All right, welcome to the Jordan Board of Education study session. Today is August 12th, 2025 and we are excited to be back. It's been a little while since we've been with you and we hope that everyone has had an opportunity to rest and rejuvenate and we're looking forward to hearing about your summer adventures. Uh I am Nikki George. I am the president of the Jordan Board of Education. And today we have with us um Brian Barnett, Bryce Denford, Aaron Barrow, Daryl Robinson, Lisa Dean, and uh we have Suzanne Wood joining us virtually tonight. Um and Bryce will be in in just one second. He's just having a conversation. We also have our superintendent, Dr. Anthony Godfrey, our associate superintendent, Dr. Michael Anderson and our business administrator, John Larson, as well as Paul Vancman, our board attorney. We will go ahead and get started this evening with agenda item A, a discussion on the adoption of fluency materials. Um, yeah, I won't even go into per the administrative policy, but we'll go ahead and invite Miss Goff, Miss Levelville, to the the table. >> Thank you. We are um just following our policy as it's written there DE501 and working through our information that is going to be uh we've already had an RFP and uh now we are about to have an openhouse and so we just would like to present this to you is in one of our first of two board meetings public meetings we'll um have the open house and then we'll be following up with information about the openhouse with you and then it will come back to a business meeting and some of those dates are in the slides, but I just wanted to let you know that's what this is about. So, Michelle, >> okay. So, um the purpose of the RFP um we started our UFly implementation last year. Um the response we got was very very positive. Teachers really loved it. We saw um students really engaging with um the phonics and those literacy pieces. Um we found as we um UFly does include um passages of text that is decodable text that matches the lessons. But in talking with teachers and in classroom observations um we found that there was a need for additional fluency practice. Specifically, teachers really wanted to have um and we saw the need as well for UFly aligned decodable text um that gave kids multiple opportunities to practice the new skills that they were learning. Um and they um we want real books in the hands of the kids so they have those opportunities to practice. >> So you flag that's University of Florida. What does that stand for again? >> Yes, that is the UN University of Florida Literacy Institute. It's their the phonics curriculum that we started piloting yet last year. Thank you. >> And are continuing this year. Um we um have seen in our data that um which we'll talk about in a few minutes, but oral reading fluency or the ORF piece of the data was one part that we um would like to see um improved. And oral reading fluency, just like any other skill that you would learn like playing the piano or learning to dance or anything else, requires practice. And so the more kids practice reading, the better they'll become at reading. So this will uh just give teachers um more opportunities to have those materials to read with their kids. So the outcome of the RFP that we had four companies that were selected. Um these companies offer high-quality materials that are directly aligned to the UFI lessons. Um schools will have the choice in the books that best meet the needs of their students. And the pricing for um the books will remain constant over five years. And those companies um that um were selected were Pioneer Valley Books, Just Right Readers, LRIA Education, and Benchmark Dynamite Decodables. Um and each school will be supplied with a base amount of funding um through teaching and learning and then schools can um add additional funds as desired and this will just we have an open house scheduled. These are the proposed dates for that open house. Um we want to make it available to teachers and parents. So, we have times from um 7:00 a.m. to 6:00 p.m. on each of these dates, and we would just invite everyone to come take a look. These are um actual books. They're not digital copies, and so uh we'll make the information available about the open house by via parent square, but uh it will be something that if anybody really wanted to get a hold of, they'd have to come in person. So we'll have all those available. >> What grades does this mainly affect? Is it all grades or just elementary? >> Kindergarten through 2 grade mostly. Yes. Um students who are um are in intervention for literacy could also benefit from the extra practice that these books um will entail. And one of the things that we were looking at specifically was alignment. Um, we wanted um to make sure that if a student was in second grade that the kind of text that they were going to read would match the level of text that they should be reading at that grade level. So, and that there were multiple opportunities in every book for students to practice the new skill that they were learning. So, so just to make sure that I'm understanding the um the plan properly, this would replace the really great reading piece of walk to read. I'm probably saying that wrong. Is that right? Um so really great reading was our tier one phonics program that we used um for over five years. Last year we um started the pilot with UFly which would be that's the program um that the tier one program that is replacement for really great reading and so this would be like a supplement. It's just extra books phonics books um decodable readers that teachers can have so the kids can just have more practice more time in text more opportunities to practice reading. >> And we've talked with each school about structuring literacy time so that there is time for students to practice fluency. That's an area where we need to improve. And so these materials will allow for that. And that's partially just analyzing our own outcomes and also looking at other districts and what components they've had in place that have made them successful that we have not had in place. Is that accurate? >> That's accurate. So it's not replacing, it's adding to. >> Adding to. And does this change like the um walk to read time in schools? Are we adding more time in in order to meet this new program? So walk to read is the tier 2 structure. Okay. And so walk to read is that that 30 minute block of time where if students are identified in a cadence as being um below benchmark, those students are then given a diagnostic where we pinpoint exactly where they're having trouble and then we place them in lessons that are specific to to that instruction. Um but this is a tier one piece. So this is the literacy instruction. Uh, UFly is the literacy instruction that all students get. It's their tier one basic instruction that aligns to the core for reading in reading foundational skills that all students receive. And then this is um an opportunity once they have received the lesson. It's the opportunity to practice those skills. I equate it to um taking piano lessons. I don't know if any of you had the um my I I had to take piano lessons as a child all the way from the time I was five till I was a senior and um the teacher always would say you didn't practice and so you can have a really great lesson, you can have a great phonics uh lesson, you can have great instruction, but if you don't practice the skill, if you don't practice um those new things, you are like unlikely to get better. So, this is um material that just helps kids practice it. They're just books where kids can practice their reading and they can um just have that extra time that we're sure that these books align specifically to the skills and lessons that they're learning. >> So, that feels similar to wit and wisdom where it's like a novel book or a novel based approach. how help me understand how this is how do these pieces all fit together. >> These are really great. >> I'm worried that we're spending a lot of time already and I want to be mindful that there's a lot more. So, so we're t um if I I don't know how familiar you are with Scar Bro's reading rope that um the um model that we use for reading where there are two pieces we've got at the bottom of the reading rope is decoding and then at the top of the reading rope is language acquisition and all the pieces that go into language acquisition like sentence structure, learning new vocabulary, um speaking, listening, writing, all of those pieces is. So essentially to be a reader who can comprehend what we need to have is we have to be able to decode the text, get it off the page and then we have to understand what that text means and be able to speak and uh learn about text in general and uh reading in general. So when we're talking about these, we're really talking about two different things. So, UFly is for grades K through two and this instruction helps the kids with the decoding. This is the instruction about um there are six syllable types and this is all the sounds the letters make and um these are you know this is a closed syllable it means the vowel sound is short this is a long syllable a long vowel silent e means the vowel sound is long. So, we go through all of that basic instruction about just how to get the words off the page. Whitten wisdom is different. It's it's addressing the top half of Scar Bro's reading rope. So, this is language acquisition and it's um when we have the opportunity to really um develop vocabulary, get kids into rich, meaty text where we're talking about things. Um, one of the things sometimes lower grade teachers especially will say, "Don't you think we should spend all of our time in decoding and just learning basic skills of reading?" And we would do children a disservice if we did that because um, we have to develop the language as we're developing the decoding skills. Um, we need students who have a wealth of background knowledge, who are able to um to speak. Um, decodable text is notoriously um famous for being simple short sentences. And we don't want to only expose kids to simple short sentences. We want kids to have um you know rich language with all different sentence structures, compound sentences and complex sentences that they're being exposed to with rich levels of vocabulary. So we're really doing two things at the same time. By third grade, um the decoding piece should be finished. We should be able to say that's a finite skill. There's only so much you can know about decoding. And once you can do the skill, you can do the skill. And so at some point that drops off. But the top half of scar bro's rope where we're building um language acquisition, we're building knowledge, we're bu building vocabulary. Those are infinite skills. Even at our ages today, we're still learning and building and and gaining more information and more knowledge. That that's that's a continual process. So, um, by third grade though, we could f we should be able to only focus on, um, that part of the rope. And so, um, except for students who for some reason missed it in K2 and need intervention with decoding. So, these books focus on just decoding, practicing their decoding skills. Let me ask a question. Um, so will these books go along with a lesson? like the teacher will have the lesson and they'll have the books in front of them and be using them in the lesson and or um is it part of the restructuring of literacy time for schools that like after the lesson we're making sure they have time to read by themselves or with a partner or something. Is that kind of along the lines of how it's going to be used? >> Yes, these would be after the lesson. Um, it would be that oral reading fluency time in the day where kids have that time just to practice reading, to practice the skills that they're learning, practice decoding. Uh, we want them to get fluent. We want them to not be uh not have to stop and sound out every word and have that reading be laborous and take all their cognitive load. We want those skills to become automatic and fluent. And so the extra practice is really how that happens. It it really is very similar to learning how to play the piano or learning to dance where those skills you practice and they become automatic at some point and then we can spend the rest of our our time when we're reading text focusing on the text and what the author is saying not focusing on how to get the words off the page. >> If a sorry go you go ahead. If a student needs extra practice, can they take these books home? Is that kind of up to the teacher or do they make copies and send them home or? >> Um, these books are not ones that you could make copies of. Um, there are other kinds of uh books that you could send home. Um, like the reading passages that come with UFly, those um they're not books, they're just passages. Those could be sent home. um teachers could potentially um send these books home. They're they're um is always at risk of making sure they get back because they're these resources um are not inexpensive and we want to make sure that they remain in schools. >> So I don't want to keep asking the same question, but you said this time already exists in the day. We're not adding to the amount of time that we're focusing on. >> Yes. Um for grades K through two, there was a restructuring this year of um that time aotment document that provides that time. And that this is basically um after interviewing and talking with over 200 teachers and asking them um if they're reading enough, if they felt like they were reading enough with their kids in the classroom, overwhelmingly they said they felt like that kids needed more reading practice. When we asked them what were roadblocks in that um making that happen, they said that a they felt like they needed an adjustment in the time in their schedule and they needed additional resources and so the adjustment to the time to the schedule and then happened and then the resources um would be this is part of providing those resources. Any other questions? All right, we look forward to uh hearing back on how the open houses go. Thank you. Right. We'll now move into item 1B, a discussion on the adoption of Wayfinder curriculum um as per administrative policy DE501. And we'll turn it over to Dr. Anderson and Miss Worerin. >> Thank you, President George. In much the same fashion um as teaching and learning just described, we're in the process of getting this um getting public input on the approval process as per our policy. And here to help me tonight with that is uh Miss Stacy Woreren. And grateful for her and her team that have uh put work into this. But Wayfinder is a curriculum designed to support counselors uh at the elementary level. This is an elementary curriculum that's designed to give them support in their efforts and streamline things. We like it because it aligns with the characteristics and the pillars that are on the wall there with portrait of a graduate. and Stacy will go into greater detail with that, but feel free at any point in the conversation to ask questions and clarify anything you need. >> Thank you. So, Wayfinder is a curriculum that we would like to work with for our elementary school counselors specifically in Jordan School District. Um, the curriculum itself builds on the foundational skills that are aligned specifically with Jordan School District's portrait of a graduate. So it's taking curriculum and it ties it specifically with each of the pillars that are um that have been developed in our portrait of a graduate and it's built to teach future ready skills for our K through six students. So we are being very preventative in building those skills from the earliest grades so that we can set them on that path to being as successful as they they can be. Also, um school counselors will will be able to strengthen um the our students well-being by using MTSS using all of these resources at all tiers of support and intervention. Um it focuses on as you can see here's the the pillars for with our um portrait of a graduate. It's allowing them skills and curriculum tied to curious thinkers by uh teaching them how to ask questions, how to explore ideas in the classroom, how to be become the creative problem solvers, trying new approaches in their lessons, being engaged citizens, and and as you know, you developed this, we developed it. It's it's really exciting how everything aligns with developmentally appropriate lessons and activities at all tiers, tier one, tier 2, and tier three. It helps them build confidence and a sense of purpose in these young learners. And um the the thing that we really like is that it allows tools to measure growth. So as we are working with each of the pillars, it it has a tool to measure the growth um of each skill with our students. We are we've sent out our parent square communications last week. We will be having hosting an open house with a representative from Wayfinder as well as my team at East Lake Elementary. It will be tomorrow from 10 to 6 PM and Thursday from 10 to 1. We would love for anybody who has questions, who would like to see this curriculum to come and talk with us and explore uh all of the curriculum that's available to our students. And do you have any questions? It it helped me understand why elementary school counselors need a curriculum. It's obvious to me why a teacher does. >> Sure. >> They're with the students every day and they have lessons and I I don't quite understand why a counselor would need a curriculum. uh in the elementary school, our counselors are going into classrooms every day and they're working with uh parents, with teachers, with administrators to talk about skills where we want to supplement and focus and help our students. So, let's say for example um that we have in our um first grade, we have our first grade students and they're struggling with how to keep their hands and feets to themselves. So we would work with those teachers and say we need to come in and talk with or teach our students how to keep our hands and feet to ourel. And right now we don't have any lesson that's evidence-based that's researchbased to go into every single one of those classrooms. Our school counselors are looking for curriculum researching on their own and then going in to teach those lessons. Um, and so this would just allow them hundreds and hundreds of lessons to say, "Okay, in this particular grade, this is what we're struggling with. We're going to go in and teach all students this skill so that they can be successful." Does that make sense? >> This sounds like it's more specifically for classroom use, but will counselors also use it for like small groups or one-on-one? >> Yes. >> Yep. So with the MTSS, we would start so with emotional regulation. So let's say that as a school counselor, we want to teach every single student in our um school how to emotionally self-regulate. We're going to start with maybe deep breathing. Um and so we would look for a a curriculum like a lesson in Wayfinder and then we would use that with every single student. That's a tier one intervention. So we would go in and we would teach emotional regulation with deep breathing with all students. And then we might have some students who are still struggling with that. That would be a tier two. So we would pull them our students in and have additional lessons with small groups teaching that skill. And then we might still have like one or two students that really still is struggling with some of that emotional regulation. We might do some individual skill building with those particular students. And this curriculum provides that every step of the way. This is this is an example I'm I'm guessing of of our attempt to take things off the plate of the teacher. >> Correct. >> All of these different hundreds of different problems or skills or whatever that we want the children to learn. >> Correct. >> The teacher now doesn't have to learn how to do all those things. the teacher can focus on reading, writing and yeah, all those types of things. >> Absolutely. >> It am I understanding that correctly? Yeah, >> you are. Absolutely. >> Received a lot of qu I wouldn't say a lot. I have received some questions about the assessment piece of this. >> Can you tell me a little more about how an assessment would be given on skills like this and in what setting a student might see that? >> Sure. So, we might go into um let's say that we would go into our first grade class once again and we're teaching emotional regulation, the deep breathing. Uh the assessment piece would be similar to okay, we're going to do a pre-assessment and it's going to be maybe four smiley faces. And um a frowny face is I when I get upset with my friend, I don't know how to um like appropriately address and it would be user friendly with language, right? Um I'm mad at my friend. Um and so I know how to communicate it. I I don't or I know how to calm myself down. Um like the the smiley face that's just like the straight smile, you know, and so on so forth, right? And so you would give that as a preassessment and then you would go in and you would teach deep breathing and then you would do a post assessment. I know I now know how to if I'm upset with my friend how to calm myself down. And hopefully with those assessments, it would be a smiley face. I absolutely know how to calm myself down when I get upset in the classroom um based on what my school counselor taught me. I'm imagining that this would be a part of the optin legislation. So parents will have an opportunity to look at that at the beginning of the year. And then how accessible are these assessments to parents if they want to review? >> Uh as always, we as school counselors want to be transparent. So everything that we're going to be doing before we even go go into the classroom, we're going to be working with parents and sending that information out on the curriculum piece that we would be teaching and we would also be sending that assessment pre pre-eing and delivering that. So transparency is really important to us. We want to make sure that everything that we're doing parents are aware of. Transparency also helps create a partnership with parents so they know in advance what we're teaching. And then it might be a resource where they say, "Oh, wow. I I I'm glad to know that my child has received this and now I'm going to reinforce that." And or if they have a an objection to it, then they can opt their child out of that if they choose. >> And then sorry, just one more question. >> You're great. >> I have many questions today. Yes. >> Um, so one of the things that I love about our portrait of a graduate is that it really is written by our district to meet those needs. Is is that something we explored is writing our own curriculum or is have we just decided that's not something we want to look into in this case? I'm just curious if that was a consideration. Sure, that's a great question. Writing, it sounds like writing a curriculum would be an easy thing because we have a lot of really talented people. Uh the issue with writing our own curriculum is that we would then have to hire our people and pay our people. Um and that's very expensive and time consuming when this has already uh been written. It's research and evidence-based. We know that it's tested and it's been working well in other school districts. So, so we know that this works. It's affordable. Um, and and it's going to be more cost-effective and easily accessible for our school counselors. >> What's the cost? >> I'm going to allow the superintendent answer to answer that question. >> Um, for the 41 schools, is that appropriate to talk about now, John? I guess it is.50,00 50,000 with a donor um willing to take pay for half of that first year. >> And that's uh for how many years? >> That's each year. That's annual. >> Oh, every every year we have to do that. But >> and it's access the first year but not the second. and it's access to 4,100 lessons um that can be pulled in to match our expectations and and to match with the portrait of a graduate. >> This replacing curriculum that's out there now that >> no we're using or what are we using today? >> Counselors are scrambling to create what they need at the elementary level. So I view this as just a support to the work counselors are doing. It's a new role in the last three years and we're starting year four now, aren't we? >> And so this is a this would just give them access so that they can um not have to be creating that from scratch on their own. >> I know that some schools have chosen curriculum like leader in me as an example. Would this replace something like that in a school? >> Uh, I'm glad you brought that up. It's important to point out that this does not replace So to answer both questions kind of simultaneously. It does not replace anything that we currently have except for the work counselors have done on their own to try to do this peace meal. There are some some schools that have adopted programs like you said like leader and me and other programs like that, but this is specific to counselors. So, it does not replace the schoolwide program. Now, there are some schools that are might be looking for a schoolwide program and may be interested in in Wayfinder as maybe a schoolwide program, but that's a different setup. And um so that would be a whole different there may be some overlap but the vin diagram would not be a concentric circle. There would be some overlap but then there would also be some unique components to that if it's based with teachers. I did I answer those questions? >> And how long are we tied into this contract? Um, we would be bringing a if the open houses are successful and and the board wants to move forward, it would be three years is what we were talking about as a three-year contract. Like I said, half price the first year with potential for donors and then full price those next two years. And then we'd have the choice to decide whether to continue or not from there. >> So we decided every year this is like Most contracts we can opt out of that but our intention would be the three years. We I don't see any reason we why why we wouldn't continue with the three years. >> Was this was wayfinder found as part of an RFP or did we select them based on an RFP that was sent out or we saw a need and we and Wayfinder fit it so we just said let's get that. we found a need and Wayfinder fit it and it fit in financially with other options that we'd looked at for other things just on a per student cost basis. Um, and so this is this is what's called a sole source where there's they they offer something unique that is not broadly available >> but and and that still fits in with how we acquire things. because we don't have to go through the standard RFP or RFQ process in in some situations. >> That's right. But the but the the openhouse process is required because it would be a district-wide curriculum used in all of our elementary schools and that's a unifying thing where counselors are all using the same curriculum. There's a there's an efficacy there and efficiency that's built in there and it's exactly what you described it. this is in service of helping take things off of teachers plates and just say this is an issue in my classroom instead of saying okay now what lessons can I pull together for that that pull me away from the other work I need to do there's a counselor that's able to say oh I have resources for that let's make sure that we have that taken care of schoolwide that everyone knows what the expectations are and are given tools on how to manage things and it and and it is the the future ready skills. It's h how can you be successful at school? That there it's lessons around being successful at school. >> Questions? >> All right. Thank you. Looking forward to hearing back about this. >> Thank you. Hey, let's move into agenda item 1 C, a report on literacy and math progress and goals. Miss Goff and Mr. Jameson. So this is part of um sometimes when we receive money from the state, in the case of math, not in in literacy, but in the case of math, when we receive a grant from the state, often there is um an opportunity and an expectation that we would make sure that the board had information about the purposes of that grant. We're using professional development money from the state to work with um some of our math um products and our our professional development. Uh so we have a a state goal that we're expected to put forward in math. Uh literacy, we we did have state goals in literacy. Those no longer um are legally don't have a foundation in a in a legal expectation or in a legislative expectation, but we still have some information on that anyway. Um, and so we just are bringing this back to you because it's part of our expectations for some grant money for professional development in math and because we're also moving more toward looking at math in ways that we have not been in the past. So, we have some data that we'd just like to share with you on that. I'll turn it to Ben. >> All right. Thank you. Um, so I'll go over the early literacy results um, from acadence reading first and then we'll go over the goals that we set last year in literacy and then we'll transition to the early numerousy um, scores and the the goals that we set for that as well. And then we'll discuss the new math goals that Carolyn just mentioned. Um, so a couple things to note. Um the the data that I'm about to show you comes from the Acadian Reading Assessment, uh which is a statewide assessment that is mandated kindergarten through third grade. And then as a district, we've chosen to administer that assessment in grades four through six as well. And so I'll actually show you data K6. Uh it is a screener that is meant to identify students who are at risk of reading difficulties in the future. Um, and so it will, as Michelle talked about earlier about the, um, Scar Bro's rope, um, this assesses those skills on the rope to to to get towards language acquisition. So it assesses the bottom of the rope, starts to bridge over to the top of the rope. Uh, so early literacy skills such as funological awareness, decoding, site word recognition, um, and then fluency and accuracy in text as well. Uh so this is uh we've been giving um this assessment for quite some time in kindergarten through third grade. Fourth through six is something more recent. And so I've divided those scores up uh over time between those two uh different grade um bands. And so this is K3 overtime. Uh and you can see here that uh in terms of the percentage of students at or above benchmark for the 2425 school year, we were at 66.2% which stays relatively steady and consistent. um across time over the last three years and consistency is a celebration um in in that particular instance. Uh this is growth uh g cadence reading gives us a growth metric as well is the percentage of students making typical or better progress and you can see there um that we took a little bit of a decline last year. And then grades four through six, we've been administering for four years now. We'll move into our fifth year this next year. And you can see there's a nice uh increase in scores over time and then growth as well. So if we break that down by uh by grade level and we'll start with kindergarten first, you can definitely tell where we really started to transition to full day kindergarten uh with emphasis in uh in in our literacy interventions as well with kindergarten. Uh and so you can see we're we're trending upward nicely there. And then growth. Uh we're celebrating our highest percentage of students making typical or better progress in kindergarten again for the third year in a row. Then first grade. This is benchmark status over time. And then growth in first grade. >> Could you explain the difference between the benchmark and the growth? >> Yeah. So benchmark is more of a criterion reference. In other words, um there's a set standard that students have to get to that they have to meet at the beginning, middle, and end of the year based on their expected kind of pacing with uh with um early literacy acquisition skills. Growth on the other hand is um is a measure against themselves and their like scoring peers. Um and so uh you'll have like for instance the benchmark status is going to definitely be affected by demographic such as SCES so socioeconomic status however growth is um is demographically agnostic everyone can grow whereas maybe not everyone can reach at or above benchmark maybe in a year maybe they they will take longer than that to get there but everyone can grow. Thank you for asking question from a D to a C is the is growth and someone going from a B to an A is growth. >> Exactly right. >> And if someone's already at an A, then we want them to grow in that sphere as well. >> Yep. Okay. And this is second grade benchmark status. So think in terms of like proficiency here and then second grade growth. A little bit all over the place. And then third grade benchmark status. This one tends to kind of be more consistent. And then third grade growth and then fourth grade benchmark status and fourth grade growth. >> Question on that? Just as an example on that second grade one where you said it was kind of all over the place. Do we have any idea what what accounts for good years and what accounts for bad years? Is it curriculum? Is it teachers? Is it students? Can we do we ever pinpoint why why did we decrease and what can we do better to make sure that doesn't happen again or >> I think there can be a lot of factors that are going to play into it. Um sometimes in in a school for instance it can be teacher turnover. Second grade team's pretty new and so there's a transition there. Um sometimes it can be um well chronic absentee for absenteeism for instance is a growing impact on performance with students. If they're not there they aren't acquiring they're not getting the reading practice that they need. They're not acquiring the the reading skills that they need. and the more they're absent, the more that compounds from year to year. Um, and we're definitely starting to see that come out in in our grades uh postcoid especially. Um, where for instance, a quarter of our first through third graders are chronically absent, meaning that they miss uh more than 10 10% of the days that that they should be in school. And so that will have an impact as well. Um, I think a a major curriculum adoption can have its uh we call it an implementation dip. uh as we transition there can be little gaps here and there as we transition from one curriculum to another. So that can be an impact. Um so yeah there can be a number of factors and yeah we would want to keep an eye on as many of them as we possibly can. We wouldn't want to have a brand new set of second grade teachers with a new curriculum. All those things at the same time, right? >> We wouldn't want to. But I can't say that we're that we're necessarily always going to be able to avoid that. Yeah, that's a very good point. All right, I think I left off on fifth grade, so we'll get back there. This is fifth grade benchmark status over time, then fifth grade growth. And then finally, sixth grade. We'll point out that um that 80.7 when you think in terms of a of a instructional multi-tered system of supports, we we like it when uh tier one instruction works for 80 to 85% of our students. We've reached now that threshold, that 80% uh with our with our literacy program in the elementary level. Um and so by the time kids get into sixth grade, tier one instruction has got them where they need to go. Um and then our tier 2 and three interventions will take care of the 15 to 20% um in that multi-tered system of supports. >> Also in response to the question that you asked, part of the reason that we're bringing the fluency forward is fluency is reflected in these scores. >> So if you broke it down, other aspects of the scores are going up, but the fluency isn't there. So, we're working specifically on fluency by talking to 200 teachers and saying, "What do you think is missing?" So, we've dug into that question that you've asked. So, why why isn't why aren't we still trending up when we've trended up in kindergarten? What's happening next? Well, setting very clear goals throughout the year, providing fluency materials, we think that's really going to make the impact. The good news is that whatever vicissitudes of outcomes we experience throughout elementary, when students get to sixth grade, we've got 80%. Still not where we want it to be, but 80% is as high as it's been in terms of that benchmark status once they get to sixth grade. So a a focus on fluency I think in that first, second, third grade zone in first and second in particular. >> Yeah. Interestingly, by middle of the year first grade students get their first um oral reading fluency uh measure. And so that's the first time that when a tester sits down with them, they're reading a text uh over the over a minute and then retelling what it is that they read from that text. Um and and first grade they can be a little rough because it's the first time they're doing it. They um they're pretty new to that skill. Um and there is a significant difference across first, second, and third grade. As they get more and more practice, their skills grow with that. The text complexity increases over time as well. And so, um, the discussion you had as our first agenda item today will really help with, um, with that skill earlier, um, and especially in first and second grade. >> Can I clarify something? Um, all of this data came from the Acadians reading assessment. Correct. >> Correct. >> So, the benchmark is if they've hit that bar, so to speak, and then the growth maybe is over the whole grade year. How did they do from the beginning to the end? How much did they grow? >> Exactly. >> I find it interesting that a lot of the growth is lower than the benchmark. Like we've reached the benchmark, that looks great, and then the growth was like, "Oh, it kind of went down. It didn't grow as >> Yeah. >> Explain why maybe that is >> Yeah, that's an interesting it's an interesting factor. We see it especially pronounced again when we when we move into oral reading fluency where they're in that text. Um, they do it actually at the benchmark. They do it they do three different stories and then three different retells um and then they're they're um compiled together and um the median is taken um from those three from those three scores. Uh what we're finding though is that um one kids need more practice which is the the solution that that we talked about in the first agenda item and two not only do they need more practice but they need more practice in grade level texts. Sometimes um our level of text complexity is not keeping pace with where they act. So let me back up. The level of text complexity that we're providing in instruction is not necessarily keeping up with the pacing of where they need to be in their reading. Um and so for instance, Whit Wisdom will help take care of that as well. Um as we really get fully implemented into that curriculum. And so we we expect actually growth to move up as both the rigor of our curriculum and instruction and the additional practice will help them get where they need to