South Summit School Board Meeting

001He they finally borrowed a phone from someone in the airport to tell us they missed the other >> from Buenoseries to like Atlanta and then they missed the one. >> So I might have sent him a phone. >> We're live. >> Like one of the disposable ones. >> We're live now. >> You did. >> Was it one of your high school kids? >> Oh my gosh. >> He's like, I needed to transfer my pictures. >> Whatever. >> That's perfect. >> I don't care. >> Like I want to bring him out on Pday transfer. Hi his insurance ought to have to pick it >> up. >> They like they like you to pay a lot faster than they like to pay. >> I don't know him. >> What's that? I don't >> we don't care about

002them. >> Are you all ready to go? >> He doesn't sleep anyway. >> I know. He's out wandering the streets everywhere we go. Like in the morning. >> Yep. That was my last grade. Yeah. >> His wife's not going to come to Forest Canyon so the three of us can drive. >> My last graduation. >> Okay. She doesn't trust my voice to wake up. >> You guys interact with all those families. >> She does not. >> It ended up being really >> like, "Oh, I heard my language. I turned it off and I laid back." >> That's funny. >> So she's like, "I can't go." >> I don't trust him. >> He's home. He's home. >> I've done that >> in church. >> Yeah. You're like, >> just started the football game. So they don't

003>> up and down. He has good human >> that is funny. >> Kind of lethargic. >> Mission statement and all that stuff. >> Oh, thanks. Where is that? Okay. admission. >> I didn't spend as much time. >> All that is too funny. >> Your father-in-law's going with you, too. >> Yeah. >> I read through it all. >> It'll be fun in a hotel room and lose. >> I'm excited to try the different food. >> You can like actually >> still going pretty strong. >> I've been home after two weeks of being gone. I got home yesterday. >> Are we going to upgrade our district office like me? Proball day from Lewis and I just moved it to there. >> I've been there. >> Rodeo days. >> Oh my gosh. >> I'm going more now than

004I did when I >> really have 114 performances in by >> and it goes it's probably it's probably almost not quite the length of the building but pretty dang close. >> Yes. >> They only have five board members, don't they? >> No. surprises. >> Yeah. >> Oh, that's right. Tomorrow is going to be a busy day for >> Friday. J >> I went to game, not our game. >> Oh, the Utah game. Oh, yeah. Never. >> I thought you meant ourselves. >> Okay, that works. >> I went to my alma mo. >> Do we all get sideline passes? >> All right. Welcome everybody to the uh board of education meeting um on today, Monday, September 8th at 6 PM. We want to welcome everybody that joined us. We're excited that you're here. We hate to

005have >> it just to ourselves. We love company. Um we'll begin by doing the pledge pledge of allegiance. Uh board member Eert, if you could lead us. >> All right. Right. Please join me in the pledge of alleg of allegiance. >> 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. >> Board member Metaf, could you uh read the vision and mission statement? >> Yep. Thanks. Our vision statement, South Summit School District, valuing individuals and preparing them for success. And our mission statement, we support, empower, and inspire individuals to promote and achieve academic and character excellence. >> All right. Thank you. Um, we have one, um, uh, request for public comment. Um, is Nicole

006here? >> That's you. Please come up. Yes, please. And if you'll state your name for the record, then uh do you want me to do the timer? We'll give you a few minutes. >> Okay. I I don't need a timer. >> You're that fast. Okay. >> Are you ready? >> Yes. Go for it. >> I'm Nicole Nickerson. I um in the new parent president of the dual immersion um parent council. So, I just wanted to come and say first, thank you for having this program in our school district. Um, I will be working with parents and teachers and principles from the elementary and the middle school. Um, so I just wanted to say hello and thank you for keeping that in our schools. We're so excited to be a part of that. >> All right.

007You weren't kidding when you said you didn't. >> I didn't have much time. >> All right. >> See, >> way to go. >> Thank you. >> So, and I'll send you all an email so you can um introduce yourself. >> Oh, I'll finish. Oh, get the timer going again. No, >> I will send you all an email so you have my contact because I know we can't have like a back and forth here. >> Um, but I we do want to start some parent workshops quarterly. Um, where of course teachers and parents and anyone in the community is welcome to come. Um, so I can keep you informed of those. And then we don't currently have a schoolboard liaison. Um, so it'll either be me or someone else from our council who will come so

008we can bring back stuff to our group. >> All right. >> So that was the last one. Thanks. >> Thank you. >> Yes. >> All right. Next item on our agenda is the student board members oath of office. So if you two will come or how we am I doing this? >> Yeah. >> Okay. I'm doing it. >> If you'll come stand up here. Usually they face >> the crowd. >> Yep. You face me. >> No pressure. >> All right. You're going to raise your right hand and repeat after me. Right. >> Okay. >> All right. Raise your right hands. >> I state your name. I congregate >> on my oath do say >> on my oath to say >> that I have been appointed as a student board member of >> appointed a student

009>> I've been appointed as a student board member of >> South Sist South district. >> You can say it together if you want to. >> Don't repeat that part. Um, County of Summit >> County of Summit >> and State of Utah >> that I will uphold and defend >> uphold and defend >> uh the Constitution of the United States of America >> the Constitution of the United States of America >> and the State of Utah. >> State of Utah >> that I will disar discharge discharge discharge the duties of set office with fidelity. My fault. >> Discharge that I will discharge the duties of said office with fidelity. >> Fidelity. >> All right. Thank you. >> You want to have them come? >> Yeah. >> I think we usually do that. I always get to

010sit down one day sitting next to you. >> The cool kids sit down. >> He's usually sitting in the corner. >> Come on over. >> Smile. >> Squish in a little closer. >> You should get in here with all the tall guys. You guys have a whole like paparazz. >> I have to have backup. >> They're official now. >> Official. >> All right. Next item on the agenda. We're going to put the student school board members on the hot seat and they're going to give us an update on what's going on in their schools and an introduction of yourself, please. >> Connor, do you want to go first? >> All right. Uh, should I stand or should I just >> You can sit and talk into the mic, please. >> All right. >> There you

011go. >> Uh, hello. >> You can pull it down so you don't have to lean forward. >> Thank you. >> Uh, hello. My name is Connor Gakei. I'm a student at Silver Summit Academy. Uh I've been going there ever since 7th grade and it's probably the best school I've ever been to. And I mean that completely unironically. Uh as for my highlights of what's been going on in our in the beginning of our years, uh first off, we've officially gotten the student counsel and national honor society set up for this year. Uh not to brag, but I'm actually the president of both. We'll be having our first meetings tomorrow on Tuesday. Uh and as for the second, uh our AP testing results came in from last year and they've exceeded expectations with more than 70%

012of students getting a three or higher. >> That's great. >> Fantastic. >> Thank you. >> All right, Samantha. Okay. >> Um hello, my name is Samantha Nunes. I've been going to South Summit High School since freshman year. I moved from Los Angeles, California to smalltown Cameas as I like to say it. Um, some two highlights of the year would be so our theme for sports games is show out of spirit. It's like show out and show out, show up. Oh, show up. Show out. And it's been going on pretty it's been going good pretty pretty good this year. um even if we're not doing best in the games, us students are still showing their spirit and also how classes are going pretty good and everyone's finally getting into the routine of getting to classes on

013time. So, >> all right. >> Thank you. >> Are you okay? I just was going to ask, how's the new cell phone policy? >> It's pretty good. I feel like a lot of students are implementing it in a way. So, >> good. I've noticed more spirit in this student section at the football games. >> Yeah, that during that JWAB game for sure when it was all rainy and we did not win, but it's okay. >> Eat them all there Friday. >> Yeah. >> Anyone else? Any anything else? >> I think that's great. Thank you. >> Thank you guys. >> All right. Thank you. >> Um we'll now turn the time over to Melinda Lee and Stephanie Kle for their concurrent enrollment um update. >> Thank you. >> Okay. I am Stephanie Kle and I'm here

014as the concurrent enrollment coordinator and Melinda Lee is next to me and she is the live interactive facilitator. And so we were asked to update you on all things concurrent enrollment. And so we're going to start with just a brief overview of what concurrent enrollment means. And in some states they call it dual enrollment. So basically the definition is that it is dual enrollment that a student can be enrolled in both high school and a post-secary institution. And so in our region our uh Yushi partners are um MTech and UVU but we also have instances where we partner with others. Um, in the past we've partnered with Snow College, with Utah State, and there was another one, and with the University of Utah this year as well. Um, we have different platforms for concurrent enrollment,

