Welcome to the Jordan School District Board of Education study session. Um today is Tuesday, August 26th, 2025 and we are happy to have you join us. Uh, with me in the boardroom today are all members of the board of education as well as our superintendent, super or associate superintendent. I almost called you a super superintendent. That would have been fun. Our business administrator and our board attorney. All right, we'll go ahead and get started on our agenda today with a review of open houses for the adoption of fluency materials. Um, so we'll invite Miss Goff and Miss Levelvel and Miss Thurman to the table. Sorry, I should have read the nose names ahead. >> We're good. Thank you. We appreciate it. We are back to report on the open house with the fluency books and we have been able to conduct that for the uh two weeks and appreciate some of the board members coming. Thank you for that. And uh so we'll just turn the time to Michelle kind of report out on how that went and um allow the board to ask us any other questions. >> Yeah. Um so we had the open house open from 7:00 a.m. to 6:00 p.m. for four different days. And we did have um some uh kind of variety of people. We had coaches, building administrators, we had some teachers and um board members. Thank you for um coming by and seeing those things. And um I I think everyone who came felt like it was well we felt like um it seemed like it was wellreceived and um yeah. >> Were there no parents? >> We did have about three or four parents who came through. >> That's true. >> Yes. >> Were you there as a parent or were you there as a board member? >> Half and half. >> Okay. >> Always half and half. All right, board members, any questions? >> I have a comment. So, in these first and second grade books, there are these four dogs that are really, really, really cute, and I loved those books about Jack and Rosie, and I can't remember the other two dogs, but they are in a series of books that are really, really adorable. Good. All right. Well, um, board members, anything that you need to know before you vote on this in the the business meeting? All right, man. That was practically painless. Thank you for being here and for holding those open house nights. We appreciate it. >> Thank you. Okay, let's move on to a review um of open houses for the adoption of the Wayfinder curriculum approval. And these again are items that we have already begun discussing. We're just following up on the openhouse results. So, we'll turn it to Dr. Anderson and Miss Woreren. >> Thank you, President George. Uh, similar to the previous agenda item, we're here to report out on the Wayfinder openhouse. And, uh, here to do that is Miss Stacy Worerin. >> Thank you for having me back. Um, we held our Wayfinder open house. We held it for two days, August 13th and August 14th, uh, 10 to 6 on the 13th and 8:00 to 1:00. On the 14th, we had two board members and we appreciate and thank you for coming to attend that. Um my four specialists were there as well as um on the first day a representative from Wayfinder was also there to answer questions. We had 65 parents attend. Um of those 65, three had concerns. Uh one parent after it was a husband and wife, they after we addressed some of their concerns, they were supportive. Um, two parents said that they had major concerns and would not be opting their children in. The rest uh were overly supportive. They appreciated uh the curriculum. They felt that it was a curriculum that was much needed for their children based on some of their experiences with social media, with um COVID, with just skills that they're um struggling with in school. And um so overall we felt that it was a successful open house. >> Thank you for the effort that that took. >> Um any questions from board members? This one will not be on the approval for tonight's meeting, but um we had several questions arise. We wanted to give you one more time to ask those in a study session setting. I had a couple a couple of concerns maybe. Um I was wondering whether or not the cost of the curriculum justifies uh the frequency or the infrequency of its use. My understanding was that it it's not going to be used like some of our other curriculum is used. It's used on a weekly or maybe a monthly basis. And my concern was just that that seems like a high cost for something that's not used very often. What what would you say to that? I think it would be used uh by counselors and Miss Worerin can speak to how frequently they're doing that, but they're going into classes. So, you're right. It would be used only for counselors and other um it's not for teachers. So, it's for other adults that are not assigned to class. So, I think it's three to five per building. So, administrators, school psychologist, and the counselor would be able to access that. So, it's whatever activities they're doing with students and going into classes or working with groups or working with individuals. Um, but it would be access for for that group. Um, do you want to speak to how how often that would be happening with counselors? >> Sure. It's dependent upon the school and the needs of the school. Um, so most of our counselors are doing push-in lessons at least monthly. Um, and those are tier one lessons where they actually go in and um, and work with a grade level. Um, and so most of our most of our counselors at the elementary level are pushing into every single classroom um, K through six. And so those lessons would be accessed to do all those push-in lessons. Um, if there are any tier 2 or tier three issues, then they they would be pulled. And so that could be daily, that could be weekly just depending on the needs of the school and how often um we need to establish groups or individual needs for students or if they see specific issues arising in specific grade levels. Um and so our elementary our elementary counselors really are pushing in and interacting with students quite a bit. I would say that the cost does does um justify what we're doing as far as going in and working with kids on a daily basis. >> Another concern I had is that um Mr. Mr. Robinson and I had spoken a few weeks ago and he mentioned the conference that he went to that one of one of the things he took away from that was that there are some districts who are creating their own curriculum. >> It's ownership. There's not a subscription every year that's paid. Um and and and it's it seemed like this would be a perfect opportunity for Jordan to create their own curriculum. We have I I'm assuming that we have the exper the experience and the expertise inhouse to develop these lessons that are used once a month or once every other week. Would you agree or or disagree that we have the capability to create our own lessons? >> Uh, I would agree that we have the capability. We have very capable, intelligent people. Um, my team is is one of the best that I've I've seen across the state. Um, I would say though that it's it's very expensive to hire people specific to writing a curriculum. um where one is already written and it's evidence-based and it's been proven. Um it would be just more coste effective. Um we have seen our sister district try and write their own and it has not been as successful. It's been somewhat watered down. Um so I based on what I've seen and what I've experienced, can we do it? Yes. But it's going to be more um expensive, more time consuming, and in my opinion is less cost-effective, especially when we have something that's already we have a lot of options that are already evidence-based and proven to be effective. >> I I might push back a little bit on the cost effectiveness. The I agree that there would be an upfront cost that might surpass what we're paying Yeah, >> but in the long run, you you take a hit up front, maybe it costs us double that amount to create our own, but then in the long run, we own it, we don't have to pay anyone anymore for it. I mean, imagine if all of our curriculum was like that where we owned it, we developed it, we were able to modify it and tweak it whenever we needed to. We didn't have to wait for someone else to, and we weren't paying I don't I asked a few years ago how much we were paying for curriculum and I never got a straight answer but I'm guessing it's in the millions per year. Is that accurate you think? Uh perhaps I I would also say that we're moving away from that because we are um for example, UFly is a program that doesn't require an ongoing subscription. So we're we're moving to programs that don't require that yearly subscription. So we share that same concern. It's this balance of the ongoing cost versus doing all of the the testing and research involved. and and we did develop a social studies curriculum uh for the whole state. Mo our our district was primarily responsible for that. So there are instances where we've done that. We did it with the online uh lessons during during COVID. So I do I do think that there's that that there's that possibility and we've done it before. Um, it is a question about the ongoing cost and and whether just developing something would offset that. The the the difficulty is you can't have the same people who are doing the job develop the curriculum at the same time. You'd have to kind of pull them away, I think, and rep it would be difficult to do it on a >> logistically to >> to do it on a very fast timeline and have them continue to do their their current job. So >> like this like we did with uh the co curriculum, you could have them do it during the summer and pay that money to those who are interested. >> Yeah, that was more pulling together things that people were already doing. >> Yeah, it's different from scratch. This is creating things from scratch >> and we don't want to do it, like you said, we want to honor their hourly rate. We don't want to say, >> "Oh, but you're developing curriculum instead of teaching kids, so we're going to pay you at this lower rate." So, it's something we've done before. It's something we consider. We do not like generally a subscription model. Um, in the olden days, you bought a textbook and I used textbooks in I mean, I learned from textbooks that suggested we had not yet landed on the moon. So, there there's there's a there's a rotation on which you want to update that stuff. But, at any rate, um, it's an age-old question. It's something we've talked about for years as a board. um you know the the the salary with benefits on average for a licensed employee is $100,000. So it's just how many people do you put on it for how long how much testing is required to really show that this is researchbased and it's proven to work. And the advantage of buying something is that it's been used across the country. it's been used in other schools and there are demonstrated positive results from a particular product. Whereas if you develop your own, you also have to conduct that sort of research >> or you would just get that over time. >> Over time. >> Naturally. >> Yeah. >> That would just naturally come in, >> right? My last concern, >> it just seems like they're switching a little bit more from a national point of view from from buying curriculum from big companies. Those big companies are kind of draw to more like let's let's be our self-contra, you know, creators. >> Well, and it's it's trying to find that balance where you have a product that allows for customization. That's when you can customize things. >> Yeah. >> That allows you maybe the best of both worlds. >> Yeah, for sure. But but I take your point and and like I said there the most recent example is the social studies curriculum that was developed >> inhouse >> that one specifically. >> Yeah. Very successfully too. My last concern is that um and and I voiced this a little bit when we were talking about the cell phone policy a year ago that I'm I'm wondering, you know, these types of skills that are taught and reinforced by our counselors in my mind, uh the vast majority of them are things that should be taught in the home, behavioral type things. out. I don't remember some of the examples that were given, but it to me it seems like these are family issues. These are things parents should be teaching their children, not necessarily a a counselor or the public education system. And so I just I just kind of have a a foundational concern with government public education taking on the role of family and parents. Now I totally understand there are parents who don't teach these skills and that's what gives rise to the school trying to teach them. But it's um it's just a it's a concern of mine that government or public education assumes that responsibility and and I know that we've talked about partnering with parents and doing it in in conjunction with them. It just it just kind of sits wrong with me just at a foundational level. C can I say something about this because I've I've thought a lot about this very question you've had. I've thought a lot about the difference between what parents teach at home and what kids learn at home in their families versus what they learn at schools. So since the last time this was brought up, I've really thought about it and I thought there are opportunities at school that do not arise at home. So at school, students will be in a classroom with 15 to 40 other students that come from various backgrounds. Very rarely will you have that type of situation at home. And so I think there are a lot of a lot more opportunities for different types of experiences that that kids will have at the in the school setting that just are not present at home. And so I think um it would be difficult for a parent to be there at the school to see everything and be able to organically address how do we um how how do we treat each other when we have all these other kids or we are playing soccer um with all these different kids and kids want you know I I just think that that's a for me that was a really good reason to have something like this like the the social emotional learning at school just because I think there will be you know different types of opportunities for teaching and learning um at school than there are at home and in a family setting. >> And can I share something with you? Uh so I have a very beautiful daughter. I I share a lot of stories about her. She's a very high anxiety uh child. She gets it from her mother. Um I as you all know am highly trained right in helping students deal with their anxiety in school. I have taught her all along the way a lot of different skills to address her anxiety as she's dealing with her life situations that come across. I taught her a skill multiple times over and over when she was starting to have panic. Um, ironically, she come she came home one day and she's like, "Mom, you'll never believe it. My counselor taught me this skill. Let me tell you about it." And it was the exact same skill I had taught her over and over at home. But because it was another adult that she trusted, not just her mom, but another adult that she trusted, she actually listened. She applied it and it worked in her life. And I am forever grateful for all of the adults that that help my children. Like they they support what I'm doing at home. They support what I'm teaching and advocating at home um to help them be successful in different areas. And sometimes it just takes a different adult in their lives to say the same thing you're saying, right, in a different way or just because you're not the parent. Um to allow them to go, "Oh, you know what? I tried it. It worked." And and now I can use this as a skill to help me be successful. So, we laugh about it all the time because clearly, you know, I was trying to teach her. So, so that's that's also, you know, we're not trying to take over the role of parents. We're just trying to help support um and give additional skills in different ways and communicate them like the parents are, but just in a different setting. Can I share something that came up during the social media situation? We were there was considerable push back why Jordan school district was engaging in a lawsuit against social media and you know is this your lane? Are we trying to solve a societal problem? And there was considerable push back to me personally. Are you trying to solve society's problem by suing social media? And the answer is no. We're trying to solve a school problem. No one else is going to solve our school's problems but us. We are not trying to step on anyone's toes. And in this case, I I'm not trying to step on mom and dad's toes. We would love to provide any resources for mom, but we have a school problem. And mom and dad aren't solving our school problem, nor do they know how. We're not trying to solve mom and dad's problems. We're trying to solve our school problem. If a child is bullying, yes, that's mom and dad's problem, but it's a classroom problem. It's a school problem. And so, we're simply saying what's happening at school has changed. And we're not saying mom and dad are failing. We're just simply saying, can we solve the problems we're facing at school? And that's all we're doing is this is a school problem. Everything those counselors are trying to do is to solve an in the classroom school problem. Not we need to do what your mom and dad aren't doing and solve a home problem. We are solving a school problem. And that for me that was a very important distinction. I am not trying to take down social media because society has a problem with social media. Social media has a caused a problem in our schools. And I just simply want to solve the problem that they've caused in our schools. And if if if people don't think we have those types of problems that this curriculum is trying to solve, I would invite you to walk around any school. We have school problems and we're simply trying to solve the problems of our domain. >> If that happens to coincide with mom and dad's domain, I understand the conflict. But these are tools to solve problems that are happening in the classrooms, in the lunchrooms, in the cafeterias, in the gyms. And so we're just trying to take care of the responsibility we have to protect students while they're with us. That's how I would view this. >> Well said. Thank you. >> Is the district currently have a curriculum that's similar to this? >> We have several. Um there's several that um the schools can choose. Um they were given options and based on those options each school could choose what they wanted to implement. >> There are a number of schools that don't have a program. Um there are others that have purchased various programs u based on grants that they've been given uh from our student services department. So, how do we go about with a request for proposal in a situation like this if there's programs out there that we could be using? Did this go through a formal request for proposal? >> We did a request for proposal initially when the list was created for which program schools could choose from >> approved like eight different programs. >> Yeah, I don't remember how many, but it was >> told me it's like RFQ or something. I don't know what that is, but >> yeah, they make up acronyms and there's all kinds, you know, um >> I get very confused, but and >> so we we just went out and said, "Are these approved?" And then the school can pick one from that list. >> Right. This was different because there was an assessment for each lesson. So, you go in and you teach the lesson and there's a pre and post for each lesson and you customize it to your portrait of a graduate and all of those things. So what we did is it was a sole source process and a letter is issued by purchasing that is then posted and other companies have a week to respond to that soul source letter and say actually it's not a soul source we do exactly the same thing that's described in this letter and if other companies respond to that letter and say hey we do the same thing then you open up to a different process. So, >> did we notify those eight companies that we currently use? >> Well, the process is that you you post purchasing posts. They don't notify companies about bids or that sort of thing. They don't I don't know that they reach out specifically. So, that was the process that was used here for Wayfinder for counselors specifically. >> And so, this a teacher can't use this curriculum. actually um there is potential for teachers. So let's say that um they have I think four or five licenses per school that they're going to provide for counselors. Um and so if a teacher would like to or if an administrator would like to give an additional license to a teacher, they can potentially. Um but also if a teacher comes to a counselor and says, "We're struggling with this. I would I would like to first start with the tier one lesson." The counselor can print the lesson and provide that and the activities to the teacher. >> Can a parent >> parent has access to it? >> Yes, it has a parent platform. So, they can go in and see what lessons were taught to their children. Um, and they they it has a portal where they have all that information and dashboard for the parents to access. I guess what I'm struggling with is I think we have this product to solve the needs of our counselors and our teachers and our parents already in place. I think that who a lot of schools have adopted is a local product that meets