[0:00] have the PDF
[0:02] recordings in progress, which is great.
[0:04] Um, I'm gonna switch.
[0:07] That's a thing. So, um, just a minute.
[0:10] Where'd it go? I'm looking for it. Okay,
[0:12] there it is. So, I was looking at this
[0:14] PDF that I that I was I was lovingly
[0:17] given by Susan, which is kind of we read
[0:20] a bit of it last time, half of it, which
[0:23] is this uh this chapter in a book about
[0:26] the developmental stages um from an
[0:29] anthroposophical
[0:30] Waldorf Steiner perspective. And uh I
[0:33] was looking at it. I'll just share my
[0:35] screen here
[0:37] just a minute.
[0:40] Don't know if you can see it.
[0:44] Anyway, um sorry, tiny screen for me.
[0:46] So, I need to
[0:49] move some things around.
[0:51] Okay, so um the thing that happens in
[0:54] the remainder of this chapter is about
[0:59] um well, to be frank, it's about gender.
[1:02] And I figured that that's a contentious
[1:04] enough topic and debated enough even
[1:07] within anthroposophical circles. I'm not
[1:09] sure I want to dwell on it that that
[1:11] much.
[1:12] >> Okay.
[1:13] >> If that makes sense because I think that I I I don't know what I think about
[1:17] it. I don't know if I can say anything
[1:19] about it without offending someone. So,
[1:22] um I'll I'll kind of dwell on something
[1:24] else which has been on my mind a lot
[1:27] lately in terms of adolescent spiritual
[1:31] development. Let's put it that way if
[1:33] you're okay with that. Um
[1:34] >> yes,
[1:35] >> I've seen some really disturbing statistics about
[1:42] uh the beliefs and attitudes of people
[1:46] of let's say later Gen Z people. Um for
[1:49] instance, one of the things I've found
[1:52] is that
[1:55] 60% of them um don't believe that
[1:59] democracy is the best form of
[2:00] government. For instance, can you
[2:02] believe that? like among the very young
[2:05] there is a really high prevalence of
[2:08] beliefs that I would have found shocking
[2:10] when I was um when I was a teenager. Um,
[2:14] and
[2:15] what really disturbs me about
[2:19] the world of the young today is, to be
[2:23] quite frank, the rise of of nihilism and
[2:27] cynicism in a way that I think I was
[2:30] talking with Carol about this earlier
[2:32] that that really disturbs me because I
[2:34] was a teenager in the late 2000s and I
[2:37] remember just this wave of enthusiasm
[2:41] for people like Obama And there's this sense of hope that happened at that
[2:45] time. And I don't see that in children
[2:48] today and excuse me in teenagers today.
[2:51] And I'm just I think I just want to kind
[2:54] of give it to discussion to ask um
[2:58] because this is an open question for me.
[3:01] Do you think that any level of cynicism
[3:05] is healthy for a teenager? Is there a
[3:08] right level? Is is any level
[3:10] appropriate? What do you think?
[3:12] Christian, can you put yourself back on
[3:14] as the face
[3:19] >> book of a book that we're not going to
[3:21] study tonight. [laughter]
[3:23] >> That's right. Forgot I was a book.
[3:26] But yeah, what do you think about that?
[3:30] You think that cynicism
[3:31] >> Thea Thea has her hand raised.
[3:33] >> Oh, I didn't see your hand. Thank you.
[3:35] Go ahead, Thea. Um, you know, when I was
[3:37] a teenager, I had a certain amount of
[3:40] cynicism, but it was like um on the
[3:44] lookout for hypocrisy,
[3:47] >> you know.
[3:48] >> Yeah.
[3:48] >> And uh and and I was at a Steiner
[3:51] College and I was like questioning all
[3:55] the, you know, the and I was uh 19, 20,
[4:00] but I was like that in South Africa. We
[4:04] had um we were the whites, you know, and
[4:07] so we had um a duty to be educated
[4:13] and so we educated ourselves and we
[4:16] would go out for coffee and have
[4:18] discussions and you know and talk about
[4:21] things and bounce ourselves off each
[4:24] other and um and I think that that was
[4:27] healthy.
[4:29] Um, and uh, we learned history. We
[4:32] learned about Hitler and his playbook,
[4:35] you know, and we see it sometimes um,
[4:39] unfolding in other countries and even
[4:43] ours in some ways. So, um, I think there
[4:47] is a healthy cynicism
[4:49] and and didn't believe in God, went to
[4:52] Catholic school and was, you know, not
[4:55] believing in any of those things. Um,
[5:00] and yet, um, you know, I,
[5:03] uh, I, I wanted, but I wanted the truth.