015including the live interactive, um, live stream, online, and face toface. That's your cue. >> Okay, got that was a little sleep for a minute. >> So, um, under the umbrella of concurrent enrollment, there's kind of two different sections. There's a face-to-face section and then what they call digital learning section. And the digital learning section has the live interactive um well we'll just start with the live interactive and go from there. So the live interactive classes are actually held here in the district office. We have three classrooms that we can broadcast um classes from UVU. The professor is at UVU actually teaching a class in his classroom and it's broadcast to um our classrooms here. Um the classrooms are equipped with microphones. So if the students have questions or if the professors ask the students a

016question, they can microphone in and and um talk to the professor that way. So it's as if they were at UVU but in the comfort of CAS. And then we also have live stream classes which are kind of the same thing. The UVU professor is in class in real time. So, the students have to show up at a certain time, but they do everything on their laptop. It's all um through their computer and then they can uh converse with the professor and do all of their assignments and everything on their computer. So, that's live stream. And then the last one is online, which is everything is completely online. They can um do their class whenever they want. the professor records a lecture and they usually have different um videos and stuff for them to watch

017and so they learn um just kind of on their own time. Well, they have to have things turned in at certain times obviously, but as far as the lectures and stuff, they can do that at 3:00 in the morning or 2:00 p.m. whenever it works for them. And then the last platform is the face toface. Um, traditionally we called the concurrent enrollment, but it's like she said, the umbrella is all of the above, but face toface are the South High School educators that have been trained by UVU professors and they teach the UVU curriculum in their own classrooms at the high school >> and it counts as college credit. >> Yes. >> Wow. >> So, yeah, they're distinct classes. We have 11 courses this year. >> Okay. And so we have a handful of teachers,

018but >> it's great in a couple. Yeah. >> And so we're going to first look at some data from last year. So from the 2425 specific to UVU live stream concurrent enrollment classes, we had 58 enrollments throughout the year. Um they earned 1572 credits. We had a 97 pass rate for the live interactive section or digital learning. I I need to get my new acronyms in. and a 99% pass rate for the face-to-face courses. And so you can see the cost comparison here. If they had taken those classes at UVU, it would have cost over $700,000, but since they took them concurrent enrollment, it was almost $8,000. So I'll let you figure out the percentage there because percentages aren't my strong suit. >> So out of out of the 8,000, does the school subsidize that

019or the kids have to pay that? >> For the majority, kids pay for it. We do have a grant to help pay for students that are on fee wavers, but majority is out of the student pocket. >> Good question. >> And what is the cost per credit or per class? >> It is $5 per credit. Most most courses are three credits. There's a couple math classes that are four. All right. And then specific to MTech numbers from last year, we had 24 students enrolled in MTech programs. 20 of them were at the high school specifically with the certified nurse assistant program. We had one student traveling to Utah County for the HVAC program and then we had three students going to Wasatch, two in the electrical apprentichip program and one as a medical assistant program.

020>> Very cool. >> Um degrees earned by students last year. We had two students that earned the associates degree and at UVU that's an associate in university studies. they had um are required to earn 60 credits. 35 of those are general ed credits and 25 are elective. And then three students earn the general education certificate which are 35 general education credits that all public Yushi institutions guaranteed that they will accept those general eds straight across. So, I have to point out most Yushi advisors and high school adviserss, counselors are recommending students focus on the general ed certificate because students struggle with that associate degree in university studies because they don't necessarily know which electives to take as a high school student because they don't know which electives their major are going to require. And so,

021a lot of those don't count towards their major when they get to their post-secary institution. So just a point for you all to be aware of. Um this year currently we have added um at the high school south high school we've added English 1010 and English 2010 as a face-to-face concurrent enrollment course. We've added math 1040 which is statistics as a face-to-face course. We have brought back the Spanish DLI bridge class. We had to take a year hiatus from that course. Um, you may have heard in the news about the prime scholarship. We thought that one was going to go away this year, but they've grandfathered it in for one more year. And so, if you're not aware about that program, it's including both concurrent enrollment courses. Um, CTE courses, the um CCR meeting with

022counselors are required for that one. So, that one's quite hefty requirements involved, but so that one is back on the books. The students may not know that yet, but they just grandfathered it in the other day as the first time we heard about it. Um, they still provide the opportunity scholarship, which are those advanced courses in English, science, and math. And then, um, this year we currently have 12 students enrolled in MTech. Um, you'll notice that we don't have any CNA this year. Our numbers were not high enough for MTech to provide that course for us. So, we lost that whole course this year. But we have seven students going over to Wasatch in the medical assistant program and five for the electrical apprenticeship program. And looking ahead to next year, um we know that

023UVU is going to move even more of their courses online. And that's a response to the new Utah code that says a student can take any online concurrent enrollment class from any Yushi institution. It doesn't have to be in our partner program anymore. And so UVU obviously doesn't want to lose students and lose money. So they are trying to push as many online courses as they can. So you'll see that the live interactive course numbers are going to decrease as they push more and more online. Um as I mentioned the DLI Spanish program is back in our high school this year, but it's through the University of Utah because we had a struggle with UVU being our provider for that. And we're also having um decreasing numbers in that bridge program. And so that one

024um we don't know for sure if it if you if either the University of Utah or if it goes back to UVU if they'll allow a course with so few students enrolled in it. And then the prime scholarship as I mentioned it was supposed to be gone this year. It was supposed to be replaced with the first credential scholarship but they are not ready to roll that out yet this year. There's a lot of behind the scenes legislative issues involved with this one. So they're keeping prime for one more year while they finish up all the criteria that's going to be required with first credential. But as in the title, it's going to require some kind of credential in order to get that scholarship, whether it be an apprenticeship program, CTE, skill certificate. There's going

025to be a handful of options for that scholarship looking ahead. And last, what other questions do you have? I have one that probably would involve you guys. Um, I've been a big proponent of this since my girls graduated from UVU as well as high school and that the same time. What can we do to advertise this better? Um, talk it out more, get more people, more kids involved. I know we've had in the past, unfortunately, we've had some teachers at the high school badmouthing the program. >> Um, saying it's a waste of time, we're you're not going to pass my class, blah blah blah, if you're missing because of over here and hopefully we've eliminated that pro those problems. But I know some of it's still there. How can we advertise this better? because it

026is such a wonderful program when you can have a uh a student that goes to the University of Utah as an 18-year-old junior and is out of there in two years. How many thousands of dollars that saves it? It's it's a no-brainer to me if you're going to go to college why more kids aren't one way general ed or degree either one. why they aren't doing more and why we aren't pushing it harder. >> Well, I know our high school counselors talk about it in their CCRs and the high school counselors try to talk or meet with um all students all four years. >> So, they they're hearing about it at least the four times with the high school counselors. Um there's a lot of reasons why students choose not to do it and a

027a lot of it is students trying to find courses are not as difficult as others. Yeah. >> So there's that. Um it has been very helpful to move the face toface courses um English 1010 20110 math 1010 1050 1040 all those into high school. >> Yeah. My my girls didn't have 1040. They actually had to drive to the Wasatch campus >> to do that >> because they offered it. Yeah. So those providing those face toface courses in the high school building has been a benefit to students especially because unfortunately they don't have to come over to It's a it's a challenge to come over to the district office. >> There's that. But >> when when you look at concurrent enrollment, successful concurrent enrollment programs, what generally what you find is the more concurrent enrollment options

028you have in the school with the teachers that they see in person, live, face to face. >> Generally, you see concurrent numbers go up. whether it's you obviously see the face tof face go up but you also because it's more visible in the school will see more students signing up for the live interactive um you know the the online versions as well and so I think that that's kudos to um Stephanie and the high school admin for really pushing to try to increase um options in the school for students um to take concurrent enrollment classes by the teachers that they know and that they that they see every day in the building. So, I I think that that also helps. >> And something else we've been really focused on is to make the senior year

029count. >> Y >> and so not just taking the minimum amount of courses you need, but make it count and make wise decisions of what you plan. >> When can uh students start can they start as freshman to do this? >> It's recommended to wait till your sophomore year and start with the facetoface courses like psychology, music appreciation, that kind of thing. But >> but technically they could start as freshmen. >> Yes. >> Okay. And one thing you can do to help is I know that um Max was struggling with a teacher at the high school just personalitywise, you know, with AP and we switched him to concurrent. And then um it was great. It was a true it was more a better fit for him. It made all of our lives better. >> But

030when someone else called me with a complaint about a teacher or something, I said, "Hey, consider this." So a lot of it can be word of mouth to us too. Okay, if your person if that personality is not working and if that teacher they can do English math concurrent >> and it goes automatically to the credits. It's sometimes it's better than the eight. >> Back when I did it, it wasn't available to do that the math. >> Yeah, >> they had to do it and they had to drive to the >> Utah Valley to the >> the Wasatch campus >> and they had to go get the counselor at the middle school to help them because they're the only one that would help them do their homework. No, the CCRs I think are super helpful.