local needs, although it's being used nationally versus a national product that sometimes we got in trouble with on this very topic in the past and burned. And um I'd rather if we can't write our curriculum, I'd rather support a company that's hiring our teachers to write our curriculum. And there's at least two companies that provide curriculum like this that are receiving national recognition um that are local. And so I really struggle with the need to soul source a curriculum um that other curriculums are already doing. >> I'd like to jump in. I contacted all of the counselors at the schools in my area asking them lots of questions about the SEAL programs they're using and if they ever felt like they needed to supplement. Three of the schools are using uh one of the same programs, but all of those counselors said that it was it was a great program. they liked it, but there was a lot of overlap and they still needed to go out and find different sources to supplement or to um just to add to the lessons because sometimes a teacher was teaching a lesson and then the counselor would come in and they accidentally taught the same lesson because they didn't know the teacher had already taught that lesson. Um, and so they're using these wonderful SEAL programs that are already there. that some are uh local like you said, but the counselors I spoke to are still supplementing and uh all felt like they could use more supplies um more curriculum uh even though they are also using each other as sounding boards and trying to share as much information as they can. That was what I'd found out. We have a lot of counselors that are on teacher pay teacher paying for their own curriculum. So they're paying out of pocket to supplement. It sounds like with this platform that there's some tracking going on or some reporting back. Is that a new feature or is that something we're currently offering with what counselors are doing now? >> So, this would be new because we don't typically assess. So, this um particular program um has formative and summitative assessments. So, after every single lesson that is taught, there is a formative assessment. So, we can see just like when you go into a math lesson, you're going to do a pre and post test. um this provides that as well. So we make sure it ensures that we what we went in to instruct the students on that they actually understood and can apply what they've learned. Um they don't K through three does not offer that. Um they have like a counselor observation assessment but for the upper grades they do. Um so it's a formal assessment and then also a sumitative. So at the end it gives you a summary of the skills that were taught and how well the students learned. >> That's very appealing to me to be able to measure >> success of the implementation of a program like this especially in light of portrait of a graduate. Are we achieving what we're trying to achieve with this portrait? And is this curriculum helping us? >> Thank you. >> You're welcome. Can I ask for a clarification more so for the people listening? There are parents in our district who are very concerned about seal and these team these things being forced upon their children. You keep using the word push in. >> Mhm. Can you clarify that no parent that doesn't want their child to participate would be suddenly find out that their child was, you know, subject to to curriculum that the parent didn't want. I think there's a lot of people who are concerned, especially with the word push in, that we're going to come into the child's classroom, we're going to present something that parents don't want presented, and you're just going to have to deal with it. Could you just clarify what you mean by a push in >> and what the role of a parent who wants to opt out of this is because I want to respect those parents if you don't want this happening but there are parents who do and so trying to meet that need could you just clarify what happens when a parent doesn't want their child to participate in this type of training >> sure so in Jordan school districts. Remember school counselors, our number one thing for parents is transparency. Um everything that we do um we want to be transparent with our parents. Pushin means that um as a school that it has been decided that there is a need in particular classrooms or there's a lesson a theme per month, right? That that needs to be taught and it can be grade level. Um and so let's say that um that there's a particular skill that all the first graders need to learn. So pushin means that a counselor is going to work with those first grade teachers to come in and teach maybe a 10 15 minute lesson with an activity that information. So in registration all parents get the opportunity to opt into those lessons. Um what we would do this >> let let me make sure every parent heard that don't just go through those forms when you register your child that is where you are opting in or opting out so pay very particular attention to those registration forms I think that's a confusion from some parents because I think they just go through the forms without thinking and then wonder why their child was a participant so I wanted to pause and clarify so keep going >> and one advantage if I may before you continue One advantage of a district-wide program is that then we can send something out as a district to all elementary parents and say this year we are implementing or this fall we are implementing this program and if you have questions you can contact your school counselor about it. Um and then parents are you know then we're communicating with parents consistently about about that and the push in as opposed to a pull out. So, but I can see how push in out out of context does sound. >> I just wanted the clarification. >> Aggressive. Yes. Yes. >> I'm a bit confused. So, we want to have a district-wide curriculum, but then we've approved eight different programs that schools can choose from. So, is that going away? Are we going to one program? We going to eight programs? I I just lack like I lack to see the direction that we're going. >> This is not a schoolwide pro. This is a this is a resource for counselors. It doesn't replace any of those programs. So the programs that are currently in place at schools would not be replaced. This is just an additional resource for counselors >> or just for counselors. >> But at this point, if we were to um obtain this as a resource, we would send information out every time that we taught a lesson to allow parents to opt them opt their children out of that lesson. Um, and then what we would do is we would provide opportunities for them to go to like a specials class or so they don't feel like they're being punished. We would find an opportunity for them to go and um have an alternative learning experience. Um because we we too want to work with parents. We respect parents and we don't ever want to do anything that's not transparent and in support of what parents want for their children. Yep. >> Just a couple. So in our last meeting you mentioned that um half of the cost is being donated. I think I remember during the first year, right? Can you tell me more about who is donating that cost and what their interested is in providing those funds? I can I can uh look at that while you're asking the other question. >> Um I had a little half followup on that and that was I just wanted to clarify that's only the first year or you mentioned at one point maybe the potential of ongoing support. Do we know how long that is being offered for? >> There's no there would be no ongoing support. It would just be for that first year. I don't I don't have that information right here, but I would say the board can just make a decision separate from that separate from that donation and until I can get you more information about that. >> Okay. >> Um and then my next question is, have we piloted this program at all in our district? Are there any counselors who have experience with wayfinder right now? >> We have two schools using Wayfinder right now. One is a middle school and I'm not sure who the second school is. It's a high school. It's a high school. Um, and as far as I'm aware, my middle school really loves this program and they're very happy with it. >> And we're considering this specifically for elementary schools. >> Correct. >> So, we do not currently have a pilot. >> Correct. >> Is a pilot an option? >> What is I don't know. >> We haven't talked about the pilot. We have the two We have the two elementaryaries that are using it, but that's >> We have two elementaryaries using it. >> We have two elementaryaries currently using it. >> Bayfinder. Oh, I didn't. >> Yes. >> I thought it was I thought it was a middle school >> and a high school. >> Oh, I thought we had elementaryaries using it. No, one middle, one high. Okay. >> That's what I just when I was reviewing for this, that's what I found. >> Okay. So, I agree that this is important that we have curriculum that helps students and I love that wayfinder is willing to get really specific with the terminology that our community values uh that come out of our portrait of a graduate. Um, one concern that I have is a duplication of efforts where I feel like, okay, the school purchased this program and teachers are going to teach this for this period of time and then we're going to have a counselor come in and they're going to teach this for this period of time. And um, I would sure love to see some alignment. Uh, one thing that has been difficult for me as a board member who responds to concerns from across our district is when a parent calls me and says, "What is what is my child's school learning and or using what curriculum?" And I don't know because each school is different. And so it's a standby and in some cases it's a well we're we're writing our own lessons and in some cases the PTA purchased it and in some cases this is part of a a school purchase and I feel like as a parent who has interest in making sure that I'm not just leaving the teaching to schools. I really hope to be reflecting teaching in a similar manner from home. It would be a relief to me to be able as a parent to say, "Oh, this is what they use. I can look at one set of less or one website, follow one dashboard, and then I know what's happening." Um, so I would love to see I understand that that was not the intention of this curriculum and it wasn't bid with that intention and I'm I am really throwing a curveball right now, but I would be quite interested in trying a pilot with the program that is being proposed here where we have um counselors are using this program uniquely and and parallel to whatever else is happening in the schools. Um I I'm open to seeing how that goes on a small scale, but I would be quite interested in hearing if there is a pathway forward where maybe we want to provide the same curriculum at all of our elementary schools and have the teacher use the same language that the counselor is using and maybe help with some alignment there. So, I'm just throwing that idea out there. Board members, I I'd love your feedback on what direction you'd like to see us move. >> I'm supportive of that. I'm really a little uneasy and improving this without seeing it, like we said, tested, especially since we have programs that many schools are finding success in that are doing exactly what you're saying. I'm wondering if we were to pilot this. I would I would like there to be one elementary school in each of our areas so that I can kind of compare and contrast the other elementary schools that I'm over and wondering if this donor would like to fund the the pilot program. Um Nikki, how long are you envisioning a pilot? just one year or like a whole year or two years. I don't know. >> I was picturing one year. I I sure don't want to leave any counselor high and dry, but I do understand that many of our schools are using a program that counselors do have access to. And I know that that's not all of our counselors, but um I would be interested in maybe hearing some feedback on people who have tried Wayfinder um and comparing that with counselors who do have access to curriculum right now. >> As far as a pilot goes, there are a couple of different ways we could do that if you chose to do it that way. And first of all, I you did ask about the donor last time and I apologize. I will get that information to the board. >> And you answered me to be fair. I just wanted to bring it up. >> I just I just don't I don't you know just we can for purposes of this discussion we can kind of just set that aside and then we could decide whether we felt comfortable with that separate but um there are two ways that we've piloted before. We we've said there's this limited number of schools that can pilot or we can say this is available to schools who want to try it. when when you speak to I don't want to hold counselors back or have anyone deprived. So one form of it would be for us to go back to the company and say what would a pilot look like and then say to counselors you may have something established but we want to try this and if you are interested in trying this then it's available let us know by this time because as part of a pilot you want to train you you you you really need to go all in if you're going to test how it's going. So that's how we've piloted some things is just to say anyone who's up for it, we'll make it available to you. Um, so that's that's one way to approach that. >> I add something to that pilot. If we just do the pilot, could we also maybe have a study and I'm not saying we have to do it, but of providing just a a district-wide curriculum here so that we're not having different programs all over the place that we set a standard on this topic. So, it's hard when someone calls you from a school and you don't know what program they're using. So, at least during that same time, can we study? Do we want to wrap ourselves around one program? Maybe we don't at the end, but if we could at least study that as part of the pilot, that would be awesome. Is it safe to say, Superintendent, that if you felt we could produce our own curriculum, you'd bring it to us? >> That's a good way of putting it. If I thought, yeah, anything we can do ourselves, I would like to do ourselves. Um, I feel with the volume of lessons available through this and other programs, I I think it would be hard to duplicate that ourselves. I'm really proud of it when we are able to do and we have done that and when we're able to do it. Um, >> so is it safe to say that if you're bringing a request for curriculum, you've already explored the option of us producing it yourselves? >> I always welcome the question. It's a good check on have you have you asked yourself this but if we can do it ourselves we're going to I won't bring it to you but that doesn't mean that I'm always right and if you have a question about that I'm always going to reflect on whether we could have done this ourselves in this case I've had conversations with various members of student services and I I don't think that we could do it on a meaningful timeline line on a useful timeline. I think it would take us too long to do it and to test it and to have the variety of lessons that we need. >> You need more than that than our superintendent saying we can't do this ourselves. >> I don't the concept of a pilot. What is the question we want to end of a pilot? Are we asking does this work or does this work better than what we've been doing or what what question do we want answered or questions? >> Tell you the question that came to my mind when I proposed that and it certainly we could expand on this but is are we supplying our employees with the tools that are necessary to excel at their job? So, does this counselor feel like when a teacher said, "Hey, I have this scenario happening in my classroom that that counselor can then say,"Oh, I have an arsenal and is at my fingertips and I have what I need to answer that request." Um, that is my first concern when we talk about curriculum. I I'm sure we could expand on that. I would add is it worth it to the list of questions. Yeah. >> And I think that would allow us to answer Mr. Barnett's question about frequency of use and we would have to ask ourselves th that question again upfront and um what are we trying to learn? And to Miss Barrow's point, does the individual counselor say after using this, "Wow, this really helped me. this I was more effective, my job was easier, or yeah, it's nice. I used it >> every month or so, but I'm still supplementing or or whatever. >> So, does it are we using it frequently enough to um to justify the cost? Do counselors feel supported in the work that they're doing? Um, and with a pre and post test with this particular program for each lesson, we can get some pretty clear data about whether it's working in that moment. >> I would support a pilot as long as we're clear on the questions we want answered. >> Yeah, I think that's fair. Last thing >> I want to share a scenario that I'm sure a lot of us can relate to. Once or twice a week or once or twice a month, all my kids come to the house with their kids. Big group. There's like 19 grandkids eight years old and younger. They all play. They're having fun. But invariably one of them will come in the house crying. Something happened. There was uh one of their cousins misbehaved, didn't obey the rules. And so what we do in the family setting is the parents of the misbehaving child are called say hey so and so hit or so and so took this from me or whatever the situation is and the parents either then or when they get home talk to their child about how to behave in that type of a situation. you know what's good and what's bad and you know the next week everyone's happy and things are going but again something else happens and we just repeat that process as a family we repeat that process and we guide and we teach the kids what's appropriate so I guess my question is why would that um process not work in the school setting. There's a child misbehaving, doing something he or she shouldn't do in the classroom. The child is taken out of the classroom to the principal's office. The parents are called and the and the situation is described to the parents and we ask the parents to teach or to do what you think is appropriate to instruct your child how to behave. and we just iterate on that rather than getting the whole class together, teaching them that we don't hit or teaching them teaching them that we play fair on the on the playground when we're playing soccer, whatever the situation is. Why wouldn't that same process work in a school setting? the uh what you described uh where we go in and teach a lesson to the whole group kind of sets the stage for what the expectations are. We would consider that tier one, but I think that probably happens in your family as well. there are lessons not in in sometimes they're just timely because of what's happening is we don't hit this is what we don't do and we set the expectations and so that's what the lesson going in is that's that's tier one everyone gets that same baseline like this is what we expect at school so we're teaching kids how to be at school when they're in kindergarten even though they may have been to preschool these are the expectations this is how recess works you keep your hands to yourself during this time you play during this time. This is what you're supposed to do. But we teach kids how to um manage situations that come up with other kids or within themselves so that to Mr. Dunford's earlier point so that they can learn effectively. So we do use those lessons as a tier one and then as there is a problem then we do address that in smaller groups or one-on-one. Uh calling a parent to have them come to the school to address each of those issues. The volume of issues that you deal with even the low-level issues would require parents to be there a lot and parent availability isn't always a thing. So what we try to do is make sure that learning happens and it's as it's the least disruption possible and anytime that we're spending time on something other than spec than academics, it's an investment in being able to have effective academic time. So when we have that tier one lesson about these are the rules, this is how you interact, this is how you behave. If you're feeling upset, this is how you can manage that is in service of being able to be effective during that learning time. If you if you had to call someone down to the office every time there was a disruption and call their parents to come in person, um then that would that would create disruptions to learning that would make it difficult to operate effectively. But I think what we do mirrors what happens is you set the expectations and then when there's a flare up then you do address that at the school level and when it's severe then you do call parents and say hey we had a a larger issue this is what we've talked about and then the parents can reinforce that at home after the school day and follow up. Um so we do communicate with parents. Um but we do that tier one which I think families do also like like you were talking about. So we try to mirror that model that you described and we do involve parents but more frequently we involve parents on the interventions when things get