be. >> And I would just like to add um we saw that increase in proficiency in grades four, five, and six. And um I I have to wonder if the extra time in text with Whit and Wisdom where the kids are doing more reading and more discussion really had that impact on their oral reading fluency because that's the part that came up with the additional practice which leads us to also believe that more practice in the lower grades with that same type of text that too. And I wanted to take just a minute. Well, let me first ask, are there any questions before I switch gears just a little bit? >> So, I remember in a previous report similar to this, um, we talked about how when we introduce a new curriculum, we expect it to take about three years before we kind of see where we're going to land. And is that correct that we've been doing our walk to read program? Is this three this year? >> That one? Yeah, that's the tier 2 intervention. But wouldn't wisdom I think were what, a full year in? >> One year. >> Yeah. Really? One year >> and that's a tier one. So yeah, >> that's my question is we we're constantly tweaking and adding in and and trying to be nimble as we see the results come in and then when we're weighing that with we need time for teachers to really become masters at teaching these new curriculum curricula is that the right word Ben anyway um where where do you find the balance there of saying, "Okay, it's just because they don't quite have it," or, "Uhoh, we we're missing a piece of this and we need to buff it up." >> I'm I'm going to look for a peripheral confirmation that I'm on the right track here. I think we have sometimes we've had to change components because of a uh subscription expiring and the product changing, but sometimes there's a better product that comes along too as the next thing. and teaching and learning has been focused on making purchases that don't require an ongoing subscription, so to speak, so that you for example, isn't going to charge us every year, and we're going to be able to just continue to use that. Once we buy these books, we don't have to reby them in the future. So we are really there are so many different components to a strong literacy program. We have made changes. We have made adjustments. We added W and wisdom. We've got UFly that everyone will be trained on. But going forward, we're going to be able to just lean into the existing program and make sure that we're using it with fidelity. We're not going to have those same bumps going forward. will revisit wit and wisdom in a few years. It's hard not to sound like Elder Fud on Elmer Fud on that sentence, but um it will it will um I think it will stabilize. But part of the change that has come also is as requested by teachers talking with the 200 teachers. this is what we need next. And and piloting that you fly like, oh, this is easier. And this is how it's been described to me is in putting wit and wisdom into place is a huge shift from where we were. Putting walk to read in place was a huge shift. You fly is actually a change, but not with the same expectations and not not the same level of effort required to put it into place. Is that a fair way of putting things? So, what I look forward to is we made these adjustments, we ask ourselves these questions about where we need to get better, and then we can lean into what we've what we're doing and do that for a sustained period of time and really start to see those results. >> Suzanne, did you have a comment? >> I do. So I find myself when I look at this data wanting to follow the students across grades. So looking at the percentage hitting the benchmark in first grade and the next year when does that co where does that cohort hit the benchmark so on and so forth. Is that a valuable way to look at this data or are there so many variables or caveats following it year after year that that would not tell an accurate story? >> Um, mobility certainly has an impact to something like that as kids come and go, transfer in and out. Uh, but there is value in looking at uh and analyzing scores through co cohort growth over time. So, if that is something that that this body is interested in, we could certainly bring the uh get that information for you and bring it back. >> I' I'd be interested in seeing that as well. >> I would too. Okay. Awesome. Any other questions? >> Okay. I wanted to take just a minute to address reading on grade level. I know that this is a growing subject of conversation both in our state and and outside as well. Uh and so I wanted to take a minute since I sort of have a captive audience to just kind of address that real quick to make sure that you are informed as you uh as you receive perhaps questions about reading on grade level um and as you address perhaps some of the misinformation and misunderstandings that are out there. um reading on grade level uh appears on the Utah school report cards um and is reflected as a third grade. So it's not all grades, it's just third grade on the school accountability report cards for Utah. Each state in the United States defines reading on grade level for itself. In other words, there is no accepted definition of reading on grade level anywhere in our country. Um Utah has chosen to define reading on grade level a little differently than a lot of states. Um it's chosen to define it as the percentage of students essentially who reach above benchmark on a cadence reading. Okay. So sometimes you hear that when students are not reading on grade level, they're more likely to drop out of high school. They're more likely to end up in jail and they're more likely to need financial assistance as adults. That is not our definition. As you as a state, we've defined reading on grade level as college readiness. In other words, if they score above benchmark on a cadence reading, they're likely to be proficient on the RISE language arts assessment. Therefore, they would be on track for college readiness. So, some of that misinformation that floats out there, um, you might help us address as your constituents speak with you about that. U, but reading on grade level for the state of Utah is actually quite a rigorous expectation. And so when you see for instance on a report card that it's something like 47% um reading on grade level that means 407% of our third graders are on track for college readiness. I think that number would increase pretty significantly by the time we get get them into sixth grade in our program. All right. Well, any questions about reading on grade level? This is just a quick um snapshot over time of what it looks like for the district. This is again just third graders. So, as it uh as it's reflected on school accountability report cards, just a couple of thoughts um quickly in response to what Miss Wood asked for the It's an important question because there's a cumulative effect of having year after year of improved literacy instruction. ction and that's what we'll start to see over time and that's reflected in that 80% number in sixth grade. Um, so I think it will be instructive to take a look at that. The other is just to summarize what Mr. Jameson just said is that Utah's definition of reading on grade level is far more rigorous than it is in most other states. Is that fair to say? every other state >> and pulls in other components that aren't simply directly related to reading. It's it goes well beyond that. So, um yeah, the most rigorous perhaps even of any other state. >> It's good to have rigorous goals, right? >> Is that definition set by the state board of education? >> Correct. >> Yes. Yeah. and they did a study actually um but they they with the idea that they wanted to set a rigorous goal. >> So in other words, these students that we're seeing here are kids that score on blue in a cadence, which is above benchmark. If we were to add the green and the blue together, we would have a much higher number, but these are kids who are only on blue and well into the blue mark on a cadience. How do we compare to other Utah districts in this in ROG? Um, that's a good question. I think um, in terms of our sister school districts that are most demographically similar, we're we're pretty comparable. So, Alpine and Canyons, we're we're right in the mix with them. I don't know their numbers specifically offhand. I could find them uh, and get get that information to you, but we're not far above or below. right in right in the mix. >> Seems to me there's a slipping that we're going backwards. Is that because we're changing the definition or >> uh No, this one's the reflective of the definition. It's it's been uh this definition since 2017. Um over the last three years, you can see we were highest in 2223. We took a little bit of a drop in 2324. Starting to rebound a little bit in 2425. I'm disregarding 21 and 22 just a little bit because we're still recovering from pandemic. Um, things have changed pretty significantly before since before the pandemic. Um, again, I bring up chronic absenteeism only because I see the data and how they affect our overall achievement and scores. Um, but because we we went from uh back in 2019 about 12% of our grades one through three kids were chronically absent and we're just under 25% now. Um so that's it's more than doubled in terms of percentage points. Um that's an impact. Uh and and uh just this last year our kids that were chronic absent chronic um that were chronically absent uh performed about 18% lower than our regular attending peers. Uh so that's going to play into it a little bit as well. But in terms of the last three years, um, you know, as you go year to year, there's there's dips, there's ups and downs. Um, but what I'm seeing here in those three years between 23 and 25 is not cause for alarm, at least for me yet. Um, it's probably more an indication of consistency rather than a decline or an increase. >> So, the state goal is maybe I shouldn't tell you what I think it is. What is the state goal for us? >> Uh the state goal and I don't remember this the the deadline the school year deadline but I believe it was to have 70% of kids on reading on grade level. Yeah. 2027. Thank you for that. >> So what's our trajectory? Are we on track? >> I think we'll be able to tell better after our curricular imple implementations settle. Um kind of what Dr. Godfrey was looking. We're tweaking. We're being nimble in your words. I liked that description. I think we'll get to a point where we'll settle in and that's really where we'll be able to tell. I think we're still kind of in a baseline time period. All right. So, I want to address the goals that we set for the 2425 school year and let you know how we did. The first goal is set for us. Uh the state uh sets a uni uniform growth goal of 60% meaning that 60% of our kids make typical or better progress or growth. Um and it's for grades 1 through three. So we're factoring out kindergarten. We're not including four through six. Um and so with just grades 1 through three, 60.7% of our grades 1 through three students um were able to make typical or better progress. That gives you an idea of just grades one through three there. And I do think that um the additional uh decoding practice in grades one and two are going to help with that growth. And then the goal that we set um was to increase the percentage of students scoring at or above benchmark by 3%. Uh you can see there that at the beginning of the year uh we were 62.8% that were at or above benchmark. We actually dropped 3.3 percentage points uh to 59.5% and so that goal is not met. >> Can I ask the benchmark moves through the year, right? >> Yeah. The expectation increases >> child has backslid has backslid >> but that the benchmark moved and so now they have a more rigorous standard to meet. >> Correct. And maybe just not quite keeping pace. >> They're not a worse reader by the end of the year. It's just that they didn't progress as quickly as >> Yeah, >> thank you for pointing that out. >> Look at that and say, "Wait, >> yeah, thanks for pointing that out." >> But >> and again, we think that the practice doing more reading because we've even had schools say, you know, my students can read when they are given the um inventory, the screening inventory, they can read the words in isolation. They're getting those skills. But then when they read it in a cadence where this there's a variety of skills that are mixed up and they're doing different things um then they kind of fall apart. So that tells us again it's another indication that the kids need more practice. They need to p read those skills. They need to apply those skills that they're learning and and read more. They just need to read more so that they're >> we need this reflected at home. >> Yes, we need to read more happen in class. I don't know how Michelle was able to find my piano teacher from when I was a kid, but I I tried to do that. Oh, I played that song. Oh, I figured it out. Okay. And then you don't practice it. It's the equivalent of playing the song and, oh, I got it right that time. Okay, good. And then moving on to another song and then playing it in a recital later that year and going, "Oh, wait. I did that right once. Let's see." And it just it's I'm very optimistic when you ask about how what's our trajectory. I'm optimistic because we know we've asked ourselves the questions. I think we know exactly where we need to be better and we have a really good tool that's proven in other districts that's going to help us move forward. So I'm optimistic that this will will propel us forward. >> We don't need a change in curriculum. We just need the kids to practice more. We need them to read more. All right, we're going to switch gears now to early numerousy. Um, the the scores that I'm going to share with you come from the Aadian math assessment, which again is like the reading is a screener meant to identify students who are at risk for mathematics difficulties later in later grades. It is administered one-on-one to students in kindergarten and first grade. Just like reading is administered one-on-one to all K6. In math, it's K1. And then there are some group administered quizzes in grades one through three as well. So they do a little bit of both with math. Um it assesses early mathematics skills such as magnitude comparison, subization, number identification, computational skills, that kind of thing. Um so things like um which number is more um identifying patterns in number and then being able to fill in the blank of you know what that pattern is whether it's one fives or 10 so on and so forth. This is a fairly new assessment. We've only been administering it for four years. It's in its fifth year of its contract um and actually is due to be renewed at the end of the 2526 school year. Uh so this is our K3 benchmark status over the time. It's reported the same way at or above benchmark. uh you can see that we're pretty consistent there. And then growth, which again is measured against students themselves from beginning to end of the year. Then if we break that down by grade level, this is kindergarten over time on benchmark status and then growth and first grade. Then first grade growth, second grade benchmark status, second grade growth, third grade benchmark status, and then third grade growth. And in terms of goals, um just like with reading, the state sets the uniform growth goal. The goal was 60%, Jordan in grades 1 through three was 48.4%. This is the growth over time. So, as you can see, we have not met that 60% growth with Aadian math. And then our goal last year was to maintain the percentage of students scoring at or above benchmark on the advanced quantity discrimination measure. So, it's not the full assessment, it's one measure within first grade. Uh this is where students are given a pair of numbers and they need to articulate which number is more within three seconds. You can see at the beginning of the year we were 53.9% at or above benchmark. That one dropped 2.9% to 51 2.9 percentage points I should I should say to 51%. Questions about math before we look at uh our numerousy goals for this year. I'm curious >> measuring math at all before this mandated assessment >> early numerousy not in a consistent way across the district not with a a standardized tool which I think spoke to the need as to why we needed a tool like this >> is goal of 60% reasonable >> yeah it is other districts that are getting hitting it or Okay. >> Are are are there repercussions from USB when we don't hit the goal? >> No, not necessarily. I mean, obviously they are interested in what we're doing, but there has not yet been, you know, any sort of like review as we continue forward. I mean again to the point the superintendent made it's an awareness and it's also at what point do we are we moving in a particular direction because of this. So now we have learned some things. We are undertaking some differences that we haven't done before. >> And just for those listening, we have been focused on literacy because if everything's a priority, nothing's a priority. And now this is our year of implementing new curriculum in math at the elementary level. So we have waited to do that because we wanted to get literacy in place and we feel that that's with the latest changes that were there and now we're moving forward with with this. So yes, we have progress to make but it's not for lack of effort. We just want to give really good resources to teachers going forward. we know how we compare to other districts that are similar to us in the math scores. >> Um, in terms of our sister school districts, we're probably a little bit lower. Um, but they've had some things in place that we have not. Um, and so I expect that those numbers will will go up, especially as Dr. Godfrey mentioned, we really move into our math um implementation with the new curriculum, I expect there will be a difference in scores. I think we'll have better news. Uh so in terms of our goals that we set with the state, just as um as u Carolyn mentioned earlier, we're they're they're not requiring us to submit um literacy goals this year. Not that we don't have any, of course, um but these are the goals that we submit to the state. Um and that is that uh we will maintain the beginning of year proficiency on first grade advanced quantity discrimination through the end of the year. So the same goal that we had last year for first grade, we're going to have this year as well. And then we chose to set the second goal in mathematics as well um with the beginning quantity discrimination in kindergarten. It's a similar goal in that we wanted to maintain beginning of year proficiency um through end of the year. Uh kindergarten does something similar to first grade u but rather than seeing two actual numbers, they see what looks like two dominoes from 1 to 10. and they have to quickly be able to discern how many dots are on each domino and then articulate which one is more again from 1 to 10. It's actually a pretty big lift cognitively speaking for for kindergarten because they have to for instance look at nine dots and be able to immediately be able to tell that that's nine dots and nine is greater than five. Um, and so that's it's a pretty both of those are pretty robust measures which will give us a good idea of of how our curriculum is doing um in like I say its first year of implementation. >> So to me it seems like that's a little different than with literacy the goalpost is moving in this case. Are they seeing the same test from the beginning to the end of the year? >> That is a good question and yes they are. The difficulty level for math does not change from beginning to the end of the year. It is the same difficulty at the beginning of the year that they'll see at the end of the year. All right. The uniform growth goal of course will remain the same for math. Um and those are the goals then that that we have set with the state for the 2526 school year. What final questions do you have for me? Okay. And in that case, thank you for your time, folks. >> We can we just express gratitude for the amount of effort that it takes to gather this data and I'm always so grateful for the way that you analyze it and help us to answer questions. Um I I just I appreciate it and I know that it's not an easy report to give. So, thank you so much for your time. All right, let's >> Can I ask a question to the superintendent? Um, the superintendent when he when we were when we first hired Superintendent Godfrey, his emphasis was on reading. He felt compelled to focus on reading and we've seen growth in reading. At what point does your radar switch to math or tell me what's in your head in terms of when you first came on as superintendent and a desire to narrow in on that goal and clearly we're seeing more and more a need in math but but we've been doing things in math. Tell me what's in your head in terms of I'm more content that reading's taken care of and I'm going to shift over here or I'm still here and we're doing what we can but I'm still here. Do you understand the question? >> I do. If my question doesn't reflect an understanding of or if my answer doesn't reflect an understanding of the question, let me know. But uh I'm pleased with where we are with reading because everything that we're missing here, we're addressing. Everything we need to do next. There's something happening. Um with math scores in the 40s, we have a clear path forward. So the switch to math doesn't mean that we step away from literacy, but it's what we do next. And so I'm I'm I'm pleased looking back at the timeline because I know it was five years ago, but CO's disruption kept us from moving forward as quickly on both fronts as we would like. You can make different kinds of progress at the secondary level than at the elementary level just because at the elementary level the same teacher teaches every subject essentially. So you have to decide what are we doing next? What what are we changing now? And I know that other changes out of our control have happened concurrently with these changes, but we've really tried to say we're we're we're moving literacy to where it needs to be and now we're going to move math to where it needs to be. If everything is urgent every all the time, then >> we just always feel a sense of chaos and stress. And I like the way that literacy has rolled out. There's always this question of training new teachers coming in, making sure that we stay up on things. So you you never get to rest. Um, but I think it demonstrates the complexity of the job of teaching and we're we're looking at math now and we've been looking at math at the secondary level because we could focus that on math teachers instead of every teacher at the secondary level. So, uh, what I'm excited to see is what happens to Miss Wood's earlier point, when you have someone in Jordan who's been kindergarten through 12th grade and has had those supports all the way along, what impact we see at the end of that. And we're already seeing that with sixth grade here. We're seeing it with kindergarten. Um, those kindergarten scores are better every year, which is remarkable. Um, so in the old analogy, it's like you stop the leak before you start bailing the boat out. And we're going to be doing that with math as well. And what's exciting is that, you know, we've piloted at sixth grade with middle school functioning the way that it is now and expanding. um will when when elementary students get to middle school, there's going to be a natural transition right into propelling them into ongoing success. So, in other words, I'm happy with where we've been. I think we're going to get even better results with literacy now that we've got the fluency component added in and we've got time set and goals set in ways that we did for kindergarten. And then I see that happening with with math as well that we're going to move forward there, too. So, our elementary teachers are fantastic. K12, we've got great teachers and and we're giving them the tools and resources, I think, to be at their best. So, >> and the board has been super supportive through that, honestly. It's it's it's made the progress that we've experienced possible. So, we don't want those dips, but I really like where we are at the end of the trajectory, and I think it's only going to get better. Does that answer your question? >> Thank you. >> All right, let's move into 1D, the title n reporting required by Utah code. We'll invite Mr. Sorenson and Mr. Vzy table. Thank you. >> Well, thank you for having us while Brian is setting up uh gets connected there. Hopefully that'll work. Just a a quick introduction of what we're preparing to present. Uh we are going on I think this is our since 20 our fourth our fourth year of this report uh since 2022 when it was uh originally required. But this ultimately is is our required reporting that we bring as we look at uh a variety of things uh when it comes to our extracurricular uh and our space and our money spent in those items. So uh we are required to bring this back annually for you to look at to see and uh as we go through this if you have any questions please feel free to to ask those. So with that I'll turn it over to Mr. Vzy who is our collector of this data. He's done a great job of getting with schools and uh principles, athletic directors, and uh uh getting the information we need for this particular report. >> Yeah, thank you Brad. I'm excited to be here and to present this information to the board tonight. Um, as we all know, athletics is a significant component in the overall opportunities, experiences, and success that our uh students um uh have the opportunity to participate in. And um we're excited to see what's happening with athletics in the Jordan School District. We're excited to continue to look for the various opportunities that our students are interested in, looking for ways to provide those opportunities, looking for ways to effectively promote the existing opportunities to students so that they are well aware of those opportunities so that they can engage in those opportunities early and so that they can become a part of those programs um and sustain that activity and that particip ipation throughout their academic uh career. And so specifically tonight, we want to report on the Utah code 53G6 1101. Um it originally originated from House Bill 420 back in 2022. Um there were some updates made and the updates were effective um and actuated as 53G6101 on January 30th of 2024. Um just as an understanding of the process of how that went from a bill to a code and how we go about reporting this information to you. Um as uh Brad mentioned, this is the fourth year that we've provided a report to the board of education. Um as you can see here that this specifically and providing you with more detail of what this particular code requires us to report. Um that is the number and type of intercolastic sports available at the school categorized by gender designation. That's an important part of that bullet point. Uh the number of students competing in a gender designated interscolastic sport at the school categorized by gender. Uh participation discrepancy between males and females within gender designated sports. The amount of spending that the school devotes to each gender designated sport reported in a total amount and on a per student basis. and then a comparison and evaluation of designated practice and game locations in gender designated intercolastic sports. And so you'll see that this report is uh inclusive of all of those bullet points and we'll provide you the basic information and would be happy to answer any questions and provide any more details um as you see a need. Um if and when there is a discrepancy of 10% or greater between the participation of boys um in contrast to the participation of girls, the school is required to develop an action plan on how they are going to proactively address those discrepancies. In the next few slides, we'll look at each high school's participation rates. You'll notice in the bottom right hand corner you'll be able to see the previous three years. So you can somewhat see trends although I would suggest to you that perhaps there's not any trends uh really with any of our schools. Um but uh you'll also see what the current percentage is this this year as well. And so um in no particular order other than alphabetical we'll start uh oh sorry first we need to identify the gender designated sports. You'll notice here that there are 12 sports designated for girls. There are 10 sports designated for boys. There are three sports designated as non-specific and as such they're not included in the data aggregation um of this report. One other thing that you'll be interested to note is that as of this school year, the 2025 2026 school year, drill team is now co-ed. Both males and females can participate on the drill teams. And as a result of that, if the reporting remains the same, drill team will drop off of this report and will no longer be included in the aggregated data. Um, just a piece of information that to me designated by Utah High School's association. >> Yeah, Utah High School Activities Association designates each sport as a male sport, a female sport, or a non-specific sport um co-ed sport. And so that's how they've designated these. Um right now, what you see on the board, the football, the cheer, and the baseball, both boys and girls can try out for, make, and actively participate in those programs. um all of the other programs even though we have track and field and and uh cross country for example that oftentimes run at the same time practice together and operate as one team um according to designation and according to how they're uh they're tracked. It is a girls lacrosse team and a boys lacrosse team and their opportunities to compete to be ranked um to advance in the state and to win state championships as a result of that. >> Oh, go ahead. >> I was just curious if we have numbers on how many uh girls try out for baseball and football and actually make it on a team. I don't know if we have that sort of data, but that would be >> Yeah, I we could definitely gather that data. I don't have it readily available. I know that there are very few in football and in baseball. Um I'd say it's more likely that there are one or two girls on a few of our teams um in football. Um I'm not personally familiar with any girls that have been on baseball teams in the recent years. Um but with cheer obviously we see more and more boys participating as we get into competitive cheer and as there is a co-ed um a co-ed state championship that's designated >> recall when they were made non-specific football and baseball. >> I don't know that they've ever been um gender specific but I don't know the exact answer to that. So why do they decide one's non-specific? >> Well, the designation of non-specific simply means that boys and girls are allowed to try out, make the team, and participate. Um, all of the others, um, for the 12 sports designated for girls, only girls are eligible to try out, make the team, and participate. And for the designated 10 boys sports, only boys are allowed to try out and participate. So if Dr. dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr drill becomes non-specific then we're not going to count the drill dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr dr drill girls which is a huge number into the statistics and we're pretty much going to be uncompliant. >> Yeah. I think what you'll find as we get further into the report is it's going to it's going to generate a quote unquote positive in one aspect and a negative in another dropping the number of drill team competitors that currently are listed as female um competitors. We're going to definitely see a jump in the disproportion of girls participating versus boys. On the flip side of that, you'll see the amount of money spent at each school and the amount of money spent per athlete come more into balance. Whereas right now, the girls are they're we're spending approximately I think it's about $350 more per girl than we are per boy. out and drill in. >> Drill is an expensive sport and that tends to skew those numbers. >> Now, uh, wrestling used to be non-specific, >> right? Correct. And then when girls wrestling was added, then it was separated out. >> Yeah, wrestling was non-specific for as long as we remember. And then they added girls wrestling and it became specific. >> So, how is it reviewed? like wrestling. There was a switch made at some point. Does someone just bring that to UHSA or >> Yeah, there's a great great that's a great question. Um, I think districts do interest surveys. In fact, we will be doing a a student interest survey specific to athletics and extracurricular activities this year as we're required to do one every three years. Um but then the UHSAA also does those interest surveys and they do an emerging sports survey and then they have an emerging sports protocol. There's certain thresholds um with regards to the level of participation at the club and outside of high school um level as well as um the interest. So you have the the amount of participation that's happening outside of the UHSAA within the state for high school-aged student athletes. And then you also look at the interest of those that may not be participating um in those opportunities, but should it be made available at the high school level through the sanctioning at the UHSA, would they be interested in participating? And then there has to be a threshold. I I want to say that it's 30% of the high schools um that it's about 30% of the high schools that are that have clubs that are actively participating in that particular sport or activity and that there's a high level of interest and that there's a high level of uh participation outside of high school. And then they go through a process of reviewing it, considering it, um, executive committee, you know, regions voting on it, executive committee making a recommendation to the board of trustees, and then the board of trustees ultimately making the decision on whether or not to sanction it, what it's going to look like when it's sanctioned, and when it's going to be sanctioned, which is usually a year and oftentimes two years out to allow the association to prepare to have it become to have it on board as an as a sanctioned activity. Um so getting into the school specific Bingham High School um you'll see that this year they have 32 more boys participating um which is a 4.32 discrepancy which is below the 10% threshold. Um you can kind of look at the history they went 2002 they were at 4% 2023 they were at 11.65 65 at 2024 they were at 15.87 87 worked with Bingham High School. They created an action plan. We talked about a variety of options that might help them. Um and the hope is that they were able to implement some of those action plans and as a result of they as a result of that they got a higher number of girls actively participating in their uh girls programs. >> Happened is they lost fewer girls. They lost a lot of boys. That number is 125 boys less than last year. >> Okay. >> So there's there's a lot fewer boys this year and and only 17 fewer girls. So something's happening. We're Bingham's dropping in enrollment and as they drop in enrollment, we're seeing a greater drop in boys participation than in participation. Well, they they did pick up uh a lot more wrestlers, which is one of the things we talked about, and their girls lacrosse team grew significantly. So, there is the girls growth also. I can attest to that. >> But to lose 125 boys in one year is a significant loss. >> Yeah. >> But it's also a gain if they graduated. Isn't that what we're doing? >> Getting graduates. >> Yeah. But that means the kids coming in replacing them aren't playing. Yeah, it could be a smaller cohort. It could be that those that are in the cohort are not choosing to participate. I truly believe that there is some uh concerns with the number of student athletes who are transferring to participate in stu in athletics at other schools. I think that it's probably a combination of a lot of those factors um that would that would result in a reduction in the number of boys. Are team sizes always set by the coach or do we receive guidelines? >> Yeah, there's no specific guidelines from the UHSAA. There are standard trends and norms from the sport historically that oftenimes our programs follow. oftentimes it determines on the ability of the program and the coaching staff to manage and to provide quality experiences and opportunities to the participants. Um we would never want for example those those sports that are non-cut sports meaning that anybody that shows up and qualifies scholastically participates. um we'd never the goal would be to never never set a limit and to never turn it into a cut sport. However, if it grows exponentially and we don't have the availability of quality coaches or we don't have the finances to be able to add coaches to the program, then we get to a point where they may have so many student athletes that the coaches cannot provide adequate supervision and cannot provide a quality individualized experience. And that might be a point in time where there would be some consideration of setting a roster limit. Um, but that would be done carefully. It would be done uh in collaboration with the school administration. It would probably even involve myself and Brad Sorenson. Um, because we'd want to look at the big picture and we'd want to look at the implications across the board and make sure that we're making the best decision possible to ensure that those who are participating in the program are getting the very best experience. But ultimately it is the coach that determines that number. >> So when you talk about a plan, I they don't need one. It looks great. But would that be a potential piece of a plan to say, "Okay, well, let's add five kids to the girls tennis team and let's add >> Yeah, absolutely. And that's one of the things that I cover in the conversation and as a way of adjusting those numbers to bring them to balance." >> So I I have a question, too. And I think that so a a student that is participating in a in a fall sport, a winter sport, and a spring sport is counted as three. >> Right. So I it's not necessarily 354 um uh boys or girls and 386. It could be >> several 300. Yeah. Could >> or or one 150 participating in sports every season. >> Yeah. Lamentably, there's not nearly as many student athletes participating in multiple sports um at present. Um but you're right, if they do participate in multiple sports, they're counted for each sport that they participate in. >> Okay. And I think it's important to note that these are all great questions and there's a lot of data behind um and a lot of data available to more concretely answer those questions. Um in this presentation we are simply looking at the um the requirements of the report and we're providing you with the basics in order to ensure compliance with the reporting mechanism. But there's a lot of additional data that we can gather, a lot of additional data that we can look at. And there are studies that that I have done and studies that I will continue to do and would certainly be willing to do any study that the board