[0:07] Mark, are you comfortable leading or do you want someone here present? I prefer somebody there present, but if nobody wants to do that, I guess I could run it. Only two options. Usually, no. Usually, usually on the phone,

[0:26] but I don't. You don't know how to do it. You don't know how to do it. I could try, but I know. I mean, you're gonna have to coach me through it. I don't know.

[0:38] Okay, well welcome everyone to the American Academy of Innovation and

[0:44] governing board in agenda. So nice you to be here. Thank you. We are open

[0:52] public comment but Venus there's no public here and you will get that and we're

[0:59] going to take role. So if everyone's going around just say your name that'd be great.

[1:03] Let's start with Mark. Okay, Mark Debelle, Scott Jones, and Lovos, Janice Schulte, Angela

[1:11] Stumer, Sharon here, Mia Kruezen, Louise Kierzen, Ryan Higgy, Robert Wong.

[1:21] Great. So we're

[1:24] going to go on to the board business and motion. If you can work over the minutes from our

[1:33] last meeting on June 30th and then we'll accept some help going.

[2:22] I can make a motion that we

[2:24] will be minutes from our June meeting.

[2:30] Oh, in a second. Anyone want to second that?

[2:36] I'll second that.

[2:38] Great.

[2:38] Thank you.

[2:42] All in favor, say aye.

[2:45] Aye.

[2:48] Great.

[2:49] Motion passed.

[2:50] It was unanimously approved by the board.

[2:54] Okay.

[2:55] Now we're going to go on to the board member.

[3:01] on foot of interest annual disclosure or

[3:09] need to let us know if you have a

[3:12] complicated interest or if you don't either way mark it and sign it for and mark if you'll just

[3:32] to know yours to me. I'd appreciate it. Yep, hold it.

[3:39] Great. Everyone's paying

[3:42] you. Turn that into Jenna. That would be great. Next, we are discussing the open and public

[3:53] meeting training. Yes, so annually, all charter schools and their governing boards are required

[4:01] to go through a training, no matter how long you've been on the board, you've been around forever,

[4:07] we do that. So we have training modules that we will email to you and you can do that at your

[4:15] own convenience. And then when you completed that, Janna will email it. When you completed that,

[4:22] you just respond to her and say complete it, okay, and then we'll sign off that we are board members

[4:30] have done it. Okay. Sounds good. Now let's move on to the Apex grant award charter from the

[4:41] Sorcy and Board Resolution. Correct. So about July, second, we could July, I emailed everybody

[4:53] the good news that we had received this part of a member, a charter member of the consortium

[5:01] application that we submitted that it was approved. And hopefully each of you were able to review

[5:08] that and get an idea of what it is the consortium does and will do. And so this is a overview, official

[5:21] presentation and overview to consider next steps in how we're going to roll this out, but it means you're approval as far as the funding award and the overall concept as we are participants in this group of charters.

[5:44] Okay. So I've asked Mr. Warren to present the details and certainly want to address some questions that you have and talk through it.

[5:58] Okay, everybody's stepping through it now, but basically this was last year's version of this was catalyst for they changed the name for a variety of reasons, but it really is aimed at result professional education.

[6:11] It is that bridge between high school, professional work, and UCHI, higher education, whether that's in tax, like, or others.

[6:26] As Scott mentioned, there are nine member schools in this. Those are listed on page three. Providence Paul is a fiscal agent for this, so the grant effectively runs through them.

[6:38] each one of these has their own programs that are of interest and the idea is

[6:46] that students from different charters can move schools to attend the

[6:52] different programs. It's a really neat idea. It has some logistical challenges so

[6:58] we're going to try to work through all of that. Well, when you look at it, if you

[7:05] to consider a map of East Hollywood way up in West Valley.

[7:08] This is about a 20 mile range

[7:10] and behind all the way across the valley.

[7:13] So it's going to be an interesting challenge.

[7:16] We'll get into the timing of things in a little bit.

[7:19] The total grant was just under five million

[7:21] for the consortium.

[7:23] And really what that comes down to

[7:24] is there's two sets of buildings,

[7:26] Providence Hall and us.

[7:29] And we're effectively two dogs.

[7:30] They're looking primarily health sciences, EMT,

[7:33] those kinds of things. We're looking at manufacturing, engineering, hospitality, culinary and the

[7:44] potentially some ag stuff going forward. Our part of this total is about 2.3 million.

[7:51] Our deal relates to about 2.5 million, but let's be cautious. This entails us building a new building

[8:00] five to five and a half thousand square feet. We'll talk about the location here in a bit.

[8:06] Program equipment phased out, 450,000, and then FFME, a lot of which we already have,

[8:14] it's sitting in storage right now, we moved it all this summer, about 50,000. It is, the grant is

[8:22] for three years. We will spend most of it in the first 18 months because we don't want

[8:29] to let it sit. And then I want to sound greedy but we know how money goes. And so we did

[8:37] have them move money so that most of the building will be funded on this facility. So we go

[8:46] to the next page. Page five is preliminary layout. This was done primarily just to kind

[8:50] to see what it looks like.

[8:52] This was actually based on about 3,200 square feet,

[8:55] which is what we did for the catalyst grant.

[8:57] We had an opportunity to grow this.

[9:00] The idea is that we will build areas

[9:04] to the east and west of this for outside participation

[9:11] ag areas, what have you.

[9:14] But as you can see on page six,

[9:16] where this is going proposed to go

[9:18] So is actually just across the fire lane and in parallel with the addition that we did

[9:25] in 2020.

[9:27] For reference, that addition was about 3,300 square feet and we did it in about eight

[9:34] months.

[9:35] So timing is going to be such that we want to have this up and running by the start of

[9:42] the next school year.

[9:44] So, if we go to organization, this is really kind of a parent, this is deemed as a parallel

[9:50] to other programs at the school, a lot of common functions, what have you, but these take

[9:59] on a little bit of a life on their own, for among other reasons, because we've got students

[10:03] from different schools coming and going.

[10:06] And we will have some going to other schools potentially as well.

[10:11] The timeline is such that, as you can see, border approval tonight, assuming that happens.

[10:18] We've already got in your packet, I believe, is a copy of the request for qualifications,

[10:26] segment of qualifications for architecture,

[10:30] assuming we get approval and we're fine with

[10:33] that.

[10:34] That will be published this week with about a two-week deadline.

[10:38] We've already talked to a couple of architecture firms, but we want to go through the process

[10:42] and make sure we get the right bid.

[10:44] We get the right mindset.

[10:45] We get the right people we want to work with because there's a bit of master planning

[10:50] that will go on in here as well because of some other conversations that will happen.