031I've attended I don't know how many the last five years or longer and uh they definitely are pushing concurrent enrollment but they also gauge it to what the student wants. So they're not pushing just CCRs, they're pushing MTech. They're pushing them all >> based on what the the students goals are >> and word of mouth too which is great. Speaking of that, because I'm so involved with the MTech stuff, >> how do you think our numbers will increase in a year or so when that building's finished in Heber? >> We anticipate that they will grow. There's going to be more programs available, some more options for them. So, I don't know how much more it will grow, but >> hopefully >> it will 10 15% at least. But >> yeah, >> this is an amazing

032program and the numbers are amazing. So >> that's crazy. >> That's a great great program. >> We're involved like like you're saying. I think that's great. And I just it's such a a valuable asset to our >> our community and our kids. So good job. I know my my son >> I think he got 45 credits done. >> Great. >> You saved tons of money. >> It took me until my youngest to figure out that we should do it. >> So now I try to pass it on to everyone. I always tell people this is what you need to do. It's better than the AP courses depending on where you're going to school because the credits will count. >> Yeah. >> In state. Yeah. >> Yeah. There's one school that doesn't really like them. >>

033What? >> Your blue school >> and then the blue school. >> It's all right. >> Okay. >> We'll send them to the other ones. >> Yeah. >> Anything else? >> No. Thank you. Appreciate it, dude. >> Thanks. >> Right. >> But the red school took all of all of the credit. >> All right. Dr. Howerson, >> I think it is your turn. >> No. We're going to keep calling him Dr. Mom, though, as much as we can. >> Okay. I'm I'm up for that. >> He did not prompt me at all. >> You just did that on your own. Okay. Um I'm here to give a very brief update on how the assessment project is going. Um, as you know, we started this summer with our assessment project. And the thing I love about it

034is that it's not about just creating a test. It's about building everybody's skills in assessment literacy and under really digging in and understanding what the core means and what kids are supposed to be able to do at the end of the year because that just strengthens everyone's instructional capacity as well. So we have really enjoyed that building the knowledge, skills and dispositions that um teachers, administrators, students, families, policy makers like yourselves um need so that we can have a balanced assess a balanced assessment program system here in South Summit that's both formative and summitative and gets every stakeholder the information they want when they want it. So, that's kind of what we're we're after. This summer, we had 77 teachers complete the summer pilot program, which was supposed to be 20 people. So, they had

035to be really patient because we were going to work the kinks out with the 20 and then we worked it out with the majority of the district instead. But, we went through a lot of learning. They got these binders and they got a set of materials every time they came. And just so you know some of the things that they learned to do while they were here, they learned things about assessment of and assessment for learning. They learned about the characteristics of a high quality assessment, fairness, accessibility, and reliability and validity. They learned to create a test blueprint to guide assessment creation. They learned how to create a test and test items. They learned a lot about rigor. They learned a lot about the guidelines of writing a highquality test item. And we covered multiplechoice,

036true false, association or matching questions, completion like fill-in-theblank questions, short answer, extended essay, and a performance assessment because some of our courses are more geared to a performance assessment than they are an actual test. Um, we've given them lots of guides on how to do that and lots of checklists to vet their own work as they as they make it work. Um, and then we I put in front of you the rubric that we're using um to vet their tests. So, they've been through three classes. So, it's they went to two, six, four, and two. So that's like 14 hours of professional learning this summer outside of their contract time. And in the last class, we gave them the rubric, which you can see the rubric there is looks fairly general, but the page after

037it um defines in small print what everything means and how we're going to go about addressing those things. And um we have vetted so far we have 43 out of 77 assessments have been submitted. 40% of those have been given the green light to be given. Um 35% of them we have vetted and sent it back for some edits. And we have about 25% of those 43 that we're still working through some different things with the teachers. So, um, 43 is 56% of the the things that need to be submitted for those that took the summer pilot on. They have until the 15th of September to submit their tests. Um, and I don't even want to guess. Um, our instructional coaches and Cindy Butterfield and myself are the team that's vetting those assessments. And it

038is interesting. Some of them take 20 minutes and some of them were there for two and a half hours just on one test. And so it's been a pretty big lift for us, but we've learned a lot. We've learned a lot. Um, one of the um, projects that they did in our last class was to take that rubric that you see before you and and Cindy and Paula Carlson had created a test for a teacher to use and they didn't put very much effort into it. They just created it and gave it to the teacher. And so they put that test in front of them and they had the whole group was there had to come to consensus on how to rate that test on this rubric. It took them about an hour to get

039there. Um, and then we had them take the rubric and look at their own test and there were some faces of realization, some more gleeful than others. Um, it's pretty amazing these tests that they have put together and it's taken a lot of time. It takes a lot of time to make sure you've got all the standards covered to the level of rigor. And then we look at clarity um and different things like that about the actual questions themselves. Um we haven't really had a whole lot of tests where we've asked it to be completely overhauled. Most of the people we've asked to make edits. It's just um really surface wording stuff. Can you bold this here? Um and a lot of asking a lot of them scored every question as one point even though

040it has multiple po sections to it. So we've suggested maybe they look at partial credit for different answers so that kids can get some points if they know some of it um and things like that. It's been been fairly superficial the things we've asked people to do and most of it um is around the area of fairness. So making sure that there's nothing about the the question that is clear that isn't clear and that is a trick. So it's more about making sure that the directions are really clear so every child knows what they're supposed to do. Things like that that lead to whether or not the test is fair and accessible. So that's been the major area that we've worked on. Um, but this is really deep, rigorous learning. And the teachers, why they

041they may complain about the project to you and and when I'm not around, but I have to say that when they're with us in person, they have it has been a massive delight to watch them willingly engage with something that is not easy at all. People have PhDs in this kind of thing. So, and we're really trying to follow the research and do it right and and they have done it and I am super proud of them. Um, I could not have done it without the coaches. Um, I really feel like I didn't do much but um it's been it there's been a lot of benefits that have come from it that we did not anticipate. All of our classes were mixed from all the buildings. So there seemed to be building some camaraderie between

042different faculties and things and we saw some bright spots that we didn't guess we would see. And so that's been really fun to watch. Um and people have just dug in and done what they needed to do. And I I just admire all of them. They're very um well-versed and professional and just fun to collaborate with. So it's going well. Fantastic. Any questions? >> So, I guess we need results now, huh? So, that's the plan. They're putting together work. >> So, by October 15th, all of those people in the pilot will have given their assessment. So, we'll have initial beginning of the year numbers. Some of them already have and we've actually found some uses for that data that we haven't had in the past. And so it's been really nice to be able to

043triangulate that kind of sumitative data um to respond to some of the requests that we get. And so um we have some people that have already given theirs and then by then we'll have um more so maybe in November or something we can come back and show you where we're at >> and then we'll have something to compare it to at the end of the year which is the idea is to show growth. the one of the main focuses of this, you know, we when we talk about our historic or our historical or longitudinal data and if you remember a year, year and a half, however long ago, we talked about this isn't because the decline in in student um performance wasn't something that we would put on teachers. We wouldn't blame it on teachers

044or admin or anything else. It was a systemic failure. And and so that's really what we're trying to do is build the capacity. So while we're building the assessments, teachers are actually building their capacity on really getting at the depth and complexity at of what the standards are meant to get to. And so I think that's some of the fun that uh we've had in seeing teachers uh albeit hard work, it's rewarding work as they see themselves progressing and getting better at at how to be clear on what they're asking, on how to get to a deeper type of questioning. Um because if we can't do that as adults, our kids aren't going to be able to do it as well. So really building all of our capacity, building capacity of administrators, building capacity of

045teachers, um so that in turn we can build capacity of students. >> And we've really tried to get people to stay focused on process. This is a learning process for all of us. It's not about whether your test is great or not. We'll help you get there as many times as it takes. This is about us learning and growing together. And we're already starting to see we had several teachers in a few of the buildings decide to rewrite their curriculum this summer because they realized that what they had been doing wasn't going to they weren't going to be able to pass their own test and things like that. And so it's been fun to see people just take it and run with it. >> I love how the focus on ensuring that alignment and the

046focus on >> measuring and >> I don't know the news that's been coming out lately with the >> the test scores and then that article about the high school. It's you know really cool things are moving in the right direction >> I think. So >> it's exciting. >> Okay. >> Fantastic. Thank you Dr. Halperson. You're welcome, Mr. Willer. Board President Weller. >> All right, I'll turn it over to the superintendent for his items. >> We have the high school here to do their their data report. >> Sorry. >> You're okay. >> That's right. I skipped one. Sorry. I'll let the high school >> just forgot all about you guys. >> Almost. >> Sorry. Won't let that happen. >> Sorry. Apologize for that. >> Hello, Jeremiah Fiero, the assistant principal at the high school. So happy

