Welcome to the Jordan School District Board of Education Study Session. Today is Tuesday, May 12th, 2026. And present with us are all members of the Board of Education except Daryl Robinson, who will be joining virtually. Are you with us, Daryl? I'm here. All right, perfect. So, all members as well as our superintendent, associate superintendent, business administrator, board attorney, and many invited guests. So, we're happy to have each of you here. Um we are going to jump in this evening with a discussion on the West Jordan High School remodel. We will invite Mr. Thomas, Mr. Roberts to the mic to lead us in this discussion. Looking forward to hearing an update. President George, thank you. We're excited to be here and we're excited to be back with this project. It's been a few minutes since we've talked about it. It's been over a year that our partners with MHTN, Westland Construction, and our teams have been working diligently behind the scenes to architect, design, get stakeholder feedback, and it's been very very strategic and a very long process, but we're excited to bring it back. The reason behind the purpose behind this preview tonight is on the 26th, we'll be bringing back to the board what they call a maximum guaranteed price for the project. It's currently out to bid, and I believe it closes on Monday. What we didn't want to do is just come on the 26th and say, "Well, here you are, you know, approve it." So, we wanted to provide a preview, kind of kind of go back in time and show you, you know, take a little road trip back, show you where we've been, where we are now, and where we'll be in the next 3 years. So, I will turn the time over to Ian. Again, thanks to MHTN for helping us put this this presentation together. It's it's not long, but it gives you enough information to kind of see where we've been and what we've been up to for the past several months. And then after that, we're happy to answer any questions that you have. I haven't tried it. Doesn't look like it. Oh, yeah, mine came out. I'm on. Okay. Um as Scott said, we're just kind of circling back, just showing you where we've where we began and kind of the process that we've been going through with with the Wester and High renovation project. Uh quick little timeline. Uh November 12th of 2024, we the board had on their agenda um renovation consideration for for Wester and High School. Um at that point, the facilities went to work gathering a little bit more information um to bring back to the board on the November 26th meeting. At that meeting, we presented three different options to the board. One was a 2-year construction window. Uh the second was a four-year, kind of a hybrid option. And the last was a six-year construction window, which would be pretty similar to what we did at Bingham High School. Um December, uh the board approved the the hybrid option uh to move forward with that four-year timeline with an overall budget of $80,750,000. Um at that time, we we solicited uh interest from architectural firms to begin the design process, um at which we had a number of architects submit for it, and MHN was ultimately awarded the project. And we got right into the the design. Um numerous workshops, so we had uh many activities with with staff, uh with students, uh with the AOS's, number of different groups in order to create a or understand the vision that we wanted to to create with with West Jordan High, better understand some of the the needs of the facility. Um at that point, we also put out a an RFP for interest for the CMGC process, so that construction management general contractor, uh which was awarded to Westland Construction. So, at that point, they came on board and worked with us during these these design meetings. Um they've been very very beneficial in helping us to identify the the current state of the building. Um they've been in kind of getting behind the ceilings in the wall or not in the walls, but giving us kind of a better indication of kind of the constructability of of some of the building. Um so, those those meetings um went from May until about August of 2025. Uh with with the staff um and all their input. At that point, from September to November 2025, we got into the schematic design phase, which kind of takes those conceptual designs and brings them more to a constructability um phase. >> Awesome. Yeah. Um once that schematic design was complete, we ended up in the design development, so kind of just refined the documents, made sure that the the constructability was there. Um and at each of these um points in this, we kind of kept a tally on the the budget going through it. Um Bid documents were completed and we we posted them the middle of April. Uh so, they are currently out to bid. We are soliciting bids from a number of contractors. So, this has actually been been run through Westland Construction. Um they pushed this out to 2,100 different bidders, with still an option for more to come. And those would be subs, correct? Subcontractors. >> Subcontractors. Uh May 19th, it actually we've adjusted that, I believe, to May 18th in hopes to be better prepared to bringing that guaranteed maximum price before the board uh at the May 26th board meeting. Uh upon approval at that point, we will begin construction, and we will go over some of the the phasing that'll take place there. Can I can I talk interrupt for just a minute? When when we bring that back on the 26th, what it'll be important to note is it'll be the guaranteed maximum price, and the board set a pretty specific budget for this project. So, as we worked with the uh contractor and the architect for the the year, we we made it clear that And and we we typically do this when we do these major projects is we create bid alternates that gives the board some options. If we're if we're over, we might have to scale some of those back. If we're under, the board can add them on. The board The board can really do anything they want, but we like we usually do, we provide that opportunity so that we can uh stay within a budget that you've that you've set for us. Yes, thank you, Scott. Mhm. Um as we kicked off the design process for this project, um like I said, the the initial uh meeting was to to have a vision of kind of what we want to do accomplish with West Jordan High. Um had a a couple activities. We went in and kind of identified some of the deficiencies, the needs, the wants, um and and we were able to put together some guiding principles that helped us with the the construction. And it's amazed us that how well they've aligned with our our portrait of a graduate goals. Um we see that empowering educators uh aligns with our high-quality instruction. Celebrating diversity is a culture of belonging. Student-centered learning gives opportunities for all learners. Natural connections one thing that we big focus for this school was kind of that that natural light, kind of being able to feel like you're in an environment where you can learn, but it'll also have help with the student staff wellness. And then community focused falling under the effective communication. Um The slide on the screen currently is showing the kind of a plan view of the site. So, we've proposed a a five-classroom addition on the top left corner. Um there is a an athletics addition that'll help us with the with the weight room, um, fitness room, and a dance room. Uh, and then a tech atrium as well. So, the areas in red are a little bit of addition. The areas in blue are where we will look at doing an elevated roof. Uh, part of that natural light will be to raise the commons to allow some some sunlight into the building. Um, so this is the the proposed overall floor plan. Um, you can see each of the areas. What we've been able to accomplish with with a little bit of rework is to to bring the the departments more together. They are currently kind of spread through the building. And this this allows them to to function as a whole. And then there's your second floor. As it as it currently exists, correct? This is this is actually the proposed floor. So, you can see all the blue area are classrooms. The uh, kind of the yellow tan area it we we're calling it the learning community. It's basically a collaboration space um, for each of those classrooms to be able to to potentially spill out into. You go back. Okay. I'll just jump back real quick. So, so the green is actually our proposed location for science. So, it's currently on the first floor. Um, and that space is weren't deemed to be adequate for them. So, we're going to be able to get them up on the second floor, get them all together, and be able to provide the the needs for that. Mhm. lab like classroom And special ed moving that down to the first floor. >> Special ed is will all be on the first floor. Yes. Like I said, we we will be phasing this project. So, it's going to be roughly just a little over 3-year window we're going to be looking at it. You can see what we've got here on the the display. Um that first phase the blue will be remodel. And the orange will be the new construction. So, right off the bat we'll be looking at that five classroom addition and that expansion of the the athletics. And then we will be addressing the classrooms and and one thing that Westland has been able to help us with in this phasing is just the logistics of it all. Um being able to take first and second floor in hopes to avoid We're not going to be able to avoid it, but we will minimize the disruption throughout the building. So, get tools and everything going in there. It will be making a little bit of noise, but hope to keep it pretty minimal. Second phase, we get into the the second level addressing those science rooms that we just spoke about. We'll get into the media center. And then we will be able to do the Oh, let me jump back to the first phase. So, first phase we're going to go into the commons and begin part of the structural for raising that roof in there. And the second phase will actually continue beyond. So, it's going to be an overbuild that we're actually doing in that location just to keep school going. With the timeline that we've got we're not able to to complete that within that first summer window. And this will allow us to get the the those structural members in, build around it, and then be able to demo once school's out there. See everything that's shown in white will be the finished portion of that phase. And then everything in gray is not currently in the phase. As we move on to phase three, we rework the classrooms where the science is located on the lower floor and then the classrooms on the upper floor. We get into the CTE areas. Make the improvements there and the locker rooms, which are address all of those during that phase. Is there any significance to the little Is there any significance to that little red rectangle on phase three? It's right. Talking right here? Yeah. In the kitchen. And that is where located. So, that is a piece of equipment that we're going to address during the construction. >> Nice find. It didn't really stick out to me. So, yes. Um so, that is the equipment which going to be able to to address in this. And that's the anticipated ending date would be November of 29, which would take us over three years. Um and then then the treat of the the presentation. So, these are some renderings that Amy Kienes been able to put together of the proposed finished building. Um this is kind of looking at the main entrance and the athletics on the north end. As you can see the the natural light that we're going to be able to bring into the building with some of those elevated roofs and window systems. I think you know right now the cafeteria is kind of a sunken down and then that's a low roof. This will just bring it up to level and then much much higher, much light, a lot of light. Here's the elevation kind of just looking from basically where the bus drive would be looking towards that athletics and tech atrium space. What do you What do you mean by the bus drive? Pick up drop off area. >> So it'll be switched from No, that's just where the photos kind of Oh, you're Okay. >> is from. So is that the north side of the building? This is going to be the north side of the building where you where you see the the CMU there, the the brick, just that top front corner. That's kind of where the driver's edgeranch currently is. So we've got a little bit of site work to to expand that for the footprint of the that new addition. What's the the event center? Yeah, what was the event center? What side of the building was that on? I think that's the front. That's the front on the north parking lot. So now I'm understanding better how this goes. So like it we're moving north. You know, cuz here's the actually what is in the event center? So that is where our tech atrium is going to be located. So this will be access to get into the gym, the tech atrium, and the auditorium. Okay. Event center is probably just something that we end up putting there in the the design, but we'll So this likely have some permanent text for it. So that's the east side of the building? Yes, this is east looking to the west. So >> it's looking east or it's looking west? Okay. >> So all of these renderings are the front of the building. So looking east. It's this. Okay, thank you. >> East looking west. Oh. >> oh we're standing east looking west. Okay. And then this is >> That's the building facing east. Facing east, yes. This building. Yeah, so if you go back to your Oh, please, yeah. We'll invite Cliff Curtis to the table if that's all right. He's sitting in his normal spot. Um as you can see it it's pretty significant change to what the school will look like, but what you're seeing is the building is going to be expanding towards the east because the gymnasium was quite large, but we're able to capture some of that space and extend the building a little bit to the north to create a new auxiliary gym. So, that's what you're seeing there, the big block on the right is the auxiliary gym portion, and then as you wrap around to the north there's also an addition that is adding dance, fitness, and weight room, which they don't really currently have um in the building. So. Now, their weight room has been an issue for a long time. Yeah. And if you look at those plans, you I'm sure you'll have these files and you can look at it, but um something that's really exciting is that the entire building is going to be touched, improved to to some to to some level, some significant and some as refresh, but we're really doing our absolute best to be very intentional with the dollars and stretch every dollar um we we know the sister school Alta in the district to the east did a major renovation, and something as we went and toured with the stakeholder group is they spent a lot of dollars in certain areas, but really didn't affect the teaching spaces in that uh those those portions of the building. So, it made it a very intentional effort to to meet all of those needs. Um there's there's needs across the board. Um Mike has the principal has been awesome. He's been engaged the entire way. Um but I'll I'll keep it short. >> the sister school, Alta? >> Well, Alta is uh is a repeat. So, Alta and West Jordan High are the same floor plan. >> Gotcha. And they went through a major renovation about 10 years ago, not quite 10 years ago. Yeah. So, can you tell me about why we are raising the roof in the black box? Are we talking about the black box and the theater? Like There is no black box. That's something that was identified as a need. What do What do they currently have? They have a theater room, don't they? So, so the similar to Bingham this came from Bingham. Bingham, part of the renovations that you did there is you created a small theater group space. They call it a black box. You can do really small performances or drama and dramatizations. And so, this is a similar space, but for acoustics and space needs, the volume needs to be up a little bit. I was picturing like >> Explain it better. where the lights are and I was like, why do you want that Makes sense now. I have a question too. So, um will systems like plumbing and electrical be um worked on to any needs that are there? And a new roof. Yeah, that price includes a new roof. Lighting throughout will all be upgraded to LED. So, and the building is going to be enhanced to meet higher energy efficiencies. So, as part of the major remodel, we've got to bring it up to current energy codes. So, new roof with added insulation and interior walls furred with insulation. Um something that was really a big need that was unidentified was natural light to bring light into the classrooms and spaces. It also enhances safety and security uh with that light. So, I'm that's something else that's you'll see in the renderings on the like the very first one you'll start to see if you were to look at West Jordan now, um the windows are really small and narrow. So, we're punching in additional windows into that uh in the exterior skin. The bones of the building are were fantastic structurally. And so, it really is enabling us more. We don't have to spend those dollars to sink into the hidden structure of the building. So. And the reason I'm asking about um the electrical and plumbing, um I'm curious about the plumbing and specifically there have been some concerns brought to me about the plumbing at West Jordan High School. And so, I'm curious if if you've