[10:55] But the idea is if you look down item 10 on the timeline consortium operations, the goal

[11:04] is to try to be able to do some of this with onesy-toosy students from different schools

[11:09] second semester. That's a big challenge. That's a lot of working. A lot of things have to be done,

[11:16] but it's better to do that for a semester and sub-artos or whatever we're going to do,

[11:22] than to roll out the beginning of the next year and not have a clue what we're doing.

[11:27] So that's the that's the nominal plan. Everything's subject to change in details.

[11:33] There is another level of management oversight or administration, so as a consortium, we will have ongoing funding to hire a consortium director and so whether it's it's one or two people likely to that we need to manage this will will set up basically a system where they can manage schedules scheduling, you know, there may be a lot of.

[12:03] definitely will be a lot of moving parts as far as transportation. Most families

[12:09] will be expected to provide their own transportation, but there may be some

[12:13] other options that Providence has talked about and so there's a

[12:20] coordination effort that will need to happen with this director of the consortium

[12:27] And so where that person or team is housed, which charter school they're at is still to be determined, the hiring process for that.

[12:39] It's not unlike the CTE consortium that we're in now, and there is a director that is basically our CT director and 11 other charter schools.

[12:50] And so, that CT director is actually helping guide us

[12:54] and giving us a lot of good input.

[12:56] His name is Travis.

[13:00] And so, we as a member of that consortium

[13:04] will be participating in that development

[13:08] and selection process of who's running this

[13:12] and where they're housed and their operations.

[13:15] So, there's lots of, it's almost like creating another

[13:20] school, school. Yeah, it's a school, right?

[13:23] Can I ask you a question, but that's the issue.

[13:26] No, that's within a, yeah, so we need someone

[13:30] in house that's managing that, yeah, managing the

[13:34] building and introducing with that, um, director, the

[13:39] other director.

[13:41] And then cord, maybe you call in programs that you're

[13:44] still. Yeah.

[13:46] I have a logistical question concerning the APEX.

[13:52] So is the APEX going to have its own calendar, how are we coordinating the calendar for APEX

[13:59] among all the other charter schools?

[14:01] Are we all going to have the same calendar going forward?

[14:05] When I looked at it briefly, a lot of people follow because where most of us are, a lot of

[14:12] us follow the Jordan district calendar. I think this is probably if you consider it versus slick

[14:19] and concurrent enrollment, those calendars, they're roughly aligned but they're not perfectly aligned.

[14:27] So I think for them, most part we'll have it. We may have a few days that are a little different,

[14:33] but generally, they tend to be pretty close. Okay, so we're not nominate those. Okay, so there isn't

[14:41] going to be a push to unify the calendars among all the different charter schools with

[14:48] Apex. Apex will have its own calendar, which will be more or less the same as all the

[14:53] other schools and will make up missing days.

[14:57] Apex will be a

[15:00] Aye's calendar. Okay. Over time, it'll probably morph into being fairly close. I mean, part of this, part of the reason to do some of this, the second, some extra to think through and work through some of these. Yeah. Right. And all the policies of who gets the nod on who gets priority, some of those pieces as well. This is not like Jordan's center that they house and that they operate on a similar calendar. However, it's important to note that it's not identical.

[15:28] So they, for example, they have work during the fall break.

[15:35] They have like workshops happening at the center.

[15:39] It will be something similar to that.

[15:40] So just because the junior high school may be out of session,

[15:45] that may not be out of session depending on that demand.

[15:51] Okay.

[15:57] Other questions?

[16:01] So

[16:07] the funding he just kind of big picture of the funding comes from the APEX funding bill

[16:13] that's the building and it's perfect and it's expected that we quickly cover and we hope

[16:19] the building is a very equipment and when we work to the budget includes the recurring does

[16:26] this sustainability aspect that I think we actually are uniquely able to do because the additional

[16:32] costs of maintaining that fairly marginal compared to the baseline.

[16:41] And then any ongoing after that, you said there would be funding for it, or is that funding

[16:49] still coming from the insurance?

[16:51] When you say, like you said, there was about five positions as well.

[16:56] So one of the ideas is that each school will contribute, I think, three or four to go

[17:02] UPU to that position. So it will be a shared position. That's at least one of the ideas

[17:08] that's been discussed. And the only places that classes will be provided it's here and

[17:15] at Providence Hall? No, they'll be provided at the other schools as well. They just don't

[17:20] have any capital that plans for a big build. A behind happened to have filed for their own grant as

[17:26] well and got quite a chunk. It's not clear what they're doing, but for example, if somebody

[17:33] wanted to go to a paradigm for AI classes or something, they could do that and assume

[17:41] they offer those. East Hollywood does a lot of video on the audio production work, for example.

[17:49] A lot of schools do a lot of the same programs, so it'll be interesting to see how those sort

[17:56] show it out.

[18:02] Providence also put it in here. So that's why we need to need to build them.

[18:06] I'll just just prepare for patients to be

[18:14] present. Because this is tardy,

[18:16] like you need to be around with all students and then adult students, what type of student you'll

[18:23] be attracted to these types of programs. Is it current high school students only, or is it?

[18:28] Yeah, it is not. We

[21:05] drop the internet.

[21:07] Awesome.

[21:08] Yeah, I noticed the

[21:14] wind blew a little hard in daybreak and so that's usually why it drops.

[21:22] Okay, let's see, I probably, the food arrived and they're just distributing that for just a second and then we'll get the record again.

[21:32] So, okay,

[21:37] this is nice and cool in here, just one in the morning, is it really cool?

[21:44] Powerful?

[21:44] Oh, that's my new set.

[21:45] Powerful?

[21:46] Thanks.

[21:48] Thank you for that.

[21:49] It's a powerful, I think.

[21:51] Oh, wonderful.

[21:52] I don't know.

[21:53] Thank you.

[21:53] You did so.

[21:55] Thank you.

[21:56] Ryan.

[21:57] and hope that

[22:17] you know it here for each of you to

[22:29] have a day's all that I hope I hope

[22:47] I hope it continues to record each other.

[22:49] Well,

[22:53] so we've paused the board meeting for a second because we lost the internet.

[22:56] And now where does it pause function on the record?

[22:59] Yeah.

[23:00] And that is one of four.

[23:06] Okay.

[23:06] A 726 PM continuing.

[23:13] One of the points I was going to make is we're discussing this is this also opens us up for some adult education opportunities.

[23:21] We've not really considered those in any of our planning or thinking, but back to why would a student want to do this?

[23:29] Because they've got some of these things available.