047to see Sammy over there. She's amazing. I'm sure you are too, Connor. I just don't know you very well. Um, I've been asked to just share a couple highlights and some growth opportunities for the high school. So, we uh put together a little slideshow for you. Um, just like you started, we're starting with our mission statement and our vision statement. And in one of the areas I'm going to highlight later, it's our teacher leadership team, which was our guiding coalition team last year. They have come up with that vision statement working together. Um, so they're going to be working on the mission statement this year, but our mission statement, scholaries, scholarly students, supportive staff, heightened learning, succeeded today and tomorrow. Hopefully that's familiar to you, Wade. familiar. >> You're going to change it some. >>

048That's right. That's right. >> We're the new South Summit High School. At South Summit High School, for our vision statement, we prepare graduates to thrive in life by helping them develop a strong sense of self, another acronym. Self stands for society, prepared to be productive, responsible, and contributing members of their communities. Emotionally resilient, equipped to persevere through challenges and setbacks. Lifelong learners motivated to seek knowledge and grow in all areas of life. And future ready, prepared for college, career, and post-secary opportunities. Uh some of our areas that we'd like to highlight as strengths. We do want to boast about the fact that South High School has the highest graduation rate in the Wasatch back which is 95%. Um it is a lot to do with the fact that we have a 5x5 schedule. Um we

049have lots of opportunities for students to earn the credits they need for graduation and for those students who struggle were able to accommodate class schedules to make high school possible for them. So that really that 5 by5 is a big to-do on our on our graduation rate. >> What's five by five? Is that five classes every other day? >> Correct. >> Okay. >> Yes sir. So you can have a chance if you take seminary you have a chance to earn 36 credits in in high school and we require 32 to walk but the state of Utah only requires 24. >> And it was not an easy sell. >> No, it was not. But it's it's been very positive. It's keeping our our class sizes low as well. So, another thing to brag about, our ACT

050composite score is been higher than the national average for three straight years now. A whole full point higher. Um, which we take a lot of pride in that. I mean, the ACT is a direct predictor of how successful kids will be when they get to postsecary education. and they say if you have a 19 or better, you're ready for it. And we're averaging with all of our students from from students who are just coming into the country learning the language, from students who struggle with with learning disabilities to our highest performing students. All of them take that test. And so that's pretty cool that we have such a high score with everyone taking it. Um, another thing we want to brag about is our Aspire math proficiency last year. It's up 15% from the year

051before. Uh, that has been a major concern of ours trying to figure out math for years now. And with this new staff that we have and the new guidance from our district, we really believe that math is taking an upward turn and and the data actually shows it. uh our freshman our freshman math teacher, she had some of the highest passing rates, Mrs. Pichek, that we've ever seen for math here in South Summit High School. And that was just her first year teaching math. So, it's pretty exciting. Pretty exciting. Uh 29% of our students passed at least one AP test, ranking our school at number 20 statewide for college readiness and number 23 statewide for curriculum breath. And when you you can go ahead and skip go to the next one. When you can look

052at all those numbers and you compare the schools, you see big schools like Bingham and Alta and Tempanogus and a bunch of specialty schools that just specialize in science or math and and then there's South Summit. And so we are one of the highest performing schools when it comes to rural schools our size. And so definitely something to brag about. >> Is that 20? Is do you know what the is it the n the 20 out of how many schools statewide? It's it's a >> 70 something I believe. >> Wow. >> So yes, to offer all that AP and that and have that college readiness, you know, for a small school like South Summit, it's pretty cool. >> So top cile for sure and approaching top desile. >> Yes, sir. Wow, that's cool. >> Um,

053some more of our strengths, you know, it's been a very high visibility of Wildcat pride from our students through our assemblies, through the community service and student leadership initiative initiatives. Uh, you can see that we're that everyone's buying the allin and what Sammy talked about earlier with show up and what was it again? You got to tell them. >> Show up and show out. show up and show out. That that is happening and it's catching on and it's pretty cool to see. Um we've had some positive press coverage lately. I don't know if you've seen the KPCW ranking article which highlighted you have seen it. >> I read that every day CPW. >> It it was it was pretty cool to see those highlights and them talking about us the way they were. And um

054also our community engagement. We believe expanded partnerships with the parents, local businesses and organizations have provided a lot of increased opportunities for our athletics and our academics. Um our overall student engagement and it just makes things better for our students. Of course, there's always opportunity for growth and some of our academic growth opportunities. One of the biggest challenges we are facing right now is online enrollment trends and it's new for all of us. South Summit isn't the only ones in this boat. There are schools all across the state that are seeing a noticeable number of students taking their courses online. Um, so the only way that we can really see to battle that right now is is strengthening our in-person instruction, just like with our concurrent enrollment when we offer good teaching and and and

055have good teachers and good curriculum and the in-person instruction. When you have those things, then kids want to be there. And so we'll be continuing to work on that and battling that trend. last thing we want to see is a bunch of kids just taking online classes because it's easier. We want to continue to challenge our students. Um we've always had a subgroup performance gap, especially with students on IEPs and our ELLL students. Um they usually perform below schoolwide uh state perform below schoolwide averages on the state tests. And so we're that kind of indicates a need for more targeted tier 2 and tier three interventions. And >> good question. Do you think that >> could be correlated a little bit with funding? Is think that would be if we put more from our side

056of the table here to help you guys more with that? >> Um, that's always a possibility, right? More money always helps everything. >> Yeah, I know. like more teaching abilities, more >> I I think >> as well >> we we've been getting a lot of support from you and from the district lately and we have added on something that Wade and I had tried to put in way back when was to get a liaison that our Hispanic community could connect to, you know, and and we have added in RB Vasquez and he is absolutely amazing at forming connections with our students and giving them a chance to to feel like they belong and look up to someone like, hey, this this is all worth it. >> And so that extra support that we've had adding

057him on and also allowing our uh ESL teacher, Mr. MacArthur, more time to support the rest of our teachers, um trying to accommodate these kids has been very beneficial. And so I think we're on the right track right now and we'll give it some time and keep collecting data. Also, I'll talk about a new PLC group that we formed later on that we're excited about to help battle this as well. Uh, we also know that the ACT and the Aspire alignment, our data shows that there's always room to improve that. You know, when when you're just at the state average, that's not good enough for South Summit. We want to be above the state average when it comes to our spire tests. So we have um we have asked our teachers to look at the

058ACT and the Aspire curriculum what's the benchmarks there what's inside of them and make sure that their curriculum is aligned to that and we will continue to support that that um making sure that what they're teaching is what they need to know for those tests. uh our student engagement and culture are when it comes to our intervention. I don't know if you guys know about our intervention, but we offer intervention every single Monday through Thursday after first period. And the bell rings after first period, and that doesn't dismiss anyone. It's not time to go to your next class. That starts intervention. And we are trying to allow our students to learn to fend for themselves and go where they need. So all we have is a sign out sheet and if someone needs to get

059help in a math class once intervention starts or an English or a history class or go make up some work for PE, they sign out and they go to that class and they have 25 minutes Monday through Thursday to work on that. Um, so far it's been working great. We'll continue to track that and see if we have to implement more than just a sign out procedure, but it really seems that the kids are rising to the expectation and and that's one thing I've heard for a long time, kids rise to expectations. And so, we're upping ours and they're upping theirs. Uh, another constant issue is attendance and tardiness. Um, so we will continue to battle that. We send out we have a hired more personnel to help track the attendance and send out attendance

060letters to students who are missing more than they should be in school. And that seems to help. Nobody likes to get an attendance letter. Um the legislature has put some more teeth in attendance as well. So if it gets really bad, you know, they could end up getting involved in the court system, but we're trying to avoid a avoid all that and and just change our culture of kids need to be in class. When COVID hit, a lot of people decided, hey, I don't need to be there. I can just do my work and and find a way to get a good grade. And so we're trying to battle back from that and I think we're doing good job so far, but there's plenty more work to be done. And then >> and it's better

061this year so far. >> I don't know that data. >> Okay. >> I do not know. >> Uh from what I see personally in the hallways? Yes. >> Yes. >> And then we have our PBIS system, you know, um that we've implemented two years ago and it's just been growing and it really helps. It's about the cat coins. Do you all know about the cat coins? >> Some of you don't, huh? So, I brought one just in case. But this is a cat coin here. Um, and we give these out. >> No, it's not poker chips. >> That's your gamble probably being >> We fixed that. >> I think you were on the list. I think you were on that list, Wade. So, um, but anyway, the cat coins we we give out to students