would be interested in. >> I would be more interested in all extracurricular activities, but that's not the mandate of the state. So, but there there's a lot of kids participating in a lot of things and just because they join marching band instead of football, we can't count. >> They're not in this report. >> Not in this report. >> Yep. >> We have we have tons more kids that are participating in extracurricular activities than this report will ever say. >> Yeah. >> Yeah. We have the actual percentage of the total student population that participates in athletics and you'll see that that ranges from 30 to 40% which is pretty significant. But if you were to add all of the additional extracurricular activities, my guess would be well over 50% of the student population that participates in an extracurricular activity. And my personal opinion and my personal observation is the higher that percentage is, the better and stronger the culture of the school is and the more academic success it it achieves. >> I think if you added in all clubs, it'd be more like 70 or 80%. But anyways, thank you. >> I'm going to Copper Hills High School. Um, they actually have one more girl participating in athletics than they do boys. So they are at >> You mean boy? Yeah, they have one more girl participating than they do. >> Not according to your graph. >> 405 girls, 406 boys. >> Oh, I I'm pretty confident that it's one more girl. So, I might have those I might have those colors mixed, but that's something that they've actually had for the last two years. They've they've interestingly had one or two more girls than they have had boys. And so yeah, I apologize. I think that's a mistake because I'm pretty confident. >> Down on the bottom right is the accurate. It looks like that. >> Yes. Yeah, the bottom right is the accurate. >> Really close. And then Herman High School, 65% more boys. Um, which leaves them at a 7.84. You kind of see the trend. They were at 14 and then they were at actually a negative 1.56, which meant they had more girls. in the 2023. Um, and then 2024 they were back up at 8.38. Um, Mountain Ridge High School has 20 more boys, which puts them at a 2.67%. Riverton has 80 more boys at a 9.5%. And then West Jordan has 40 more boys, puts them at a 6.56%. And then collectively as a district, we have 238 more boys participating in the in the gender designated athletic programs than we do girls. And that is a 5 um one nine, which is down from 8.4 last year. >> So if you have more girls, it's a negative. >> Yeah, just the way that I do the math. >> I don't like it either. I I wasn't fond of that negative reflecting. >> It's more a mathematical thing. We can certainly change it to be colorcoded if uh if if the negative math is >> technically we have a 20% range because it can go 10% either direction and we're fine. Correct? That you follow me on that? >> I I don't know. I don't know the answer. >> I follow your question, but I don't think that's accurate. So I think it's needs to be within the 10% so of >> discrep 9% more boys >> then that's 9% that way but if you flipped it >> there just can't be a 10% discrepancy in either direction. >> It's not 10% from 50% in either direction. It's what's the difference between boys and girls participation. >> So boys can't be 40 and girls 60. It's 10% total difference. >> Um, and this gets back to your uh question, President George, as far as if they are at a 10% or higher discrepancy, what what do we do? What can be done? Um, it's important to note that for the first time in the four years that we've been reporting, we do not have a single school that has reached that 10% or higher. um if there were then an action plan would be created. The process for that is that I meet with the principal of the school to review and analyze the current data as well as historical trends. Um we look at various sports teams and we discuss them at length. Sometimes if you have uh you know sometimes there can be the influence um and power of influence of a coach can make a big difference in whether or not we have people wanting to participate or not. And so if we we just look at each program, we kind of evaluate how it's operated. We evaluate the coach. We talk about the strengths and areas of need for improvement. We talk about whether or not the principal feels like that could be a factor influencing the number of participants in that particular sport. And then obviously we leave that decision to them as well as to whether or not they keep that coach, they release that coach or they work with that coach to build capacity. There's a variety of different things that can happen there and that's a pretty lengthy discussion that can be had. And then we talk about really the the logical options, right? We try to lay them all out. options for reducing discrepancy. You could reduce the roster size of cut sports in the boys sports. We don't recommend that because we want to maximize the opportunities. Um you could establish a roster size and implement cuts uh for historically non-cut boys sports. Again, we don't recommend that. Um, we do encourage them to look at the possibility of expanding the roster size of cut sports in the girls sports, but we try to make sure that they're mindful as they look at whether or not that's a viable option of whether or not they're going to be able to provide the same quality of experience for those additional girls that they're currently providing. If the volume of participants um impacts the quality of the experience, then that's probably not something that we want to do until we can adjust the variables that will reduce the risk of having it impact the quality of the experience. Um and then we can add subarsity teams in girls sports, especially where there may be a demand. Um that is definitely something that can be recommended. And with that being said, as you all know, we are squeezed for space. And while we already have the program in place, if we add another subvarity level and add an additional 10 to 12 participants, for example, in basketball, now we're looking for space um for yet another team and that becomes really difficult. So that's a challenge to consider as well. Um, but then increase here here's really what I try to work with them on and I think this is the most ideal is is what are your programs doing to advertise and promote the opportunities that are available through their program and what are they doing to in their recruiting efforts. Now I need to clarify that that doesn't mean that we go outside of their boundaries and recruit student athletes from other schools to come and play for them. What it means is that they get out into their own halls and recruit their own kids. They get to the junior or the middle schools and they recruit those individuals and they find a way to build a strong relationship and to be actively involved in the little league programs that would ultimately feed into their school. That's really the best way to generate interest, to promote awareness, um to advertise it, and to get kids excited about being a part of it is recruiting within your own um boundaries. And uh most importantly, recruiting in your own halls. I used to tease my football player or my football coach that there was probably 11 kids walking the halls that didn't play football that I could assemble as a team and compete with the team that did play football. And not that that was an insult on him, but it was a suggestion that you're missing opportunities to get kids involved that could definitely contribute to the success of your program, but you've got to put forth the effort and build those relationships and find a way to encourage them to feel safe coming out and being a part of the program. And once they become a part of the program, how are you going to make them feel safe, seen, heard, and valued at the same level as your four-star recruit allstate MVP? And so, and so those are kind of the conversations that happen when I meet with those principles um that do need to create an action plan. But doesn't this code kind of hurt us also because maybe I wouldn't recruit a certain gender or certain sport because that would throw me out of balance. >> It could. I think if you were if you're obsessed with if you're obsessed with that percentage and if you're overly concerned about the discrepancy, um I think I think it could create um whether it be intentionally or unintentionally, it could create poor practices that would perhaps um reduce opportunities for some of our students or increase opportunities where the demand may not be there in hopes of adjusting numbers. We really want to our big focus is we want all of our programs to make sure that everybody is aware that the program exists. They're aware of the opportunity that they have to participate in it. They're aware of how to go about participating in that both with tryyouts and during the off season with camps and clinics. And we want them to show up to be a part of that. Um, but ultimately I don't feel like we want to get into a position where we're either forcing one gender to not participate or we're forcing another gender to participate at a higher rate just so that we can balance out numbers. >> And is this code was it passed by legislators? Is that how it came into? >> Yeah, it was a house bill. House Bill 420 that was passed. >> So there's compliance with Title 9 which is federal. There's compliance with the state law that requires reporting that's related to title N, but this is not specifically Title N. It doesn't exactly align with those requirements. And then there would be the broader effort that we make to involve as many students as we can in extracurricular activities so they feel some connection with high school. >> I understand the code and the reason for it. I just I don't like it. And I I have a question um about how long does it take to um compile all of this information and make the report? >> I could you make an estimate? >> Well, I will tell you that um I'm involved extensively. Um Brenda Gr, one of our administrative assistants, is involved extensively. Um all of the uh head administrative assistants at each of the high schools are extensively involved in gathering the budget numbers. Um the financial component of that and then the athletic director and the athletic administrative assistant are very involved in gathering the participation numbers. And so I don't know that I would want to put a an actual number of hours, but it is a it is a reasonably significant project and involves a relatively high number of people. Um, one of Oh yeah, go ahead. Um, I'm concerned over the number of boys that are no longer participating. Three schools saw a significant decline in the number of boy spots being taken, more than double the girls. Do is Jordan seeing a general exodus of athletes being recruited out into other schools? Have you noticed a trend among some of our top athletes >> leaving for other schools? Yeah. >> Bryce, where are you seeing the numbers >> from last year? Did you go to last year's report? >> Okay. And as a member of as a board of trustees member on Utah High School, I am concerned that there is an underlying recruiting war going on. And we are losing athletes, not gaining athletes in that war. And the number of boy spots dropping seems to match that concern I've had. And if you can tell me, if you're saying I'm seeing a general trend of our more successful athletes being taken out of Jordan than coming in, I would say my observations is that that is very much a trend. I would say in talking to school administrators, athletic directors and coaches, um they are even more convinced that it is a trend and that it is definitely something of significant concern to them. So there is somewhere a a general consensus that you're more likely to get an athletic scholarship to college outside of Jordan School District than inside of Jordan School District. Whether it be getting an athletic scholarship or getting a state championship or getting more social media recognition or being able to play for what they perceive to be a better coach in that sport. Um, and facilities make a big difference. the the facilities that they practice in, the facilities that they play in, the uniforms that they wear, the fringe benefits of being a part of that program. I think all of it is factored in and I think there are definitely things that we can and things that I would suggest that we do do. Um, sorry for that double. Um, but it was the right fit. Um, but anyway, that that can help the cause. I think we're we're constantly studying that. We're constantly evaluating that. We're constantly surveying um and talking to administrators to be a long-term commitment coach. Um you know, how can we better retain your student athletes? Those all of those conversations are being had and we are getting very valid and very very beneficial information. Obviously, a lot of those recommendations are maybe hoop dreams and pie in the sky. Um, but I think a lot of them are very legitimate. I think a lot a lot of them are things that we really need to carefully look at and I think there are a lot of things that we could do that could definitely make a difference. Um, and I do have to to to say thank you to Dr. Godfrey and to John Larson. We've been in conversation about um coaches pay comparisons across the state. I've gathered data on 13 different districts in all sports. We've looked at the average. We've compared it to where we are. Um, we've worked with Dr. Godfrey. We've worked with John Larson. They've provided us with funding this year to increase some of the coach's pay where we were significantly below average. Um, we have a goal, a projected goal of where we would like to be to feel like we're not only average, but maybe in that maybe in the average of the highest three or four districts so that we're average on the higher end of things. um not not not wanting or feeling like it's realistic to be at the top all of the time because then you get into those wars where a district finds out you're paying more, they just increase their pay and then where do we end? Um but I think right now we were just looking at okay, where are we with those 13 districts? Um where are we compared to average and where are the most significant deficits and how can we work to get those positions to closer if not to average? We've been able to do that and we have plans to continue to work towards finding a way to not just look at the average of all 13 but maybe to take the top four and to find an average of them and then try to find a way to get there so that we're the average of the top. And so those are things that we're working on. We're constantly looking at facilities, equipment, uniforms, supplies, additional supports. We just want to find ways that we at the district level can um advocate for our athletic programs and find ways to provide them with the things that they feel and know they need based on the experiences they're having. And I do think that we are seeing an increase for sure in the number of our top student athletes leaving the district to compete at other schools. helpful to receive maybe some of your recommendations on that. I don't know if you want to just email the board or if you feel ready to present those now. >> We we can work with superintendent and he can talk and just kind of continue to have that conversation. So, >> yeah, >> Brad is inundated with my suggestions and recommendations and he's very good at representing those in his conversations and in his work with Dr. Godfrey. And I I feel very much um in my role, I feel very much supported by Brad Sornson and by Dr. Godfrey. I feel like they're very committed to providing the supports um possible for our athletic programs. And I think we all understand the significant impact that athletics and extracurriculars in general can have on the attendance uh the behavior, the engagement in the learning process in the classroom and the academic achievement of our students. And so I think it's very valid and very viable to continue to look for how we can continue to grow, develop, and improve in that area. I I wouldn't mind a deeper dive of what happened to those um kids that are not participating. Like Bryce said, they might go to another district, another school, but then next man up, right? Like somebody's not going to get cut. So there's got to be a deeper reason than and those other schools can't accumulate the number of kids that we lost. So, I would love to have a deeper dive with what happened to them overall. I just want kids to participate. Like I said, kind of against this because maybe they decided to go out for marching band or whatever. You know what I mean? But, um, I'm concerned that they might go to another district, but somebody else is going to make the team. So, that doesn't really answer that full question of why people aren't participating. I think that's definitely true in the cut sports. Um, but I think with the non-cut sports, >> I think swimming or so. >> Yeah, I think that's where we might have Yeah, we see boys and girls wrestling. I know that there are a few of our schools that would complain that they've lost a significant number of their wrestling athletes to schools uh on the other side of the valley. >> That makes sense. >> What makes a sport cut or non-cut? >> Does that vary by school? Is that set by >> kind of the school? >> Sometimes it's limitations as well. I mean, I think swimming is a is an as an example. I'll just go there. If the facilities allow for you to have a variety of of kids participate, but some of our venues were limited to how many lanes we have. And so, uh, I have seen some swim teams that have cut. And so facilities certainly have an impact when you're out running in in cross country as an example. They can just run just go, you know, and so often times those are non-cut sports. So I think there's a variety of of of reasons what might ch tennis court is a good example. We only have six tennis courts and so uh depending on how late into the night we're wanting and to go could restrict and limit how many kids we're able to play and and kind of go from there. So, so >> does it vary by school? >> It can vary by school. There's there's nothing that says they have to or don't have to in in many sports. >> Can I venture a response here as well? Sometimes you want to not have too many players because they aren't going to get adequate playing time. So, you don't want someone to put in the work and then not get to show that. But in track, there's there are enough events and enough heats that you can have a lot of kids participate. So to an extent, it's how many kids can I keep on the team and still allow them to have some playing time. With some of those sports, it's like if you'll get up at 4 in the morning every morning, you can be a swimmer because there will be some that we just know are not going to continue to to put in that effort. We had a non-cut ninth grade football team when I was in high school and I made the team if you can believe it. 100 pounder >> made a non-cut team. >> I made a non-cut team. >> The sad thing is I cut myself from non-cut teams. We had a cross country runner at Bonavville High School that was so good and hit this national news. I thought, well, I've got to be an incredible runner to be in on cross country. >> Not true. I went to all the practices. I got my head knocked off and I played 45 seconds in one game. You know, >> remember those 45 seconds? >> But it was a state game and you lettered. >> No. >> Okay. All right. >> Yeah. Often times it's the nature of the sport. It's the um the objective of the sport. It's how many people can participate in the sport during an actual game. Um you know, basketball you only have five on the court. football, you only have 11 on the court, you know, or on the field. And so, I think a lot of that has to a lot of that factors in as well. And then, yeah, facility space. I think there's some of our programs, um, some of our swim programs often times get up to nine lanes. Um, which obviously allows them to provide opportunities to a lot more than those that get five and sometimes are restricted to three or four. You know, I think that has to do with that. What happens if we don't if we're not in compliance with this law? >> Nothing. So just just what Brian has alluded to before, we work with them in a plan, >> but nothing. I mean, we could be out of compliance for 10 years and nothing's going to happen. >> That's correct. So in those conversations that are had so but ultimately it is just that creating a plan to try and provide more opportunities. So all right, we got to get into the finances. Brian, let's keep going. >> Yeah. So, we'll just kind of take a quick look at this. Um, obviously, you're feel free to study it out a little bit more, but this is basically the total spending. Now, keep in mind this doesn't factor in the amount of money that's gathered by participation fees and fees for gear and fees for overnight travel, etc. Um, none of the money collected is factored into this. This is just simply the amount of money that is spent out of the budgets that each school has available to use for athletics. So each school, each program has a participation fee budget, they have a club budget, some of them have a booster budget, and then depending on needs, the schools will use certain budgets and invest in a particular program. And so that money would be included in this as well. And so it's not just the operational expense of the program, but if they had a significant expense um because of a significant need that the school had to step in and cover the cost for, that's included in this as well. And so that's why you'll see some significant discrepancies. Usually if you'll see usually if you see not always, I mean a lot of it is demographics truthfully, a lot of it is SCES um the socioeconomic status. Um, and with that being said, in a lot of cases, if you see that there's a number, you know, a significantly higher number spent on boys versus girls, it doesn't mean that's because the program is spending more money. It could mean that there was a need that the school covered. Um, and and maybe they have plans to do the same for uh the the girls program the following year. or I know for an example when I was at Copra Hills High School, we had a donor that wanted to modify the baseball field um with his donation and with what we could contribute at the school level um it was about $160,000 if I remember correctly. And so in talking to Brad and being familiar with Title 9 and wanting to make sure we were providing um good quality facilities and and venues for the girls, um I created a 5-year plan and over five years I generated enough money to do um a comparable project for the girls softball program. And so, like I said, schools try to keep that balance. But sometimes, you know, if if there if if a program needs something in order to function and they don't have the funding, the school's going to have to find a way or going to have to work with the district to find a way to get that taken care of. And so, ultimately, as you look down these lines, you'll see that the total spending for boys sports across the district was a little over $2 million. The spending for girls sports across the district was a little over $3 million. Um the per student for the boys sports was at $930.40 and the per student girl sports was at $1,3853. And the only two words I have for that are drill and cheer. >> And well keeping cheer's not a part of this, but football and baseball are also not a part of this. So that's that's the key is true those numbers are not >> really interesting to see it divided out based on the gender of the people playing rather than the sport because I think that would equal out a lot more if you added football and baseball. >> Yeah. And again I think this will probably come into balance even more next year when we're not factoring in drill because it's no longer a gender designated sport. >> Interesting. But then I feel like we're just kind of pushing that under the rug. Oh great, we're spending less, but we're really not. Like we're still spending quite a bit on drill. And so I feel like uh I Is this specific data? You said it's not money that the sports are collecting, it's just money that the schools are spending specifically. Is this uh based on the the code that we have to follow? We have to provide just this specific information. >> Yeah. This report is just meeting what's required. >> Okay. Yeah. I feel like we're missing quite a bit of the picture. >> Well, we're not we're we're not missing it. We're just not presenting it to be compliant with this report. I have all of that information and I look at it pretty carefully as I go through in preparing for this report. Um, on my spreadsheet, I end up with eight tabs that have each school and the district with all the sports and then I have eight tabs where I pull those three non-specific sports out and reddo the calculations. And so I have the information on, you know, the total spent per school um for boys and for girls with all the sports included. I have the information for how much is spent per boy and how much is spent per girl. I have, you know, the percentages, the discrepancy percentages, which obviously are significantly higher. Um I have all that information. and I'd be happy to review that with you if you ever wanted to come take a look at it or we can share it with you, whatever, whatever you'd like. So, >> I would like to see a lot of that information because it is concerning to me that we are spending so much more on girl sports than boys sports and a lot of that is going to be drill and dance. um >> and the absence of football >> and yes, >> I I think to my earlier point, >> the next thing that you can do with this report is to say, well, that's fine for what the state law requires, but I'm interested in knowing this and then as a board say as a group, these are the things we want you to come back with next. Right. >> And I specifically I'd like more information when we go back to look at uh fees in the spring and stuff because we a few of us had questions about the the fees for some of the girls sports and how they were significantly higher. So that's just my personal view. >> Thank you. >> Yeah. Based on this information, any questions that it generates and any information you'd like, we're happy to put it together at your request. >> Miss Wood, did you have a comment? I do. Just going along with what Miss Barrow said, I'm particularly interested in the per student spend between boys and girls in West Jordan as we're spending more than twice as much on girls than boys at that school. And just some more data behind that. We can get that for you. >> Thank you, Brian. >> Um, the other part of this report Oh, I think I have to The other part of this report is just the um use of facilities for practice and game in the gender designated sports. This is a lot of information. The type is very small. What I look at as I look through this is if the boys are having opportunities to play in the stadium, are the girls having opportunities to play in the stadium? If the girls are being asked to go to a middle school to have practice, are the boys being asked to go to a middle school to have practice? Is there balance and equity in how we're utilizing our facilities to provide those equal opportunities for the boys sports and for the girls sports? And in summary, I can say that that is happening and that we're we're constantly discussing that and looking for ways to ensure that that's happening uh with all of our schools. Can I ask what the difference between main gym and stadium is? >> Stadium is a is outside. It's the stadium. The main gym is the gymnasium on the inside. >> We sometimes call it a football field, but it's a stadium >> because then there's questions when it comes to the facility uses if that's the definition. Having been a football player for 16 years, I tend to call it a football field, but having been in education and administration, I I learned quickly that it is a stadium >> because there's more than just football there. But yeah, so we have the stadium. >> Um we have the main gym. You'll see that there's some auxiliary gyms listed as well. Um you'll see some grass soccer fields. Um they all have the baseball and softball fields. um know lacrosse oftent times will will rotate to different locations but the boys are doing that equally in comparison to the girls and so um based on the information that's been provided and based on my observations I feel really good about the efforts that schools are making to ensure that our boys sports and our girls sports are having equal opportunities to maximize their time on the preferred facilities. This is for practice and then the next slides will get to games. >> Are they are there inequities between schools? Like I noticed that some schools are sending sports to off-campus practice, others aren't. Is that because some schools have more gym space than others? >> Which one in particular? I mean that's true. some of the some of the square foot or you know just simply the acreage of our of our of our lots uh could could lead to some of that reason. Uh we don't have as much practice space or facility, but if there's one in particular you'd like us to look at >> Oh, I >> Yeah, >> I don't mean to call one out. >> I noticed that. >> Also, I'm not seeing boys volleyball. Am I just missing it? I've looked a couple of times. Oh, it's on the >> It's on the game one. Did we have it on the practice one there? >> I don't see it on the practice. >> We just have it on the game. >> Am I missing it? Is anyone else seeing it? >> No, on the You're right. On the practice, it is not there. It looks like maybe there's a column for it, but I don't. So, I I'd have to go back and look at the original presentation to see. Um, but I would I would suggest that boys volleyball looks very similar to girls volleyball. However, I will say that they are oftent times I don't want to say displaced, but relocated to a place that will work for them so that the spring sports can come in and have practice space during inclement weather. >> But if we had a fieldhouse, that wouldn't happen. >> I think Miss Wood had another comment. >> I do. Thank you so much. Um, if if I had some concerns that were brought to me about specific programs that weren't getting equitable access to fields, Brian, who would be the best person for me to contact about that? >> Me. This is Brian. >> Oh, okay. >> Yeah. So, if you want to just contact me, then I can work with Brian and we can uh kind of talk through those concerns and see see what's happening there. Okay, great. Thank you. >> On the game facility use, it made me pause for girls basketball and Bingham for their games. It says that they can use the stadium. How is basketball using the stadium? >> A lot of fans. >> Was that for practice or was that game for game? I don't >> Are there hoops out there on the football field? >> No, that that is not accurate. >> You get a lot of fans. like the NCAA tournament now in the football field. >> They take hardwood floors out and lay them out there. >> Also, for the girls wrestling, for their games, it says in Bingham, it says that they use the stadium for girls wrestling. Wrestling. >> Sorry. >> Pra again. Is that in games? >> It's in game. >> In game. So, I I'm going to guess that's probably just wasn't eliminated in that. >> Yeah, that's part certainly mistaken >> because they do use it for practice. they'll oftentimes go run the stadium stairs and so you know those are things that they do and so I'm guessing when we transitioned over to the game we didn't eliminate stadium from that >> and with wrestling I think there's been several people that came to talk to us and about how girls had to use a tech tech atrium >> is out of practice because I didn't see that >> yeah there are some schools that utilize whatever space and wherever they can. Again, to your point that that space is prime. It's very >> I don't see the tech >> hard to find tech at you'll see that in in uh Copper Hills girls wrestling as an example for practice uh as one of the locations >> only for girls. >> Only >> and uh >> turn. >> Yeah. So that's what was reported to us that they're using some of those facilities when they need to. That's cuz they don't want to share maps. I don't blame them. >> I I was curious about So, Mountain Ridge and Riverton uh say that they use offsite facilities for baseball where softball at those two schools don't. And I'm curious why they're not using their baseball fields. >> It's probably batting cages, huh? So, I I'm going to just venture a guess in practice because some some uh groups have access because of uh where it's located or whatever it might be that they're able to go I can't think of some of those outside entity baseball groups, but often times they're able to go out and do some batting practice in the off season at these locations >> and things like that where another school may not have >> access to that that particular location because it's in Heramman or it's in wherever it might be. >> Proximity and who the coach is, >> community connections. >> Okay, >> it looks like there's definitely a few things that we'll need to fine-tune with the athletic directors on this actual spaces being used because if they are having a basketball a girls basketball game in the stadium, I missed it and I'd love to see what that looks like. Yeah. So, um but anyway, just as a summary, we've provided the number and types of intercolastic sports, participation rates in the gender designated sports, um uh devoted time to each designated their gender designated sport and designated uh practice and game locations. Um again, like I said, overall participation rates for the district is very similar. Um there's just a discrepancy of 5.19% and that is certainly the best that we've had in the four years that we've been tracking this data and reporting it. Um so with that um you've asked some great questions. Hopefully we've had some good answers for most. Uh where we haven't been able to provide answers, we're certainly willing to go back and do the homework to get you those answers. Um and just wonder if you have any additional questions. I uploaded this to chat GT GPT and asked where are the discrepancies? You want to hear what it said? >> Yes. >> Weight room access, Riverton lacrosse, Riverton soccer, additional practice facilities, Bingham soccer, Mountain Ridge track and field non or sport specific fields lacrosse at Riverton offsite versus onsite. It didn't give any schools, >> but those are the those were the sticky points that it analyzed and said we need to look at. So, >> got it. >> That's great. >> That's never given false information. >> Well, we appreciate your time. Thank you for having us. >> Appreciate all your support. >> Thank you so much for being here. We appreciate your effort. All right. >> Good job. >> Board members, would you like to take a little break or do you want to get one more agenda item in? I'd like to take a little break. >> I'd like to take a little break. >> I will second that. >> All right, let's go ahead and have a break. Um, we will break until 6:35, a little more than 15 minutes, and maybe we'll have a working meal. So phenomenal. >> This is exciting even though we weren't bringing it. >> All right, welcome back to the continued board of education study session. It's still August 12th. Um and we have all board members present except for Suzanne Wood who had to step out of the meeting. So we will now continue our agenda with item 1E um and have a presentation on the new administrative policy regarding salary supplements for highly needed educators. A new acronym in education just what we want shine. So Miss Gayosh and Miss Bower, we'll turn it over to you. >> Thank you. I'm so glad you did the acronym because I had it written down just to make sure I didn't forget it. Um, so we are here to discuss the shine policy. Well, the shine allocation from USB and the accompanying policy that's required. That is the salary supplement for highly needed educators. This is in replacement of the former TSSP which was the teacher salary supplement program from USB. So, we're talking about that. Um, today we have Britney Bower with me. She's a teacher not an HR specialist in our uh department. She does lensure and data and other duties as assigned which is shine. So we're excited to be here. So I'll turn it over to her. >> Okay. To kind of introduce um the program. So the 2425 school year was the final funding opportunity for the TSSP program. um the Utah legislature created the new shine policy or program um to kind of replace that and put the program back onto the districts to allow them to determine the needs of their district instead of USB determining who received this supplement. Um the shine program does come into um with a couple stipulations that um need to be considered. So each district will need to determine and document um our high needs assignments annually. So every year I'll be back with some data to determine what um where we want to take this policy for the next year. Um we have to identify between two to five teaching assignments that are considered high needs based on their courses. um decide the amount of the salary supplement um for the eligible teachers based on our budget and the needs and design a fair and transparent application and appeals process for those educators. Um we have included in the board docs a draft policy um for you guys to review today. Um but I wanted to kind of give you a little bit of background and what we're looking at. Um so our objectives for this program would be to enable teachers who are teaching high needs courses um to take advantage of these shine of the shine funding. Um it would help us in with our recruitment on and retention of these high needs areas teachers. Um and then we want to make sure that this is a consistent and sustainable program as well so that we can continue on in the future. So, in order to kind of get an idea of what this um program may entail, we wanted to look back at TSSP and see what the criteria was for our teachers to receive that funding and see if it would be something that we could move forward into this new program. So, with TSSP, they did determine that there were some high needs areas which included math, science, and science was limited to chemistry, integrated science, and physics. um computer science and then your special ed and deaf education teachers. Um they in order to be eligible they had to have a degree in that field or 10 years of um teaching in Utah for that subject area. Um and then they have to have a passing evaluation on their last three evaluations which is also written to written into the policy program requirements um for the shine policy as well. Um, the educators received the funding amount based on how many courses they taught in that subject area. So, if you had a teacher who taught math all day long, they would receive the full maximum award amount. If they did half-day math, half day PE, they would only receive half of the maximum award amount. So with TSSP for the 2425 um school year, the maximum allowed