[23:31] and I like that and can learn themselves pretty well.

[23:36] We've got ongoing, we've had direct discussions

[23:38] with MTECH, with UVU and with SLCC on this program.

[23:45] And they're very supportive, very interested in working with us.

[23:50] Which was actually a pretty big key in the process.

[23:54] Can I ask you a question about the funding?

[23:58] Yes, I was interested at the three year round.

[24:02] is it spread out even in other three years or you said like because you said in

[24:06] the first show we'll have fun and spent our personal practice program and we

[24:11] can discuss the fun. Yes, yeah it's as we infer other costs so there's no

[24:16] equals equal spacing of payments or anything like that has to be concluded again

[24:25] and interestingly when we spoke with the lady who runs the grant program she

[24:30] We said there are some programs that will be nothing until the end of three years.

[24:35] They're spending the entire three years getting things built, which is bizarre.

[24:42] Yes.

[24:42] So it's, that's fine.

[24:46] I like your, I mean, I like your approach of kind of trying to get something up and running

[24:52] this in the past.

[24:53] It's kind of how it's going to work.

[24:56] It's not possible.

[24:59] So this is kind of like concurrent enrollment on campus and it's hours and like, I mean,

[25:10] when they graduate, it's qualified as college credit, there's a couple of possibilities.

[25:20] One of them is a concurrent enrollment type arrangement through a home tap or a slick

[25:24] and those. And those are some of the conversations we've had. We want to build these programs so that

[25:29] there are certifications that come out of them. And so, and we've got one of the first steps

[25:37] is building our advisory board. We've probably got a dozen people from different industries

[25:42] of said they would become advisors to us because they're looking for people to hire.

[25:48] And that experience, internships, certifications, all of that is going to end itself very well wherever students want to go.

[25:59] So we want to make sure that they have those options to be able to go to a UCI school, go to a private trade school, join a union program.

[26:11] That's what they want to do.

[26:13] Or just start working.

[26:16] So we see that we impacted people losing,

[26:21] having less interest in traditional Fourier colleges.

[26:24] So this is a response to that.

[26:28] And just to give you a little hint of what we're already doing,

[26:32] we placed four students,

[26:35] one that graduated a year ago,

[26:37] three that graduated this year,

[26:38] this past year, all in industry and machining in businesses working June, July, they were hired.

[26:49] So we're networking, we're helping them get jobs, we're helping them with interviewing,

[26:55] but we are helping students get marketable skills and certificates. Now a few of them went to

[27:01] tech and got the machine for a certificate to help them, right? But but it was some of the

[27:11] activities that Mr. Swinston did over the course of two years to introduce them and Mr. Warren went

[27:18] to these events and we made sure students were getting introduced to the right people, the high

[27:23] HR managers, and so we replaced four kids that's here at Limjox, but it is exciting, it is a big deal,

[27:34] and we're pretty excited for it.

[27:37] So this will be an electric, with J-H-E-R.

[27:40] So, right.

[27:41] Same comes with it, again.

[27:43] And that was part of the reason for the charter consortium. J-T-C pulls on tons of schools.

[27:50] We pull on one, but now we pull on one.

[27:53] I'm sure. So would only the charter schools that are included in here have access to this?

[27:59] Or would the public school be able to do that? No, you have to be a member. Now we're open to

[28:05] other charters joining. There are a few that are not listed here that are within a reasonable

[28:11] distance and driving right now. But you would have to be a member of the consortium for you to

[28:18] to participate. We'd be in an articulate memorandum of understanding and

[28:23] articulation agreement right that you will be part of this.

[28:29] And then just

[28:31] looking through the wings, the architectural change, it mentioned additional

[28:38] buildings is that are you envisioning that possibly be here on a ice

[28:44] campus? Or are you talking about different locations? Just here on the current

[28:51] campus. We're leaving room for future expansion because if we start bringing

[28:59] utilities and different things into a space, we want to make sure there's

[29:04] stubouts for future development and be cost effective that way. So that's what

[29:08] But it refers to the master plan, the master plan.

[29:12] In case we want to do that, let's do this once.

[29:15] Yeah.

[29:16] Any

[29:23] other questions?

[29:25] Comment starts.

[29:26] The laws, gas, or something.

[29:29] How?

[29:30] I think you may have, I don't know, at least last.

[29:34] This thing, like, of a meeting with our own talk

[29:35] talk business, is that you guys might hop for something

[29:37] around, but even James, you see that they're not

[29:44] and the stuff might be part of it or that would be part of future growth planning.

[29:53] It might not be you that does it but oh yes yes there may be another charter that's

[29:58] interested in doing that.

[30:00] We've heard that Rockwell is particularly interested in some of those things. Logistically, it's a challenge, but yeah. I was thinking it could be a good advantage, originally, even the day to see, but I know that granite offers some of those programs, and it doesn't. Right? And so they have a different perspective. Yeah, going to a few thousand square feet larger in the footprint, may allow feature expansion space.

[30:29] Where it's just a shell and then we grow some another program in there. So we'll look at design layup

[30:38] You had a question

[30:40] Yeah, your timeline doesn't have much flush to the how how confident are we that we can get this building built by the start of next year

[30:50] Yeah, I

[30:52] Consciously collapse some of the lines just to get them on the chart

[30:56] I can show you the entire thing, but we're actually pretty confident. We've had

[31:02] conversations, barring supply chain challenges and those things, if we get started quickly, we're

[31:10] pretty confident we can at least have the main pieces done by the start of the new year,

[31:16] or the start of next school year. One idea is to think about this in terms of phases.

[31:24] There's foundation and structure and then we TI it. And so we don't have to define all the interior

[31:30] stuff quite yet, we can do that in parallel. And so we can, as long as we can design the exterior

[31:38] of the building, make sure we've got everything we need there, then we can fine-tune the internals

[31:44] as we proceed.

[31:47] So this will be built during the school day, MSME. Is that going to

[31:57] We'll have a safety plan, and we'll, you know, that's part of whatever a contractor bids

[32:07] is that to put a safety plan scene, yeah, to fill the reusable access, right?

[32:12] Yeah, it'll be a little noisy, but, you know, we'll work through it, but in some respects

[32:20] It's not much more easier than when we were there.

[32:22] Over here, over there.

[32:24] Yeah.

[32:24] We have a concrete clean out across the streets.

[32:27] It gets jackhammered three days out of the month.

[32:31] It's pretty bad.

[32:32] So I would add to the speaking of students,

[32:37] one of the things we've talked about.

[32:39] And we did the extension.

[32:40] I had a group of eight kids that were involved.