more severe. But we also as indicated would involve parents by saying this is the lesson that we're teaching. This is what we're we're going to be teaching this year. This is the program we've adopted. And the consistency would allow for counselors to communicate that in a way that makes sense and parents talking to each other about it. I know you know from school to school or kids who transfer a move or permit parents would be familiar with how we're working that way and I and you reference parents as partners. We say that a lot. It's in the constitution for the state, but we do take that seriously. And I think this is another step in that direction because it's something we can share with parents and alert them to every time that we're using the program in classes. >> It's it's just a really fine line. >> It is >> partnership with parents, you can sway just ever so slightly and you're and you're off track. You're you're doing more than you should be doing. So, you just have to be vigilant all the time that this is my role. This is what the school is doing. We're we're solving school problems like Mr. Dunford mentioned, but that's what we're doing. That's how we're looking at it. And >> the parents are the primary source of education. That's how the the Constitution describes it. And we we fully support that and that's what we believe in. When we say partner, that means that we're aligned. And by communicating well with parents, it gives us the best chance of being aligned. And I think where we do our best job of not crossing that line, which is something we're always thinking about, is when we make sure that our efforts are focused on creating a successful learning environment and not trying to solve everything beyond that. It's is there a barrier to learning through behavior or frustration or anger or anxiety that we can help alleviate so that we can have an effective school day and that from there students can be more effective at home as well and you know everywhere they go. But I mean it it pays dividends elsewhere. But our goal is we're responsible for educating students and if there's a barrier to that, we want to make sure that we're getting past that barrier so the learning happens. But these are these are the things we deal with every day and we try to keep in good balance. Ask just one more. Um, I have heard from some community members who are curious about what an assessment looks like in a subject matter like this. I've tried to look on the website and to me it seems like students are self-rating themselves zero through five in each category. It's not like what do you do in this scenario and judging their moral compass. It's a self-reflection. Students are okay. That's correct. >> Just want to make sure that I was seeing the right page. >> In grades 3 through 6, K through three. There's it's not >> perfect. Thank you. That's clarification. >> Do we have a sign on that we can go in and view all the curriculum as board members? >> Yes. >> Yeah. >> Thank you. >> Welcome. >> So, help me understand the discrepancy. I'm hearing counselors say they need this curriculum. They desire this curriculum. Board members say they don't. Why the discrepancy? The counselors are coming to me saying we need this curriculum. I'm hearing from their representative that they need and want this curriculum. And I'm hearing board members say only if we pilot it and they have dup these is a duplicate and we're I don't understand the discrepancy when I'm hearing from counselor saying we want this curriculum. I don't understand why those of you who think they shouldn't have it or they don't need it or will grant it only after we pilot it to verify that it's it's good. I don't understand that this miss here because I'm hearing a miss. >> I the reason that I would like to look into it further is because I represent more than counselors and I certainly represent counselors and I want them to have the tools that they need. I also want to make sure that when we make an investment, we do it intentionally and in a way that we have researched and given equal opportunity to other potential programs. And you believe that hasn't happened, that they're not being intentional. >> I do. >> Um I don't want to say that I don't think they're being intentional, but I I think that I have expanded the scope of this conversation in a way that um I would want to meet them the needs a little differently than this proposal meets. I understand why we did it this direction. It's cost-effective. It answers the direct need. And as I have heard from my community, I I see that need a little larger. >> I'm not against giving them the curriculum. I'm against not having a vision. I don't think we have one. Um I don't want we either going to have a we're going to blanket everyone and have them all use the same thing or we're not and we just are going several different ways. And so what is our vision for this kind of curriculum, you know, and and what this curriculum does other people have already are already using and some of them are counselors and they're using them in in harmony with teachers and administrators. And so I just can't take that leap of buying curriculum that number one I think we could produce and number two I think we already have. So, it's not like I'm not supporting counselors. That's what we do as a board all the time, though. Employees come to us and say, "I want this. I need this." And they present a case for why they want it and why they need it. And we have to make a decision whether we're going to honor that. I don't know that it's necessarily saying I don't think you need it and I don't think you want it. I think it's just a matter of this is the governing board. We spend the money. Um and if we don't think that it's worth the money, it's not I mean maybe it can be taken as they don't appreciate me, they don't meet my needs, I understand how a negative response from the board could be taken like that, but that's not how I'm approaching it. I'm not I'm not telling counselors that I don't think they need it and that I don't think it will be useful. I'm questioning some of the things that Daryl just mentioned. Do we have the resources already? Is it worth money? Are there other areas that need the money more than this? You know, those those kinds of questions. >> Not against it. I just think we need to explore it more. >> I don't think the majority have those concerns. Let's let's ask that question. Are there board members who are comfortable enough having had this discussion that they're ready to bring this to a vote at the next business meeting? >> I am. >> I am. >> I would vote no on it at a next business meeting. So, I guess I am too. >> I guess I should say that comfortable enough to give support a business meeting. I would support it. Uh but I appreciate the discussion and the vetting of it. I don't feel unless somebody corrects me, I don't feel an urgency. I think the process is valuable. >> You would vote no or yes. >> I would support it. >> So it sounds like we do have a majority who have their concerns met. Um, so seeing that we can go ahead and include this on the next study or on the next business session. So not tonight, it's not on our agenda, but the next business session. All right. Thank you so much. And I am now very concerned that um there is a sense that there's doubt that you haven't vetted or done an amazing job. And please accept my sincere thanks. It's it's our job as board members to ask hard questions and to analyze and and that is in no way um us showing that we don't have every confidence in the incredible staff that we have working here at Jordan School District. So, thank you so much for all that you do. >> Thank you. Let's go ahead then and move on to our next agenda item, a review of the new administrative policy DP 382, salary supplements for highly needed educators. While Miss Gdosh and Miss Bower come to the table, um I'll just remind board members that this is a continued discussion from our last meeting and that this is on our business meeting tonight. So, make sure that you have all of your questions answered. We'll turn it over >> and we're here to bring it back for discussion. So, we're welcome I mean we welcome any questions or we can support a discussion if there >> I'm going to clarify the email that I sent you one more time to make sure I understand it. So, USB um are they the ones who have said that the qualifying assignment is that you have to teach a course? Are they the ones who have said that >> is in the Utah code? That is >> okay. And that is not something a board us as a board can change and say, "Oh, if you're not teaching a course, we're still going to give it to you." Is that correct? At this time it says teaching a subject area. >> Okay. I just wanted to confirm that that's a USB thing. That's not something that we can decide or can change at this moment. >> And we called today just to make sure to clarify that point with USB and they did confirm that. >> Okay. >> Our interpretation >> that just put a question mark in my head. teaching a subject area or teaching a course because we really clearly define this as teachers are eligible in our policy. >> Yeah. So it's it's saying that it has to be a teacher that is teaching a qualifying course in that subject area. So if we say math, they have to teach so many math classes and they only get that math amount. And so someone who does not teach a course, we can decide which courses, but you cannot get >> qualifying course >> qual we can decide which courses are qualifying courses but you must be teaching courses in order to qualify. Even though we now have added flexibility, we don't have the ability to just say even though you don't teach a course, we're going to give you this funding. question. >> I know you knew the answer. I'm That's for the listeners out there who are wondering. >> No, I I needed a lot of clarification on this. >> It's confusing because they're giving the state is giving more flexibility but not full flexibility. >> Any other board members have questions? Where do we specify the the courses or the the subjects that qualify? Because it's not in the policy, but is it just understood what subjects qualify for this >> in the policy? Correct me. You you >> delegate >> delegate to the administration to make that determination. >> That's that's item A. >> So it's not there. it that the policy the way it's written allows for flexibility as needs shift. >> Okay. >> But to clarify to those listening again, what we talked about last time is not making any changes for the coming year and mirroring exactly the previous requirements so that no one experiences a loss in pay this school year and that we evaluate that going forward. And although you delegate that to me because it is employee uh compensation. It's certainly a conversation we'll continue to have going forward. There are no planned changes to that. It's not that we're just putting off for a year changes we've been planning all along. There are no we haven't discussed changing anything. We haven't talked about it. We haven't reviewed any changes >> and it's been working. >> And it's been working. So the plan would be if the board approves the final policy to just move forward with the same requirements to qualify and providing proportionate funding, providing all the funding from the state, but not supplementing that, not going beyond what we've received from the state. And that's that's for year one with no specific plans that differ from that for year two, but a close evaluation and conversation with the board before the next year before the 26th 27th school year. >> I have a potential idea to just float out there. So in 2A1A we say has a qualifying assignment which I think might um blur a little because many employees have assignments. I'm wondering if we want to say teaches a qualifying course. Just align it exactly with the way it is stated in code. Maybe I should confirm that that is exactly the way it's stated in code. >> So >> they say has a qualifying assignment. They do. >> They do. That's what you're just clarifying. >> That's right out of code. >> So, but in the in the guideline the supple that's the supplement to the to this, it does give more detail to what that means. And it does specify course and teacher and all of those specifics. It's just not listed in this broader code. And in our supplementing document and guideline, we will also be very clear and specific in that language to all employees and communication. >> That would put my mind at ease. Any other questions? All right, we will vote on this and the business meeting. Thank you for being here for your hard work on this. Okay, let's move into our next agenda item. A discussion regarding a request for overnight travel exception. We'll invite Mr. into the table. Okay. Uh in light of our recent policy adjustments that have happened, uh I am coming at the request of the Heramman High School cross country team. I have provided in board docs kind of their rationale and their their reason why they're wanting to have this additional uh overnight travel request. um because as was identified the Bob Ferman race that was originally scheduled for a local travel that would fit within our policy was cancelled and so they are requesting to go to the Clovis invite which is in Fresno, California. Uh this would be their second travel trip in addition to the ones that potentially they could attend based on qualifications. meaning they put in documentation for a regional as well as a national if they do well at at the Woodbridge, which is the one that they'll be competing at. But this would be a second one that doesn't necessarily qualify or require a qualifier, uh to replace that for their Bob Ferman. So, uh, they tried to get it within one local and one national, but when that one got cancelled and they're they're assuming Bob Ferman will be back in a year from now, but this year that is canled. So, that is their request based on the new line where in our policy it allows and asks us to bring that to you for any additional ones to be approved. So, that's why we're here. questions. >> Is there a closer one that is comparable to this one in Fresno? >> Um, not in their opinion. >> Okay. >> I have a couple of questions. Um, where is their other trip? >> Uhhuh. They're they're uh the one is in Woodbridge which is in Irving Irvin, California and that one is held in se on September 19th. So that's their first one that they're planning to attend in California as well. >> And then when did they find out that the Idaho race had been cancelled? >> Uh I think just recently actually. I I don't have an exact date when they found that out, but recently is when they brought this to their admin. Yeah, they were planning to go to that and then it got cancelled. >> Okay. And do we have any idea how much more this new trip will cost per student? >> Uh their estimate that they have submitted in their proposal is around $800 per student. >> Do we know what the proposal was for the Idaho? >> I don't have that actually. I'm sorry. >> Members, would you like to weigh in where you're leaning? >> I don't have a concern. >> I'm fine with it, too. >> I don't have a concern. I I plan on approving this. >> I really appreciate the due diligence they've done to lay it out. Here's what's happened, the honesty. I really appreciate that. >> We do too, actually. It's been good. >> Perfect. Well, thank you for the information and we will see you back at the business meeting. It's a situation we did not anticipate when the board approved changes to the policy, but it is proof that the policy is working in some strange circumstances. It's a longestablished tournament. So, >> I do appreciate that they're following the process and that we're having an opportunity to weigh in. Okay, moving on to our summer projects priorities. Um, we will invite Mr. Barnett. um and Mr. Dunford, Mr. Thomas, and Mr. Rostrom to the table. Okay. I I feel really special that Mr. Dunford taught me how to do this last week at our executive committee meeting and that he would trust me with this with this duty. I have no ownership of it. So, no problem handing off the reigns. >> You get to use the markers. >> I get to use them. Yeah. I I made a grid for us here. >> This has not happened since I've been on the board. >> And I I guess I I first wanted to make sure everyone has seen the draft. It's on board docs. And there there are A through G, A through H. pro uh projects for this for this next summer that were recommended by the facilities committee. These are the projects that we recommend we consider doing. Before we uh talk about those, I Bryce mentioned that it would be a good idea to ask the board if there are any projects outside of the ones listed as recommended that a board member would be interested in adding to our voting list. Can you speak at all to the Sunset Ridge project? It has a note here that you might have some other ideas. >> Sunset Ridge Middle. >> Yeah, it just says Brian to talk with board about shared cost option. >> Brian, I believe that was the dance floor that we looked at at Sunset Ridge that we that we talked I don't remember the shared cost option though. >> I if I could speak to that. Um, I remember when we were touring, Nikki and I had seen the dance floor and we had talked about and then I presented facilities of um, possibly sharing the cost with the school that if they were invested in a new dance floor that we could go havsies and if they could put up some then we would also cover some of the cost because I myself was very concerned about the dance floor, but wanted them to see if they could also help pitch in. >> Okay, this might be a question for Mr. Sorenson since you're here, but I'm curious if there are any standards that we're required to meet in terms of dance floor surfaces like does Utah high schools have anything like that that we need to be aware of in this conversation? Maybe I should be asking our facilities. I don't know. Is there like a standard that we need to meet when it comes to the surface of the floor that we're asking people to dance on? >> Not that I'm aware of. No. >> The concern with the floor is that there's just not quite enough give. You know, they like to have a little bit of give so that they don't have issues with ankles and shin splints. Um, as we looked at that, um, the cost for the floor was was fairly minimal and that's why it was taken off the summer projects list. That's something that could be accomplished. >> We could still consider I mean the board could still consider the school pitching in on that as well, but we could work out some sort of a deal there. >> So outside of the summer projects discussion. >> Correct. Yeah. >> Before we get in too deeply here, um, Mr. Larson, would you mind just for the sake of the new board members explaining what what on this document we we can speak about publicly and what portions of it we can't speak we we shouldn't speak about because it might jeopardize the bidding process, right? Yeah. Prior boards have uh looked at a document like this and have requested that the dollar amounts not be discussed because uh there's a concern that if potential biders know what we what we think the budget might be and if by any chance we guessed high then they we just gave them license to bid higher. So we we want the best deal. We want every bidder to come with their best bid. And so tonight's conversation, normally we steer away from discussing costs. And so we might talk about a project C um or other terms or just try to uh talk around that just for that reason to to save taxpayers some money. >> Very good. [Music] This is really really out of the blue for facilities, but something that um I thought of recently and also talked to a couple people recently. Um, I did go to a meeting at Daybreak Elementary School a few months ago and I think it's well my personal preference is that it is not open to a community center and so I don't know if that is something that we can look at in the future finding some way to and and I'm not looking to add it to the list right now but I'm just wondering if that is something that maybe and I don't even know if it would take the same amount of effort and cost as a capital project. But um I >> you want to kick out the community center? >> No, I want to put some kind of barrier between the elementary school and the community center so that people cannot just freely walk into the elementary school from the community center. I >> talking about from the gym or from the or the school itself? >> So, it just seemed like there was a hallway that it was open from the community center and you could walk through into the elementary school. >> Yeah. >> Somebody's shaking their head and somebody's nodding. So, >> they have a gate that can go down. But >> there Yeah, there is a >> Okay. So, this has been taken care of. No, for the classrooms they are separate, but it's the cafeteria and the gym where there is someone sitting there during the day saying, "You cannot go down here. There are kids coming in and out of this cafeteria. They're using this restroom. You're not allowed to use this restroom right now." And so that that's the part the classrooms are separated, but it's the cafeteria and the gym that are in the shared space is my understanding. >> And