Welcome to the Jordan Board of Board of Education meeting. Today is Tuesday, October 28th, 2025. Um, my name is Nikki George. I am the board president and we'll be conducting this meeting. In attendance here in person tonight, we have board members um Dean Wood, Barrow, Dunford, and um Barnett. And joining us virtually is board member Robinson as well as our superintendent, our associate superintendent, business administrator, and our board attorney. We are happy to have you with us. We'll go ahead and begin our study session with a review of the board newsletter. We'll turn it to Dr. Godfrey and invite um all of his gang to the table. There's there's a list on here. [laughter] >> Yes. Uh thank you very much. We're uh excited to talk about this. There are some great things going on with communications that we want to share to provide some context for the board's discussion and decision about what to do next in terms of communication about what the board is doing. So, um there's always a lot of great news to report. I will tell you this. When I started as superintendent and we started the podcast, uh Sandy and the team pitched to me, well, we need to do it every week. And I said, what are we going to talk about every week? What could we possibly do? And 320 some odd episodes later, it's very clear that there's a lot to talk about. And uh so there is a lot of good news to share and important information to share. And so we appreciate the opportunity to talk about this. Um we got the best team out there and uh we appreciate the board's support in expanding that team recently and um there's actually there are numbers you can put to this and I should email you later with some of the details but we've just seen a real increase as you've increased our staffing. It's increased our bandwidth and there's a there's a lot of great communication happening but it's something that we always want to do better. George Bernard Shaw said something along the lines of the biggest problem with communication is thinking that it's happened and uh it's you know we we never want to rest on that. We always want to do uh everything we can to be sure we're communicating well with everyone involved. So, I will now turn it to the communications team to talk about what we've been doing, uh, some of those results and some of what other districts are doing and just give us kind of an overview that can be a good starting point for the board discussion and direction on what you'd like to see happen next. >> Hey, thank you, Dr. Godfrey, and thank you, members of the board of education. We appreciate um being allowed to spend a little time with you this afternoon. Mostly we're running from school to school um in the day and sometimes at night and don't really get to spend much time with you. So we we appreciate um this this opportunity. I'm Sandy Reesegraph. Most of you know my team. I'm director of communications. For those of you at home, I have Doug Flagler who's our communication specialist and Craig Williams who is our social media and marketing specialist. We're here today to talk about parent employee and community communications whether that's coming from the board of education or coming from the office of communications or Jordan school districts itself. Um, you know, we want to take a look at what you have done in the past, perhaps what has worked, maybe new strategies that you may want to want to explore when it comes to communications to stakeholders from board of education itself. We want to share with you, as Dr. Godfrey said, some things that that we have been doing that we've we've celebrated and found great success with. And then we've reached out to some of our friends in other school districts in the area and and found out what they were doing because it's always good to know what your neighbors are doing, what's working for them, what maybe was tried and true and tried and not so not so good. So we'll begin with what you most recently have done. In 2024, the board at that time, several of you were not on that board of education, decided um to put out a quarterly e newswsletter. um they came up with the name bulletin board. Again, it was to be sent out quarterly and at the time that board wanted it wanted that communication to go not just to every parent in Jordan school district, but every household in Jordan school district. So, what we did, we reached out to a marketing firm um and through Mailchimp, they came up with a list of households who are not parents in our district. we gave everyone the option to opt out of receiving uh this e-newsletter. So that resulted in about 44,000 households who are not parents who opted in. Um and then we sent the electronic newsletter to all of our parents through Parent Square. We know through the analytics from Mailchimp that um 90% of the people the households that are not parents did not open it even though they opted in. 10% did open it. So of the 44,000 that it was going to we know um that 4,000 people did open that that e newswsletter from you and were engaged at some level in that information. Um, if you chose to continue to do that, it would be at a cost of about $400 a month right now to maintain that email list. If you chose again to send it not just to parents, which we can send through parent square because we have their emails, but if you wanted to reach every household in the district, it would cost about $400 a month. Um, something we've done in the past which is a blast from the past for for many of you is a trifold mailer. This was done again on behalf of the board of education. Uh, the board chose the content like you do for the bulletin board. You chose the content for that, ask me to write it and then we would populate it with photos. The trifold was the same thing. The board came up with a list of stories, information, content, um, anything they wanted to include in that trifold mailer that went out twice a year. Um, back in in, uh, 2019, that was the last time we sent it. It went to every single household in Jordan School District. That was 87,000 homes at a cost of $14,000. Today, we've increased the number of homes. It's now 105,000 homes in Jordan School District. So, obviously, if you chose to do something like that, again, the cost would come up. Um, postcards are something we do on um not a regular basis, but when we have a reminder or something that's urgent that we want parents or the public to know, um we do find success and and get pretty good response to postcard mailers. They're small. The last one we sent was a 4x6. I think it was advertising our our Jordan job fair. It went to 105,000 households and that was at a cost of $16,000. Now, that's not something you would use for an e newswsletter purpose. It would be something more a direct communication, something that you felt people needed to know um immediately. But postcards are always an option. I think most of you know we do a board summary after every board meeting. We keep our board summaries short and to the point. Um, we want them easy to read. It's then posted on the district website. It's posted on the board page and it's sent to every single employee um after the board meeting on our Thursday um employee memo. So, that goes um on the website, the board page, and it's emailed to every employee. Now, other districts, um, you've probably seen they like to include graphics in their board summary or images in their board summary. We haven't done that in the past because what we do when you have your um, board recognitions or celebrations at a board meeting, we take those pictures and rather than embed them in a board summary, we post stories on the district website and social media pages. And we just feel like we get so much more attention there because I can post a story about students being recognized that you've called before the board at a board meeting and posted on Facebook and we can get upwards of 10,000 11,000 12,000 views on that. We don't feel we'd get the same kind of mileage out of it um if we put it in a board summary. The other strategy that we have with that is um especially when it comes to Facebook, they don't like graphics in documents. So while other districts are taking their board summary and it's short on content, but it's very um heavy with graphics and photos and you put it on Facebook and Facebook um it suppresses it. >> Yeah. We uh have a an example where we uh posted about um uh free lunch for the summer and another district about similar size posted uh on Facebook just an infographic letting people know where we took a photo and used that to promote our summer lunch program. And I we had what a few hundred likes and comments and shares on our post whereas that other district only had five uh likes and no shares on it. And so we could see that the algorithm was actively suppressing their post versus what we had uh put out. And so we we know faces and and smiling happy people do better on social media than if we were just to post a graphic. >> And there's no right or wrong way to do it. I mean, if we chose to, we could um put a link to um the stories that that um we feature on our social media and the website after board meetings and put that in um embed that in >> in the comment section. That's how we we we found that uh Facebook is now suppressing links in in stories. So, instead we embed them in the comment section most of the time and that helps the post do well um better as well. So, we we were trying to do that balancing act or play that game. [laughter] >> Yeah. >> With with Facebook to get the biggest bang for our buck out of whatever we post, whether it's something that that we've come up with at a school or board ma meetings and recognizing um you for recognizing students and that kind of thing. Um you all know, um our board meetings are livereamed and they're recorded. Um and I want to give a shout out to Chad Margots. it was on the request of this board, which I appreciate, um asking for those um recorded board meetings to be timestamped. >> I'd also like to give a shout out to Lisa, who helps Chad with the timestamping of th those Yes. It's it's quite a process if we didn't have them both working together to to make that happen. >> And and they get on it right away. Um, every Wednesday morning at 8:00, um, Chad is is working hard to as quickly as possible get the meeting timestamped for, um, for people who perhaps couldn't attend the meeting, couldn't listen to the meeting, or or just want to hear something, an agenda item over again. And we've had had a lot of positive feedback on on that service, if you will, that we provide. So, I appreciate the recommendation from the board to do that because I do believe I think we're the only school district in the state that takes the time to do that. So, >> even other government entities, there's not a lot that do the timestamping that I've seen. So, I think we're very unique and that's very helpful to patrons. >> Thank you for taking that extra step. That is >> I used it just this week. >> Yeah. Yeah. >> It's so convenient when a constituent reaches out with questions to be able to send specific agenda items. Really, really nice. We've got again so many comments on it or they'll reach out to us too. Where do I find this? And in the past I hated having to say well which your you've had that experience where you lived and when you wanted something from a meeting and they just say well listen to the meeting it might be about halfway >> four hours in. Yeah. [laughter] >> So yeah. So that's that's been um really good for all of us and for you as a board. Um just showing um the extent that you'll go to communicate with the public and and our stakeholders. Uh we wanted to talk a little bit too about the district website. Um it is a highra website. So please know and and don't underestimate if you have information or something you want um shared with our public. Um, we get 142,645 active users a month on the Jordan School District website right now. That those are people that are coming to us for information to the website or just to see blog posts or or the fun stories that we're posting. So, it's it's a great resource for us to use when we want to post information, when we want to reach people. In a year, we'll have 1.7 million people that have come to the Jordan School District website for information or just to see what we're posting. And and just a side note, we have needed this for a long time. There's never a perfect time to do it, but we are updating it and redesigning it. Chad has come up with a few new designs that we're very excited about. What we don't want to do is do it midstream during the school year where parents really need to find things and then all of a sudden see a new website pop up that they don't know how to navigate. They don't know how to use because they are using this. But that's not an excuse not to redesign it and update it. So, we're in that process right now. Hopefully, um we'll be able to move forward this summer with uh that new design again. Um I'm very excited about that. Um the other part of the the marketing that we're proud of um is is our social media. In the past six to eight months um we have seen the views on our Facebook page alone increase by 124%. in six to eight months. That is due in part we believe and I thank you for this because of the addition of one extra body in our office of communications. So it does make a difference when you're working with social media. What we found is there are two things consistency in posting and quantity and quality in posting. And we've been able to increase and enhance both of those things um since we brought Craig on board and had one extra body just to be out there getting pictures, getting stories. Um it really did boil down to we just couldn't be everywhere. Um and now we've got the capacity and the bandwidth to even call schools and say we want to be there. We we you don't have to send us your pictures. We'll come and get them. It's made a world of difference. From January 1st till October till this month of this year, we had 3.8 million views on posts on our Facebook page alone. And the the really success story in all of that is 1.5 million of those views were from our own followers, which means that is our own parents. Our base on Facebook is our parents. It's not students. We know that. We know the age group. We know it's mostly women. >> But to know that half of those views are loyal Facebook followers that are coming back to Jordan, we feel that's that's that's really a victory and a success and it it does keep growing. We we pay really close attention to it. Um so we just wanted to share that with you. um Instagram. We've always always um felt how do we get students to follow us on Instagram because for the most part they're not on Facebook. We um in the past six to eight months have seen 103% increase in views on our face our Instagram page and we know those are students. every time we post something, we posted a celebration of a student at Copper Hills High on on Monday and we know it was students who were who were liking it and celebrating it with us. So, um and right now we're at about 230,700 views a month on our Instagram page. So, you know, again, those are just avenues that you have as a board to to use and and let us help you in in sharing information, stories, celebrations. When you're out at schools, let us know. Um, it's really is a celebration of the work you do in Jordan School District and and parents and stakeholders knowing you're out doing the job they want you to be doing, which is paying attention to what's happening in Jordan School District. Um, the Supercast podcast, um, as Anthony pointed out earlier, we're five years in could not be more pleased that it's still going strong. Uh that supercast is emailed to every single employee every week. You know, we drop a new episode every week. Um and we we kind of we watch the analytics on that as well. And in September and October of this year, last month and this month, we had two of the episodes were in the top five performers in the history of the podcast. One of them's on track. It could become like maybe the one of the top two most uh listened to podcasts that we've ever done. So, um which is the Copper Hills, uh marching band performing with AJR. So, that uh and the comments and stuff on the video that uh we we put in the video that the school made about it as well. And all the comments on that video are just amazing to to go in and read. um people around the country being excited for these students and uh and some jealous that they didn't get to also do this as well. So, >> but just as a marketing tool for the district as a whole and for our superintendent of schools to be seen and heard and make sure that people that's the most important that our students and our staff feel seen and heard by Superintendent Godfrey and that's a big deal and I can't think of a better way to spread goodwill throughout the district. That's how we see it. Um than by having Dr. Godfrey out in our schools and letting people know how much he cares. And I applaud Doug Flaggler for the work and time he has put into making this this podcast a success. And again, we never thought we thought if we get in 10 episodes and have five people watch listening to them, we'll be good. [laughter] And now it's it's turned into something so much so much bigger. Um yeah, and the other thing we do in marketing um and we see that as a marketing tool. We see our social media as a marketing tool. Um the the blog posts we do as a marketing tool, but we also um use um school bus ads. Um self-promotion school bus ads, which have been pretty successful for us as a marketing tool. Um we've done bus ads for um well the last batch we did some for the portrait of a graduate. We incorporated that into bus ads. Um I had the um principal of our virtual elementary school come to us re recently asking if if we could do a batch of bus ads um uh advertising or getting people excited about um enrolling in the virtual um elementary. And Ross Menla came to us uh I think about a week ago and and he said, "I have seen and and heard people had more interest people just calling and I think the bus ads are making a difference." Now, is that the only thing? But but we do know bus ads um they're they're inexpensive to do. We use our own students in those ads, our own employees, and to watch a child or a a a teacher see a bus roll up to their school and see their own image on their bus, it's pretty cool. They run out and they want to take selfies of themselves in front of their own image on the bus. So, we'll probably continue to do that. We do banners um to to market our DI programs. Yeah, we did banners for DLI and uh some of our other magnet programs and put them on high visibility fences and stuff at schools um in neighborhoods where it might be impactful. Um and then uh the portrait of a graduate banners that we've also you see in a lot of our schools. >> Yeah. The other thing um a lot of school districts that we've spoken to, you know, it used to be you you'd buy, you know, advertising time or try radio time or or something like that. and mo many of them along with Jordan um we're finding a bigger bang for our buck in meta advertising which is boosting posts and it has um the return on our investment with that is something we we couldn't get through the regular channels of advertising anymore because it's not it's it's where people are and Doug you take care of that. Yeah, and I mean, you know, audiences for local uh news and everything are very fractured right now. Um, and so there's a lot of different avenues to get a message out. Um, but we we started uh doing some uh Facebook and Instagram boosting of our posts. And last school year, we spent about $300 boosting posts and we saw about 50,000 view extra views because of those boosts. Um, we target the the people that we want to see those boo those posts. Um, like uh the one you see here when we did a podcast on the the hoaxes that were going around um we we boosted that post and uh we were able to target uh certain audiences in in our district to help get that message out about what we wanted them to know about what those hoaxes were doing and uh the things that steps that we take to try and take those very seriously. >> Yeah. And that's that is the beauty of it. it's targeted um information um that you're pushing out or targeted marketing, however you want to look at it. So um we we really feel like for an entire school year we spent $300. You wouldn't get that for one ad on the radio, you know, and here we get to target it to the the the population within our school district that we think needs that message the most. So what are other school districts doing? We we did call around to some of our friends um in Alpine School District. This what you're seeing on the screen right now. That's their board summary, their board brief. You can see it's heavy with graphics. Um and again, there's no right or wrong way to do it. This is the way they like to do it. They put it heavy with graphics and pictures and and not not heavy with content. So, that's what what they will send out for a board meeting brief or post as a board meeting brief. They do not do a board newsletter. They do an employee newsletter called All About Alpine. They print this news letter and send copies to all their schools for um employees to pick them up if they're interested in having a copy. Um and then they do make digital copies available to any parent um who is interested. But it really is directed and it is um an employee newsletter in Davis. It's the board meeting brief on the Alpine example. >> Uh they post that on their their their district website and social media. >> Yeah. [snorts] >> It's a digital version. Yeah. >> Yep. Um Davis School District, they um do board briefs very similar to ours. They don't add graphics. They don't add pictures for some of the same reasons that we don't. However, while we try to keep ours as a board brief or a summary, um and they even laughed. They said sometimes theirs are 15 pages long. Know that it's meant to be a summary, not board minutes. [laughter] So, [gasps] and then they do a monthly district newsletter called Uniquely Davis and that is emailed to all of their parents and and just targeted to parents alone. Canyon School District um they do again that is their board of education meeting summary very similar to Alpine. It's heavy on graphics and and not heavy on content, but they like to put the graphics in in their um boards of education summary. They send an e newswsletter um to parents via parent square twice a month. So that that strictly is for parents and then once a year they'll do a can a Canyons mailer that goes to every household um in their district. And I don't know exactly didn't send me what what that looks like if it would look like our trifold looked at like at one time. So once a year to all of their stakeholders and then month twice a month they they do a an ED newsletter to their parents and Granite um they do not do a board or district newsletter. They take an entirely different approach which you'll see from all of the school districts really. They do something called parent link and this is a blog post um that they put on the website and what they do is they take they combine all the I guess the highlights of the best stories that they've had over the past six weeks and they put it all in I've seen it it's a very long blog post that they post on the district website and they send a link of that to parents as well. So it doesn't go out to all of their stakeholders, but the parent link is something that is posted on the district website and then sent to parents as well. And that's done every six weeks. Murray School District, again, very different approach. It's the Murray Education Foundation that does their electronic newsletter. So the foundation produces it. It's called Murray Matters. It's published monthly and sent out to parents from the Murray Education Foundation. Granite School District. Um, oh, there we just went over that. And then finally, yes, Salt Lake City School District, they do not do a board newsletter. They do a district newsletter that's sent out monthly through Parent Square with a specific um message from their superintendent of schools. So, that's a a little just a a brief um glance at what some other school districts are doing. um you know and and we're open to anything that you may want to consider when it comes to how you want to connect um engage with with your stakeholders with parents. Um we're we're open to new ideas um or if you want to continue to do the bulletin board that's certainly an option that's on the table. Just know that um to keep those email lists, if you want to continue to send that to every single household or those who have opted in, it would be at a cost of about $400 a month. So, with that, if you have any questions for us, um we'd be happy to answer them or any thoughts or ideas that you might want to run by us. I mean, it it it really is wide open. You can see every school district does something a little bit different and there's no right way or wrong way. I think I I would like to to do something where we can get the most engagement out of whatever we do. >> Thank you. This has been so helpful. And even looking at what we've done in the past, the trifold predated me. So that's interesting to see. All right. board members comments or questions. >> Can we go through the the numbers that you mentioned at the beginning as far as how many were mailed or not mailed but how many email addresses we had and how many opted in and out and >> Yeah, we had we had about 44,000 that are not parents that opted in. of those people that opted in um when once we sent it electronically again with their approval to send it to their email um 10% opened it about 4,000 and the other 90% did not open it. Now that's relying on analytics from Mailchimp but um that's the best we can do when it when it comes to that. The rest again with parents is it's sent out through parent square. >> Is the 44,000 that opted in does that just mean they didn't opt out? Is that >> they had I believe if I remember correctly you wanted us to have opt in or opt out. So we knew clearly whether they wanted to receive it or not. So they >> they didn't open it. if they didn't open it, it got came to their email and they just >> they they either weren't interested or missed it or um but they they indicated at one time that they were interested in receiving it. We know that >> you had to have opened it once to select optin and if you didn't open that then you were just automatically opted out. Is that how that would work? >> No, that I again I'd have to I should have had Chad come. I believe we had the option of you select opt in or opt out. >> So 44,000 people opened the email and chose to receive emails, but only 10% of those uh actually opened it. But there were more beyond the 44,000 who didn't open the initial email either. >> And then they just didn't get a second email. >> Right. That was the question I was trying to ask. >> Yes. Sorry. I I don't remember how many emails that we originally got, but it was quite a bit more than 44,000 that we originally received in a um from the marketing firm. So, >> that