[32:42] I want to actually get a group of six to eight kids

[32:46] to be involved in this process as well.

[32:49] and because that's really cool.

[32:52] When you've got people at South Shore

[32:53] and Design Review team who I run into two years later

[32:58] and say, hey, weren't you?

[33:00] Yeah.

[33:01] And they feel it's real.

[33:03] So it's really, really cool.

[33:08] We'll make a student project out of it.

[33:09] Love it.

[33:10] Yeah.

[33:11] But I put in all about it.

[33:13] Yeah.

[33:14] So obviously,

[33:20] there's lots of moving parts to this.

[33:24] right now, I would say the motion is to, I was thinking about what the motion would be today.

[33:35] So to proceed with construction

[33:41] and program development,

[33:46] consortium participation, consortium participation, is that still in here?

[33:50] Yeah.

[33:51] Money, too, too.

[33:53] So that's probably two votes.

[33:56] Yes, we're part of the consortium.

[33:59] Yes.

[34:00] We're accepting the craft sums and pursue it.

[34:02] Yeah.

[34:08] So motion to continue with the consortium.

[34:17] Officially join in participant.

[34:22] Most and two officially join and participate in the consortium.

[34:28] Second second that.

[34:30] I say all three are say aye.

[34:33] Hi.

[34:35] Great.

[34:37] That's.

[34:38] And then second motion would be to proceed with plans to build and grow programs evolved.

[34:49] Motion to proceed to get the program developed and continue with the plan facility plan facility plan. Hey, it's taking that. Thank you.

[35:05] of the great AI.

[35:10] Hi.

[35:11] Great. Both of those books were unanimous for the past.

[35:15] Great.

[35:16] Thank you.

[35:17] You're doing great.

[35:19] Hey, well, 10-9 feet, we should move on to school business, starting with students

[35:26] enrollment and a marketing update or it will be in 26 to 27. Okay that's the colorful enrollment

[35:36] one page document so

[35:41] this is enrollment as of today. First few weeks of school it fluctuates like

[35:49] my art rate and as we looked at this in June 11th grade is our bubble. That's

[36:05] where we've got that a big group and so it's it's closing some challenges for

[36:11] class sizes and and class offerings but Andrew's doing a good job figuring

[36:17] that one out. But currently at 369 students and we need to have students show up for tours

[36:28] and want to be interested. Typically after Jordan Districts begins there's probably a

[36:35] two-week window that then you get some trickle in people that are looking for a second

[36:42] a little bit different.

[36:45] So 371 is our target for budget and we are close right there.

[36:55] We have it at 374 or 5 per week, but I think she likes it and looks at the students who

[37:04] at it. Yeah, the no shows. You're tracks to see David will go. Yeah. So, yeah,

[37:14] six great classes

[37:15] solid 34 students was 39 when we started the school year and six they teacher was a little

[37:24] nervous, but yeah they do have a teachers assistant in there but but it is a lot to know.

[37:34] So if he's happy with 34 and he's doing well, let's talk,

[37:41] marketing, updates, if we have anything.

[37:44] I mean, there's not a lot of change.

[37:48] Probably my next step is to get new assets and to hire.

[37:54] Now that we're back in school, I can bring in a little chunk of

[37:58] career and to be able to get some more assets so that I can do

[38:03] some additional specifically online advertising that's on Facebook that's been helping the biggest space for advertising schools and most of that.

[38:19] But in order to do it today, you have to have the video.

[38:23] They want the video, so that's where I got a little bit out there.

[38:28] Okay,

[38:32] and that's all I have to say, do you think they're coming hard if the

[38:39] condorium will be a new angle for my community?

[38:42] Yes, yes, we'll probably, I mean, we haven't discussed it, but I'm sure that either we do it as a group,

[38:52] or it can be done as a group, or we can also do it as a group.

[38:58] So next steps with APEX and related to marketing is a press release we'll put out and put it

[39:10] in the parent newsletter. We'll start talking about it with families.

[39:17] So we're waiting for this

[39:19] meeting before we assumed anything and started talking about it.

[39:26] It's an introduction. Yeah,

[39:28] And by May, we will jump in front of you, right?

[39:31] We'll have to be a lady-kit, and I'm going to pitch myself a bit.

[39:34] So we're going to jump through the...

[39:40] You're a jump-kit animal, so I'm going to come back and go on this after you've mentioned it.

[39:43] So let's go into policy and start with animals on campus policies.

[39:50] My apologies for getting this to you late.

[39:53] But we have a copy, and I think Mark, I attached one to the Janet thread.

[40:02] Okay. Okay. Let's talk just briefly about some background about this new policy.

[40:07] Historically, we've had a service animal agreement with some of Kathy Nettles classes.

[40:14] We actually had a number of service animals that were in training on campus. We had a torn

[40:19] for that. Since then, USDA has come out with guidance about biological organisms on school.

[40:25] And it's this lengthy PDF that they had a couple of graphs of, and there was some legislation

[40:32] behind it.

[40:34] And so now that we're trying to bring ourselves in up to compliance with the most recent

[40:40] guidance that we've received from the USPZU regarding a classroom.

[40:43] So that's much of a solid reason to progress.

[40:48] There are a number of distinctions between different types of animals that I just want to review.

[40:54] they're in italics under policy, starting with service animals.

[40:59] We also do service animals in

[41:02] training because of that program with Kathy and obviously without Kathy here.

[41:09] We've had a number

[41:10] of organizations which out to us interested in training animals on our campus but we haven't had

[41:15] any formal contracts with them. We have instructional use of animals. This can be live

[41:23] and step animals. So typical bisections things about there are now rules that

[41:29] govern the use of those in the classroom. And then also classroom pets, which is

[41:33] kind of a frequent request of students and teachers alike. That's all governed

[41:38] by this same policy. We'll kind of take this step-by-step with ADA and other

[41:49] but a lot of the kind of govern a service animals.

[41:52] Essentially, if it is a ABA recognized service animal,

[41:57] if you're to a federal law, they can be on campus.

[42:01] There are really only three questions that we can ask them.

[42:04] We can ask them if it is a result

[42:10] that the animal is trained to provide a service.

[42:14] If the animal is a certified,

[42:20] but we can't request certification

[42:21] So we can ask a bit of sort of much and then we can ask what's job they're trying to do.

[42:27] So those are the things that we're going to ask.

[42:29] Sorry, I am surprised why can you not work with servications.

[42:33] It's a hip evaluation.

[42:38] Is the way that it's been handled.

[42:41] So that we have some pretty clear federal guidance.

[42:44] We can go line for line and that just understand the language matches the federal.