it is monitored. the gym more so in that there's two floors to the gym. So, looping around the gym is a track that is open like it's just a railing that looks down to our students um classes and then there's also the exercise equipment also looks in on the gym. >> So, maybe I do want to kick the community out during the school day. Well, maybe I could see putting some sort of barrier around that track that would really make me feel more comfortable some. >> So, that is something I just want to have more of a barrier between the community and our our students. >> Kind of late to bring this though. This will need to be studied and some money >> and and that's what I'm talking about. I I'm not >> the best thing to do is put that on the agenda for a future consideration. >> Just give it to them to put it to summer projects. I think that's what she's doing. >> But not and I did put it on the on the spreadsheet for um possible future agenda items and maybe I should have just waited until two other board members brought it up, but I felt like there was an open door to bring up some kind of something like this. my name to your agenda requests. >> Thank you. Thank you, Nikki. >> We I think it would you be comfortable if we add that to a future agenda? Is there interest among the board in having that study? >> Does it need to go to the whole board or does that go directly to put on the list to consider? >> I think it just needs to go to the summer project. >> I don't think we need to talk about it. >> But but is it a summer project? Because I feel like also there might be some community implications that need to be addressed. Like how how do we is this something that we can cooperate with our community partners where we can all feel good about the outcome. That is something that facilities needs to explore and >> that's what >> because I feel like it's more complicated possibly than just putting up some kind of wall where people can't look down on our students while they're walking or jogging. >> Dr. Godfrey, can you give us any wisdom on the best course of action for this request? I think uh we'll need to have a conversation about the agreements that we have regarding that facility as a starting point to see what flexibility we even have. I mean, the easiest restriction if there were no agreement would be simply to not have people in that space during the day when students are there. But I think that would be a dramatic shift from what the community expects >> and it's in the agreement. >> And it's in the agreement. So, we would have to renegotiate the agreement for I I I think we need to come back with a separate agenda item on this and we can fold it into summer projects, I think, if we if we want to. So, the >> Do we have any other schools with a similar situation where there are shared spaces during the school day? Not intentionally right now. >> Well, yeah. I mean, we got a lot of buildings, but um >> but people can't like watch our students do PE or eat lunch or whatever. So, >> no, we do. We don't have a viewing gallery for any other cafeterias, but we do for this one. And initially, it was set up. It sounds nefarious now, but it was set. >> Well, it doesn't sound nefarious to me, but I just think uh is that what we still want? >> Sure. Times have changed. It's a chance to re-evaluate. I think >> ownerships have changed. >> Yeah, ownership has changed. None of the people who were initially involved are still here except maybe Scott Thomas was maybe a spectre in the corner when that was happening. So, we I I think we need to look at the um agreement and then come back to you to talk more about that. >> I would be interested in adding um if you're already looking at the agreement. I am really concerned about an unfenced play space where any person can wander through at their leisure. So, I would add that to the conversation as well. >> Yeah, that's >> will raise a lot of eye in Daybreak. Well, that's that's a really good point because some of my first meetings as a cabinet member were regarding the height of the fence at East Lake and the existence of a fence at Daybreak and there is none and state law now requires fenced in areas. So, we have to align our initial agreement with state requirements. So, I think we could bring back a a a set of items to the board agenda regarding access because at the time the idea was this is a community where a fence did not match the aesthetic, but it also didn't it was a walkable area and a fence kind of went against the expectations and but now that's not an option that we have. So, how can we do that in a way that is respectful of the community and our agreement but in compliance with the law? And so, I think there's an opportunity to have a conversation around various aspects of of uh those facilities. So, we we can bring that back. Does that sound like a good next step? >> Yes. Thank you. Thank you. >> Thanks, Lisa. >> Thank you for taking this seriously. >> What I'd like to do is let Scott go through the items that have been recommended. maybe 30 seconds to a minute on each one. >> Okay, >> just kind of a high level description so all the board is aware of it. And if you wouldn't mind, hold your questions if you have any till the end till till Scott has gone through all of them and then we can open the floor for questions on on any of the items. >> Going to let I'm going to pass the ball to Dave on this one. He he knows more of the detail kind of a high level. All right. Uh number A is at our transportation facility and it's to replace the fabric on the dome uh that currently houses our grounds department uh a lot of our equipment and um some plumbing our plumbing department as well. Uh number B is kitchen at Ochre Elementary School and that would be a whole a whole kitchen uh renovation. When that school was rebuilt after the original uh ochre burnt down the kitchen, um the gymnasium and cafeteria was was the only part that was not renovated. And so that would be original from I forget the the original year that that was built, but it's fairly old. There's a lot of slope on the on the kitchen floor that's a concern um that needs to be addressed for with ladies slipping in the in the kitchen. Uh C is the the West Hills middle of the Auditorium upgrade and that would be you know doing a lot of the house lights, the stage lighting, sounds um pretty much a remake in that um auditorium. >> The original Ochre Elementary was built in 1979 and then rebuilt in 96, >> but not the kitchen. >> Not the kitchen. Uh so D is Kari Sue. So as the CDC is is um being relocated over to the Jordan Learning Center, uh the plans are to go ahead and take that office area and convert it back into uh additional classrooms. They're in they're in need of additional classrooms over there. So, that's pretty much gutting that office area uh and uh and redoing that and putting the amenities they they need in those classrooms. E would be Elkridge Middle School, the auditorium upgrade that would also include house stage lighting, auditorium sound, and do an upgrade there. I believe on both of those the seats are still in in good shape there. F would be South Jordan Middle. Um the auditorium, you'll notice that the price is a little bit different on that one because it would include all the the features of um the other ones, but include seating in there. We believe we can get about 505 seats of permanent seating in in the Kev at South Jordan Middle. Uh G is Bingham High to resurface the track. That one may be a little bit high on the estimate depending on that's kind of the worst case scenario. We may be able to do that for about twothirds of that cost if we're if we don't have to take it all the way down. We may be able to just take the top surface. But my experience in the past one, every time we take that top surface, we find damage underneath there. So, wanted to kind of give you the worst case scenario on that one there. And then H is daybreak. Additional parking. That would be on the east side kind of over by the the kindergarten area. And depending on uh what was determined, we think we could get up close to a 100 stalls would be kind of the maximum that we could uh we could include in in Daybreak. You bet. >> Ask one quick question on the Daybreak future agenda item. If if letter H goes through, I'd love to specify that that new parking lot is not a shared lot. >> Also come up in those conversations. >> Sure. >> We're just giving you a bucket list. >> Yeah. >> And the current shared parking lot and just all of the stuff needs to transfer to them and we're done maintaining if we're going to go to this expense. Um, I have a I have a question. So, with the um with what was it? F the auditorium upgrades for South Jordan Middle School, have those already been done for Ochre Middle School? I mean, just I'm thinking because Ochre is older and it's a similar building. So the need is more pressing at South Jordan than at Ochre. >> I would say they're they're about the same. Um over the years we've kind of piece mil and did a little bit upgrades um to equipment of both locations, but neither one of them have had a full renovation. and and and I'm just interested um why um the newer school is being chosen be before the older school if there's if there's a reason. >> Yeah. And a lot of these are are where you know as we go out and meet with the schools and these are the items that they bring to us. >> So the Okay. So the >> the administration at South Jordan Middle had expressed it where u apparently we didn't get that at ochre. >> Okay. Thank you. >> Can you rank the three auditoriums in biggest need to not as big a need? >> Are they already >> C and F? I would say F would would be the biggest need. um out of there and then I would say C and then E. >> Thank you. >> What does it mean when there's green writing on this document? >> That was uh that was new to the the assessment this year. >> Sorry, that's written right on there. >> It's fine. I have to zoom in. Old eyes. It wasn't showing on my screen. >> So, right now we have a few um funds that are just set aside and we replace roofs from that. for example. Um, is artificial turf a fund like that? >> It is not. No, not currently. >> But we know it has a lifespan and we have a schedule when we expect to replace it. >> We do. Um, one of the things that with with TUR, for example, is I believe we did a batch quite a few of them. Has it been eight? >> I was on the board so it can't be more than nine, >> right? >> Say eight years ago. 8 years ago, we did quite a few of them knowing that in the next 8 to 10 years, we'd have to start prioritizing, you know, worst first and on over the next couple of years to get those done. Believe that's why down here in the in the uh green, we've just put I think we had Dave artificial turf replacement 10-year lifeish uh beginning in 2027. So, the next couple of years, we anticipate we'll have to start adding a field or two pre Same with tracks. >> Warranty goes up on >> about eight years. >> So, are some of our tracks wearing out before their lifespan? >> Yeah, we we there there's quite a range. You know, there can be some different factors of, you know, how much the track is actually used, how much water we're getting on the track coming off the, you know, the grass areas. Uh so we we we really don't go strictly off of age uh and just kind of depending on the condition of them questions. I wanted um Mr. Dunford to speak briefly about the finance committee's recommendation as well and how you reached that. So, finance committee met last week and the big elephant in the room is the West Jordan remodel and how do we afford the West Jordan remodel and what implication does that have on summer projects. Now, one decision we made with Bingham is to not pull the funds out. We funded Bingham's remodel purely on summer projects. And I noticed it became a great source of frustration for board members to watch so much money every year be stifled to Bingham. It felt like we were showing favoritism and oh look how much money is going to Bingham. So what we've done this year, our recommendation is that West Jordan has been pulled out as a separate funding project and that we have the funds and the process and the plan to fully fund West Jordan, which has been approved. So taking those funds out of summer projects, knowing that that would minimize summer projects, but we would not see West Jordan projects on the summer project list. Um, and I think that was uh that will be a better scenario than what we did with Bingham. Therefore, removing the funds we need for West Jordan, finance committee is proposing a budget of 7.5 million. If we go above 7.5 million, we are already dipping significantly into our reserves to fund West Jordan. We're comfortable with that because that's why you have a reserve. If we go more than 7.5 million, the three of us and John are a little uncomfortable with how far that would require us to dip into our reserves. So, we would like to recommend a budget of $7.5 million for summer projects. Well, that's our goal today is to identify the identify which projects of these eight that we're all comfortable doing and that fit within the finance committee's recommended budget. >> Nikki, >> so we have already allocated funds for West Jordan, but we haven't gotten our bids back yet. >> Yes, we're going >> it's just like an estimate. We're going off the estimate they gave us a couple months ago. >> Okay. >> A couple meetings ago, not months ago. A couple meetings ago. >> Okay, fair. Just wanted to clarify in my brain. >> Tradition would suggest they're going to be fairly close. >> Is everyone comfortable coming up to the board and writing a one, two, three, four, five, six, seven, eight on your column? Are there other questions that we want to answer? First, >> I would say just just schedule the projects that you want to fund. You don't necessarily need to mark every category. If there's something you don't want to fund, leave it blank. Easier to just tell us, you know, top five or something. Or do you want >> That's your decision. >> Okay. So, we don't have to do them in order. We just say, "You ready?" >> I'm ready. >> Wait, don't do them in order. >> Don't do them in order. So, you're just putting a a tick mark. >> Yeah. A check mark or an X. >> Okay. >> By your top. >> Just for clarification for me, these are not listed in any priority. >> That is correct. Yep. >> They were all just kind of equal recommendations. >> Yeah. So if we all do differing numbers of checks everyone does five checks and you're one >> you have you >> and your check should come under the budget >> that's so fast >> if you're on the committee you've been thinking about this for a long time >> went out and to them and I still am like okay I got to think hard >> Scott do we have a sense for E >> yeah, >> if we were to only do the sound, what that estimate would be? >> Uh sound only. >> I mean, you don't have to tell me the number if we want to keep that confidential for now, but maybe a percentage of that. That would be sound only. >> And I voted no on that, but mine's under budget. It probably could pay for the sound. >> Thank you. [Music] It's not three. You need to eliminate. >> You need to spend 7.5 million. >> There are eight. >> I got to do math. >> It's just so hot. It's kind of >> I do >> person. >> I know. I just can't >> I almost would tell >> Bing they can't run on it. It's that bad. It was as bad as what Herman's was when I was at Harman that we can check. You have to make it under the finance amounts it makes. You could do >> six of the cheapest. [Music] Those are good. Oh, good. Oh, I like how >> you can ask Dave to flash the paper at you. >> Hold on. I need my old lady eyeglasses. Can you flash the paper at me, Dave? >> Yo, you didn't check that. I didn't check it, but um it would come under my budget if I allowed sound. I don't want to do [Music] [Music] That's good. Okay, >> that's everybody. Huh? >> Exactly the same. >> We have seven Four with an asteris. >> No, three with an asterisk. >> Daryl is not voting for the project. Only for the sound. >> I think they're all saying the same thing. >> Yeah, we're >> we're all saying the same thing. >> They're not voting for the project. >> Say for sound only. All right, John, do your magic. >> So, we're wondering, >> you can't be >> without saying the number. AB CD and F are good. [Music] I would add. And for me, G is a lot more important than sound only. I I think G rises to a a safety risk. If you've been to that track, that is not good. What about just G? if you do this. [Music] >> Could we make a quick comment about a It's important. I don't want to I don't want to say it's not, but if if the difference was between that and getting something else for a school, we've we've discussed we could put that off for another year. I just wanted to let you know. >> How many years have we put it off? >> I think last year. Yeah. Yeah. >> I could swap A for G then. >> I could do that as well. >> Bryce and Nikki. I think we >> And Lisa and Suzan >> we swap A for G. >> Nikki. You're swapping A for G. >> Yeah. I'll swap A for G. >> Aaron, were you >> both of us? >> Wow. And that brings it to seven. Sometimes we'll consider one >> and go slightly over in case the bids come down. Can a >> have a backup option? >> Can A be a backup option where it goes out for bid? >> Like a bid alternate? >> Would you rather E be a bid alternate? I guess >> if they can wait a year on A, would you rather have E be a bid alternate? >> Did you say E? >> Uhu. >> Yeah. >> So, this one's good. B, C, D, F, and G. [Music] >> So, all the sevens and both of the fives. >> Yes. >> I really like that one. >> Now, I think that's a definitive. Now the question is, does the board want to throw one more project or two more projects out to bid only just in case the others are under? >> Will will the sound still be within the budget? >> So let's bid that one. >> Let's add E. Then >> the sound or you going to do the whole thing as a bit >> sound only >> that's good. I'm good with that. >> And that was just barely open. because we were talking more day stuff. I wanted to hold off on that >> so we could see the whole picture. >> Do we need to buy transportation? Some more buckets to catch the rain. >> Electrical. >> How does it look out there? >> Yeah. a few electrical tape on top. >> Okay, >> I think we're good. Thank you. >> May I uh >> you suggest that the baton has been successfully passed or the dry erase marker as it were. >> As it were. Well done, Brian. >> Bravo. >> Nicely executed. Thank you. >> That conversation used to take hours. >> And thank facilities for doing the footwork. shocking. >> We can thank Mr. Dunford for years of refining the process. >> Even though he won't claim ownership, I will grant it to him. >> All right. >> Thank you. We really appreciate it. This is great. >> Um, let's go ahead and are board members. Are you okay taking a break? >> Yes. >> Let's keep going. >> We have a funny I don't want to stop in between a midway. >> I don't want to come back to this. If we take a break now, I don't want >> Okay. >> Cuz we start at 6:30, don't we? >> We've got two items left. >> Neither of which will take >> I think both of them are more than 20 minute discussions. >> Okay, let's soldier on. I can hold it. All right, >> I'll be right back. Okay, let's move into a discussion of reviewing changes to an enrollment considerations document. This is a discussion that we started having in the spring and we're just bringing back for continued review. So, sorry Mr. Barnett, you keep getting in the hot seat tonight, but Mr. Barnett and Dr. Anderson, we'll turn it to you. >> Thank you. Yeah, this is uh what we have on board docs is a culmination of our efforts to include the board's feedback on the enrollment trigger document. There's >> the updated >> This is the updated version with with everyone's input considered. It's a I believe it's a redlinined document. I I hope you've had a chance to review it. There there were just a couple points I wanted to make before I I I let uh Dr. Anderson talk about it. This the the purpose of this document one of the main purposes was to was to specify under what conditions staff would bring to the board recommendations for boundary changes. It it doesn't limit when the board can bring recommendations for boundary changes. And I think that was a point of maybe confusion initially. This is just outlining uh the scenarios where staff would come to us as a board with recommendations for potential boundary changes. And as Mr. Dunford pointed out in our earlier discussion, we're in a different position now than we've been in the past. We used to only consider um or primarily consider boundary changes due to enrollment. Uh but there are other situations where boundary changes could be brought and we just wanted to make sure all the board members understood that they have a voice. if if if there's a community or a school that you're overseeing that um that could be a potential candidate for a boundary change, you have that ability. >> So, Mike, would you mind just kind of briefly going over some of the changes that we made and answer any questions? >> Yes, thank you. As you can see in red, we we uh basic this this hopefully reflects the feedback and and the discussion that