heard about any of the if concerns about plumbing at West Jordan High School have been brought to you and if those will be addressed in this remodel. Also, >> discolored water when it when it sits for a while and they they don't run it through. Yeah. Is that How was that addressed, Cliff? Can you Sure. There's a lot of piping throughout most of all the ceilings going to be removed. And so, um there's a lot of areas where piping has to be rerouted and all that. A lot of that is getting replaced as part of the process. All right. This one also mentioned all the restrooms are being remodeled. Yeah. So, yeah, all the restrooms are getting completely gutted and remodeled. As they currently sit, when they were designed, it was different code requirements, so they don't meet current clearances requirements as they currently are, and so that will all be refreshed, and they'll be added single-use restrooms dispersed throughout the building. John? Oh, yes, please. Is there anything proposed here that was not done at Bingham High School? I don't know the answer to that. They're they're pretty comparable in what they've done. There is a little more addition on this school with that athletics, but we're able to accomplish that at Bingham within the existing space to where we didn't have the existing space for that. So, this would bring it up to what Bingham has currently, not beyond. Okay, thank you. Can I ask about are we So, when we add things like a tech atrium and the additions, I'm curious about the classrooms. So, are we losing classrooms and that's why we're adding five more in? We can Ben can talk to that. We did a lot of remodels. >> Tell us your name, though. I'm I'm Ben Hansen with MHTN Architects. In fact, my first project at MHTN was a plumbing upgrade to West Jordan High School. And there's there's a couple pipes that weren't touched causing that discoloration that will now be touched. So, to answer your question, all of the classrooms are going to be refreshed and upgraded. In the current configuration of West Jordan High School, there is what we'll call raceway corridors that create these interior classroom spaces. Most of them are small. Um none of them get daylight. They're they're just not great teaching environments. And so, as part of this project, what we're doing is we're remodeling those interior spaces that are technically counted as classrooms. And we're remodeling them to be teacher team rooms to give more support to the faculty. And in addition, some of that space is taken over to create those collaboration spaces. So, there are some classrooms that are are being removed to create those amenities, and that's why there is that five classroom addition. So, the the current number of teaching spaces um is around 90 teaching spaces. With that five classroom addition, it brings it back to 90 teaching spaces. Um we know that there's some some demographic shifts that are happening around the high school, and that's that one chunk is actually it is a bit alternate. So, at the end of the day, the board will be able to decide if they really want to pay for those five classrooms, and decide if it makes sense demographically with with population trends, if it makes sense to do those classrooms or not. Okay. That was one of the bit alternates that I was talking about. >> something that's built into design the design, not necessarily a requirement to use, but those teacher team rooms, they do allow some flexibility where if um there was a a need for teachers to share classrooms to increase the utilization of the classrooms in the and accommodate student bodies, that that there's that flexibility built in. So, it's a support for the faculty, but also adds additional flexibility on how that building gets used. students as well. Thank you. Daryl? I mean Mr. Dr. Robinson. E- Either one works. Thank you. Um I wanted to go back to Lisa's question. I wasn't sure I liked the answer. Um there's been a lot of staff contacting me and saying that they have some real water issues. And um you said a lot of the water issues would be um taken care of. Is a lot of it going to be taken care of it or all of it? Um it's I don't want to give any false information and would be best to talk to our our mechanical engineers on that. But what I can speak to is like I mentioned my my first project at MHTN was doing the plumbing upgrades at West Jordan High. And what that consisted of was removing all the the plumbing that was overhead in the ceilings. Um all the galvanized piping and replacing that with copper piping. Um and but what happened is that some galvanized pipe still remained in the walls because it would have been cost prohibitive at that point just to get all the plumbing out of the walls and very disruptive. And um so with this work um pretty much all those locations the walls are being opened up and the plumbing is being replaced. The one area where we're not doing a lot of work, we are doing some is in the kitchen area. So that's where I pause and hesitate because I don't know 100% of the plumbing that's in there. But I I imagine where a lot of that that discolored water is showing up is either in restrooms or in classrooms that have plumbing such as science labs. And those for sure are all 100% being addressed. We're not 100% sure where the discolored water's coming from. It comes from galvanized piping that had remained in the in the building. But I feel pretty confident that that's all being removed. The kitchen area is one one area that I wonder about just a little bit. Okay, um and then the second question that they tell me is the HVAC system that um you've made a decision not to improve the HVAC system. Is that correct? Well, it was just it was just put in. >> Actually, you got a number of improvements going to the HVAC system. And the chiller was just >> It right, it The chiller was replaced last summer. >> Mhm. It Yeah. Can we just verify with staff what they mean by those issues and just make sure we address that the best we can before we approve this in 2 weeks? >> So with the chiller upgrade that happened I think a year ago. >> It Yeah, it was just last summer. With this remodel, the boilers are being swapped out with new high-efficiency boilers. So, what will be the HVAC system? >> address whatever issues they have on that. Yes. Okay. Thank you. >> Dr. Robinson, are you getting concerns about the cooling even after the um additions in the summer? Yeah, this is >> about last year? No, this is very recent and very angry teachers that have contacted me and said that we've decided not to do these upgrades and I tried to explain to them we haven't even approved the upgrades. So, I I I wanted to ask on their behalf, but they're they're saying this is pretty recent. This is in the last month. But they're saying that they're currently in the heat? That's what they're telling me. Well, with the building with the building um being brought up to energy code and walls exterior walls being furred and insulated better and with the roof the building itself is going to perform a lot better the mechanical existing mechanical system and those upgrades won't have to work as hard as it did previously so I would imagine I mean it's it's all projected and designed and real world is something different we'll we'll see in 3 and 1/2 years but I imagine that the building is going to perform quite well. The guy has total confidence. I have total confidence in you. They're uncomfortable no matter. And and I don't know if this helps Daryl but um I I've talked to members of staff about the discomfort at the change of seasons and I I think that the staff has started to start the chillers earlier because temperatures are getting hotter sooner and I have a family member who teaches who told me that this year is so much better than it was last spring and that they could tell that the chillers had been turned on and really appreciated that. So I mean I'm not trying to diminish what anybody else is experiencing but I think that if I am I correct I think that facilities made a decision to look at current temperatures and start the chillers sooner and felt like there would not be the risk of damage to the pipes from freezing so is that right? That's correct. We're we're aware of a few temperature issues in the kitchen only but haven't heard any any issues that we're aware of in the main building since the transition to the new chiller. Thanks Lisa, that helps a lot. Question? You mentioned that there were 90 teaching spaces, 90 classrooms I'm guessing. That's what that means. Mhm. Um and is that sufficient for the current student body? 90 classrooms. Correct. Okay. Yeah, and that 90 teaching spaces um can comprise of classrooms but also spaces like gym spaces, lab spaces, um dance room, fitness room that maybe when someone says classroom that's not what comes to mind. Yeah. But it's a it's a space where uh students are taught something. >> to be There's a course that's taught and yeah. Correct. Um my question is what if the board decides to move West Jordan High from a 10 through 12 to a nine ninth grade through 12th grade? Will 90 instructional areas be sufficient to handle nine through 12? In our initial analysis with student services we did we ran several scenarios there and based on the current trends that is our understanding that they could they could transition to that. As a buffer uh but they included a five classroom addition to this design just in case. Um and and again the board will have the discretion of deciding if they'd like to move forward on that or not. Yeah. >> We did we did carefully analyze that. >> I I would just want that to be an option that we could consider. If there's not enough space then we really can't consider it. >> Yeah. Yeah. Cliff do you or Ben have any comments to that? Um yes, I think uh it's totally dependent on where your your demographic trends go. 90 teaching spaces gives you about um about 2,000 students at a 75% utilization, which is what a standard utilization is for a high school. Um again, those teacher team rooms are are designed in flexibility where if you wanted to increase that utilization, you certainly could, which would allow you to support even more students. Um the five classroom addition is fully designed and detailed. So, if if it doesn't become part of this addition, it's always something that can be added on project in the future. Okay. Do you have any sense of the cost savings doing it now versus at a later time, that addition? Have you seen inflation over the past few years? So, it's very >> Setting inflation aside. very unpredictable. History would say you used to be able to just count on 3% inflation year by year. We've seen some years go 13% inflation, especially with construction costs. So, if you figured worst-case scenario, kind of average an 8% um year by year, um it might be what you're the reality of things. So, it's always the best time to build is 3 years ago. So. So, let me ask the question maybe a different way. Will you have to undo some of the remodel later to add five classrooms? Or is it just >> Not in this situation. >> Okay. Nope. Can I just uh double-check that the teacher collaboration spaces you talked about, if for some reason down the road the school needed those as classrooms, are they sufficiently like up to code to be used as a classroom? They're they're not really designed to be utilized as a classroom. It's more of a swing space for teachers to be and have amenities for teachers. Just the proportions of the space would not work as a classroom, but there's office space in there, a little conference area for them and a little print area and place with a refrigerator. So it gives them a little bit of a home Okay. if they had to leave their classroom and the classroom that they were in had to be used for instruction by a different teacher on their prep period. I see what you're saying. >> If you if you look at Mountain Ridge classrooms, those classroom sizes are around 940 square feet. West Jordan because of the way they were existing, they're smaller. Something the teacher team rooms are going to do is remove the desk out of those classrooms cuz now the teacher has their their home in those teacher team rooms and they can just come in with a laptop, have a fully a classroom that's really flexible and allows multiple teachers to teach in any methodology that they wish. You know, it gives them flexibility. They can move around the space, group tables and chairs together in in different fashions and doesn't doesn't lock you into one scenario. So I'm assuming all of this was in conversations throughout the meetings and things with teachers. >> stakeholders, yeah. And and teachers were good with this sort of layout plan and how they don't have a desk in the classroom, but they'll have it in their separate space. Was I understanding that correctly? Yes, and that just depends on how Mike ends up fully setting it up, but it's been designed to work in any fashion that the district decides. What if they wanted the desk in the back there? Yes, they could. And and we do have connections for all of that. Uh but it really does with the smaller areas in the classroom, it gives you that square footage back. And so This this might seem picky, but um I'm curious if the if this involves uh like a a giant screen in the front of the classroom. I mean like a not a pull-down type of screen, but a monitor type of screen or TV type of screen. Yes, this will be pretty similar to what we were able to do at Bingham and Mountain Ridge. And like at West Jordan Middle School. 86-in monitors for the that teaching wall. Okay. Couple additional slides. Well, before we wrap this up. So, this is actually a rendering of our our commons area. So, this is showing the the increased ceiling height. Um that is the the auditorium wall. Hopefully be able to have some digital Well, you can see just how much natural light will be able to come And and this is the space that is currently Something, yeah. a few steps down. And very dark. Yeah. I'm I'm glad we're able to make this space more accessible. >> Yeah. Will they be getting a Jumbotron? Is that what that picture is? Yes, that was So, I I don't know if I'd call it a Jumbotron, but it's it's a large digital >> Close. Yeah. Hey. And then this is the other side of the Sorry, go ahead. That commons becomes also a teaching, a gathering space where a whole grade level could come together or all the science groups come together, robotics. If been in Mountain Ridge and I've seen Dr. Godfrey there playing with the site and site and students before and and riding on things that they've made. But that common space, you'll see the site and students out there with robotics and doing their experiments and using that space for all kinds of stuff. But that monitor will be available to give presentations. It'll be useful. The this one where it says home of the Jaguars, what side is that? Like try to orient me inside this building. So if if you go to the left, that will take you to the main office. So you are facing south in this space. I I might also add just on the other side of that wall is the addition of a teen center to the high school, which will be a great amenity for the high school. Yeah. And then to the right would be the the lunch room or the the kitchen. Not really. If you've been in West Jordan, you can just feel the difference in the light and the in space. It looks beautiful. Thank you. One of the things that I have really enjoyed about the Bingham remodel was that there is still a feeling of legacy there. Like you walk in and you see a blend of new and old and I think the community is asking for a lot of new. So I love what I'm seeing, but will efforts be made to preserve some of the history of this building? It's a good question. Stakeholder meetings rest, I remember that. So, those guys yes Yes, it was addressed, but the stakeholder group um to be honest, there wasn't a whole lot of of legacy that was requested to be to be salvaged and and be integrated into the building. However, um there is an existing alumni room and it is being relocated just adjacent to the commons here. And the memorabilia and components um there's some some um millwork that was was fabricated by one of the the previous faculty members that was really important to that community and it's um going to be um it's placed in that space as well. In addition, something that you're not seeing in these renderings, um there'll be uh experiential graphics uh that will be incorporated into the building that were um are being inspired by um input that was received from students and how they see their legacy as well as the future um of the high school being in Those are still in development. Um but that will um put another layer of meaningfulness into the building. So, I had an opportunity to tour a new school in a different district. And they had a similar idea, but it looked like it was wallpaper and after less than 1 year, I saw just damage on every one of them. Will it be more durable than wallpaper? It will be very durable. If you've been into um the Jordan Learning Center and seen some of the graphics in that space, it would be a similar quality of both design and installation. Tho- also exist in at Hidden Valley and West Jordan Middle. So. Any other questions? Just a suggestion for Lisa. In before the school year got out in 2019, knowing construction was going to start at Bingham, we held a pipe breaking