that 4,000 that opened, >> did they open the next time we emailed them? >> That's what I had Chad look into. And yes, from the analytics they sent us, there were 4,000 people that actually opened it. >> That's kind of our audience. We have 4,000 households who had some form of interest in what the board was doing. >> In addition, >> parents >> parents Yeah. who have kids in the district. >> Those were 4,000 households who don't have children attending district schools. >> Mo most likely. Yeah. There might be a little bit of overlap in there, but We worked hard to try and make sure there weren't there wasn't any overlap. So, I think we're pretty we're pretty confident that those 4,000 are are people that are just interested in in hearing what's going on or finding more information. Um, and you know, if you decide to do the bulletin board or something similar again, um, we can figure out how we want to approach it this time and and whether you want to reach out to all households or how you want to do that. Um, but we wanted to be very respectful of those who did not want to receive it. >> Okay, I'm understanding now. So there were there was a group of households for whom we couldn't reach through parent square. >> Yeah. >> That's where the $400 a month comes in and Mailchimp and getting these analytics and being able to send to people whose email address we wouldn't have otherwise. >> Okay. >> And and really it's to keep that email list up to date. Um because you don't want an out people moving in and out and >> or or if somebody selects opt out after they've selected opted in. We have to keep that open so that they can make choices as they go along if we send them things that they're like, "Never mind. I didn't want to be a part of this." So, >> and that's key. We we just again want to be respectful of their choices. >> Do we know about an option to text a link to people versus using email? It sounds like that's something we haven't done. I don't know. Is that feasible? >> I I I would imagine it's feasible. I live in Salt Lake City and I know uh their council has been working on trying to be able to text uh residents and so I'm fairly confident there is I don't know what the cost would be to that but it would I would imagine there'd be a significant cost to being able to gather those uh our own parents we do have the option of texting through parent square but outside of our district we wouldn't like the parents that aren't uh in parent we wouldn't necessarily >> The reason I ask is because I'm more likely to read something via text than email. >> I just got a text from the county um over the weekend. So there there must be a way to do it because I was kind of surprised and and I did open it and it was legit. So [laughter] >> that's the other concern, right? >> Yeah. >> Did you send the gift cards they requested? [laughter] >> Only one that was expired. Um, just quickly too, I didn't mention, you know, in the in the past there have been boards that have wanted us to use um the city journals as a way to communicate. Um, because we do know through focus groups that people in this area, they they love their city journals. They pay attention to them. if you've ever opened one, we we're a little reluctant to spend too much because threearters of the stories in the city journals, and we applaud Jet and Julie and and all those reporters working so hard, they cover our district so well. And and anybody who gets a copy of that, the City Journals, whether you're in in South Jordan, West Jordan, or or where where have you, um they'll see celebrations of Jordan School District. However, there was a time when the board opted to put their newsletter um in uh an addition of the city journals once or twice a year and it was I believe at that time it was a half page. Um it's another option. People do pay attention to it. Right now a full page we do get a discount if you decided to go that route. Um, a full page ad would be $750, a half page 450, and a quarter page 350. If you decide to put it in all of the journals, I think there are five or six out here, it's a deeper discount for school districts. It's an option if you just decide you wanted to do something other than direct mailers once or twice a year. And we we do know people, they look at the city journals. I I really like the idea of a trifold once a year. Um I the information in here is very interesting and I think it's it's information that um many stakeholders who do not have a a student or a job in the district would be interested in. So I I like uh the trifold. Would we ever have an insert in the city journal like a trifold? Is that ever an option? >> Yes. I I don't know what the cost of that is, but they do they do do inserts. It's not um something we've explored, but it we certainly could ask. They're they're very they're very accommodating to work with. Um you know, like I said, threequarters of the stories in there are are Jordan School District, and we love it. We love the coverage we get um and are very appreciative of it. >> I tend to feel similarly, Miss Dean, too. Understand the why. I think when we're talking about reaching households who don't have children and giving them updates on what's happening in our district, I think that feels different than people who might be more dayto-day. Um, so I like the idea of a yearly outreach, whether that's email or the trifold or whatever. So if you were to do something like that, is it still the same cost? It's $400 a year or $400 a month just depending on frequency as far as the city journals. >> Uh, no, sorry, the emails, the Mailchimp. >> Oh, Mailchimp right now is right around $400 a month. Then I don't know >> that's based on how many emails we keep in that system. So the fewer emails that we have in there, the cheaper it becomes. But >> so if we send once a year. >> Well, so it's the number of email addresses. So that that's kind of a fixed without us going through and taking out people. uh that >> but what we could look into and we could see if if you h have decided that you only want to send once a year or twice a year. We could contact them and say we don't need to maintain this 12 months out of the year. We're going to send something out every September and every June or whatever, you know, and just say what would it cost to get the most updated email lists two months out of the year? >> I think our issue with that is is the optin opt out. um group, we have to keep it year round even if we only do it twice a year. >> Yeah. If you only do it twice a year, I assume that that's the case that then you have to send out the first one that says, "Do you want in or out?" and you have to start over. So, I think what you can say is I I think a good way of guessing is to say it's going to be $5,000 a year to maintain the email addresses and let's just assume it would be another 5,000 to do text messages. I think that's a fair guess to say if you went with text messages instead I mean approximately >> I'm guessing there's also some limit on the number of campaigns we can launch per month. >> Um yeah I'm not sure on on that but uh I I we haven't ever gotten close to to hitting that. Um, so, uh, it really Mailchimp is more based on the number of email addresses that you're you're holding in their system. Um, is where they base their cost at versus the campaigns. >> We could use this email list for other things besides the bulletin board, right? >> Yeah. >> Yeah. I I think it was Jordan School District Communications is we would have to go back and double check when we did the opt-in, but I think it was just Jordan School District Communications is what we told them that this would be used for. >> Can I make the comment, >> please? >> Um, for me, once or twice a year just isn't enough. We all agreed to the bulletin board to put that in action. It was supposed to go out quarterly, but because it went out quarterly, for some reason, we stopped doing that. We haven't sent one in a year. We never made a cautious conscious decision to stop doing the bulletin boards, but because of its infrequency, um, we aren't we weren't doing it. Um, I personally would love to see something go out once a month. If you really want to have patrons connect to what we're doing, they need it consistently. and and I would say frequently if it's an inexpensive way, I'm fine with that. But >> once a year, we'd be we would be having this this discussion every time we sent one out. >> So, Dr. Robinson, just to be clear, you would like to see that frequency for all stakeholders, not just parents. Because I tend to agree with you. I would like to see a monthly communication to patrons of Jordan School District, but if my kids were out of the school, I don't know if I would want a monthly update. I don't know. >> My kids are my kids are out of the school and I do because I'm a taxpayer and I want to know what happened in the schools with the tax money I have. What we traditionally do is we hit a big communication pattern as soon as we want something done, you know? So all of a sudden if there's a bond to be passed or a decision to be made like on a facility, a new facility or whatever, then we start to go and try to build a relationship with people, which should have happened all along. Even if they're opting out or even if um they're not reading it, at least they know that we're doing something or making that attempt. And so that's for me like if it's once a year then we probably should just make a decision to send it out when we think we should send it out because sometimes um our messages are more urgent to get out and if we say we're going to do it every December or something like that well that may or may not be the time that it needs to go out and so I don't know I I I don't think monthly after a general session is too frequent. We're talking about one page, talking about something very simple and just to educate them. But if you think about the supercast, if we did just did a supercast once a year or couple times a year, that would not be very effective. But the fact that it's consistent, it goes out a certain time. I haven't listened to every single one of them, but I sure love having them and having access to them and and I have been able to share what we're doing in our district a lot because of the frequency. And so again, I just think once a month after a general meeting would be amazing if we could do that. >> I I liked the idea of uh what Granite was doing with the blog post. I feel like we do really well um with our social media. So that could be something we easily put on social media to say, you know, here's our blog post from the board. And then also I'm okay emailing that out. Um but I like I I like the bulletin board. I like how it looks. If the blog post could look like that, then I think they keep it simple. Um, but I am intrigued by the City Journals idea because, oh, I enjoy the City Journals and I think that could be a really good way to reach patrons who don't have kids, um, who maybe have never had kids, but they like their City Journals. And so, that was intriguing. I like that idea. >> The The one uh caveat with the City Journals is it's about a month before the actually comes out, we have to have everything ready for them. Um, and they're very like regimented on they have to have it by a deadline for print. So >> I wrote for the South Salt Lake City Journal like 15. [laughter] Do >> you do you have a sense if as a reader if you would prefer a half page, full page or an insert? Um, I think an insert could be good, but I think that's going to be more money where we're also paying for this to go inside the journal. Um, but honestly, I think a full page would be more eye-catching. So, and we wouldn't have to do that monthly, you know, we could do that once a year or something maybe as a review of the school year and stuff. So, And to be to be clear, I like more than just the the once a year trifold. Um I do like a regular board bulletin or um sent out via email. And I also like I I I I would like to be able to reach as many interested stakeholders as as possible. And um so I feel like um I I [clears throat] also think that if we have emails too often to stakeholders, it could start to feel like spam. Um so I don't know exactly what the balance is. Um, and personally if I I remember getting these in the mail and even feeling like, oh, another one already, even though it had been at least six months. [laughter] So, so even once a year, um, for people who don't who aren't seeking out information can feel frequent in my opinion. So, um, anyway, I don't have any advice. I guess that's just my two cents. I like I like is the to use several different ways to communicate the message of the board. I'm wondering, I guess through this conversation, why we feel the need to send or push information out to people rather than just a really simple option. On the Jordan School District website, there's already a a board link. You click on that. Maybe one of the first things that shows up says, "What have we been doing? How have we been spending your tax dollars?" Something like that. And that's where people go when they want to find out what we're doing as a board rather than trying to figure out how can we reach these people through all these different electronic and hard copy mechanisms. to that point >> we did do something and it was board driven and it was very successful and this was years ago as well. Um but the board primarily gave us ideas um and we called it fun fact Friday and it it was a fact really from the board. People loved it and so much so when we missed a Friday and didn't have a fun fact Friday they're like where's the fun fact Friday? We would post it on the district website and our social media platforms. That's another way that every Friday you could push out information that on established channels where we know people are coming to to look for information um and have a fun fact from the board or something like that. um we did for quite a while and this was during our bond initiatives um which another thing that again this was um board le but it was called district dollars and you told us what information you wanted us to push out from the board about how you were wisely using taxpayer dollars and that too was extremely popular and I think um wellreceived and people just came to expect it >> as they do. >> I'm not opposed to a monthly contact like Daryl was suggesting. I'm just questioning the mechanism to get it out to the people and why don't we just take a simple approach and just put it on the website >> and and in response to that um I just think back to when we got these mailers and um I wasn't on the school board and my parents didn't have any kids in school but they would read through them and then they would talk to me about anything they saw and I think it was information they didn't know they were interested in. But then it gave them a feeling about the school district and it it gave them some interest in what was happening in the school district and they had no reason to go to the district website. Um I don't know if they have ever gone to the district website in their whole life but when they got the mailers they would they would say oh I saw this about this school in our neighborhood or you know that or our neighborhood schooler. So I think that sometimes there are people who don't necessarily know that they are interested in the school district, but receiving something in the mail can show them, oh, this is interesting that things are happening in the school district that I that I like or I don't like or that I'm interested in. And um anyway, that's why I like a Mor too. Yeah, I I guess to to push back a little bit on that, I I agree that there are people that don't realize that they have an interest, I I guess what I'm questioning is, is it worth spending $16,000 or whatever it costs to send out 95% of those are thrown in the garbage and and maybe we reach I don't know how many people 10 15 my parents >> two. [laughter] Yeah, I guess. So I'm questioning is that is that a good use of taxpayer funds? >> So that leads me to wonder >> Darl did you >> go ahead and if I go after you. >> So that leads me to wonder is there a subscription option? Meaning like I enjoy getting my news feed in my email or in my app every day. things I didn't know I was interested in, but I've opted in similar to what's discussed. So, it just automatically comes to me. And so, I don't know if there is a way to just push it in a different way than we've pushed it before. maybe text messages that people can subscribe to to get the alerts where it's maybe less intrusive or less um I don't know cuz I'm trying to think here what is our purpose what are we trying to accomplish with this newsletter and I keep thinking are we trying to be more transparent are we trying to create a sense of community are we trying to create partnership where they can you know communicate back to us in some way what what are we trying to accomplish And maybe that would help us decide frequency and avenue. >> If I may, there's if we combine some of these ideas, one option would be to send out a postcard and an email and say, "If you want information about Jordan District, this is where you can find it." So that people kind of like you said, they can choose to engage so that we're not producing something separate that we're pushing out. We push out once to say this is how you come to us for information. This is how you can get the information you're looking for. >> Or an alert when we post something new so they know to check it out is kind of what I'm thinking. >> Yeah. >> Could we add it to their registration so that when they're going through registration they check a box that says receive newsletter? It'll need to be big and bold because everyone flies through registration and I don't know what. >> So, let's pre-check it. We'll pre-check it. Default is yes. So, you have to turn it off. >> We could do that. >> My question I feel like the need Oh, wait. I shouldn't be saying this. Darl, you were in line. Sorry. >> Go ahead. That's okay. I mean, Dr. Robinson, >> I can answer a couple. I think the purpose of this is we were elected officials and one of the responsibility at least that I think that we have is to be open and transparent and accountable to our patrons to let them know what we're doing. So we do have great things that are coming from the district but we don't have great things coming from the board. This is what the board is doing. Now whether or not we use the current mechanisms that we have in place like social media, there was a time that I had more social media followers in the district and the district frankly I I I sometimes want to write a post about something beat to it, you know, and it's already up and I'm like so then I share that and I love that because then they people that follow me get to see it but it also redirects them back to the the district page. And I know that some of the other school district, that's how they're feeding theirs, they're sharing on the district social media and then we're sharing it from there. And I think that's a great use. But again, it's got to be consistent. It's got to be from the board. Um, a yearly journal ad or a yearly, hey, this is what we're doing. Do you want to opt in? Those are appropriate, I think. but inexpensive, short, effective, monthly communication from us, United as a board of what we're doing. I think this goes a long ways to let our patrons know that we're out working for them. That's how what I see the purpose is. And I don't want to spend a lot of money. I don't want to spend a lot of time, but I do think that there's a good purpose for us to let people who elect us know what we're doing on their behalf. >> Thank you. >> Yeah, I was just going to say, Mr. You had a comment, too. >> No, I was just trying to point out Darl >> Oh, that Daryl, you were reminding me. Thank you. And and I want I I agree with um Darl about the transparency. I feel like a big purpose is we we make decisions about public funds, about public um goods, you know, like buildings and and so I think it is important for so I love how in this one it shows energy savings, what we are doing with the public money. the the school district belongs to the people and so we have an obligation to um and and I'm not saying we have an obligation to do a trifold mail or or whatever but we do need to be transparent and let the public know how we are spending and using the public resources and and revenue. Um, I just think that that is an important purpose of of having something and and I really really do love and I think that these kind of um the new buildings and how we have saved money and what I I think that there are a lot of stakeholders that would find that very interesting and very helpful and would give them confidence that the board is making or give them a lack of confidence or whatever that the board is making um proper decisions with public goods. So, okay. So, I'm going to try to summarize what I'm hearing. I think we have two groups that we're talking about here. The first one is um stakeholders who may not have children in the district. I I hear a general consensus that we all feel um driven to be transparent and reach out to all of these groups. I'm just going to divide them out for a minute. When you think about stakeholders who do not have children in the district, how often do you feel like you would like them to receive a communication? Let's just narrow down that much. Are do you feel like you need more than one year? If you don't answer, I'm going to assume it's a no. >> I I feel like >> I feel like once a year is is plenty, especially if it's very rich in information and interest. >> Oh, let me respond to that again. It's got to be regular, consistent. Once a year is just not gonna we'll be back at this again next year saying why aren't we doing it? But I'm talking it depends on what you mean. Are you talking about a trifold? Are you talking about you know campaign or you just talking about from the board? Cuz if it's if it's from the board and it's inexpensive and kind of goes out electronically and I can submit it in social media or email it to people that follow me, I'd like it to be consistent. I'd like it to be monthly, but if you're talking about something that's going to cost a lot of money and can get more email addresses than postcards, then I think that the yearly would be appropriate. >> Okay, that's a fair question. So, again, I'm going to come back to like our social media followers, our website, um our parents who are receiving Parent Square messages. So, I I just want to try to break it down. Right now, specifically, I'm talking about households who pay taxes who do not have children in a Jordan district school. >> Can I chime in on that, >> please? >> I think my preference would be the board creates a document like we've like we have the bulletin board and we send that to everyone. We don't we don't send something separate to the parents on a monthly basis and then something separate to the non parents on a yearly basis. We just we have a newsletter. We have some information and we share it with everyone. >> And do you feel like they would want a monthly >> Well, they can opt out if it's too frequent, but yeah. >> So, you're comfortable with the the 400 a month to do something like an email? Well, it's going to be 400 a month regardless of whether we send it monthly or annually. >> It's true. Unless you chose a different venue like a mailer or a journal or even just using voter registration emails, right? So, there are other avenues, but if we want an emailed copy, I think you're right. >> That would be the same price. Could you, for example, send it monthly to some and then send a quarterly digest of all the ones missed two or three months ago? So, if I just wanted a quarterly email, I would get the last three months in one email. Is that an >> I love that idea. >> That way, it's the same information to everybody, but the cadence may vary. >> Yeah, we we could do that. I mean, yeah. So, are you saying that maybe when we send out that email that says if you want to opt in, you could get it monthly, you could get it quarterly, like and give options, is that doable? Like, >> yeah, it would just I mean, we could send out another opt-in email to, you know, the 44,000 uh email addresses we have and uh ask them for their preferences um and and see what we get from there. Okay. So, are we leaning towards email then? Does anybody want to do more than an email? >> I do. I would like to do an annual trifold. I think a postcard might be beneficial, right? As like a hey, we're still here, right? this is how you come see us and what we've got and have specific links. I think I I'm good with like one big push like that as long as we have something set up that it's going to be on the website monthly or you know where they can see our bulletin board. >> Okay. So, we would like to do something physical once a year and the option of a monthly or quarterly email. >> I just have to throw text in there. I think we'll have more people read it if it's via text. So, it may be worth seeing what that looks like in the cost. >> Are you interested in texting more than parents who could get a text through parent square? You want to try to get stakeholders without kids? I think if we're talking about paying someone to give us emails of those who don't have students, >> text would be more utilized than email. >> And I texting has to be they opt in all the way because there's nothing more infuriating for people than to get a text message unsolicited. you just have to look at the current political um cycle and just see how upset people are getting receiving texts that they didn't apply for in the first place. So, in that yearly push to say, "Hey, here's what we're doing." I think uh an email option optin would be appropriate, but I wouldn't purchase numbers and send out. >> I'm okay. I'm okay seeing the price, but I'm not too hot on text messages. So, I'm really interested in text messages using parent square like sending out that information in that way. I am concerned like who do I picture getting a text message? I if my parents got it would they probably >> My parents have been instruct instructed to clink on absolutely no links on any text messages. [laughter] >> Fair. They are not going to open it. >> But we do have that avenue available to us for people who have children in the district, right? They we can use parent square and they can get a text if they have so selected Okay. So, moving forward, let me just once again make sure I'm capturing everybody's desire, not just what I heard. So, text messages, do you want to pursue it outside of those who have opted into text messages through Parent Square? >> The absence of a yes is going to be considered a no. >> [laughter] >> Okay. All right. Great. Um, but I do think it's a great idea to just just like we do with parent square. However you receive it, here's your Okay. So, every month if you are a parent, you would receive a board bulletin. >> Yes. >> Via parent square or email, however, shows through parent square. So, I mean, if you're like me, you'll get an email, a text, and a call all at once. [laughter] >> Okay. >> But, but when you