg and I were at I missed the meeting before. >> That's okay. >> But I I was this is the week my mom passed so I missed it, but I went to the next meeting and Greg was there. >> So we're
064both on it. So, just want to let you know it's up and running and uh there's a like a a gala dinner fundraiser on the 5th of December and um we're all the board members are calling people in the community and businesses to um get them to try to buy tickets to go to the uh event and to sponsor tables or to donate things for the auction. And if you remember when we approved that, the the bylaws state that anything that any money that the board raises that's not um that the donor doesn't earmark for something, 50% of those funds come to the education, >> right, >> foundation. And so if any of you know any businesses that you could reach out to, um, we can get you a flyer to get them to buy
065a table or just buy tickets or donate something for the auction. That would be fantastic. And then one of my action items was I got a short list of businesses to call. One of them was the the school district. So I don't know have have have have we as a school district sponsored a table in the past? >> No. >> Okay. >> No, we were given as a found the education foundation donated a table. >> Okay. >> For us. >> Okay. >> I mean that it's not saying that we probably couldn't. >> How much is a table? >> So a table is >> Well, it's it's when you sponsor a table, it's $250 per seat. and the flexibility of doing either a four seat table or all the way up to 10 seat table. So,
066I don't know if the school district if we want to sponsor it. >> We can uh >> wait, >> you can. >> Oh, yeah. >> Think about it. Maybe >> right now >> decide the next board meeting. >> We could fill it. We could have I don't know if the old principles would want to recognize some teachers or something. >> Send them a plus one. Be a nice dinner at the montage. >> I think I think the is it the school choir that's performing? >> That sounds right. I think the school choir, the high school choir is performing, but I don't know. We could if we end up sponsoring a table, maybe that's what we could do is give the principles >> the opportunity to recognize people. I don't know. It was just a thought
067>> if we end up wanting to sponsor it. >> So, let's do on it and talk about a next board meeting because we have that would give us a month to >> Yeah, >> that would be the first Yeah, that would give us three weeks. >> Yeah, >> we can decide. Okay. >> Anything else? Uh, no. That's it. Just if you if you know of any businesses or have any donors, just maybe we've reached out, maybe we haven't, but if you'll you'll hit them up, that'd be great. Let me know. >> I can I can connect them. >> Fantastic. All right. We meet tomorrow morning. In fact, we have we have another meeting tomorrow morning here at 7:45. So, >> good. >> Okay. >> You're meeting here. >> Yeah. Maybe rent table rent, you know,
068for reading. [Laughter] >> All right, Linda, do you have anything for us? >> I do. Just um Matt and Superintendent and I went to a leadership conference. Um we went to Bryce Canyon, which was very good. This is We got a book for all of them, didn't we? >> Uhhuh. >> That we'll be getting out to you guys. The best practice handbook. and it was actually done by the auditor general, but it has a lot of great information in it. Um, a lot on setting our vision and our mission kind of made us think that we probably need to relook at that. So, we were thinking of planning a retreat coming up probably did we decide January, February time frame? Uh I don't >> I don't know if we have a date yet but to
069kind of go through that but um anyway we went through a lot of classes and a lot of good information but I really this is my favorite session that the legis that the audit committee did but I did want to highlight that the south summit is called out in this book as an example was it 36 >> which I thought was very important so it's um talking about the best practice ICE is successful on provide instructional clarity. An example of positive implementation. South Summit School District is an example of a district that has adopted an instructional framework to improve teacher clarity through a needs assessment and robust engagement with teachers and staff. The district learned that teachers wanted greater clarity about what the district expected of them. South Summit School District has defined their expectations
070for high performing teacher quality in their guarantee strategies and intentional practices gsip which were developed in collaboration with school leaders and it goes on but I just thought that was a great highlight that we were highlighted in there. Um the other great thing we had a the visit from Snow College. it was a president in Snow College and it really I thought Matt and I both were like we need to get a copy of that presentation and she had a lot of great ideas on um that a four-year degree is not for everyone and I think it was only like 47% of the Utah seniors go on to school. So they talked a lot about how do we you know make people aware of other traits that they can do and things that they can