062for positive reinforcement. They get to spend them for $2 at Chevron. So, it counts as gas money, which is huge. Or they can turn them in for the end of the year prizes that I don't know if you know Big Canyons found home uh home foundation. They donate lots of money to us just for this one incentive. So, but the catcoin is just part of the PBIS, just a way for us to reward, but including our intervention system and what are we call our non-negotiables with the teachers on following through to, you know, have all the staff buy in on what we expect and that kind of maximizes our student impact. And then couple things we're excited about. South Summit High School is excited to begin the 2526 school year with new teachers and coaches

063who bring fresh energy to our classrooms and athletic programs. You know, it's not the same teachers that you guys are used to and and the ones that have been there. They're all bought in and it's a whole fresh life and a fresh feeling at the high school and I'm very very excited to be a part of it. Our teachers, the decisions they make, they make them to impact students and impact student learning. Their dispositions are things that they're working on. And and with your guys help really with the raises that were given years ago, all of a sudden, our pools of people interviewing for jobs here went from just a couple to now you have choices. And when you have choices, you can really find good people. And so we're very excited about our teaching

064staff this year and it just keeps getting better and better. Um we're strengthening the instructional consistency with non-negotiables. Those would have to do with the cell phone policy with hall pass policy to make sure everyone's on the same board doing the same thing. That way kids don't say, "Oh, well Mr. Wilston Hume lets me do this, but Mr. Fiero, he he doesn't." So, and that kind of causes animosity and and problems between the students and the teachers. And so, we are all in being uh in a collective efficacy. Um, and so we'll continue to push that. We're also excited about the district's new assessment project that's going to help us track growth and make datadriven decisions. And all decisions that we make should highly impact students and we need data for that. and the district

065uh assessment project has really helped everyone see that and understand that we've restructured our PLC's. We now have a student success team, a teacher leadership team, a kindness and culture team, our PBIS team, and the new equity and achievement team. And the equity and achievement team is formed specifically to help those struggling students like ELLL and and special education, lowinccome find ways for them to to increase their involvement and increase their scores and their learning. Um, so we're excited about that team and obviously we're just going to continue to build our teacher capacity and and support all of our students. And like I said, I'm very excited about it. Very excited about our staff. >> Very cool. >> Any questions? >> No questions. >> Thank you. Very good. I just want to point out hopefully

066you see from the presentations tonight and and also in the last board I mean we have the right people in the right place at the right time good stuff is happening and uh and they're not settling for the minimum to be the maximum. Um so we have great administrative uh support in each school. We've got great administrative support uh just from district uh leadership and and I think we're we're going in a good direction. >> Thank you. >> We're excited about that future. >> Thank you. Thank you. >> Great. All right. Now it's to uh Dr. Mann. >> Let's hear from Dr. Man. >> Um all right. So just a few things. First of all, uh the state's reading on grade level uh information came out recently. Um and I just want to highlight uh

067out of 131 LEAs, which is uh comprised of of school districts and charters, um we were 16th out of 131. So we've really moved up uh the ladder that way. If we just look at the 41 public school districts, we tied for third with Morgan. Um, maybe it's not entirely appropriate to say this, but I'm going to say it anyway. We beat North Summit and we beat WAS. >> Always appropriate to say that. So, you know, in an open public meeting, uh we we we that's one one of many hopefully uh to come accomplishments uh as we com compare ourselves with some of those rivals. Um just so just a just a great bragging point. Um when you look at Can you scroll over to the right a little bit? >> Nope. >> With South

068Summit though, so you can see it. Yep. >> Oh, sorry. >> So, you can see we're well on our way to um to uh the ultimate goal is to get to 70%. And and uh hopefully we're we're trending in that in that direction. Um it was it's it was really interesting. I got to um I got to be there when when Miss Flender celebrated with her faculty on this and it was so cool. They were able to point to different things each year that they did with this particular cohort. So like for example, she said kindergarten this is the first year that you implemented blank first grade when that cohort came to you. this is what you did with your tier one instruction. And she was able to tie that to each of the each

069of the grades to show that the the building of their capacity in improving um what they're doing uh has an impact on student achievement. So that was really cool to be a part of. So any questions about that? I think it's a decent brag. We're hoping that our proficiency will follow which you know this is based on the acadians which is an indicator uh we'll we'll hopefully see some some increase in the rise as well. So what was the difference between last year and this or 24 and 25 that made up so high? >> Well, they're different kids. So you I mean you know you you get waves um naturally um this was the first cohort they that each year they had um had built in um either new or strengthened supports for tier one

070and tier 2 uh uh student support. And so that's what was so cool to be there when when Miss Flenders was talking about the teachers and what they've accomplished in getting this cohort to get such a great jump because if you were to look at the two years prior, we were pretty high. We were in the low 50s. Well, now we're in the low 60s. So even if you took out that one, that middle year where we're in the 30s, um out of the last three years, it's our highest. So, we're hoping hoping that trend will continue not just on the Acadians, but especially the rise because the rise is what this, you know, the majority of the state accountability uh looks at. >> Well, those changes we talked about when she was here that

071were making at the elementary school. >> Uhhuh. >> Do any of those affect those things that have been happening over the last three years to get here? >> Uh, yeah. Yes. >> Will it negatively impact them? >> No. >> Okay. >> No. No. Um the focus at all of our schools is to is to um increase improve tier one instruction. Students the the bulk of the bulk of uh their success comes from the initial tier one instruction. Tier two is there to help fill gaps or to help bring you up from behind. Tier two is also how do you take those advanced kids or the kids that get it and how do you what do you do with them and how do you engage with them to extend their learning as well. So tier 2

072is not just a catch-up. It's also should be an extension so that you're meeting the needs of all of the learners, not just the average or or you know the average and and those that are lower. So um uh so the the focus on tier one instruction which is what the coaching the instructional coaches are there to help with also which that's another piece we didn't really touch on with the assessment project but one of the things that's come out of the assessment project is is coaches are being asked more for to to support teachers more um in in knowing how to um write and how to assess and then how to get goods to that level that they need to. So, it is all about building capacity. Uh not pointing a finger when we

073say we're trying to create a culture of feedback and continuous improvement. That's what we're doing. If you fail, great. What did you learn from it? What are you going to do next time? And and that's not something that you typically hear in education. People are afraid to fail because they don't want to be in trouble. Well, sometimes the only way to succeed is to fail first, and that's okay. That's how you get better. >> You know, it's that way in sports. It's that way in life. So, um, any other questions on that? >> It's exciting. >> Oh, that's cool. >> Thanks. Uh, we did a 504 internal audit. Um, uh, Stephanie performed an internal audit. She audited all of the 504s in our district, which were 78 plans. Um and uh we are this this

074current year will be the first year that all of those plans will be moved from paper pencil or paper pen to digital platform uh embrace. Um and anyway her her audit found there was nothing agreed just nothing major uh no major problems but we do want to have more consistency between buildings. Well, uh, September 11th, um, our attorney is going to come and go, >> I didn't call you. Anyway, September 11th, our attorney is going to come up and and provide a a training for administrators and those who are writing those 504s so that we can make sure a we're consistent and compliant and b to make sure that we're we're following up with the proper supports for students to be successful. >> There were 78 plans. Yep. So, and and the trend is that

075across the state and across the nation, more and more students are getting 504 plans. So, >> where where does our percentage rank according to other schools our size? >> Yeah, that's what I was wondering. >> Um 78 to me that's 1500 kids. Is that what we have? >> That seems kind of low. >> Um it it so I don't see reports on 504s. we get reports on IEPs because that's something that's uploaded to to the state and to the feds. So, I I don't know that I could say with accuracy um that we're within a normal range. Um I know when when I was in a school of 2000, we we had uh you know, we had over 200. So, I would say based on that somewhere being plus or minus a little bit of

07610% would probably be average, I would guess. But >> so about five right there. So >> it just seemed a little low, >> you know, when I was in West Valley. >> Yeah. >> We it seemed like we had >> Well, and and I think some of that could be attributed to, you know, generally the the the reason we have 504s. This isn't true all of the time, but um good teachers do what kids need, >> right? So if good teachers are doing what kids need, you don't need a document there >> that says it. >> And and so I I think that also could be attributed to to a lower number. >> Um but anyway, so I'm I'm excited that we'll get some training. I think administrators are happy that we're we're going to