award that was benefit loaded was $5,961.3. Um so that is the benefit loaded amount. That's the total amount that we are calculating as the cost for each maximum award. So looking back at 23 24 and 2425 and this is very small um we looked at how many of our educators received the funds from TSSP and how much that to um totaled. So in 2324 um 466 of our Jordan educators received some kind of funding for from TSSP. um it totaled roughly $1.9 million that were paid out by USB for these educators. Um of those 466 um educators, 334 of their class periods counted as eligible for this program. In 2425, that did increase um to 617 of our educators that received some sort of award for TSSP. um estimate or by totaling about $2.1 million that was paid out and the qualifying course totals was 357 courses that were eligible. >> Okay. >> Those educators request those. Do they they have to take the initiative? >> Yes, they did have an application that they had to submit to USB and be verified that they were eligible. >> Quick question. All of the funds that were paid, was that paid by USB or did any of that come out of Jordan funds? >> It was all through USB. Okay. So, looking towards the future in this school year, based on the award amounts that were pay out paid out through TSSP, um this coming school year, our shine allocation is 1.8 million roughly. Um, so it is significantly lower than what was paid out with TSSP the past two years. So it is something that we need to consider going forward in creating the Shine program and policy. >> Why they lowered the amount? >> I'm not sure. They just gave me a number. I'm not sure where it came from. That was just where it came from. Okay. So there is that budgetary um impact where based on those TSSP criteria that was given we did receive more funds for our educators than what we have allocated for this new shine program. Um so to mitigate that we would need to consider t um changing the maximum award amount or some other opportunities um and decisions that can be made. So I do have kind of open to discussion options. Um, first we do want to review that policy draft that we have in board docs and get your approval on those. Um, the some of the options to consider for this school year, which as a reminder, we can't we can change how this all works each year. We would have the main policy, but then we can change criterias for categories, award amounts, anything like that at an annual basis based on the budget, the budget and how many teachers are applying. Um so one of the a few of the options that we've kind of considered is we could maintain the same criteria as the TSSP um as last year and wait for those applications to come in and use this year as a baseline year to determine how we want to move forward with this program in continuing years. Um but that would have that impact of potentially going over the allocated amount. Um, we could also scale the stipen based on how many teachers apply. So once we get all the applications in and we determine the eligibility of everyone, we could then divide up the maximum award amount based on how many applicants we had. Um, we could also adjust the categories on who receives the stipend. It's really up to our district on what we determine as high needs for our district at the time. It's really up to you and it is something that we can change on an annual basis. So yeah. So the um sorry. So looking at the um 1A annually identify the district high needs areas and criteria for educator eligibility updating the definitions and procedures accordingly. So, um, would it be helpful to have a time frame for that so that people would know if they should apply for it the next year or is it going to change very significantly ever the high needs categories? >> Is my question making sense? >> Yeah, I I think we would be able to present on an annual basis whenever we would want to announce that information. um ha have a presentation on how many applicants we have in each section, how many educators we have, what that cost would do to our budget um if we changed those categories and um present that so that we can get it out in a timely manner so they would have plenty of time and be notified through our gem notifications on how to fill out that application and who would be eligible each year. Is that I I don't know that I is that something already in the policy is when it the those kind of when it would go out to >> we we didn't put it in the policy just to make it so depending on when a decision was made. >> Yeah. >> Flexibility. >> Okay. And then also um for appeals um is is seven calendar days enough or is based on the eligibility criteria. Um it would really be providing us documentation like transcripts saying I do have a degree in this area or I have had 10 years of experience teaching this subject that maybe we couldn't have verified beginning. So I do believe that seven days once they're awarded, you know, you only have five out of six classes that are eligible, they could then, you know, communicate with us and say, "Actually, this class is the wrong title." It would give us some time to process those. >> Okay. So 7 days is >> we'd be talking about rare exceptions. So we feel like it'd be enough time. Most people we have documented what they, you know, based on their salary and schedule, we can >> So there are very few appeals is or >> that's what we're anticipating. Yes. Mostly after this year >> anticipated. Yeah. Because this is the first year. >> Yes. >> So to summarize, if the board kept the same criteria that have been in place and wrote a policy that allowed for the same employee groups to receive funds, that would mean that everyone who was expecting to get this money would still get it. And then you could determine, do we want to add several hundred thousand to be sure they get the same amount they expected or do we want to only allocate what what the state has given us? And what people receive will be dependent on how many people apply. The other way to do it is to look at other groups that you might include, but the more people you include, the less each individual receives. And so what we've brought forward is just a reflection of what the rules were previously. Tell me the thinking behind having them apply. It seems to me that these funds are for us for you as a superintendent to say, "Where am I having a hard time filling a spot?" And yet we're allowing them to tell us where you're having a hard time filling a spot. What's the thinking behind the application? We need you to tell us where we have a hard time filling a spot. Well, we set the criteria. So, we say this is where we have difficulty filling the position. Now, if you are in one of those positions or teaching those classes, then you can apply for the money, then you qualify. So, we decide who qualifies. And really, I think what what you're what you hit on is I believe without it's not up to me to assign intent, but I think the legislature had heard from various groups that they ought to be included in this. And they finally just said, "Well, we'll let districts decide because that will vary from district to district where your high needs are. So, we're going to let districts make that determination. you have the money and you choose between two and five categories for how you distribute that. >> So what I would like to see from you, superintendent, is not so much a category as a position. these positions we're having a hard time filling because we can't offer a competitive salary and then we can just simply draw a line to say okay we'll fill these positions and not fill these positions that that's kind of what I would like to see is not a criteria as much as it's u here are the positions we're having a hard time filling >> the the approach approach we've taken for the first year is just to provide a bridge from what people have expected to receive and just provide some continuity while we look at that very question because if we change the rules then we lower the expected compensation for certain groups of teachers who might then say well if Jordan isn't paying that then who is continuing that TSSP money but of course it's up to the board to decide if you want to change that now, but we do have the opportunity to do that every year. But I see your point is just to say, let's really explore that and say, so what are where are the areas of need? Fortunately, even in our highest areas of need, we've had double-digit applicants. Um, and I mean, even recently, we've had well over a hundred applicants for an elementary teaching position, for example. So we have more applicants than ever and um but we want to make make good use of this of this funding. So the in other words the the the position the the the starting point that we've brought forward that the board can can work from is just providing continuity and pay for those groups that have previously qualified for it. But every year we evaluate it and we would have the opportunity to do that. And it's not just about getting applicants, it's about getting the best applicants and the highest quality candidates. >> So the real question on the table is you want to know whether or not we'll allocate additional funds from the budget to supplement the 1.8 million we're receiving. Number one, do you want to continue to provide shine funds to the same people who receive TSSP for now? And number two, do you want them to receive the same level of funding or just whatever we're able to fund from the state? And if the answer to either of those is if the answer to the first one is no, you don't want it to simply go to the same people who qualified previously, then we have to have a broader discussion which we can absolutely do about who receives it. But so I think the first question is who do you want to receive it and then after that it's how how much should they receive only as much as we are given? An example of that is the 32 hours at the beginning of the year that teachers are paid for. The way we have done that this year is that teachers receive whatever percentage of whatever percentage below full funding we receive from the legislature, that's what percentage of the of their hourly rate teachers will receive. So if we get 85% of what it would cost us to pay teachers their hourly rate, then we're they're getting 85% of their hourly rate. So you could do it that way and say we'll use every dollar we have and distribute that according to how many people apply or we'll make you whole and we'll fill the gap between what the legislature allocated and what you received last year. So who qualifies? Is it the people who've always qualified or is it different categories that we want to explore? And then is it the same that you've expected, the same pay level you've expected or is it only what the legislature provided to us? I think those are the questions in that order that we need to answer and the board has that flexibility given by the legislature. Two to five categories is the restriction. So I I like the part of the draft policy that says the board delegates to the administration the responsibility oh to ensure compliance with state law and to and then there's AB and C and A is annually identify the district's high needs areas and criteria for educator eligibility updating that. So I I like that that it's that the board delegates to the administration to figure that part out, look at it and decide what are the areas and what are the um what's the eligibility requirement for it. Also, personally, I like a 1A. >> And I do think moving into after we move through this year into next year, we we know some of that criteria, some of those data points that we want to look at. For example, how long a position sits being unfilled, how many applicants do we have that are qualified for each position? Those types of things would be things that we would like to track this future, this coming year to establish that for our to come back next year to present. Um I think we'll be better prepared next year to give that information, but we do feel like these are the categories currently that are the hardest to fill. >> Based on the slides, it it looked like it changes every year anyway. We had 400 one year, 600 the next. The amounts were changing. I don't I don't know why anyone would be expecting a certain amount given that was just a short history, two years worth and and I'm assuming that prior years were similar that it's changing all the time. So, I I I'm confused as to why a particular teacher would be expecting a certain amount when there's a history of it changing all the >> I think it's more that they're expecting to receive some sort of salary supplement because they've been qualified for TSSP for so many years that now that it's shifted over to Shine, they still expect that they will get some sort of salary supplement um because they were categorized as a high needs educator. Um, so that is the feedback that I'm getting is the people who have received TSSP, it may not be the amount that they are expecting. They are just expecting that because they are considered a high need teacher that they would receive an additional support with their salary. >> Okay, good. That's what I was hoping you'd say. >> And so with that, I don't have a problem just saying this is the amount, 1.8 million. It's a little bit less. And as a board, I as a board member, I wouldn't feel compelled to bump that up to the 2.1 million which it was at the prior year. >> I think that's reasonable. I think we're going to be able to explain that. Um there will be some who say, "Hey, how come it's lower this year?" But that's what I mean by expected. But sometimes the board has supplemented what the what the legislature has given and sometimes not. That's the only reason we bring that up as a question. Um, but I think that the argument you just made or the scenario you just described is reasonable to say, "Hey, we're we're giving everything that we receive to the same groups who've received it in the past. >> I for one am not interested in increasing our deficit spending right now. We're all worried about that and so I for one would not want to allocate additional funds to what we've already agreed to on our spending. But I'm with Lisa. I my preference would be to put that 1.8 in in your fund and say superintendent this is at your discretion. You spend it however you see the need because you know the need better than we do unless this is a heavy lift that you need us to make. I recognize that there are some times where the superintendent needs to say that's what the board decided. That's what the elected officials who have the accountability for our funds decided and that's on them. So what I need to know is is this a heavy lift that it would bless you if we decided or would it be just as good to say superintendent take the 1.8 put it in your superintendent account and you spend it as as you see fit. I would say if you if you give me that flexibility this first year, I'm going to provide a transition that just means we provide it to the same groups. HR has said these groups still qualify. It's interesting over time, not specifically for TSSP funds, the areas of need have shifted. So I would be intentional and thoughtful about how to apply that and I I would bring that to the board but I would >> confident in doing so >> but I would feel confident bringing a recommendation forward because a key component of what you do is establish employee compensation. But I appreciate the question and and working with HR. I I would I would feel confident bringing a recommendation to the board about where we could best leverage that money. >> So I'd like to make a motion that we stick with the funds given to us and we do not supplement them with additional funds and that we give that give the expenditure of those funds to the superintendent to to use at his discretion. We have a second. >> Does a motion need to be made? >> We are directing staff. >> A question about these funds though. I thought I thought that first we would like look at the policy and then like the approve the pol like adopt the policy in a business meeting and I don't know >> if if that >> if it's not already in the budget >> then do we I don't know >> if you voted on that motion does the policy align with what he just >> yes >> said >> that's how I read the policy is >> so what that means is that we would just bring the policy back for approval in our next meeting. >> I'll I'll second the motion. I second, but I just didn't know that it would be necessary. I think we need to answer his questions and my policy is an attempt to answer his questions so that he knows where the board stands and can bring back confidently saying based on your move based on your motion to put this responsibility on me here's where I'm spending the funds instead of asking us where we want to spend the funds. The other thing you could do is just say bring the policy back and we'll vote on it and we feel confident based on this discussion that we'll pass that policy and what Mr. Dunford just suggested is what we anticip is how we anticipate you will implement that policy. So the motion gives us >> something the motion is not inappropriate but >> Oh I I was not trying to suggest it was >> but we could also just bring back the policy. Okay, >> Mr. Van Kman, >> hearing hearing the discussion, um, it might be appropriate like we have in some of our other policies, if you have questions, contact HR or something just because it's a little bit difficult, you know, to know when the deadlines are or what the criteria are. It's just something to consider. um you know so somebody can read it and if they really have a question they were given some direction as to how to get an answer to their question and they don't come to the board or or there's some somebody who's who's designated as a contact point. >> So we have a motion and a second on the table um motion by Mr. Dunford, seconded by Miss Dean, that we um allocate only the funds that the legislature have allocated to us for the purpose of um distributing to employees who qualify for the shine funds. Um and that we put those funds into the discretion of the superintendent. Did I >> as directed by the policy? >> Okay. So, >> I like that as directed by the director by the policy that we haven't adopted. >> So, that's tricky to add until we've adopted the policy, but um let's go ahead and have discussion on that motion. Miss Barrow, you mentioned that you had some questions. I did have a question and um the addition of as directed by the policy might answer that if that's the direction we're going. But the way you initially stated your motion. I was confused. It sounded as if the legislature is just giving us money and now we can do whatever we want with it because you said at the discretion of the superintendent. And so are there stipulations to this money, when it is given, how it is given, things of that nature that this motion maybe didn't articulate. >> We did put those stipulations into that draft policy. Okay. Um with the three evaluations that must be passing. Um it does look like it has to be based on their courses. Um so how many courses they teach in the area. So, our ED support special, you know, specialists that we have throughout wouldn't qualify for it because they don't actually teach class periods of a subject or a category. It does look like it's tailored to our teachers, which is also in there that it is a qualifying course taught in the categories that we've selected, >> but we can certainly work with the superintendent as he brings forward a recommendation on what those criteria are. So, we know that that matches his recommendation follows. We've been um informed that employee groups like speech and language pathologists would qualify who do not necessarily teach a course >> that incorrect. >> I am not I don't believe it that was the intent for these funds but I can double check on that with that >> qualify from my understanding. Our understanding is >> a compelling argument for why they would >> we would have to allow them to qualify, >> right? But it's up it's up to us to determine whether we add employees that qualify. But if you went with the previous legislation, although there was some progress along th those lines and some people were interested in that at various times over the years, the the last legislation did not include SLPs. because of the language that said they have to teach a course under that subject or >> the definition was not broad enough to include them. >> Our current practice is that it would be based on courses. So that's why they get a scale based on how many courses they teach. So it would be hard to fit in our current practice. And then uh the policy as written is a little vague on the definitions, the qualifications. So are those other things will they be posted somewhere else so people know what the qualifications are and the cuto off dates and all of those things? >> Yes, we would send that out in a gem with the application process attached. >> And even though when Miss Dean brought it up, we we mentioned we want flexibility so we haven't locked down deadlines. What we understand is that teachers want to know before hiring season, am I in a district that's going to continue to provide shine funds for my position? Because if not, then I'll have to make a decision about whether to go elsewhere. So for the board and those listening, if if we know that other districts are continuing to pay these these category shine funds, then we may not have had difficulty filling certain positions historically, but we would have difficulty going forward if we don't offer shine funds for positions that have come to expect some level of shine funding for that for the work they're doing. So >> are these funds limited to teachers though? I mean if we had a a need for tradesmen, I mean something like that or is this >> educators? It's educators. >> We have to report to USB where the funds what um how much they received every year and it has to go into the cactus system. So, it does have to be someone with an educator license. >> So, I have a few concerns about this motion. First of all, I feel like we're a little backwards. I think we should approve a policy before approving a motion built on a policy that technically doesn't exist yet. My next concern is these categories of teachers have been receiving shine funds or TSSP funds for a number of years and moving it to a new area is going to be the equivalent to taking a pay cut for those teachers. They've come to depend on them for right or wrong. It's a consideration and I would absolutely be uncomfortable if we don't give them at least this year of notice. So I like that that is Dr. Godfreyy's intent. I don't think the policy spec or the motion specifies that we do that. And then my third concern is I feel like these funds are intended by the legislature for a specific purpose and a specific employee group. And while I have 100% confidence that Dr. Godfrey would use them in the appropriate way. I do think that to be above reproach, I would prefer they stay as their own budget category that's easily reportable to the state when they come calling. So those are the reasons I would be too concerned to vote yes at this point on the motion. >> Yeah, Mr. Larson. >> Sure. The shine funds are a state grant and so we are required to separate them as a separate category and and report them to the state separately. >> So if we were to say in this motion let's just put them in the superintendent fund. I don't know if we would be doing >> it's more under his direction than >> so yeah then let's allocate them as such in from my perspective >> well I think that's the intent of the motion whether or not it was stated that way I don't think I don't think Mr. Dunford saying, "Hey, let's have let's give this money to superintendent. Spend it however you want." I think his at least the intent of the motion was let's give him power how to use this money according to the laws that are set forth and and the direction of HR that they've worked so hard on. So, I don't think that I don't know, maybe we need to put a statement in there that spend it according to policy or but that's what I got from it is he's not just given the money and say do whatever you want with it. It's going to be according to the law and according to what HR's already developed. He's just going to have control over it instead of us. I think there were there were two pieces to the motion. One of them was to decide whether or not we were going to supplement what was given to us. And the motion is suggesting that we not do that. The other part of the motion had to do with the implementation of the policy. And I I would rather separate those because I think when we have the policy in front of us and we're ready to talk about it and adopt it, it will accomplish the second piece of the motion. And maybe that that first piece could just be done separately, not rather than combining both into one motion. >> Yeah, I'd be more comfortable with that. Hope someone make a >> I propose an amended a motion that we direct the superintendent to move forward with this policy as it stated but to stay within the financial budget of the alloc the funds that were allocated. I think we need to answer that question first that we intend we we intend to we intend to use shine funds to supplement hard to fill positions. Can >> can >> but we're not going to increase our budget to do so. So, I just I still keep feeling like um I would prefer to adopt the policy before um talking about how we're in implementing it before making motions on how to implement the policy. >> Is there an urgency that we need to hurry and approve this or can we wait for the policy to be approved first? I only think that there are teachers wondering whether they're going to >> get it >> get it. the the the urgency is whe whether there's a technically a motion or not, I think it's written into the policy, the portion that Miss Dean read that I have to distribute the funds according to the policy and according to the law and that's going to if there's clarity that we aren't changing the categories, there will be a policy in place for this for this coming year. There will be a policy in place and we're distributing all of the money received from the legislature but not more than that. The only urgency is that teachers are eagerly awaiting news on whether they can expect to be paid shine funds. >> And that was my only intent. We're not going to we're not going to supplement, but we are going to spend and we're not changing the categories. And whether there's a motion to that or not, if the people listening know that that's the case and then you can approve the policy um next meeting, then that's fine. You can approve the the the motion and that's fine. Either way, I think there's clarity from the discussion. If I've summarized that and Mr. Dunford to summarize that accurately. Then looking at the policy and making sure that the technical aspects of it that Miss George brought up um are button down. We can do that in the next meeting. It's just clarity about the categories not changing I think is what people are hoping. >> Do you have the clarity? Do you have the intent of this board? >> I feel like I do. Then, Miss George, I move that we remove the motion on the table and move forward. I I move that we remove the motion on the table and take no action at this time and wait for further proposals from the superintendent, >> but to allow the superintendent to start. >> He's gotten enough to know how to proceed. >> We want you to move forward. >> We don't necess I was just trying to help him proceed. >> Yep. >> And it sounds like he doesn't need it anymore. So I move that we remove the motion from the table and just wait for the superintendent to come with a great a more >> to come back with this policy. >> So as our parliamentarian >> we do need to take a second on that and vote on that motion. >> If you're removing your motion. >> Okay. So we have a motion and a second to remove the motion from the table. Any discussion there? >> All right. Seeing none, all in favor say I. >> I. I. And any opposed? Great. Motion carries unanimously. >> Do you have the information that you need? >> Thank you. Thank you for the discussion. That that gives me exactly what I need in in whatever form it came in. I now know what we need to do moving forward. And I think that's um the also the information those listening need to to know what to expect. So, >> board members, do you need to see this policy on another study agenda before voting on it in a business meeting? >> No. >> No. >> Before we move off this agenda item, I do have a a procedural question. >> This is a brand new policy, right? >> Mhm. And I the very first part says board directive. Where did that come from? Did it did it come from the board? >> It's being proposed, >> right? But but was it proposed by the board? >> No, >> I think once the board adopts it, then they're it is now their directive. >> Yeah. I and and I'm not saying I don't want to make a big deal of it, but I'm just curious when we draft a new policy, words are put into our mouth kind of as to what they think we want as a directive, right? And then we come back and say >> yes or no. >> Are we okay with that? It just I don't know how I feel about that. It feels a little a little weird that staff and not that I don't trust them. I think they're all great people that staff writes the entire policy, even the part where we as the board are telling them what we want, but that's how we've always done it. I'm guessing I think this is the second time that a new policy is maybe there's more, but it just is that okay. So with us, >> so I think when you see like it's a DP, it's a district policy. And maybe Bryce can review what all of the letters mean. And so some policies that are the board policies, the board writes, district policies frequently, I think usually district employees work on them or work to amend them. And so I think when it's a district policy, it's different than a a board policy >> in in how it originates and who kind of I mean as a board the buck stops here, right? But um I think when it's a district policy, the the district kind of manages it. It it just seems weird that >> that they're telling us what they want us to direct them to do >> or they're asking. They're not telling. They're asking, "Is this what you want us to do?" >> They're generating text and saving us the time to do it because the least productive time we spend is in word smithing. So to have someone have already have words smmith to say we're guessing this is what you want and then they're asking they're not telling >> and and it's a draft. This is a draft. It's not a do you know what I mean? They're not saying this is what we're doing. Um it's a draft that they're bringing to us and if we had changes we could suggest them. If we had questions, clarification, you know what I mean? So it's I feel like it saves a lot of time. Personally, I do not want to be going >> word smithing >> through all of the books. >> And we are working with the board of attorney in the background before we bring the draft forward. So we we >> and what we did in executive committee was approved him bringing this forward. We told him to bring this to us as a guess as to what our directive would be. I I remember when I first came on the board, I was told that my main thing as a board member is to write policy, >> approve policy. Don't write it. >> Okay. Yeah. It's we're we're a policy generating and approving body here >> and policy is coming from staff to us. And it just seemed kind of >> kind of odd. >> If you want to take it and rewrite it, go for it. >> Go for it. >> That's what I was just going to say at this point. The reason we're not voting on this policy right now is because we need to adopt it. Please take the time. If this board directive doesn't represent you, well, please bring it back to us with suggested edits, make it your own. >> So then should it come back to a study session one more time? >> And that's why I asked the question to this policy. I don't think it needs to go through the process. I think it it needs to go through the process to say we st we looked at it in a study session, no one had any changes and then we voted on it. C can we put it on both agendas for the next meeting so that if in study session we discuss it and you feel comfortable with it then we vote in in that next >> the other thing that if you in preparing to bring it back to us decide there's something I need to change we would need to see it in study session before we finally voted on it >> and we can change too. >> Yeah. >> Okay. Great. Does everybody feel like they have what they need on this one? I do have one more question. Um, did it was unclear to me whether or not the all the board members were in uh agreement that we do not supplement beyond what the legislature has allocated. Do we need an official vote on that? I felt like that was one item. I don't know if we need an official vote, but is anyone uncomfortable with that direction? Okay. And is anyone uncomfortable with keeping it to the categories as they were last year? >> Do you want to do you feel like the board needs to make a vote on that? That was the main point of my vote mo motion. >> I I I got lost in the wording and I it was very unclear to me. So I wanted to officially ask like I'm okay if we don't need to vote. I just wanted to make sure it didn't need to be something official. I just needed clarity for myself and possibly for those listening that we were all in agreement. >> Yeah. >> Thank you for that. Okay. All right. Thank you for your work on this. It's exciting to see things rolling forward. Okay. Let's go ahead and move on to item 1F. This is a continued discussion on the initial boundary changes data for Midas Creek Elementary School. We discussed this at our last meeting um and are just ready now as a board to discuss next steps. So, we'll turn it to Dr. Godfrey. >> Thank you. This is uh we're looking at a couple of boundary changes tonight that will be presented in a little bit of a different way than they have been in the past. Based on discussion with the board and the executive committee, we are not bringing forward multiple options, but we're bringing forward a particular option for each proposed boundary change. In the spirit of what Mr. Barnett was asking about earlier regarding policy, I would point out that this we consider this a starting point. If there are adjustments or changes that the board wishes to make, that's why we're bringing it forward. So that you can this gives you a starting point and if you want to change the proposal that goes to the public then this is our chance to do that. Also to our earlier discussion we there is not a particular we'll talk about the timeline but we have time to process this and if there's a different way we want to do this we can bring it back. The idea is to bring this forward when the board is comfortable either with the option that's presented tonight or with a different version. Then we would send it out for feedback on this instead of a vote or you know a a a survey. So, it's a bit of a different approach, but I think it matches well with what the board has requested, but also these particular situations. One boundary change to a line of feeder and another to alleviate high enrollment. So, this is I'll say it a third time. It's a starting point and the board can adjust this however you would like. And then what we will do is put together an email and a survey and get input on that one option once the board is comfortable with what we're going to send out and we'll send you those materials as well. One thing I would note is that between these two we have the potential to change every high school boundary. Now you hear people at home gasping, but what we're doing is changing it for a very small number of families. So we would send out two different emails. One email would say a small number of students may be moved out of your high school boundary. you, your neighborhood would not be impacted by this change directly, but we are giving everyone with students at the school the opportunity for input on this option so that people can read three or four sentences and say, "Oh, wait. >> That's not me. I'm not being moved." And then they can decide whether they're still concerned. There may be some who say, "Oh, good. We really need smaller numbers here." or they may say, "Oh, no. Why why would we send more students to my school or whatever it is, but we want to make it very clear upfront. We're asking you only because the overall enrollment at your school changes, but your particular neighborhood would not be moved." Um, so it it is a little bit tricky. It's uh been some time since we changed all high school boundaries or potentially did, but I just wanted to clarify we're going to be and it will take a little bit of time to do that, but we want to be sure that we're targeted in the way that we send this out so it doesn't cause any alarm. Um so on each of these we're going to talk >> be the last time we do this. So >> that's right on each of these >> really good at this. >> Yes. And this is going to be a a good opportunity for us to message that. Like I said, we'll send those out to you so you're well aware of what it looks like. And as Mr. Dunford has pointed out, we we can provide you the individual feedback we receive. We can also use AI to effectively summarize it. And this board has always distinguish distinguished itself in the way that it processes and reacts to parent feedback. So, um, can can we >> must Jordan High School have a change in these boundary discussions? >> Potentially. >> Yes. >> Small 50 54 students potentially. >> I was like, West Jordan doesn't have anyone. >> So, uh, with that, uh, let's take a look at the proposed secondary boundary change for the Midas Creek area. Okay, what you're going to see on the first slide is just the current state of things on the left side of the screen. That's where we've got the Midas Creek boundary in the shaded yellow area and in the purple lines designate the high school and middle school boundaries. You can see in area one, Copper Mountain Middle has 135 students um in within Midas Creek that would go to co that middle school. Haramman High is 171. Area two, almost equal amounts between Ochre Hills and Riverton. And then area three currently goes the South Hills and Mountain Ridge. The proposed boundary changes on the right. In keeping with what Dr. Godfrey said, this doesn't impact the Midas Creek boundary, the Midas Creek elementary boundary at all. >> The only boundary we're not changing. And yet it's its title is on every one of these. >> It's the Midas Creek area. And and so this proposal would take areas 1, 2, and three and take and move them all to the Ochre Hills Middle School and Riverton High School feeder. >> We always say it's not A or B, it's C, D, E, or F. In this case, it's it's A. >> In this case, we're seeking we'd be seeking input and feedback on option A or option. >> It's not even option A. >> The proposed change. the proposed change >> because if we call it A, you're going to want a B, >> you know, >> so there's