ceremony to commemorate a major event. And there was a lot of people there. So, you may want to think about doing something similar. So, like I plan something and put something together? I worked with the principal. We had students involved and instead of digging a shovel like a groundbreaking, we all cut a piece of the grungy pipe that was leaking brown water. >> Galvanized pipe. I have my piece still in my office. >> Yeah, I was going to say that. We're like the alumni association included in that, so that might be. Yep. I just want to say I I hope this has been informative. I think that's what Ian's goal was um today. It's really to help you guys be able to speak to the community as you are fielding those questions and ensuring that these tax dollars uh are have been treated prudently and sensitively and intentional with everything that's been going on. Uh Daryl, you may not know, but I I followed Daryl on Instagram, so I I've been following along his conversations and and stuff and there there's concerns out there and we recognize them and we we want to address them and be responsible. Thanks for addressing those. And are we able to share the renderings that we're seeing in this presentation with our community members. I I think these are these are close enough, Ben and Cliff, wouldn't you agree that I think I mean we'd be comfortable with that. I would certainly take direction from our superintendent or the board. I would love some consideration to the term event center. I think I don't love what that brings to mind. It doesn't feel very educational to me. That's an easy change. >> Yeah. Perfect. I'll ask now because it's a little harder once it's on the building. So, do you know what you would like to call it? Just take it off? Do we label other buildings? We have. I'm just asking whether you'd like it to be called something. I think I need to look more closely at what is in the area. I know you answered it for me, but there was a lot of information tonight. I personally like it. I like it. It matches a university setting that says we have we have significant events happening at our on our facility. Part of it was helping it it doesn't have to be named that and it's not called out to be named that specifically in the documents. We just did that in the rendering. But to be able to distinguish between the main entrance when you're doing after school events, it helps those that are coming easily identify, oh, this is where this is where I'm going. But would I go in that entrance if I was there for a play? Yeah. As well as a sporting event? Yeah. And that's what I mean. I need to look more carefully at what else is in the area. But I don't want the sense that our educational institution is about entertainment. So Nick, you're you're asking we hold off releasing these except for people watched it until after we approve it 2 weeks from now. I thought the answer Well, yeah, that's probably a good idea. We should approve it before. >> I'm good to do that. Okay. All right, to be continued at the next meeting, right? We'll we'll have another opportunity to ask some questions. I'll ponder words for an event center. Are there are there any other just before we finish, are there any changes or information you need next time we come back? There's the question of the event center name. Anything else that needs to be changed or updated or information you need next time? So can I clarify what's going to be brought to us? Will will there be specific bids that are closing soon that will be brought to us next meeting? >> they they call it the the guaranteed um maximum price. So because it's a CMGC, we bring back instead of a a formal bid like we've had, it'll be here here's what the contractor has sent out to all of the subs and here's everything they've gathered back and where are we in in conjunction with the budget that the board set. So it'll be the guaranteed maximum price for the whole project. Okay. Just want to clarify it was all phases. Correct. Not just the next one. And and along with that will be I I believe been three three alternates, three or four different alternates that the board can swing with. I think there's actually seven. Oh, are there? Yeah, some of them are are pretty minor, this flooring versus that flooring. >> Right. Right. >> Um really the major ones are are things like the um five classroom addition. There's some remodel work to the media center as well that's the the bigger alternate as well. >> Okay. So to answer your question superintendent, I look forward to more information about the alternates. And And the price. >> To make a decision. Yeah. Mhm on those. Yeah. Um Any other question on the what's Oh, yeah, there is. >> like to clarify uh page four um it looks like we uh kind of went into the driver's ed area. Um is that going to be impacted at all? Are we going to need to move that? Are they still going to have a sufficient amount of or driver's ed? I'm working with Mr. Hutchings on that, the principal at West Jordan High School. We're hoping to relocate that on site so that they can still hold those events at the school. During the Relocate it during construction time, um but also for the long term where you see the word driver's ed is where some additional asphalt will be laid to expand the that area to accommodate the driver's ed course. >> grass? It is. >> Yeah. Okay. And then I was curious um I don't think it's part of this plan, but as a district once this remodel is finished, we will be removing those 12 temporary portables and will that just become parking? >> Correct. That was the plan, yes, yeah. >> to confirm. It'll just resort back to parking. Well, it wasn't parking before, it was grass, and now they'll have additional parking as well, yeah. >> Okay. Thanks. Thank you. This is so helpful and I really appreciate having the meeting ahead to let some of this marinate in our minds so we're better prepared with questions. So thanks for that foresight. We appreciate you being here. Looking forward to it. >> Where do jaguars live? Is there a jaguar den or a jaguar home? >> about that actually. Jaguar something on that >> They live in the jungle. In a tree. >> In um the Americas, okay, North and South America. But now mostly just in Mexico as far as North America. Yeah. Wow. I only see them in trees in the movies. Good questions. All right. Let's move on to item 1B, which is a continued discussion on changes to social studies graduation credits. We'll invite invite Ms. Goff, Ms. Risuto up to the mics and just uh summary for those that may be joining us this week. The legislature has passed a a law that requires us to increase our civics instruction from a half year to a full year. Of course, there are always other um considerations anytime there's a change. So, we're having a continued discussion on that. Thank you. Oh, I said Ms. Goff and I don't see her. So, thanks for holding it up. So, we're here just to answer questions you have. Um there's no additional information, but like you said, the law changed and we have to decide how to adapt to that with our requirements. So, there's no information about what it might have looked like if we had to reduce this certain classes and what kind of a load would that be on our teachers and our curriculum if it had to be reduced? Do we have any information on that what that would look like? Let me see if I'm answering your question. If you reduce the ninth grade course, then you are collapsing I I mean, the curriculum itself, right? How much of is that How much of a lift is it for teachers to go through the curriculum and say, "Okay, well, we're only going to spend 10 minutes on this and this." Like, how are they going to condense it if we decide to make it a semester, not a year. Does that make sense? Yes. And I'll ask uh K to respond as well, but we've talked about taking that year-long course in high school, if that is if if the board decides to make that a semester requirement instead of a year requirement, that that world history class or the world civ class would be two semesters, ancient and modern. And then there would be no condensing of the curriculum. It's just students would choose which one to take, or they could take both, with one of them being required and one of them being an elective. So, that would Would that meet the needs of the state standards? Can you just say, "Ancient civilizations aren't important to this child?" I'll let K answer that. I don't think that would be our message, but I just don't know how we give all of the requirements if we made that option available. So, I have up on the screen right now, these are the current um standards for world history, so that you can kind of see. So, they Before she continues, I think ancient history is really interesting and important, and I think modern history is really interesting and important, but we are trying to find ways to operationalize whatever the board decides. So, you can see um some of them I have bolded because these are the ones that we have identified as power standards that um and created proficiency scales on for teachers to be able to use, but they go from ancient through modern. So, there's a lot. Um like I mentioned last time, there's a lot more world history standards. And there are some districts in the state who have cut this in half, and the reality is I've talked with um some of the my colleagues in other districts to see how they do it, and it's really comes down to the teacher and what ends up getting taught. Um because there's no way possible to teach all of this in a semester. And by talking through solutions, I never want to diminish the amount of work it takes a teacher any time to try to rework a curriculum. In particular, even in a year to try to tell the whole of world history is a difficult task. So, any time we're going to cut something in half and reduce the curriculum, if whether we split it, whether we condense it, whether we focus on power standards, it's going to be difficult to cover everything as effectively, and it will take a lot of effort to do that. So, and that for those listening in, they're going to be difficult trade-offs no matter what decision is made. If the graduation requirement is increased, if the graduation requirement stays the same, but electives are reduced, if a a a a high school class is reduced or a high school class taught in the middle school is reduced, there will be big adjustments for personnel, curriculum, and we're just trying to think of creative ways to manage all of that because without diminishing any of the subjects. There's no subject where we think I wish we were teaching less of that or I wish we had fewer opportunities there. So it's it's a difficult choice for everyone. So I think my question is we are responsible for teaching each element that the state requires of us. If we were to say this student is only going to learn modern and this student is only going to learn ancient would we be able to meet the standards the state has set? Can we offer two classes and require them to take one and still be in harmony with the state? >> Compliance with the credit. That's something we'll have to find out from the state. But you haven't. No. Not at this point. That's the information I need. Me too. Can we offer two classes? You have to take one. The other can be an elective. But you have to take one of the two. You choose and be in compliance with state with the state. Yes, I can find that out. My guess is that it probably will be okay because several of the districts already only require half and they don't get through all of the standards because it's impossible. And that that's that's why we've put that out there so that students still have a clear choice to be able to take that. It's modeled after what other districts are already doing. I clarify the question that the questions that we're answering tonight. We're going to decide what direction we're giving the district as far as how many social studies credits will be required for graduation. Will we take that a step further and say geography or world history or or do we just make that first decision and the district will choose? So, I I still would like to um keep both world history and world geography a whole year um and required to graduate for each of them and reduce the number of electives from 7.5 to 7. And so or from 8 to 7.5. Thank you. And so, I I don't I I don't know if we've gotten to this point already of what we want to direct staff to do. Have we already gotten to that point? Uh let me maybe clarify. You can decide in this meeting. You can decide in the next meeting. You can ask us for more information, but we're asking for direction from the board on every aspect of how you would like this to be changed. Because the board of education has the responsibility for setting our graduation requirements. So, you have all of those options available to you. Reducing uh reducing elective requirements, reducing or increasing graduation requirements, reducing elective requirements, adjusting what social studies requirements look like, still making it 3.5 but different courses, increasing that to four. You have all those choices available to you. If there's more information that you need to make that decision, you can ask for that and we can bring it back. If you make that decision later this month in our next meeting, that's an appropriate timeline. This was an opportunity for you to discuss further. I know all of you've been looking into it and been considering it since the last discussion, but we would ask for your direction because then we'll bring back a policy that reflects what you've asked us to the the changes you've asked us to make. And I'll add that, of course, there's not like a time limit, but right now our principals are hiring, arranging schedules. Um if we're going to significantly change what those look like, I think the more time we can give them the better. So, in this case, I think you benefit everyone from employees to students if we can make a swift decision on this. So, what I'm trying to gauge Yeah, I'm trying to gauge there's three decisions. If we increase graduation three choices, thank you. >> Um if we decide to increase required credits for graduation, that's pretty straightforward, right? If we decide to subtract an elective and make four credits of social studies, that's pretty straightforward. If we decide that we want to uh not increase social study credits, do we then need to make a second decision of where that's going to come from? That's what I'm trying to understand. >> So, Dr. Godfrey, did I understand in your response that yes, it would be helpful if we were to specify? That's a heavy lift. Yeah. That's a heavy lift for them to make. >> of the board. You You can make decisions in fav- I I like the way you broke that down, and you're correct. We just need you to make the full decision. However, if you decide What? I'm going to repeat what you just said, but if you if you want to say, "We're going to keep the social studies credit that's required at 3.5. But we're going to decide in our next meeting what that looks like. You could decide in those phases. >> Okay. But I agree with you that if you say, "We're going to reduce electives." That doesn't require There There aren't two phases to that discussion. Um So, I mean there can always be a further discussion of other aspects of graduation requirements if you decide to go in other directions with But we currently require more social studies than was previously required by the state. But the state is increasing their requirement. So, it If you if you want to decide, "We're keeping social studies credit at 3.5." How we change social studies credit in other ways will be decided in our next meeting. That would make sense to decide in those phases. The other decisions I think are one-phase decisions, like you said. Would you agree with that? >> Mhm. At the end of our last meeting, I was leaning toward um cutting or leaving social studies at 3.5 and finding a way to eliminate half a sem- or uh a half credit a semester. Um Now, I'm leaning more toward what Lisa just mentioned to to remove uh an elective or yeah. And leave social studies at Well, I guess it would be at four then, right? From 3.5 to four. Yeah. I am curious in as I was figuring this out between the time of our last meeting, um some people I'd heard from are concerned that if we increase the social studies credit to four, that might be an impediment to students graduating. Is that a heavy lift to require another you know, 0.5 or how serious of that how serious would that be? Would we lose students because now it's too hard cuz they have another half credit in core standards. I just would like some opinion on that. Is that even something that is a concern? Can I address it? Sure. The problem with what I think you're hearing is to take that out of an elective. What you're hearing from a lot of people is that there are students who misuse that choice. But there are a lot of students who use that choice very wisely. I have a son who took five AP classes his senior year, passed every test, and started college as a sophomore. If you had required him to take that social studies class instead of that elective, it would have cost him college credit. Now, then there's a student over here that is just taking work release. And to take a semester of work release versus to have them study the world history, that seems like a