took place with the board. But after going back and forth between watch list and maybe an aware list, there was, you know, discussion as to what each meant and and aware brought up conjured up other um images that, you know, a watch list um didn't. And so we we ultimately went with watch list. I think it was the with the determination. And so district staff mainly in student services identify schools each year because we do our enrollment projections. And if they exceed their capacity beyond six portables and if they're uh if they're trending one way or the other quickly, we may place them on a watch list. And that's where number one and number two comes in. Each year uh we come to the board with an annual report. Um in the past it was the facilities committee but this has been updated to based on the board discussion to now read that the board will receive directly without facilities first um hearing it will receive an annual report on the enrollment forecast data and the district staff will come with a potential action list and then the board discusses that and would refer certain items to the facilities committee and you've got some examples of what those could include there. One of the one of the discussion points was, well, what if I'm not on the facilities committee and one of these these potential action list schools is in my in my area. In that case, we added language there in red on number four that the facilities committee chair would contact the board member representing the area that's under consideration and get their feedback um either feedback directly or arrange so that they can attend the facilities committee um and arrange it so that there's not a quorum present. >> Left that kind of open-ended, right? Just so the the chairman of of the facilities committee could talk to that board member and they could decide together the involvement level. Yeah. And both of these so the first page is enrollment considerations for growth triggers and then the second page is the enrollment considerations for declining enrollment. And when it comes to declining enrollment, the the the difference between these two documents is found in in item three because there are things that are automatically flagged for additional consideration by the facilities committee as per our policy A13. So that policy does stipulate that the facilities committee is in charge of doing that, but that still comes after a board discussion and items tasked to that committee, if that makes sense. And then uh on page number three, there were no changes, but I just want to reiterate what Mr. Barnett mentioned that the board number one, the board can request boundary considerations or discussions at any time. As we've recently seen, uh, the Midas Creek area would not have made the trigger list or the sorry, the potential action list based on their enrollment trends, but there were other community considerations that the board wanted to to uh study. So, that's an example of number one on page three. Any other questions or or anything that we want to cover in this document? I just wanted to say also I as as chairman of the facilities committee I was very appreciative of the original discussion we had and the feedback that we got. I thought it was invaluable and the document that we have now I think reflects all of our opinions and and our input. So I was very appreciative of that >> and I can add from a staff perspective we appreciate the clarity and this gives us you know a good framework from within to work while allowing for flexibility and we can bring anything at any time to the board for any reason but but absent that we'll work within this framework. Any questions or concerns >> to Nikki's question from previous board meetings? Where is this now housed? Where is the home for this document? It's not a policy. So, where do things like this now live? We can put it on board book on the side or it has a >> under what? We've got to come up with like a home. We've got to give documents like this a home. >> We have an amendment section. >> We have an amendment section. Do you see this as an amendment? It doesn't fit the current amendments. Or maybe we come up with a second category of support material or something like that. But right now, we do not have a home for documents like this. And I worry that we've produced documents like this in the past and have gotten lost. >> We have an appendix right on the board policies page with six PDFs there. Is would it fit there? >> I would like I think all of the appendix documents, correct me if I'm wrong, link to a policy. >> Yeah. So would it be appropriate to link this to our consolidation policy >> which is policy A13? >> Thank you. >> Just looking it up. >> Or or could we just make another appendix that is for free roaming documents? I mean because is it necessary to link this to a policy or or is this more free roaming >> I can make it easier to locate if it's associated with the policy I think >> when to my mind there's a direct relationship but if others don't see that relationship I'm open to some >> Oxan is brainstorming and she always has great ideas. >> I I worry at times that our appendix gets a little forgotten and outdated. Um I I got a call in January asking me about a document that I had never seen or used and I was like, "Oh, we should be cleaning that out." But I think we revisit our policy frequently and that's one way to help it stay tidy. It looks like to me that the appendix is just they're all still like policies like there's no weight and so they've all been connected to a policy. So it's not >> really floating documents. So, it seems to me that it should be made a policy. We could put it in the appendix, right? And reference the policy if we want. But >> you could add another section, other documents. You could uh that's why I brought up board book because board book has the ability just to house these type of documents for the board's references. You're in a right to them. Um but we could add a new section here. We could all of these ideas are good. I mean, >> is there a benefit to having line of sight from the public into this document and housing it where they can see it. >> I like that too, making it public. I like that idea, John, to under appendix just add another section that says other documents. >> Guiding documents. >> Guiding documents. Yeah, something like that. and just add add this and other documents that are that don't have a home right now that might that might fit fit better there. >> That assignment to have to put it somewhere and then come back and show us where it's at. >> Sounds like it's going to be lost. >> I'll say yes, you can. And can you still link it to a document to a sorry policy in the other document section? That way it keeps it. >> Yeah. Okay. Is the board comfortable if we have the discretion to operate either between board book or potentially linking it to policy A13? Just looking at that. Any other questions or thoughts before we move on? Great. Let's move to a discussion of 3D model. Dr. Godfrey, >> thank you very much. This is more of an information item to start with. I just want to talk with the board about a program and a model that we have been exploring and it's called 3DE. It's sponsored by Junior Achievement Nationwide and it's a program that is a school within a school that allows students who are part of a cohort and that's from 9th through 12th grade to be part of um learning that is really focused on real world application and it's a three-way partnership with 3D schools and business partners. And the point of it is to make learning more meaningful and connect it to real world problems and questions and projects. And the way that it's structured is that you have a cohort of 150 students who participate. And it is, as I said, a school within a school. So you're not asking anyone although it would be available you're not asking anyone to travel outside their boundary like DLI or IB or um even our gifted and talented program. This is just within your school. Would you like to participate in these classes? Professional development training is provided for about five teachers uh at the middle school for 9th grade and at high school uh for grades 10, 11 and 12 and there may be more teachers as well. And JA is um Junior Achievement is very supportive of this and would hire a coordinator who helps provide the professional development and support for teachers, makes those business connections and really helps facilitate and make things work. The key here I think is that really this is not this is different from anything that we currently offer and it fits in nicely with portrait of a graduate. I think it provides unique opportunities for students because we do hear sometimes hey when am I ever going to use this? When is this going to be relevant? When is this going to be when is this learning going to be meaningful for me? And wow, this is an an incredible answer to those questions. Um, I've held se I' I've participated in several meetings in person and by Zoom both with local junior achievement officials who have been uh impressive at every turn just in their knowledge and expertise, but even more than that, their dedication to supporting our schools. That's what JA is all about. But in in in this area, they have been particularly passionate about finding an opportunity to move this forward in Utah. And I've I've appreciated that passion and support and the expertise that they've brought to this because it's always intimidating to think, well, where do we find the business partners and where do we find meaningful projects that can connect in a in a deep way with the structure that we have in place? and they've really thought this through at a local level and at a national level. So I've met with local folks from Junior Achievement. Uh we've met with national people. I've met with a superintendent by Zoom who's doing this in the Midwest and we've talked with the person who's over 3DE at a national level about the logistics here. So, we've had a lot of conversations and I've included Cody Curtis, Brad Sorenson on these conversations. Mike Anderson has been a part of a meeting as well where the legislature was involved because there's some legislative interest in this as well and potential support going forward. Um, so we've explored it and really the next step is to go to do a little bit of travel to see programs in action. There's also a meeting depending on what we're able to make work with our schedules where we would learn some of the nuts and bolts. We want to involve CTE in the conversations because I always talk about ven diagrams and the ven diagram of 3DE and Jordan school district and JA and our business partner CTE certainly would have some overlap so we would want them to be very aware but it's not specifically a CTE program. Um there's just a lot to recommend it. There's a lot to to be excited about and every time I meet with someone or talk with someone, I had a conversation today. I get more excited about it. But I'm also thoughtful about making sure that we have been circumspect about what our involvement is, what's required of us, and making sure that the program would be successful. So the next step is a letter of intent that would follow this next trip that we would take to whichever location works timing wise to see the program in action, ask questions of people who implement it and really get the nuts and bolts about a national program and what that would involve. So I just wanted the board to be aware. I sent you uh yesterday a link to the website. There's a lot to explore there. We have not committed to anything and I would come to the board before we did so. But I wanted to have a public discussion about this, answer questions that you have in the moment and then um just let you know that we will be um coming back with more information as we move down the path. It would be possible to implement this as soon as the fall depending. >> No, I mean next fall. Sorry. This fall's already over in my mind. It's August. It's August. We're there. >> Um, sorry. I'm always thinking in the future. I try to live in the now, but I'm always thinking about the future. Uh, fall of 2026 is the, of course, the earliest we could implement this, but uh it wouldn't necessarily have to be that that quickly. Uh I think that this provides opportunities not just for students but for interested teachers. I think this could be a a a novel boost to do things in a in a different way. So let me describe a little bit what it looks like and then answer any questions you have because I'm still learning about it as well. But this would be for example, we choose the subject areas and we may say, "All right, we have a language arts teacher that's interested and so they're going to accomplish everything they need to in language arts, but they're going to do it with that 3D lens and perspective and activities so that we're able to accomplish the same things we're trying to accomplish, but in a very real world way, in a way that's connected to real world learning." So it is a big shift. So JA would hire and pay for the coordinator. We would not have costs associated as a district with accessing the curriculum. But I think the cost that we would incur and this is not required but I think this would be essential to an effective 3TE program is providing additional planning time for a teacher who is involved in this. paying for one class period for each teacher that's involved so that they can coordinate professional development, meet with business partners, that sort of thing. And that could be an additional prep period or that could be buying out a prep period and paying for that additional time. So those are just my initial thoughts. So our commitment as a district would be only really that and that we will continue with the program. Um so we we just want to explore it further. The this is just our initial conversation and the next stage is for a few members of the staff uh that I described earlier to to to travel with JA staff in order to learn more about it and get information about the nuts and bolts and the LOI would follow that that meeting. Any questions or thoughts that uh for the moment? >> Can I ask a question? >> Sure. >> How did this get on your radar? >> I'm on the board with JA. >> I have been for a while and um >> are there other districts looking at it as well? But >> I love the idea that you saw something that might be of benefit and we're pursuing it. I want to make sure that we are connected to all of those that that if there's something good out there that would benefit Jordan School District, somehow we're going to get connected and we're going to know about it. I I want to make sure that that is in place. >> Uh sometimes it comes through other people coming to me. I try to create a culture where people say >> here's a good idea. >> People know they can bring me a good idea. >> Okay, that's what I like. That's what I want to hear. I also want the public to know that we say no to a lot of ideas. We're an innovative district. We do a lot of really exciting things, but we say no to a lot of things, too. You just don't hear about those. But this is something that really excites me. But that I I I appreciate that question because it reinforces um the approach I try to take of being out there so that we're exposed to this sort of thing. And I heard about this in several different meetings and there was one in particular where it just really kind of clicked together. And JA has been very um accommodating and eager and very helpful in in providing information. I'm curious um is this a program that like the students get into at 9th grade and they follow it all the way through 12th or is this something where the 10th grader would like to take that social studies class or whatever that is through this lens like how does that work? >> My understanding is that it is a cohort that goes through those four grades. I don't know that that means that no one can ever be part of any other class, but that's a that's a question I'll ask. But my understanding is it's a cohort. They sign up in 8th grade for 9th grade and they see it through those four years. But it's a large cohort of about 150 students. So what we would do is ideally place it at one middle school that fed into that high school. We could do two feeders as well, but it would be harder to do two middle schools feeding into the one middle school. You could do it, but you have to train double the middle school staff in order to make that work. And many districts across the country have a 912 model, and that's easier where everyone's in the same building. But we spoke with someone from Iowa who has a 1012 high school model, and it works for them. Should we create a 1012 model? I'd hate to have one middle school feed into it and then they get that, but the other middle school. >> Well, oh, we can we can make it work for both middle schools that feed in it. It's just a presents another logistical challenge and and involving more teachers. But that that could be a a positive model that that lowers the percentage of the ninth grade that you need to have signing up um at at the two schools. And anytime there's another level of coordination with teachers, it takes some extra effort, but there's also a lot of reward for the teachers and for the students when they're learning from each other and they have time together. >> So I read this little thing about Kayla M. Inbert Suarez, a 2024. Well, anyway, I won't go into it, but part of it is says she was randomly placed in a 3D classroom as a sophomore. So, I don't know if I don't know what that means. If it means that it's a cohort >> there there are, >> but then she really liked it and went further along with it. >> We random placement is generally not >> I know it's not. No, but I mean, so I I think that it might be possible for somebody to join as a sophomore. >> I I see. I see. >> That's that was my whole point that Okay. Thank you. It It seems like it's possible, at least in this case, for someone to join as a sophomore. >> I don't get the impression that it's like DLI where it's like, well, you missed first grade. Sorry, you can't be part of it. It's not It's not like that. But but you do need to have that core 150 students to start um to to get that full benefit because there's a cumulative effect. There's there's you don't want to have holes in the curriculum because you only came in partway through. But this is me feeling around in the dark a little bit. That's a question that we'll we'll make sure that we that we answer. Is Junior Achievers looking at getting this in like a district so we'd have it at all our schools or they're just looking to place it in a few schools? So, I >> I think they're looking at two schools in the state to start with and and but I don't know that it's strictly limited to that. Um, and we we could we could have more than one school in the district. And I I don't know what the limitations are, but that's a question that we'll ask. And there are other districts that are considering this as well. So, um, the JA support is really important. So, we would need to talk with them about what that looks like. And, and there there are some models where it's the whole school. So the entire school decides to be a 3D school. I I that's not a model that I would consider um because I I think it's most powerful when people choose to be a part of that, but I think a lot of people would choose to be a part of it. >> And on their website, they don't have a district that's listed. It's individual schools. And in the on the map there are only um most of the schools are east of the Mississippi and so we would be very groundbreaking here in the mountain west. >> We would be >> you know I know we need to break here just I would be interested in the involvement of the businesses. >> Yeah. um corporate America there there will be some who have deep pockets and they can say we'll we'll give your program all the stuff you need and we'll donate all this and then there'll be other businesses who won't be able to compete at that level. So I I just want to make sure that we're fair in who we partner with and and that we're care careful about it. Yeah. the the the case approach to to learning is um involves some national companies certainly, but I do think there's a focus on small local businesses as well because that grounds people to something they're going to feel more deeply about a problem that's a local issue that they're working on. So I know it's a combination some large national companies but also a very um purposeful connection to smaller local businesses. >> I just want to say thank you for being so alive to creating opportunities for all learners in the district. >> This is exciting. >> Thank you. >> Exciting. As we began the process of creating our portrait of a graduate, one of the jobs that was taken on by the committee was reading paragraphs of input and trying to squeeze them down to a single attribute. It was not easy, but what Dr. Godfrey just describes is very cohesive with what I read in many comments. That's what our community values and so I think this is an exciting opportunity. So thank you for bringing that to us. >> Thank you. >> All right with that have a five minute break then we're back in. So no we'll