[42:53] in service animals and training. Again, we face this on existing policy and procedure regarding service animals that we've trained on campus.

[43:03] There's an agreement, there's an on-site coordinator, these are things that you reviewed to a half year to go into the start of this program.

[43:11] So that's this language comes directly from that documentation.

[43:16] The brief review is that unless there is an on-site director and we do them in a place,

[43:21] we do not allow success animals.

[43:24] The only time they could be here is if they're participating in our training program.

[43:31] Instructional use, the biggest, I think, is not a hurdle, the requirement maybe, the biggest requirement is that you now have

[43:42] to justify use of said animals. So obviously in a biology classroom there's an implied justification

[43:49] with this policy as well. The USB guidance specifies that parents are aware and also are aware

[43:57] of the justification for using the classroom. So we have to actually send a notice about it.

[44:02] Is that a new thing Michael? It's their recommendation. So we're just

[44:10] And then we're going to go with classroom pets, which is the best majority of this is going to be focused here.

[44:15] So any time there is an animal that is housed in a classroom during instruction, it would be considered a classroom pet, even if it's temporary.

[44:31] So in that event, it has to be pre-approved by the administration.

[44:38] If we have to know about it, and we have to do essentially eight health

[44:42] survey, we have to take a look at the known conditions of the students here

[44:48] on campus, and we have to ensure that alerts reactions in our concerns that

[44:57] are attached to having that animal on campus.

[45:00] In a classroom, those were mitigated. We actually had a plan to mitigate them and prior to the animal being on campus. So it can't just show up the day of, but I thought, man, let's go put them in this room. And are those plans put into place for students that have service animals as well? Like, if someone with analogies and you can possibly have a certain animal, how does that happen? We can put stipulations in place for service animals.

[45:30] But we have to both accommodate the disability as well as the health insurance, and not one does not trump you up.

[45:38] We have to try to look at how we do that, but this is less quick.

[45:47] Another significant item here is that any teacher who elects to have a classified, so by agreeing to have a pet in the classroom,

[45:53] and that teachers are lucky to have that life.

[45:57] They become liable for the animate.

[46:03] So the liability is not on anybody who brings the pet in.

[46:08] It is on the teacher who's classroom,

[46:10] and who's not, it's a period in the discussion.

[46:14] Which you meet, which is a risk, frankly,

[46:18] it's basically that the school is saying this is on,

[46:21] We have checked, it's not going to impact other students.

[46:27] This is entirely on you.

[46:29] So does that mean that the liabilities on the teacher or the liabilities on the teacher need the school?

[46:36] By extension, it will be the school, frankly, if they're an employee, right?

[46:40] But the emphasis is the teacher adopts care responsibility, the teacher adopts feeding responsibilities, holidays, breaks, like all of those things.

[46:52] So if a classroom cat were to bite a student in the fence,

[46:56] aside of the school, who would get to the school at a teacher?

[47:03] Both would be men, but it'll be primary teacher, second grade school.

[47:11] Your health and safety questions are covered in the health and safety requirements.

[47:16] So it specifies what we have to do.

[47:18] This includes things like waste as well.

[47:24] There are animals who are considered risk factors for cross defamation of food, and then there

[47:36] are also animals that we will never allow in the building, things like scorpion eggs.

[47:48] Well, meaning that we could not reasonably justify their educational value over this.

[48:04] That's just the policy.

[48:06] Let's take any of these questions and you're welcome to read through this.

[48:14] There is a story here about why this policy exists.

[48:18] I mean we've had our own stories. We had a hamster disappear for two weeks and a snake

[48:27] that got out. This was several years ago. And one of our teachers had a phobia of snakes

[48:36] and could not teach that day because they were aware that the snake was out. They left

[48:47] I'm sure there are other stories, but those are some of our stories.

[48:51] Okay.

[48:55] Well, you had a policy in place.

[48:56] You've just kind of changed this.

[48:58] This is a significant update.

[49:00] So, our original policy was maybe a page.

[49:05] So, we've incorporated the varying definitions.

[49:08] So, previously, it was only centered on service animals and service animals and training.

[49:12] It was to facilitate a capitalist program.

[49:15] the intent of this policy is completely different and the scope of it has

[49:22] exponential quadrupled insects as far as the scope. So if someone has a

[49:28] service animal pet instead of fruit, it certifies, etc. And if it's not, if it's a

[49:35] year restricted animal section, it's not okay. What do you guys say? Yeah you can't

[49:40] Transcorpans with one test.

[49:44] The most common service animals are obviously dogs.

[49:48] There are some examples of some other

[49:52] and musical service animals.

[49:56] Utah.

[49:57] Major ponies.

[49:58] Major ponies.

[50:00] Pigs.

[50:02] Mm-hmm.

[50:03] What about like most, most support animals?

[50:06] Those are two of them.

[50:07] So we're very clear in the language here.

[50:09] emotional support animals are not so the sanitary animals are not trained from the past and they are not

[50:18] considered allowed unless they're across from pets. When Delca started blocking

[50:24] turkey's getting them on their plants as emotional support animals, it sort of fell apart.

[50:31] People were doing great things. So you said you have restricted animals but you don't

[50:40] You don't have a list of necessarily, you just have kind of a general venomous that most

[50:49] of this is on administrative discretion is kind of the language that we've chosen for

[50:54] most of it.

[50:55] We do not have the right to buy the service animal but every other type we have the right

[51:02] to buy.

[51:11] We ready?

[51:12] Yeah.

[51:13] I can make a motion.

[51:13] I make a motion that will approve the revised and updated animals on campus.

[51:20] I can second that.

[51:23] Oh, in favor, say aye.

[51:26] Aye.

[51:27] Great. That was unanimously approved.

[51:33] Well, now go on to the AI wellness policy.

[51:37] No.

[51:38] This one's worse than ever.

[51:39] No.

[51:46] If you recall last board meeting, we tabled this for two reasons.

[51:52] The first reason was the name on the agenda did not match what we actually discussed

[51:59] with the first. And then the second reason was because two of the forms had notable errors

[52:05] that need to be corrected before there was a vote to accept it.

[52:10] So the name is fixed.

[52:12] And I have the original forms here.

[52:15] I'm going to pass them around.

[52:15] The two in question were CTE.

[52:17] They did not have the CTE at the time.

[52:19] This is from these records.

[52:22] So that has been remedied.

[52:23] And the second was with health and PE.

[52:25] There are the two. I'm going to send around.

[52:27] With health and PE,

[52:30] originally it was marked as no materials requiring additional review.