no-brainer. And so you can't answer that question without saying, "Yes, some students would use that choice to take a harder class than world civ. And some students would take use that choice to take an easier class than world civ. So which which end of the spectrum do you want to look at? Because if you reduce electives, there are a lot of students who are not going to be able to take an AP class that they want it to take. Because right now, we offer 4 years worth of elective credit. I mean eight. You can get eight credits in electives. And so you can break them up by semester, and that's fine. But there are some people who need them kept in year segments. And so it's hard to answer that question because yeah, this student who was planning on taking worst work release is now going to have to take an extra social studies class, and that might affect his graduation. But this student who was planning on taking an AP class with that elective, the the AP class they were planning on taking would I to some of them say it was less rigorous or it would be more rigorous than the social studies class. So it's hard to say this is going to affect graduation unless you look at what class would they give up in order to take the required class. Yeah. And and at the same time, how could students that wanted to take AP world geography or AP world history, how could they do that in a semester? Would we only offer those classes second semester, and would we be able to cram When I say we, it's not me at all, but enough rigor and information so that they would be adequately prepared for those AP tests. So, that's another consideration. If we're looking at ability to take AP classes and be prepared to take the test, both world geography and world history offer AP classes in those courses where students can also get college credit. Can I just speak to that briefly? I'm sorry. >> Yes, go for it. We would not make AP a semester course. We would still offer AP and it would be a year-long course. Oh, all of that would still be available. The only cramming would be right before the test, but we would not be reducing the time that AP teachers have. It would still be So, that would essentially be your elective is that you say instead of taking it for a semester, I'm going to take the whole year because I want to take the AP course. So, is that is are there two different courses, right? Like someone just wants to take world geography, but someone wants to take world geography that's AP. So, is that two different courses? That's correct. >> Okay. Can I ask a follow-up from our last meeting? The FAQ said that we can no longer do poli sci 1100 as a replacement course. Is there a way to like make that into two pieces? Because what you're describing is what is being taken here. So, my kids are going to graduate as juniors because they've been able to take their US history and their college credit at the same time. That's being taken away from the state. Is there a way that we can work with that and and make it possible still for our students? At this point, we can't answer that because the standards haven't been um set. Um I have talked with Chris Richards Kong about it and um she thinks that we can, once we know what the standards are, that we can work on that. But, we have to wait till the standards are approved by the state. That's fair, but thanks for being mindful of that. Okay, I'm wondering if this conversation would be more productive if it was built around emotion. I move that we um instruct staff to look at um decreasing the number of credits to graduate. Decrease the number of of elective credits required for graduation by one semester. I'll second. Okay. We have a motion by Ms. Dean, seconded by Ms. Wood. I'm going to restate it differently, so listen carefully so you can correct me. That Jordan School District implement a four-credit requirement for social studies graduation and a seven and a half-credit elective requirement for graduation. That's where you were going. Okay. Now, let's have discussion about that idea. So, I've tried to familiarize myself with um what is typical, if that even exists, uh both in Utah and in the nation with regards to credits required for graduation. It seems to me that going down to 7.5 elective credits would not make us unusual. Um that's within a typical range from what I've understood. Requiring four credits of social studies would be highly unusual. It is rare within Utah and in the nation. I was curious about the highest-ranked school districts in the United States and what their requirements are. None of them None of them require four. I like having rigor in our curriculum. I don't necessarily think that that needs to be required. I think offering AP courses, whether it's required or not, is a motivator for students to change to take the most the more challenging courses. I'm just hesitant to require four unless as a school board we want to make a statement that we are in a unique time that demands it more than it ever has because we're making a statement by being unusual. So I just want to be really clear if we vote that way that that's our intention. And I would add I do not want to be the board that tells them what to choose over letting them choose. I think they make better choices for themselves than we make for them. The state does not require four. We have never required four. And we trust that they can make choices for themselves that are better than the choices we can make for them. I understand that there are choices we make for them. Because we feel these courses you need to take for your survival in society whether you choose them or not, we're going to choose them for you. For me, social studies does not rise to that level. Therefore, I am very, very content to keep it at what we've always had it and what the state requires of us, which is 3.5. I want to make it available so that they can choose to take it. But I don't want to ask I don't want to choose for them as much as I want them to choose for themselves. Prior to this legislation, was the requirement from the state 3.0? And then it increased because of this, okay. >> That's right. So, we previously had 3.5. The state was 3.0. And the state increased it to 3.5, but with a very specific course. So, we have to decide whether to keep all the courses we have required and add that semester on top of it or replace one of our current a semester of one of our current classes with the very specific class that's required. If the state had just said you need to increase your social studies graduation requirement to 3.5, we'd already be there. But they said you need to increase it to 3.5 and it has to be this specific semester course that you add. I asked uh Dr. Anderson earlier if he was aware of any conversation around this new law, what what the intention was maybe of the new law, if they were if they were anticipating that school districts would remove a social studies class and replace it with this one or if they would or or if the intention was just to just to bump it up and and keep everything, but apparently there wasn't Mike didn't hear any any comments around that. I think the intent was to really emphasize civics and and make that a requirement and then let to the LEAs what they will to to decide how that plays out, whether it be a keeping it three and a half or four, um leave that be a local decision, but that I think the tone of the legislature was they're worried about a lack of civic engagement with students and a lack of civic education in general. And so, that was why, you know, their senior year, graduating, voting age, they should be getting that extra credit. I think that was the overall intent, and then leave to the to the LEAs to decide how that's implemented. I think another consideration that is pertinent to this discussion is many of us probably remember a little bit of geography and social studies from our elementary experience. I remember having to fill out a map as a child. Um now our elementary experience looks different. We have a lot of prescriptive time where we're asking for specific programming to occur, and frequently it seems that social studies has to take a backseat to some of that literacy and math required time that we're asking. So, when you talk about um a full year of geography, for some students that is one of their earliest exposures to geography. In some schools, it looks different at different schools. They choose to do it differently, but for I'll use the example where my children go, it's like we do science part of the year and social studies part of the year, and they're trying to fit it in where they can outside of that. So, I do think that's something for us to keep at the forefront as we discuss sending students out into the world that understand how to function in a worldwide society that they definitely live in now. And I mean, our dinner conversation the other day was, "What's the difference between the state of Washington and Washington D.C.?" And we had to literally get out a map. No, no, opposite sides of the country, guys. This is not like a county seat. So, really an interesting insight as I asked, "Well, when do you learn maps and when have you seen that?" So. And when I look at the characteristics we want our students to gain here as as students in the Jordan School District, I believe that um that social studies, I think 4 years is a lot. Um but I do think that social studies can really strengthen curious thinking, help our students to be more engaged citizens, more empathetic communicators as they understand more about the world and other people who live here, and also um responsible teammates for the same reason as they develop um a greater understanding of of life and life throughout the United States and the whole world. Um and I anyway, so I feel like social studies really helps develop these characteristics. Um and that's one of the big reasons why I support having four years of social studies over cutting um one of the semesters of world history or world geography. But that's not the question. The value of social studies is not the question. The question is, can they learn those very things in social studies more than anything else they could choose on their own? That's the question. We're not here to evaluate the value of social studies and whether or not the social studies match all of our our desires. That's why you would offer a social studies class. The question is do you require it because that gives them more of a chance to learn those than anything they could choose for themselves. That's the question, not the value of social studies. I'm not sure I understood exactly what you were saying. Were you So, Lisa just kind of enumerated the value of of social studies as it relates to the pillars that we have. And are you saying that there are other courses that could teach that >> could teach those same things than the courses she's >> Okay, that's the piece I was >> she's requiring students to take. Are board members ready to vote? Yes. I don't know. So, uh this has weighed heavy on my mind and is to me very complicated and also very serious because it is the education of our students we're talking about. And so, I really appreciate all of the input that I have heard from our teachers. Really appreciate them taking the time to let me know their perspective since they are in the classrooms every day. And I feel like there's this there's this fear that we're going to lose something by adding the half credit to government civ and possibly you know, shrinking another class to just a semester. So, there there's this fear that we're going to lose something and I don't want our students to lose anything. I want them to still be well-rounded and well-educated and strong, you know, members of society. And so, I I would need to be sure that that we were meeting state standards. Um if we were to cut uh a class into two parts, so to speak, as we were speaking of with the modern and the ancient civilization. That, I believe, is my hang-up point. Um I want to make sure we're meeting those state standards and that nothing would be lost in a condensed version, right? We'd still have the those courses, but as long as they chose, they'd still get the state standards required. And then I I feel for me, I feel like nothing would technically be lost. I feel like that feeling of loss comes if we're talking about condensing because there's time that's lost in the deep diving of a subject. So, something will be lost because they won't teachers won't be able to go as deep on all of the subjects. >> Yes. So, something will be lost. Are you asking, "Will we be in compliance if we do that?" >> Yes. >> Okay. And And if we cut it in half and they get to choose, I'm taking ancient, I'm taking world or modern, if they just choose that for their half credit, is that in compliance? If there is not a vote to move forward with four social studies credits, that's information we can bring back next time. If there's a If there's a vote to reduce, Right. we >> talk about how to reduce. Does that Yes. >> Okay. Thank you. Is there anything you want to add there, Kay? Um yeah, so if a student chooses to take the ancient, then they will be learning all the about the ancient civilizations and how those were formed and how they impact society today. But then they would miss out on the modern stuff. So they wouldn't learn about World War II, the Holocaust, and things like that. And vice versa, that there would be that content. >> Unless they took it as an elective. >> Right. Right. Right. That's right. And we I mean, we could do I hesitate to Well, we we can talk more about that if that's where we get to. And we can answer that question about compliance. So I guess my question is, do we need a replacement motion that we uh return to this agenda item at a further date? Or do you feel like you can vote on this much of it? Just what the motion on the table is tonight. Cuz that's a moot point under this motion. You are correct. Um I think I would need more information. I think I would need a substitute motion. You could decline. I I think >> If you could vote If you vote against the motion, that doesn't necessarily pass anything. It just means this motion doesn't pass. So do you Would you rather not vote? Or are you content to vote no on this motion and not have it pass? Let me Let me try to answer a little bit more. Go ahead. Go ahead. Uh well, you can chime in, but I think I am content to choose a vote for this particular vote. Thankfully, my next comment is moot then, and I will wait for the vote to decide whether we need to push through that further. So, I'm going to ask a parliamentarian question. So, let's say that this vote fails, and later information is not satisfactory, and people say, "Well, if I had known that, then I wouldn't have voted the way I voted." Can the vote return? Yes, but >> same motion return once it's failed? >> Yes, but the motion needs to be made by someone that was on the successful end of the motion. So, if it fails, only the no votes can create a new motion. Okay. So, I just want to make sure everybody's really comfortable with that process. Let me just make sure I fully understand. So, if I vote no on this one, but the information comes back not satisfactory, I can then make the motion to bring this Great. You could bring this very motion back. Okay, but it has to be a no vote. It can't have been a yes. >> thing is Everyone who votes yes, if it if it fails, everyone who votes yes cannot make a motion on this subject. Everyone who votes nay could make a motion, even the same motion. Okay. Thank you. Okay, with that, do you still feel comfortable voting tonight? I do. Dr. Robinson, anything from you? I feel like I'm talking to heaven when I look at him. Yeah, I'm didn't know we have so many uh teachers that care about this subject. I'm going to vote yes with Lisa's proposal. Okay. He sounds ready to vote. Shall we move to a vote? All in favor of the motion, please say I. I. And any opposed? >> I, nay. Nay. Okay, so nays were Mr. Barnett, Mr. Denford, Ms. Okay, Barrow, and Ms. Woods. So, that motion fails. So, would you like an alternate motion, or would you like more information? Here I come. So, I Do I need to make a motion to get more information? >> this decision until further information is presented. >> I move that we postpone this decision until further information is brought to the board on this topic. Do I need a second? >> Lara. Okay, we have a second by Ms. Barrow. I mean, motion by Ms. Barrow, second by Ms. Wood, that we move on from this topic and revisit it at a future date. Do we need to discuss? Does superintendent need clarification on what we're information we're seeking from you? After the motion, I'll ask for that. Okay. So, if you decide yes, we want to bring it back after we get more information, then I want to talk a little bit more about split class. I want K to be able to ask questions of Reston. So, that's exactly what I'd like to do. Thank you. But, it is that that's what I'd like to do next. So, board members, any discussion? All right, all those in favor, please say I. I. And any opposed? Nay. Okay, that motion carries six to one with the dissenting vote to Mr. Denford. Dr. Robinson, were you a yay? Yes. Okay, perfect. All right, let's go ahead and move on. Um, before we do that, >> I'm sorry, can I just ask a clarification on what information you're looking for? >> Sorry. And I want