say that, what about a a patron that has opted to receive it? Is that included in that? >> So, I was about to go to that one. >> Okay. Sorry. So then if in addition to that we're willing to pay the monthly fee to reach people either quarterly or monthly at their choice. >> Yes. Okay. And is this content going to be just a short summary of the month of board discussions or do you want something else included? I would like more. Sorry. Go for it, Darl. >> Oh, I just wanted to know what that 400 a month that's if we have if someone opts in like a patron without kids, we don't have to pay a $400 fee, do we? >> Yes. >> Explain explain that fee to me. >> That's how we're keeping those emails um updated. We're paying a service to keep our emails >> a clean email. Yeah, that's right. That's the people updated the list. >> Yeah, they have opted out so that we're not sending it to people who opted out anymore. >> Does that make sense? >> So, if if someone opts in and says, "I want it." There's no way to keep that email out outside of the service like that. we we have to pay a monthly fee to be able to you or it's basically a yearly fee to pay uh to use it even if we only used it once a quarter or once a year. Uh the way they have their platform set up that you have to pay for it monthly if you want to use it. And it's also how we are able to um the uh bulletin board the way it's laid out and everything and make clickable links. we have to use a service like Mailchimp or Constant Contact or one of those to be able to do that. Um otherwise we wouldn't be able to accomplish that. It would be just a text heavy email um if we were to try and do something else. >> Have a new budget item. This is something we're already currently using. Correct. >> Yeah, we we we currently have uh the platform. When was the last time we used those? >> This was September of last year. >> The nice thing about it also, Darl, is that is that this list we have an email list. We have the ability to communicate on any topic, not just uh bulletin board, on any topic with 44,000 households that don't have any children in the district. So it's not it's not just 400 a month for bulletin board. It's 400 a month to have email access to these households. Yeah. >> Which we're going to be asking for and paying for if anything big came like a bond or something anyway. But have it already maintained is going to be an advantage to >> Yes. Yes. >> I content. >> Yes. So I would like uh monthly something that is inherent to that month, right? So like maybe around tax season, we give a little blurb about, you know, how we're spending the tax money, you know, more in depth perhaps around the >> or who's charging you taxes in our name. >> Let's clarify taxes and how it works, right? And then in January, like the start of the um Utah legislature session and how we're engaging with legislators, how can you engage with your legislators? Um I'd like kind of timely things maybe around, you know, Christmas time we talk about. So I feel like board and district there's a lot of overlap because I would like to highlight our schools sometimes, right? But is that more district information and we need to be focusing on board information? So I think I think maybe that's fuzzy and I would I wouldn't mind highlighting things happening in the district that maybe we didn't necessarily have a direct hand in. Right. Does that make sense? >> Yes. I think that could be accomplished with a link to our social media platforms. >> There we go. Sure. Yeah. embedded in it. >> I would like to focus just on board business. There there are other avenues for disseminating district information. I I'd want to make a clear line there. This is the board business. This is our accountability to our constituents as as Darl mentioned. >> Are you up for a link though? Right. That says to see what's happening in the district, you can visit the Facebook page. Would >> Okay. And and I I agree with Brian. This was a big discussion when we first talked about starting the board bulletin was it's board business on the board bulletin. >> Okay. >> So, some things I wrote down that I would want to consider um any policy updates we're discussing or that we've made maybe with a link to the policies if that's easy or relevant. um discussions we're having, actions we've taken, reinforcing portrait of a graduate in some way. Um I would love to see links either to our agendas, how to watch it live, or previous recordings of our board meetings. Um, and then do we want a link to the board page to contact us directly or to the SOS or other ways to have two-way communication to us um, as a board? I say SOS and I know that's not the board directly, but it's anonymous. So that's why I I suggest it >> with the fraud hotline and whatever else we >> Yes, I think we've got another agenda item that maybe that would be relevant to put on a board newsletter link. >> And in our previous version of the bulletin board, we did have a link at the bottom there that's to the uh how to watch the board meetings and also to the board page. So, >> we kept that in every every edition that we sent out to make sure that you guys had your own space every time and they knew those links were there. >> Or even a direct link to the YouTube, you know, here is for the last two meetings >> and the YouTube is at the bottom there. That just takes them to all the the board meetings and the last ones would be at the top of that page. >> But we could clarify that make it more >> more direct. You are invited section would always be there. the bottom with the social media would always be there. >> Yeah, it could look a little different, but we would we always we decided and the board decided we would always reserve a section with your images um so they know who their board members are, how to reach them, and um any other relevant like like Suzanne talked about anything any other relevant links you would like to put in there. So, we save that space. So, um, regardless of how and and just so you know, too, um, with the space that we had, um, to make this work, usually it was five stories or five what, however you look at it or however you decide to to populate this. Um, usually five stories or um, information items. That was the max that we could include in a one page. And I I highly recommend you keep it to one page. That's what I would I would prefer myself as well. Okay. So, we always include ways to contact board members, links to agendas or board board recordings, um and links to social media. Those are every time. Perhaps a monthly topic. We could we could put one together. So like in January maybe it's a intro to the legislative session like you mentioned Miss Barrow and then would you also like just a review of what has been discussed in board meetings that month? >> I'm okay with that. Like is that enough for you guys to go off of Sandy? Sorry re >> fine. No. >> Um, I guess as long as you can tell me specifically what you want, we can write something with a headline. Originally, the board wanted to do some of the writing and then let us do the editing. It It can be just one more thing on your plates to do that. and and I'm happy to write it as long as you tell me what agenda item or what board business um or or what clarification or what it is that you want people to know. The other thing I think is really important in this is that it's not all text. Um >> people are drawn to images. Um we don't put graphics in for the most part if we if we can avoid it. Um, we like to put pictures in of it can be of board meetings or it can be of our students, but think in terms of how can we visually tell this or share this information too. >> Can we leave that to you? Is that too big of an ask? >> No, no, not at all. you do such a nice job choosing images and >> but the one one it the one thing that was a bit of a challenge where I it came to I I didn't know exactly what you wanted in it and so we would choose the content and then share it with you and we can do that too but it sounds like you really really truly want this to be board driven and to come up with the content. So, if you can come up once a month with five items that you want in here, or maybe it's six or eight and you say just choose the the strongest ones and and we'll populate it and and send it back to you, but I don't have any problem writing it. >> Okay. >> So, board members, >> George. >> Yes, please. >> Can we just put a permanent agenda item on our agenda? The very last item is uh bulletin board and just we can talk about that after a study session after a general session. Hey, what if that was >> took the words right out of my mouth. I was just going to say that >> you and I think a lot alike. That's dangerous for you, but it's good. Thank you. >> Okay. So, the things you can depend on always being there are a summary of discussions, contact info, links to agendas, and board recordings. And then we will give more specifics at the business meeting. Is that when you guys or the board would like to see this on an agenda so then it can go out as a summary of the month prior? >> Okay, great. Have we covered anything everything? Do you have other questions for us? >> I'm sure we'll have other questions, but I don't right now. [laughter] >> You know where to find us. We never leave this. >> We do. I mean, is the goal perhaps then to to start it in November with the idea that from tonight's meeting you would come up with content things that that that you discussed this evening or things that you as you look forward >> [clears throat] >> um people need to know about as we get further into the school year or things that are coming up or you know I'm just throwing some things out there. We could start it in November. We could start it in December or we could start it at the first of the year or what whatever whatever you decide. >> Thoughts? Would you like to start this tonight? >> The sooner the better for me. >> I missed that. What was that? >> Sooner the better. >> Start it tonight. Oh, Daryl's. So in our next meeting, our first meeting in November, we would have an item on the agenda to cover the two October sessions that we had, right? Is that the idea? >> Yeah, I think so. And we could do that this evening, I think, during board comment. >> I'm confused. So at the business meeting we'll always have an agenda item to say what would you like covered in the upcoming issue of the board b the bulletin board and then we will make that list get it over to communications department and then they will put something together send it to us or just send it out. No, we'll always I mean I think we I'd prefer to always have your eyes on it before it's I want you know it's the board the bulletin board it's from you. So um >> but I don't think it has to come back in a meeting though. I think it should just send it out any oppositions and move forward. >> I'm having a hard time understanding. Is anyone else having a hard time? >> Yeah. >> Will you say that one more time? >> Sorry about that. I'm just saying that I don't think we need to bring it back to a meeting. I think that they need to just go ahead and um write it, send it out to us. Any opposition? >> Yep. I think that's great. Anyone uncomfortable with that? Okay, [clears throat] great. Well, we have next steps. I will bring this up at the end of this meeting when we go through board comments. If I forget, remind me. Okay. Thank you so much for your efforts. This has been honestly very very helpful. Oh, do we want to know so we want to do a year yearly mailer still? >> I say no. >> I want >> I would like to, but um if I'm I'm not going to be angry or throw a tantrum if we do not. >> I can go either way on that. I would support a yearly mailer. >> I also support a yearly mailer. >> Okay. And is a mailer preferable to a journal page? >> Would we'd probably reach more people, right? Like we'd be sending it to more houses than maybe. >> Do Do all the cities in our district have a city journal currently? Yes. >> Yeah, >> they all do. Okay. >> Yeah, they cover our entire district. >> I I just want to say the cost difference is significant. >> $14,000 versus $450, >> right? So, I don't know if that's something you want to consider on method. >> Oh, I'm sorry. Go ahead. >> Is Bluffdale included in South Valley Journal? I think that's part of the the Riverton area coverage, but keep in mind that 450 um what was that I quoted? That's for one journal. So, he would do a package for all six of them and and and we've done that before and the cost does go down >> pretty significantly if we choose to bundle them if if you >> still quite a bit less. Yeah. Than a mailer. >> I see. Okay. Should we circle back to that? I was just curious if there was a month when you're like, "Oh, let's send it every June as like a wrap-up of the year or every August as a back to school." I I just think it's [clears throat] important not to send it at the same time as a lot of um political mailers. I like the idea of June. this I mean this trifold seems like it had a lot of year wrapup information like here's what we spent. >> Yeah. And also what's happening new things for the upcoming school year. >> Yeah. I'd be curious about mailing a trifold versus insert in the newspaper if there's a cheaper way to do it or a more cost-effective way. Yeah, we'll ask about that. Um Chad text us with a good point. If you do get the the city journals um and I I live in Holiday and and the only way I get my city journal now is it itself is an insert into um the home values. >> Yeah. Yeah. You just got it and I now that you say that that is how it >> Yeah. But that doesn't that doesn't mean that they I have gotten inserts in the journal before. I don't know if that if their practices have changed now that the city journal in is in itself an insert, you know. >> So, we'd have to look into that. If we're all fairly comfortable saying a year review like in June, can we task the communications department to come back with some options for that annual communication whenever you see fit before June? >> Yeah. >> Yeah, sure. >> Okay, that would be wonderful. Thank you. We are so grateful for your hard work. Thanks for being here. >> Thank you for your time. Okay, good conversation. Let's go ahead and move into a review of um proposed revisions to policies to comply with USB rule 277-123-7. Um and we will turn it over to Mr. Larson. >> Thank you very much. Um, as you're aware, there's hundreds of laws that get changed for education every year. And the state board of education will also change their rules for us. And this rule tonight that I'm uh going to talk about the changes in some policies came about from their internal audit group requesting the state board to adopt these and the state board did. And I learned about this just kind of by chance at a meeting. And uh so this rule-7 of the rule requires or add some requirements for us to put into policy. Uh the first one would impact two different documents of the board. Uh and that requirement is a second training that the state internal audit group is requiring all boards of education to view. So they have created the training. It is on their website and I can easily send that out to you. But that uh so the proposal is to change um GP103 to add that requirement down at the bottom below the other requirement that the state internal audit group has made of their first video. So two videos there and then that would also change the appendix or guidelines for new board members just adding the second training on that document as well. that the hotline train. >> Yes. >> Okay. >> Yep. So the first training is on internal audits and then the second training they have is on hotline training. >> Is this already a part I know you just completed your master board certification? So I'll ask you is this already a part of that >> training? It's not yet. This is unfortunately uh you have the state board of education, the state auditor's office, the Utah School Boards Association, and the legislature all requiring different videos and trainings that you watch >> and it all has to encompass most of them. >> Yeah. >> In [laughter] that one training. That's why I was asking. >> This is not there. No. >> Okay. Um, so that's two of the changes. >> You're going to have to make us a Canvas class or something so we can [laughter] make sure we do all of this. >> Yeah. Uh, well, possibly a board retreat item, maybe. I don't know. >> There you go. >> But uh, another thing that this uh, rule-7 has required of local leas is that uh, a a policy be adopted that details the procedures of a uh, a hotline. uh complaint that is provided and how that would be handled um and then what happens with it. So uh policy A7 was suggested that it be altered to incorporate that. So uh this was the policy that was for suggestions for employees. It's a little um I I think it's a perfect spot for it really and I like the the changes here to just incorporate what we are doing already and formalize it into policy to comply with this new rule. So, it's uh indicating a few of the words uh wording here to allow for complaints, not just suggestions. And if you recall, that was the board's request anyways on our website was to have suggestions and complaints together. And then it just adds this new uh complaint area to address the required elements of this new rule. Um what's going to happen with them, how they can be made, and that we would follow the processes that are outlined in this rule. and then that a summary of those uh resolutions would be provided to the board which is already happening. So, this just kind of puts it into a policy. >> Just as a point of clarification, even though the email says accounting fraud, this would be a complaints even outside of that. >> The email says accounting fraud. >> Um, I'm sorry, the link >> B, >> it says for >> 1D >> B1B. Yes. It says complaints can also be made through an online hotline and its department/acounting fraud. >> Yes. Uh so very early on in all the iterations that have happened with this, it was originally the fraud hotline. And now as different groups have added their thoughts on it and what they wanted in it, it's grown from there. But the original link was for frauds, fraud tips, but that has now grown to all kinds of other things like complaints and non-compliance and those kinds of things. So the link we just kept the same link uh but expanded its scope. So that's why within the link it does say accounting fraud. Is it worth changing the name of the link to avoid confusion or is it sufficient as is? >> I can certainly ask that. >> Okay. I don't know. Big ask. >> I I don't either, but I'm certainly willing to ask that of our uh web master and see if we can just change that >> on it. It does say fraud, waste, abuse, or non-compliance. >> Yeah. >> But it's also general complaints, right? It's like beyond. >> Well, >> yeah. Again, the iterations it has had has been kind of interesting, but um >> we get varied uh responses to this uh site for different things. Yeah. I noticed that this rule as stated on USB's website, the very first item says the presiding officer of an ALEA governing board shall ensure and it starts to go through all these new requirements. I'm just curious if President George was aware that that was her responsibility. Did did they reach out to you or is this the first time you're hearing about it? >> I >> She gets complaints every week. Well, [laughter] yeah, but I mean I didn't know if she was aware that this is her responsibility to ensure that we all get trained. I didn't know. Did they reach out to you and ask you or tell you that this was a new responsibility? >> I don't know that they did, but our policy I did review our policies on my responsibilities and and so like the guideline for the new board member orientation and whatnot. So, in a roundabout way, yes. >> [laughter] >> Yeah, cuz I >> But I probably should read it directly from the horse's mouth. >> Well, this is new, isn't it? This rule. >> So, I'm just curious how >> how they would have communicated to the LEA governing board that this was something we needed to worry about. Is that just through you? >> I Yeah, that's how it's come about. Um, and how I heard about it was a little um just in a CPE training I was in where uh the state was mentioning different changes and so I took note of it and thought, "Oh, I was unaware of that." >> Yeah. >> Another great resource for me has been USBA's monthly policy report. Um, it is 30 minutes long and it has highlighted a few things for me that I've been really grateful I caught. [snorts] But I think to maybe to your point, is there a reliable communication from these governing boards to communicate the legal obligations we are under? >> Exactly. >> So we don't say, "Oh, I missed that for a few months." And is that feedback we need to provide to the USB? They need a bulletin board monthly. I would subscribe. [laughter and gasps] [snorts] >> Okay. >> Does the USB have a complaint hotline that I might make this suggestion [laughter] >> and she'll have to answer for it. >> Well, through them. >> No. Well, that's delegated out to me. >> Elves have one. Yes. >> There you [laughter] go. >> Yeah, I think they do. >> They do. Yeah. It's okay. >> That's that's really the intent of this entire rule 123 is how the board interacts with their complaint hotline. But they added this -7 area where they added responsibilities for every LEA >> and my questions more to the USB >> right >> and disseminating updates to us. Yeah. But maybe >> so those are the the three proposed changes within uh the board's policies trying to incorporate the changes here. There there was a I might call attention to another change. They they now are requiring that a link to that uh site be included on every school's website. So that was quite a bit of work, but that has now happened. Um so we've taken care of all the other elements that we could. It's just this these three changes to policy that I wanted to bring to your attention and propose and see if there were questions, suggestions, changes or direction on bringing it back. My my only question was under B24, how will this be communicated to us? The monthly summary, I assume via email. Is that a safe assumption or no? No, it's on u it's on board meeting like uh >> on the consent agenda. >> Yep. >> Oh, okay. >> Every board meeting's consent agenda if there are items would be there >> and it's often blank. >> Yeah. >> Non-compliance report. >> Yeah. >> Okay. >> Sometimes blank >> especially during the summer. >> So it feels like to us because we just came off of summer. [laughter] >> Okay. Any It seems like we're comfortable with these changes. Do board members need to see this again before you're comfortable voting. >> Okay. We will add it to our next business meeting. Is that early enough? >> Yeah, that'd be great. And I will look at the link, but I don't think that change would require a second look at it either. >> Yeah. >> Okay. So if we approve it now, do we all need to go back and complete the training? This >> you know >> it it the policy assumes I don't know at what point does the policy become retroactive or should we all just commit to go complete the training after the policy is approved >> under under the rule you're supposed to do it even though even if you didn't have it in policy. So, it's a a new requirement that the state is imposing on you. >> Okay. >> I can't >> sorry >> when that's due. That training needs to be completed by >> just that uh the board president's required to be sure everybody had that training, but it doesn't have a due date. So, because it's a new rule, as I understand it, they enacted this in August. Um, I would think I I can't imagine they would come through and require something within a few months. You're going to have a few months, I think, to take care of this. >> So, it like a retreat item. That would be okay to wait. >> I would think so. >> All right. Let's move on to agenda item 1 C, a review of the updated survey results for potential boundary changes. Dr. Anderson. >> Thank you, President George. Last board meeting, there was a request to extend the survey for the northwest area of the potential boundary change area. And uh so we opened that the day after the board meeting on that Wednesday and we extended it through yesterday. And we're here to share the results. The results in their entirety have been shared with the board uh yesterday and and uh this is just a quick summary of what we've done. Um there were 256 additional responses. Now remember a response indicates that someone's read through the survey and hit submit. It doesn't mean that there's a comment associated with it. Out of those 256 responses, there were 83 additional comments, more than half of those, around 56% of those were from patrons who were not directly impacted who are not directly impacted by this boundary change. I'll show you the the numbers on that in just a minute. Overall u if you could encapsulate the extension there was no variation from the the trends that we saw in the initial um survey. Uh again strong support for keeping students at Elkridge altogether and moving area C to Bingham and there is strong opposition from to moving students further away and there were some concerns about the loss of busing for those who elected to remain. Overall, people like where they are and they want to stay. Uh if we break it down by area, and you can see there in the with the red circle, this is area one. Um there were 12 additional comments. Patrons like their current school. They don't want to leave uh Sunset Ridge where they are currently that um in the boundary. And they do understand several comments understood the need to address enrollment. um and they understand why the proposal is moving forward, but they don't care to move themselves. Area two um is the area directly south of Copper Hills. 