[52:33] But we spent a great deal of time reviewing said instruction materials last for me. So we marked that as yes

[52:41] And then listed what we approved some of those around the four numbers to review

[52:56] I'm gonna

[52:59] hold

[53:16] this up mark

[53:17] Okay, put up. Go ahead.

[53:21] This is the health form. Okay. Next.

[53:31] And then this is the CTF one.

[53:34] Okay, perfect.

[53:40] Okay. Okay. I'm open to the instructional material for the

[53:47] and the transforms as they've been presented.

[53:51] Thank you, thank you.

[53:54] Oh, they were saying aye.

[53:56] Aye.

[53:57] Great.

[53:59] I'm not going to say approved.

[54:01] Thank you.

[54:02] Thank you.

[54:02] I will join your phone.

[54:03] Yeah, was it so.

[54:04] I'll turn it off for a little bit.

[54:05] Yes.

[54:06] I'll get it.

[54:06] Thank you.

[54:08] Thank you.

[54:10] Happy to have you.

[54:12] Oh, I'm happy.

[54:16] All right.

[54:16] We will now discuss the AI wellness policy.

[54:25] Mark, can you hear me?

[54:27] Yes.

[54:27] Very well.

[54:29] When David Kimball and I started this college program, we had to come up with a wellness policy.

[54:36] And so we adopted a targeted version and have used that since then.

[54:44] But that document itself is 15 pages long, and on our screen.

[54:53] So we are entering the Triennial review of our policy.

[54:58] And the first step is being to consolidate and shave off any excess in that policy.

[55:06] It had plenty of extra examples of everything in there, and it was hard to actually agree

[55:14] read it in its entirety.

[55:18] So the first step is we've condensed it down to what is needed to be in the policy itself.

[55:25] And we are presenting this to the board and to all of the stakeholders from lunch pro to

[55:34] the wellness lady to our student body officers for feedback.

[55:40] So we would like to take this into a 30-day review and receive feedback from all of those groups and then make sure that we have everything that is necessary and nothing more than that in our policy.

[55:58] So I have a draft here.

[56:05] It's, well, I increased the font, so it's seven pages so that I could read it.

[56:11] And then also just a form that explains exactly what was taken out and why and what needs

[56:21] to be in document itself.

[56:24] and so I am asking for any feedback from the board and then in 30 days at our next board meeting

[56:36] we will present a new wellness policy for your people.

[56:45] This is like explaining what we took out.

[56:49] Yes, it is something that we don't have to be here right now, we can take it with you and we do it, and then if you have questions, you don't have to wait until our next board meeting, you can reach out to any suggestions that would be happy to receive those.

[57:10] We kind of, I think I remember when we talked about something around this, about a month's

[57:17] fact.

[57:18] You know, something just can do it, so I don't know.

[57:22] That was, did the spec, well,

[57:29] and I think you guys were like, we needed like revise the wellness

[57:32] policy for whatever the good.

[57:35] Yeah, it was like awesome.

[57:37] It's like, it's nice in the classroom.

[57:38] So, this takes care of that.

[57:43] I mean, basically, we've asked them not to use school funds

[57:47] like Andy and get through the awards.

[57:50] So, the little miscalculacy addresses that.

[57:53] But, overall, a teacher can give a smart,

[57:57] or just consider the smart staff to bow to a student in the school.

[58:05] They're not necessarily selling it.

[58:09] They're offering it.

[58:10] So if it's considered a smart snack, which I personally

[58:13] disagree with some of the smart snacks that are approved,

[58:17] but for now, they can offer something like that.

[58:25] But we have asked them not to provide them with sugar,

[58:31] It's pretty good, there's like 40 in them because it does have an impact not only on the health of the child, but also I think it increases some of the disruption in the classroom or it can have your teachers.

[58:51] So you are some of the people who are leaving the hospital for research, yes, and

[58:59] we will invite all the teachers to do that as well, and to give them feedback.

[59:10] So you just need us to say it's okay to put it in the hospital.

[59:15] Okay, I will make a motion that we put the AI-ROMUS policy in the second batch.

[59:25] And then next month, we'll approve it based on changes that we bring back.

[59:32] Sorry.

[59:32] No.

[59:33] Right.

[59:35] So all those in favor of putting the AAI wellness policy in the 30 days, the AI, right?

[59:51] Financial review.

[59:52] Are you ready to move on to that?

[59:53] I'm going to come in.

[59:55] Discaping the monthly financial reporting.

[59:58] We're screened into live.

[59:59] for each other.

[1:00:00] E

[1:00:05] -mail to all of you June's financial report and bring a copy here of the whole work. If you recall,

[1:00:12] and are meeting June, we did that in the three-year fine budget. So in essence, we went over all of the

[1:00:18] it, and I wanted you to have that report. It was valid for the disbursements, and I just wanted you to have that for your record.

[1:00:28] and we could gather with one of the questions, of course, which I have to meet.

[1:00:33] But I felt like there was a little redundant to go over the whole thing,

[1:00:36] because we in Athens did it, when we did our end of the year.

[1:00:42] So we will work on our own power July review.

[1:00:48] So we are only 8.3% through our school year.

[1:00:53] So as we are within our entertainment sets,

[1:00:58] but the percentage I'm looking at to see if we are on track on our budget or if there's

[1:01:04] some explanation that we need to discuss are kept. So we'll move to go into the same minute.

[1:01:12] We've got a balance sheet, plus that's in the liability, and then on the third page starts

[1:01:17] for the same thing. And the first place I want to point out is online, sudden speed,

[1:01:24] other local revenue. We received a $1,500 stipend from West Ed, West Ed for

[1:01:33] Mentorship Program. We sent the HUA program stuff.

[1:01:40] I think that's the mentorship

[1:01:42] program. From West Ed? Yes, that's the assessment to accountability program.

[1:01:48] Yes, okay. Thank you. Thank you.

[1:01:51] It's right. It's up. That's not the one that you put it on the girl.

[1:01:57] Yeah.

[1:01:59] If that's really the only income I want to point out on local income on the next

[1:02:05] page it talks about we have state revenue.

[1:02:08] And there's two lines that come that I wanted to discuss.

[1:02:13] So I'm just finding 40, the full entry,

[1:02:15] and certainly the other number that we always get,

[1:02:17] fully funded on the slow entrants

[1:02:20] at the initial financial life.

[1:02:22] And so we received a goal of $59,183 without.

[1:02:27] We also received a lump sum for our full-inch program

[1:02:31] with a portion of those, you've had to say,

[1:02:33] with your tax, you can only receive $6,000

[1:02:35] if you need to pay the $3,000 for that.