to say one more other thing to those who are listening. Splitting it to ancient and modern is not intended to diminish either one. It's not It's not to diminish either one by splitting it. In fact, to case point, it would be an enticement. Like, "Oh, I don't want to miss out on half of history." Instead of suggesting that in a semester you could get it all. It's like, "Well, if you only take a semester, you're going to miss out on half of it." Like, "Oh, well, I need ancient and modern." So, it it it was hopefully to make that a little bit easier on teachers and more enticing for students. And because other districts have done that. But, it's clear to me that the question about compliance is something we need to address. And uh we also want to be sure that we've brought any creative options forward. Um but are there other questions that have not been posed in board meeting that you would need more information on? I know part of partially getting more information is having the chance to talk with teachers who have contacted you and that sort of thing. Are there other other questions that you want to ask for us to research before we bring it back to the agenda next time? So, I want to make sure we're in compliance if we split it. Yes. And to to be clear, I am only looking at the social studies class in high school that 10th graders take because I would not want to affect middle school FTE by condensing their geography Okay. um class. That's where I stand. I don't know how the rest of the board feels. I agree. Um but so, I'd like to make sure we're in compliance if we're splitting this class, and I would like to also see an option uh if we condense it, you know, what are the main points that we have to hit? What are those standards? And if that's something that you could send to me later, I would like to see those standards laid out. I need that visually. Any information we share, we'll share with the entire board. Anything else? Kay, is there anything you want to add or ask? Okay. We'll bring it back. We'll provide that information and we'll post that information as well. Before you move on though, um I have for you for the America 250, we um made a special America 250 pin and so I have one of these for all of you. And remind us the day for that presentation again? >> On Thursday. This coming Thursday? Thank you. Thank you. All right. Good discussions. Thank you. Um board members, I would like to propose that we reorder agenda item 1D as our next agenda item and 1C following that um to accommodate some family needs of a staff member. Are you comfortable with that? Motion is not necessary to reorder. Okay. You have the prerogative to do that. Perfect. I'm not necessarily making a motion. I just want to run it by you before I do it. Okay. Wonderful. Then let's move in to 1B or 1D, sorry, our boundary discussion regarding undeveloped and newly developed areas. We'll turn it to Mr. Barnett and Dr. Anderson. Thank you. Yeah, we had a uh facilities committee meeting last Was it last Thursday? Or 2 weeks. Yeah. One of the items that was on our agenda was to revisit some cleanup boundary changes. There were two that that we had looked at several months ago and we looked at them again. And in addition to those two cleanups, there were some others that were kind of uh localized that but were critical. And so, Mike and his staff put some information together, brought it to us. And we decided um it's time for the board to take a look at it. So, I'll let Mike take it away. Uh thank you, Mr. Barnett. As uh as you mentioned, there are two areas that we're asking you to look at tonight that don't involve any students that might be a uh a a good cleanup opportunity to align feeder systems. And then there are two others that have students involved um but new developments and where they're cutting roads and so forth crosses over current boundary lines that might prove confusing to patrons moving into that area. And we'll go into each of those. But thank you for that that setup. I want to just point out uh any of these boundaries that the board chooses to pursue would be effective in the fall of 2027. So, we we'd study them out this fall, make a decision on our on our typical timeline in the fall um by November or so, and then have them in place for the following year. And I should add that most of these uh state law requires us to notify um any any boundary change. Um we'd have to look into I don't think all of these would require a uh survey necessarily, especially the ones that don't uh involve any children. So, I just wanted to put that out there. We can do whatever the board wants, but that's that's something to consider. Um the first one we want to take a look at here is and I've just labeled these one through four. The first is airport area boundary adjustment. Just to just to orient you with my mouse up here on the thing. This is airport number two, also known as the South Valley Regional Airport. Look off to the side, this is a the approximate location of the district office. On the right or this big blue line thick blue line running down down the middle is the boundary between West Jordan High School and Copper Hills High School. The purple line you see here is the boundary between West Hills Middle and Joel P. Jensen Middle. The challenge we have here is when these were designed long ago, Joel P. Jensen's boundary extends to the west side of the airport but Copper Hills goes to the east side of the airport, thus not aligning them. There are no students that live in this area. This would be a tweak that would involve zero students and because of the of Oquirrh Elementary's boundary also goes to where Joel P.'s is, the suggestion the possibility would be to move West Jordan's boundary to the current middle school boundary. We'd displace some pilots perhaps, some Apache helicopters, but no students it with in this in this proposal. And it would align systems. Mr. Barnett asked a question when we were going through our last boundary about alignment of feeder systems if there was anything where we had more uh where we had some misalignment and this is one of them. It actually aligns two elementaries with a feeder as well. Oquirrh Oquirrh and and Terra Linda. >> Correct. So dumb it down for me a little. West Jordan High School boundary would expand in your proposal. Thank you. >> it would it would go to the west or to the left on this map. It would it would make it would increase their geography but wouldn't impact their student enrollment. Okay. Okay. I just want to make sure. I got it but I wasn't sure Yeah. No. Thank you. So that's that's that's proposal number one. Number two. Oh, sorry. And this is this is the area here that doesn't have where we are here. Number two, this is uh is a large geographic area. If you can imagine here just to orient yourselves, this is the very southern tip of our school district. This this purple, red, and blue line at the bottom here is not only the the it's the southern tip of our district. So, anything south of that or below that is Alpine School District currently. Okay, the solid line that you see here running down the middle of this tan area is the boundary between Riverton High School, which is on the right-hand side or the east, and on the left-hand side would be Mountain Ridge High School. When this boundary line was drawn around Moab era, Mountain View Corridor, which runs down here along this line here, didn't extend all the way down. It it only went to Porter Rockwell, which is about right here. So, these lines were drawn these straight lines, and this line this purple line here is a middle school boundary. These were drawn according to the maps of the day, property lines, um survey lines, things like that because there was no there was no development down there, and everything south of this middle kind of this line here you see right here is Camp Williams. And so, there will likely never be a development below that line and on this side of the corridor. There are, however, developments going in uh just off the corridor right in this area. This red dot represents the land that we own in that area that would be suitable for an elementary site. Several of you have been to that that site before. So, there are streets being cut right now. Curbs and gutters are in in this in this area here, and construction is scheduled to begin this summer on some of those. So, this area in the middle, this tan area, is currently within the Mountain Point Elementary School, which is By the way, you remember this is Mountain Point is up here. You can't see it on the map, but Mountain Point Hidden Valley are up here just in Bluffdale. And Hidden Valley Middle School, but it goes to Mountain Ridge. So, we have a feeder system that's not aligned. And in a few months, we could have students moving into this area that are going to they would be boundary right now to Mountain Point Elementary Hidden Valley, but they can go to Mountain Ridge. So, the question is, what do we do with this area here? Can we align it so that it it all feeds into one high school, whether that be the Riverton High School feeder system, um or the Mountain Ridge High School feeder system. One idea would to be to use now the the new the brand new current Mountain View corridor as the high school boundary line and just continue where we have the the elementary boundary lines here and going on. That's a proposal, but the idea would be to align feeder systems and help students that would be moving into this development area up here know have an aligned um middle school high school and elementary experience. Clarify, the tan area, if it was readjusted, it would all feed into Fort Herriman Middle and Mountain Ridge High School. If it was readjusted to go to the Mountain Ridge feeder system, it would you could do You see South Hills up here in the very top? You could take that to South Hills. You could take it to Fort Herriman. A vast majority of this area is not going to be developed, so you're just looking at here. And those are the types of of proposals we could bring. Is it South Hills that this area would go to, or is it Fort Herriman, or do we want to include Hidden Valley and and have them go across the corridor to it? So, at this point, you're not making a recommendation. We're just saying we're interested in realigning. >> Exactly. These are two possibilities that don't involve students that would be an opportunity to realign feeder systems and get them in place before students start moving into new developments. So, that's that is option number two. No current students impacted in this one as well. One and two have no student impact currently. And we still have to notify the affected schools though, right? Even though there's no students involved? Yeah, the law is clear on any boundary change that involves a school, we have to notify them. The question would be do we need to survey if no students are impacted on this and and we could determine that um when the board goes through the regular process on the boundary changes. We can clarify what the notification says. We just have to notify them. And and to that point, Mr. Dunford, I think a notification would look somewhat like we did last boundary change where big bold letters this does not impact your student or this impacts zero students in this area. Just so that it puts people's minds at ease at the very beginning of any notification letter that we send out. So, you're looking for a motion to move forward or not? We have Yeah, we have four four potential boundary changes. The first two we've gone over and we would just want direction on as to how to proceed. If you went forward with one and two for example, we would bring boundary proposal maps to you in August or September and go start that regular process. Are you saying you want a motion before we finish this presentation? Um I don't have a preference. We can go through them all and go through it. We can hit them one at a time. The next two, three and four, do have student impact. >> They do. And and it would be appropriate, I think, to actually, now that I say that, to look at number three because number three is going to we're going to zoom in on this area up here because it does get a little more complicated with the new developments that are going in up there where the boundary lines are drawn. So, it might be good to look at number three before you really decide number two. Okay. Can I Can I make a motion for number one? Just because it seems very easy with no students probably ever involved. And unless they something happens with the airport. But Motion in order. Okay. I move that we direct staff to um do the the necessary study for the airport area boundary adjustment and bring us back the option. I'll second. Go ahead, Susan. You got it. Okay, we have a motion from Ms. Dean, a second by Mr. Barnett, that we direct staff to move forward with next steps for option or area one. Did that cover enough? Okay. Uh any discussion? Hearing none, all in favor say I. I. >> I. I. Okay. And any opposed? Right, that motion carries unanimously. Okay. Thank you. Moving on to this is area number three. So, I'm going to toggle back and forth just so you see the red dot that you see in this map in area number two is the same red dot you see in area number three. It's just zoomed in. Does that make sense? Mhm. Just in that very top area of that map. So, it's zoomed in. Just to orient you here, you can see Mountain Ridge High School is right here where my cursor is at the very top of the map. That's the actual high school and then Ridgeview is right across the way. Mountain View Corridor kind of goes diagonal across this map and that's a that's a key geographic feature. You see everything below this area of this this thick red line this red and blue line. This is all Mountain Ridge boundary right here. Everybody here goes to Mountain Ridge High School. Everybody in the top right corner goes to Riverton. That's that's just some again some orientation. The purple lines are Fort Herriman Middle School, Hidden Valley Middle School here and South Hills Middle School up here. So we have a kind of a if you want there is like a three corners area right here. So you could sit and place your feet and hands in three elementary or middle school boundaries at one time if you That's the area that's kind of in question here because this tan area in area one this tan area has approximately 199 as of this morning 199 elementary students, 79 middle school students and 86 high school students that go to Ridge View, Juniper, South Hills and Mountain Ridge respectively. So there's a few students in this area. Uh area number two is coming under the this is what brought the question to us because this is a continuation of this development. It's brand new and they kind of are are drawing roads and and putting roads in there and building will soon be developed buildings will soon be built and this area will be developed. Area number two currently goes to Mountain Point Elementary over in Bluffdale, South Hills Middle School in Riverton and Mountain Ridge High School in Herriman. So one idea would be to adjust the boundaries to align with new roads in the developments, approach the idea of aligning feeder systems. The impact would be in this case you know, substantial potentially to these 350-ish students. But, it would be an opportunity, perhaps, if these students currently go to Ridgeview and Juniper, which is a growing area, you could look at extending them and taking them because we bust them across the corridor currently to go over to Ridgeview and Juniper and South Hills and Mountain Ridge. You could look at taking these elementary students to say Black Ridge or Foothills that are that are contiguous. They touch them right now. That's That would be an an idea or an example of an option. You could also consider taking this area to Ridgeview. So, or sorry, to um to Mountain Ridge or to South Hills or to Fort Herriman. Yeah, they have a name. Lots of ridges in there. The issue that we're trying to avoid though with that new number two area is that those students would end up attending um Mountain Point Elementary, is that right? >> Correct. And also Hidden Valley Middle School? Um they would go right now, they would go to Mountain Point Elementary, but South Hills Middle School and Mountain Ridge High School. >> Okay. This is a continuation of this development for, you know, one of the things that brought it to our attention like these guys aren't going to know a whole lot of You're going to drive through that neighborhood and all of a sudden you're going to be in a different school boundary and we try to avoid that where we can where we're splitting boundaries right down the down the middle of a development. So, is the goal then to move what to have one and two in the same elementary, middle, and high school. It would make sense to keep all of the tan area that new development together in one area. And at the same time, since you know, one of the board's desires has been to align feeder systems, we could look at doing that as well. Are you considering any high school boundary adjustments? Not here because you can see everything in here is in Mountain Ridge High School. So, everybody you see, except for that very top right corner, is already going to Mountain Ridge. It's just of the alignment of the middle school and the elementary schools to it. Given the size of Juniper and