22 additional comments here and strong opposition mainly due to the uh the change that would you know move some this area is so close to Copper Hills within walking distance for many of these students. moving them to Bing Bingham uh was a was a big concern where they would have to be busted and so their their school commute time goes from a you know a few minutes to to you know in some cases 20 or 25 30 minutes depending on how they they were gauging it. [snorts] Area C, as I indicated, there were only two more uh comments. They were either undecided or they just wanted to to make sure that uh we addressed the enrollment issue at West Jordan. The non-impacted had the most comments. There is general agreement that a change is needed in order to address the enrollment issues we're facing in our schools and concerns again popped up about moving students from West Jordan to Bingham um because they there is perceived crowding there at Bingham High School. Overall reminder that tonight we do have a public comment uh section. We have people I'm sure that will come and and participate there. We have our public hearing that we have now noticed officially in the newspaper and posted on on bulletin boards inside of schools and put out. Um that's the legal requirement. And just to differentiate tonight is a comment period in which uh comments can be can be uh cut off if if necessary. Public hearing comments may not be that needs you know everybody needs to be heard in that. That's the difference between a com public comment session and a public hearing. And then we have a a board meeting on November 18th which has been targeted as potential board action. Um the next board meeting after that would be December 9th. The only time constraint that we're working on with this is that we do have the open enrollment permit window that begins in November and goes through the end of December where anybody can apply and have an equal chance for the permit lottery system. And so we wanted to be mindful of that if if there were any um students being moved and wanted to consider a permit. Other than that, um happy to answer any questions. So over fall break, I had the opportunity to meet with a group of um parents in the item or the area. I need to remember two. I almost said C. Uh that invited me to have a conversation with them. I was very grateful for the opportunity to uh spend some time with them and I have been contemplating a suggestion that I wanted to run by the board. So as we sent out the survey, it says you can stay in the school you're in, meaning we'll provide priority permitting into the school that you are currently attending. I would like to propose that we create a secondary roll out. Meaning that if you are a seventh grade student this year or older, that this would apply to you that we would allow you to then have priority pri priority permitting for the rest of the to your feeder system. So, you could finish out at the high school or and or the middle school that you attend. Um, a lot of our students are already creating relationships and involved with extracurricular activities at their schools at a middle school age. And I think that would provide for those opportunities for those students. So, I wanted to run that by the board. get your feedback, see if you would be open to extending that roll out window. It would be really all told kind of a five-year roll out opportunity because you'd need to already be in middle school to participate in it. Any questions or feedback there? >> It's a three-year roll out, right? Well, if what we're doing now is a three-year, but I'm suggesting that we extend it. So, if I'm a once they choose their high school, I don't choose again. So, it's seventh grade choosing to go to West Hills right now. So, next year they permit, the year after they permit, and then they permit to Copper Hills and then we're done. >> Yeah. It's not the sixth grade coming in. We're not allowing the sixth grade to go to to, you know, we're not allowing the sixth grade elementary students to choose which middle school they go to. >> Right. >> So, it's a three-year roll out. After three years, everyone's made a decision and is permitted into their school. >> Help me understand the permit process. It sounds like in middle school, you have to permit every year. In high school, you permit once. >> The way you describe it. >> I'm just saying they're on permit. So, if I'm a se if I'm a seventh grader this year and I choose to go to West Hills instead of Elkridge, I am automatically permitted to West Hills, then two years later, I'm automatically permitted to Copper Hills. >> You don't have to fill out that permit every year. >> No, once you're in, you're in. >> You would need to permit or to fill it out every time you change a school, right? So, if if I am attending West Hills and I would be slated to go to Bingham, but I want to go to Copper Hills, I would need to fill that out before, but it would be a priority acceptance just like we're doing with Midas Creek on a bigger level. So, it's it's not as long, but it is a little longer. Um, as I have heard from more constituents since our last meeting, I've started to ask, would this meet your concerns? And I have not received any emails yet who have said no, that wouldn't help. Um, I'm not saying I've had tons of emails, but a few, and they've all said that that would help. And then in that in that little meeting that we had and I'm guessing here but it was similar or maybe a few more in number than the whole um openhouse event that we had at Copper Hills. There were probably around 25 people. I should have counted but that's my guess. Um, and I asked that question of that group and almost everyone in the room raised their hand and said, "Yeah, that would that would answer my current concerns." So, I feel like this is a way to give a bit of a concession, but we have the ability and and this is just such an unprecedented experience for us as a board, right? This isn't something we have to do, but it's something that will balance numbers and I think in the long run will bless people and and because it's not an urgent issue, we have a little bit of leeway where we can be flexible. So, I feel like this is one way that we can help meet the needs of students and make a transition a little easier. >> Okay. >> Yeah. Go ahead. Why why would we not give this group 12 years to roll out? Because this is not an urgent matter. This is a balancing of schools, but there's certainly room in 12 schools. Why is this not a 12-year roll out, but we're proposing a 12-year roll out for Main Street? >> I missed some of that, but >> the question is, what about the sixth graders and the fifth graders and the fourth graders? They we are we are right now taking their choice away as to which middle school. We're granting a seventh grader the ability to choose to stay or go. But the sixth and fifth and fourth and all the succeeding grades would not have that choice. If you're a sixth grade right now in region two in area two, you are going to Elkridge next year. Mhm. >> And [clears throat] so he's saying why not go beyond the I mean why not do the same thing here that we're doing at Midas Creek and saying look we don't want to disrupt. We're going to give you a choice and all of you in elementary school had planned on going to Copper Hills can go to Copper Hills. That's the question as I understand it. Darl, is that your question? Yes, >> that's what I understood. [laughter] >> Okay, I'm going to answer as if he had said yes. So, >> yeah, >> from from my perspective, I've spent a lot of time contemplating why. What are the reasons for these boundary changes? Um, I think that there are different reasons for the Midas Creek boundary change than there are for the Northwest boundary. Um so one of the things that we're trying to do is balance enrollments in some schools. Um while we are capable, our schools do a phenomenal job with very crowded schools, very busy lunchtimes and very busy passing periods. And um I we have the opportunity not to ask that of them. There are some consequences that come with having a pretty crowded school, right? We ask a lot more of our administration, our nutrition workers when we're saying, "Okay, know everyone. Good luck." Um, so I think that that piece of balancing enrollment is a a main factor here. And I believe though it's just a theory in my mind that most of the people are going to go to their boundary schools. I think the people who want an exception are being given a pathway forward. And I'll just add that when we have more balanced enrollments, then our traditional process of permitting becomes more accessible. So if there is a sixth grader who wants to permit into a school, it's more likely that that will be possible if we have balanced schools. We don't have some who have to say no and others who can say yes. And so >> that would be my reason. >> Yeah. Go ahead. >> You hear me? All right. >> Yeah. >> So if the purpose is to balance these schools, why are we not addressing the inab high school? Because that's more outbalanced than being in in Copper Hills. Being in Copper Hills is pretty close to balance without any changes. And so, and again, in one community, you're trying to unite a community community. In one community, we're dividing a community. And that's what I just can't wrap my head around is why in one situation we're going to do one thing and another and another thing. And if it's really truly that we want to balance these schools, we need to address West Jordan. So, I don't agree that Bingham and Copper Hills have similar enrollments. I think after this they will be a lot closer, but is did I understand you correctly? You're saying this doesn't balance schools. >> Their their balance is a lot more imbalanced than West Jordan and anybody, >> right? And I feel like I agree. I think we need to address West Jordan. I just personally don't think the right time to address West Jordan's needs is during a remodel. I think keeping a small population during a remodel um alleviates some of the strain of that ask. >> But if you move this community to Bingham, it makes it a little harder to move this community to West Jordan. And so maybe the right thing to do is wait till after the Northwest Jordan. >> So you're asking whether or not the boundary change should be considered in what four years, whether or not we need to do it now. >> And we're trying to balance those. Why are we leaving one of the major ones off the table? The one who's the most imbalanced? I personally, and I can't speak for the board on what they will want to do once the West Jordan remodel is finished, but I'm not hoping to pingpong this group back and forth in anywhere in the near future. >> So, if that's what you're suggesting, that's not my intent. >> Well, if we move them now, we take them, if we don't want to ping pong them, we're taking them as off the table as an option. And they're a viable option to go to West Virginia. They're equally close to Bingham as they are to West Georgia. >> So those 15 students that aren't already permitting to Bingham is what we're talking about in area C. >> No, area C. I'm okay to go to Bingham. Don't they feed into um into um >> they're the only West Jordan High students in this affected in this boundary change? >> Correct. already. >> Yes, they go down. >> So, I'm with bringing them to Bingham. The other areas that we're looking at, instead of moving them to Bingham that's so close to Copper Hills, we could easily take them to West Jordan. But if we take them and move them now, then we don't have that option to move them later. So you would you would leave area C at Bingham and then you would have area two drive past area C and go to West Jordan. >> I I don't know if I would or I wouldn't, but if we move them now, we don't have an option to move them >> and >> we don't have an option to balance West Georgia. And and so I feel like um [clears throat] we have several priorities when we are looking at boundary changes and alignment feeder system alignment has become a a big priority along with it has joined um balancing enrollment and it to me I I don't want to um make a look at a change to disrupt feeder system alignment while we are doing a boundary change to balance enrollment if that makes any sense. I I'm not trying to disrupt the theater system alignment, but Darl, I really appreciate your your concern and your thoughts um about balancing the enrollment with West Jordan High School. Thank you so much for bringing that up. We would never move this group to West Jordan High School simply because of the Elkridge situation. The key here is you move them to Elkridge, they stay in a feeder system. But to move them to West Jordan, you've got to move them to West Jordan Middle School, which is a lot further away than Elkridge. And I just don't know that I would ever move this group to West Jordan. I think there's a beautiful situation here where we can alleviate South Ridge, Sunset Ridge by filling Elkridge. That's at the heart of this for me. That's at the heart. We alleviate Sunset Ridge by filling Elkridge and then on to Bingham with all their peers. So to me, Elkridge is the >> twist here. And that's why I would never move this group to West Jordan because it's much more logical to move them to Elkridge and then on to Bingham. >> And I think that's also that's also the reason why we don't at at Midas Creek, we offered a 12-year roll out. We don't we're not trying to solve enrollment issues there. We're trying to solve feeder issues there. And here we're trying to solve enrollment issues. So that's I think one of the main reasons why we're why we don't want to offer a 12-year roll out. Defeats the purpose. >> So in Midas Creek, why are we not um sending them to Herman or Mountain Ridge instead of sending them to uh Riverton? >> Riverton's numbers are much smaller. >> So we are trying to balance them out. We're using balance to solve a problem. We're not ignorant of their their discrepancies. We're not ignorant of that, but that's not the motivation to make the change. >> I'm sorry I'm having a hard time with this, but I just can't understand why we're using different sets of rules in in these two situations. So, that's where I'm struggling. >> But we've never had one set of rules. We didn't when we did Butterfield Canyon, we didn't have a set of rules for that one. That was a completely different set of rules. We handle each situation's needs separately. Two two different problems we're solving by following similar guiding principles. >> And I think choice is one of the guiding principles. I'm all for letting this year's middle school students choose which high school they go to. I would favor letting all of elementary kids. We don't have an urgency, but I respect your push to stop at the middle school. But I think the thing that's consistent in here is we're offering a great deal of choice because we can. But I'm with you. I think the majority will go with their boundary school. allow this north northeast west area also can't is there an urgent reason why we can't offer them a 12 >> say that last part again I got is there an urgent reason why we can't offer them a 12-year roll out >> I I'm confused why you're so adamant about offering them 12 years um when when you seem very adamant about not doing 12 years at Midas Creek. Um, Dr. Robinson, >> because I'm looking for a reason why. Why are we not being consistent when we can be? Why are we not being consistent in our approach? Because it sure looks from at least where I'm standing from that we're applying different rules to to these situations when there's no reason we can't apply the same rules in this situation. Yeah, I actually really appreciate the ability though right now to say, "Let's cater and tailor this and be nimble enough to say this situation has a different a different need attached to it, right? We're yes, we always want to look at similar guiding principles like aligning feeders, um crossing dangerous roads, we want to look at, um balancing enrollments, but I do think when you have a school that is fuller, there's a different urgency there. And I think Sunset Ridge is capable and have done a great job at operating a very full school, but they don't have to. So why would we ask that of them? If we have the ability to provide a more optimal environment, why would we say no to that? >> Because the patrons don't want that. I I disagree in reading the ones who took time to comment. I think that some patrons don't want that. I saw positives in those comments as well, but I do believe that we saw we didn't hear from a lot of people and to me that indicates that they're okay with it. And I can tell you that in my daily interactions with this community, a lot of people are grateful for this change. But of course, people affected are always going to have a hard time and have growing pains. I think that's a compliment to the schools that they love their school and they don't want to leave. That will, I hope, never change. I hope we always hear people saying, "Please don't move me. I love where I am. I love my teachers. I love my administration." I don't think that's a negative. What do you need from us, President George? >> Just I want I want to make sure that everybody's okay with increasing that roll out or at least the majority is okay with increasing that roll out. So, >> if you make a motion, I'll second it. >> Okay. Can I ask one question before a motion, please? Can I get some context? Is there ever a typical roll out period for all of the boundary changes that have been done in this district? >> I don't think so. >> It varies every time. Whether we do a roll out new concept, I think the board members on this board were the first who ever added a roll out option >> as >> we did it. Is that true? >> We we did it [laughter] in Butterfield Canyon. There have been some other rollout options over the years and I actually think um there's a I think you could say that because every process has been a little bit different. That's a strength that shows how responsive the board has been to specific situations as opposed to saying well it would be nice to do this but we have to be consistent with what we've done in the past. I think we've referenced the past and been informed by the past but not restricted by the past. >> I would be interested at some future date to understand what happened after we voted and discussed did people have the permits were did student mental health decrease and rebound? I just would be curious to know how did it actually play out because understandably there's a lot of anxiety about change but what is it really when it happens I don't know if that's difficult to understand but since we're already gathering this kind of data could we look at it retrospectively with boundary changes in mind because I would like to be more informed you know I think about Midas Creek I'm like one of the impetuses for this was to create more unity. Are we going to do that with a 12-year roll out? Maybe if the majority decide not to permit. Um, so because I'm blind to to the downstream effects of the vote I'm going to be making, I would love to have it circled back to me at some point. >> Now you can motion if you want. I'm done. [laughter] >> With that, you're going to take a look at the effect of the Halverson Street in Buffalo Canyon and how that has caused a lot of problems, especially a two-year roll out. We still have people that are claiming that and still going to Butterfield Canyon on that exception. That was eight years ago. >> I can't make out any of it. >> It sounds like you're talking into a jar or something, Darl. It's hard for us to understand you. I don't know if it's on our end or your end, but >> it's a jar. >> He's just playing with us. Are you using computer audio or a phone? Because I wonder if you're on a computer if calling in by phone would be more clear. >> My phone, but >> I also hurt. >> So, I really like that suggestion and that's actually something I had already requested. If we're creating these lists of students and and giving them priority, I would be really interested to see who takes that opportunity. How many of them >> um calculating their happiness or health? I don't might be trickier. Like could we use a climate survey or something like that and pull a specific group? Yeah, I can see that being tricky simply because we have a climate survey, but it's it I don't think we can aggregate the data to those specific students and show trends that way. We can certainly track who exercises their option for staying in their in their feeder school. Now we have done that. Um but tracking other factors, mental health and >> or sense of belonging, >> those would be more difficult to tie in in perpetuity. >> So many different factors affecting that, >> right? >> Do our counselors though keep track of like if they have an increase of visits to the counseling center, is that something that they kind of just like vaguely keep track of? So like if a change is made and then they see a spike in visits because of anxiety or whatever like >> it would just be so difficult to say well when I was in seventh grade I had fewer hormones than was when I was in eighth grade and my girlfriend broke up. You you know what I mean? So it was hard to dream >> one can dream >> hone in [laughter] on a specific cause. >> Yep. >> But >> but can we just look at how many people actually permit? >> Yeah. >> And then permit when it comes time to change to the high school. Yeah. I mean, you know, because I feel like that shows something and and that we can look at that like how significant is that. >> Okay. So, let me try to to contain this in a motion. So, I move that we extend the priority permit to a secondary roll out, meaning that students who are currently in seventh grade will have priority to permit to either their current school or the um the yeah, their current school if they're being boundaried out. Um as well as their high school if needed. Second. >> Um, and can I before you second that, can I add and that we will track data of students as to whether or not they exercise that priority? >> Second. >> Okay. Phew. Who has to summarize that? [laughter] >> You do. >> Great. That was a long way around. Okay. So, we have a motion by me, by Miss George, a second by Mr. Barnett that we extend the priority permit window to be a secondary option um so that students can attend the high school and middle school of their choice. Okay, any discussion? >> Can I clarify one thing in that statement? the high school or middle school of their choice or their current high school or middle school that they are currently in all schools to choose. >> Not not any choice, not wherever, but just their current >> their current secondary feeder system. >> Yes. >> Is that does that ring true with what you were saying? What current or their their new boundaried? >> Right. >> Okay. But they won't need a permit if it's their new boundary. Yeah, if they wanted to permit if they're currently in the West Hills area, but that doesn't mean they get a complunch permit to any other middle school in the district. >> Correct. >> May I ask just for the discussion piece of that when we say priority and we say DLI priority for the French students, is it the same priority? Is there one priority over another? >> I think it's the same priority. It's like an automatic >> entrance. Okay. Is that correct? >> That's correct. Yeah. We don't DI students are in a kind of a different category of their own. They're automatically permitted there. >> So then these this group would be a secondary priority to DLI. >> Yeah. Kind of two different tracks >> if the capacity were maxed out. DLI would get priority over. >> Yeah. Yeah. >> Okay. All in favor say I. I. I. >> And any opposed? Okay. I think that was a >> Was that a no, Darl? Sorry. >> No, mine. >> Yours is yes. Okay, that passes unanimously. I'll make sure that I mention that prior to public comment in our business portion. So, uh, let's go ahead and take a break and we will resume in about 15 minutes in our business meeting. >> Great. You made it through the end of study session. >> Yeah, you did it. >> Well done. >> No thanks to me. >> What? >> Well, I did the Jordan school district, 2025. We currently have all of our board members are present. Daryl Robinson is joining us virtually. So, he's the sound from above. Um, but all board members present as well as our board attorney, Mr. Paul Vancman, our superintendent, Dr. Anthony Godfrey, our associate superintendent, Dr. Mike Anderson, and our business administrator, Mr. John Larson. We are also very excited to have a room full of students. We're so excited to have you here. Um and welcome to those who are joining us from home online. Um also very thankful for uh you tuning in and paying attention to what's happening in the district. We are going to turn some time over to students at West Hills Middle School. Welcome. Um, we will begin with Jack Yman's, Blake Wilson, Tankham Bradley, who are student body officers at West Hills Middle School for a pledge of allegiance. And I apologize for misprononunciations and remove your hats. >> Ready, begin. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> You may be seated. >> All right, we'll now move on to our reverence with Macy Larson, a student body officer at West Hills. Hello, my name is Morgan Han and I am the ninth grade vice president SPO at West Hills Middle School. I've been asked to say the reverence and I'm going to share a quote that I feel applies directly to our community and our school. From Amanda Gorman, for there is always light. If only we are brave enough to see it. If only we're brave enough to be it. This quote is such a simple one yet so powerful. At our school, our SPOS's are meant to encourage and to be the light. You can be the light in your workplace, school, and community by helping others, standing up for people, or even just giving a simple smile. So, whenever you can be the light, be brave enough to be it. Thank you. Thank you, Morgan. And I apologize, I announced the wrong name. [laughter] Okay, let's go on to celebrating schools. Um Ashlin Straer, student body officer, and we're excited to have the West Hills Middle School Choir under the direction of Dr. Michael Trout. Good evening all board members. I am Ashton Ster um West Hills SPO president. I am from West Jordan and I'm representing my school, West Hills Middle School. I wanted to start with telling you about a campaign we are working on called No One Sits Alone. We really want to make this a thing at our school because we have noticed so many kids sitting alone and we want to make their experience at West Hills the best it can be. My friend Morgan who gave us the amazing reverence um quoted Amanda Gorman. The part that really stood out to me is if only we were brave enough to be the light. This thought goes hand inhand with our campaign because there has to be someone willing and brave enough to ask someone to come sit with them. I feel like it's so important that we are brave enough to be a light to our peers and help students feel like they belong here. Here at West Hills, we also have a no phone policy. This policy is has helped Oh, sorry. This policy is that phones are silenced and put away in your backpack. This policy has helped a lot of students become more in interact more with their peers face to face instead of over text or social media. It also helps improve their education when the phone is not a distraction to them in class. The last thing I would like to say to celebrate our school is our social media platform. the student leaders have been more involved in using our Instagram account at least and we post on it at least once a week. Um by posting on it, it helps the students feel more involved in school activities and most importantly builds connection and a greater sense of belonging as the student leaders. This is one of our greatest goals. Thank you for allowing our representatives here to celebrate the positive things we're working on at West Hills Middle School. Something The wild times [music] whisper and stir. and [music] loeneath [singing] something. [singing] >> [music] >> So [singing] fly bird [music] fly [singing] on the wing. [music] Goodbye. Goodbye. [singing] Come again [singing] next. [music] [singing] [music] [singing] [singing and music] >> [singing] >> Something [singing] it was time to time [singing] in their Summer [singing] in their memory, winter in their cry. [music] So fly [singing] [music] on the [singing] wing. Goodbye. [music] Goodbye. [singing] Goodbye. Come again [music] next time. Something whispered. [singing] >> [music] [applause] >> What a treat. Thank you so much. I it's hard to believe that that was a middle school choir. Was very beautiful. All right, let's move into our actually first of all, let me just take a minute. Would anyone who is here supporting West Hills Middle School, whether you're an employee, a parent, would you please stand up and be recognized? >> [applause] >> Thank you so much for being here and for the support that you're providing to these students. All right, if you are a student at West Hills Middle School, would you please stand up? Let us give you a hand as well. [applause] You are the best part of every board meeting. We would love to be able to meet you. So students, if you would just start at this end of the dis and work your way down. We'd love to shake your hands and we have a little pin that you can take if you would like. Good. These are the perfect All right, it looks like they got the message. They could excuse themselves, but if anybody is here for for West Hills, we are not offended if you need to slip out. We understand life is very busy. Okay, we'll now move into our resolutions of appreciation. Miss Dean, >> whereas dedicated service to Jordan School District was faithfully and effectively performed, whereas they consistently and conscientiously executed their responsibilities with integrity, honesty, and loyalty. Be it therefore resolved that the Jordan School District Board of Education and District Administration declare appreciation for the outstanding service that was performed in the cause of public public education and hereby express our sorrow at the death of these valued friends. Francis Janil Borin Apostal teacher. Ralph Walter Pace, teacher. Thank you. Okay, let's move into board member recognitions. I'll go first. Um I in early October I was able to attend events for our Special Olympics soccer tournaments for high school and middle schools. And I just love going to our uh unified sports events. I love seeing our students playing together and helping each other and making connections. And um I was fortunate enough to be sitting with Bingham High School uh parents and staff as we had a buzzer beater and won for the state finals for soccer and it was just so much fun and I love our unified sports. Um, also just kind of a fun side note, but I was able to attend a lot of SEC meetings in October, uh, kind of the season for it right now. And I just wanted to say how much I enjoy going and seeing parents being so engaged with their schools and being concerned with not only their student, but all of the students at their schools. So, thank you and keep up the good work. Okay, I'm just going to piggyback on the unified sports. So, we did have Bingham Miners were division champions, but they weren't the only ones in soccer this year. We also had three junior three Jordan school district uh soccer teams that made the state finals. Haramman blue team were also division champions and our West Jordan white team got second place. So, I just I do want to recognize uh our administration who support unified sports, uh Brian Bezy who oversees it in the district, as well as all of the investment by our teachers and aids, parents, uh who attend and support these events. As Miss Barrow said, it's totally inspiring uh to be there and um just grateful for that program and our support of it. Um, I want to thank our uh, speech and language pathologist and aiology um, departments for um, doing the screenings, the hearing screenings. I really appreciate the effort that that they make to ensure that our students are able to receive the best possible education and learning how to be effective communicators. And also I want to thank our our PTAs. I have seen several fundraisers at the beginning, the first quarter of the year and that takes a lot of work and and I really appreciate the work that um our school PTAs do to help our students have more meaningful um public education experience. And then I have something big that I want to read. Okay. And this says um school of kindness proclamation number 14. And this was declared May 2nd, 2025, but the school received it this year. [snorts] Whereas the School of Columbia Elementary, Utah, is committed to creating a community where kindness, empathy, and compassion are celebrated and valued. Whereas acts of kindness have the power to strengthen the bonds between individuals, foster a sense of belonging and create a more harmonious and caring society. Whereas one kind act a day a simani family foundation enterprise recognizes the importance of promoting kindness in our communities to address issues of isolation, bullying, and intolerance. Whereas the School of Columbia Elementary Utah recognizes that every act of kindness, no matter how small, contributes to the betterment of our entire society. Therefore, after completing a series of schoolwide kindness initiatives in establishing kindness as a hallmark to the school's thought process, mission, vision, and values, one kind act today does hereby proclaim the school of Columbia Elementary as a certified school of kindness and recognizes them as a key member to the communities of kindness we endeavor to establish and recognize. We call upon other municipalities, schools, businesses, organizations, and residents to both adopt and participate in initiatives which promote kindness, such as volunteering, supporting charitable organizations, and engaging in daily acts of kindness. Let us together create a culture of kindness that extends beyond our homes and community, becoming a part of our daily lives, transforming our world one community at a time. And the undersigned are um Kazroi Samani, founder of One Kind Act Today, Abby Cox, first lady of Utah, Corey Fairholm, um president of Utah PTA, and Chris Mudro. Well, it's not Chris Mudro, it's Keith um Klene, principal of Ele Columbia Elementary. And I just thought it was really great that they were named a a school of kindness and they got this big award that I found out about at a school community council meeting and I just asked if I could bring it and and show it off for them because I'm very proud um that we have schools endeavoring to help our our students embrace kindness as a value. want to say ditto to all of these. I'm so proud of the great things happening in our district. It was been really fun to watch the magic of unified sports throughout this month and and through the years. If you haven't had an opportunity, I really would encourage you to take one um to go and watch the way that unified sports brings true sportsmanship to the field. Um, I also wanted to do a little call out for the combined West Hills, Sunset Ridge, and Copper Hills High School concert. So, I got to attend um, and all of the bands come together and do one large performance. It was fantastic. So, a huge shout out to those teachers who are so dedicated doing these night performances and giving opportunities for not only students to perform, but for us to enjoy the culture that they bring. >> Okay, superintendent, I will just briefly uh say first of all, I loved those same activities. Unified Sports is a blast and our middle school soccer tournament and everything. It was just it was really fun to be in attendance there. Uh and and a thank you in advance to all of the staff who manage Halloween this week. Uh there's a lot to do depending on what level you uh uh of what age of student you serve. Um and I really appreciate the calendar committee scheduling Halloween on a Friday. I think that worked out very nicely and all parents can get behind that designation. So, um I think we are going to schedule it for a Saturday next year, but I think that will work out really well also and uh we'll meet with the board's approval. So, anyway, thank you to everyone making it a fun and safe event for students of all ages. >> Thank you. So we are now going to move into some periods of public comment. If you are accustomed to coming to our board meetings, it might feel a little different to you tonight. So we are first going to give an opportunity for public comment in consideration of the boundary changes potentially impacting Midas Creek Elementary School and the Northwest areas. So, these boundary changes are something that we've been talking about for several months as a board and um this is an opportunity to provide comment. I do want to give you a little bit of an update. So, prior to our business meetings, we have a study session as a board. And during that study session today, the board voted to make a slight change to the northwest area boundary change. Um, as it was surveyed, it was written that you could choose to stay in the school that you're at. Meaning that if you are currently at Sunset Ridge and your boundary school is now West Hills, you have the option to stay at Sunset Ridge through the duration of your time. Um, and you would receive priority permit. The board has determined that we would like to extend that priority as a secondary roll out. So, I'll try to explain this. If you have questions, please feel free to mention that when you come up with your comment. But rather than saying just the school that you're in, we're saying the secondary feeder. So if you are currently at West Hills Middle School, you and you choose to go from West Hills to Copper Hills, that may be your boundary to go to Bingham, but you'd like to go to Copper Hills. you have priority permit for that as well. So, let me explain a little bit about the permit process. You need to permit into a school one time unless you leave it. Okay? So, when you come into the high school of your choice, let's say you don't want to go to your boundary school, it you can apply for a permit during the permit window, which begins in November. and then you only have to do it once for all of the time that you're at Copper Hills. Does that make sense? Okay. So you rather than having a just single school, we're now saying you can move from your middle school and if you should choose to continue to the school that feeds from that middle school, you can do that as well with a priority which is like a guaranteed acceptance to that school. Okay, nod your head if you're with me. Yes. Oh, hey, that went better than I thought. Okay. So, we will now go ahead and open our public comment specifically for comments on the boundary process, but the rules I'm about to read apply to everyone. So, listen up and I won't repeat twice. So, we love having your public comment. We really value your engagement. Um, but just a few reminders. We do not take public comment on personnel issues or statements regarding the character, professional competence, or physical or mental health of an individual during board meetings. If you have specific concerns about an individual, please feel free to email the board directly and we're happy to look at that, but we wouldn't like to have that read or spoken over the pulpit. Okay. Those wishing to have comments heard by the board are asked to list the topic they intend to discuss as well as their name on the signup document outside or you could have signed up before. Did anyone miss the signup sheet that wanted to talk tonight? You are all on it. Perfect. Okay. Um next, please keep comments age appropriate. Um and a reminder, the board does not discuss issues that are not on the meeting's agenda. The board may ask staff to follow up on issues raised or may address them at a future meeting. So, just a reminder that silence by the board does not indicate support or opposition to your message. Um, we just talk about items that are noticed on an agenda so interested people can tune in for those topics that they want to hear about. Um the board will take public comment um right now specifically for a boundary and then we'll give an opportunity for other comment if there's time. Um in-person comments will be heard first followed by comments received electronically. Both in-person and emailed comments have a maximum time limit of three minutes. We want to make sure we hear as many people as possible. So please be respectful of that time. When you come up to the podium, please state your name and we will go ahead and move into our public comment. It looks like Alexandria Humphre is up first. And following Alexandria, we'll hear from Shalisa Evans. I should [snorts] say that one. No. Okay. I'm Alexandria Humphre. I live in the northwest area of the district in that area 2 that is moving from West Hills and Copper Hills to um Elkridge and Bingham. Copper Hills is a mile away from my house. I can hear every time the Copper Hills football team scores while watching a movie in my family room. I go grocery shopping and there are Copper Hills jackets all over the store. When I describe to people where I live, I live in the Copper Hills neighborhood. My children attend or have attended. I only have one who's attending currently um Copper Canyon Elementary School that shares a fence line with Copper Hills High School. They walk to Copper Hills to enjoy Copper Hills events. When Copper Hills is putting on a play, that is where they go for walking field trips. Copper Hills is part of our community and our neighborhood. um my neighborhood. When I surveyed um other people in my neighborhood at a meeting we had last week, I said, "Can anyone think of an afterchool activity, an extracurricular that a student in our neighborhood does not participate in?" And we couldn't come up with a single one. our kids live at that school. To move us, the farthest kids will be traveling to school um from the Sunset Ridge apartment complex is 6 miles to get to Bingham. That is quite a distance. And if your child is participating in things that go before school, after school, um evenings, a bus doesn't take care of that issue. Um and that travel route is east west. Those are that is a nasty commute to have to make other rather than the north south commute that we're making right now to West Hills. That is a much easier drive than the drive to Elkridge. Um, the IHS website says the fatal CA crash rate per mile driven for 16 to 19 year olds is nearly three times the rate for drivers ages 20 and over. Risk is highest at ages 16 and 17. That's the age that our kids have to drive just themselves or their siblings to get to these school events. It's terrifying thought to me that our kids will be putting their lives in danger just to go to practice. Um, my last point was, can I finish my sentence? Okay. Um, [snorts] my last point was our neighborhood is also aging out. We're getting so much older. Um, it feels like to move our kids is drawing from a drying up well. Thank you. Thank you, Alexandria. All right, Shalisa Evans will be followed by Amber Sloan. Hello, board members. Um, I'm Shalisa Evans. I am actually one of your lead counselors at Copper Hills High School. Um, I first want to start off just by dispelling a misconception um that large numbers are a burden upon your school personnel. Copper Hills has always been a large school and we are that is something that we are proud of and in fact many people who employees who come to Copper Hills that is a reason that they come here because that means we have larger teams. It means we have more resources and it means um that we can help more students. Um that was one of the reasons I came to Copper Hills was because in the counseling department we have nine members. Um that means we have nine different specialties, nine different areas that we can reach out to one another to help students in different areas. Um we have created systems in our school specifically for large um for large numbers and that is something um that we do not want to lose as a result of losing students. Um a boundary change raises counselor student ratios. It sounds like it would reduce it but it would actually increase our student ratios because we would lose members of our team and that really does affect students. um mental health. It um changes whether we have the ability to respond to crises in a timely manner. And one of the most frequent um feedbacks we get from parents and students is that they want to see more of us, not less. Um, one of the other concerns that we have um, as a faculty is this reboundering does put a little bit of job uncertainty for many of both our teachers, our staff and um, in the counseling department. Um, I know that permitting is frequently a fall back. Um, but with the timeline of permits, the way that it works is we build our board usually February, March for the next year. We also get allocated the amount of teachers based off of our potential enrollments. Um, however, permitting is how we increase those numbers, but we get those funding based off of whether or not those permits are completed. both the whole registration is completed by the end of May. That's really difficult for our school personnel to get all the way done in order to get the sufficient amount of teachers that we need. And it's no certainty that the teachers are guaranteed to stay. So what we would see is teachers leaving to find a certainty in their job. If they're not certain whether or not they're going to have a job the next year, they're going to find a school who can make certain that they'll have a job, which means we lose some of our best teachers. So with that, I would just ask the board to reconsider this boundary change and allow us to use the systems we've already put in place. Thank you. Thank you. We'll now hear from Amber Sloan, followed by Amelia Brady. Hi, I'm Amber Sloan and I'm here to discuss the Midas Creek change boundary change to the Riverton High School only. Um, the way that my neighborhood sits, we feed into the three high schools, Mountain Ridge, Haramman, and Riverton. Many people don't realize that the Uteth Conference Little League football program, ages 7 to 14, is based on those high school boundaries. By removing those boundaries, our little neighborhood may seem small, but it does account for 80 to 100 of our football players in my district alone. That doesn't account for what gets sent to Mountain Ridge or to Riverton. The numbers that we've seen over the years is Riverton's youth program has continued to grow. For instance, their 12-year-old program, my program sits at 44 players. The Riverton program is at 89. So, what we've seen is growth in that. And by reducing sorry by moving those boundaries we cause a reduction in my program and the mountain ridge program and overwhelming our Riverton program. Let's see what other good notes do I have for you here. >> [sighs and gasps] >> The reason the U Conference keeps those high school boundaries is to allow for programs to continue to thrive in areas like Taylor'sville, Murray, um Cottonwood Heights where those areas are um maybe not producing the same children anymore. People aren't moving as often. In the surveys that you guys did, um you showed that a lot of folks aren't having children like they used to. Um, so that affects our program as well. In speaking with um some folks in our neighborhood, they said, "I didn't realize so many kids played football." Um, and so what we really are trying to accomplish is keeping those kids in those three high schools so that they can continue on to go to those schools. Um, unfortunately, our program does not allow for a permit. So, even if someone says, "Well, I'm going to permit to high to Haramman High School." That's great. Our kids still have to go to Riverton High School or Riverton Little League program. Um, and what that does is it allows, you know, we have lots of folks in Taylor'sville that will permit to other high schools, which would leave their little league program bare. And the idea is to have as many kids playing football as possible, not for the sport, but for the idea of what it provides to them. And you guys mentioned the unified sports earlier. And so we know how important sports are to these kids to the extent that they're missing school to go play sports. So, um, that's what I got for you. Thank you for your time. Thank you. All right. We'll now invite Ameilia Brady up. And on deck is Courtney Spencer. Okay, let's go on to Courtney Spencer followed by Oh, I'll kill this. Rachel Lafler Laughler. Sorry. [laughter] Good evening board members. My name is Courtney Spencer and my children attend Copper Mountain Middle School and Haramman High School. I'd like to start by acknowledging the need for boundary changes within the Midas Creek area. It makes sense that this has to happen. Um it's been difficult for my four children to part ways with friends they'd made in elementary school. And with the announcement of proposed boundary changes, I thank you for giving families the option to continue at their current schools, which my children would like to do. I truly appreciate that consideration. And here's where I'd like to focus my comments. I'd like to emphasize how essential busing is for families of students who want to continue at their current school. In today's economy, many parents are working multiple jobs and simply cannot take on the additional burden of transporting their children to different schools each day. While walking or using the trail may work for good weather, it's not a safe or practical option during rain or snow. My biggest concern is the impact a boundary change could have on my children's mental health. as they just started their schools at both Copper Mountain High School or Copper Mountain Middle School and Haramman High, both in seventh grade and 10th grade this year. Um they're building friendships and taking pride in programs like lacrosse, cross country, band, and various clubs after school. Stability and consistency are key to their well-being. I respectfully ask the board to consider the importance of reliable transportation, not just for convenience, but for the mental and emotional health of our children who thrive on routine and connection. Please also consider an alternative plan that allows the current students attending their schools to continue to receive busing through graduation. This would provide much needed stability and support for both families and students who have already invested their hearts and efforts into these school communities. Thank you for your time and for keeping our students best interest in hand. >> Thank you. All right, Rachel, I won't even try again. And Britney Stevens. >> Hi, my name is Rachel Leler. You were close. It's fine. Um, so I just want to start by thanking all of you on the board for taking the um for all the time and effort you guys put into our school district. Um, I really do appreciate everything that you guys do. Um, would not want your job. I love our schools and I really believe that our kids are getting a great education. Um, tonight I'm here to talk about the proposed boundary unification for Midas Creek Elementary. Um there's been some talk suggesting that our school community chose these boundaries and I just want to clear that up especially for those B board members who um weren't here for what we all remember as the mother of all boundary changes in 2018. Um at that time many parents including my husband and myself um me and my husband we spoke up with our concerns. Unfortunately, a small but very v vocal group mainly focused on keeping sports connections ended up driving the outcome. My husband still has old emails with our board member from those conversations. So to say that Midas Creek chose these boundaries just isn't accurate. Um those boundaries were never in the best interest of our kids or our community. And while I understand how overwhelming that process was, now we have a real opportunity to make it right. And there are some powerful benefits to doing so. Um, unifying our boundaries would strengthen our sense of community and stability for students and families. I know personally that my own children, several of them had a really hard transition to middle school. Many of them their friends went all of their friends went to another school and we went to one. And um to this day I have a ninth grade daughter that has struggled to find friends and that's been been really hard um for her to um her best her bosom buddy was at the other school and she's just really struggled to recoup from that. Um, I feel that, um, unifying our boundaries would allow children who start elementary school together to stay together through middle and high school. Keeping those friendships and support systems that help them thrive academically and socially. It would also unify um, our youth sports. We already have some rivalry in amongst our second and third and fourth graders who are like, well, I'm going to go to this school and you're going to go to this school. So, I feel like it would unify our sports. um and develop them to develop teamwork within the same community. Um I also feel like that the schools that are dropping in enroll in enrollment unification would bring more balanced class sizes, stronger programs, and expanded opportunities, things that help every student succeed. It would also help stabilize enrollment across the district, protecting valuable programs that could be at risk as numbers drop. Um, and then last thing that I wanted to just say is that I feel like these changes, we've been told that they will eventually come. Um, and so this is will give us an opportunity to uh make those changes with intention, fairness, and the long-term health of our schools in mind. Thank you so much. >> You okay, Britney Stevens next, followed by Carissa Kim. >> Good evening. My name is Britney Stevens. Um I'm a mom of two children that attend Midas Creek. Um a third grader and a sixth grader and then I have a son in eighth grade at Copper Mountain Middle School. Um I'm here tonight to voice my input on the unifying of Midas Creek. I say that as unifying because as of right now our school is definitely not unified. The fact that we split into three middle schools that go into three high schools um is very divisive for the kids as well as the parents. There is already this built-in rivalry in elementary as well as comparison. I have heard many kids say, "Well, my middle school is going to have this. Well, my middle school is going to have this." This is not the attitude we want to have. Um, our kids start middle school with. Um, I would encourage you to watch the many videos that parents have recorded on the last day of school of the sixth graders balling their eyes out during the sixth grade clapout. It's gut-wrenching. While I know that a lot of kids will adapt like my son did, I know many kids where this completely ruined their middle school experience. I know that as a district, you emphasize the importance of mental health. I personally feel like this cannot be a good thing for [clears throat] these children's mental health going into middle school. Um, being on our school's community council for many years, it has also been eye- openening for me to see the logistical complications that have come from feeding into three middle schools. Scheduling three different middle school bands, choirs, and whatever else to come and perform in assemblies are a nightmare. Then also putting up signs around the school for three different middle schools and three different high schools. We just don't have enough walls for that. [snorts] Um, not to mention that our school has been overlooked by the