077get some training from the attorney to make sure that we're like I said compliant and also to make sure that um we're consistent because it's it's hard from a parents perspective to go from an elementary school where 504s are done a certain way to then to a middle school where if it's not if it's not similar even if it's just verbiage semantics matter >> especially on a legal document. >> Yeah. >> And so just trying to get that consistency. um >> who writes >> to systematize um more often than not it's an administrator. Um it >> one principal. >> Yeah. >> It there's nothing that says it has to be an administrator. It can be a designate but generally >> in South Summit it's going to be an administrator and it's similar to an IEP

078team where you get a group of you get some teachers there, the parents, you know, and and that right there, right? >> Um yeah, you have to qualify for them. Okay. So, you do qualify for for 504s. And sometimes >> sometimes you'll see a student, you'll think, "Oh, that student definitely would qualify for a 504," but they don't necessarily qualify. There's there's certain criteria for that. >> Um and and so that's that's some of the training that that um Miss Alder will give us is making sure that we're consistent on um identifying and and qualifying uh for students. So, All right, just a quick rec center pool update. I know you already know this, but um based on feedback from coaches, admin, school leadership, uh district leadership, uh the decision was made to postpone the

079pool closure. Um it's something that will come up uh later on in the spring. Um and we'll we'll address it then. We're hoping that during this extended period of time that we may get some more options for some of the things like the wall coatings and stuff like that. So, there could be some some good that comes out of that. Also, we're crossing our fingers that it will uh I don't want to jinx it just by saying it, but we're crossing our fingers that we'll be able to get through um the swim season. Um we've we've robbed the parts I think that we can. So, hopefully it lasts. Um, if not, >> ideally, what date are we looking at? March. >> Uh, yeah, Marchish. >> I don't have a specific date yet, but that's what

080we've talked about in March. >> Springtime good enough. >> Yeah. Yeah. >> Okay. >> Has our GMA request been picked up? >> No. Um, and uh, and then just, you know, I mentioned that we're trying to build a culture of feedback and continuous improvement throughout the whole district. It doesn't matter if you're the superintendent, a teacher, an administrator, a pair professional, a food services, uh, staff member, custodian, doesn't matter. We're trying to create that culture. And, um, so I just wanted to report out uh, Shelley and I just finished some professional learning with the elementary school on culture. uh uh you know as we're trying to create that culture of feedback and improvement and I really I I wish that Miss Flenders or Miss Wilkinson were here because I'd love to thank them publicly you

081know while they were here but um the fact that they they wanted uh to build the capacity of themselves and their teachers uh speaks volumes I think for them and for their teachers that they would have us come and do a three-part It had to be a three-part it it would be would have been awesome as one but three smaller chunks uh on building culture and culture of feedback and improvement. Um and uh and so we we we met with them. We worked through what would that culture look like? What would it feel like? What would it sound like? And just kind of went through all of the work of doing that. uh and and ended where um they as a faculty chose a couple of really strong working agreements that they all agreed to

082do and we went through the accountability of what that looks like uh for accountability to to self you know self accountability and team accountability um so that they really could could build that culture buildingwide rather than just you know a person here or a person there and so um I think kudos to to the administst administrative team over there for for wanting to to build that capacity because it's you have to be vulnerable to do it. It's not easy and kudos to the teachers for engaging in it. So, um, any questions about any of that? >> Is the with the pool, how concerned are we of of failure with the >> very >> during the season? And and does the does the swim team community understand the risks of delaying the repairs, the potential risks?

083>> I think so. I so when um when the school administration met with the coaches, they talked through all of the concerns that we had and um and the coaches I don't think they they didn't come up with their re their recommendation right then. They they sat on it a little bit and they went back to the school administration. Um and when I say school administration, I'm including um Mr. Jaketta in that, you know, I'm lumping him into that as well because he is an administrator in that sense. Um, with the recommendation that that we consider postponing knowing that that could happen. Um, and also owning that if that happens then it's on the coaching the coaches to work out um some of the details of what to do next. Um, had we not postponed,

084we Adam had worked some magic just working with people that he knows in Wasatch to be able to get what the coach the minimum of what the coach wanted. Um, but uh, their their their request or their recommendation to admin and admin's recommendation was to postpone it. Um, I'll be honest, I I waffled back and forth here and there because it scares me to death to put a kid's season on the line, especially a senior. Um, but there's also that concern of every time we do something on that building. We may think it's going to be four weeks and it turns out being eight or 10 or 12 and three times as much cost and and um and there was some unknown around some of like some of the wall coating stuff, things like that.

085And so >> could have been delayed longer than we thought. >> It Yeah, it just it if it hadn't gone into the swim season, especially as deep into the season as what it was looking like it could be, um I think we would have moved forward still. But, uh, to take the first half and then potentially more, that's a tough it's a tough thing as well. So, >> um, there's there's some benefits, uh, especially if it especially if it it lasts. >> So, >> yep, >> there are some costs, too. I mean, it's going to cost us some more money to store some of the stuff that we purchased and uh and we have to, you know, prices increase and so it's going to it, you know, and but the we think the contractor gave

086us a pretty good deal, but it's going to cost us about 30k to postpone. >> When are you going to set the date that they're going to come in and start going to work? >> Um, Wes might have that already. I just don't know what it is for sure. Yeah, we we've been talking March. I don't know that Wes has a for sure um date. Uh just because it's something he has to work out with the general contractor who probably has to work some things out with subcontractors as well. But once we know, we'll we'll let we'll let you guys know. We'll also let the school obviously let the school and the community know as well. >> So, all right. >> Any other questions for superintendent? Okay, hearing none. Um, administrator Adam. >> Okay, let

087me see if I can zoom this in a little bit. So, um, back in July, we had a working meeting. I believe it was in July, um, about our facility master plan, 20-year plan, and you guys directed us to do a, um, a physibility study. And, uh, so I finally got rid of budget and audit, and now I had a little bit of time to put some brain power to this. So, this was my attempt to get in front of you kind of what we talked about, what we're looking for. Um, we're we're kind of I'm kind of proposing a three-phase plan. Uh, the first phase is to conduct construct the K6 elementary school, the Francis property, and uh remove and relocate the bus garage and uh to renovate the high school track and football

088field and uh construct new tennis courts. So, that that's a pretty extensive list. I think that's what we talked about. Now, if there's something that I missed as Wes and I uh uh consulted on this, um this is kind of what we decided to to put before you and so if you have changes, let me know. But >> didn't we decide that we was going to do the bus garage over here in this >> that's that's also an option. the the the reason >> she didn't want to fight her, >> right? >> I mean, >> the the only reason we decided to go that way is because the possible Mtech possibility up here and so that's where we're leaning to. We can add both them to look at both, but that's what uh what we

089kind of discussed because of the Mtech possibility that we might be able to put on that property. So, but we can if you want us to have them look at both sites, we'll do that. >> I know in our work meeting that was >> discussed. Yep. And then phase two was kind of to address the middle school needs, overall grade configurations, kind of do that study of in in between, maybe doing maybe a fieldhouse uh near the future high school site uh if there's if there's room. So, again, this is feasibility. So, it's not set in stone. It's just can we do it and and and what's the options and then phase three is to conduct a new or construct a new secondary school 9 through 12 or 7 through 12 on the current South

090Summit elementary site. Uh and then and then a after the relocation um to to Francis for the elementary school. So those are basically um some of the things we talked about. I wanted to make sure that you guys were good with us submitting this. We'll make that adjustment to look at both sites, this site and the Francis site for the bus garage. Um, any questions on this? >> We're sending that out for an RFP. >> We are. We're going to send it to uh to um some of our architects. We've already pre-qualified, but I think we're going to open it up even more um so that we make sure we get the best price, but we also have had some struggles with some of our architects. And so we want to maybe get some fresh

091blood. >> One other item we discussed, and it might be too small to make this list, but we talked about um if we relocate the high school over here on the 15 to 20 year plan, but keep the filled over there. We talked about making sure we budget to have um locker rooms >> over so that >> they don't run from the field to the high school and back in >> during soccer times football close enough. >> Yeah, close enough. Yeah, that's kind of probably what we do. But >> the >> I'll add that. Thank you for reminding me. Any other things that you saw that you want me to look at? Have them study? Does this look okay? >> Okay. All right. That's all I had. All right. Thank you, Adam. Um, any other

092questions for Adam? All right. Hearing none. Um, next item on the agenda is the procedural updates. Are there any questions on the procedures? There was just a short list for first and second review for first. Yeah. >> I don't have any questions. >> Wait, you're looking really hard. Do you have >> I had one. >> Okay. >> Find it. >> How do you say that word? >> Had a lot of time in motel room last week. >> I don't know what >> I'm trying to figure out. >> It's for autopsy. >> That's gross. >> Did anybody use your sticky remember notes because I have treats. >> No, but I still want a treat because I don't have a sticky note. >> I I played with it, but I didn't try very hard. >> Oh, trust