[1:02:38] That is a good lump sum.

[1:02:39] We will get more, yes.

[1:02:41] So that's 13,000 years.

[1:02:44] We usually get a little bit, we get this one time,

[1:02:48] we get a little bit each month,

[1:02:49] and then we'll get another one time in the year.

[1:02:52] If you look at the prior month on that line,

[1:02:55] you'll see that we got 6,090, maybe 7 June.

[1:02:58] So it just runs that way.

[1:03:03] Any questions on site revenue?

[1:03:06] Everything in return, it's just as we expected.

[1:03:10] A federal revenue, as you know, we won't start 3-3-D federal revenue to probably December,

[1:03:17] definitely in January.

[1:03:20] So, we will move on to our expenses.

[1:03:24] All of our wages are pretty much in line with what we want.

[1:03:28] It looks like 109, our admin support staff is just slightly over budget at 9%, that's just

[1:03:36] a line item I'm going to watch.

[1:03:37] I'm not, you know, we'll watch and see if we need to adjust the budget or maybe do something different.

[1:03:46] But I'm not concerned about that right now.

[1:03:50] Well, that would probably have reduced the study.

[1:03:52] It could certainly be that.

[1:03:54] Oh, either thinking.

[1:03:55] And it appeared.

[1:03:56] It is the same thing with my 1114.

[1:03:58] We had two of our tech and computer personnel,

[1:04:03] but worked a lot of extra hours in the summer,

[1:04:07] I'm excited to pick them.

[1:04:08] It's not as tight as it should be.

[1:04:11] Right, that's why that's a little bit more

[1:04:14] than the 8.3.3.3.3.3.3.3.

[1:04:17] And then on the 1.25 end of climate,

[1:04:19] we have the current nuclear end of climate change

[1:04:22] right now.

[1:04:23] I've got two of them to be very quickly.

[1:04:27] One, we may take for the whole 6 months.

[1:04:30] I'm not sure, but it's just kind

[1:04:32] the one I project you, but I think we'll still stay with you.

[1:04:36] Do you guys, remind me how charter schools work on that?

[1:04:39] Like, you guys are not, are you guys still funding on that?

[1:04:42] Or, or do you, does the Department of Workforce Services

[1:04:46] charge you, how do you work?

[1:04:47] We are stuff funded on that.

[1:04:49] So, of course, it all goes through the Department of Workforce

[1:04:52] Services, but we do not, okay,

[1:04:54] from premium or on equipment, we just pay the extra

[1:05:03] Okay, I'm going to change what I do. I'm sure that it depends. So it will kind of

[1:05:07] be a small surprise to me that my 154 recurring maintenance is very tight. It's a type of

[1:05:14] like a glove, a movie, a squat, a squat. I hope the lot's to do it, but I'm actually making sure

[1:05:23] the facility is ready for the new school year. So that's what I was expecting back for.

[1:05:29] And the other one over budget is like 176 postage.

[1:05:35] I bought two, two rolls of stamps last month in July,

[1:05:39] for $164.

[1:05:41] So, I think we're going to have to do that.

[1:05:44] But those are stamps for that.

[1:05:45] Well, we don't sell a lot.

[1:05:50] We get paid to month each stick.

[1:05:54] Like 201 maintenance, we just heard it.

[1:05:57] So, handing home is what the return being is, you just, that's the development point we used.

[1:06:05] So, again, I'm not too worried about that over this full year that world.

[1:06:12] So, we'll probably have it high for the next three months.

[1:06:16] My two of the computer and tech supplies,

[1:06:23] this, oh, we bought, we bought, how do you keep monitors?

[1:06:29] We spent just over $3,000 on free-placing monitors.

[1:06:34] And then the rest of it, $20,000, so for $20,000,

[1:06:37] is on software renewal.

[1:06:39] One for our SIS system, the tenant conference,

[1:06:42] which runs right around $1,000,000.

[1:06:46] And the other one is the library book system.

[1:06:55] And then online 224 equipment for instruction.

[1:06:59] We ordered 48 masks with US now, and that's what that is, that is the point to support.

[1:07:09] So, I think that is a Chromebook.

[1:07:11] It's like a novel version of a Chromebook.

[1:07:15] But certainly, they are better than a Chromebook.

[1:07:18] They are durable, unmasked, unmasked, just as to what's better than that.

[1:07:29] We're actually going to end up with more than 48 pets in a week, so we're going to have to do that in a few days.

[1:07:39] You guys probably still have some of the old computers are you, right?

[1:07:44] We're going to try to phase those out.

[1:07:48] We have...

[1:07:51] Do each of these students get a computer that they can do something?

[1:07:54] No, it's placed on a classroom week.

[1:07:58] We have a lot of Chromebooks, and I'm trying to remember the count on my head now.

[1:08:07] And that's where we come from?

[1:08:09] Yeah, almost 400 Chromebooks.

[1:08:12] And some of the, so we, we don't buy all devices at once.

[1:08:17] We phase out, usually by 50 to 100 devices every year, every every year, and then phase out the old ones.

[1:08:25] And so that's what we're doing with these years is facing out some of the broken and old

[1:08:29] Chromebooks.

[1:08:30] Well, actually, we're facing out actual MacBook Air devices that are seven, eight years

[1:08:36] old.

[1:08:37] Yeah.

[1:08:38] Some of the original.

[1:08:39] I'm curious.

[1:08:39] The original.

[1:08:41] 2018, 19.

[1:08:44] So we're, we're placing some Apple devices, but this is all student, yes, yeah.

[1:08:52] So but students break the Chromebooks that the yeah so I think we had about 20 that we lost

[1:09:09] from last year that were damaged so so badly that cannot be repaired and so there's some loss

[1:09:21] There are some fees that get attached to student accounts if they can be proven that they

[1:09:26] get it.

[1:09:27] It was malicious.

[1:09:29] You know, we've had a few charge-for-a-full curmbuts.

[1:09:35] We've had them dismantled and put them in bathroom garbage cans, and so on and so forth.

[1:09:48] We've got a way from doing a huge replacement purchase and then we just replace as we go and have the need.

[1:09:57] You guys have had the new people.

[1:10:00] No, they just barely came out February March.

[1:10:04] And so we're going to see if we like them.

[1:10:08] The order we placed, we made the order July 2nd, and it won't arrive until November 1st.

[1:10:16] So we're trying to get through supporting some classes with some other ways to buy

[1:10:22] nia's and get them here.

[1:10:24] Anyway.

[1:10:25] So once that you face out, are you able to make any kind of an income moment?