middle school. [snorts] um on things because it only has 40 kids going into each middle school. Um so they just don't inform our kids of back to school nights and whatnot cuz we're just 40 kids. We [snorts] had two schools that would bust the sixth graders to the middle school for their orientation and one school for a couple years who completely didn't even have anything for their school for the sixth graders to come. How devastating for those kids to not have that experience and to be overlooked. [snorts] I have a sixth grader this year as well as an eighth grader at Copper Mountain. It will definitely not be ideal for my family to have a ninth grader at Copper Mountain and a seventh grader possibly at Ochre, but [snorts] I know that long term for our community, this needs to happen. The sooner the better for our community to start adjusting. Um, I'm going to skip this. Um, I also want to mention that I'm surprised that this is hard for some board members to get on board with. We have all looked at the numbers and know that Ochre and Riverton's numbers are dropping. I had a conversation with one of you after the last boundary change. I won't say who. And was told that they could see Mountain View Quarter being the boundary cut off for our school and we could go to Ochre and Riverton in the near future in the next boundary change, which would be about 7 years, he said. So, I am a little confused by the stance this board member is taking on this on this since he could foresee this happening back then. I [snorts] would hope that all of you would please take the matter seriously for this community. Thank you for your time. >> Thank you. Right, we'll now hear from Cararissa Kim followed by Christy Fail. Okay. I'm Cararissa Kim. I would also like to speak um about the Midas [snorts] Creek boundary change proposition. Um I would love to see that change happen and have our schools be unified. We just moved into that boundary into Midas Creek boundary about a year ago. Um, and I was when I found out that that elementary school split into three middle schools. Um, I felt a little bit devastated cuz my I knew I have a sixth grader this year and she just barely started at Midas Creek this year and she has tons of anxiety and I know that middle school is already going to be really hard for her. And so I would love to see all of those sixth graders go to the same schools together because I think I'm assuming she's not the only one that is that has anxiety problems and is scared about middle school. Um I would hate to have to see her start over and not know many people at her next middle school. [snorts] Um and as has been said before, I think it would help the community. I think a lot of people find community in students and parents alike at their schools. Um, [snorts] and I think that unifying that community would be so helpful. Um, not just for the transition to middle school, which can be scary, but um, but also the parents can be unified in their volunteering. They meet other parent volunteers at the elementary school level and then go on to volunteer with volunteer with them um in the middle school and high school levels. And I think it's so beneficial to um keep those relationships going especially if they are working together and know how to work together and things like that. Um, [snorts] and I think also it makes sense from what I understand the only two high schools in our district that are proposed to or that are projected to um gain numbers I guess um are the two Haramman high school the two high schools in Haramman. And so I think it makes sense to um to unify these boundaries and send them to Ogre Hills and Riverton so that their numbers don't continue to drop and so that they have the support and programs that they need. That's all. Thank you. Okay, we'll now hear from Christy Fail followed by Amy Roskilli. Sorry again, pronunciation is hard. >> It's okay. Uh, my name's Christy File. Uh, I have been part of the PTA uh and school community council um at Midas Creek and I have seen the last day of school. It's heartbreak. I didn't know what it was. I was a little confused why these kids were crying until I realized it's because they're not going to see their friends at all. they're not going to see their friends and they're not going to be able to be a part of that relationship with them. Uh, and it is so heartbreaking to watch. And I would invite you guys if this doesn't actually pass to come and watch it and see how you feel about it. Then, um, all of the data from the district that we've seen is pointing for the need for a boundary change. Um, even our numbers are pointing to something that needs to be changed. Our numbers from the sixth grade is which is about 130 kids. Our our kinder is 80. So the reason we need to be doing this is there is a need. We need to be doing this and why not do it when we're asking for it versus when you guys want to do it. uh our kids are a priority and uh we want to do this and be united as a community um because it is important for us to have that um and there is times that we haven't had the support from different areas in PTA because of the this division and it's not necessary for us to have this division um we need to we need to be unified and especially because the data is showing us that this is what needs to happen anyway and let's move forward with it then. Um, thank you. Thank you. Okay, Amy Rosselli, sorry again. >> Oh, great. Okay, so that is the last person who signed up for the boundary discussion. So, we will now move into our um other public comment. So, I'm sorry if you're confused like wait my name was higher on the list. I'll go back for those now. Uh we will begin. And just another quick reminder about that three minute. >> Thank you. Good reminder. I apologize. We had some online comments in regards to the boundary. Genesis Row. Hello. My family and I live within area 2 and our daughter goes to Copper Hills High School. We are within walking distance from Copper Hills which has been a huge help to our family. It would be an extreme burden for our daughter to go to Bingham High where we live in West Jordan and work here. We're able to pick up our kids from school within our lunch breaks. This change would place a financial burden on us in particular where we'd have to work out additional child care and make major adjustments to our already busy schedule. Our kids' friends are also here in West Jordan. Bingham is a way out of the way and outside of our immediate community. We love West Jordan and would love our kids to go to school here just like we work here and live here. We urge you to reconsider the change for area two where we are so much closer to Copper Hills than other areas. Thank you, Jennese Row. James Madson. I am a concerned parent residing in area two of the proposed boundary adjustment with children currently attending or soon attending Copper Hills High School. My wife attended the recent community meeting where parents voiced significant concerns and I am writing to formally dissent from the proposed change that would force approximately 200 to 300 students like mine to transfer to Bingham High School starting in the 202627 school year. This decision will disrupt established lives, safety, and education without addressing the district's long-term infrastructure challenges. I therefore urge you to reject this proposal for the following reasons. One, Copper Hills is our home. We chose this area because of its proximity to Copper Hills, West Hills Middle School, and Copper Canyon Elementary. We put down roots here, and our children have made lifelong friends. As the small group being asked to move, all peers will be left behind. The devastating loss of community and friendships will be felt long after the school board moves on to other topics of discussion. Even if our children make new friends at Bingham, all of them will live across boundaries, making afterchool hangouts, parties, and activities a hardship instead of a boon. We as parents are extremely involved at Copper Hills and volunteer extensively. PTA, VMPA, boards, dinners for plays, musicals. If the proposal goes through, all of these things will be harder and costlier from five plus miles away. Our children will be outsiders at Bingham. They will always be the poor kids, the kids from Copper Hills or the new kids. This puts them at a disadvantage, not only with other students, but with teachers, coaches, and parents in extracurriculars and education relationships matter. Our children will be forced to leave such relationships behind and start over. Sibling legacies will be lost and familiarity will fall away. Our children will have to compete with others. With those relationships firmly in place, they won't stand a chance. Number two, safety and transportation nightmares for families and new drivers. Copper Hills is walkable. Bingham is not. New and inexperienced drivers will be forced to cross or drive on Bangador Highway, which is a hightraic corridor notorious for accidents. This adds an unnecessary risk for our teen drivers, especially in Utah's harsh winters with snow and ice. Buses are impractical. Our children's deep involvement in extracurriculars such as theater, music, dance, and sports means late early practices and games that make bus schedules impossible. They will drive away, exasperating Bingham's already severe parking shortages and adding unnecessary opportunities for accidents. Why punish us? Students from farther areas are already bust. Why not extend their routes instead and spare us from having to adjust to a new schedule and lifestyle? Number three, [snorts] practical family disruptions. >> Can you just email the rest of that or that email to the board or are we at the end? >> I know there's quite a bit more. >> Okay, [laughter] we would love to read that. I will forward it to the board. Thank you. April Hunter. I am writing to express my strong opposition to the proposed boundary change that would require my child to attend a different high school. This change would move my child from Copper Hills High School, which is only 1.1 miles from our home, to a new school that is 5.6 miles away. I am deeply concerned about the impact this will have on my child and our family. First, the new school is much farther from our home, making transportation more difficult and timeconuming. This increased distance also raises concerns about safety, especially during inclement weather, and will add stress to our daily routines. Secondly, this change would take my child out of her community and comfort zone. She feels a strong sense of belonging with the Copper Hills community and family where she is familiar with school culture. The proposed school is a rival school in a competitively different city and does not feel she will be welcomed there. None of her friends are affected by the boundary change, which means she would not only have to leave her friends, but also navigate a new environment with unfamiliar students, teachers, and administrators. Additionally, my student is at a disadvantage for extracurricular activities because relationships have already uh started to be built with coaches and teachers at Copper Hills. The coaches and teachers at Bingham will have no idea who my student is and her capabilities. Parking at the new school is also very limited, which will make attending school and activities more challenging. Another major concern is the separation of siblings. This doesn't necessarily affect my family, but it does affect several families in my neighborhood. The boundary change would split up siblings between two schools, complicating logistics and negatively affecting their bond and support for one another. the undue stress of permits and hoping uh they are approved isn't a viable solution. The district is already facing bus and driver shortages and this change would further strain transportation resources. This is a practical issue that could create further hardships for families affected by the boundary shift. In summary, I urge the board to reconsider this boundary change. It disrupts our family, separates friends and siblings, reduces opportunities for involvement, and adds unnecessary logistical and emotional challenges. Please keep our children in their current school communities where they feel safe, supported, and engaged. As alternatives to the proposed boundary change, I respectfully suggest the following options for the board's consideration. One, six-year transition period. Implement a phase six-year rollout that allows families the chance choice, sorry, to either remain at their current school or transition to the newly assigned boundary school. This would give students and families flexibility, minimizing disruption and providing ample time to adjust to the changes at their own pace. Two, reassign currently bus areas. Consider redirecting students from neighborhoods that are already receiving bus transportation to the proposed schools rather than moving students from our area who currently attend Copper Hills and West Hills and live within close proximity. This approach would maintain community continuity for our neighborhood while making efficient use of existing transportation resources. Uh, April Hunter, Amy Bishop. Hello. I am unable to attend the meeting tonight, but would like to share my thoughts. I have a 10th grader at Copper Hills and a fifth grader at Copper Canyon. The boundary change doesn't affect my 10th grader much, but it of course affects our fifth grader. Needless to say, my fifth grader is crushed by the thought of being separated from her friends. She also has been waiting uh not so patiently to have Mr. Drought at West Hills as a choir teacher. Mr. Drought is amazing and helped my son significantly changing his life for the good. She is so sad at the thought that there is a possibility not to be in his class in a few years. Sports are a big thing in our area. My son is on the uh Copper Hills High School mountain biking team and loves it. My daughter will join the team in two years when she is in seventh grade, but if she has moved to South Jordan schools, that would put her in a different region than Copper Hills High School. NICA, the Mountain Biking League, has six regions. We are in region three, but Bingham is in region four. This means that each race will be in two different locations the same weekend and not drivable locations. Not to mention practice on the same nights and now we are split taking kids to two different locations and times for practice. For example, when we are were in Panguage for my son's race, region 4 was racing in Price the same day. It's not doable for them to uh both do mountain bike. So, which of our kids do we tell can't be on the team? Copper Hills High School is also a small team where everyone knows everyone and the coaches know all the riders. Bingham has a large team where it's hard to get to know everyone. [snorts] Also, having the kids got up an hour earlier to take the bus to school is unacceptable. You created the late day Fridays knowing that teenagers need more sleep, but you want to take that sleep away from them. What if they miss the bus because of such early mornings? Not only will their time be wasted on the bus going back and forth, but now the parents have to drive them. And that is almost an hour out of our day just taking them to school. Not to mention, if they have appointments, they need to be checked out of school for. So I drive 20 minutes to pick them up, back 15 to 20 minutes to West Jordan for the appointment, then back to school to drop them off again. Another 20 minutes to go back to work. That's almost 2 hours out of my workday, not including the appointment, just to go to the appointment. One last point, our neighborhood does a lot of the middle school and high school. The school would lose quite a bit of parent support if our neighborhood was moved. Why is it always our neighborhood that is moved? Why are our kids the ones that are always in the crosshairs of your targets? We would rather stay at a crowded school than have to bust the kids so far away to a rival school. Thank you, Amy Bishop. Camille Kong Grove. Dear board, my family and I live in zone 2, the area to possibly be reszoned from West Hills Middle School and Copper Hills High School to Elkridge Middle School and Bingham High School. We are opposed to this change. Please consider the following. One, school spirit will suffer in our area. Being in a walking distance of West Hills and Copper Hills is a benefit uh for school spirit if we stay there and a detriment for Elkridge and Bingham High School if we don't. Even if we choose to get an exception made every year, which we would, the other kids in our neighborhood going to another school would be detrimental for local fundraising, sports, and other school spirit. Two, children's focus in school will suffer. School starting times are already early enough. Now add at a minimum 30 minutes of travel time due to busing and these kids won't get enough sleep. Three struggling families and students will be at a disadvantage due to busing. These students won't be able to stay at school for academic help, school clubs, sports, and activities unless they have a vehicle or a ride. Just the average return trip to the high school is 35 minutes, not including traffic to the disadvantage of working parents, work schedules, gas prices, etc. My kids are very involved in extracurricular activities, but they won't be able to anymore with this change as walking or biking will never even be a possibility. Four, there is enough room in these schools to keep the students in these areas. While enrollment in the other schools may struggle, this is not the right solution for our area. Thank you for your consideration. Camila Conrove, can I just ask how many more emailed comments do we have in regards to boundaries? >> Three. Okay. So, board members, our policy allows us 45 minutes for public comment. We do we are almost at that limit now. Um, I'd love to hear your input. Would you like to continue hearing these? Would you like to have them emailed to you so you can read later? >> I'd like them emailed the remaining three so we have a little bit of time for general public comment. Yes, please. >> Okay. So, will you please email those on to board members? And we don't have a ton of time for general public comment, but >> Oh. Oh. Oh, like where am I hearing that voice? I'm sorry. Yes. Go ahead, Mr. or Dr. Robinson. question. We have a public hearing planned for November 11th. Tonight is regular public comment. So, the next meeting will be a hearing. So, >> in your comments prior, you said that we had to hear all the comments about Uh if if I said that I misspoke the next meeting. So for those listening the difference between public comment and public hearing is public comment has a parameter of time limits. Public hearings we give everybody an opportunity to speak. the public hearing. So, the one that goes until everybody has had an opportunity to speak on boundaries will be November 11th. And then, of course, you're always welcome to speak during public comment. Thank you for clarifying. I probably should have outlined that better. Okay. So, board members, are you comfortable at least hearing in-person comments tonight? Do you want to stick to our 45 minutes? Okay, we will go ahead and suspend those rules so that those who are present can speak and then if there is emailed comment that is waiting to be read, will you also forward those Mr. Larson? >> Thank you. Okay. Uh those of you who are here for boundary change, if you are not interested in staying on, our meetings are exciting, but if you have something better waiting for you, we are not offended. if you want to excuse yourselves. Thank you so much for coming. We really appreciate the opportunity to hear from each of you. Okay, let's move on with our other topics of public comment. We will begin with Jeff Rifleman and then we'll be followed by Michelle McAfee. And just a quick reminder about that three minute limit. We're really We're really trying to squeeze a lot in tonight. So, if you can be mindful of that. >> Sure. You bet. >> Sorry. >> Photos from >> West Jordan football. Anyone? West Jordan High School. >> Can you address the board, please? Yeah, sure. I want to share the public here's a student's public comment. West Jordan High School looks like just moved on to uh sectionals as it appears. So, congratulations to the football team on that. I think that should be recognized. Um, greetings [clears throat] again. My name is Jeff Reich and I represent a family who lives in the boundaries of West Jordan High School and a student who was assaulted by his teammates last year. I've approached this board before a number of times. I've reached out to each one of you and received limited responses as to my clients concerns and my concerns concerning discipline, title N, and imposition of those sanctions and remedies. By the way, Miss Borrow, congratulations. I do support you as well with the parent uh Jordan parent advisory committee. I do suggest that it meet twice a year, if not more. your words are heard and circulated and Mr. Mr. Dunford, yours are as well that says a parental advisory committee should be approached by the board when they want advice from the parental from the parents. However, it should be birectional. This board should seek advice and hear advice from the board bilaterally, not just go to them when they need advice and say that's all they're good for. On August 26th and again in September, I sent emails to each of you about the serious safety failures, policy gaps, and title N breakdowns. I've sent follow-ups with facts, proposed reforms, and offers to meet privately with each one of you. Apart from a few short replies, there's been no meaningful engagement. That science feels less like discretion and more like avoidance to an issue. What's missing in that football photo that we we held here? Looks like a good time. Good time with teammates. You know what's missing from this photo? A student who's been ostracized from the football team by your own policies and imposition of discipline. Who is not a participant in the football team last year nor this year because he is scared to participate because your remedies and discipline make it so that he cannot participate. And the remedies were that he dress and participate in a separate locker room than with his teammates. Meanwhile, the perpetrators get to celebrate as part of a team when one of their own teammates cannot participate in good faith. Shame on the process that you as a board have the ability to change, to review, and have the district implement. My client no longer feels safe to attend practices or use the locker rooms because there's not enough adequate surveillance. more incidents have been reported in the wait room in that school. And with the last of my time, I'd just like to make sure that I understood. >> Just a reminder, your time is up. >> What the board policy board members shall honor the high responsibility that board of education membership demands by thinking and act is always in terms of students first. Miss George, you put as one of your campaign slogans. Our top priority in district was always must always be safety first closed by clo followed closely by education first. Safety first closely by by education. Our students cannot learn if they do not feel safe. I'm asking you to honor your commitment and publicly >> Can we wrap it up, please? >> and publicly respond to parents and persons who ask for responses. This committee will continue to receive requests to meet and to discuss how these policies can be changed. Thank you. >> Thank you. We'll now hear from Michelle McAfee followed by Cody Nelson. Hello, my name is Michelle McI and I'm here regarding the handling of my son Cody which demonstrates profound failure to report student to protect a student uphold policies and ensure fairness. Since reporting abuse, Cody has developed complex PTSD, lost two critical years of football while his abusers faced no consequence and were rewarded athletically. In September 2024, Cody reported sexual assault to school administration with a written statement. Mr. Bennett and administration refused to report it to DCFS or law enforcement. [snorts] The report was finally made to law enforcement in November 2024, only after the school psychologist intervened nearly 2 months later. No protective measures were taken while the case was investigated through Title 9. The [snorts] school seemed okay with my child not attending instead of enacting safe measures immediately. Not until June of 2025 were any safety measures confirmed, leaving Cody exposed to further trauma and loss of possible scouting and scholarship opportunities. Several emails have been sent and a filing was mailed to this board outlining some legal violations instead of finding a correction for the injustice. I [snorts] understand members of this board have been informed to remain silent. This is concerning when the process refers to you for resolution, oversight, and change of policy is needed. Cody was told he must play alongside the students who assaulted him or transfer schools if he wanted to participate on the field. He w [snorts] due to the time missed. He was also penalized, isolated from teammates, and revictimized while the abusers continued without consequences. As the coach involved also serves as a youth in custody teacher, compounding trauma trauma and sending a message that authority sides with abusers, not victims. These failures violate district policy UHSA bylaws and Utah mandatory reporting laws. They demonstrate a system that punishes victims, rewards abusers, and ignores trauma. I am formally requesting the board immediately reassign the students responsible, not Cody. Investigate administrative failures, delayed reporting, and lack of protective measures. Hold accountable any staff and administrators responsible for these failures. Implement trauma-informed protocols to prevent revictimization. Adopt a 90-day retention policy for video recordings. Install cameras in the wait rooms and high-risisk areas to ensure student safety. This issue is not about one classroom or one team. It is about the board's responsibility to protect victims, ensure accountability, and stop rewarding abusers. Cody's trauma and lost opportunities are direct consequences of systemic failures, and they demand urgent action. Thank you for your attention. I request your commitment to student safety and fairness. >> Thank you. We will now hear from Cody Nelson, followed by Nia Hall. Good evening, members of the board. My name is Cody Nielsen. I'm a junior at West Jordan High School. Uh, I'm here tonight with my mother, Shell McAfee, and my attorney, Jeff Rifleman, to share what I personally experienced at West Jordan High School as a student and athlete. In September of last year, I was a proud member of the football team and hoped to become a quarterback. That pride changed when I was sexually assaulted, bullied, and hazed by several of my teammates in the locker room. I immediately reported what happened to my coach Halbert and coach Eckert, both of whom I understand were mandated reporters. From what I later learned, I believe they did not report the assault to