071even get like she was kind of advertising not so directly but Snow College but you can go there and become um a certified nurse in like two years. So she was you know they were going through a pathways of that. So, I thought that's one thing that I know Stephanie's done a lot of work on and tried to with CTE, but as we look at wanting to increase our um trades classes, it there was a lot of great information. It actually really got me kind of fired up on making sure that kids don't think the only thing after college, after high school, is a four-year degree and that there's so many different options where they can go and make a good living by just going to a trade school or getting some skills. So that
072was my takeaways from the leadership academy. >> Okay. Um and just to add on to that um as you go through the book it's broken into sections. One is for board, one is for administration, one is actually for the school and how to improve it. One thing that I noticed um that we had some gaps in our policies um even from the legislative audit as well as USBA is our board ethics and it's it's super limited in what we have and what they were calling out and what USBA is calling out. We probably need a little bit more robust policy. Um, so I'm going to ask Greg to uh take a look at that and then we'll get it in front of everybody and get everybody's opinion on on where to go with it. But
073uh establishing clear lines, that was one thing that uh they emphasized heavily >> in in there is what does a board do? What are their limitations? How do you put the guard rails in place so that >> to protect us >> protect us protect administrators. The other piece of it is it uh it also gives us the chance to help educators understand what is the role of a board because I don't think we do a lot of training that way. New teacher comes into school, they have no idea what a board is and how it works and how to interact with them. >> We thought we could definitely improve on that. You know, when new teachers come in, attend their new teacher meeting or something, let them know this is what the role of the
074board is. So, um, that's one thing that, um, we have a gap that I'm going to ask superintendent to look at. The other one that I was going to ask for is, um, cyber security has been a concern of mine since I've got on the board and, um, I'd really like to see us get an audit done so we understand where our gaps are. Um, it's no different than the building audit that we did. Cyber security is no different. The difference is it's online and um there's some definite gaps that we have. I'm sure you've seen some of them. Two-factor authentication, you don't see any where except for the employment stuff. >> So, there's just some gaps in there that I'm afraid could could hurt us and cause a lot of problems, especially privacy issues.
075um uh K through 12 is a targeted um entity for cyber security and privacy. So definitely that's that's the other one that I would like to request at least get a a a cost estimate and when we can decide to go from there. >> Yeah, >> do that. >> Um and then the last one is um master board certification. If you haven't >> Oh gosh, did you already do yours? >> I did mine. Um they're about 30 minutes right now. I just encourage you if you have a minute there's four modules do one per year >> master they update them all the time so >> and last year all I did was log in and I got a certificate I forgot to finish it and then they had to make me a certificate but I'm
076going to do mine this year >> so anyway that's the only other thing I wanted to throw out there is if you have a chance take it some time to do that >> there's four I did mine already I can't do it until January >> yeah it's after January >> um so >> like if you did it this calendar year >> I already did I haven't done mine And it has that's some I mean if I get 25% out of it I didn't waste my time. >> Yeah. >> Um but uh >> we have that the deadline's January. >> I think it is >> master board certification. >> I think it is because that's when you can start again the next January. >> I think it is that's and they hand out the certificates. So
077>> just encourage you if you have some time it it provides some really good baseline for for us. Um >> open meetings >> we do it early. We got I mean they talk about that in USBA you'll be you know as a board you'll be recognized as >> having completed that as a board. >> Yeah. >> So anyway that's all I have. Is there any I guess we've talked through everything. Uh looking for a motion to adjurnn. >> I don't want to leave. >> I move to adjourn. >> All right. We have a motion to adjourn. Thanks everybody for your time tonight. >> Thank you. >> Oh my gosh. Your son >> is home. >> I totally forgot about that. How did it go? >> Fantastic. He's glad to be home.