Ridgeview compared to Black Ridge, man, I'd love to see that area eventually transition to Black Ridge. If I'm kind of I'm kind of supportive of that, but what I'm not confident is that we have room. I was not in favor of bringing this forward to the board yet until I'd had a conversations with student services, but I don't want to see with three and four is continuing to notify these communities that we're going to make a change and then change it again and change it again, even though they're different areas, you still people might not read that first line that says this doesn't affect you. So, that's my apprehension of the moving this forward. So, the decision we're hoping to make tonight is whether or not we want you to study this further. Yep, you want us to go further? Do you want us to bring you options? And to Daryl to Dr. Robinson's point here, um this would we would have to notify the schools that are impacted, meaning the middle schools and the elementary schools in this area. We wouldn't have to notify the high schools, and it would we would preface the the letter with this does not impact your area or this does impact your area if we were sending it to the tan shaded area. So let me just and I know we've been through this and I apologize I haven't sorted it yet, but we vote for you to yes study it and then you bring it back to us before you would even send that out. That's correct. >> Okay. That's correct. We we would bring you options. I mean the next step would come to you in August or early September and bring you proposed options if you wanted to move forward and and just look at the idea. You could always at that point say, "Hmm, nope, we're good. We don't want to move forward." And then in that case then nobody's notified. Correct. We just have to meet the legal requirement of the number of days in advance of making a decision if we were going to do that. Thank you for helping. >> And no one would change middle schools. We would just have to notify them. That's correct. Yeah, because this is the only this number two where nobody lives right now is the only middle school hiccup. So really we would be we would be notifying, you know, the adjacent elementary schools, Ridge, Juniper, Blackridge, and Foothills about a potential change and shift from one to the other. But even that isn't number two going to South Hills? Number two currently goes to South Hills and Mountain Point Elementary School. So So what middle school change would we be making? I don't see a middle school change here at all. >> If you took number two to Fort Herriman, if you were considering that option, we would need to notify Fort Herriman. If you wanted to keep them at South Hills, um, right now this area right here is all bust to South Hills across the corridor. So if we were proposing to keep them more, you know, on that side of the corridor to Fort Herriman, then we would notify Fort Herriman. If not, if and there would be an option probably that would look at both. May I clarify the map number two. That would affect high school boundaries. Is that correct? >> It would yeah, it would impact high school boundaries. We would have to notify the high schools and say this impacts zero students anywhere. We need to notify you and then whether or not we even have to survey, that would be up to the board. Surveys are not required by law, notification is. Okay. So that's number three. Great. Number four. If I'm going to orient where we are here, this is in Herriman. Herriman Elementary School, if you know where that is, is is this light shaded building right here. That is Herriman Elementary School. The development in question is in yellow here. It's called The Homestead at Butterfield. There are no homes in this area yet. It's just they just paved the roads in. The back when these boundary lines were drawn 7 years ago or so, this was open field space and owned by different farmers and and land owners and we drew the the current red boundary between Oakley and Herriman Elementary School of course according to the parcels that that were owned by various land owners. Since then the developers have come in and purchased land from from various land owners and created this this yellow um new development called The Homestead. There's also a development here that's fairly new. There are 10 brand new homes in this area just to the bottom of where it says Oakley Elementary and Holly's Pond Lane. You can drive out there. They're brand new. There's a few empty lots still here, but there are homes going in as we speak here. It's not part of this area and it doesn't get directly, but you can see this this development gets split right down the middle by our boundaries. We are getting inquiries from homeowners that have purchased land here and are building a home in the yellow area to see if they can go to Oak Leaf on permit because the rest of the neighborhood in this area goes to Oak Leaf. This is what we we knew this this this development began or this the transaction was made and the permits were pulled just late last year and so it's come to our attention and we're getting permit requests for the next school year. Uh inquiries about it. So, we feel like this is something that needs to be clarified one way or the other. Oak Leaf, as you know, is set to grow um you know, in the future with the new developments that are out there in the west. Herriman Elementary is mod- is has a modest decline over the next few years. One idea that for instance, if we were to bring options, you could move this red elementary school boundary line to align with the high school and middle school feeder system there. So, that this area that is now represented right here that says Oak Leaf in it, there are 14 elementary age students that live here currently. And the proposal could be something like bring that to there so that these students all go to Herriman Elementary School. By the way, I was driving out there just the other day, you can see the rooftop of Herriman Elementary School from this neighborhood right here. So, it's it's very close. Oak Leaf is not too far away, but it is certainly farther than than Herriman Elementary School. So, that's the that's the proposal for number four. And on this one the the students um in this area, if we moved it to to match with the purple blue line, then they would be going to Copper Mountain and Herriman with everyone else, but right now they're permitting to Oak Leaf and those kids are are to go to Fort Herriman and Mountain Ridge. >> Yeah, exactly. And and so half of them like this if you were to keep that Homestead area split, half of them would go to Copper Mountain Middle, half of them would go to Fort uh see, they would go to different feeder systems. It would be it would be strange to have them go to different elementaries and then also to different feeder systems. That's the that's the challenge there. The tricky thing is you've got kids that are already established at Oakleaf that we would be over to Herriman. >> Yep. And how many kids did you say that was? >> Four currently 14. As of this morning it's 14. We I think Oakleaf has enough room for the next several years. They're going to be in the 780s I believe by 2030-ish. Um and they would have room for those students to they would have room to to permit to that the school of their choice. It would just clarify the boundary lines so that I mean when people are coming in they like to know which school is which and and where they're heading and that would be their default, but having the choice to go to other schools of course via the permit process. Herriman is below capacity, but it doesn't drop. It stays fairly consistent. >> It's pretty consistent downward trend. Oakleaf shoots up pretty quickly. Those are the ideas. Those are the um again two without students, two with students. The two with students we just need to I think give some clarity to the homeowners that would be moving in and and align some things because otherwise we're splitting literally right down the middle of a subdivision, potentially in the middle of a home here. Like there could be a home that that gets built right on that line. So one child in this bedroom. That's right. A house divided if you will. I'll I'll I'll make a motion that we direct staff to move ahead with um two, three, and four and come back in the fall in the fall with some recommendations. I second. We have a motion by Mr. Barnett, a second by Ms. Wood to um direct staff to move forward with options two through four. Any discussion? Hearing then, all in favor >> Sorry. You were You were very quick. Um I would I would like a little more of a holistic look at option four in regards to the surrounding elementaries. Um Dr. Robinson has brought this up before and I agree that at least option four deserves a more holistic look. I would like to potentially make a substitute motion and that we at least immediately ask staff to just look at areas two and three. I feel like those are a little more clean-cut um while we wait on option four to to get a more of a holistic look. I'll I'll second if that's a motion. I'll second and I would have voted no against this without your substitute motion. Okay, so we have a motion from Ms. Barrow, a second by Dr. Robinson that we direct staff only in areas two and three. Is there discussion to that? Can I Can I understand the holistic? You mean just a larger geographic area? Yes. Uh I don't know if you want to speak to this, Dr. Robinson, since it's your area. I'll speak to it. >> I can speak. You can go ahead. Uh the trigger point is Aspen. Aspen is going to need a boundary change and that's going to affect Oak Leaf, which is going to affect its neighbors. And so to to divorce this from the Aspen boundary change would be awkward because there is no question Aspen is going to need a boundary change and that's going to affect its neighbors. And is that timing different or could we simply direct staff to include Aspen in number four as part of >> include Aspen and a whole domino of them. Uh Yeah, it that area is Butterfield Canyon and Herriman and Oak Leaf and possibly Bastian, Aspen, Blackridge. So So do you want to tackle that all at one time or do you just want to do kind of the easy ones? This doesn't really affect anyone and then we tackle that separately. That's the question. My question is would there be different timing on it or would the timing remain the same for this fall? So so my apprehension >> at number four right now, if we just look at number four right now, then I you know, maybe it would be the fall just like the motion. If you make it broader, would we still be looking at a fall review of this or would you be slowing it down and saying we want to look at all of this and therefore it might not happen for a year. What was the timeline on Aspen? This fall? What do you mean? The timeline for >> You postponed your recommendation, facilities recommended not taking action with Aspen until when? Um it would we would reevaluate I think next year and just look at it. It wasn't anything that was needed for this fall for the next school year. >> So yes, timing is quite different. And I would just point out that homes are currently being built in the yellow area and there will be there will be people asking for clarity on that. We could definitely expand the the the focus in some way. Sooner than the Aspen issue. We could >> issues. So can I speak? Go ahead. So my concern is we notified the people in this area already about a boundary change and then we tabled it. And now we're going to notify another. They're they're anxious. They're wondering when we're going to make a move. Now we're going to just move a little section only to come back later and make a bigger move. And so if we do make this move, as long as I'm not on the board, I'm not going to make a boundary change in this area. Cuz even though it's not affecting everyone, they feel the effect when we notify them. One of one of the concerns that was brought up in facilities committee on this area was yeah, this multiple notification. And staff, and Mike can correct me if I'm wrong, but staff seemed to think that if we if we made a change um in this area, that it would last for several years, I think was the comment. Is that is that still valid, Mike? I mean, if we made just this number four change? >> Yes, just that surgical change, right? >> change would last several years between Oak Leaf and Herriman. We'd be good for several years there. I think that the broader question is do we want to address what will at some point in the near future, maybe it's next year, maybe it's the year after, addressing um Aspen Elementary's growth. And as we looked at >> Which is Which is going to affect these areas? Yes, it could. But this I'm just knowing the proximity to Herriman Elementary, I think rather than what we call sometimes ping-ponging this area back and forth, uh it would be hard for me to imagine a scenario that this area next to Herriman Elementary would be we could look at leaving them alone for a while and a scenario does not involve taking them back to another elementary, if that makes sense. Mhm. See, and in my opinion, being notified that this doesn't affect you is very different than this being notified and not having that clarity and maybe this affects you. I just don't think people get notification fatigue when we're very careful to say this does not affect you, but we are legally required to notify you. I don't think we hold off on taking action that's needed because someone might feel notification fatigue, even though they're being told this has no impact on you. That's different than the people that have been reaching out to me in this area. They have fatigue even though when they're told it has no effect on them? Yeah, they're on pins and needles knowing that there's going to be a a domino because of Aspen. And and so they they think that they've moved a lot and they have, but this would just be another move. This this move is a smart move. The question is it just causes anxiety through the rest of the area. I would like to avoid Even that when they're told it has no impact on them? Yeah, because they know a change is coming. They know a change is going to be coming sooner or later. Okay, but they know that no matter what we do. Why not solve this problem, correct the problem at hand, they're still going to have that anxiety whether we notify them or not. Yeah, I'm just against that. You guys can move forward. You don't need my vote. I'm just against Um I'm against not giving these guys in this area a clear picture of what the long-term uh lines are going to be. If um if this area, number four, gets if that line, the Herriman Elementary School line, gets moved westward to align with the Copper Mountain-Herriman feeder system, and we don't plan on ping-ponging that back, then I would rescind my substitute motion if that is allowed. It's not. She's already stated that. >> Okay. Great. But you can vote no You can vote no on your on your substitute motion. Okay. I don't think there is a there is ever a chance that ever that area would ever go back to Oakleaf given the growth that's coming to Oakleaf. If we move them to Herriman, they're never going back to Oakleaf. So it could solve the anxiety by answering the question today instead of next year or the year after. Hm. Okay. I don't I don't think this area is going back. Again, I think what you're doing is creating an additional anxiety for neighborhoods that we don't need to do. But I do like that we're doing it early when I mean, there's impact, but 14 students is not a ton of impact. 