093myself. >> Where is it at? I never could find it. >> What? The sticky note? >> Yeah, >> we purchased that just for tonight. >> Oh, yeah. I believe you on the second reading. >> Okay, no problem. >> I should have used her. >> She actually showed me how to do it when I first got it. >> It's still going to steal a tree even though I didn't. I tried to look at it. >> Okay, hearing no questions, we'll move on to action items. >> Um, how do you pronounce that uh machine's name? >> Otmage. >> Automage. >> Um, >> she's gonna he's going to make you talk about >> I'm not I don't know what's going on here. So, I mean, as far as it's too big of words. >> An automage table. >>

094I've never heard of that. >> I know. I was asking. Yeah. I'm like, how do you >> They're really cool. They're high-tech. They're It's a >> Maybe we'd have one of the doctors in the room tell us how to pronounce it. you're not volunteering. >> Okay. So, as it says here, um I applied for a Perkins special project grant in the state of Utah. Gave us a very, very short timeline. They approved the project a week ago. >> Yeah. >> A week ago. And then an automage was on the other phone saying that I had to have a PO to them the next morning in order for them to put it together and ship it to us because we we had to receive it >> before the 31st of September. There is a link there

095if >> Adam will click on it. >> Nope. The top one >> the blue an right there. >> Basically it is a 3D cadaavver. >> So it's the table right there. >> That's gross. Well, it's supposed to be so not so gross because it is not a real human body, but as you can see, >> um, it is portable. >> It can stand up. So, it is literally standing in the room. It can be the table laying down. Um, it has the software provided so that >> wow, >> you can go through all the systems of the body from skin to bone. Um it comes with some and they they were cadaavvers when they programmed them originally, but they have medical um malformities, diseases, and so all medical students learn how to recognize those. And

096>> wow, >> there's all sorts of things. And there are other besides human cadaavvers, there are also some animals. They have yet to add the horse and cow like I've requested, but they're working on it. >> So how much bar pocket. How much is the grant going to cover? >> The grant covers it all. >> Really? Yeah. >> 14 almost 105. Aren't you? She had this. She might. >> Miz is not in the table. >> Say, >> but she might come back just so she can use it. >> I was going to say, >> no, I don't think she would. >> Who would love this? >> Miz would be afraid of it. >> Maybe you're right. >> She might watch, but she would be afraid of it. So, anyway, >> I was uh I was

097nice to see the four years of support included in that. Yeah, >> that was >> The warranty. That was nice. >> Yeah, we were prepared to pay for that on our own if the state didn't approve it. But >> who's going to use it? What classes? >> It'll be in the health science classes. So, Katon Giants is current instructor. So, medical anatomy, emergency medical responder, um, intro to medical careers and exercise science. >> Okay. >> And if CNA comes back again, they'll be able to use it, too. What did you ask? >> They get the horse and cow, your animal science. >> Yes. And they and the biology and egg biology and they might use it. I just can't remember whatever. Yeah. Well, like I said, they don't have they do have dogs. >> They

098have dogs and cats. Frogs. Those biology things that we used to dissect are in there. So, >> it's better than when we had to dissect the frog. That was awesome. >> Kind of put out like odors and smells. >> No, >> we can spill some formaldahhide in the lab at the same time. Peyton spent the whole half of his first year of ES school dissecting dogs. >> All right. Uh, any other questions? >> If not, I'll entertain a motion. >> I'll make a motion to Oh, wait. I scrolled down too far. To approve that. Oh, great. Now I'm going to have to say the word >> anatomy. Anatomage. >> Anatomage. table purchase for the South Summit High School health science program for 105,201 which shall be funded through a Perkins special project grant. >> Have

099a motion. Looking for a second. >> Second. >> Have a motion. A second. All in favor? >> I. >> Any opposed? None opposed. It was unanimous. Thank you. All right. Uh, next item on the agenda is the consent agenda. Are there any questions on this? >> Can we start getting pictures with the applications so we can see who were hired? >> I did have one question on this >> with regards to Miss Kchuk. >> This will not affect her URS retirement, will it? It's hired after her. >> That's lower. She you can work up to a certain number of hours, >> up to a certain amount of money, >> and she'll be below that. >> I'm just saying we don't we need to mess with that. >> She probably wouldn't let us mess with that.

100>> No, probably not. >> That's fine. I'm just saying. >> I'm sure she can do her math to figure out what that number is. >> Yeah, she is the math teacher. >> All right. Any other questions? If not, I'll entertain a motion. >> Um, >> you want me toain I'll make a motion to approve the consent agenda to include the August 11th, 2025 meeting minutes, the August 2025 check summary, revenue report and expendenture report, the new hires to include the SS AFC new hire substitute teachers, educational support professionals, other hires and volunteers with an approved background check, the travel request, the homeschool affidavits, the policies for second reading and FY26LE. a specific license requirements request. >> All right, we have a motion looking for you. Second, I got Superintendent, when you read through these um

101applications for home school, >> what what's the biggest reason why people are wanting to take their kids out homeschooling? >> So, they they don't have to necessarily give a reason. >> Yeah, I knew that. >> Um >> you ask. >> Um generally, no. a lot of the the legislature has made it so easy to do the homeschool affidavit now. In fact, they they removed the requirement uh for um notary on them. Uh so sometimes a parent will just bring them on and we do try to ask um there there's a there's a movement out there especially an online movement uh to for for more homeschooling um you know whether it's political in nature or religious in nature. But there there's a really big um there's a really big push on social media. um some of

102some of it coming from in our Wasatch back area that are nationally known for homeschooling. >> The only reason I ask is it would be nice to know if there was some things that we could they could provide that we're not doing. >> A couple of them did tell me they needed the certificate so they could get >> Yeah, some I was going to say some some are going for the that Utah fits all scholarship. Um >> I thought part of that >> they get money to home school >> eight grand >> up to eight grand >> 8,000 bucks. Yeah. >> Yeah. >> Do they have to have any kind of requirements on them? >> No. There >> money know you know show any progress or nothing? >> Well it's they so when it first

103passed there were zero regulations basically. It has tightened a little bit. So you had people paying for horse riding lessons and that was being counted as PE >> or yeah ski lessons, things like that. And so they have tightened up on some of that. They I have heard that they've denied a lot of requests, but um we're hoping uh we're hoping that we'll see some uh add some some new legislation uh this next session. We've been talking to some of the legislators about about adding a little bit more at least a little bit more accountability to it. Um, you know, it'd be really great to have to show some sort of performance assessment if you're getting that money um as far as how your students are performing uh similar to what's required for any of

104the public or charter schools that are receiving um state funding. So, we're we're pushing for legislation to uh have to have things like that added hopefully this session. Um but we'll see. I I was in a meeting today and uh one of the legislative financial people was there and he was and this is common this time of year, you know, to say, "Well, it's even worse than we thought it was going to be, so there's just not going to be any money." And we'll see. We'll see what happens. But my guess is UFA will be funded still. >> I'll second the motion. >> All right, we have a motion and second. All in favor? >> I. >> Any opposed? >> Yes. >> Um just because you see them coming through on the board agenda doesn't

105mean we're getting more and more and more because you're not seeing the ones that are coming back to school. So our numbers have stayed pretty flat. We had 83 homeschool certificates on file at the end of last year and just last week we have 72. So >> that's good to know. Thank you. >> Yeah, that is >> very good. >> All right. Um, next item on the agenda is policy 509, highly needed education salary supplement for first reading. Um, talk >> this. Yeah, this is a new policy, but it's uh uh not a new practice. It used to be called the TSSP. It was supplemental pay for um teachers in certain, you know, specific identified areas that are hard to fill. And um the state was running all of that. They were managing all of

106that and they've turned that over to individual districts or individual leas now. And so um it requires that we have a policy on that. And so you there there was a procedure associated with it earlier. Um and so really what it does is what we're doing is we're m we're maintaining the same criteria that the state had. So the same identified areas because the identified areas that the state had happened to be the exact same areas that we >> math and science >> math and c some of the science. Yeah. Certain sciences especially in special education. Um, so we're we're keeping uh status quo so to speak with the identified areas and uh rather than the state managing that money now they send us the money, we have to, you know, go through our process