law enforcement or school administration as required. Later, I was called to the main office by Mr. Bennett where I wrote a detailed statement. I believe he also failed to contact police or the school resource officer and instead only n only notified district representatives. A title 9 investigation was open and later became formal. The students involved admitted in writing that they had done what they had done. When my mom and I uh reviewed these statements, we were told we could not keep copies and they would be destroyed. Despite those admissions, the district decided on only a three-game suspension to be served in the next football season and a three-day academic suspension to be served. I was afraid for my safety because I heard rumors of retaliation, even a possible hit being put being discussed uh by one of the students. Yet, I was encouraged to keep attending school. No meaningful safety plan or no contact order was ever put in place. Instead, I was moved to the JV locker room. The students who assaulted me were promoted to varsity. I felt isolated and punished for coming forward. Throughout this process, my mom and I tried repeatedly to meet with administration for help and support, but our concerns were ignored. In my good faith belief, West [snorts] High School in the Jordan School District failed to uphold their duties to protect students and to follow mandatory reporting laws. I'm asking the board take responsibility to ensure accountability and to make sure no other students has to experience what I did. If this district truly wants to provide a safe and supportive environment for students, the following steps I believe must be taken. Install security cameras in hallways, wait rooms, and non-private lock areas to ensure constant [snorts] supervision and accountability. Two, extend video attention to at least 60 to 90 days, allowing adequate time for victims to come forward. Four, hold all staff accountable for failing to fulfill their duties as mandated reporters. Five, require all coaches and staff to meet district and state equalification standards. Six, eliminate favorism and ensure fairness within athletic programs so every student has equal opportunity and protection. I'm standing here not today, not just for myself, but for every student who has been silenced, ignored, or made feel unsafe. You cannot claim to put students first while protecting those who harm them. You cannot claim to value safety while ignoring abuse. We deserve to be safe. We deserve to be heard. And we deserve justice. Thank you for your time. [snorts] >> Thank you. All right. We'll now hear from Nia Hall, followed by Tracy Gunderson. No, Nia. I'm not saying her name wrong. Right. Okay. Um Tracy Gunderson then okay that then is the end of the public comment that signed up to speak in person. So and you'll email thank you thank you for coming and again same offer stands if you have other places to go and don't want to stay for the remainder of the meeting. We're not offended if you slip out. We appreciate you being here. Okay, let's go ahead and move on to our general business. I'll now accept a motion to approve the consent agenda items. >> I move that we approve the consent agenda items A and B. >> Second. We have a motion by Miss Dean, second by Miss Borrow that we approve consent agenda items A and B. Any discussion? Okay, hearing none. All in favor, please say I. >> I. >> And any opposed, please say nay. I'll give Daryl a minute to >> Okay, perfect. Thank you. Daryl is um experiencing a bit of a time delay, so bear with me, board members. We're going to try to make sure that we hear from him on these votes. Okay, let's move on to our general business. I'll now accept a motion to accept the consent agenda. I move that we accept the consent agenda A, B, C, and D. >> Second. We have a motion by Miss Dean, a second by Miss Barrow that we accept um consent agenda items A expenditures, B financial statements, C personnel, and D a non-compliance report. Any discussion? >> I had a question. I was just curious if things on the non-compliance report have been resolved that you've heard of yet. >> Yes. to my knowledge they have been. >> Well, thanks. >> Okay, any other discussion? Okay, hearing none. All in favor, please say I. >> I. >> And any opposed, please say nay. >> Perfect. Okay, let's move on to bids. Now, I'll hear a motion. I move that we accept the bid for insurance services, employee insurance and benefit consultant services. >> Second. Okay, we have a motion by Miss Dean, a second by Miss Wood um for approving the bid for insurance services, employee insurance and benefit consultant services. Any discussion? I'd like an explanation on the cost. This one says estimated cost to carriers 165,000 with no cost to the district. I'm not sure I understand that. I'll try to address that for you, Mr. Barnett. Um, so the this particular consulting arrangement, they are paid through carriers and not through the district. So although our direct cost would be zero, there would be cost to our carriers which presumably would pass that cost on to us in the fees that they charge us. So in doing this uh review, we require them to disclose that to us so that we know what we're paying for even if it's indirectly. And would you mind just summarizing what the benefit is to the district as if we if we approve this? >> Yeah. Uh the and maybe our director of insurance may want to add some on here too, but the benefit to the district is to have a consultant and a intermediary, a broker if you will, to help us with all the insurance services that go through the district. So we have multiple um insuranceances and we also need a uh professionals in the field to help us with uh actuarial services. um compliance issues and other things regarding uh health insurance in particular to help us review uh cost cost trends um what's happening with um other uh other companies in our industry but other areas as well so that we know that we're on top of the uh changes that are happening >> and we didn't feel like we could fill that role inhouse? No. >> No. Any other questions? Okay. All in favor of in approving the insurance services bid, please say I. I. I. >> And any opposed? I >> perfect. Okay. Accept a motion. I move that we approve the career and technical education greenhouse at Haramman High School bid. >> Second. Okay. We have a motion by Miss Barrow, a second by Miss Wood that we approve the career and technical education greenhouse at Herman High School. Is there any discussion to that motion? >> I did have some questions about the greenhouse. I don't know if Jason wants to come up or someone else, but um I was just curious um I know that almost all of our CTE programs have a wait list, but I'm wondering what kind of interest there is specifically at Haramman that will help support these classes and feed them. Do you know any numbers and things? >> No, that's a A very good question and thank you for um inviting me here this evening and for considering this project. Um each of our um kind of the overall goal I'll just start with this. The overall goal of our CT programs is to keep as many programs as possible at the local high school where more students have access to them. Um all of our auto all of our high schools have an auto shop, a wood shop. um our business programs um most [snorts] of those are are accessible to more students when they're at the local high school. Currently, each high three of our high schools, Bingham, West Jordan, and Copper Hills, all have a greenhouse um [snorts] uh that students are able to access through um and to be able expand their opportunities. And so um here we have a greenhouse here at JATC South which then um promotes that same experience or a similar experience to students who don't have access to their school. Um the Herman High School. So to answer your question, Herman High School's um is a growing school and there's a a great interest in the agriculture programs. Um we started this project about two years ago in in concept and design uh to consider what what the growing need of our community would be especially in the agricultural space. Our partnership with the Utah State Bastion um center has increased interest growth and opportunities for students. Herman High School currently has a very strong a program. The teacher right now teaches um seven periods. So an additional period beyond the the six periods that um a teacher will normally teach. Um the growth in that program and the interest is has been phenomenal. Um, our newest schools, Copper Hills being included as one of the newest, I guess, were all built with a space, um, similar to an atrium that would allow students to do some experiments, um, and growing, but they lack the, uh, climate control and the ability to really expand um, not only in the biological space and plant science, but also in the agra business and for students to build to develop their entrepreneurial skills in the A space, which a greenhouse would then um allow them to provide. So to answer your really question, um students right now there are two courses um two sections that are taught each semester at Haramman High School. And with the greenhouse, they would expand that to to four sections of of opportunities for students to be able to um to work in the greenhouse through the plant science through um floor culture and the greenhouse management course which are all of high interest for students at Herman High School. >> Thank you. I also was curious how large do you think it will be? Do you know? >> So, right now the the plans um estimate that it'll be a 30 by 45. Um space is limited at Herman High School, so we didn't want to encroach on any of the playing fields or other spaces. And so, it will sit um to the to the east side of the building um adjacent to the building um as close as possible to where the a classroom currently sits inside the building. And so um it'll be roughly 12-500 square feet space. So >> awesome. Thank you, Mr. Skidmore. >> Any other questions? I had a few. >> Yes. along with the concern that was just shared by Miss Barrow, I I also had a concern about the interest level and I and speaking with some other uh some staff members about some of the other green houses that we have, I my impression was that it was kind of a mixed success at some of those other schools and that it was really dependent on the teacher to make the the program work. Um, so I had a little bit of a concern there, but my biggest concern is the $700,000 price tag. If you I just want to share with the group what I typed into Google. What are some of the features included in high-tech commercial green houses? and what is the cost per square foot of a greenhouse like this? So, some of the features we've talked about advanced climate control, automated irrigation and nutrient delivery, LED grow lighting, smart sensors, all those types of things are are part of a high-tech commercialra greenhouse. And then I asked what's the cost per square foot of such a structure? And the cost per square foot average is 25 to 45 per square foot for do-it-yourselfers, but up to 35 to 65 square foot if professionally installed. So professionally installed commercial greenhouse high-tech upper limit is 65 per square foot. And if you take 1350 square ft, which is 35 by 4050 times $65 per square foot, you get $87,000. You know the the price tag of 700. What was it? What did I say? 700,000. >> Yeah. Yes. >> Is like eight times higher than the upper level price of a of a professionally installed commercial greenhouse. Something is wrong here. I don't know how we could even consider listening to the people that proposed these to these to the people that responded to the bids. It's just so outrageously crazy. I mean, I'm obviously going to vote no, but it's >> So, I have I [clears throat] have a question. I I'm curious if a commercial greenhouse is different than an educational greenhouse because to me it seems like a commercial greenhouse, one that is used to grow food commercially, is not the same. They seem like they are more um like plastic sheeting, sturdy plastic sheeting, whereas the green houses that I see at the high schools are um they're not the plastic sheeting. It is I don't know if it's glass or >> it's a rigid plastic. >> It's it's more rigid plastic. So, is it rigid plastic at the commercial >> steel frames? Rigid plastic. >> Okay. I mean, at a at a minimum, I would want to postpone a vote on this until we can do some comparisons like like you just >> because I'm I'm curious if there are different needs for an educational greenhouse versus a commercial greenhouse. >> And I would I would love to investigate that. What is the what is the reason why it's eight times higher than the highest price range? And I don't know how practical this would be, but I did think about our construction CTE classes and if they could be involved in constructing this greenhouse and saving us some money. And I would have to defer to our facilities and our construction for that because there are there are from my understanding like I think Miss Dean as you suggested there are probably some um adjustments that are made for educational facilities uh different standards and different directions in some of our conversation that we've had. So, um I appreciate that that comment >> and and also I think that even public buildings have where you're going to have students have different safety standards also. Um so I think some of it might be safety standards too, >> right? But I'm just wondering if $613,000 difference accounts for safety standards and whatever else little things we can imagine. And I know I I did talk with Dave and maybe he's going to mention this, but there are some connections that need to be made to water and and electricity, but still $613,000 difference. I I can't account for that. >> Yeah, there there a lot of the the costs are in in the infrastructure because we've got to tie into the sewer system which is out in the roadway back behind it. So probably the estimates that you were looking at was just strictly the greenhouse itself and not all of the infrastructure that comes in. This one also has a concrete foundation instead of the panels going all the way to the ground. Um there's a 4ft uh foundation wall and then and it's build up over the top of there. But you know we got to put fire alarm communications out there. the intercom system there. There's a lot of infra infrastructure that goes into it. That's really where a lot of the costs are. >> And I thought I heard also that the architects estimated $200,000 cheaper. Is that is that accurate? >> Yeah, they did. that that was that was the anticipated uh budget or the cost was they they they figured it'd come in around 500,000. But as you look at the you know we had we had quite a few biders on the project and um this was the lowest bid. You've seen some of them that were close to 150,000 higher than that. So with the design that was put together it is a competitive bid. Um the greenhouse themselves, it is a polycarbonate um shell that goes over it. It's not glass. Um but most of those are kits. So everything, the foundation, all the the sewer, the water, the gas, the power, all of that comes from the building or, you know, out in out in the parking lot. And then the the kit itself um they they basically buy the kit and install it on the upper part. So the majority of the cost is in the infrastructure. My last concern outside of cost was just from a general perspective. I love CTE. I support CTE. But I'm also wondering how much of what a student can get or typically gets at the uh college and university level do we want to attempt to offer at the public education K12 level? And I don't know if we have an answer for that, but it's that's just a question of mine. You know, there's there's a lot of obviously training that goes on post high school. And I think it's important to to let students have a taste for what's available, but I'm wondering if $700,000 facilities and other facilities that we're building are are appropriate for K12. just I'm I'm wondering about that [laughter] >> and and I I feel comfortable approving this bid personally. I think that um while $698,000 is a lot of money, it is there are other programs that are not even necessarily curricular programs that we pay for um that cost a lot more money for construction and management and upkeep. And and I might have a personal bias. I have a one of my students took greenhouse management two years in a row and then I have another student who of when I say student my own kids took greenhouse management and they really enjoyed it and I personally enjoy going to the greenhouse cell myself. So it it seems like very valuable experience and I'm happy to um [clears throat] approve this amount to afford these opportunities to to students that they can find things that interest them in their public education. I like to just give them the choice and and as I said before I I feel comfortable approving this bid. >> I have a huge bias. I have I have my own greenhouse [laughter] at home. So, yeah, I love green houses. I love agriculture growing. I've got grapes, apple. I mean, >> are you offering >> No, >> didn't pay anywhere close to $700,000 for a larger greenhouse. >> Granted, it's not. Go ahead. >> Sorry. Daryl texted me. He wants >> Go ahead, Dr. Robinson. Yeah, thank you. Um, I share some of the same outions and millions of dollars. These programs are keeping our schools to have our schools full. I would support Thank you. Uh, can I ask a question myself as well? Can you tell me about the source of funding? What is an add-on budget? Um, one of the line items the state allocates that is above the line WPU based is a CTE add-on budget. It is uh state funds specifically dedicated and restricted to the use for CTE programs, state money. >> Okay. So, we're not adding money to a budget. We have money already inside of this budget. >> Yeah. Yes. that that money is is set aside to enhance education opportunities for students like was suggested. So, um it's addition to the the WPU and FTE that the uh schools receive for that purpose to enhance the C enhance the educational programs in the CT space. >> Thank you. Okay, we have a motion on the table. Oh, sorry. And more questions. I had one more question. Um, in the justification letter, it talked about potential revenue generation. And I've also been to some of our plant sales that the students put on. And I was just curious, do those sales, whatever they generate, does that just go back into their program so that they can buy supplies and things for growing more plants and stuff? How does that work when they generate revenue? >> Correct. where where the money is is um is generated, it goes back into that same program to to reenhance to enhance the space to provide the supplies and materials. And currently um all of our green houses are self- sustaining when it comes to um supplies um new equipment, new technologies. um they are able to generate to to put that money back into the to the current programs to allow more opportunities or better opportunities for students that follow in the in the coming years. So >> great. Thank you. >> I have a couple of questions. >> Yes. >> One for you, Mr. Skidmore, and one for Mr. Rostrom. Um, we have a top-notch CTE program in this district and I'm sure we have a lot of things that we can invest in. What was it about this that made you choose it amongst some of the competing uh ways you could spend money in that program? >> Well, first of all, say thank you. We do um with your support, we do have very top-notch CT programs. Um, one of the reasons that we're making an investment in our a programs is is currently in in the county, Salt Lake County, um, there are five school districts. Of those five school district, we hold um there are, I believe, 12 a teachers and nine of those teachers are here in Jordan school district. Um, this community has embraced agriculture. Um, and agriculture is changing. It's not the farming that we used to see. There's a lot of of urban farms. There are a lot of opportunities like Mr. Barnett talked about in in the growing that happens at at homes and there are a lot of opportunities where agriculture touches various industries. And so an investment in the a space um allows our students who are interested in the environment in utilizing natural resources um and seeking for ways to improve themselves and improve their homes and their family life. Um agriculture is one space that touches all of those. And so an investment in this is really an investment in our future. Um, it allows students to become curious about how um where our food comes from, how it works, um how to create better innovative products and future um technologies as we think about where our food comes from, where our clothing comes from and um we have a population that is very interested in that and we hope to keep that going. um we see across the state and even a country where CTE programs in general are are I would say failing but but are going away and your support and an opportunity to invest in this is really a great investment we believe in in the future of our um of our community and our economy here in the state of Utah. So >> thank you. >> That helps. >> It does help. Thank you, Mr. Astramm. It did catch my eye when I saw the bid and that there were much higher ones. We've talked about the estimate from the architects and concern about maybe vetting this a little bit more. Assuming you've seen the line items for the bid and with your expertise putting you on the spot, do you think that there's a likelihood that we could get this price this these bids to come down quite a bit lower or is this just how it is if we build it right now? >> You you never know how the economy is going to be and how hungry, you know, some of the contractors are for work. But, uh, I think if we were the option would be is we would have to go back to the drawing board and maybe eliminate some of the items, um, that are associated with the greenhouse. You know, right now we've got, you know, hand washing sinks and hot water heaters. Um, we can we can eliminate the concrete floor and put just gravel in in in the greenhouse. We can eliminate the the concrete walls. Uh so so there are some things um that could be cut out of the project and put back out to bed. >> Felt like that was you know >> and that could make a significant difference and okay >> some of the cost but there's you know having water out in the greenhouse and you know sinks and and some of those are it just depends you know what you want to spend on them. >> Okay. Thank you. I will just say I would like the greenhouse and I'd like to see if we could get it for a little bit less, but I think it is an exciting opportunity for our district and for our students. One more question. So, we have green houses at some high schools. This is bringing it to more. Can I assume that we will see this item appear until all of our high schools have a greenhouse? >> That would be my my dream. My goal is that all students at all high schools would have that opportunity. Um that would also mean that in the future there potentially would be um an opportunity to to reutilize the space here for a different purpose um so that we're not duplicating uh that program. Currently, the programs here at JATC are all concurrent enrollment, and so students receive uh credit through Utah State University for their work here at JATC in the greenhouse. So, you kind of think of it as a a pipeline where students get an exploratory grounding experience at the high school followed by a next level experience um in the program here that leads them to um Utah State typically is where our concurrent enrollment comes from. So, so they're they're following kind of a pathway through that through that program. So, >> and is that the case with the high schoolbased programs that are agricultural sciences? Are they also concurrent? >> Uh, no. Um, they are not >> only at JATC. >> So, so with that expansion and we would hope to also build out the capacity which the concurrent enrollment is oftentimes in it's always um instructor based so it depends on the qualifications of the instructor. So, we're working on um how to build that capacity within our instructors so that we can expand those opportunities to more of our high schools, if that makes sense. >> Love hearing expansion of concurrent enrollment. >> $5 a credit, kids. Okay. Uh so, I have heard talk of a potential replacement motion. Is there a replacement motion being made? I'll move that we table this uh agenda item to a later date until we can answer all of our questions about primarily about cost. Yeah, just a little more investigation. >> Well, I don't know that I want to say second. I just want a point of clarification on the motion if that's okay. Are we asking them to re-evaluate the design plan and go out for lower bids or not quite that far yet? >> Okay, that's that's the intent. >> Okay. >> Just primarily based on on on cost. Are there are there options to get the greenhouse at a lower cost? >> You want a lesser greenhouse. You want to take away some of the things they bid out. I don't necessarily want to do that. I mean, some of the things that that we just heard that we could eliminate, water heaters and sinks and cement, and just adding those up in my head, I mean, that's 50 grand. I mean, I I put a a cement pad twice the size that we're talking about and it was like $15,000. And and and I understand this one has the sides and I I'm just having a hard time believing that that these things cost as much as they they actually cost that much. So I would I prefer a cost analysis and and I would like to do a cost analysis as well rather than rather than letting and and I don't want this to sound wrong, but sometimes I get the feeling and some of my constituents that I've talked to get the feeling that companies that bid on our projects know that school districts have deep pockets and that we're also pigeontoed into a particular process and we can't really deviate from that process and so we have to accept one of the 10 bids that comes in and sometimes I think people take advantage of that and as a taxpayer that's frustrating but you can't think that everyone who bids is doing that surely if I want to win the bid I come in lower. I mean, wouldn't wouldn't it logic say that one of these companies who wants to win the bid will bid lower knowing that everyone else is going to gouge the district? I mean, isn't competition exactly what we want that we want companies bidding on these projects so that we can get the lowest bid? >> Absolutely. >> So, what you're asking for is to go out once again to another group of bidders and say, "What would you charge to build this?" and we're just probably going to get the same bids. I don't know what you're asking for. If you're saying, "Let's strip it down and have less of a greenhouse and then go have them bid on it." I mean, we can't control what they bid and we can say we refuse all your bids, but then it's just another round of bids. And who's to say that the new round of bids are even going to be this good cuz they may be higher. And the biders get frustrated as well when when >> and if we reject bids, then we have