no other options. This is what we're doing. >> This is this is what we think we ought to do to solve the problem. And then the board weighs in and says, "Yes, we agree. This is how we ought to. >> We could leave it the same >> or the board says, uh, let's change it to this and then send it out." But what we're proposing again based on board discussion and the executive committee discussion is that whatever we end up with we just send out one proposed change rather than options because there are limited options here to what you can reasonably do. >> Yes. now and and really what the option becomes is do we make the change that's proposed or do we just leave things the way they are because there's really not a middle ground that makes a lot of sense if it's still going to be divided is it worth the effort of a change but all of that is up to the board and even though this is our starting point you could say we still want options this doesn't feel like the way we want it to feel now that we see it kind of like moving the furniture oh this doesn't feel right Let's move the furniture back. Whatever we decide we want to do. >> What does in a small measure help with a crowded school? I mean, Mountain Ridge High School is projected to be pretty full. >> Yeah. >> And that's on this slide here. We've got the current >> Yeah, but Herman's not on this one. The far left column indicates the estimated enrollment in October. And then the building capacity is the next column, current number of portables. And then you'll see the next four years of of projected growth there. And to Miss George's, President George's point, yes, Mountain Ridge and Haramman are both in the, you know, knocking on the door of 2900 in four years. It also a board the board prior to this said that mountain view corridor whenever it's possible would be a hard boundary and that would solve that too. >> Y this is what the proposed capacity enrollment would look like under the proposed option. The first three columns remain exactly the same as the previous slide. the next four for the four years until 2930 school year would show how it would balance enrollment in the impacted schools. >> This is this showing if all of the students were to go to their boundary school not considering a slow roll out. >> Correct. It assumes that the students that are in the boundary all go to the the proposed schools. Yeah, last board meeting it was brought up uh and questions were made about transportation and and the impact it would have on that. Every student involved in this boundary change would qualify for busing. As far as net increase, the there are seven buses from this area currently serving uh and there would be seven buses going to Ochre Hills. That would constitute no net increase the busing at the middle level because we're uh consolidating areas. We could see a net increase of up to two more buses at the high school level depending on how the routes shaped out. That's that's uh that's our estimate. So currently Riverton has four. You could see potentially an increase of two more. >> But if current routes can cover that, then we wouldn't see that increase. >> These are high school students who often get themselves to school. >> That's right. >> Do we have any safety buses that are going over to Haramman? We pay full freight on those. So we would this this slide really should say that we're losing those and so that's actually a savings huge savings if there is safety but I think there is >> are these the only students who would be using those safety shuttles I'm not sure >> just the Haramman ones. Yeah, >> is if it's if they're using safety shuttles because I think they're within the two mile radius. The we would be saving that that whole bus, which is >> the only Oops. Sorry. The only buses that we have that uh that you're describing are actually going to Copper Mountain, not to Haram. >> Okay. But that so that would affect Copper Mountain. >> It'd be Yeah, the net increase to the middle schools would be would be zero. The other um point of discussion was what to do regarding permits. This is a proposal. As Dr. Godfrey said, this could go any way that the board wishes it to go, but one way to approach it would be to have current secondary students involved in the boundary change would be guaranteed permits to their current middle school and high school. The caveat with that is on a permit system, they would only qualify for busing to Ochre Hills or Riverton. So, you could have a seventh grader electing to stay in their current middle school and feed into their current high school, and that would that would uh be a six-year endeavor for them through the year 2031. You could also have do the same with the elementary students. Um, again, they would not qualify for busing anywhere but Ochre Hills and Riverton. And a current kindergartener would obligate it for 12 years or through 2037. But as I understand this proposal, they could permit for any reason, whether they had a sibling or just a preference. We are granting them a permit at the middle school and high school where they are currently slotted to go. No, for for whatever reason. That's how I read this proposal, right? They don't have to say I have to have a sibling. It's any reason at all. >> Under the way this is written, yes, it would be wherever they currently are. So, if you're in the current Copper Mountain, Haramman boundaries, this proposal would allow you to stay at Copper Mountain and move on to Haramman >> just with the permit without busing. There's got to be a statement in there about no flip choice. I >> mean, if we give a permit to a kindergartener anyways, they can stay throughout the kindergarten years, right? >> Well, the >> once we give a permit for a school, they don't have to permit. >> Correct. To a school and but if they at the at the level change to a middle school or to a high school, they resubmit >> for another one. >> Yeah, that's correct. >> 12year roll out feels excessive. >> Thank you. Me too. And I I'm curious and I realize that there haven't been a lot of boundary changes recently, but is there any idea about how many students actually permit to stay at the school that the boundary change because it seems like anyway I >> and an anecdotal >> sometimes it's more convenient and easier just to go to the school that you the bus too. >> Yeah. Anecdotally, I would say that over the years, even some families that have fought to say, I want my child to stay in sixth grade for to complete their final year at school X. And ultimately, I can think of a specific instance many years ago where the board allowed for that and said, "All right, sixth graders, get this at consideration." And then a lot of sixth graders said,"Well, actually, let's go to sixth grade at the new school because then when we go to seventh grade, we will have already made these new friends." So, even if the flexibility is given, the likelihood that very many people take advantage of it is low, especially where all of the busing is provided. Um, but but and so this proposal can be you you can decide on any version of this proposal. I would recommend that you not give options here either that you say this is what we propose the boundary change we propose and these this is what permits will look like and this is what transportation will look like. If you have various permutations of what and combinations of permit and transportation that people are voting on then that creates a problem. But you can say all current secondary students and sixth grade students or you can define what this looks like. In answer in direct answer to your question, I I don't know that very many families will take advantage of it from the elementary level. They may at the secondary level. And as you can see from this slide, the the building capacity with the current portables um and the even the projected enrollment through four years um allows for for room and you you you could even say go through the current permit process and and if you go through the open enrollment window in December, I think your your odds are very good that you would receive a permit for that school. And and for that reason, I think that um maybe decreasing it from 12 years to four years or five years because it seems like after that just the normal permitting process would get them where they wanted to be. >> Yeah. Suggest >> three. Thank you. >> What doesn't the normal processing do are you given when we did the permits and I get a kid in that school, does it allow for the rest of the family to get into? >> They get a >> priority. >> Yeah. In the process. Yep. In the process, we prioritize. >> We could go back to those permit and and add in a boundary change into that process and put that as a high priority. I just I want to help as many families make this as smooth transition as possible. And if if they have close ties, I really do think like Dr. Godfrey like said, very very few are going to take advantage of that. They were going to want to be with the kids, we're really reuniting them with their elementary friends. And uh but I do want if somebody does want to stay in that feeder system and we have room then I would I'd prefer to allow the wishes of the family >> and our policy for permitting would allow that. Right. >> Yeah. They can only tight schools. These are tight schools, but >> that's a tight school. >> But but I think the few kids that we're going to disrupt that want to stay, I think it's worth it. is >> what we're asking of staff right now is to represent the dire desires of a board that is potentially three boards ago where they are going to be dusting off old meetings and having to manage this and I think it's unnecessary. We if if we allow three years, then we're all here to stand behind those decisions. I maybe not all, but there are board members here to stand behind those decisions. And I believe that our current permit policy will allow families to do what they need to do in this scenario. See, I disagree because I think we're saying it's okay if you choose Copper Mountain, but you may not be able to choose Haramman. >> Yeah, I agree. >> And I don't like saying that just for the sake of well, we don't want to tie a future board's hands, so we tie the family's hands. >> We're allowing >> tie our staff's hands. We're allowing them to say, "You can choose to go to Copper Mountain Middle School, but you may not be able to then go on to Haramman because Haramman's going to be crowded and you may not qualify for a permit." I don't want to say that. >> So, you would rather do six years? >> I would rather have give everyone in the elementary school the option to know that you can go to the high school you choose. You may not receive busing, but you will be able to go to the high school you choose. There will be no restrictions pro prohibiting you from going to that high school. >> So, a 12-year roll out. >> I would say that you have to declare it now. And if you go to one, if you go to Riverton, if you decide to change and go to Riverton or whatever, you can't you can't come back under this. You'd have to come back under the regular per. Does that make sense? >> Yeah. >> If you choose Ochre Hills, If you choose to go to Ochre Hills, you can't permit to Haramman or Mountain Ridge. >> If I choose to stay in Copper Hill Hills, >> well, it's not going to be that hard to manage it. It really isn't. >> Managing case by case like Oh, sorry. You requested a permit three years ago. You're no longer eligible. >> And I have another question. So, are are very many students who or families who request a permit don't receive it? Don't >> Yeah, there's a ton of people who don't get the permit. They request. >> I guess I've just requested a permit to an unpopular school. >> Yeah, I've had a 100% success with my request. Great. I I'll say you made your request within the window and >> I did make my request within the window and actually I was put on the wait list but then anyway I mean >> we we've done this before um when Rice and I was first elected to the board there was a street called Hollister Street in Herman that had like half the street was built and then there's a big field that were building houses and we wanted all those houses to go to Herman elementary. So, we told that street, "Look, you can choose to stay or you could choose to go with people that were going to be on the other side of the street." And I think one or two families ended up staying throughout the whole way to Butterfield Canyon. But most families saw the reasoning, "Oh, now my people in my church congregation and the kids my kids are playing with now, these new homes, we want to go." And so, but we gave them the freedom a little bit and and where po that's not always possible. Sometimes we need to get a lot of people like we did with Aspen, we need a lot of people out soon and but if it's possible then I would I would just defer on I I think if you were check Butterfield Canyon, the exemption of Hollister Street was not a big toll on their staff. Can I ask what kind of a lift is this for you to manage a 12-year roll out? Is it not that big of a deal? >> They might not even be here then, right? >> No, they have lifetime. >> Well, let's see. >> Gorgeous. Um uh I have to be a little careful because I won't be the one doing the work. Um and I'm well aware of that. It's manageable because what we do is we print up a list of these students and then we check it against the requests and you know print up we we create generate a list of students and you know we have payroll oddities that we do by hand every year and we do have some permit things that we do every year. If this is what you want for these families, don't let the burden on staff be the obstacle to accomplishing that. Although I do want to say I always appreciate it and this board does an exceptional job of saying, but what's the impact on staff, but what will this do for the to the superintendent or what's the burden on teachers if we do this? So, I really appreciate that question. I think this is something that we can do. If this is what you want to do as a board, we can we can manage it. I think the only reason you would permit is if you have a sibling or you've been in that sports feeder system from the early years. I think the number of people permitting is just going to be minimal. I think the vast majority want to stay with all of their elementary group throughout the rest of their school years. We have some email addresses that are assigned to a position as opposed to a person. And we would say this is the email address that you need to email if you're making this request. And whoever's in that position will be sure they have that list, they have the understanding, and we can we can make it work. >> Can I make a motion? I move that we move forward with the next steps that are outlined here in this doc these next steps um following the transportation proposal and the permits proposal that have been proposed. >> We haven't even talked about the next steps yet, right? >> Oh, you're right. The Yeah, sorry. I >> you were reading ahead. I I was just thinking, hey, we've been talking about this for a while. Maybe I can make a motion. >> Okay. >> Yeah, let's go over the next steps and the potential dates. >> You can in just a minute. >> You'll notice some of these up here are required by law. Um, and all of them are flexible in terms of when we actually implement them. We put up certain board member board meeting dates just for reference. But the official notice to those impacted in a boundary change is required by law. We we'd do that sometime this month. And as Dr. Godfrey said earlier, I think we differentiate the email notices. Uh those to impacted families that would whose neighborhoods would be impacted by the change and those who would not be directly impacted by the boundary changes. The new wrinkle in the law indicates that we or requires that we use our regular means of communication, which in this case would be Parent Square, but there's a bonus. We also have to send out through the United States Postal Service notifications to those families around 17,000 households because it under this you saw the six schools that would be impacted. Three middle schools, three high schools. >> We've asked Caleb to personally deliver each of those postcards because that will be very expensive otherwise. >> No, I'm just kidding. >> I in case Caleb's listening, >> it's like >> it's a bulk mail, right? So a little less. >> Yeah, but it's expensive. >> Yeah. >> So unnecessary. >> There's a cost there. >> And that's part of the new law. >> That is that is brand new this year. >> I hope our our legislative committee works with our legislators on that. >> Yeah. >> Well, or >> we can show them the the postal bill that we acrew uh the feedback window under the proposal. um of getting feedback and and uh you know comments on the on the boundary proposal would would happen in September. We could send out a survey. We'd be gathering that and doing the analysis that way. There would be open houses as well um to answer questions and do an in-person gathering of that. There could also be feedback and questions posed virtually or through email. And we would also as per our regular process talk with our school community councils of the impacted. We usually walk them through the process. Um, it can also be a question and answer time, but usually they're curious about the process. They're oftentimes the the ones that get most of the uh the questions in the community because they they are involved at the school. Um, required by law is a public comment. Um, that could be on in October once the once the u everything's been gathered and meetings have been held. There is a required public hearing which could be as soon as the 11th. We we could we again these dates are optional with potential board action on December 9th. >> Be tricky for me to vote on a motion before we have the Sunset Ridge discussion because these steps require us to have made decisions there. And I ask, is the open houses a in person open house? It's not uh >> That's correct. Yeah. Yeah. We do it at a physical location in person. We'd have staff there to help answer questions. Maps, >> board members can be there, >> of course. >> Um thanks for adding that in school community councils. I wanted to add in in that process um contacting cities about the impact of the change. In this case, I don't think we need to because there is no impact to the cities because there there's not going to be a crossing route or anything like that. But that's the only additional step I wish that was in there. Yeah, it's not listed on here, but part of the required notice is to cities that are impacted. So, in this case, um I believe we'd be sending it to Riverton and Haramman. >> So, I I have a a question. So, I I feel like these next steps also include agenda item G. >> Yeah, that's what I was trying to >> That's right. >> Okay. And >> now you got to hold your motion for a whole another agenda item for what? I was hoping he would do it. >> We get to make two motions. >> Should we move into agenda item G? >> Yep. >> Yes. >> Is are people ready? >> Yes. >> But are we generally this? No more questions. No more. We're done with the Midas Creek discussion. >> Well, I I like the transportation proposal. I feel like the permits proposal is fine. I do feel like 12 years is a lot, but I am okay with it. Let let me make sure everyone understands what we're proposing. Some middle school students and some elementary or some middle school students and some high school students are about to lose busing to go to the same school. That's what we're proposing. >> Yes. >> So, okay, great. I think that'd be very difficult to be able to running two buses in the same area. I'm on board with a discussion. I just want to make sure we all aware that that is a reality. >> You're you're talking about people who are voluntarily giving up busing because they want to go to a particular school. >> No, I'm talking about someone who's in in seventh grade >> at Copper Hill >> at Copper Mountain. >> Copper Mountain >> and wants to go to eighth grade at Copper Mountain. Just lost their busing. Now >> we go to the same school. I was busted for seventh grade. I'm not going to be busted for eighth grade because my boundary just changed. >> And now he's walking across the freeway. >> It's possible that they are are is anybody in there will they qualify for a bus to Ochre. >> Yeah. >> Yeah. So, >> but they're already going >> it's a different bus to a different school. >> Yeah. And and just as a reminder of what we said earlier, everyone in the impacted area in the Midas Creek area would be eligible to busing for busing to Ochre Hills Middle and River. >> Anyone who chooses to permit gives up that right to a bus and they would be choosing to >> these guys would be permitting to the same school they're going to. >> Yeah. >> Okay. >> Okay. Um, agenda item, >> that was the easy one. >> Agenda item G, >> rolling to the test point. >> We call it the Northwest area simply because again it looks like it involves and it does involve a lot of schools. Um, and you'll see the the the potential impact to those schools here. Um, under this these are the proposed boundary changes and you can see the current impact. This is this would take in area 1 299 students from Sunset Ridge Middle School and send them to West Hills Middle School. That's area one. Everyone in this se section is currently at Sunset Ridge. They would go to West Hills. >> So, they're not changing high schools at all. >> They would not change high schools. That's a great that's an important clarification. >> Will down the road. These students are already going to Copper Hills. They will remain at Copper Hills. That would that would, as you'll see in the next slide, that would bring West Hills enrollment quite high. In order to offset that, this proposal takes area two and sends these students who are currently in the West Hills middle boundary would send them 196 of them to Elkridge Middle. This area is also currently in the Copper Hills boundary. It would send 199 current students to Bingham. Miss George's is where the West Jordan area comes into play here. West Jordan High School. These students are currently going to West Jordan High School by their boundary. Of note, most of the students, most of the 54 students in this area, a majority of them already permit to Bingham High School. >> Interesting. When you say a majority, does that mean just like 28 or 29 or >> I believe the number was 35. 35 of the 54 already go to Bingham High School on permit. >> And do any of them go to Copper Hills? >> Um, I can get the numbers for you. They don't have that readily available, but yeah, there may be a >> thinking is they go to Elkridge and they want to go from Elkridge to Bingham rather than from Elkridge to West Jordan where no one else in Elkridge is going. >> That's the quirkiness of this boundary that this would seek to to tweak and fix. >> Those students already go to Elkridge. Most of their peers go to Bingham. This would align the feeder system in a in a a better manner. I do see the the concern being Pank Copper Hills is right there and you want me to go all the way. >> But they're kind of in the middle. >> Makes a lot of sense. >> Is Is there any >> better than this guy right here? >> Yeah. >> Who's going Who? There's Copper Hills right there. And you're making me go all the way to Bingham. >> Well, that's what I was trying to say. >> No, I thought you meant this guy right here. >> Yeah, I meant the area, too. people. >> Yeah. Just to clarify, area C currently goes to West Jordan High School. So, um, to Dr. Godfreyy's earlier point, this does impact all six high schools, albeit in a to varying degrees. >> Why it'll be important for us to say >> like every West Jordan parent would receive an email, all but 50 would receive an email that said, "We are considering moving the boundary." So 50 students move from West Jordan to Bingham's boundary. Your family is not included. If you would like to weigh in, click here. And then most would say, "Oh, okay." And not worry about it. The idea is to let people read two sentences and say, "Oh, it's not me." >> And Miss Barrow, our our data indicates there are no students in that in area C permitting the Copper Hills. But in area two, >> um, area two, their boundary is currently Copper Hills. >> Is there any wisdom in expanding number two to the other side of Mountain Ridge? There's not that's an industrial area, but there is homes and there is future growth because what we're trying to do is hold the numbers of Copper Hills down as long as we can until we have to build a high school. >> Are you talking about New Bingham or Mountain View? >> Yeah. So I'd bring it across Mountain Ridge uh Mountain View on keep 90th as the boundary and then have it go down New Bingham Highway >> just in that area between between Bakus Highway and >> industrial >> industrial area. Yeah, there are a few homes in there. not a few homes that ridge, >> but the what the wisdom behind it is there is areas in that area that can be built >> and so it's better to build a home and say, "Oh, they're going to send me clear to Bingham." When we >> then you're going to have Copperton in that conversation, >> it could domino. >> We did we did consider areas beyond that for the reasons you described because of the transportation corridors and and barriers. There are more students in that area than you might think. And to Miss George's point, it it does impact the middle school. And we it just that there are some there are some balance as you can see in the next slide here the capacity and enrollments would would be impacted beyond where we thought was was prudent at this point >> to Bingham that it would make Bingham too large because we're trying what we're trying to do is keep the numbers down in Sunset Ridge West Hills and Copper Hills because if we can't manage those areas to be low then we have to build a high So the capacity enrollments currently stand like this where you've got again same same setup where the column on the left is the estimated enrollment of each school. You've got their building capacity and then you've got the projections for the next four years after the portables. Under the proposal it would look like this. >> What's the asterisk? Ah, thank you for asking. That is the year that the West Jordan High School remodel is slated to be completed. And so, we just wanted to put that there as a as a reminder that the capacity and everything that that could be a year that you might want to keep track of for for the completion of that project. Thank you for asking. But, uh, M Mr. Robinson as you described the it does this change would take Copper Hills down to around 2600 2658 >> still a good size but that's much more comfortable >> well that's why I'm wondering if we should explore that larger area take to Bingham >> look at Bingham's Bingham's numbers There's I mean there that's a pretty good size ivory development over there and and I think it probably yields a few kids. So I I don't know. >> I'm just trying to do whatever. >> It's looking pretty nice at 236. It does look nice and and Copper Hills is manageable, but it's it's I would rather take it now and before they build more houses there. And there's not a lot to build than have to take it later. The longer we can keep those numbers down in the West West Jordan area, the longer we can hold off building a high school. >> But really, the area that you're pointing out is pretty built out. So the growth is coming on the other side of New Bingham. >> Yeah. >> But there is kids there >> there. Yeah. There's a a built out ivory development in that area that you were indicating. And I don't know how many kids it yields, but um it's pretty filled in now. And then you've got like industrial industrial that's not going to become homes. >> And then you're looking at like Copperton. Well, and I would keep Copperton at Copper Hills. >> So, >> I'm just saying bring in a few more homes. Whatever we can do, whatever we can do to take that square right there >> and anything else they could build in there. >> This all of our our growth is coming here. >> That's the only thing that I would say is whatever we can do to get more kids out of there. So, I don't Do you have any idea how many kids are in that little ivory development? >> I'd have to look. Um, we could find out. >> I'm very comfortable keeping Mountain View as the boundary. >> And we've always said we wanted that. >> I don't want them crossing Mount I would not want >> they'd be on a bus. >> I wouldn't want them crossing to get to Elkridge and then Bingham. I would rather that group go to Sunset Ridge. >> I'm good. I'm good with that. I'm just throwing that out. That's just one thing that you can do to take that growth of those two areas. >> Another thing that really is nice about this boundary is it's in keeping with that goal of keeping kids from crossing really boundaries. >> Yeah. And as we said, we did look at that. I if I remember right, there were more kids that I was surprised by the number of kids in that area. I can get the numbers for you tomorrow, but because of the the implications and crossing the the highway and busing implications and everything else based on the last discussion, we kept it as is. >> They would be on a bus either way because obviously Elkidge Bingham aren't too far. >> I'm just looking anything to help >> complexes is a pretty good size. I >> I'm getting this is beautiful. >> Yeah, I'm glad you brought up transportation, Dr. for Robinson because in the area number one that's the that's the area in currently in in Sunset Ridg's boundaries out of the 299 students that that live there 270 would qualify for busing to West Hills. So a very small number would not that's not to say they couldn't get um a space available permit if they it just kind of depends on the way the routes get structured and how much available space there is on the bus. >> So it says no net change in busing. Does that mean they're already on buses? >> They're already being bused to Sunset Ridge, >> Mountain View. >> So, we're just having the bus go in a different direction. >> That's correct. For area two, which we were just talking about, all of those students would qualify for busing to both Elkridge and Bingham. And that would that would mean a net increase of three buses to Elkridge because they aren't currently being um bus to West Hills. And then area C of our 54 students, all of them would qualify for busing to Bingham, which could if all 54, again this is the max number. If all 54 chose to rode the bus, that could constitute a net increase of it would not be two, I can tell you that, but it would increase an an additional bus, >> which is really interesting because the facilities working on drawing boundaries that reduce buses But the bottom line is you're saving us from building a high school and you're saving us from building a middle school which >> come at a huge price tag more than a bus. >> So >> what's the bandwidth of our busing department with these asks? >> As you know bus drivers are at a premium but I'm looking over to the corner. >> Can we give them the shine funs? just >> we'll have them teach a class so they qualify. >> We could all >> reduce the number of unfunded bus routes that are happening. >> Done pretty good away, haven't we? >> Yeah. >> What are we left with? >> The safety need to change the subject. I feel like Yeah, let's move on with this agenda item. And just looking at this, I mean, there would be a if all secondary students are qualifying, it's not on there, but there would be a bus um needed for Bingham. And I'm guessing one bus needed for area C and possibly a bus for area 2. But again, net increase of busing overall, >> but Copper Hills doesn't lose any buses. They just go to >> Yeah, Copper Hills. Um, they shouldn't they shouldn't be changed because those students aren't being busted to Copper Hills. >> Not right now. >> There could be a >> awfully close. I was just hoping. >> Correct. Yeah. And then we get into the permit discussion uh for this area. And because this is a different type of of boundary change, um the genesis of it is a little different and the need for it is a little different. current secondary students involved in the boundary change could go through the existing permit process and remain at their middle school and high school. And if you go back to this, it indicates that you can look at the building capacity versus the potential enrollment in a few years. There should be room for students who wish to remain at their current school. So, we wouldn't grant a permit to >> an elementary student in that area who's now been changed to Elidge and had planned on going to West Hills. >> Haven't proposed that. >> Yeah. >> This proposal wouldn't even grant a permit to a ninth grader, an incoming ninth grader who wants to stay at Sunset Ridge. So, do we have any data on the number of students that are currently Sunset Ridge students that would become West Hills students who are French DLI participants? Phew. That was essential. >> Are they left-handed or right-handed? Yeah, I we could get that data for you. Um I I don't have it currently >> because those people already have a priority to permit to Sunset Ridge, right? >> Yes. Um, >> but I think their proposal would let them stay at Sunset Ridge. They could remain at their middle school. >> Correct. Because we're not over capacity, right? So, they could just go through the regular permit process >> to a ninth grader. >> If you're in dual language immersion, you get to continue on at the school. So regardless of the enroll I mean your point is correct but I'm just trying to boil it down to if you're in DLI you get to go to Sunset Ridge to finish your program >> and that's what we >> should be very clear that we are these are very different proposals. We're going to give a 12year roll out on this side and nothing on that side. >> And so my question is why? because that's a hard thing for me to do is two at the same time but totally different and we have room to keep them at their current schools if we had to. It's just a little full. >> So, let me just address why the starting points are different but not why they need to stay different because I don't know that they need to. The point of the Midas Creek area change proposed change is to align feeders. It's not to alleviate enrollment, although it's a consideration. It's not to alleviate enrollment. That's not the primary purpose here. The primary purpose is to elim alleviate enrollment. And the longer you guarantee permits, >> you don't solve that. the longer you delay the solution. Although changes in transportation that you receive may mean that lower numbers of students will actually apply for a permit but also because of the high enrollment the chances of getting a permit are lower also. So the board I think has to decide do we like the map? If we like the map, what do we want this to look like for current secondary students? Should they be able to continue at the school where they've started guaranteed or through the regular per permit process? But the reason we start have different starting points is that one is just to align feeders and the other is to alleviate high enrollment and permits delay the impact on high enrollment of a boundary change. That's all. But we we can accommodate as we did with Midas Creek. We can accommodate a long or shortterm permit exception for students in this area. >> What's the urgency of getting the numbers down in the Westwest Jordan area? >> It's what was brought to us. It was a request brought to us and so we've brought a proposal that accomplishes that. >> Sunset Ridge is not higher than they've ever been. They have dealt with these numbers before, but it's problematic. So, what I would be more comfortable with is a three-year roll out. >> Two, you could say two >> for the Sunset Ridge students. The students that are currently enrolled in Sunset Ridge and want to finish their time there. >> I wouldn't go as far as six years. >> A three-year would include sixth graders. A two-year would just be secondary. >> Do you want to just grant that to secondary? Because you could say a two-year roll out would mean if you were in seventh grade when this boundary change was approached going into eighth grade, you could stay at sunset. >> But I would even go as hard-nosed as to say, and if you choose to do that, you still go to Bingham. I I don't I'm not a huge fan of as long of a roll out as we're >> Yeah, I'm fine with that. I'm just saying, are you okay with a two-year roll out? >> Yeah, >> we'll allow you to stay at Sunset Ridge or West Hills if you're currently going there. >> I think it's critical that we make a distinction to those folks why that boundary has changed versus the other one because they'll say, "Why are you doing that for them?" And >> they might not even be aware of it. It's it's happening in other schools that are but I mean like >> how many people are listening or watching >> they're going to be sitting in that room over there in an open house. There are people sitting at home listening right now that are already oh that will be saying why did they get a 12-year roll out. >> I've already received requests for a roll out. >> Okay. >> So Nikki I think you got to distinguish between area one and area two. Because if you're going to do a two-year roll out, you can't grant that to area 2. What you're basically saying is if you stay at West Hills, we're we're you can't go to Copper Hills. >> If you stay at West Hills, if you live in number two and permit to West Hills, you can't go to Copper Hills. >> And they need to be made aware of that. Yeah, >> I have no problem with one because yes, you can stay at Sunset Ridge because either way you're going to Copper Hills, but area two, if it's not a six-year roll out or a Yeah, if it's not a six-year roll out, then basically you're saying everyone in area two, you either go to Elkridge now and then go to Bingham or you stay at West Hills and then go to Bingham. >> Yeah. Yeah. And I understand that that is a difficult pill to follow, but a six-year roll out when we have an urgent need feels too much. I want to do something, but I don't know that I want to do everything. >> Well, and I think I think in the case of the Myers Creek change, they're going to be bust versus walking a long distance. It' be so much easier where if you give them a six-year roll out in that area, too, they're just going to walk. I I'll stay Copper Hills. I'm walking there anyways. There's not a reason to go to Bingham. >> And and so I think that it's something that um families can weigh, you know what I mean? like do do I care what is more important to me? Keeping my child at the school or alleviating the crowded situation at the school, having my child be in a school where it's not so full. Do you know what I mean? So like what are I think that people will need to figure out what their priorities are. >> I think a big consideration is going to be if I give up transportation or not, right? So I could permit with no transportation, I can go with a boundary change and have transportation and I think