14 students are all in >> Whereas if we wait, I think that will change quickly. It will change, and remember that all of 14 would have uh Uh, opportunity an opportunity to go to permit either school or to any any school outside of their boundary. There's room in those schools, Butterfield Canyon, there's room in Oakleaf. Well, they're in the more crowded school. So, if they stay in the crowded school, there'd be no problem moving to a less crowded school. They have choice. So, just to clarify, the discussion on the table right now is a motion for areas two and three. But, it seems like we're only talking about four, which is not within the motion. Just pointing that out. >> just can we >> motion mostly has to do with eliminating four. We're waiting on four, whether or not we want to wait. >> approving to or three. >> That was not the motion. The motion was to approve two and three. I move that we call the question. >> Call the question. Okay. Right. Two-thirds vote for all the question. Okay. All in favor of call the question, say I. I. And any opposed? Okay. So, we're going to move to a vote immediately. Um, all those in favor of the motion, which is to direct staff to move forward in areas two and three, please say I. I. And any opposed? >> Nay. Okay. That motion carries five to two with the descending votes going to Mr. Barnett and Mr. Denford. Did I hear you, Ms. Barrow? I was like, I don't know if I heard her voice. Okay, perfect. So, now, if you would like a motion for area >> that we ask staff to move forward with area four Homestead boundary adjustment? I'll second. We have a motion by Ms. Wood, a second by Mr. Danford to direct staff to move forward with area four. Any discussion? Can I just ask a clarifying question on that motion? Um, are you saying as the slide shows currently? Okay. >> Is it Do you feel like it is plausible that we could take a bigger look at elementary boundaries at a later date and leave whatever changes we made with area four intact? I think that's very possible. I think that's very doable. Highly likely. I I think many of my questions can be answered with me in a meeting with student services, which was agreed upon in the facilities meeting. So, why this was brought forward without that discussion, I don't know. Well, I think it was I think it was because we had a two to three vote to to bring it forward, right? Or a two to one vote, I should say. We didn't make a vote, but I didn't hear concerns on the draft agenda. Sorry, I didn't know that this was something that was controversial. And Mr. Robinson, we'd be happy to meet with you and answer any questions you have. Is there any other >> to his concern, we're going to see this again and vote on it again before notifications go out. So, if his concern is notification, he'll have a future opportunity to stop the notifications from going out. Is that true? We can bring options back and we can you look at them and you decide whether or not you want to bring them forward to the public. We would need to notify at that point. >> So, your intention is not to move forward with notifications. Correct. Your intention is to move forward with options. That's correct. Okay. Then I'm very content. I can probably vote for that. I'm just I'm a little bit disappointed that this came forward. Any other discussion? All right. All those in favor of the motion to direct staff to move forward with area four as presented tonight, please say I. I. And any opposed? I'll oppose. That motion carries with the opposing vote going to Dr. Robinson. Okay, great. Looks like we are at the end of this agenda item. Board members, we do need a break at some point, but we have asked our visitors to stay through an extra agenda. Are you up for a power through? I'm told this is likely a quick one. Hey, I don't hear anyone saying no. So, let's move forward with agenda item 1C. Thanks for your patience. There we go. We turn off now. We're throwing you a new loop. We appreciate the opportunity to come in and present a couple of changes to of few policies that we have. Um I'm uh Brett Birch. Some Some of you know I'm one of the HR administrators in the district. Um We have two policies. Uh first of all, what I'd like to do, uh Rebecca Eastman is our HR generalist that works with all of our employees. And I would like to give a shout-out to her. She does a fantastic job meeting with employees, even sometimes giving bad news if if needed, but I appreciate all the work she does. Uh we have two policies that we need to make a draft on or make a proposed change. Uh the first one is the postpartum recovery parental leave. It seems that the legislature changes this every year in the legislation, and so we come back every year to prevent present some additional changes. So, this was in uh House Bill 329, I believe. Uh and the biggest changes they made to this was to add adoption and foster as a specific line out as as far as eligibility to take parental leave. Uh we have postpartum, which is 3 weeks. We have parental leave, which is 3 weeks. And last year we created the policies that had the very specifics on what when you could use them, uh whether it's consecutive or not, if you can use it intermittently. Uh but now they've added specifically adoption and foster. Uh we had a a portion in here about adoption, but it gave them the option to either use the parental leave policy or the sick leave policy that was the original uh adoption coverage. This is actually uh putting it specifically into this policy, and we would be recommending to remove it from the sick leave policy. Uh the adoption part. Uh it is adding foster as well, and the foster is a little different because it's allowing up to 4 weeks of paid leave as opposed to 3 weeks on every other whether it's adoption or regular uh birth of a baby. Um and so those are the specific changes. There are quite a few. We've worked with Mr. Van Coleman to review the law um and so we've made all those changes into the policy. I'm assuming all of you had the copy of that. Um and those are the main changes to this. Do we have any specific questions about the changes to this policy? I was curious um in the one on foster leave where it gives the four weeks like you'd mentioned and that if both parents work in the district um they would have to split the four weeks. Is that part of the law? It is. Thank you. Can I give you a scenario and have you tell me how it would play out? >> scenarios. We will do our best. So two parents have decided to adopt a child. That child is placed with them. Adoption's not finalized for six months, but they're considered in foster care. Do they get access to the foster care leave and then once the adoption is finalized, they get the adoption or how does that work? >> I believe the policy and clarify if I'm wrong, but I don't believe you can use both the foster and the adoption together cuz that extends it longer than the law requires. So I think you would pick one or the other to use. So you can pick if you want to use the foster when they're placed with you or the adoption when it's finalized. >> always elect not to apply for the benefit. Sure. You max out in a 12-month period. So there's only so much you get. Can I speak to that as well? So with the foster um leave, it can be taken intermittently. So you're going to be seeing that with the court cases and taking everything in that consideration. But when it gets to the adoption, they can't take both which is the the seven weeks of leave. Um and the foster leave and adoption, both of them have to be taken within 6 months of the event. So, yes, they could take the foster get kind of that same benefit. They just can't. Yeah. So, if they wanted to split it up, that would not be a possibility. Like what up? Sorry. Like I want to take part of my foster and then use the rest of it when we finalize the adoption. Um We haven't explored that yet. There there are provisions where if it's for the same um child >> child or same young child, they can't take both beyond what's permitted. So, you don't and it's in essence it's there the law tries to prevent sort of a doubling up. I would imagine that's a realistic scenario. Yes. Bless their hearts. Yes. And I think from my personal perspective, the the foster leave giving 4 weeks was an attempt to get more foster parents, which is why that benefit was increased, whereas adoption was not. Historically, we're only looking at maybe four per per year. That we're okay. Uh just to clarify, they can't take both foster leave and adoption leave for the same child. For the same child, no matter where it falls, if it it splits up or it's back-to-back, not for the same child. Okay. Thank you. It also prevents, for example, um you marry into a family with kids and you try to adopt those kids of your new spouse, you can't use adoption leave for that because it's already part of the family. We're just looking for when the board would like to adopt this policy. Can we get to take leave? Only within 6 months. As soon as you adopt it, we get to take leave for a few minutes. So. Is anyone um having questions that they need answered if we were to put this on the business agenda for next board meeting? I just want to say it goes into the law goes into effect on July 1. So, just to keep that in mind. Okay. So, we should be okay May 26th. You actually may want to postpone it until the law takes effect, but I'm fine doing it a little early just because of our schedule. You have June 9th, also. We have June 9th, but it's also a budget hearing. I don't think there's any need to delay, but you can also vote and say it's effective July 1. You can just vote and give an effective date, as well. Obviously, this isn't really a gain. Honestly, they're kind of It's a gain for foster, it's a gain for foster. Okay. Yeah. Because the only the real difference in this is the foster leave added. So, if you were to foster, but not adopt, then you get 4 weeks that you would not receive otherwise. Okay. So, I think everyone's comfortable moving forward with it on the next agenda. Very much so. Okay. Excellent. So, the second one was our Family Medical Leave, and this has been in place for Can't even read the date. For a very long time. Um and so, Rebecca is going to talk about the It's a very small change. However, we think it's significant, and we wanted to talk about that. Bring it up. So, I in particular wanted to really move towards where HR is going with um the leave calendars that we use for FMLA. So, currently we use the 12-month calendar that's on a fixed schedule for our contract year. When we're looking in the general um employers all around, about 72% of them use the rollback method, which is what we'd like to move to. The difference in that is not Everybody still gets 12 weeks of FMLA. So, we're not moving anything like that. They still get everything they're entitled to with the law. What we have now with the fixed calendar is they can stack their leave. So, we're talking about individuals that go for teachers in particular, individuals go on FMLA leave starting in March. They're continuing on FMLA till the end of their contract year. The summer months count as them being continuous on FMLA, so they don't lose any benefit there. And then they get their additional 12 weeks for the new contract year. So, they're out of the the classroom um I mean, 3 months would be the normal for school, but they would have 9 months of leave outside of the classroom. So, um it causes all different types of things. Um one of them is the conflict with our 180-day long-term disability policy um because this often pushes them past that 180-day mark. Um it which If you're in the I work a lot with the insurance department. So, trying to figure out where that line is going to start, and how much are they going to make here, and then offset it with what New York Life will pay, it just causes some inconsistency inconsistencies there. Um So that is our main thing. The other changes that we have in the policy, most of it is just to get us up to where the law is. Just changing some of those wordings and guidelines and moving it from our old policy of leave policy that used alternative leave and family sick leave, moving that into where it says annual instead of personal and those other types of leave. Uh we also the other portion that we added um was the information that has been in the law, but the information regarding how FMLA can apply to specifically to instructional staff when it comes towards the end of semesters or the end of the contract year and making sure that we have that consistency in the classroom for the students. And we added in a statement clarifying that the leave could qualify for both ADA and FMLA and run concurrently. Um in order of that time frame. I think it would be helpful if we explained what method we're looking to do or how it would work given the >> going to say. Sorry to be redundant, but can you tell me the No, we want we want to make sure it's very clear what we're trying to do. Ask as many questions you want cuz I do it that every day and then I don't know what I've said. So Um with our calendar now we do a contract year um July 1 to June 30th. Now it would be So for instance, if you were to take FMLA today, we would look back 12 months to check and see how many hours you've worked within that 12 months and if you've been an employee longer than 12 months to see if you would be eligible for FMLA. We would use that same calendar to look and see how much FMLA of your 12-week eligibility that you have used during that time. If you'd use say 2 weeks starting today, you would have availability of 10 weeks of FMLA. And then once we get back around to that 2-week part, it starts following falling off. So we're in that rolling method of how much you've used. Hopefully that that clarifies it, but it prevents people from using 24 weeks of FMLA at the beginning and end of every year. Any any other questions? You comfortable with this also appearing on our next agenda? Yes. Okay, great. Thank you. As promised, that was quick. >> Very quick. Appreciate your time. Thank you so much. >> All right. Now we have the question, board members. Would you like to take a break or do you want to finish this and then go into closed after a break? We just We just have one e left, is that right? Just yep, superintendent and board comments. I would like to take a break. I would like to take a break as well. Okay. We are going to take a break then until 6:50. Is that okay? 20 minutes? All right, we'll resume at 6:50. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Mhm. >> Welcome back to the Jordan School District Board of Education Study Session. Today is still May 12th, 2026, and we're continuing with our agenda item 1E, Board and Superintendent Reports and Comments. I'll give a quick update. We've heard um two agenda items today that were discussed in Facilities Committee. We are going to be starting our summer projects for 2027 discussions. Um and there was something that came up in our last Facilities Committee meeting related to these um boundary changes. Just to give a a a brief history, the Facilities Committee was asked to review items one and two that we talked about today. The uh boundary alignment at the airport and down in the south end of uh the Bluffdale area. They didn't affect any students and we just wanted to address feeder alignment. And that came to the facilities committee. I don't know, it might have been 6 7 months ago. And we didn't bring it forward out of committee. It came back at the request of staff again to the facilities committee and then it did come out of committee obviously this time but in the process there were these other two um surgical maybe you could call it boundary changes and I I felt I felt a little uncomfortable in in facilities committee discussing something that I thought should come to the whole board. Um I I I don't think the facilities committee in the past has been tasked with kind of previewing bound possible boundary changes. That that seems more like uh a topic that should be given to the to the full board. I just wanted to get some input from the full board on whether or not you would you would you would want facilities committee to kind of preview uh boundary changes or uh I was under the impression or of the opinion that those that boundary changes in general should come to the full board. I guess my sense is anything that's been triggered that you review um and that action could be taken on. I would Yeah, I would hope it would come to us to determine. Yeah, I I felt uncomfortable that three board members were making a decision on whether or not this should come to the full board kind of a thing. >> A recommendation or decision? Are you filtering it from the board based on what your discussion is? It was It was filtered from the board 6-7 months ago because the committee didn't think it should come before the full board. Though that was items one and two that Mike shared. And then three and four were also brought to the committee. And it seemed to me that those boundary changes should come before the full board and not be filtered through us whether or not we thought they should come to the full board. I I feel fine about um items like this coming to the facilities committee first. Um I think that it it's possible with some discussion in the committee meeting. I think it's okay if the committee decides this might not be the right time or if the committee decides it is the right time to bring it to the board. I um Yeah, I think it can save time in board meetings when committees do some groundwork or legwork before bringing something to the board. So and and I I mean if you if you feel uncomfortable with it, I'm not trying to I'm not trying to take away your choice and free will. But I I do appreciate when I I I've really admired how facilities committee functions. It seems very like it it functions well and I appreciate It seems like you have constructive discussions that so that when things do come to the board, there have been thoughts about it and people there are people on the board who have already talked about things and thought about things and can share what they think or maybe they all have consensus or maybe there are differing opinions, but I I appreciate that the work that you do and I don't feel any discomfort about um it going to facilities committee first and then facilities committee making some kind of judgment about is this the right time to bring it to the board or does this need to be adjusted before bringing it to the board, all those kinds of things. Yeah. I guess my I guess my my main question for the board would be historically has facilities committee um previewed boundary changes. Has that been something that that the facilities committee has done in the past? I You know, I've been on I've been on for a year and a half, I guess now. So I'm not sure if that's if that's the if that's something that facilities committee is supposed to be doing, looking at at boundary changes. In the past, facilities committee is an opportunity to save the board a discussion that the board should not necessarily be taking the time to have. And so there's a balance between we're going to have a discussion to see if it is worthy of a board