a reputation of, oh, Jordan school district doesn't work with contractors. I mean, there's a two-edged sword here. And if we're saying we don't accept any of these bids, it's not like we can go and change the bid. We are a public entity and we are subject to who wants to bid on this project and what would you charge us to do it? Well, those are our choices. We can either reject them all or go ask more people to bid. Yeah. And I guess personally I'm I'm going to reject them all in this case. And I I did want to clarify that as I mentioned, I love CTE and and I don't want a negative bid on this particular project to indicate to people that I don't support CTE. It's just that there's there was an upper limit maybe for me on this particular project. And I'm sure if the bid came in at $10 million, we would all say no because we have a limit on it. My limit was hit uh a couple two or $300,000 worth. And so that's that's the reason for the for the no bid. Not not that I don't appreciate CTE and all their contributions. Yeah. So, let's formalize this motion. We we had a few minutes ago a motion by Mr. Barnett, seconded by Dr. Robinson, um that we table the approval of the bid for the greenhouse at Herman High School. We've had a bit of discussion. Um, I I think one thing that I need clarified is I hear maybe we're open to looking at possibilities to reduce costs, maybe we're not. I'd love to hear board members, if we vote yes on this, are we open to hearing potential cost-saving options? >> I am not. I I want the greenhouse to be as good as any uh secondary school greenhouse in our district or anywhere else. I want the students to be able to wash their hands there and not have to do it in freezing cold water. >> Based on gravel, >> based on Mr. are done for his comments. I I agree that that even if we pull things out of the spec and send the bid out again, we're not going to get we're not guaranteed to get lower bids. So, in light of that, I'll retract my motion. >> So, can you withdraw a motion that's been seconded? Parliamentarian, >> you didn't. Did you state that? Then you have to vote on it. >> Okay. Okay. Thank you. [laughter] >> Can I ask one more question, >> please? >> How long are bids good for? We vote on these all the time and must we always decide within 24 hours or two weeks? >> Yeah, typically it's 30 days that they'll hold their bids for. >> Okay. Any other discussion? Okay, we have a motion to table this agenda item. All in favor of that motion say I. And any oppose say nay. >> Nay. >> Nay. >> All right. I'll wait for the voice from above. Thanks. >> Can the Can the person who makes the motion vote against it? >> Okay. I couldn't remember if that was >> You can even change your vote if you want. >> Okay. So, we'll go back to the original motion, which is that we approve the bid for the greenhouse at Haramman High School. Um, other discussion on that before we vote. Okay. Hearing none. All in favor, please say I. >> I. >> And any opposed, please say nay. >> Nay. >> I am also a nay. I'll give you a count in just a minute. Okay. So that motion carries 5 to2 with the nays going to Mr. Barnett and Miss George. All right. I'll accept a motion on agenda item 7C. I move that we accept the bid for facility services landscaping at Elkridge Middle School. >> I second. Okay, we have a motion to accept the bid for landscaping at Elkridge Middle School. Motion by Miss Barrow, seconded by Miss Dean. Is there any motion to this I mean discussion to this motion? We >> I I do have a question. I am wondering the funding source for the district-wide capital outlay budget for this item. Is this coming from the state or the county or how is it that damage done to our property as I understand it from construction of Bangador Highway is ours to foot the bill for? So, I'm just trying to maybe fill in some blanks that are clearly there. >> Welcome to the Utah Department of Transportation. >> It's a great question. Um, we are finally at the end of this project and so everybody just take a deep breath and then exhale with me. It was It's nice to be at that point. So, uh, about 3 years ago, we went down the road of, you know, trying to work through the interchange process with 9800 South and because it at it sits adjacent to, uh, Elkridge and many board members remember this, we went through a very long process working with UD do a very long process and we ended up, uh, negotiating a settlement and the settlement, part of this settlement was cost a cure. And so we've been, as we've been watching this, and Elkridge has gone through several uh versions of ripping their field to pieces, tearing the fence down, putting a new soundwall up, and and there's been a lot that's happened on the side and behind Elkridge, and they've been awesome to work with. Um Brian and his staff should get an awful lot of props for what they've done uh over the past couple of years, >> just surviving it, they should get it. >> He [laughter] they did a great job. But and and what we did is as part of this settlement, they they came up with a cost to cure. This list of cost to cure was very extensive. And so we've been kind of waiting and standing by to see how much was the we could have jumped in several months ago and did a lot of the a lot of the curing for this project. Um we kind of stood by and let the contractor finish their part and they got an awful lot done. So this is what's left of the project. So to answer your question, the money as part of that settlement, a certain amount of that was put aside and and for for this very purpose and I believe it went into the capital. John, can you answer where the money? >> Yeah. >> Sat for this >> money from UD do was put into the capital projects fund. So then we wanted to repair or to cure the rest of this pull it from the capital projects fund just in and out. >> So essentially we've been paid for these repairs. >> We have um that's >> that's not even close to being close to true. We have been paid we have been given some money but it isn't it's a third of what they offered in the beginning. >> It's a subsid. a subsidy for what it's actually costing us. >> But their attitude is it's a privilege. [laughter] So we just take it. But yes, we have been given money to take care of these costs and we set it aside for that very purpose. >> So part of like the money they gave us is only a portion of what is we're paying out. Is that what's >> No, they gave us a lot less than they should have, but we can cover these costs. >> Yeah. >> So, yeah, they gave us a a small amount of money, but we're having to put into it to cover the full costs. >> Okay. But would you say a small amount of money? It's a lot more than the greenhouse is going to cost. [laughter] >> Just FYI. >> They gave us plenty, but they just didn't give us all that they [snorts] promised us. >> Oh, I understand. They took they took a ton of our property. >> I understand. Okay. >> And what they gave us is sufficient for these remedies. >> Okay. >> But what they gave us doesn't even compare to what they took from us. >> I see. Thank you. >> But we're so grateful to have an overpass. >> We are. We are. >> Does that Does that My sarcasm is dripping. >> Yes. And >> wipe it off. I am I'm stunned by the range of figures we got for this bid. >> Oh yes, >> we're sure they gave us an accurate bid for >> I'm going to let Mr. Rostrom, we've had that we've had that conversation. Thank you for bringing that up. >> Okay. It just almost seems too good to be true compared to the other estimates. >> Yeah, it makes us just a little bit nervous. This is this is a contractor that we have not worked with in the past. Um, but I have been on the phone with them and confirmed, you know, that everything is covered in their bid and they feel confident that uh they've got everything covered. >> Ask them if they build green houses. [laughter] >> Do do they have to put up a bond? >> They do. Yeah. >> Okay. Thanks. >> So, yeah, this was this was one that actually come in a couple hundred,000 under what I anticipated it to be. So, >> great questions. Thank you. >> Any other questions? All right. All in favor of the motion on the table, please say I. >> I. >> And any opposed say nay. >> Sorry. Yes. It sounds like I'm having a brain break. >> No, [laughter] >> I know. I I went into my Let's get this moving mode. >> Talk when he speaks. So, now we got to wait another five seconds. >> I heard him say I. >> That was an I. Okay, perfect. >> That bit or that motion passes unanimously. Okay, we'll now move on to our special business item singular tonight. I move that we approve the uh proposed revisions to administrative policy AA419 student conduct dress and appearance. >> I second. >> We have a motion by Miss Dean, second by Miss Wood that we approve proposed revisions to administrative policy AA419. This is an agenda item that we have had discussion about uh in prior meetings. So those watching at home aren't like, "What? They didn't even talk about it. But um is there any further discussion? >> Is this something that we take public comment on also? >> Like if somebody came specifically to I it seems like sometimes when we're doing a revision to policy we take is it >> yes we would accept public comment on this. Um I should ask is anyone here to speak on this agenda item? Nobody had signed up for it, so I was blazing through, but I should. Thank you. I should give that opportunity. >> I I appreciate blazing through. [laughter] >> Okay. >> Yes, please. Would you come up to the microphone and state your name? Thank you. >> Hello, my name is Scott Twitch. This is my first time in a meeting ever. I am a potential future teacher, an aspiring teacher. My question about it is what is it specifically saying about the is it about the dress code? Is it about cell phones? Is it uniforms? >> Graduation apparel. Oh, >> okay. What is the motion for that to just >> change some language in our policy? >> Changing the language. I did read about that. I just wasn't sure what language was changed specifically. >> What was that? So something it used to one of the sections used to say graduates are expected to wear the prescribed cap and gown without alterations. Without alterations was removed >> and then >> so they're just expected to wear them. >> Yeah. Yes. >> We have Yeah. Some of our students like to >> Yeah. I've seen all >> dazzle your cat. So now they're they're saying that's fine moving forward is essentially the motion >> as long as so then there's another alteration at the bottom will now say graduates may wear schoolisssued and or approved tassels sashes pins hoods cowls mantels cords insignas or medals signifying achievement honor participation membership or recognition so as long by their schools. >> I see. Thank you for answering. >> Thank you. [snorts] Okay. Uh any other discussion? Okay. Hearing none. All in favor, please say I. >> I. >> And any opposed? >> Daryl texted me that he is voting yes on this one to hurry it up. >> Thank you. Perfect. [gasps] Great. We're almost through. So, uh let's move on to our superintendence report. Dr. Godfrey. >> [laughter] >> There's an eye for an eye right there. Um I uh I just uh this is a big operation. I will just say that as my information item. What is it? 850 million in the budget, 9,000 paychecks every month, 56,000 students, uh over 70 buildings, and uh a lot of great work being done. So when we talk about large amounts of money, small amounts of money, um the trick is, and I think the board does a great job of this, as does the staff, um the trick is to understand the large scope and make decisions that will make individual student and employee lives better. And uh you balance that very well. So, I just mentioned that information as uh just a reminder of the scope of of the work the board does and that precision impact that we're hoping for. Um just like we saw with the individual students that got to perform tonight, great results from these big decisions. So, thank you. >> Thank you. Let's now move on to board comments and committee reports. >> I'd like to just give a brief update on our government relations committee. We are scheduling meetings to speak with our legislators about proposed bills for this upcoming session and look forward to partnering with them, learning more and uh hopefully having end results that are beneficial to uh our taxpayers and constituents. >> Facilities committee meets this Thursday. Finance Committee will meet in November. Squire is coming to report the final findings of their independent audit. So that will be coming to the board soon. And yes, I am just as excited to get the ACER as the capacities documents and the projections. And so I had announced in previous meetings that there will be a LEAC meeting on the 3rd of November, but that meeting has been postponed until um further notice. And also I met with um the the My County Rec Pass. This is just a little offshoot of the Salt Lake County Parks and Recreation Advisory Board. um the my county rec pass advisory board. It's members of school boards and um some staff members from the county. And if anybody has thoughts about how schools could collaborate or um with or any suggestions about my county wreck, just let me know that that's what we talk about different things. and um uh getting communication out as far as different programs and offerings with the my county wreck and um pass and and how to communicate those things. And then also once again if anyone is interested in volunteering for or donating um resources like money for the um Jordan Education Foundation of Christmas for Kids that is always welcome. So thanks. [snorts] >> Um just so you all know we do have a JPAC meeting scheduled. It will be for November 12th at the JLC at 6:30. If any board members would like to attend, please let me know. But we will be having Matt Alvarez, our safety coordin coordinator, coming to speak on safety and security measures. And we will leave a little time at the end to get feedback um on parent square. So there's that. Would anyone off the top of their head like to come to our JPEG meeting? >> What time? >> 6:30 p.m. at the JLC, Jordan Learning Center, which is right across the street from Elk. >> I I can attend. >> So, this raises a consideration that I hadn't thought of before. I will be at a school community council meeting during that time which means that not all schools can be represented. >> Do we have schools submit their schedules so that we can try to avoid that? >> Don't all of my schools I think have already calendared their year. >> Do you know if we keep track of all of everyone's schedules [laughter] >> when we schedule something like this? We we didn't cross check it with every community council uh meeting. I don't know if that would be a feasible thing to do or not, but in this case, it sounds like there's going to be some conflict. I would suggest, and I don't know if I'm allowed to suggest this, but if community council meetings, if they're meeting, they could send a rep from their council if they don't need, you know, everyone there for a vote that night. Or if it's just someone from their school who would like to be their rep, I would be okay with that. We do ask them the chairs if they can't make it to send a representative on their on their behalf, but I'm not sure we'd get a night in the next couple of months that would be free of community council meetings. It's might be hard to >> I think um this school will be particularly uh involved in the boundary change, the vote coming up. I think it's it would be a really difficult night to ask a parent to be away. And I'm not saying that we need to. It's just like, oh well, maybe that is something we should consider. Most school community council meetings seem to happen in the same month. And I wonder if we could plan future ones when we don't generally have school community councils. >> Yeah, I'd like to if we can cross check that. I don't know how difficult that would be in the future. It's just a lot of moving parts. [laughter] >> Yeah, we we I think if I recall our conversation, we talked about having it in the spring, but by then the school year was over and we didn't love getting the the feedback then if we do it too early, say in September. A lot of community councils haven't formed and organized yet. And so, um, I'm not sure when an ideal time would be because typically school community councils will meet three to four times a year and that would be between the months of October and usually March. And so where the sweet spot is, I I don't I don't know for sure. >> Be one of those things that isn't in the stars that just raised a curiosity for me. Yeah, it's I mean we could move to some place like a Monday night is not a typ typical school community council meeting night. Friday nights for obvious reasons probably wouldn't be a good idea. [laughter] But uh I think anytime you meet Tuesday, Wednesday or Thursday, you might run into conflict given that there are 68 separate councils in the district to work around. Oh yes. So Daryl is texting me comments just to hurry it along so he can hear me and see if I'm representing but he is suggesting maybe they send a PTA president and then he wondered about >> PTA presidents are a part of a council right >> not school community council >> sometimes >> elementary they usually are but maybe not >> it it depends on yeah I've seen both >> and then he he's wondering ing about the option of recording it and sending it out to members that may have missed. I we Yeah. >> And then third comment, he can attend. >> Daryl can attend. Great. I will put you down, Dr. >> I hope I represented you well, Darl. I have you start giving my comment for me. Makes a lot more sense. [laughter] Oh, and then I will just say there's not a lot from our regional PTA uh to report, but I did just want to put a plug in for the reflections programs that are currently happening in lots of different schools. I know everyone has a different cutoff date. Um but it's a wonderful program and encourage you all to participate. So, I had USBA meetings as well as um a JLC meeting. I will just report back a little on the JLC meeting. We had several um legislators attend virtually or in person. It was so nice to have several of them share bill files that they have open. Uh we heard from Senator Filillmore who has a public school attendance amendment um that we were able to talk to him about as well as school technology amendments. Um so school technology amendments would require boards to whitelist uh sites rather than blacklisting sites. Um he was one thing that's really nice about Senator Filillmore is he is a quick decision maker. Oh, I'll strike that line and I'll and so he did make several concessions during the course of that conversation. I really appreciated that about the conversation. Um there is also a bill that is a trust advocacy bill being sponsored by Senator Owens. Um this so what I don't know how many people realize is that the land trust monies do 95% of them go to schools but there are 12 other organizations that are also beneficiaries and so this is a bill that would take the responsibility of those payouts from USB and bring it into um an advocacy group. Um that is something that in that meeting JLC voted to support and provide a letter of support for. Um then we also had Representative Auxier with um a school lunch bill. There are a lot of pieces of this and it's one that I definitely think uh our public need to know about our board. Um but basically it's talking about a required minimum amount of time that students need to have to eat. So um specifically students need to be have been through the lunch line and sitting in order to have this. And there was also um some language regarding um food as reward in this bill. Um and then a little bit about recess um not using recess as uh not withholding recess as a a punishment for students. So good things to know about. And then Tracy Miller is also running another land trust bill this year uh that she came and talked about. So if people are interested in that, you can let us know. Uh there is also another bill that we discussed. We didn't have uh any representation on this, but um it would change the first right of refusal requirement when we get rid of property um to a charter school. So, a charter school would have the first right of refusal if we were to close a building or even any of the equipment inside of that building. Something that would be um quite concerning for all of the members of JLC. Uh there's there seems to be a strong opposition there. Um so, something for us to be watching and talking to our legislators about. We sure appreciate those who are willing to come and have dialogue with us on these intended education bills. Can I ask who was doing the school lunch bill? What did you say? >> Um, I'll spell it for you if I can [clears throat] get to it. AOX E. I might be saying it wrong. Am I saying it wrong, Mike? Okay. >> No, that's correct. And the piece about recess was a piece that Tracy Miller was running some legislation on and they decided to group those together. So if you have specific questions about the recess piece, um you could probably reach out to Tracy. Those are the point that was made with that was sometimes it's not withholding recess. It's like, okay, you have to turn in your paper to get out the door for recess. So, it's like a motivator. Um, and that was something discussed about maybe altering it to say no more than this many minutes or this percentage of a recess or something. So, >> do you remember what the withholding or the using food as a reward? What that piece was about? >> Yes. she would like to see um no food used as a reward in schools. Um I did take a few minutes to review our own policy on that AA446. It does um speak pretty generally about that, but it does recommend healthy foods if they're being used, but there's going to be a lot of PTA parties canled if we get rid of food alto together. I'll tell you, no more root beer floats. the the stores, you know, we have the Eagle Nest store at our school that the PTA puts on and there's lots of >> candy as rewards there. [laughter] >> It's a it's a really accessible reward. >> So, if you have concerns about that, it's a great time, a great reminder to reach out to your legislators. Okay, sounds like we have reached the end of conver as a board member. I speak for myself. This is Bryce Dunford. Don't anyone be confused. I am not speaking for the board. About [snorts] a month ago, Governor Cox made a video and sent it to high school students and board member Barnett felt like there was something wrong about that. And I applaud what he said. I don't want to diminish that in any way, but there was something very good about what he did and I feel like we need to give that a voice. Um, so I've thought a lot about what he was trying to do. Now, he is the chief executive officer of the state of Utah. His job is to enforce the laws. His job is to make us and schools safe. His job is to catch the bad guys. and we spend a lot of money on catching bad guys who break laws and we put them in prison. But I think he recognized there's another side to that. And I want to read this poem. I know it's a little long, but bear with me. It was a dangerous cliff as they freely confessed, though to walk near its crest was so pleasant. But over its terrible edge there had slipped a duke and full many a peasant. So the people said something would have to be done, but their projects did not at all tally. Some said put up a fence around the edge of the cliff. Some said an ambulance down in the valley. But the cry for the ambulance carried the day, for it spread through the neighboring city. A fence may be useful or not, it is true, but each heart ca became brimful of pity. For those who slipped over that dangerous cliff, and dwellers in highway and alley gave pounds and gave pence, not to put up a fence, but an ambulance down in the valley. For the cliff is all right if you're careful, they said, and if folks even slip and are drooping, dropping, it isn't the slipping that hurts them so much as the shock down below when they're stopping. So day after day, all those mishaps occurred. Quick forth would those rescuers sally to pick up the victims who fell off the cliff with the ambulance down in the valley. Then an old sage remarked, "It's a marvel to me that people give far more attention to repairing results than to stopping the cause when they much much better aim at prevention." "Let us stop at its source all this mischief," cried he. Come neighbors and friends, let us rally. If the cliff we will fence, we might also dispense with the ambulance down in the valley. Oh, he's a fanatic. The others rejoin. Dispense with the ambulance never. He'd dispense with all charities, too, if he could. No, no, we'll support them forever. Aren't we picking up folks just as fast as they fall? And shall this man dictate to us, shall he? Why should people of sense stop to put up a fence while the ambulance works in the valley? But a sensible few who are practical too will not bear with such nonsense much longer. They believe that prevention is better than cure and their party will soon be the stronger. Encourage them then with your po purse voice and pen. And while other philanthropists dally, they will scorn. They will scorn all pretense and put a stout fence on the cliff that hangs over the valley. Better guidewell the young than reclaim them when old. For the voice of true wisdom is calling. To rescue with the fallen is good, but is best to prevent others from falling. Better close up the source of temptation and crime than deliver them from dungeon or galley. Better put a better put a strong fence around the top of the cliff than an ambulance down in the ba valley. Education is one of the greatest fences of them all. If we put more effort into education, we would have to put less resources into the ambulance in the valley. And I didn't I I don't want to get into did he cross, you know, was there a mixup of u did he separate powers? Did he cross over the line? I don't want to get into that. But I applaud a governor who recognized that he's catching bad guys and putting in prisons and I want to don't I don't want to do this anymore. I want to prevent them. And I think he recognized that education is the key. And I'll I'll be honest, the reason I'm on this board is because I believe wholeheartedly that education is the fence that prevents them from falling. That's all I have. >> Thank you. There are no more comments. We will I'll now accept a motion to adjourn to close session. I move that we adjourn to close session or that we go into close session um to discuss character and competence of individuals, property, potential litigations, negotiations, andor security. >> Second. We have a motion by Miss Dean, a second by Miss Barrow that we go into close session. I will call for a roll call vote. Miss Dean >> I >> Miss Wood >> I >> Barrow >> I >> Mr. Barnett >> I >> Mr. Deford >> yes >> Dr. Robinson >> he texted me that he says he votes yes to close the meeting [laughter] >> if that works. >> Don't admit that you got you're texting right now. I am also a yes. So this mo this meeting is adjourned. Thank you so much for joining us. Thank you. Have a good night.