[1:10:30] Yeah.

[1:10:30] We sold most of them about $25 each and see a lot of them in the software won't even update anymore and things.

[1:10:39] The battery life is zero. You have to be plugged in. But we sell them.

[1:10:45] So,

[1:10:50] this is the next page.

[1:10:53] By 22, we've had a few of our annual fees that we've paid, our annual accreditation,

[1:11:01] that we've had at the end of the 14th and the college.

[1:11:05] And we are a member of the D.A.P.P.S. which is the Utah Association of the Public Charter School.

[1:11:11] and now it's 10,000, so that's to 10,000 or so.

[1:11:18] All of our classes are in this, we ended the month.

[1:11:26] It costed $245,000.

[1:11:33] Next page is our statement of cash flow.

[1:11:36] And we have 100 and, oh, I talked the wrong statement of cash flow.

[1:11:40] on the surface, but James puts on the roof.

[1:11:43] James was a hundred and seventy-corps in July, it was a hundred and eighty-six days.

[1:11:48] I'll fix that and have that, I'll have one that's hundred and eighty-six days.

[1:11:55] But of course, our bill for all the carcading, all the quarry is coming due, and then it's

[1:12:01] free.

[1:12:02] So.

[1:12:03] So prepare yourself.

[1:12:06] So prepare yourself.

[1:12:07] So prepare yourself.

[1:12:09] So prepare yourself.

[1:12:11] This is, I'm first not listening, but I'm taking a minute, I look through all of the checks

[1:12:18] and I'm going to be thinking questions about that.

[1:12:23] Susan is going to be so mad she missed us.

[1:12:25] Yeah.

[1:12:26] The David Hart.

[1:12:27] She lies the fun month too.

[1:12:57] So there's a Skyward.

[1:12:58] Like Skyward.

[1:12:59] and so I'm going to put it back

[1:13:02] on.

[1:13:02] So, I'm going to put

[1:13:18] it back on.

[1:13:18] Tell you, on complete, four of the dispersion

[1:13:21] of the period we've tried on,

[1:13:23] to be serving as equipped with the

[1:13:25] cost of $15,000, they gave us the

[1:13:30] 7% discount, you mentioned on,

[1:13:33] their online Savings Services,

[1:13:35] that could have paid in advance.

[1:13:37] So, it's aggressive during the

[1:13:48] That's the question that you may answer with the next thing, but I noticed I'm going

[1:13:54] to go back to where I was and we just had to retire and retire and stuff, so does

[1:14:04] that, I guess, because you, does that get paid every month, like, does the management

[1:14:11] that we love, or does it look like we have a year, or does it look like we have a year?

[1:14:15] I think it's paid at every page period, which is at home, we have a pay day to buy for the month of the month,

[1:14:22] and it can't come between 15 and then.

[1:14:24] At that time, it's not that much.

[1:14:27] So if there's nothing in there to drive about because we have not started it yet,

[1:14:35] it starts at the first day.

[1:14:39] What

[1:14:44] is a six bushel bulk box truck just a plastic like laundry cart with wheels okay

[1:14:56] Yeah.

[1:14:58] That makes sense.

[1:14:59] It's a great M.

[1:15:02] So can I make a motion to prove this? So I will make a motion to approve the July financials

[1:15:19] and then Janice sending us the journal on the patch.

[1:15:24] Concerned in that?

[1:15:26] All in favor say aye.

[1:15:28] Aye.

[1:15:29] Great.

[1:15:31] Half-medalously.

[1:15:33] Now

[1:15:37] we go on to the A.A.I. 401k employee contribution match for the resolution or that 882.

[1:15:47] So you didn't have one before, so no, this one accepted that.

[1:15:51] But actually what we needed before we can officially start is so we, I think we talked about

[1:16:00] this a couple of months ago that we were running it out.

[1:16:02] But this is the official resolution, because we need to give to UAQs, but that's the organization

[1:16:09] that runs our retirement plan.

[1:16:12] And so in year one, starting September 20th, we're going to do a match on the first two

[1:16:41] percent. So I did a lot of research and the three to four percent is the most

[1:16:48] common. There are some that are a little bit higher. There's a lot that don't match anything.

[1:16:54] Like we've been doing this, there's a few. But I felt like getting to 4% was either

[1:17:02] competitive with the others.

[1:17:05] And how will those things or the budget for the budget for us?

[1:17:11] We've planned on a judiciary of the underlying item in the budget. And I just think

[1:17:18] out the gap that's kind of on how many people involved and wanted, but in my research I found

[1:17:28] that when you roll out a program, you have a huge already increased participation by

[1:17:37] about 50% and so our current participation was between the individual and so I took that

[1:17:47] So, I think it's 70% actually to come up with this for $30,000.

[1:17:56] So, I'm going to see how it goes.

[1:17:58] We'll have better data.

[1:17:59] I

[1:18:10] can make a motion to

[1:18:14] start

[1:18:19] the A.A.I. for a long time,

[1:18:21] for the contribution match.

[1:18:24] It's September.

[1:18:25] It's September.

[1:18:34] So, wait a second.

[1:18:35] I can second that.

[1:18:39] Great.

[1:18:40] All in favor say aye.

[1:18:42] Hi.

[1:18:43] Hi.

[1:18:44] Thank you.

[1:18:46] Thank you.

[1:18:47] Mark, this will need your signature.

[1:18:50] Right.

[1:18:51] I can do that for you.

[1:18:55] Okay.

[1:18:55] I'll coordinate a time when I can come by and sign it.

[1:18:58] Oh.

[1:18:59] How about that?

[1:19:01] Okay.

[1:19:04] Well, based on the agenda, it appears that we are at the point of adjournment.

[1:19:14] Okay, motion to adjourn the A.I. 74 meeting, so check it out.

[1:19:23] Oh, favorite A.I.

[1:19:25] All right.

[1:19:27] Thank you.

[1:19:28] Our meeting is now adjourned until our next meeting, which is scheduled for September, wait for it.

[1:19:40] 27 at 7 p.m. that's a Tuesday and looking forward to seeing all your beautiful face with

[1:19:47] that. It's 8.22 p.m. Good job, Alex.

[1:19:59] Any parting words, Mark? No, everything.

[1:20:03] and have a good evening, everyone.

[1:20:05] You too.

[1:20:05] Thank you.

[1:20:07] Thank you.

[1:20:08] Bye.

[1:20:09] Thanks, Ryan.

[1:20:11] How are you?

[1:20:12] Are your questions going to make me lovely, Mary H.

[1:20:15] No, no, no, no, no.

AAI Board Meeting

Transcript