discussion. Sometimes in facilities we've had a brief discussion and it's like, "Okay, this this is not something the board needs to be talking about." And we're pretty clear about that. Other times it's, "Okay, I I've seen enough that this need this is a board issue." The The purpose of the committee is to save the board time by having discussions outside of the public forum, not necessarily to avoid those discussions in the public forum. So, there's going to be a balance between I mean, we we had numerous discussions in facilities that ended up, okay, this is clearly a board issue, let's take it to the board versus I don't think there's enough here to take to the board yet. And so, that's kind of the balance between can we save the board time because after an hour conversation, there was no decision to be made versus no, this is a decision the board needs to be making. So, yes, there is precedence to have board discussions in committees to see if it's worthy of a board discussion. In our policy A-13, the school consolidation or closure policy, the timeline specifies that the facilities committee should be the first group to receive information. And then, they notify board members of which schools they have received information about, but they're the ones who do that initial analysis. They're the ones who look at potential resolutions and then determine if further action is recommended. What I would say is that's where the time saving comes in is if you can come in and say, we recommend letting this one go. We're not going to worry or we recommend a discussion and and here's a potential direction for that discussion. Then, it's not leaving the board out of the conversation, but um making it an efficient conversation. Yeah, 8 A-13s speaks specifically to school closure possibilities. And of course, when when schools are closed, it does affect boundaries. Um but just boundary changes in general, for example, the the boundary changes that we that we went through for Midas Creek and and the northwest area, those didn't go through facilities committee. And if there are other non-school closure-related boundary changes, should those go through facilities committee? And I'm I'm suggesting no. We don't We don't want that additional um responsibility unless Cuz it's not a facility issue. >> Yeah. Yeah. It's a crowding issue. That's a facility issue. But a boundary change, for example, Midas Creek was an alignment issue. That had nothing to do with a facility. It wasn't a facilities issue. Okay. Yeah, I just I just didn't want to get into this this habit of, "Oh, has this boundary change gone through the facilities committee yet?" That's that's not really our role unless it's unless it's also tied to a specific duty of the facilities committee, right? Like school closures or or not enough space in a particular school. Okay. Very good. That answers my question. Thank you. Thanks for being so thoughtful and considerate of the board. I appreciate that. Others? I can give an update um on the Jordan Education Access Committee. Uh we'll probably hear more about this in our public meeting in a couple of weeks, but they did sponsor the multicultural senior night and native community night um this last week. I also want to highlight that they have had the best engagement at middle school that they've ever had. So, kudos to the committee and all of their efforts to engage with middle schoolers. And just by way of information for the board, um GIAC does partner with our language and cultural services department as well as with the safe school hearings. They provide a family liaison at every hearing. So, some of the work that may not be seen um is still going on. Um grateful for them. Government relations, we had last week a meeting with Senator Fillmore and Representative Miller at Bingham High School. They were able to get some swag and um we had some good engagement with them. We're able to talk about some of the um since the bill files have opened, um we have a handful of education bills that have been proposed by Senator Fillmore and Representative Miller. So, we're able to talk with them about those ideas, provide some feedback. Um also shared with them uh what's been the discussion on our field houses. Great. And uh they were able to share opinions if they have them. What was it? >> Do we get to know those opinions? Um Senator Fillmore indicated that he had no preference one for or against. Um Senator Miller did express um just understanding the um those who are on a fixed income in our community. She's worried about optics a little. Yes, mhm. Yes, thank you for that. And that's it for me. I will just quickly report from PTA. Um they will be coming to our next meeting on the 26th to present awards. And then Oh, I didn't write down the day. Um, in June or is it May? I can't remember. Coming up they have kind of their training for their incoming PTA presidents and treasurers. And since I'm assigned to sit in on their regional meetings, I volunteered to go to that training just to say hello to the new presidents and treasurers and just kind of give them a brief rundown of when we have our meetings, how they can access that information. Um and just kind of basic info on the board and say hello. So. So, um uh Jordan Education Foundation report. Also on the 26th, the foundation will be presenting the education education support professional awards at our board meeting. And I it reminded me last year there were a lot of war awards on that one day. We're going to have a lot of >> of awards. It's amazing. Buckle up. Yeah. And also on um Saturday was the challenge run at West Jordan Memorial Park. And then once again June 6th is the I I think it's the golf tournament. Um I've been announcing it a lot. But I'm pretty sure it's on June 6th, but I will be more clear in our general business meeting about that. Um and then also I have my um Salt Lake County Parks and Recreation Advisory Board meeting tomorrow. Those meetings are held every other month instead of monthly anymore. So, that's it. I have an issue from the Activities Association. As you know, a law was passed requiring schools to have an additional summer moratorium. So, we have a Thanksgiving moratorium, a Christmas moratorium, a New Year's Day moratorium, what we're now calling a 4th of July moratorium, and one additional summer's moratorium. The The Activities Association is leaning to recommending that it must be a Monday through Sunday. But, there was considerable debate about allowing them to do any consecutive 7 days. So, they could start on a Thursday and go to a Wednesday. The problem with that is parents The The spirit of this law was to allow parents to know that there is a week where my child is not going to be involved in sports and we can plan a summer activity or a vacation. And so, something was said that I had not considered, and that is that a district make the decision as to when the summer moratorium would be. Some schools would welcome that because then they don't have to propose all these dates. I think the value of doing that is we send a message that all athletes in Jordan District will be on moratorium on these specific days. We are not required by the Activities Association to do so. I reached out to a couple schools, and some of them welcomed that because it is a heavy lift for a school to say, "Here's where it you're going to put someone at a disadvantage." Now, every sport has the option of requesting a different moratorium. You don't have to follow your school's moratorium. You can request of the school of the activities association that your moratorium is different, but that puts the whole school in a bind for parents' sake. So, I am wondering if this board would be interested in making a board decision that the moratorium for summer of '27 is this 7-day set. And we ask all schools to honor that so that parents know that there will be no that your athlete will not be having practices or anything else during that seven period district-wide. I think there's great value in considering that as a board action. If we don't, each school has to choose a week for themselves. So, I would propose that to the board. Um I will make a formal motion at our public meeting, but I want you to get I wanted to give you some time to think about that. Is there value in declaring a district summer moratorium for all sports? If you'll think about that, I'll make a motion next at our business meeting. May I ask you a a question about it? Are you thinking this would be um something we would have to decide every year? Would this be with the calendar committee to put on the calendar for two or three years' notification? No? The board we take board action to declare this is the moratorium for this summer. Every year. I just think the sooner we notify families, the better. But, I'm open to that. It was interesting the discussion at Activities Association. There's an executive committee made up of school personnel, and then there's a board of trustees made up of signi- a significant number of board members. Now, guess which one thinks about the school, and guess which one thinks from the perspective of the parents. And the desire was to push this to an executive committee, and I know what's going to happen if that's the case. We will pick a week that is best for the athletes and the programs they participate in. If the board makes a decision, we will pick a day that is best for parents. And to say now, every parent in the district knows I can plan a vacation on that week. And my athlete will not have any school obligations. So, think about it. I'll propose something next board meeting. I just want to give you some time to think about it. If anyone is interested in the next JLC meeting, that is happening on Friday at 10:00 um at the USBA offices, but there's also a Zoom option. Let me know if you want that link. Speaking of the JLC or JLC building, the lettering is up and it looks absolutely fantastic. Is it on Google Maps yet? Initially, it went up with silver lettering and it blended into the building and into the the metal that held it, and then they painted it black and it just looks fantastic. Um and this is not a committee report. This is just a board a couple board member comments, and I am the board member making them. So, there are um I I and I I understand if nobody wants to support um things that are on the the um agenda item tracking sheet, but I I'm hoping that people are looking periodically to see if there are things that they are willing to support um and then also I have been enjoying this book called Why School Boards Matter. If we wanted to do some kind of book study um I I have other suggestions also, but um this one has been very interesting too. So, those are my two comments. I also have just a couple of These are not committee assignments, but things that I've been doing in my community or uh feedback that I've been receiving um that I wanted to keep you apprised of. Uh the first, I have received multiple um requests from constituents that we consider our watering patterns. Um some of our schools were watering as early as early April. And I just want to put it out there that this is the worst drought that the state of Utah has in recorded history. In the past, we have chosen to um to cut back on watering to be responsible citizens, and that is something that I would like to see us do. I understand that field space is a different scenario, and that when we have kids running in cleats, um grass is a different situation, but we have so much grass at our schools that is not field space that I would really appreciate a discussion on ways that we can control that. I I believe that right now it is a decision that is left to individual schools, and I believe that custodians feel like they do not have the right to let our their grass go brown without board direction. So, that is something I don't know that we need to solve it tonight, but I'm curious if there's interest in a future discussion on that. I called a few of you. It sounded split. So. I I I to go along with that, um I was planning on putting on the agenda item tracking sheet, just maybe a board discussion and study of um of re-landscaping areas that have grass where students are not using the grass to make to make the areas more water-wise, um and I I I because I would like to be responsible, um at the same time I Anyway, I I it's something we could discuss a lot of different approaches or at least several different approaches. I would support this. I'd like a little bit of a deeper dive and maybe it's a facilities type question because my questions around the water use delve more into our relationships with our cities in which we reside and what their um regulations might be or how we can work with them better and be uh better partners in both cutting down on our water and so I um and then just by way of keeping you aware I was able to go meet with a few residents that are adjacent to Copper Hills High School um on Friday. And they are concerned about noise and lights um and the frequency that they are occurring. I bring this up to make the board aware that there is a petition right now going around regarding that. Um and we had a good discussion about some potential solutions but in terms of um the existing lights and sound equipment I think Scott told me that his that we have had a team out there more than 20 times to make adjustments. Um there's not much more that we can do in terms of adjustment at this point. Um but in terms of like being thoughtful about practice music doesn't necessarily have to go over the big loud speakers. It could be lower. Um I had this meeting in the residence's backyard and it was um Is it Janna? Uh-huh. Okay. And I was able to understand a lot from sitting in the backyard because the situation really is because we have two areas that kind of bump up against our field space there. One we don't hear from, one we do. And so I was curious, like why is it so different? And as I went into the backyard, she explained like, "Okay, this 4-5 ft of fence gets me to the road level. And then this is the 6-ft of fence that the city puts in. And then she has this one resident has chosen to add an additional several feet to the top of her fence to try to block light and noise. Um, but it was like, "Oh, now I understand because Copper Hills is just so much higher than the neighborhood that seems to be having the problems. And the way that we direct noise in in our speakers is by pointing them down at the field. So then I was like, "Oh, so I don't know that we can solve this, but um, I just wanted to update the board um, that what facilities has been doing and what the neighborhood has been doing in case you get um information from them. And I have several pages of information that I can send to you if you are interested. So, what what is the petition for exactly? Stop playing sports at Copper Hill. A reduction in noise. So, I that Whatever and however that might be. Okay. >> is letting us know that they find it is affecting their quality of life. Okay. Okay. Thank There I don't know that there's a specific ask attached to it. We heard lots of fun ideas. So. Okay. Is that it from board members? Dr. Godfrey, anything from you? Yes. Excuse me. We sent an update to teachers and administrators regarding the data incident with Instructure and Canvas. To our understanding, no information has been released. Uh none of the the data has been released. And we have a meeting with Instructure tomorrow. Once we get more information, we'll be sending an email out to parents and teachers, but it's a critical time where we need Skyward and Canvas to be talking with each other. And we anticipate that that will be up and running fully in the next couple of days. We're optimistic that that will happen. I sense it was a shot across the bow from someone who didn't have ill intentions to make us aware of our vulnerability. What I know is there's a lot I don't know about this. It's very mysterious. So. The nationwide. Yeah. It's Harv- Harvard is experiencing the same issues, so I feel pretty good about that. That means someone knew what they were doing. Someone knew what they were doing. It's It was it 250 million worldwide? Something like that? So, it's It's of It's a lot of term papers. So, we we've I appreciate communications, info systems, teaching and learning, all the groups that have been working on this. And uh USBE, others that have been involved. So, we'll give updates. We hope to have things resolved this week. Thank you. Okay, we have reached the end of our agenda, but we do have some close session items. So, we need a motion to go into close session. I move that we go into close session for character and competence of individuals, property, potential litigation, negotiations, and security. And that we And that upon ending or we come to the end of our close session, our meeting will adjourn. I'll second it. Thank you. We have a motion for Ms. Barrow, a second by Dr. Robinson, that we move into close session, and that upon completion of our close session agenda, um our meeting will adjourn, and that close session will be held at the JATC South Campus. All right, I will take a roll call vote. Dr. Robinson? Yes. Ms. Dean? Yes. Ms. Wood? Yes. Ms. Barrow? Yes. Mr. Dunford? >> Yes. And Mr. Barnett? Yes. I am also a yes. That That vote is unanimous. Thank you for coming tonight, and good luck with the last weeks of school.