go ahead and and adjourn this meeting go into the business meeting in a few minutes and you guys are going to have to And we have all board members present as well as our superintendent, associate superintendent, business administrator, and our board attorney. So, we are grateful that you're here. We're excited to have those participating online and through the streaming and uh we appreciate your attention to these important issues. We are going to go ahead and get started today with our general session with the pledge of allegiance by Miss April Gay. To the flag of the United States of America and to the republic for which it stands. One nation, indivisible, with liberty and justice for all. >> Thank you. We will now move into our reverence with Dr. Michael Anderson. Thank you. I believe a teacher's most important job is to get students excited about learning and create a passion for doing something and being good at something. Um, and that fits perfectly with one of our pillars being curious thinkers. Albert Einstein referred to curiosity as a having a holy curiosity. It he took it very serious and he said this. It is the supreme art of the teacher to awaken joy in creative expression and knowledge. >> Thank you. All right. Let's now move to our resolutions of appreciation with Miss Dean. Whereas dedicated service to Jordan School District was faithfully and effectively performed. Whereas they consistently and conscientiously executed their responsibilities with integrity, honesty, and loyalty. Be it therefore resolved that the Jordan School District Board of Education and District Administration declare appreciation for the outstanding service that was performed in the cause of public public education and hereby express our sorrow at the death of these valued friends. Lenor Roundy George, office assistant and secretary. Dorothy Anne D Marant, nutrition manager. Linda Diane Peterson, teacher. Michael Boyd Sheffield, full-time substitute teacher. Marsha Louise Stanford, teacher. Lamar Walter Wombberg, um, custodian and administrator. >> Board members, if you have recognitions, we'll open it up. >> Are y'all looking to me to start? Okay. So, first I just want to thank the people who planned the and invited excellent presenters for the PD before school started. I I received two um people who spoke I I received compliments about the same um session from two different people and it sounded amazing. So, thanks to whoever puts all of that stuff together for um our teachers at the beginning of the school year. And I um I wanted to say this last year, but um I had a lot of recognitions at the end of the school year last year, so we're doing it now. Joel P. Jensen Middle School was selected for the prestigious ResilientU education tribute award presented annually by the ResilientU program in Utah. This award celebrates schools and individuals for their exceptional efforts in building student resilience. Jelpie Jensen Middle School excels by creating an environment where students overcome challenges, families communicate effectively, and educators teach life skills, thereby strengthening the entire community. Joel P. Jensen Joel P. Jensen Middle School's commitment to resilience demonstrated through initiatives like the principal's pantry and diverse afterchool programs makes it a model for promoting mental health and emotional well-being. So, thank you Joel P. Jensen for your work and I'm glad that you're recognized by Resilient You. I'll go ahead and take an opportunity. There are so many groups that have been hard at work over the summer going above and beyond um the call of duty setting up inviting classroom spaces and office spaces. And I just want to say thank you to them and also call out a specific group which is our counselors who have had the herculean task of organizing and sorting the world's largest jigsaw puzzle. I have been so impressed as a mother as I have been able to come and say this is what I need and watched as the counselors have moved heaven and earth to make my kids have a great experience. So, from a personal uh point of privilege, I just want to say thank you. Especially shout out to those Copper Hills counselors. They're awesome. >> And and I have one more thing to say that I forgot. Um thanks to the facilities team and um for their work on getting the chillers in and working at West Jordan High School. And I also really appreciate the patience and grit that the staff and administration used in just approaching this whole situation. There were it was very warm in there for a few days and so thank you. Okay, let's move into our superintendence recognition. I think we're all excited about this one. Superintendent. >> Yes, thank you very much. Uh I am excited to have the Jordan Teacher Fellows here and they are jolly good fellows. You will find out. Um, we have Chris Richards Kong who is an associate administrator in teaching and learning and I'm going to let her uh take the helm here and tell us all about this fantastic program and these wonderful people who were carefully and intentionally handpicked to be a part of this initial program. >> Is the green light on on your mic? There we go. Um I have the opportunity of uh speaking about a competitive grant that Jordan district has been awarded and um this comes from the Utah State Board of Education and the grant is entitled the mentoring and supporting teacher excellence and refinement or master grant and the purpose of this grant is to provide support to eleas or districts as they nurture growth opportunities. unities for teacher leadership tracks which are specifically directed um towards strengthening educators that remain focused in the classroom. And our teaching and learning department in cooperation with our Jordan Education Foundation have designed three teacher leadership tracks for our district. And these tracks have been designed and aligned with the pillar of highquality instruction that we have within our Jordan School District strategic plan. And this helps provide teachers with choice in extending and enriching their leadership opportunities as well as provide compensation for this advanced professional development. And these tracks are mentors of national board certification for teachers, school-based associates, and teacher fellows. And tonight we are featuring our teacher fellowship track participants. Um first I would like to introduce our very skilled teacher leader facilitators. If they would join me here, um Brooke Anderson, Kira Biddis, and Shalori Daniels. These wonderful ladies lead all of our sessions and that's part of the point of our leadership tracks is that we're continually developing um the skills of our teacher leaders. In addition, our cohort hosts 16 teacher leaders who were competitively selected via an application process as superintendent has alluded to. And if they will all stand and I will read their names. Tamara Bagot, Jill Bodin, Ray Borin, Melissa Brunky, Michael Drought, Amy Guman, Jessica Hacking, Christina Jacobs, Kyle Jensen, Lelay Co, Shinglu, Lucia Martin Garcia, Holly Mattenley, Haley McCall, Cammy Mikum, and Cassen Williams. This past year, participants have been conducting a deep dive within the six roles of a Utah teacher leader. Building from these experiences, the teacher fellows will thoughtfully consider the teacher roles and launch action projects this year, which will be directed towards benefiting their school or our district. The results of these action projects will be featured in a spring symposium that will be held on professional development day on April 17th, 2026. We invite you to save this date. Please join us at what promises to be a very insightful professional development option for teachers. We hope that you will join us. They're very excited about their upcoming projects. Thank you. Thank you. >> Now that you've all sat down and gotten really comfortable, I would love to shake your hands. Is Superintendent, are you done before we do that? [Applause] So, we'll just invite you to come on up. Um, starting here at this end of the DAS, come on down. We also have some, you know, Jordan pins to share if you would like them. >> Welcome to You're welcome to take a pin if you'd like. >> Nice to meet you. Well done. >> Take a pin if you'd like. >> Thank you. Take a pin if you'd like. >> Congratulations. Exciting. >> Thank you. >> Take a pin if you'd like. >> Congratulations. Take a pin if you'd like. [Music] >> Scientist. >> I remember you. so exciting to see the amazing people that we get to rub shoulders with in this district. Thank you so much for the efforts that you make and we love having you here. H but we also recognize that you were exhausted and if you need to step out it will not offend anyone in this room. Okay, let's go ahead and move on to public comment portion of our meeting. Uh we let's see here. Hold on. Let me open it up. Uh, the board of education encourages public engagement and values input from our residents, students, and employees. The board will not take public comment on personnel issues or statements regarding the character, professional competence, or physical or mental health of an individual during board meetings. Those wishing to have comments heard by the board are asked to list the topic they intend to discuss, as well as their name on the signup document or email. Comments need to be age appropriate and the board does not discuss issues that are not on the meeting's agenda. The board may ask staff to follow up on issues raised or may address them at a future meeting. And a reminder that silence by the board on an issue does not suggest support or opposition to the message given. The board will take public comments at this time for items not listed on the agenda. Inerson comments will be heard first, followed by comments received electronically. Both inperson and emailed comments can last a maximum of three minutes. So, please be respectful of that time. When you are called to the podium, please state your name. All right. Okay, on my list, I am seeing far more people listed than I'm seeing in this room. So, sorry about the puzzle for a minute here. I want to make sure I'm on the right list. Hold on. I think I have somehow gotten to the wrong month. Sorry, I think we may have changed our spreadsheet. Thank you. I just found it. Okay. All right. So, this evening we have um first up Jeff Rifleman and then followed by Jeff we'll have Michelle McAfee. >> Good evening. My name is Jeff Rifleman. I know I only have three minutes, so I'll try to make this as brief as possible. So, I'll read this very quickly. Afterwards, if you'd like to speak with me outside, I'd be glad to give more information to individual board members or set a meeting to speak with you as a group. Members of the board, district leadership, and community here today. I come before you today to highlight a serious and systematic failure in how the Jordan School District has handled assault and discipline in the West Jordan High School. In September 2024, a West Jordan High School football player reported being held down in the boy's locker room, was subjected to dry humping, and targeted with behavior he reasonably understood as attempted sexual assault. This incident was reported immediately to a coach and the vice principal. Yet, instead of fulfilling their obligation to protect the student and notify law enforcement, administrators dismissed the assault as quote horse play. They explicitly told the victim's mother they would not report the matter to to law enforcement. That decision violated district policy AS94, student discrimination, harassment, and AS67, disciplinary students, both of which required prompt reporting and appropriate disciplinary action in cases of harassment, bullying, hazing, or assault. A Title 9 investigation was eventually opened in October of 2024, but has dragged on throughout the last school year and only was resolved or a decision was made in June after the end of school last semester or last uh school year. During this time, the victims were left without proper protection while the accused students continued to participate in school activities and extracurricular activities. The investigation itself was incomplete. witness testimony that corroborated the assault was downplayed, evidence of sexual misconduct was minimized and despite acknowledging that an instant occurred, the district concluded that if it did not rise to that it did not rise level of severe and pervasive harassment under Title 9. That is not only a misreading of federal law, it is denial the student's right to equal access to his education free from harassment. For a year, that student had to walk in the halls scared of any retaliation. The school district did not do a prompt investigation. We know of a case in in the University of Utah was done within 60 days. The policies need to change to protect this student. 1/4th of his high school career has now been shaded without being a participate fully. Meanwhile, while the accused perpetrators walked freely. When sanctions were finally imposed, they were superficial and ineffective. A 4-day suspension and exclusion from three athletic events was imposed upon the perpetrators. That suspension happened the first of this year. In the first four days, they were sanctioned to missing three sanctioned uh sports events, including that would include a junior varsity event. The students were on the varsity team. So, in actuality, they weren't disciplined. The school district found a way to circumvent anything that would be meaningful to teach a lesson that this is not acceptable in our community or our schools. Worse, the district attempted to impose a mutual no contact order, placing the victim on equal footing with his asalance as if he were a participant instead of an injured party. This approach violated not only Title N guidance, but also the district's own AS95 conduct related to school activities policy, which demands accountability when student behavior creates a hostile or unsafe environment. What makes this failure more alarming is that it was not an isolated instant. There are additional videos circulating from that locker room documenting dry humping, boxing matches, and the use of racial slurs by players available out on the internet today. These behaviors evidence of a toxic locker room culture that was allowed to thrive because administrators and coaches turned a blind eye and rather wanted to support the team and the vision the team gives out to the public. Instead of teamwork and team support of one of their own being assaulted, three of them continue to be on the team. actually four without any real sanctions except missing one JV game and maybe two varsity games this year so their stats could remain relevant rather than take this a serious violation of safety dignity and equity. The school has consistently minimized these as quote horse play. The minimization has created an unsafe environment where abuse is normalized and victims are silenced giving an opinion and a view to other students and football players and basketball players. Any player has related activities. They can be assaulted any time and the perpetrators will receive minimal sanctions. Laughing at administration, teachers, and those involved is who cares? We still get to play and get to be on the team. >> You go ahead and wrap it up, please. Wrapping this up, I do have some policy recommendations for cor corrective action that I'd be dis glad to discuss individually at another meeting. In conclusion, the Jordan school district failed to follow its own policies under AS94,95 and 67 and federal title 9 requirements, although Utah follows the 2023 Title 9 uh agenda, not the current one. To restore trust, the district must adopt mandatory reporting procedures, timely and thorough investigations, proportionate discipline, improve supervision, transparent accountability. Without these reforms reforms, students will remain at risk and the district will remain in violation of both policy and federal laws. At its core, this case is not simply one about the locker room incident. It's about the values this district has chosen to uphold. Hazing bullying at minimum. By downplaying assault as horse play by refusing to report it promptly, law enforcement by imposing only token sanctions, Jordan school district has sent a dangerous and unmistakable message. Athletics and reputation matter more than student safety. Three of the four students involved have now been formally charged in juvenile court with sexual battery, lutinness, and hazing. The criminal justice system has recognized the serious assault. Yet, the district refuses to reopen and relook at this matter or revisit its inadequate findings. This is a betrayal not only a victim and his family, but of every parent who entrusts their child to this school system. While messages send to other students that you can assault a teammate, sexually humiliate a classmate, even use racial slurs in the locker room, and face nothing more than a 4-day suspension, miss a few games. The message is clear. Students can assault their peers and walk with minimal repercussions. That is not discipline. That is not accountability. That is complicity. If you have questions for me, I'll be outside after the meeting if you'd like to have more information. Thank you. >> Thank you. We now have Michelle McAfee. >> Good evening, members of the board. My name is Michelle McAfee and I'm here today as a parent deeply concerned about the safety of our children in this district. I wish I were here under different circumstances but I cannot stay silent about the serious incidents um are being handled at our schools. The children's education, athletic placement, and social experiences will affect their adult lives. When a child is assaulted, whether physically, verbally, or otherwise, they deserve protection, support, and justice. Instead, what I have witnessed is a system that discourages reporting, that fails to notify parents, and that sends children the devastating message that speaking up won't matter because the aggressors will be protected, and they will be punished by the school following the justice systems needs. This is unacceptable. Policies are in place for a reason. to ensure the safety and dignity of every student. But when those policies are ignored or selectively enforced, they are meaningless. When an assault is reported and nothing or very little is done to hold aggressors accountable, the message to victims is clear. Your pain, fear, loss, and injury doesn't matter. That is not just a policy failure. It is a moral failure. My son was victimized by students, reported it, and now is the victim of mismanagement by the school district. I demand transparency in what was done. We should not be teaching our children that telling the truth will lead to retaliation or that their voices will be dismissed. We should not be creating an environment where children feel safer staying silent than seeking help. I am demanding this board tonight to review and enforce your district's safety policies, to hold administrators accountable when reports are not made quickly and as required by law. to enforce transparency with parents and to put students well-being above protecting the image of a school, the asalants image or the reputation of an adult. I request the safety and protection of my child and an appropriate investigation. Protect any and all valuable evidence as a priority. It was dismissed. Two weeks it was dismissed. It didn't even get looked at by the administrator that was reported to. Ensure punishments affect change. Counseling should always be required to help the asalants to understand the gravity of their actions and prevent future issues and assaults. Our children need to know that if they are harmed, the system will protect them. The ones not the ones that hurt them. If we cannot guarantee that then we are failing our duty as educators, administrators and leaders. Me as a parent am not only speaking for my son but for all parents and students to be protected. I urge you to take immediate action and restore trust to strengthen accountability and to create a school environment where every child feels safe to come forward and confident that their voice matters. My child hasn't been able to go to school, hasn't been able to sleep through the night because these children because of hits put out on my son for telling what happened to him. There were witnesses. The witnesses were downplayed. I really appreciate it if you would take a serious look into this. And the administrator that did not report take serious look into the fact that it took a month before the school district attorney for Title N was informed. Thank you. Thank you. Right, that is the end of those who have signed up to speak this evening. Is there anyone who intended to speak and didn't have an opportunity to sign up? Great. And do we have online Vicky Codella? Hello members of the board. I would like to write about the new shine program and encourage you to continue to allow this to be used as a stipen for high needs teachers. I have been a special education teacher for almost 25 years and I assure you this stipend has been a gamecher for me. As I am sure you are aware, those of us who work with special needs kids do have quite a bit more work than general