that will be a big factor for most families >> for both boundary changes. Well, in that option in that area number two though, they don't have transportation now and you're going to provide it for them. They could walk to their school pretty easy, but now we're going to bus them. That's going to be a lot harder for them to say, you know, yeah, I want to go to Bingham. I was originally thinking, I don't I want both schools to be the same, but I don't think I want both schools to be the same. I think the explanation Dr. Godfrey gave was powerful. So, >> so I think it would be best to say to area one, we'll let you stay at Sunset Ridge, but to say to area two, everyone moves. Whether you're going to West Hills or not, everyone move. I would hate to tell someone, we'll let you stay at West Hills. You can't go to Copper Hills. That's not to say they couldn't go through the permit process and >> be very hard at Copper Hills though. Very hard to get a permit at Copper Hills. >> We had to make an exception last year. >> Right. >> Well, this is the decision you can make and you can do it tonight. You can do it next time. You can I mean >> I like the idea just you can complete your school that you're currently attending. I mean, if you want to bus up, if you want to walk up to West Hills or have a parent drive you, you you're a seventh grader, let them go through to ninth. But I wouldn't say two years because if you're a ninth grader, I think that you should >> Copper Hills in two years. >> Yeah, I think I think we got to say you can finish out the school that you're currently attending. >> Anyways, >> how complicated is that? can finish this year. >> It's a two-year roll out. >> Well, but what if you're a ninth grader? >> Two year roll out post. >> So then you only get one year because your current school is okay. Okay, I can be okay with that. >> Sorry, describe >> that does feel a little intense for you again. Uh so if you if you were to say that students may continue or finish at the school they're currently attending or they can move to their boundary school now. So what that would accomplish is if I'm at Sunset Ridge and I want to stay at Sunset Ridge, I can finish there. But if I'm at West Hills and my boundary school now has moved to Elkridge, I can stay at West Hills, but I can't go to high school at Copper Hills. I have to go to Bingham. >> But what if you're a 10th? >> I get to go to Bingham. >> What if you're a 10th grader going to Copper Hills? >> Then you can finish your time at Copper Hills. >> So, it's a two-year roll out >> and technically it's a three-year roll out because this would be effective next fall, right? and we wouldn't count this year. >> So next >> count this year. >> Yeah, that's that's that's an that's a point we need to make clear for those who are listening. So a two-year roll out would mean if you're a seventh grader this year, you get to finish eighth and ninth. If you're an eighth grader, you get to finish ninth. If you're a and then you get to go to Copper Hills or you get to graduate, >> it's not really a two-year roll out, right? It's a finish the school that you're currently in or move now. >> So finish the school you're currently in for up to two more years >> because after this year you'll only be in your school for a maximum of two more years. So in other words, you get to finish whatever school you're in right now >> and after that you you must go to your boundary school or permit >> permit through the regular process. But be aware, area 2, if you stay at West Hills, you will go to Bingham >> unless you're a DLI student >> or go through the or get a permit. Happen to get a permit to Copper Hill. >> Yeah. >> Okay. I like it. >> It's going to be interesting. Definitely different than we've ever done before. >> Lisa, now's your moment. >> Okay. I move that we move forward with the next steps and potential dates that are set forward and also with the transportation and permit proposals as set forth with the with the second boundary, you know, the proposed secondary boundary change for Northwest area to include the wording that we talked about, you know, the finish at the school you're currently at for the permit proposal. >> And just to clarify, the state your current school only pertains to the this area of the northwest area that we're talking to. Is that what I said? I thought I >> believe so. I believe you captured it. I just wanted to make sure that was >> Yeah, just for that one. >> I have a second. >> I will second. All right. We have a motion by Miss Dean, a second by Miss Barrow. that listen carefully that we continue with the next steps as outlined for the Midas Creek boundary change and that we continue with the next steps as outlined for the Northwest area except allowing students to stay at the school they are currently enrolled in until they have finished at that school. >> How'd I do? >> Great. Okay. Any discussion? All right. All in favor say I. I. >> I. >> And any opposed? Okay. That motion carries unanimously. So just to summarize next steps. So I'm sure so now that we have these decisions made, staff will draft a series of emails that are specific to the areas receiving the emails. So, they will specify whether or not their homes are involved in a change and um send those emails to the board ahead of sending them out to communities. >> Yes. And we'll let you know and make sure everything's in keeping with your um w with the the discussion here tonight. And we can also move forward with um the feedback. we can come next board meeting and share that with the survey making sure that um everything's good before we send that out or we could just we can move forward with it and bring back feedback in September. >> I feel like as long as the board members have an opportunity to read over it, you can probably send it before the next meeting unless someone has big concerns and then we will continue forward with the dates outlined in the documents. So we will have so these emails will provide a way for people to give feedback right. So included in the email it will say if you have feedback please address it to this address or whatever. And so then we will see that feedback uh in se well the feedback window will go through September during open houses um while we reach out to school community councils and then we'll probably hear a report back in the first meeting in October I would imagine and then October 28th public comment. Okay, great. Thank you. That was a ton of work. We appreciate your ingenuity >> and really everything after the September we can there there's some adjustments we just in order to meet the because the permits for these boundaries will be in play during this December this coming December's open enrollment window. So we really that's that's probably the most important date to get done u by December 9th. By that time, the open enrollment window will have already been in play, but it still gives everybody about 3 weeks to to make their decision to permit if they'd like. But in this case, we're going to guarantee the permits for those students wishing to remain. So, there's there's just that to keep in mind. >> That's a great consideration. >> Okay, we're ready to move on then. >> Yes. >> All right, let's go to item H, a discussion on field houses. We will turn it over to Mr. Thomas and Brad or and Mr. Sornson and Mr. Vzy. Thank you guys for sitting here. We maybe should have rearranged that a little, but come on. It was exciting, right? >> That's right. >> Thank you. >> Like we do. >> I believe facilities committee was given the assignment uh a while back to look at the feasibility of placing uh field houses on all of our high school properties. and what would that look like? So, we went to work on that. And on board docs, I'll I'll see if I can get John to help me put that up on the screen. We went through that exercise and we were able to What's that? Um I just think the fieldhouse documents. >> Yeah. So just just the >> yeah let's just let's just go to the the second slide >> and and what we looked at is trying to look at a um a floor plan. Is it Bingham's >> on the operation cost estimates or the Bingham >> or is it Riverton? >> Yeah, we could do that. Do not adjust your television screen. We are simply pulling up the uh presentation. first >> second to the last. So, what we did is we looked at a 30 to 35,000 square foot facility and that is comparable to one of the field houses we looked at at uh Westfield in northern Utah and and that seems to be the the plan that everybody likes. So, what we did is I asked what's that >> who's everybody? >> We we went on a tour >> facilities. know if we did we went on a tour with um the group from West High West Jordan High School uh >> just as a to look with the architects to look at some of the uh different designs at Westfield. So it was just with that group >> they were they were looking at a high school because West Jordan High is being remodeled. They were visiting another high school and while they were there they looked at the fieldhouse. Just for those listening thinking that we favored one high school, they were already traveling looking. >> Right. >> Thank you. Sorry, I did not need to indicate that. >> No, no, they were looking for ideas in relation to the West Jordan High remodel and at the same time were able to look at the fieldhouse. >> Thank you. So, if you look at Riverton High, we were able to identify um some different spots there where we could put that fieldhouse. There's three of them. And we could certainly there's certainly room there to do that. Is there any questions on that one? >> So what are the which rectangle would you put a fieldhouse? Is are the rectangles where you would put one? >> That that's where there was space available at each high school that would accommodate a 35 a 30 to 35,000 foot facility. >> Is green better than yellow, which is better than red? There's it's really it would really be up to the school, >> but the yellow could accommodate smaller. >> And all of these are currently practice spaces. So basically the school would have to give up current outside field space for a fieldhouse. So it would work at Riverton. >> So is there >> they're just they're not giving up space. They're just encapsulating it. >> Correct. Correct. >> Because they don't lose the space. >> Yeah, they don't lose it. It just becomes it just becomes indoor space >> becomes more accessible. >> And are we looking at a specific size just that 30 to 35? >> That seems to be the size that would work best as we've had conversations. I mean they you know we looked at Canyons for example and they have a number of different sizes of field houses but I think in having discussions with Brad Brian coaches I I think it makes sense to do a bigger fieldhouse if you're going to do it. A lot of the conversations that I've had from a facility standpoint have been the smaller field houses just don't accommodate or meet the needs of the uh of the students and the programs >> and a consistent size would be very important to all of our schools. >> It would. >> So yes, >> can you help me understand what would this side of size of fieldhouse allow us to what needs could be met by providing this size of fieldhouse? I understand different sizes meet different needs. Yeah, I I'll kind of talk to that. Brian and I were were tasked with kind of collecting some information from our high schools uh where we we kind of solicited out to both our principles as well as our athletic directors at those schools. uh we took Bryce's uh skill set and when we collected and gathered this information we then ran it all through uh uh you know some AI and had it comprehensive uh list that it created but uh I I'll just quickly run through some highlights of what that said that certainly uh a fieldhouse would provide as AI kind of put it all together an academic achievement and student engagement piece based on what feedback was provided by the school. Field houses enable an expansion year round uh PE and wellness programs supporting improved focus behavior, academic performance. They also allow flexible SA space for academic programs, testing and leadership classes. So as we got all that feedback from all the schools, what AI did is took all of that feedback and then kind of categorized it into these different areas based on what was provided by our by our schools. Uh the second one was student health, safety and well-being. Uh it provides safe supervised indoor spaces reducing injury risk from weather and hazardous surfaces. uh it can serve as an emergency shelter and enable enhanced safety protocols with a centralized athletic trainer access uh as well when it comes under that category. A third one is scheduling flexibility and space efficiency. Uh alleviating gym and field congestion inside allows earlier practices, reduces late night activities, supports family time and academics and frees up uh main building space for academic use and other needs uh as well as storage. Number four was expanded expands extracurricular and athletic and non-athletic opportunities. This enables year-round multiport training, performing arts clubs, special ed, and other wellness programs. Field houses can be supportive events for things such as uh testing and mental health activities as well. So uh it can become a community hub uh for economic growth. Ho host events for all ages uh banquetss, shows, concerts, festivals, other youth uh as well as senior fitness, fostering community bonds and and and uh boosting local spending of property values. So again this general I just AI kind of generated and created this based on the feedback but we felt like it gave a very good comprehensive overview of the value of what these programs can be can be. Uh we talked about the it it then brought up revenue generating hosting you know camps and clinics other rentals creating new income streams and increasing alumni uh value and and donations that might come that way from that recruiting and retention. We've had this conversations for both co for both coaches and students. A facility state-of-the-art can attract top coaches, keep students in district, increase program quality, school pride, and create a competitive edge. Uh again, safety and security for emergency preparedness serve as a vital emergency shelter during severe weather, lockdowns, uh and incorporate advanced security features that can come with adding that equity and accessibility. provide all students including uh those with disabilities equitable uh access to safe highquality facilities. Uh we talked about we talked about the unified sport programs and how you know having these field houses at these locations can allow us to continue to expand even in the unified program. Uh sustainability supporting uh you know just just uh operational costs. Scott will kind of get into that, but but some of those those ideas of reducing wear and tear on your existing facilities. Uh extending the lifespan of gyms and reducing uh fields uh overuse uh potentially uh looking at uh some of those ideas. specialized facilities. Phil's houses can include dedicated sports specific rooms, uh, weight rooms, film rooms, office space, additional bathrooms and storage, uh, benefits of range programs, even we talked the concessions that depending on what it looks like could be added into this and what you do with that. Uh, and then alumni engagement, fundraising, modern facilities inspire pride and support leading to increased alumni donations and community investments. So, so again as as we collected a whole bunch of information from them, we kind of put it in there and then uh we were able to kind of generate this comprehensive list. But a lot of a lot of our schools are very anxious uh for a lot of those things that that were kind of summarized in what I just shared with you. >> Yeah. And just just to kind of add to that, um ultimately what we did is we shared a we shared a Google document with the high school principles, the athletic dire administrators over athletics and the athletic directors who have obviously been talking to coaches as well as teachers for a fairly extended period of time. They went ahead and created their own list independent of one another. Excuse me. That's when we threw all of that uh into AI with the request that they that they consolidate those lists to eliminate duplicates and to provide kind of expanded explanations of those specific line items. Um, in addition to what Brad has read, um, underneath the explanation of each line item, there's actually a a specific quote that comes from the original information requested. Whether it be from a principal, assistant principal, or athletic director, we don't know, but there's a specific quote that speaks to that. Um, that's coming directly from our staff at the schools. Um, I think that's a very good summary. Obviously, there were more on on some lists, but I think those 13 points are really good summary points. I think we could definitely provide even more detail and more description on why those summary points are significant benefits and would yield great advantages to our schools. Um, I think the important thing for me is that we move forward in considering this possibility and this opportunity understanding and helping the community understand that while athletics absolutely stands to benefit from having a fieldhouse and perhaps all if not most athletic most if not all athletic programs stand to benefit from it. Um, first and foremost, athletics is a critical component of the educational process and it does yield higher levels of academic success for those that participate in those extracurricular activities. By having additional facilities, it allows us to provide opportunities to more. It allows us to provide more consistency to the opportunity that is already provided. Um, and it allows us to ensure um all of those all of those benefits to more people. So, we're not only offering it to more students, but we're offering consistency to those that are participating and we're offering the opportunity to expand those opportunities, not just to our high schools. But one of the challenges that our high schools are dealing with is finding ways to create feeder programs within their boundaries that allow kids to uh to latch on to their boundary high school at an early age to actively engage and participate in activities and events that come um that that are provided by that high school. allow them to have the opportunities to start learning uh the the systems and the uh game plans um and and whatnot of that parti particular school. You look at high schools throughout the state and really throughout the country and the high schools that are perennial that that have success year in and year out are oftentimes those schools who are well tied to their communities and who are able to get to and have a positive influence on the younger um you know the younger individuals of that community but not just as a oneandone but that are able to continue to provide those opportunities year in and year out as they grow up and as they're preparing to become a part a part of that high school and a part of that high school's programs. Um so yes absolutely a athletics stands to gain significant benefits. I don't I want to make sure that we're not losing the fact that AC athletics is a critical component to the educational uh experience and provides significant benefits to not only the student athletes but to their families to the school as a whole and to the community as a whole. I'd also like to emphasize the fact that having expanded facilities as we mentioned um can pro can provide significant benefits to several different types of academic subjects. We talked a little bit obviously about PE. They can expand their outdoor units without having to worry about being forced into the gym and missing out on those opportunities. Um obviously we you know we talk about science and all the different science experiments that they do. Um we talk about our sometime but some of our concurrent enrollment um classes, sports medicine, exercise science, emergency medical response. Um, we talk about the health classes and having a space to be able to lay those 40 students out to be able to effectively demonstrate, you know, uh, compression, chest compressions for for CPR and for first aid. And so, obviously, and then the the third group that stands to benefit significantly is the community. Um, we have a lot of people come in and ask for rental space and we're pushing them away because it's just not there. And those are individuals that are part of our community that see that high school as a hub and that want to utilize our space because they do see it as a community hub and as a community center. So we'd be allowed to do do more of that. We'd be allowed to work with in partnership um with a lot of different types of programs that are available to our youth in the community as well. And so I think that that those 13 points are extremely important points. And I think in summary, those points um demonstrate not only the value and importance of athletics um but off also the opportunities that it provides in academics as well as community gatherings and community uh closeness. >> Can I just clarify my question a little more? Um, I'm specifically wondering about the choice to go with a 40,000 square foot site or building. What could we put in that building? So, will there be space for classrooms, offices, weight rooms, whatever that is, or is this trimmed down enough that we're just talking about filled space? the the plan that we looked at and we've looked at a few. There were classrooms, there were team rooms, locker rooms, there was uh I think it was a 30 yard by 30 yard field. Um and then and then off to the side they had they were able to lower the batting cages. There was actually a banquet area upstairs. Um so it was it was fairly large. I mean I you know I I mean here's what would happen. I think if you built a 35,000 square foot building, you know, one of the one of the things when we walked into this amazing facility was everybody looked at it and and one of the coaches or the administrators that was with it said, "We wish it was 40 yards by 40 yards." So, it it really doesn't matter how big it is. I wish it was 10 yards bigger. you know, I mean, that would have been nicer to have, but in our mind, the 35,000 square footish building seemed to be fairly well suited for what the needs would >> I I think you're saying if we have as we look at the size uh as we look at placement, is 35,000 big enough to do what we hope to do? Is that what you're saying? >> I'm trying to say, >> and I think the answer to that is yes. 35,000. Someone will always want one that's larger, but 35,000 for purposes of looking at these maps to see if we could fit it will do everything that we're hoping to do. >> Yeah, >> I don't need a Taj Mahal, but I'd like it to be >> competitive with what we're seeing in the >> I think it definitely be competitive, but I think it would also be more importantly it would be um multifunctional and multi-purpose. It wouldn't just be we wouldn't just be going in there and throwing a turf field there and having no other options of how to use it differently. >> In order to stay consistent across all six high schools, we're going to be limited by the smallest available spot. >> That's correct. Potentially, that's what you'd have to look at is which one's the smallest to make that consistent. >> And that's a point I wanted to reemphasize. So, thank you for bringing that up as well. >> Is this big enough to accomplish what we want to? Yes. What size can we consistently provide at every high school? Those are essential questions because I think one advantage will have is we can provide the same thing at every high school simultaneously if that's what you choose to do. >> But that smallest size could change. >> Well, we'll Scott will tell us what we can. >> You know, in comparison to the in comparison to the other districts that we know have them that we've looked at, um 35,000 ft would be on the larger end. The only one that we know of that's bigger is JWAB. Uh the Beehive and JWAB district. >> You go to Corner Canyon. >> What portion of the county does that one cover? About 12% of the county. The JWAB one. >> I'm sure. Yeah. >> Is a It's a partnership with the county. >> It is with the city with Nephi City and and mainly for their rec programs. >> You visit corner. >> We have not visited Corner Canyon. >> That's bigger than a college. Um >> we visited Alta. We saw Alta as we were looking at it. So, and altas was smaller than >> smaller than what this would be. Yeah. >> Yeah. They're probably not going with equal at every school. Just that's not >> they are not a big problem. >> It's available. >> Um, can you just tell me what schools have them and what doesn't? Is this a canyons initiative or like the new uh Cyprus and Skyline? Do they have them or >> when we when we did our research and this was back in January. Um Alpine looks like Alpine had number of high schools and number of field houses was zero. >> Alpine doesn't have any. >> Canyons had five high schools and at the time three filled houses and I believe they have one under construction right now. Davis has 10 high schools and zero filled houses. Granite has 10 high schools and zero filled houses. Neibo has five, six high schools and two filled houses. Salt Lake had three high schools and three field houses. Tula has seven high schools and zero filled houses. Wasach had one high school and zero filled houses. And Weber had eight high schools and one fieldhouse. >> I missed Granite. Did you have Granite or not? >> Granite has 10 10 high 10 high schools and zero filled houses. Please think of their venues. I I can tell you every one of them has a swimming pool >> and they and they have, you know, additional >> facilities attached to that swimming pool such as weight rooms and other things that make that nice for them. Even though it's not a fieldhouse, >> they're really rebuilding two of their schools even as we speak. And neither are >> Cypress is open. >> Is it open? No, it's not. Oh, that was open last year. >> Yesterday. >> Yeah, they opened this year. Both of them, right? or skyline's been open a year, but >> I think it's remodeling, >> but they have not elected to build field houses. So, it's really keeping up with the canyons. >> Well, and in addition to that, I mean, I think if you look at it right now, absolutely, it's keeping up with canyons, which is in large part where we're losing a good portion of our student athletes, our higherend student athletes. Um, but I will tell you that I I am a part of a cohort of district level athletic directors. I think there's about 13 or 14 of us. We try to meet on a regular basis. We have a meeting in two days, as a matter of fact. And I I will tell you that it is a hot topic of conversation. And I will also tell you that all of them suggest that their districts are in very similar conversations to the ones that we're having, understanding the value and benefit of the field houses and understanding that they're starting to lose athletes to those schools that have maybe not field houses per se, but have the improved and advanced facilities. So that's one of the big considerations is um athletes that want to um have a filled house. >> I think so. It's one of those I think certainly again my conversations I've had with principles are simply and and that they have had with parents, students and their employees at their school are simply that they're out of space. We continue to add sports such as our I mean we we're adding esports this year, but who knows what will continue to come down. Uh but it's simply that we just don't have space. We've recently added the lacrosse. We've added the girls wrestling. We've added several things that have just really put a lot of pressure on the buildings that we have that when built didn't have all of those events and activities in there. Not only that, but your performing art groups are also growing. We've got ballroom dance. We've got marching bands. A lot of districts actually don't have marching bands. Just so you know that a lot of high schools don't have marching bands. We're we're a district that takes a lot of pride in that and has that. And so, as we look at how they can also gain a benefit from having a fieldhouse, it a lot of that does open up from from where they'll be able to have space as well. So, so it's a lot of just extracurricular activities as a whole that have been added to the high schools that our principles and our employees at the high school have expressed staying here till 10:15 at night is exhausting because that's what they have to do in order to to accommodate the space that we have available for them. So, so can I >> because I was just asking that question because it had been mentioned in our earlier discussion from the the the first agenda item and then it was mentioned again and so I thought is that really a primary concern about um athletes from Jordan school district being recruited to other districts and deciding to go to another district because of a filled house and that possibly having filled houses would keep them in our district. Superintendent as as Mr. Sorenson said in response to what you're you're asking, it's not just, oh, hey, this other district has it. We want that, too. It's we have difficulty finding space for all of the programs that we've added. And the only way we can do that is with a lot of effort and by having kids there very early and staying very late. What can we do to solve that? Well, a neighboring district has a solution. that could really help us with some issues that we have. It's it's solving problems using something we see in other districts, not hey, we want to have that, too. Now, is there a competitive advantage? Sure. If if you have nice facilities that don't require these the you know, late tryyouts, it's or late practices, then then students are more likely to stay. But it goes beyond that to simply we offer everything that's out there and it it it's creating an increased pressure on our buildings and this is a solution to that >> and it seems like are we going to go back to the document about the cost the annual cost of Okay, >> let's do that. Would you like to just continue? >> Another reason, and we've kind of touched it, but it's not up there, Bryce, is if we can design this to include instructional space, we can solve oursel from Haftton to build that high school. We can actually save ourselves millions and millions of dollars if we can create this in a way that it can be used during the school day for instructional space, >> expand that capacity. I'll just quickly go through the rest of these maps if you're okay with that. So, Riverton had three uh spots that we identified that would work. Could we go to Mountain Ridge, John? You're familiar with that campus. Mountain Ridge had three spots as well. Uh you you're kind of familiar where the soccer field is just to the west of the football field and then there's that kind of a quad area um between all the different venues. You see a yellow outline there and that's currently um Juniper's part of Juniper's campus, but the high school uses it for practice. And so the only consideration there would be if you ever turned it into a middle school that where the yellow line, the yellow border is would actually become their gym of a middle school. So you probably want to think about that before we build a fieldhouse there permanently. Does that make sense? West Jordan High School. Looks like we identified a couple of different spaces there in red and yellow. And you can see they all accommodate the minimum 35,000 square ft. Any questions on West Jordan? Haramman High School would be next. We identified a couple of spaces there out on current practice fields. And then Bingham High School, we discussed this previously in that that's the only one where obviously space is very tight. And so there was one spot there that's their current practice field and used for different things. And it was 30 happened to be just just uh north of 38,000 square ft. So it could fit there, but that would be about it. That'd be their only option >> right now. >> Right now. Yeah. And then Copper Hills. >> More land around Bingham. Can you pull that map up? >> A lot of green space around Bingham. Yeah. >> Boy, interesting. Okay. >> Yeah. Copper Copper Hills makes me a little nervous. >> I don't love losing parking lots, >> which right? And >> not with our >> You probably wouldn't choose that option. That was just could could it fit there? And it could. So there's a few different options there as well. >> How big is that yellow space? The yellow one is 40,473. >> They've got some larger fields there. >> And just speaking from having been there, I think that may be the ideal space. >> Yeah. >> Behind the portables, the yellow, maybe we won't need so many portables sometime. >> We put a bathroom in there, we can solve a lot of problems. So >> honestly, >> so uh the sizes of the squares are different, but every square is at least 35,000. >> Correct. Yeah. >> Some of the larger squares just mean you could place it anywhere within this zone. >> The Tetris. Yeah, you could. >> So not to scale >> there. In most of these situations, we're taking practice space to create practice space. Do we have a net zero? We're not really gaining other than with when there's inclement weather or is there a real gain there? >> Yeah, I mean I think inclement weather is obviously important. Um rain, snow, lightning, um air quality, all of those are pretty significant and do become Yeah. Well, and extreme heat as well. And those all do kind of be those all are problematic and do disrupt the flow of uh programs, practice structures and and game planning. Um I I think the other benefit is that I mean for athletics in particular, right, is that you do have the lighting in there. So if there is, you know, if there is a time where, for example, if baseball, if the only time that they can get a space is in the in the later evening and the gym is being used by the in sport or inseason sports, volleyball, basketball, etc., they can go into the fieldhouse, turn on the lights, drop the batting cages, and accomplish what they wouldn't have been able to accomplish. Um, and that's just one example. There's a lot of examples like that. Um, for example, >> letting them out before 10. >> Yeah, I'm telling you right now, marching band would love this because right now marching band, if it's football season and the football field's being used, they're out on one of the practice fields or out in the parking lot and they're out there all day and they're just getting hot and sweaty and sunburnt and and they may or may not have the lines they need to rehearse their routine going into a space like this. Now all of a sudden all of that is a non-issue >> and there's m mor mor moratoriums on the grass because sometimes you don't want to get them out. >> It just it's a it's a smart move. I think we eventually have to do it. But do what? >> Provide space like this. Well, and I think that's I think um I think that's another great point is that with current practice space being used oftent times, for example, a soccer field uh isn't as nice or as safe as maybe a soccer field maybe as maybe we would want a soccer field to be. And that's because outside of the soccer team using it, you've got so many other programs coming and trampling the grass on a regular basis that it's hard to really maintain a good quality uh practice or a good quality playing surface. By having this other space, it now allows them to be on a turf space which obviously absorbs the wear and tear a lot better. >> Cost to operate was cost to operate. Remember, these are best guesses at this point, but we asked Steve Pier to look at a building about that size and look at what uh maintenance, operation, uh labor, and uh and supplies would be. And he came up with a figure most likely around $200,000 a year. >> And so that'd be like 1.2 million. Yeah. 1.2 million per per building. Yeah. So that would be >> And cost to build. >> Uh cost to build. We've we've had lots of discussions and and we've got all sorts of figures from architects and engineers and we could do it for this, but again, it depends on the size. We're thinking we're just going to go with the $20 million estimate right now. All Yeah. All in >> 20 for each one. >> For each one. >> That's architect fees, construction, equipment, all in >> kickballs. Does anybody >> It comes with a kickball for that price. It does >> a couple of them. That'd be great. One other thing that I'd mention and this is again just goes back to I mean we could go on and on listing benefits as we've been looking into this pretty extensively with our schools but >> um if you look at lacrosse in particular um you all have seen the lacrosse ball and you've all seen how those lacrosse balls are passed and and and uh launched. Um, often times we can't have a lacrosse team in the stadium at the same time track and field is practicing. Um, it's really dangerous to have the lacrosse teams out on our practice fields because we all have those roads coming and going um across the back of the school and in other locations. um having a fieldhouse kind of contains that type of a safety issue when it comes to lacrosse in particular, right? I mean, we talk about batting practice for baseball and softball and and a variety of different things, but but that's probably the best example of kind of another way to contain a sport in a safe place so that they can practice the way they need to practice without being overly cautious or overly worried about the impact that they're having on the safety of those around them. And you provide them an excellent wall to do wall ball which would >> an edit wall. >> You can do pickle ball inside. >> All right. Any other questions? only kind of comment I suppose is that placing field houses. We'd asked you had showed us the maps of the different areas it could be placed and kind of mentioned off-handedly that it would be up to the school where they want to put it, but like with the map for Riverton that you showed us, I'm just like I don't want them putting it out in the middle of somewhere splitting up fields. >> Right. >> Right. So, I'd want make sure that they are placed strategically so that we're not splitting up soccer fields and things or causing a viewing issue that we can't see the soccer field from over here and we don't know what's going on over there and things like that. >> And I would imagine all of those decisions would be made in consultation with the school and us and the board. I I I think there would be some decision- making there. Obviously, there's better spots than others. I think our purpose was the feasibility of fitting that on. You know, could you do it? the answer would >> and >> I appreciate that. >> So, do the principles that you spoke to, did did they really have um did very many of them have the vision of it being like a community center type of thing where the community comes because it's hard for me to imagine that, you know, because I feel like they will be in demand a lot. I can see