107as far as a policy and procedure for um for identifying and and allocating that. And so rather than the state doing it, it's going to be Adam and uh Lucinda and Kayyn. >> I'm surprised they didn't fund it. >> Yeah, still the money. Anyway, all right. Any questions regarding this policy? All right. I'll entertain a motion. >> I'll make a motion to approve policy 5009, highly needed educator salary supplement for first reading. >> All right, we have a motion. Looking for a second. >> A second. >> Got a motion, a second. All in favor? >> I. >> Any opposed? >> Passes unanimous. All right. Next item on the agenda is policy 5080LEA specific teacher licensing for first reading. >> So our our policy needed to be updated because um there were some things that changed

108uh in state board rule like for example um you you can't have an LEA specific license for special ed anymore. Our old policy allowed for that and so um this policy supports the procedure that we had on the list earlier. um which focuses our practices and and procedures uh just brings them with current requirements from the state. Right. Any questions on this policy? Hearing none, I'll entertain a motion. >> I'll make a motion we approve policy 5080 LEA specific teacher licensing for first reading. All right, we have a motion. Looking for a second. >> I'll second it. >> We have a motion and a second. All in favor? I. Any opposed? >> Motion passes unanimously. All right. Next item on the agenda is policy 6029, safe and orderly schools for first reading. This is one

109of our favorite and most and one of our shortest policies and procedures. Uh it's one of our favorite to um this this one's even more fun to constantly come back to than the dress code policy used to be. Um this update uh to the policy just brings us into compliance with state code you state board rule uh and is based on model policy and there you probably noticed between last board meeting and tonight there are lots of procedures. >> Yeah. that go with this. Any questions on this one? >> Probably the reason why I'm not in administration anymore. >> You want five bosses >> that you're old. >> Quit laughing, Stephanie. >> All right. Uh, I'll entertain a motion. >> I make a motion to approve policy 629, safe and orderly schools, for first reading.

110>> All right, we have a motion. We have a second. >> I'll second it. >> A motion, a second. All in favor? >> I. Any opposed? >> Passes unanimously. Um, next >> schools were safe, just not for the bad guys. >> All right. Next item is the board items. Um, so this typically for our student board members is a time where you can bring things from the schools that you're seeing or you have people that have talked to you about issues, you can bring it to the board and we can discuss it. Um, I'm not sure that you're ready to do that, but that's okay. Um, but that this is a time that you you can bring up stuff that like everybody hates parking at Silver Summit. We hear that every year. Um, you know,

111stuff like that. Um, so if there's things that you hear from your your your other students or administrators, this is a time to bring it to us and we can discuss it. Okay? And then one thing I did not cover with you in the beginning is student board members cannot vote because you're not elected, but you're here to to hear the process. So >> you can vote if you want, they just won't count it. >> Um Um, a couple things to just to uh may some of these. >> Yeah. >> One thing that you guys might want to think about is getting out and talking to your students >> about things that they would like to see in their school and, you know, be be proactive in your positions with your student bodies. >> Got

112it. >> I I would also encourage you as you do that, work with your school administrator >> because you want to follow a chain of command. Exactly. You know, so you if you hear things, bring it up to your school administrator. So that when you report it, when you report something back in a board meeting, it's not a surprise. It's it's actually well, you know, this came up and I've I've talked with Mr. Grryer or with Mr. Fiero or Miss Ryolch and and here's what we're doing about it. And that way the discussion actually isn't just a discussion about a potential problem or whatnot or it can even be about a good thing. That way it's also solutionsoriented. >> Got it. Very good. Thank you. >> All right. Um, couple items just uh to bring

113to your attention. The NSBA registration has been done with housing. So, if you cannot attend, we just need to know >> by February 9th. >> February 9th. Um, >> and they had an option for a welcome reception to it was free. So, I just signed you all up for that. Whether you go or not, that's up to you. But, >> okay. >> I just registered you all for that. >> All right. And then the other thing Don has done for us is a register for USBA which is in January for the it's the first weekend I think is so if uh you cannot attend or do not want to attend just let her know probably in the next month or two. >> Little shout out Don. Thank you for uh making my life a little

114easier on this stuff. >> You're welcome. >> I'm not I'm not easy on these hotel rooms. >> What's the September 16th deal? So the September 16th is the legislative update. >> It was the 18th. >> Yeah. So we opted out of going to Wasatch School District for dinner and we chose Bon Rico up in Evston. So >> USBA covers that >> and US Yeah, USBA covers it. So they just give provide a legislative update. Um >> they talk about the JLC priorities, things like that. >> We we I don't think you've been to one yet. >> I haven't. my first round. >> They they used to have Black Rock. I liked it better there. >> Yeah. >> So, the vote was >> goes when do they need to know what we want to eat? >>

115Well, there you Yeah, you'll get there. >> You get to order. >> I I So, I was >> We have to reserve it. >> Yeah, I they they have it reserved. Um I have to give them a >> We'll be going with North >> relatively hard number. I'm going to text them uh after board meeting or while we're after this discussion happens. I' I'm going to give them a hard number so they know what to let Bon Rico's uh know what they need to plan for. So, generally Rich >> and we're going to drive together. >> I'm not going to be I won't be able to be there. So, >> maybe take the CT van or something. >> I will be driving myself. >> Party bus. So would be here like 4:45. >> Yeah, probably

116>> lot of good parking up there, you know. >> They don't. >> Yeah. >> Um, how many how many are planning on attending? >> So, we'd meet here at 4:45. Yeah. What time is it? >> Six. >> At 6. Okay. >> It's about an hour. >> Okay. >> I I don't have anything. >> Get lottery tickets while you're up there, too. Flying Jay. Not that I would know. I I Yeah, I can move things around >> for the building. >> Oh, did you >> Linda? >> Yes. >> We go to the Flying J. >> I'll drive. >> You're going Wade. Do you think you'll >> I'll be driving myself? >> Six. >> Drive your own. >> Well, >> yeah. I'm sorry. Yeah. >> I We drive my We drive the school truck and trailer and

117back you in the horse trailer. >> All right. Let's do it. >> Okay. I I'll let them know tonight. So, how many >> what's plan? Six. >> Yes. >> Man, now I got to change it on my phone. >> And then we'll meet here. And then Adam, you're just going to take care of >> Yep. I got the I'll get the vehicle and >> we'll just meet here at 4:45 and >> be ready to go. >> All right. Um, just we'll do a round table. Uh, Connor, do you have anything for us tonight other than what you've said >> prior? I can't say I have any majorly pressing things that I need to say, but I'll I will keep an eye out in my school and an ear out for anything any issues that need

118to be brought up for next meeting. >> No, thank you. >> That's great. >> So, is it Sammy or Samantha? Did I hear that? >> Um, most people call me Sammy. >> Okay. >> Samantha's like, I'm in trouble and I >> call you Sammy then. >> Yes. Um, but I've haven't heard really that much more of like the seniors and their parking. That's always a big thing. But I mean, it's not really a big They can walk, they can handle it. But, um, yeah, I think that's the only thing I've heard, but anything else? No, >> that is on the three to five year plan, actually. >> Yeah. Tell them we're going to have them start parking down at the rodeo grounds and we'll pick them up with a school bus. >> I should do.

119>> All right. >> Park out in the field. Yeah. >> Uh Dan, do you have anything tonight? >> Not really. Um game of the year Friday night at South Summit. >> Who is that? San >> San Juan. >> Yeah, exactly. >> Games. It's going to be >> game of the year. >> Are they 2A as well? >> Fourtime defending 2A champions. >> Oh, >> won it four times in a row. >> You beat them last week. >> They won last week. Two weeks ago. Beaver beat him. >> And do Shane beat who last week? >> Beaver. >> And do Shane beat us? >> All right. Wade, what do you >> I have nothing. >> Okay. >> I don't have any. >> Oh, I was just going to remind because Don sent out a spirit shop.

120So, just by January because we want to wear those to the USBA thing. >> I would get them before I would get on there before January. Like, I get there before Christmas. It takes a while. >> It takes a minute. are wearing. >> And how's that going to work? Do you order them? You reimburse us >> and I think we decided up to 150. So you could get like a shirt and a jacket is what we were thinking. >> Yeah. So um >> you just turn your receipt in >> and you can get more than what that and you get to pick the logo and you get to like the pick the placement of the logo. It's actually a good deal. >> Did you already order yours? >> Yes, I did. >> You are so

121on top of it. >> I was uh playing around so I just said what the heck. So yeah. So you get to choose logo. You can say golf, you can say track, you could say football, wrestling, or you can summit school district. >> And there's some that just say there's so many logos. It is really cool. >> So many variations. >> Yeah. So it worked out really well. Um and I don't have anything this evening. All right. Looking for a motion to adjurnn. >> I'll make a motion to adjurnn. >> All right. It is now 7:39 and we are adjourned. Thank you everybody. >> Good to work Stephanie.