education teachers. We are expected to do what every other teacher does such as lesson plans, grading, and other such things. If you take into consideration all the paperwork, data gathering, and reporting, and parent meetings that are part of our jobs, we are working nearly two full-time jobs, at times even more than that. I can promise you that this stipen does help to make all the extra hours we spend seem less like volunteer work and more like we are valued and appreciated for our exhaustive ef efforts to make sure our students with disabilities are seen, heard, and accommodated. Thank you for con your consideration on this matter, Vicky Cadella. >> Thank you. We'll now move into our general business and I will take a motion. >> I move that we approve consent agenda items A, B, and C. >> A second. >> We have a motion to approve consent agenda items A, B, and C. Is there any discussion to that motion? >> So, I'll just say what these are out loud for people listening. A is board m minutes. B is adoption of fluency materials curriculum. And C is authorization for overnight travel exception. There's no more discussion. We'll go ahead and take a vote. All those in favor of the motion to approve consent agenda items A through C say I. >> I. >> And any opposed say nay. Right. That motion carries unanimously. We'll now move into our general business. Um and I'll take a motion to accept the consent agenda. >> I move that we accept the consent agenda items A, B, and C. Second. >> Right. We have a motion by Miss Dean, a second by Miss Wood that we accept consent agenda items A, B, and C. Is there discussion to that motion? >> I see a D here. >> Oh, >> I wondered if you left that out on purpose. >> I Well, I did. The highlight is on there, so it's gray. So, for some reason, my brain thought it was different. You could >> Can I amend my motion? I would like to amend my motion to include D. I'll second that. >> Perfect. So, we have a motion to accept consent agenda items. A expenditures, B financial statements, C personnel, licensed and education support professionals, and D non-compliance report is did I say who made the motion? Motion by Miss Dean, second by Miss Wood. Is there any discussion to that motion? >> Ask what D is. There's nothing. There's no document that I have on my end. >> Probably means there were none this month. >> Okay. >> Is that correct? >> Okay. >> Good news. >> Probably because it was summertime. Okay, there's no other discussion. We will go ahead and vote. All those in favor say I. >> I. And any opposed say nay. Right. That motion carries unanimously. We'll now move into our bids. I will accept a motion. >> I move that we accept the bid for Copper Hills High School Teen Center remodel. >> Second. We have a motion by Miss Dean, a second by Miss Wood to um approve the bid for Copper Hills High School Teen Center remodel. Is there discussion to that item? We had heard comments that Copper Hills is pretty tight on space and that clubs are meeting in closets. So, I wondered if this question had been answered about where this space is going to be and is it going to put anyone else out or cause any more issues with where it will be placed? Garrison, do you want to answer? Mr. Swornson, whomever, >> and Miss Garrison can certainly help in any capacity, but ultimately, yeah, I was able to meet and look at that. We took a tour today and walk through that, but uh uh they're doing it just outside the counseling center. So, they have a room that's that's dedicated to where they plan and hope to kind of have that remodel done. Uh that's been cleared out and made available already at this point for the potential of uh the teen center coming in. >> What was that room used for previously that they've now cleared out? >> Miss Garrison, I'll let you come up maybe. Yeah. >> Can't speak to that part. >> Yeah. So, um, thank you. It was previously used for a credit recovery lab. Um, so just to speak to your questions about the space constraints at Copper Hills High, our constraints have more to do with having space for programs, you know, such as uh ballroom dance, certain athletic programs, the performing arts and PE, yoga, those kinds of things. um things that the school when it was built over 30 years ago were not uh anticipated um if you will. It also wasn't anticipated that we would be a 6A high school at this point. It was like Field of Dreams went out there, built it, and they came. So, um I had the privilege of watching the school be built, which was great. But um yeah, so the we currently have three vacant classroom spaces that are unassigned to teachers, one of which we would like to house the teen center in. Um, so when we talk about space constraints at Copper Hills, um, that's a discussion that has more to do with the extracurriculars rather than, um, teaching spaces. Okay, Mr. Senson, maybe you could answer this one. How many teen centers do we have in the district? And are they just at high schools? They are just at high schools to my understanding. So it's kind of a com it's it's like a makeshift of a a teen center combo wellness center. Uh but uh we have we have functioning uh we have a we have a teen center that is uh being being done hopefully at Copper Hills. Herman High had funding, the same kind of funding that was done to create a teen center at Haramman High School. Bingham High School received as part of the remodel the o the opportunity to kind of expand and create something that's functioning as their teen center there at Bingham High uh West. And then the others, they have like a little makeshift where they try to create a place that that has a place where students can go. currently. Uh they all have a place where their principal pantry is, where food is distributed. They all have access to kind of a laundry uh place if needed down in down in the gymnasium areas. Uh but as far as an actual teen center, Haramman is probably Herman and Bingham are probably the two most uh centralized teen center setups that we have. From the reading I've done, it it sounds like um these teen centers, one of their primary purposes is to serve students who are experiencing homelessness. And so we provide showers and laundry and food, maybe even a place to sleep. Is that they don't spend the night there, right? >> No, nobody sleeps overnight. Nope. It's just a >> what what you describe what you describe is right. So if they have the need to have some some clean clothes or even clothes in general uh you know kind of functions that way but uh uh that that's kind of the idea of that. >> And this happens just during the school year then or does it happen during the summer also? >> This happens during the school year actually. So, and kind of between the hours of our regular contract hours of 7 to three is what we're that's kind of how we're staffing and have those open and available. >> It it it sounds like social services to me rather than public education. So, can you speak to that? why why public education is is getting involved in what would be considered social services. >> I can I I can speak to that. It's >> it's really this becomes a barrier to students coming to school. They aren't able to get clean clothes out fed. So we provide and Mr. Sson can certainly chime in as well, but again it's that's why it's during school hours. It's not during the summer. Although there are some districts that provide a place for kids to sleep at night. We don't do that. It's if you come to school, we can get you some clean clothes. Either clean the clothes you have or we can provide some donated clothes, donated food so that you have access to education. So, it's really about access to education. And there are just a number of students who wouldn't access education without these services. So, it's directly related to making sure that education reaches every student. And so how does the state fund this? I noticed on on this one there was a there was a grant >> Yeah. >> that's paying for this renovation. >> Yeah. And and it's not an ongoing funding source. It was just kind of offered uh as we said Haramman I know took advantage of it and and uh this particular funding was actually earmarked to help with West Jordan and then shifted to Copper Hills because of the remodel that's going underway. But it's it's strictly and I don't anticipate maybe uh I I don't I don't think any more grants will be made available. This is kind of seeing us through where we were able to get an exception to spend this grant money through June of 2026 where originally it was slated to be spent and expected to be used before June of 2025. But because of our unique circumstance and the remodel that's come forward, they did give us that. So, I don't know that there will be future opportunities for schools to apply for this similar grant. >> I I attended a USBA conference a couple years ago and one of the the breakout sessions was about teen centers and I attended that and a question I asked was um what was it? Why? It was kind of similar. Why is public education doing this? And the answer was because they're best suited to do it. We we have the facilities, we have the buildings, we have staff available. And that was the reason given and and I and I can understand that. What I what I do have a problem with is that if the state of Utah, and I know this isn't anything you can do anything about, if the state of Utah is wanting school districts to take care of these social needs, then funding should be provided outside of what we're being given for public education. So is do I understand it correctly that we're spending funds that we were given from the state for public education. We're using those funds to provide social services for homeless teens. >> No, my understanding is this was specific for these particular a a a teen center only. So it isn't monies that we would have received and could have used for something different. It had to be applied for and granted specifically for the teen center request. >> That's not ongoing. I I thought you >> That's my understanding. I I can't speak to it. Sorry. I I'm not as well prepared for what the future funding is. The remodel is based on grants that provide money specifically for the facility. The food and clothing and other supplies are donated through the foundation >> and the staffing that we >> and the staffing has been paid for through TSSA and land trust. So that's where any staffing has been paid for at the school level by funds that could have been used for other academic purposes to your point. So the facility is funded through that specific grant. The food and clothing is donated. It's the staffing portion that schools end up paying for. And to your point, the state would be paying for if they were fully funding that expectation of providing these services. >> I I read in the justification letter that the staffing will be um performed by current employees. I am curious about the strain that that puts on their are they able to add these responsibilities on top of the work that they're doing already. >> I'll let Principal Garrison come for I know again they have their current uh homeless liaison that will be a part of that. But the other conversation we had was potentially adding a second. So with our McKenna Vento aid that's federally funded um that's a 25-hour a week position and the recommendation there is that that person not be somebody because the federal dollars are set aside for that person to be working specifically in this capacity. They are recommended to not be stationed in offices like like an attendance office um main office etc. Um right now we have our McKenna Vento aid is is in a cubicle towards the back of our attendance office. This will give her a proper space to actually interact with the kids and and have the pantry and the washroom and all of those things. Um, we have we essentially have portions of the teen center just kind of in small places throughout the school that aren't as visible for the students to access. For example, we have uh storage space right now for um for food pantry. Well, this will bring that in with the McKini Vento aid. There wasn't enough room for her to work out of the food pantry closet as it exists now. Um and and the clothing and things like that. So actually it'll put a lot less strain on her because she won't be working in a busy office environment trying to do her primary job function. So, this actually gives her uh a home base. And then our existing um counseling staff would like to use the area and help uh program the area with um groups and things that they would like to be able to run. They don't have a group room right now. So, this would allow them to use that space in a dualpurpose way. Um but we would if we want. um to have the desk there manned from 7 to three. Um we would be use utilizing one of our uh we we're kind of reconfiguring some of the the staffing that currently exists in the wellness center. So it wouldn't be and and when I say our wellness center, it's a very small almost like reception space. And then our our uh school psyches and social workers work out of what we would call our wellness center, which was a not a full classroom remodel the way this would be. Um it's a it's a smaller space. So we're looking to kind of maybe use some of that existing staff and repurpose over to the the teen center. So, we're really um trying to be judicious about how we're we're staffing that and utilizing our existing staff. We feel like it'll be a better setup all the way around. Any other questions? All right. Um we'll go ahead and call for for a vote. We already took a motion, right? So, all those in favor, please say I. >> I. >> I. >> I. >> And any opposed. All right. That motion carries unanimously. Thank you so much for the information. We're excited to see what happens. Okay. I'll accept another motion. >> Oh, Darl. >> I'll make a motion that we approve white copy paper um of 93,172.80. So last us for three months. >> Second. >> We have a motion by Dr. Robinson, a second by Mr. Barnett to approve the bid for white copier paper. Any discussion? >> I liked how we are teaming up with another district to to purchase this. I know this comes up a lot. Um, but I also like that we're using white copy paper in a day of technology that we're still balancing both approaches. So, thank you. >> We're pointing that out. >> Okay. All those in favor of the motion, please say I. >> I. >> I. And any opposed. Right. That motion passes unanimously. Accept another motion. I move that we accept the bid for um teaching and learning you fly align decodable books for grades K through two. >> Okay. We have a motion by Miss Dean, second by Miss Barrow that we approve the bid for UFly align decodable books for grades K through two. Is there any discussion? Okay. Hearing >> this sounds cool that we're buying decodable books. >> I know. Does that come with disappearing ink and and I want to say again that these books were engaging. So, I thought they were very cute and engaging. And anyway, and I know that there's more to it in educating students, but I think that cute and engaging can make it easier for students to engage. Any other discussion? Okay. All those in favor of the motion, please say I. >> I. >> And any opposed? Motion passes unanimously. Accept another motion. >> I move that we accept the bid for nutrition services prime food service product distribution. We have a motion by Miss Wood, second by Miss Barrow to accept the bid for nutrition services prime food service product distribution. Any discussion to that motion? I did have a couple questions um in relation to the prime food and then the second one, the assorted food and what the difference is and why one is so much more in cost and speak to that speak to that and that is a really good thing to notice. So we are lucky lucky enough in Jordan school district to have a warehouse and a fairly large warehouse as well as a fairly large freezer and refrigerator. So our prime food service um bid is for a warehouse company like Nicholas and company Cisco. They um take care of the things that we are not buying in bulk. So the second one, the assorted foods, we take out by individual line item to find where we're a bigger school district and we have that warehousing space, we purchase in bulk and we bring it into our warehouse. So the majority of the commercial products that we buy, aside from fries, we cannot fit fries in our warehouse. There are way too many of those. But aside from that, most of the bulk products that we are purchasing, baking goods, canned goods, um a lot of our frozen commodities all come into our warehouse. So that's why that assorted foods that is our warehouse bid and it is much larger because the amount of food is in bulk and much larger. Where our prime service, we don't stock individual spices and things that would we would not be able to turn over in a time before they expire. So, McCain fries and then spices, you know, a few other things we put on our prime service bid. So, Nicholas will store them for us as well as they deliver each to each of the schools weekly and then they deliver to our warehouse once a week as well. So, that's kind of the difference in the prime is usually those deliveries are a little bit less than the warehouse deliveries are quite a bit larger. So, does that help answer your question? >> Yes, it does. Thank you. I was also curious, there was a phrase in both of the letters >> that said that it does not use any USDA commodity entitlement. What does that mean? >> Yes. So, I think you probably missed our bids when we talked about chicken and pork and beef. >> I was sitting in the back. >> Oh, good. Good. Okay. So, yes. So these purchase these products, the majority of them on our prime service and our assorted foods, those are items that we didn't put out to bid for our US commodity items. So it's everything that's purchased commercially. And so that's the difference saying that this is a food and that's why we took it out to bid for commercial companies to bid because they are not USDA processors and not USDA products. So, I was just clarifying that these are commercial products that we did take out to bid and it's separate of our like USDA entitlement funds. So, yeah, thank you. >> Yeah, no problem. Right. All those in favor of the motion, please say I. I. >> I. And any oppose, please say nay. Motion passes unanimously. I move that we accept the bid for nutrition services assorted food service products. >> We have a motion by Miss Wood, second by Miss Barrow to approve the bid for nutrition services assorted food service projects or products. Is there any discussion to that motion? Okay, hearing none. All those in favor, please say I. >> I. >> And any opposed, please say nay. Right. That motion carries unanimously. Right. Moving into our special business items. Could I make a motion that we approve the rec the request from Haramman High School cross country to approve an additional long-d distanceance trip because a wellplanned local trip was cancelled. >> I'll second it. Okay, we have a motion by Mr. Dunford and a second by Dr. Robinson. Is there discussion to this motion? >> I think we already approved it. >> Did approve it, but this is recommended revisions to the policy. >> I I think the motion that was that's on the table was approved in general business. I think it was on the consent agenda, right? 