partnerships with the county just like how the track they do the youth track and field and the tennis courts they do the tennis, you know what I mean? But I it's hard for me to see how the community would really benefit from it. >> I think I think a lot of that conversation certainly will always have priority one, right? I mean, as a high school, those facilities are our facilities, and we're going to maximize everything that we need. But I think community can be defined broader uh with the idea of, as Brian alluded to earlier, I mean, we're seeing our our uh you know, our our small younger age groups that our high school coaches are working to organize and coordinate and try to entice those younger kids. I I view that as a community effort, right? I mean, because these aren't high school kids, but ultimately they're they're third graders, fourth graders, fifth graders that are going to be able to come and participate in advance and activities that our high schools are putting on. Whether that's mini cheer, mini drill, whether that's uh, you know, banttom basketball, whatever, whatever that is, that is I think our community effort. And then certainly uh we want to be available when possible just as we are now to making our facilities available to our communities for rent. Uh and I just think this will free up more opportunities uh for those kind of events to take place in our facilities because we have more facilities. So, I think that's the vision of community uh is is kind of working with them and and trying to make them as available as possible, but also realizing that these are our facilities for our students and we're trying to provide that, you know, as a priority one. That's my thought. I' I'd like to throw a a thought out there regarding the costs, the ongoing costs and then the cost of building when when we talk about the revenue generating capacity of these buildings. I I would love to at least entertain the idea of using the revenue generated to first pay for the 1.2 2 million operating costs per year and anything above that to go toward bond payments if we're lucky enough to get the bond. And then beyond that, once they're paid for and we're paying for the operating costs, then the schools can start using those funds for whatever they're hoping to use them for. And and I thought the revenue generating things were more like team fundraisers doing the camps, but I don't know. I guess anyway, >> I was thinking of the >> renting it out. >> Yeah, those are probably more local >> and then the money just goes to the team. >> With the fundraisers, that typically is what you see with the camps and that, but the rentals are typically uh money that's generated for the district. And does it generate a profit or does because I understood it usually just goes to the upkeep and maintenance and >> Yeah. >> Uh >> mo most the rentals by the time you pay for your labor and and the cost they're we hope they're break even. >> So are there other revenue generating things? because I I don't >> that was that was one of the benefits that was >> and I could see it like as revenue for like teams to be able to have their soccer camp or their cheer camp and then you know have the kids come do the junior cheer clinic. Well, I mean, I've gone to dance competition, not competitions, dance recital of my granddaughters, and they're at a school. >> And so, the dance company, which isn't affiliated with the district at all, they're paying to use that facility. >> Correct. >> And I'm sure >> those are the rentals. Those are the rentals that take place and run through our schools when they do that. So I guess my question to the board is would you like to continue to pursue this and if so what do you feel are the next steps? >> Can I propose I think we ought to fill out this other board. I think we need to list what are some of the possible negatives if we pursue this and I think we ought to put up two obvious ones. I think losing credibility with our stakeholders for bonding. Well, just >> I think that it's possible that we could lose some credibility with the taxpayers by bringing a bond up for filled houses and then they might think, oh, you have you want this. And then in the future when the district needs to bond for a high school and a middle school, they might be like, well, what about >> squandering our money? >> So, I I just think that that's a possible thing. Also, some blowback from other elected representatives um possibly like municipal and legislate, >> but we don't know that. We don't know that. And >> I I know we don't know that. I know. And and I think that that's important to find out what they think about it. But there have been allegations from other elected representatives about the ways school districts spend money. And so I >> I think that would be one of the next steps is to engage them in conversations. And another thing, and this is so I asked the question about um losing so-called like top athletes to other districts that have better facilities or coaches or something like that. Personally, I I feel pride when our our schools and our athletes win um competitions, athletic competitions. Um, but to me that is all secondary to academic education. And I I really do believe there is a correlation between participation in sports and um like school sports and academic achievement. And I believe that there is causation from being physically active and um better brain function. you know, so I I can see value in participating in sports and athletics, but it's it's hard for me to um like I don't ever want to give the appearance that we place more importance on athletics than academics. So that's that's something >> that's a concern of mine, too. I would definitely need to see a strong argument to a tie-in and I wonder if it should even be called a fieldhouse. You know, if we're using this to expand our school space so that we can have PE classes that are not 70 students and if we can use this to free up chemistry labs that are currently being used as ballroom dance areas, you know, if I can see a direct correlation to how this benefits us academically, I'm going to be an easier cell. And and I think there are ways that it does benefit us academically, but we would have to be pretty good at pitching this >> like call it an annex or something. >> Annex. Yeah, I know. I Anyway, does anybody else have anything to say? It looks like the superintendent has something to say. Do you have something you want to say? >> I'm just pacing myself. >> Okay. >> I I I'm I'm trying to summarize some of what the board has said. I think messaging will be really important. If you choose to go out for this bond, messaging will be very important because depending on how the message gets out, it can be interpreted in various ways. It can be interpreted as putting athletics over academics or it can be interpreted as giving the voters a chance to weigh in on whether this is a priority for them or not. Um, I would also use JLC as an example to to Miss George's point. We have four programs going into the Jordan Learning Center into the formerly uh into the Walmart building across from Elkridge. And if we if it would be inaccurate to say that only those four programs benefit from that building, the space they leave behind will benefit the Karis Su Hamilton school, will benefit River's Edge, will benefit, you know, there there are lots of other folks that will benefit as a result. So there are ripple effects and we would need to communicate those effectively if you chose to move forward. So, the messaging, engaging with legislators early on, making it clear. I I just think the messaging is important. And I also don't want to call it something that it isn't. If it's a fieldhouse, we ought to call it a fieldhouse, but we still ought to say, but it has impact well beyond just the fieldhouse. It means that >> performing arts get >> I like calling it something like an activity center. And I'm not saying it has to be Fieldhouse. I'm just saying we we don't want to appear to be >> right. We're not trying to >> We're not We're not trying to to in and we're not trying to call it something it isn't, but Fieldhouse may be calling something it isn't, you know, an activity center or an or a athletic academic center or some whatever we choose to call it. I think the name is going to be really important and I think the messaging will be really important. Um what what we've and I'll just end with this. The failed bond that we had that was half a billion dollars nearly. We had a mixed message there. We said it'll be a roof here and it'll be a new school here and it will be a parking lot there and a new boiler over here. and there wasn't a unified clear message about what would be accomplished the next time around there was I think crystal clarity we will build these schools in these locations and this will be the positive impact >> and this is what it looks like even >> so >> knew what would go where >> I I think what you're saying is really important we need a clarity of message and um we may even need to This does not impact whether we go out in the future for schools to house students. This is beyond that to open up space in existing schools by providing space for these purposes or whatever. So when I keep kind of leaning into the mic, it's just my mind is just shaping that message if you choose to move forward. So we communicate the full positive impact but also make it clear that this doesn't mean we won't aren't going to need schools also. >> And I have one more thing too. So the $1.2 $2 million a year. That's a little bit painful for me too because I feel like how would we do that? Raise like a truth in taxation when the board there were board members who had ideas of how to improve um teacher and student experiences when we were putting the budget together that were only $1 million. But the board did not even want to go out for a truth in taxation on that. And so I it's it's hard for me to feel like I want to go out for a truth in taxation for $1.2 million. And and maybe that's not how it would be paid for um for the maintenance of a field house, you know, and the management of of that when it was when we didn't want to go out for truth and taxation for certain other things that could have improved teacher and student experience in the classroom. One of the things we don't know is does the community even want this? We know Riverton wrestling team does because they came to us, but really like not a lot of people have come to us and said we want a fieldhouse. So, I think that's kind of the next step is start engaging in some conversations with legislators, with community leaders, with athletic teams, with administrators, and start just gathering information like, is this really a big need? Is this something you would support? And maybe drop some architectural designs of what it could look like and refine this list even more. But we're not 100% sure the community is behind this yet. And so we're pretty far from saying, "Hey, we're going to bond for it." Maybe there's uh people out there that would be You always think that some guy has $120 million in their pocket and they'll throw it out to them and put we could put their name on it and you know, I mean, but there might be. And so maybe, you know, how do we fund it? Is it through a bond? Can we fund it out of capital? because we're not going to build a high school and some of the schools that we were going to build, we don't need to build. So maybe some of this can be done out on capital and also a time frame like is this all going to be we build these all at the same time or or are we going to bring them on few at a time? So there's so much that we haven't done yet, but I'm interested in stepping forward to do the next steps which is long from putting this on as a bond. I think that's the question is does the board want to take the next step that's the first question we have to ask >> and the next step is engaging stakeholders right would that be the next step >> if the board's not interested then it stops if the board's interested then we take the next step and I think that's the question on the table is is the board interested in moving forward >> the next step doesn't mean that we the end step we agree with >> so my next step in addition to talking to everyone that I can about this, but I'm specifically interested in talking to our high schools about how they are feeling the strain of athletics at this time and how a fieldhouse could help them. So, I brought up one example. Copper Hills has transformed two chemistry labs into a a ballroom dance space. That is something that I think is a direct correlation here, right? We're we're taking away science labs because we need more gyms. So things like that that I need to know how big is the demand? How many girls wrestling teams are hauling their mats into the tech atrium every time they practice? and how many basketball team or volleyball teams are going off-campus to another school in order to practice because there's no space. So those are the kinds of things that I need to understand. What is the academic and education impact of us trying to meet the demands that our world today has? Because if I were to say, well then get rid of boys volleyball, I'm pretty sure I would have an uprising on my hands. I am not saying that. Um, so for me, we could do that like back. >> Yeah, >> we could that could be a potential solution. I do believe that there are students who engage in school in order to be eligible. I believe it's true, but what percentage? I'm not sure. So, I'd love to get some some more data that way. Is there a way to to determine the outcome of a bond before going through the whole bond process and paying all those the costs? Is there is there a way that we could determine what the public wants? To me, that would be a a good next step >> if if there were a way of determining that without having to go through the bond process. >> We uh we've we can't just send out a link to a Qualric survey and determine that. We have hired companies like Lighthouse to research that and do phone surveys, do a scientific sample of folks and get a sense for how popular we think that might be. And that's with initial depending on what sort of package you choose, phone calls and focus groups that that determine um kind of an anticipated outcome from that. So we can pay to have that done, but I think we'd have to pay to have that done. I don't think we would have the resources to do that internally. want a research group to have the the good messaging that we're talking about to kind of sell it and and let let people know exactly what we're talking about and >> right and we're not able to actively we just can provide information. We can't um >> promote it. >> We can't take a side. We just have to say this is being put out. This is what it would accomplish. this is why but we can't >> but groups can organize >> but outside groups can organize and really that's the difference here I think between this and another bond um what you're talking about is every high school athlete and their family and their extended family every aspiring high school athlete and their family and their extended family because these are highly organized groups all the coaches, >> all the coaches. It's it's a highly organized group. So, I think we could research it, but I think it would be very different from almost any other bond campaign because it would be you have networks established that would be more easily mobilized than say, "Hey, we need new schools in these areas." We used lighthouse research not the last time that we did it but two times ago and some of the questions I think it was when we were doing the big big truth and taxation increase or but I just remember >> for cell phones >> oh well before cell phones there's another time we used it >> and I can't remember the reason why but a lot of the things were we want to we want the facilities we want swimming pools you remember that >> I was at that meeting with you >> we were in the like watching and they asked would you support a bond for a swimming pool and we're like well this isn't going to go well >> and everyone said yeah no that makes sense we would want we were surprised by the outcome so there are some things we could do to get to get a sense for it I think that athletic networks would change there's a mobilization structure already in place >> I've noticed that on some of our board meetings there's a group of like the runners and their groups all mobilized. >> Right. >> Right. >> Yeah. They're used to being told to show up at a particular time and being there ready to go. So, >> but how much would architectural renderings cost? >> If if you're looking at something that's already done that we would kind of model after, I could get those quickly. That would >> How much is it? Would it be fairly inexpensive >> if it's something that's already done? I mean, if you wanted to design one ourselves or just kind of look at one that's already designed, we would probably model I mean, I could get that. I don't I think they'd give that to us just, you know, the board would like to examine some floor plans of an already existing building. >> So, we could take those next steps without cost without >> it costing a lot. >> Unless we want a >> our own marketing group to survey Well, I think even before professional one though, we need to do just our own, you know, talking to legislators, talking to city folks, talking to our schools. Probably I should have put them first, >> talking to the sports programs. We ought to just probably do something a little bit more in-house. And then if we do feel that it needs to go to a bond then we ought to do more lighthouse a deeper search that way. >> Does that even have the support of this board? I think that's the question for tonight president is >> how many are interested in moving forward >> and and so and I'm curious what moving forward means because it sounded like Nikki was talking about doing her own personal research. Is that what we mean? Or >> reaching out to your communities, your schools, >> like getting an assignment >> and um >> Yeah. >> Yeah. And maybe some legislators. I don't want >> like municipal leaders and stuff, but find out. >> Do you want to make this an ad hoc committee or assign it to certain >> I'm Well, I'm gonna I think we should ask that question of the board. I personally want to get the pulse of my community. >> Well, I think that would happen, but how do we filter it all back in? >> Well, I think >> how are you gonna do that? >> Uh, well, there's going to be a lot of PTA meetings and community council meetings when I can talk people up on the side and um I'll definitely be reaching I have a meeting set up to talk to my principal at a high school. We'll put that on the docket. You know, I I will definitely take opportunity to fill the water with some legislators. >> I thought I thought Brad and Brian already kind of went the rounds with all the high schools. >> I know. There's anyone who will say, "No, I don't want it." >> But what I want to know are specific academic needs that can be met through I can see athletic needs that easy. I want to know about academic needs that can be met through having an additional space. >> I am wondering if we can go back to the principles and have them reach out to whoever you know gave them that initial feedback, the coaches and whatever and say, "Hey, what are issues you're having?" The board wants to know what issues you're having that these field houses would address. And then just putting out to all the staff be like, "Hey, how would you benefit from this? are you having a specific issue that this would benefit your organization with that we could kind of gauge our schools that way? And then as we go to our school community council meetings and PTA meetings, ask community members. But I also want to be very clear about what the timeline would look. How long is this process realistically going to take? someone in high school right now is probably not going to benefit from having this building if we decide to build it, right? We need to be realistic with them and say, "Actually, this is like 5 years out, you know, or whatever." And so that they can gauge, okay, well, this will benefit my son once he's in school. This will benefit my daughter once she's in the high school. Things like that are what are floating through my head right now. We can't just throw a bond on at any time. So, can we ask John to put together some timelines whether or not we want it? It always has to be on November's ballot, right? So, can you put together a timeline of what we have to do to get it on next November? I mean, we obviously are too late this year, but next November and then maybe two November from now. Would that be all right to ask John to put together? Because there's certain times that we want to Didn't we create a timeline last time we did this? And so by this month, we'd have to have this part done this, but I just would like to kind of know like how urgent we need to move on this. Do we want it on the 2026 ballot or 2027? and >> everyone comfortable with taking that much of a next step, talking to your communities and and high schools and asking John to come back with a timeline that kind of follows a previous bond process >> and Scott a rendering >> and Scott a rendering. >> Question for the board. to do that uh appropriately, I would need to reach out to bond counsel uh to get the deadlines on that. Are you okay with that or do you want me just to sketch out something rougher than that? >> Does it imply something if you reach out to the bond council? >> Cost. >> Oh, it costs. Okay. >> They'll bill us for the hour. >> Okay. kind of cost are we talking about? Is it below 1.2 million, John? >> Yes. Barely would. I um Misty Mr. Beer, he's been very gracious in the past. He may even do this free of charge. Uh he has done that on occasion, but I don't want to >> um assume >> assume that. Yes. like an hour or two of work or is this more involved? >> I don't know. That's why I was just kind of gauging how how much detail do you want on a timeline or do you are you looking for just more rough than that? >> Yeah. Could you give us a rough and go off what we've done in the past? What that how long that timeline? >> So our last our last bond was in 2016 >> and the laws have changed significantly since then. So that's what I'm thinking in my head about it. give an amount we're willing to go in. If it costs less than $1,000, then go for it. >> I would just instruct him to be reasonable and use the resources. I mean, I don't think we ever have to tell John to hold down the cost. Just saying, you know, and so I think he could either use his own people and himself or ask for help if that's necessary. But I just would like I think it would help us in knowing like does it go on next November or two November from now because we I want to do it right. I don't want to rush through it >> and I don't want to even do it if it's not, you know, like I'm not sold yet. >> I don't hopefully none of us are sold yet. >> Yeah. And and to be to be very clear, if someone just came and said, "Hey, I want to >> pay for a field house for each of your high schools," I would be extremely enthused about that and I would happily, you know, go truth and taxation to maintain the you know what I mean. But let me ask you everything. What if someone came up to you and said, "Hey, I want to build a fieldhouse on X high school. Would you allow that?" >> I need to think about that >> because that I think would be our more likely scenario. >> Yeah. >> The Blank High School Fieldhouse brought to you by Scone Cutter >> and Kmart. >> I mean, a sponsorship. You could do that. You could say, >> uhhuh. Before we bond, we're going to get a sponsorship for each of those each of the six. And so the rest the rest will we'll bond for the rest. And >> interesting. >> You can think of large corporations in the area of each of our high schools that might be interested. >> Yeah. >> Sorry, I thought of a sponsor that doesn't exist anymore. For the record, uh, Georgia just spent $62 million on a football field in a high school in Georgia. And they do rank very high in academics, but but very low in >> high in athletics. >> Yeah, that's what I'm trying to say. But this is lesson me over. >> I'm like, oh, they're high in academics. No, there and that's where you got to make sure the balance is our focus needs to be on academics and athletics is a very important part of it but not the whole picture but I think we can accomplish both. >> All right. >> Would you be willing to trade property >> pay for them >> if we don't need the if we don't need the property? Most of the properties we need or we don't. >> Yeah, we need to reassess where our properties are at before I could answer that. >> All right. So, is anyone uncomfortable with taking the steps that we've just outlined? >> And that is we reach out to people and get a feel for what's what the feeling is in our districts. and then um a rendering from Scott's team and a timeline from John. And I think >> as rough, >> is everybody comfortable with a nominal amount of money going towards that if needed? >> Could we ask for a bid from Lighthouse? >> Sure. >> What if we added that? Let's ask for a bid from Lighthouse. What they would charge to actually do the formal assessment? We'll go through whatever purchasing process we need to to get some offers on what it would cost to >> get feedback. >> That's a minimal cost on our behalf so that we would be ready at any moment to say, "Okay, we're ready to in to to pull that trigger. >> Here's our timeline as established by our bond attorney. Here's how we could get more feedback in a formal way. And this is what the designs look like >> of existing >> facilities of this of a similar size. >> I also want to kind of look into names. What are the other names that are out there? I like the idea of of being thoughtful about a name that makes it distinct from maybe some other things that are out there. >> AAC, the Jordan Academic Athletic Center. >> Mr. Lar, you look like you had something to add. >> I like it. Heck. Well, I would suggest that it based on the information that I received from the high schools, it would be a good idea for the board members to reach out and communicate with the high schools about the academic, athletic, and community values of having additional facilities. Um, I would also suggest that there were several schools who uh had I don't want to say numerous programs, but who had programs similar to Riverton Wrestling that were prepared to come forth and speak in front of the board. However, because Riverton Wrestling had done it, and because you had voted to move forward with the study, the feasibility study, they kind of decided to I don't want to say pull back, but they decided to kind of wait and see. And so, I would I would imagine at this point in time, there's a good possibility knowing that there's an at least a willingness to take the next step that you might start to get more groups interested in voicing their opinions. Good selling point at Yi would be not just athletic groups. >> Yes. >> Let's get those band kids in here. >> Um so are we going to like again like funnel this through a comm an ad hoc committee or something? Are we like, "Okay, so who's going to go contact the school?" Like, cuz there's like three people that cover one school and are we all going to go hit them up and is everybody going to go call every legislator? Are we going to have the government relations take that on? >> I was thinking of just asking my city council um people on my city council. I I was >> I wasn't necessarily thinking of going to legislators. >> I could do that, too, but Um, Herman has three board members. So, do we all three go hit them up or >> that we will ultimately form a committee for this? Do you feel like we're there now? >> You talk to Todd. I'll talk to you to Tom. I'll talk to I'll talk to um Kornberg. You talk to >> Cornberg's gone. So, >> yeah. >> But he'll know. >> Call Kornberg. He has strong feelings on this. >> Should be talked to, I think. can't talk to us. I wouldn't >> Okay, >> I'll talk to Todd Cornber. >> So, for now, can we just work with each other and make sure we're not doubling efforts and and then if we take the next step, I think it's time for a committee or do you think it's time now? >> Well, I think it's >> I don't think the bullet sold. I I think it's important that maybe at least on the legislators at the government relationship committee uh head that up. They can make assignments and say, "Hey, you call them, you call them outside." But >> good idea. >> I just don't know if we need three calls to one legislator or if we just need to sit down with them and just say, "Hey, what's your feelings on this? This what we'd like to do?" and and and I'm really close to some legislators and not as close to others and you might be closer to somebody. And >> is the board comfortable if we make the assignment to speak to legislators? You can still do your city, but legislators will be assigned to the government relations. >> Yeah. >> And then if you want a certain one, then call Suzanne. >> Yeah. Let us know. Fantastic. Exciting stuff. All right, let's move on to agenda item I >> thank you for coming in your pres presentation. Sure. >> Thank you. >> Thanks for having us >> and your work on this. Thank you. >> It's taken a lot of thought and effort. We sure appreciate you. >> Absolutely. Thank you. >> Thanks for burning the midnight oil with us. Okay, agenda item I. Let's talk about updates on what is new for the 2526 school year. Dr. Godfrey, >> I can go on for a long time. I will try to be brief and I will give you more information either by email or in board meeting in the future about these items. So, um, new things in Jordan School District is a broad topic, but it is exciting to talk about some of the things that, uh, we're working on. I'm sure there are things you may think of that I will forget or leave out. So, chime in, ask questions if I, especially if I'm going too fast, but here are a few of the new things going on. Uh, and some of the ongoing things that will be continuing. Uh we have a STEM innovation lab that's going in at Juniper Elementary and it's sponsored by the Smith Group by the Mammoth and Jazz and it's really exciting. It's a it's an area we've allocated uh we're allocating personnel to staff it so that lots of different students can use it as a place to come for a field trip to get hands-on STEM experiences. And what I love about it is that the Smith group said, "Hey, we'd like to do something along STEM that will help give unique experiences to elementary students." And then our very capable and creative staff just said, "Well, what about this? What about that?" And it's really exciting. So, I believe it's this week that um we'll have a a press conference where Mammoth and Jazz players are helping set it up. And then I'll be doing a supercast and we'll do more coverage once everything's in place and students have started to benefit from that. So, lots of hands-on learning coming there. Uh we have the Jordan Credit Center that started up in part because legislation requires that we offer this and the Jordan Credit Center served 1,800 students this summer in earning credit. We don't know how many credits quite yet, but there was definitely a demand for students to show competency or also do work that is really in between brickandmortar class and our virtual learning schools. It's beyond that. So brickandmortar class is a traditional classroom. Then you have a virtual class where we accomplish virtually the same sorts of things that happen in the brick-and-mortar classroom. student teacher interaction, uh, lessons that are recorded or participated in live, but then the way the Jordan Credit Center works is that you're able to work through the material, but it's not part of a course. You're demonstrating your competency through portfolios and and online work that you do. And we've taken a minimal legislative requirement and really expanded that. Um Chris Richards Kong is heading that up and it's very very exciting what's happening because students have lots of options for demonstrating competency um and earning credit. So again 1,800 students and that's in the first year that we've made that possible. Part of what that does is it means that students don't have to go to seats which is a state program in order to have their needs met. their needs are met here and as a result we don't send money to seats. We take care of it right in house and our own teachers can earn that money. Now some of our own teachers were working for seats as well. There are layers of complication to that. I'll send you more information but the bottom line is or the headline is 1,800 students earned credit through the newly established Jordan credit center. And it's a it's a huge success to give students that option. >> Next one. A quick one. Sure. >> How are our counselors being trained to understand this new option >> directly from Stacy and their staff about this is what this means. These are the options. And counselors are thrilled because they don't have to send students elsewhere. >> That's not my experience last fall or last spring when I asked about it. So, I'm glad to hear that that training is getting right to those high schools. That's that's why we were so surprised that there were 1,800 students because it's brand new and it was new in the spring. It it's a cliche now, but it was the airplane being built in the air. And um so I'm sorry that you did not get that that message through your counselor. >> Fine. >> But it is >> was fabulous. But >> but it but it is I think going forward we'll be able to recapture even more of that. um we we were expanding as quickly as we could as rapidly as we could. We we had to add teachers and we have high quality teachers asking to be part of that. So this was an initial launch and as part of launching the year counselors are getting training in that and and so unfortunately you were one of those but there are a number of families who didn't >> I just want that to be a priority. Let's make sure our C we have awesome opportunities. Let's make sure every counselor understands them. >> Yeah. And I and I wouldn't even put that on counselors. It's more like this is a new program. It's just like I said to have as many people participate as we did when it's brand new is pretty exciting and it'll only get better from here. Uh we have 350 new teachers and that's down from what we've had in the past because we have fewer positions open both because of uh our enrollment isn't growing but also we're holding on to more teachers and I I think our our launch which is has only been revived for the last three years is the best out there. It's really I mean you saw some of the media coverage um it's really thrilling to see educators get such a good start and it's not just energy although it is that um we we really do um provide resources for them. There's free stuff but there's all there also breakouts and classes that just help them get a start on some of the essentials that they need to know. um our professional development day which is funded by the board of course as an additional contract day. Uh we will find out more about it but the teachers that I've seen I' I was able to go to three different sites today of the uh seven or eight that we offered. Um one of the speakers was so compelling I just couldn't walk out. But in it's a it's a district-wide professional development day for those listening for all of our educators and each of the last three years we've had national speakers come in for the morning and we give what educators um gave input on this and in small in a small group and we've provided for that teacher voice teacher choice where they can say this is the topic that interests me and so I'm going to go for this speaker and it's it's gone well. Like I said, we we'll watch for the feedback to come back, but the anecdotal feedback I've heard has been very positive. And then this afternoon was portrait of a graduate presentations at schools. And uh yeah, Aaron went to one and I the one I went to I heard positive comments about the chance to interact in small groups and um so that the materials were provided this summer in June to administrators who then prepared to present that to their faculty and to departments this afternoon. So, choose your speaker in the morning, go back to your department or school in the afternoon and not only talk about portrait over graduate, but also reflect on how the work you're doing connects to that um that portrait. So, more input to come there, but the day the day went very well. um in terms of the logistics uh hearing back from the cabinet member that was deployed to each location. And new this year, we offered retirement information and insurance information during that professional development time for our employees because if we take good care of our employees, they're well positioned to take good care of students. And so we had general 2-hour sessions on each of those topics and then a 1-hour session afterward so that um so that educators could get information on those topics without having to sacrifice the opportunity to be in with a keynote. We have the POS positive coaching alliance that is moving forward. It's uh in its second or third year, but it actively trains coaches and student leaders on how to have effective athletic programs that provide all of the benefits we hope for beyond athletic achievement, the character and leadership qualities that we want students to to learn as student athletes. >> Sorry, what was that? >> Nothing. Nothing. Okay. Uh, UFly is, as you heard, has been piloted and we're moving forward with that as a um as a new method that replaces really great reading of uh providing that literacy instruction. And that's been going really well. Again, not the large lift that some of the other initiatives have been, a shift and sometimes an easier way of accomplishing. Um we have new athletic regions and uh that gets aligned every couple of years understandably because of the size of schools. Uh we've done and I will provide information on this. >> We lost we lost Corner Canyon but we picked up Cedar Valley and West Lake. >> Yes. >> Yes. >> We are a region of seven schools. Well, and then West Jordan is in a >> Yeah. >> Okay. Because it's 5A. >> 5A. Um we are training we're providing professional development through the University of Utah for middle school reading teachers and we started with volunteers and we are establishing a timeline by which every teacher will receive that training. And in the reading classes are really designed to help students who still need that tier 2 help to be sure that they're ready to be effective readers going forward in high school. And we've had really positive feedback from teachers about that. And it's a it's a it's a big lift positive lift for for students. Um, of course, elementary math curriculum that you've approved is moving forward. That's exciting. and districtwide elementary change there. And then for secondary math curriculum, uh you'll see in my December report, we've had really good results from our middle school math initiative. And that is now expanding to all 12 of our middle schools beyond the initial 10. And uh >> I I I not not mentioning any school particularly but um it's expanding in the number of schools but it's also expanding in grade levels >> um and just more opportunity for teachers to be part of that and um like I said a lot of success in outcomes but also in satisfaction with what that instruction looks like. Now, does that mean that everything's buttoned up and locked down and we're just moving forward? No. There's there are always layers of complexity to that, but it's progress and things are moving forward. We have new policy training in place that I'll provide to the board. It's about a 20 minute video about effective vid um discipline in the classroom and what you can and can't do in terms of physical interaction with students. And we actually ended up going with an outside company with that. there are improvements we know we can make going forward, but we purchased a video um rather than create a video. So, but um that's initially just to reflect the changes in policy and we'll look at how to enhance that going forward. But I'll I'll provide you a copy of that. Also, we have lots of new administrators and not an increase in the number of administrators, but just we always have new interns. There's always turnover. We had a number of retirements and I will send you also the video over the next week or two of new administrators. That's how we introduce new administrators to our existing administrators at our administrative leadership conference and it's a fun way to get to know each of them and they're from all over and they bring some great skills. So, um we have board book that's new for those listening. The board knows that, but it's a less expensive and new way of providing information to the public about board meetings and to track through archives all of those materials associated with our meetings. We have eunds for schools that's uh in place so that you can tap to pay in our schools. and we hope that means that we'll be able to collect more of our fees that way and make it convenient for parents. Um, we also have someone in the nutrition services department who will be helping with collecting overdue payments for lunch. So, schools do their part. there are steps they need to go through and then once they've done their part they refer that to the person who is in charge of fee waivers and all of those forms and collecting um collecting fees from parents who have not paid those. There can be a wide range of reasons for that. Ultimately, if someone is just refusing to pay, that can be sent to collections. But now the schools don't have the burden of doing that and as a result damaging relationships. So, we'll send you more information about that, but that's being funded through nutrition services initially just to see where that takes us, but I think that will in many ways pay for itself. Um, as voted on by the board, we have an additional custodian at each high school that allows uh for easier scheduling of athletic events. We still charge for that on a rental, but it also means that there's already someone instead of trying to pull someone in. We've heard for many years that it's the it's an added burden particularly at the high school to try to cover all the needs. We have Google for education plus which means that we will have in the coming weeks uh some really good parent controls in place where parents have a lot of ability to um have direct control over access to YouTube and other things on Chromebook. We're really excited about this. This is a direct response to concerns from the board and from parents and concerns that we've had for a long time. uh MTSS >> parents how to use that how's that going to be rolled out >> that's why I say that will need to be rolled out where we just let them know where how you can set the hours that the Chromebook is accessible and what can be accessed on the Chromebook and with YouTube it we can we can limit even the classroom use of YouTube to those instructional videos as opposed to giving broader access in order to get access to those instructional videos >> you can shut down YouTube but they can still see the YouTube in uh class >> essentially. Yes. >> Okay. >> Um I have oversimplified that but yes. >> Yes. >> Now parent some parents will love that they've >> we've we've started the MTSS expansion that was approved and funded by the board so that we have five additional behavior specialists. But we are also now providing that MTS just training. It's a two-year training. 17 of our schools, our elementary schools will be in the first year of that training. We'll have a second year of training for other schools and we'll have a third set of schools where the principal is new and there may be some overlap where the principal is new and they get a boot camp that catches them up on wherever their school is on MTSS. So, there will be more hiring to do and more reorganizing to do, but initially we have five great new behavior specialists. I've met a couple of them. They're excited and we're able to every elementary school is moving forward in some way. And so, good things are happening along that that way. My smile is broader and broader as we go through this list. Esports has been sanctioned by the board and UHSAA. So, uh, we have funding in place there for equipment and coaches. Um, no registration fees this year, although there are still course fees. And >> did we apply for the Kenarf scholarships or the >> O4E sports? >> I don't know that, but we'll find out. >> Do you know if any of them did? I haven't heard back. >> Most of them would have, right? Yeah. And then the JLC opens soon. Uh we don't have the certificate of occupancy yet, but that's coming soon. And >> is in days or weeks? >> Oh, I would say a week or two. Weeks, I guess, is the is the proper answer. But >> August 15th was the target. We're very close to that. The builders have been phenomenal. The designers and architects have been phenomenal. >> Is there like a big room in there? We could hold a study session. >> Oh, there's a We could >> And the screen is awesome. And it divides into four usable spaces where you really can't hear what's happening in the next space. And uh it's it's it's state-of-the-art without being extravagant. It's up to-date in ways that make it very useful and the design is beautiful and if you haven't driven by you cannot tell that it's a that it was a Walmart because they've done such a beautiful job on it. And I will say this for well first of all we're going to have ribbon cutting and open house the same way we would for a school. So later in the fall and when more of the punch list is done and things are sharpened up. But thousands of families will directly benefit each year from the four programs in that facility. You heard 1,800 students in the inaugural year of the credit center. The foundation touches every school. The child development center touches every school, thousands of families. And certainly our virtualmies or our virtual academy and our virtual schools touch thousands of of families. So, thousands of families benefiting and other programs and buildings that no longer house them now having the space they need for their essential functions as well. I couldn't be happier. I'm thrilled with the board's support for this initiative and can't wait to see it myself. I've seen it at various stages and to have you there and to and and see just just how well it's turned out. So, perfect location. Sometimes we have to compromise on location because that's where we have land or that's where we built many decades ago. But this is just ideal in every way from my perspective. >> Right behind the car wash, right? >> Car wash which now has a dog wash attached as well. So it is a great location and once the >> once the Bangador Highway construction is done, it's really going to be slick. Yeah. >> Hey, construction is progress. That's what I say. Construction is progress. That's a That took longer than I anticipated, but I can't help but share some of the details on the exciting things that you have made possible and that our incredible staff has moved forward. So, >> those are all nice things. Is there anything that's super challenging you could share with us that is new this year? >> Um, something that's super challenging, but I'm really not focused on that. It's the start of a brand new year. >> It's it's Hey, yeah, there are challenges. Um there there are always things we can do better, but we are sure moving in the right direction. >> If you think of one, let me know. >> All right. >> Board reports. I have I have some. >> Okay. And I just stood up. I >> when you stand up. Sorry. >> Four. >> I know. Four four hours since our last break. >> Okay. So, for um I'll start with um Jordan Education Foundation. Um, so Jordan Education Foundation classroom grants are open until December and um, licensed full-time educators can receive up to $5,000. Teams can apply for a grant together um, like to pull their funds and and you can get one grant per year. Also on the 25th of September, the Twilight Golf occasion is happening. More details will be forthcoming. Um and then I have we have our um first board meeting of the school year on the 4th of September at the Jordan Learning Center at the new home of the foundation and I am excited about that. also for Salt Lake County Parks and Recreation. So, the um communications the person there's been some uh changes in personnel um and and I'm saying it like it's a weird thing. I just didn't know the right words to say for a second. There have been some changes in personnel and so we haven't had meetings this summer, but there is a new committee kind of thing that has been formed. We haven't had our first meeting. It's next week and it is a collaboration with the county and um school district board members from the county um to collaborate about the my county wreck pass like what how we can improve or you know what can be done with that. Um, also this is just FYI, the outdoor pools, this is the last week they're open. So if you haven't gone, you should go. They're open until 8 on Wednesday. Um, anyway, so and then the for Lak um I've been thinking of possible dates for the next meeting and I've been thinking Wednesday worked out well. I don't know when there are district meetings and so I'm hoping maybe I can get some potential dates um for that. And a couple things that I thought would be good discussion items because they are things that the board can have some impact on are um attendance um and or behavior, classroom behavior. And if you have any other thoughts, please email me or call me. And I mean, it's it's not firm, but if you have other ideas of what we can talk about for LIAK, I'm interested in that. And one one a couple more comments as a board member. Um, so I've put some stuff on the the spreadsheet for agenda items and I'm I'm hoping that a couple more board members will add their names so that there will be three of us that want them on um you can look at them and if you really don't like them, don't add your name, but if you're okay with them being on a future agenda, please put your name on them. And then another thing that I think is cool is the H Heartland Bridge. It's been started. It has been started, which is terrific. So anyway, >> quick update from facilities committee. We're meeting in two days, Thursday. We have a full agenda. I'll send the agenda, the proposed agenda to you, too. Um, just a reminder, we are going to be uh updating the boundary trigger document and if you would like changes made to if to that document and your changes considered for incorporation into our next proposal, please get those to to me maybe tomorrow sometime at the latest. That's all I had from facilities. I'll report that I went to the regional PTA meeting that they had last week, his first one of the year. Um they're still kind of solidifying when they're going to have their monthly meetings, but the state PTA has restructured and so a lot more of the responsibilities uh slash leadership has moved to the council level instead of the regional level. Um so the region meetings will be a lot shorter and condensed and um there's kind of some mixed feelings um for Jordan school district PTA region because we were so close and it was easy to connect as a region to our councils um that they don't see a they're concerned it's not going to be as beneficial for us but this shift is going to be very beneficial for rural uh PTA TA so that they're closer to their uh leadership at the council level. So, they had a few questions um for me about um the JLC Center and West Jordan High School timeline um and some transportation stuff and I'm getting back to them on those questions, but that's about it. And then for JPAC, um I don't have any ideas as of yet. If anyone has any ideas for JPEG, uh please give me a call, send me an email. But I was uh recalling that it was mentioned that November might be a good time to have that JPAC meeting because it gives schools time to have their SEC elections and their new chairs um uh voted in. So that's kind of looking at November, but if you have any other feedback, please let me know. I have a report. Um, thanks to the board for letting me go to the ISTY conference. Um, it was phenomenal. I always get great ideas there and really learn what's new and what's hot in education. And so ISD stands for the International Society of Technology and Education, but they've kind of teamed up with ASCD, which is the Association of Supervision and Curriculum Development. Long names, but um I think eventually they'll probably partner and just be the same organization, but I don't know that for sure. But this conference is huge. I It must be the biggest educational conference. when we go to like national school board conferences, we just use a sliver of the conference center. This one was packed and they also had classes over at the hotel and uh so I was having a hard time finding the first class, but I peaked in a room and they had free breakfast and we're handing out free books. So, like I jumped in there and sat at a table and and ended up having um a couple people from Malaysia and someone from Mongolia sit next to me, educators from those international places and they've become my good friends actually. We've communicated a lot since those classes. But it was on um STEM and early childhood learning and I'm like, okay, this will be interesting. But it turned out to be probably one of the most powerful things I learned in the conference. And this is the reason why I think I had to take a different mind shift of some of the the beliefs I had in the past and I've always held to them because I was learned them in school and maybe look at things a different way. So these people, it was a three-hour class. these people wrote their own curriculum and they've also been able to sell that curriculum to other people and I think that's the free book I got and um it was powerful to look at that and see about the curriculum how they developed it and those kinds of things. Um it they also did like we were working with robots and they brought AI into it which really made me really super happy. My takeaway from this is I first of all want to make a deep apology to Brian because I've always fought against anytime he said well can we write this own curriculum um because I learned in school like it has to be done by a professional like if they're not male then it doesn't work but I would like to propose to the board that we take a serious look at some of our curriculum and see what we are able to write I think even for today it's 150,000 a year we We have great people. We have the best educators not only in the country but maybe even in the world. And I would love to turn some of whatever is capable um some of the curriculum writing to our people. Um KSL recently reported one out of six educators have a second job. I'd rather have that second job be with Jordan School District. And so um I'm going to put that on the list and I think hopefully Brian will sign on and we'd love to have one or two other at least to do a study. I've talked to some people in our organization that believe we have the abilities and we we could do it, especially with summer and those kinds of things, but I'd at least like to take a study with that. So, um, you know, I ran for the Jordan School Board on the idea of rethink education. That was my motto. I just knew that we were moving in the 21st century and I knew what worked in the past isn't going to work in the future. And um I think every class but one dealt with AI and it was phenomenal just to see like how that even tonight I heard it mentioned over and over again in different capacities how that's changing not only the life of our students but also the lives of us as educators even as board members and with AI. Um the power name at the conference really was school AI. Uh school AI was mentioned in almost every class and they had a strong strong presence there and tied with uh school AI was the Jordan school district. So many people were making comments like we want to be Jordan 2.0 and when they found out I was from the Jordan school district they were like they were in awe that I was from the Jordan school district. And this was said to some of our employees also, but it was said personally to me by people like, "Oh, you're from Jordan School District." And that was so cool. That was so cool to um to know that we not only won an award last year, but everyone recognizes us internationally. I always wanted to be known as a leader in Utah, but I never knew that we would be like the leader internationally. So, and I think Dr. Godfrey and his team ought to be commended. And I'll just tell you, our teaching and learning team is phenomenal um in in every way. And so, they participated in presenting things. They participated in going to classes. And one of the things was so cool is they gave a presentation last year and a different district ripped off everything that they taught and and taught it. And I've always said like um when someone steals your ideas, that's the greatest, you know, compliment, you know, because they love it so much. And so that was a fun class actually to go to. They had a lot of different ways to learn. So one of the things they had was these turbo talks that, you know, were happening kind of in the halls a little bit and you could just walk up and listen. And one of my favorites was the top 10 technology tools to use. And so that was one of the things I went to a lot of those where you could drop in for part of the class. But one of the phenomenal things was um they call it poster talks. You could just kind of like a a fair that you do at school. You have a big poster and people come and just walk up and talk. And so what's different about this conference is they invite tons of students and they're international all over and they would show what they're doing. And um it was just to me was phenomenal to to learn from these kids. There's some kids and I think this is something else we didn't need to look at that were there. And what they do is when a Chromebook breaks down, they're the ones that fix it. They don't hire someone to do it. They do have someone that oversees it, but they have students in the high school that have are learning how to fix these Chromebooks, which gives them also a skill they can use after they lose they leave the school and also saves the district a lot of money. And I would love us to look into something like that. um I just want to take a break one hour and I found an empty room and sat in there and then a whole bunch of kids came in and an author and so I just sat and listened and this is a group from Mexico like 30 kids and they were reading their this author's book and about how AI is affecting education. It was just really interesting to look at. They were talking about industries that use it like lawyers are now using it and accountants are using it and it was just fascinating to look at these kids and just the leaders and u another one that kids did is a group called students for innovation. They have a a um website called students forinovation.org or and these students are really kind of leading the way in saying they're they're forming clubs and that and leading the way in saying, "Hey, can we be in your classroom design?" Like we have all these uh learning teaching specialists, teachers who create the how they're going to present things, but we never really ask students how the best way to learn. And I know my first day lesson with my students this year is, hey, tell me how you want to learn and have a great discussion with that. But these kids are phenomenal. I would just thought that they were great. Um, chatting with different uh vendors was also really good. I found out I had a great conversation with a virtual reality um booth and found out that we have u I think it's 25 or 30 virtual uh reality um devices at Bingham and also Ora Hills has about the same many and they haven't been used in two years and they they can track the use and so my question is where are they and if they're not going to use it can we make sure other people are using it. There's there's a pocket talker that was really cool. I had I can change it to talk to somebody in like 100 different languages and I can just it's kind of like a phone but I could just communicate and that was really good. But um so one of the cool things that the Jordan School District is known for is the big six. So our big six is Canvas, Nearpod, Adobe, Google, Canva, and School AI. And um those are our big six products or tools. We presented on that and we personally sat down, I think, with each of those groups and had great conversations with them and and uh they're working very closely with our teaching learning team. And so just was impressed with those meetings that we had. But I took lots of classes um with what Microsoft's doing and what Google's doing. And um that was cool. And it was also really cool to see some of our schools there. Fort Herman had a good number of people who had used some of their money. I think Copper Hills had some people and we had other people. So I know that Nikki once said like we ought to rally around a conference. To be quite honest, I think the National School Board Association would be super smart to join in with this group. Um, but if we were going to rally around a conference and it's not the National School Board Conference, I think this is is the one that I would recommend. And again, Jordan has a huge presence here and uh it just kind of let me know that um we have an international presence and uh people know who Jordan School District is. So anyways, really cool event. Thanks for letting me attend. We got out of town right when it started to rain and as those big floods that came in there. So the timing was perfect to get out of town in time. But thank you. >> Thank you for going and representing. That sounds like a great opportunity. >> It was. >> Anyone else before I hop into a couple? Okay. USBA has a lot right now. First of all, um if you are not following USBA on social media, there's a real um effort being made to try to increase the social media presence to be representative of districts across the state of Utah. Um, and so each district is posting great things that are happening. It's a great way for us to connect not only with each other, but to connect our legislators to public education. So, if you find opportunity to guide a legislator to those social media accounts, that would be great. >> Can I say something about that? because they always have a uh like a competition at our conference and stuff and so I always tag it a lot and I just thought maybe I could win once but they delete my post like when I tag it when I go to the conferences. So if they're going to have a social media presence then they've got to also support us linking to them. I will. I'm actually on the advocacy committee that is working on building up that presence and so that's something I'll look into. >> I think they got annoyed that I was posting so much, but that's what they were asking. >> Yeah. >> I mean, especially during the conference. So, anyways, >> Jordan is featured this month, so make sure you check it out. Um, a couple of things to just put on your calendar early. USBA Day on the Hill is January 30th. that is going to be an all day event. So, if you are able to take the day, it would be a great day to be there. Um, they are also going to do some, it's not a rally, but they have reserved the rotunda for January 21st for a public education celebration. Um, their goal is to fill the rotunda with positive support for public education and they're going to be calling on the Wasatch Front districts to carry a lot of this because it's a difficult time for some of the districts that need to travel. They're looking for um performances, um, displays of student success, uh, things like that. So, something to keep in mind as you're out in schools and seeing the great things that are happening. Um, the master board certification program has been updated. It's going to be called board basics. And instead of it being like, oh, I'm a year one board member and I get this certification, um, they are now like levels. And if you find yourself on the website, you'll see that you are likely doing most of the things already, you know. So, it's like you can check something off if you've spoken to a legislator like, "Duh, we're already doing that." Things like that. So, it's a good way to show that we are committed to um not only the service that we do, but that we're qualified to do it. So, um, the region USBA meetings are coming up. The one in Sandy that we usually go to will be on Wednesday, September 17th at 6:00 p.m. So, if you want to mark your calendar for that, they that will be catered. It's usually a nice night. And one of the things that you'll be introduced to is a new guide to effective school boards. Um, it's now called the guide to effective school boards, but that has been fully rewritten and uh something to look forward to. >> What night was that again? >> September 17th, 6 o'clock. And I'm sure you'll be getting mailers soon. Um, and then just one more reminder, leadership academy is September 25th to 27th. So, we have submitted those that were interested in going. Um, the deadline for that is August 26th. So, we did have more who wanted to attend than our allotted three seats. So, we will hopefully get everybody there, but we'll find out probably by the end of the month. Um, all right, that's it for USBA few. And then just a really quick one on portrait of a graduate. Uh, as you all know, today was the day in the second half of the professional development day where teams came back to their school and were able to talk with their principles. They now have been able to order the materials to display in their school. And I just wanted to say thank you to the board for making the effort to create the video. Um, I see received a couple of texts that were very gracious in saying how excited they were. I spoke to a teacher today who talked about how they have been really focusing already on portrait of a graduate as they have looked at some of the um the curriculum that they're going to work through as a team. And so I think it was a successful roll out and I just wanted to say thank you for making that work. All right, we have come to the end of our agenda. So we stand adjourned. We'll go into close session. Oh, by >> Oh, have we not? >> Bids. >> Bids. Oh my glory. You have been here all night long, you guys. 10:00 hits and my brain goes to sleep. Okay, sorry. We have not. We have not. We're going to now go into our business items. Um, so I'll take a motion to accept the consent agenda items. >> I move that we accept the consent agenda items, minutes, and fraud risk assessment. >> I second. >> I have a motion to accept consent agenda items one and two. Uh, and a sec. Oh, motion for Miss Dean, second for Miss Barrow. We'll get you next time. Um, any discussion? All in favor? Say I. >> I. >> I. >> And any opposed? >> Okay, that motion carries unanimously. Um, and I'll take a motion for bids. >> I move that we accept the bid for Mountain Ridge High School mascot statue. >> I'll second. Okay. A motion by Mr. Barnett, second by Miss Barrow to accept the bid for the Mountain Ridge High School mascot statue. Any discussion? >> I had a question on that one. Um, these these funds that are being used were collected over the past three years. Uh, student dance fees primarily, it sounds like from what I read. And I I wasn't uh clear on how a school can use the funds that that they they have to run those expenses past the board still even though they generated those those funds. Is that >> anything over is it >> 50,000? >> I thought it was 80, didn't we? >> Regardless of the source of the funding, they still have to run it past. Okay. This is also something that they wanted to purchase a few years back and held off because it was a year of like our high tax increase and they just didn't want to, you know, I don't know. But other schools have something very similar. >> Yeah, I I was curious what other high schools have statues. I know Haramman has a a horse Mustang >> and I'm I'm curious >> Mountain Creek Middle School has a big moose >> and West Jordan has a jaguar inside but what does the sentinel look like? >> I'm curious a night. >> So is it is it distinctively like male or female or I'm just >> I don't see think you can see gender behind an behind the armor. What kind of armor though is what does it look like here? >> Okay, I would like to see the rendering. >> The new principal's here. >> Yeah. >> Welcome. Thanks for being here. 10:30. Sheesh. >> You guys' late night party. >> Take some chocolate. >> Okay. It It does look distinctly male. >> You can pass that around. >> And it's nine foot, right? >> Yeah. 9 foot. >> Not including the pedestal. >> Not including the pedestal, which they've looked into and we do have the funds for that as well. >> Are you concerned that it seems gender specific? >> I'm not necessarily concerned, but I I don't I don't absolutely love that. >> You love what? that it's a male, >> that it's um I I don't love gender specific mascots, but >> I don't know that you can tell the gender of that mascot. >> Well, it's fairly male. It's pretty much male. >> Pass that picture back over cuz I must have missed that. >> Looks just like me. What are you talking about? >> Looks like >> muscle. It has the muscles of Bryce. >> That doesn't mean that I'm not going to approve the bid. It just it just means that I I don't love specifically gendered mascots for our schools. >> I think the the mustang is that >> I was I was just about to ask if any of our animals grizzly bears are gender specific. >> I haven't never looked, but >> this is what happens after 10:00. No, th this is a concern of mine. Like there are some mascots that I like I'm glad none of our schools are bowls. You know what I mean? Because that is >> was one of our options. We were going to be the bullets. Remember like it was an option for this school. >> And I'm glad that that wasn't chosen. >> How Sentinel got picked is every single mascot we picked had a a problem. But >> is anyone else concerned about the statue being a male? >> And and the thing is I just think about um if if there are if there's an underlying message to that. And like I said, it's not like I won't um approve the bid. I just hope that everybody can feel welcome and like they are a part of the school and I don't think that this will necessarily prohibit or make that more difficult. I just like a more inclusive um mascot. Do >> you have more money in that fund? You can do a male and a female each other. >> Not so tall maybe. Just joking. I think that >> take them down to eight feet and >> it feels historically accurate to me. I don't know how many sentinels were female. >> Well, I I looked up sentinel art and there are some, but then also there happens to be like some superheroes that are sentinel whatever, but or in anyway comic book action figure type things. But in the art there are female sentinels also. Okay, I'm not hearing other concerns. So, with that, I'll take a motion. >> I already >> We already motion. This is discussion, you guys. Um, all right. All in favor of approving the bid for the Mountain Ridge High School mascot statue, say I. >> I. And any opposed? >> We have Suzanne back. >> All right, that motion passes. All right, take another motion. >> Thank you for being here. >> I move that we approve the bid for facility services emergency power to IT closet at multiple locations bid package number one. >> I'll second since Brian left. Okay. And we're going to circle back to B2. >> Yeah, that's I was wondering how why we missed that one. It's okay if we take them out of order, but >> No, it's the the documents got reversed. Yeah. So, the documents for B2 are on B3 and the documents for B3 are on B2. >> The printed agenda differs from what's on board docs. >> Oh, and I'm on board book. I'm on board book. It looks Yeah. Okay. So, we have a motion by Will you remind me? >> Lisa. >> Lisa and my name is by Miss Pharaoh. No, I didn't remember which of you motioned which of you seconded. I for once remembered your names. >> Um that we approve the facility services emergency power to IT closet at multiple locations bid package number one. Any discussion? questions trying to find the correct document. >> Um, I believe there was something in one of the letters about how we've never worked with them before, but they seem legit, something. I was just curious if um when you get bids, do companies have to provide so many credentials of things? >> They they do. They have to be able to perform the work and we do pre-authorization. Mr. Pruy can probably speak to that. All of our contractors have to be pre-authorized and be able to perform the scope of the work. >> That's a great question. >> I figured you guys, you know, do your background checks. >> Doesn't mean they're always perfect, >> right? Another question. Sorry. Let me find that. Okay. So, also I think Oh, I think it was on the summary of award down at the bottom. It says this is the first of three bids. And what does that mean? This is the first of three bids. Does that mean this is only covering a certain number of schools and we're going to have to go out again for more bids? >> It is. Did Did you get the Did you get the second page that lists the schools that will be in this first bid or in the first phase? >> Did you see? So So basically Yeah. So the board the board appropriated money for this and we just can't do it all at once. So it'll be over uh three different phases. But yeah, so there will be so many so many schools in each phase for that. >> Okay. Just a little background on this. Uh Kurt Prusy, uh director of purchasing, we actually already bid out all three bid packages earlier. Um we ran into some difficulty of finding qualified uh contractors that were responsive and responsible. So we already bid this out uh once for all three. and just the climate of construction and how busy electrical contractors are. Um, very difficult. So, we couldn't find any qualified ones the first go round. So, then we rebid for this. We decided uh facility service decided to do just one bid package and we did have three respondents. Two were uh responsive and the other one was was not. And so we found one that yes, we haven't done work with them directly, but they've been a subcontractor on other projects that have been on there. So, we didn't pre-qualify any um because that makes it even more difficult to find um we ran into this a few years ago where we pre-qualified electrical contractors and they were limited and so they were able to really inflate the costs. So, we don't do that anymore. Does that make sense? Okay. >> Thank you. >> Any other questions, discussion? >> All right. All in favor of approving the information system. Oops. The emergency power to IT closet at multiple locations bid package number one. Say I. >> I. >> And I. >> Any opposed? >> Motion passes unanimously. I move that we accept the bid for information systems Google workspace for education plus licenses. >> Can I second? >> I'll second. >> Right. We have a motion to approve information systems Google workspace for education plus licenses by Miss Barrow. Second by Dr. uh Robinson. I almost said Godfrey. All right. Uh any discussion to that motion? I was just curious if we know what happened on the other end, why they bid so low and then why they said, "Oh, actually, we can't honor that price." Do we know what happened or >> Yeah, that that's unfortunate. Uh what happened there? Um there was a little miscommunication. Um you know, in talking with Infosys, they are a little bit upset with Google not catching this as well, their their representative. um because I think the price was even lower than what they were selling it to everybody else. So, um we we do our best in in in purchasing to to bid these things out with the specifications and there's only so much we can do. We're like, well, is this too cheap? Um, and we we asked I think uh Infosys asked um my buyer, she asked two different times to verify and then we signed the contract and then something happened internally and they're like, "Hey, this is this is too good be good to be true." And we said, "Well, we're not going to negotiate with you. You either accept your or honor your bid or not." And so they g, you know, gave that up. So we had to go out for Well, actually, we didn't go out for bid. we decided to go with second place. Um, and this is a ratification. We there was a time-sensitive crunch and so they need to move forward and so this is kind of a can you ratify this? You already approved this once uh last month but um the price is a little bit more and it is in line with accurate pricing. Google's verified that the this company's ver is um reliable and so it was just an unfortunate situation and we actually looked at that internally of uh in construction we require bid bonds so if they don't go to contract we can actually go 5% of what the bid was. So, we're looking at maybe doing that in the future to maybe recoup some some lost um time and revenue and it will really get the more serious biders in there. So, we've talked about that. >> Questions? >> Okay. All in favor of improve of approving the motion say I. >> I. >> I. I >> and any opposed? All right. Motion carries unanimously. Right. I'll now accept a motion to go into close session. >> I move that we go into close session for character and competence of individuals property potential litigation negotiations andor security. >> Second. >> We have a motion by Miss Dean, a second by Mr. Barnett that we go into close session. Um, and we'll do a roll call vote. Uh, Mr. Barnett, >> yes. >> Mr. Denford, >> yes. >> Miss Barrow, yes. Mr. Robinson, >> yes. >> Miss Wood, >> yes. >> And Miss Dean, >> yes. >> I'm also an Yes. So, we are unanimous. Um, and we've reached the end of our agenda. So, we stand adjourned. Good night to those who made it and >> sorry to those that are staying.