4C. >> So, amend that. >> Maybe you can clarify. >> I understood that this agenda item was >> regarding the policy itself, not the exception to the policy. Mr. Sorenson, you want to set us straight? >> Yeah. If you'll remember back in June 10th, we talked about changing the language and allowing our our large SUVs is now the language that we've changed here. So, this is just a change. What used to be identified in policy as suburban in our discussion, even though you gave us permission to have an exception for groups if they wanted to use those to go down to St. George. So we've eliminated the 150 mile limitation with our with our suburbans, but we've expanded that to within the state of Utah. And so the new language uh now reads and we changed that as based on your discussion to large SUV. So if you look at 12B and G, that's kind of where that language exists in that tenative. It now reads Jordan district. large SUVs may be used when following large SUV user guidelines to avoid any specific branding of a vehicle was the change. So, so now it's we haven't had that meeting since then. Uh and then also down in G it also says that same thing, a districtowned large SUV within the state of Utah. So, that's what we're here to finalize in that changed policy. Thank you for that reminder. >> Yes, >> my mistake. Let me make a new motion. >> Okay. >> I move that we approve the recommended revisions to administrative policy AA414. A new second. >> We have a motion by Mr. Dunford, second by Dr. Robinson that we approve recommended revisions to administrative policy AA414. Is there discussion? >> All right. All those in favor, please say I. I >> and any oppose? Oh, I didn't invite I apologize. I didn't invite public input. Is there anyone here who hoped to speak on this agenda item? Okay. Now, any opposed? Please say nay. All right. That motion carries unanimously. I'll try to get it in the right order this time. I'll accept a motion. I recommend or I I I move that we approve the recommendation to approve the ivory trade agreement. >> I'll second it. >> Do we want to go out of order of the agenda? We had one more. The shine >> I'll retract my my motion. Will you retract your second? >> Retract my second. I move that we approve uh the recommendation to approve new administrative policy DP 382 salary supplement for highly needed educators known as shine. >> You want me to restate my second? >> Please. All right. So, we have a motion by Mr. Barnett, second by Dr. Robinson that we approve the new administrative policy DP 382 salary supplement for highly needed educators or shine. Um and just by way of information this is in response to some changes at the state level on the way that these funds are distributed to districts and so it necessitated a new policy. Any discussion on that motion? Okay, hearing none. All those in favor say Oh, I'm sorry. First of all, I'm going to ask if there is public input regarding this agenda item. Okay. Now, um all those in favor of the motion, please say I. >> I. >> And any opposed, please say nay. Right. That motion passes unanimously. I move that we approve the ivory trade agreement. >> I'll second it. >> We have a motion by Mr. Barnett, a second by Dr. Robinson that we approve the ivory trade agreement. Is there discussion to this motion? >> Do we want to just This hasn't been talked about. >> Yeah, I would love I would love to highlight what we're doing here. >> Mr. Facilities. >> Yes. >> Had a big night tonight. I have I'm gonna ask um Scott to step to the microphone and just as he's coming up briefly describe that there's a property trade agreement that the Jordan School District is entering into with with Ivory that involves some of our properties and in exchange for an an equal amount of acorage of one of their properties. Is it >> correct? Correct. Thank you. So, as we as we continuously look at our needs throughout the district and this has been a discussion we have uh pretty much every year all year long about the different properties we have. One idea was to take some of the existing properties that we have that aren't necessarily surplus, but in looking at our future growth possibilities and opportunities, what would help situate the district um in the future for potential growth along the West Bench? So, we we worked with um Ivory and they had an opportunity for us to look at and I can I can go over the different properties if you'd like that we're trading if that would be helpful, >> please. >> Okay, great. We have West Jordan Elementary that we um basically raised a couple of years ago and that's been a vacant property. So, that's one of the properties that Ivory's interested in. We also have a a potential middle school site and elementary site that's out by Analopee Canyon uh Elementary that we think we could do without at this time. And then there's a middle school site out in Haramman uh by Oakleaf. And so those are the four different properties that equal approximately 60 acres. And Ivory is willing to uh trade us those 60 acres for 60 acres on the west side of U11 and about 90th south >> for something you can hardly find today. >> That is that is correct. >> 60 level acres in West Georgia. >> Contiguous acres just property is becoming very difficult to acquire especially large parcels like that. So, we feel good about situating the district now and and certainly into the future for the potential growth that will take place along the West Bench >> and more than just flat. It's in the place that we need it. It >> it correct. Yeah. It's very well aligned with with what will happen out there 10, 20, 30 years into the future. >> So, this gives us a potential of at least three high school sites we can pick from. >> Correct. At the time, >> we have six middle school properties which we That's more than we need. So, we're giving up two middle school properties to gain a high school property. That's an incredible trait. >> That is. Yeah. We feel good about it. >> Very excited. Can you briefly talk about um trading property and first write refusal and I mean who >> when you when you want to sell property you have to go through a different process than if you are trading property is that it >> that is correct if if we were to sell property I believe and and uh Mr. Vancoman can can certainly weigh in on this, but I think we have I know we have to offer it to the local municipality in which the trade is or the the the sale might take place. So, we give the cities the first right of refusal and then after that it's basically fair market value. We can put it up for uh put it out on the market to take bids. In this case, with a trade, we don't have to do that. We're not required to do that. I'd just like to take a minute and compliment Mr. Thomas and his team who are studiously constantly looking at this valley and the ways that they can benefit our district and have been strategic in the property that they've brought to the board. Um, I am I'm really personally excited about this one. This is very close to my home. In fact, this is my walking path at night. My husband and I wander out this far and look at the beautiful wheat fields. And and looking at all that open space, it's um becoming harder and harder not to see the writing on the wall that growth is coming and it's coming quickly. And so grateful for those wise staff members who have situated us to be responsive to that growth. So, I appreciate the work that you put in. >> Thank you very much. >> Mr. Thomas, could you speak to the West Jordan community that expressed a lot of concern about what we would do with West Jordan Elementary? And we they were concerned that we would allow high density. Can you tell us with the provisions that are in this agreement about what the intent is for West Jordan Elementary Schools? >> I I know in speaking So, in speaking with Ivory, and I appreciate that. Um what we that was one of the first things we brought up as we started our negotiations is the concern with the community and and what what we uh what they expected and what we kind of anticipated might go there. And Ivory was quick to say, "Look, we we certainly want to blend into the community. We want to complement it. We're not going to go in and put high-rise buildings or apartment buildings." Um they specifically told us they would look at different kinds of a different product that was a perhaps some patio homes and some things that would uh work well within the existing footprint. So there was there was no intent on their part for highdensity housing of any kind. Thank you. All those in favor of the recommendation to approve the ivory trade agreement, please say I. >> I. >> I. >> And any opposed? Right. That motion passes unanimously. Very exciting. Let's now move into our superintendence report. Dr. Godfrey, >> as has been evidenced a number of times tonight, there are many layers of complexity that are involved in running a district. Uh there are food must be purchased. Um paper must be purchased. Difficult situations must be addressed. Um there is a launch. There's a first day for seventh graders and a first day for high schoolers and different first days and you know the first day teachers come back and the first day counselors come back and all of that and I'm just grateful to everyone who has uh worked so hard to create such a good launch for this school year and many of those innovative and ongoing efforts are only possible through the board's support um not just through the budget but also with a philosophy that allows allows us to do some new things. We saw highlighted um our new educator induction um that really gave a gave a great uh launch to our new educators. We have fewer of those than we have had in the last few years because we're not growing at the rate that we have been, but also because we're retaining more teachers than ever. And that actually that effort actually made the national news which was really exciting to see. So um lots of great people working hard 9,000 employees who are all united in connecting with families and providing a great experience for students and um helping manage those difficulties the best we can when they do come. So, um, it's a complex business and we can't do it without all of the great people, uh, here in Jordan and with the support that each of you give us. So, thank you very much. It's a it's a great start. >> Right. Let's move into committee reports and comments by board members. I will start. Uh the audit committee has recommended that we move forward given this board's emphasis on um avoiding >> the audit committee or is it oh >> on avoiding um conflicts of interest. The audit committee has um recommended moving forward on a conflict of interest audit among employees. Um it's something that we've needed to do, wanted to do. It's been on the top of many lists and it's timely given our um independent audit. One of the things they will look for is did we do an internal audit audit. So, we have recommended moving forward on that on a conflict of interest audit. If you have any questions, see a member of the finance or audit committee. Um, while I'm speaking, let me speak for Utah High School Activities Association. I apologize for getting this on your board book late, but there are two additions to the board book I thought this board might be interested in. Um, addition number one is, uh, we've talked about male female participation in our school district. I thought you might be interested in seeing it statewide. U, there is a document there that says Utah High School Activities Association 202425 participation. There were approx um four thou 49,667 boys participated in um sanctioned sports and three 36,989 girls. So clearly you can see that uh dis statewide we are facing some significant discrepancies between boys and girls. I just thought you might want to see the statewide stats after we saw the district-wide stats at our last meeting. The other document is a time a proposed timeline for realignment. We will be doing a realignment in 20126 and I just wanted to make you aware of the proposed timeline and when that will come before the board of trustees. Um, we are facing a very awkward situation with 6A schools. There are 17 6A schools and will most likely be 16 at the next realignment. And that is very hard, especially when five of them are way up north and five of them, no, seven of them are down south and then we've got um five of No, I guess six down south and then six here in the valley. So anyway, I just wanted to give you the timeline for realignment that the Utah High School Activities Association will be facing in 2026. Facilities Committee met uh week ago. The the minutes are on board docs if you're interested in looking through those. But we can mark off a few things today. We made some good progress today. So appreciate all the help of uh Scott Thomas and his staff. >> Okay. So as far as um committee reports, the Jordan Education Foundation board meets next week and also classroom grants are applications are still open until 15th of October. And another thing, um 911 is the national day of service and um those listening can consider helping our principal pantries. Um and there are lists of items on the foundation website um for school supplies and hygiene and um food that can be donated. And then for the licensed educator advisory committee, um I'm working with staff to determine the the date of the next meeting and um and the the subject that we'll be talking about. And based on the meeting from last year, I'm hoping that as a board we can revisit AA453, the use of personal electronic and communication devices policy. Um there was overwhelming desire for from the participants in our um LEAK meeting last year for that. And the and I noticed on our spreadsheet for potential and future agenda items that um hopefully this will be on an agenda sometime around October, November. So, thank you executive committee for hearing my my please. So, and then Salt Lake County Parks and Recre Advisory Board. Um I have they the last meeting was cancelled but there is something else that I've been invited to participate and that is a my county recass collaboration and we had our first um collaboration and I am open to any advice or thoughts on how you think the school district and schools could um collaborate with the county and better using the my county rec pass. Just reach out to me and let me know anybody that hears this. And now this is just part of comments by board members. This is a comment by a board member which is me. Um so before before COVID um high schools they had a late start on Fridays but the release time was at 2:30 and the personalized learning time at least at West Jordan High School was I think it was about 25 minutes between first and second period. And um I I was I kind of participated in that as a math aid at West Jordan High School. I um I don't know if this is the right word. I was I proctored makeup tests for the math department and um I usually had between two to 15 students in there during that time. Um, so during the, and I know I'm rehashing old history, but during the 202021 2021 um, school year when we went virtual on Fridays, um, students did not have to show up to school. And then after that, I think that um maybe to ease everybody into inperson classes on Friday. I don't know how this all worked, but we started in the district. And and when I say we, I'm part of the board now, and I think I don't know if it was the board. I don't know how it all came to pass, but what happened, and I'm sure we all know this because it's what is happening now, is the Fridays became a a late start and like um not necessarily early out, but frequently considered early out because all of the personalized learning time um it was not it was no longer from Monday to Thursday, 25 minutes during during the school day. It was it became um and I don't know if every school did it that way. I just know that that West Jordan High School did it that way. Um it became after like an hour or so after school on Friday. And then on May 28th, 2024, the board during our discussion of um start times and end times. We talked a lot about um different options maybe for um personalized learning time in high school. And I recently relisted to the conversation and um the board had asked um for some maybe some exploration and options um to be um considered or carried out um about personalized learning time in high school in in our high schools. And I am I I don't know if we ever revisited that um or or had any options that we talked about or saw or if if it was just determined that um what we currently have is the best practice. But I I have received um an email from a teacher reminding me of this conversation and that's part of why I remembered. And so so this is and my hope is that maybe we can revisit this. I don't know if if board members remember this whole discussion and I'm not looking to start a discussion right now, but it is an item that I have put on the um on the possible or future agenda item spreadsheet. So, if if you want to talk about this with me, you can call me if you need to set me straight or if you're just if if Anyway, that is my comment. Thank you for your time. >> What are you asking for? So, I'm hoping that we can revisit this and unless it was determined that there are no better options than what we have now because the what as a as a board, the board asked for um asked for some options and exploration into um what like to to maybe find out some options that we could do and I'm and I'm hoping that maybe we can talk about this again and then so I I'm not try I'm not trying to start something big right here. I guess I just want some more attention. I I would like to talk about this as a board and maybe at that time we can um ask staff to look at this again. And um >> my understanding is we've done that. We've left this in the hands of the superintendent to decide when he wants to bring that to us. And I remember after co we decided that the board was not going to jump in on this discussion that we would allow administration to bring it to us. We can change that of course but that's we're waiting for them to bring a plan. >> Okay. Okay. Then I I guess I was just thinking I I just brought up the whole precoid as a point of reference of how it had been done before. And so the my thought was the so I was just thinking that I hadn't I hadn't heard anything new about this since that May um 28th 2024 meeting which was a little more than a year ago. And I I'm just hoping that soon we might be able to find out more about any any thoughts. I would you need to have I would recommend you have a conversation with the superintendent because the board action that's been taken is that we are waiting for him to bring it to us rather than to have the board put it forward. And so unless we take action, that's how it normally proceeds is he brings it to us. >> Okay. And and so I I guess at the re listening to that meeting, it sounded like the board asked for um some information and now I I guess what is called for on my part is is just a little more patience in receiving that information >> that the board. couple legislative pieces that are coming up on the hill that could impact this. So, I mean, I I hope that there's still thinking and pondering um about it, but I do know that a lot of principles have told me that the remediation time in in between periods didn't work, at least the ones that I talked to, and most of them pulled off of that, back off of that before COVID even hit, and they weren't interested in doing it during the day. That could change and I'm sure you're working on that but >> and yeah, >> go ahead. >> And and so I guess the message to me is case closed. Is that it? >> Waiting. >> Just wait. Okay. >> I'll send the board an update on where we are with the high school schedule. We made some adjustments this year, but not not to not dramatic to personalized learning time or a reduction in the overall instructional time that would rise to the level where we would bring that to a board meeting. But I'll send you an update on where we are. And Mr. Robinson is right. There are a number of legislators that are considering various ways of adjusting the way that our required time is measured and in some cases just from the initial conversations it may be more or less restrictive depending on the legislature and what they're trying to address. So, um, we do look at it every year, but, um, this has more been an alignment this year as opposed to an adjustment. And I'll send you an update on that in the next few days. >> Other committee reports or board comments? >> I'll make a board comment. I don't have a committee report, but I'd be interested and I'll put on the list um what we're doing with attendance. It's been a big topic among other districts. I wonder if our statistics postcoid are similar to theirs. What are we doing about it? How you know um you know just our strategy. So, I'll put that on the list and if we can get a couple other people to uh jump in on that, maybe administration can bring us maybe even around the October time um you know um a report about where we stand on attendance. >> On that note, I'll talk a little bit about uh USBA. So, USB is collecting resources on promoting attendance. So, thanks for that segue. Um, they're they've created a shared folder um kind of talking about monthly social media posts, monthly attendance nudges for newsletters, attendance, parent handouts, etc. Um, and I guess some districts have signed up to participate in the attendance challenge. So, something that I wasn't even aware of and just came on my radar yesterday. Um, and then also there is a JLC meeting on Friday. So, kick off a new season of JLC. Um, and just a reminder that we have the leadership academy coming up. Um and also that September is invite a legislator to a school month. So um we'll have I think our government relations committee will be coming forward with more information. But something to have on your radar. Continue to interact with your legislators especially during this time. That's it from JLC and USBA. >> Okay. >> I have one board member comment >> please. I I just wanted to make the board aware that I I have reached out to three legislators personally talking about special education funding that there's kind of a gap there between what we're being funded and reality. So I don't I don't know if they'll reach out to the board or to me, but I just wanted you to be aware that I've started that conversation. >> Big deal. with with some incredibly good data and help from John. Thank you. >> So, we have reached the end of our agenda. I'll now accept a motion to adjourn and go into close session. >> I move that we adjourn and go into close session for Oh, yes. Thank you. for character and competence of individuals, property, potential litigation, negotiations, and security. >> Second. >> We have a motion by Miss Wood, a second by Miss Barrow that we move that we adjourn this meeting and move directly into our close session. All those Oh, we'll do a roll call vote. Miss Dean, >> yes. >> Wood, >> yes. >> Miss Barrow, >> yes. Mr. Barnett. >> Yes. >> Mr. Deford, >> yes. >> And Dr. Robinson, >> yes. >> All right. I am also a yes. So, this meeting is adjourned and we are closed.