[5:07] I think teenagers want you to be true to
[5:10] yourself, to your heart, and to be real,
[5:14] you know, and authentic.
[5:17] >> Is there a level of cynicism that's excessive? And if so, when what
[5:23] what's that threshold for a teenager?
[5:26] Isn't there a thought that there are mo
[5:28] there are places and times for the
[5:30] cynicism? For instance, in Waldorf
[5:32] education in the lower grades up until,
[5:35] you know, six or or so, we never we
[5:38] don't teach anything that has to do with
[5:40] the um like
[5:42] >> okay like yeah kind of a you you want to
[5:46] teach
[5:48] because they don't they have so little
[5:49] knowledge. You want to start with the
[5:51] knowledge of, you know, what is
[5:53] beautiful and what is um inspiring. And
[5:56] so you take the stories as they were
[5:58] told in mythologies and other things
[6:00] that were that were inspiring and
[6:02] beautiful. You don't tear them apart,
[6:04] you know, at that moment in the in the
[6:06] life of a child. It's not the It's not
[6:08] the place, like you said, Christian, to
[6:10] analyze things yet because analyzing
[6:13] means you're tearing something apart or
[6:15] you're or you're breaking it apart into
[6:18] smaller pieces and making judgments
[6:20] about it and then, you know, so we don't
[6:23] do that in the lower grades at all. So,
[6:25] there is a place though in I'm sure in
[6:27] high school where those things happen.
[6:29] But, but there there used to be this old
[6:32] framework that I loved. It's not a
[6:34] Waldorf framework, but it was a
[6:35] philosophical framework for planning
[6:38] your teaching. And it started out with
[6:39] metaphors surrounding something like a
[6:42] historical epic or something. But what
[6:44] they said is that you you move into the the teaching of what happened and
[6:49] then you have discussions about the good
[6:52] and the bad, but in the end, the teacher
[6:54] should bring it back into some kind of
[6:56] whole structure that is meaningful. you
[7:00] don't just leave it at the torn apart
[7:02] section like where we're just tearing
[7:04] everything apart. So I think even in the
[7:06] high school there's a place for that in
[7:08] a like the philosophic framework used to
[7:11] have a place for in the end the teacher
[7:13] should synthesize and bring together
[7:15] some points that are meaningful to the
[7:18] class that you don't just leave it at
[7:20] the synthesizing
[7:22] um aspect.
[7:24] >> That's great. That's great. Do you think
[7:27] um do you think that
[7:30] uh the those children who are so
[7:34] nihilistic today
[7:36] >> have had um a a real good dose of
[7:41] teachers who
[7:43] have uh modeled
[7:46] um a a good representative of a human
[7:50] being.
[7:51] >> I think that's part of the problem.
[7:55] I think they've had they've not had
[7:56] enough exposure to human beings for
[7:58] their learning at all. Right. Because
[8:01] you know there's this you you got this
[8:03] two-dimensional thing that will teach
[8:05] you instead of a screen.
[8:06] >> Yes, that's right.
[8:08] >> I'm quite concerned about I mean we've
[8:10] heard all the horrors about social media
[8:12] and screens for kids. I think we're only
[8:14] just starting to realize the horror of
[8:15] AI chat bots for kids.
[8:18] >> That's something that's just starting.
[8:20] You have these little things that are
[8:22] they'll be your kid's best friend. It'll
[8:24] be exactly
[8:25] >> know in the in Denver they just had a
[8:28] 10year-old suicide in the school in the
[8:31] world school
[8:33] >> and he was a lot on video games. His
[8:37] parents allowed him and they told him on
[8:41] the video game that if he does himself
[8:44] in he can reincarnate into one of those
[8:46] powerful figures.
[8:48] >> Oh no.
[8:50] Terry has her hand up. I don't know if
[8:51] you can see everybody.
[8:53] >> Years old.
[8:54] >> Yeah,
[8:56] >> Carrie.
[8:57] >> Go ahead.
[9:01] » Microphone's off. Carrie,
[9:07] » can you hear me? It's not telling me
[9:10] that I'm muted.
[9:12] >> Just barely. You're You're breaking up
[9:15] >> now.
[9:16] >> Weird. Okay,
[9:17] >> now you sound clear. Is that better?
[9:21] >> It wasn't muted, but um I think there's
[9:25] just balance, right? I love the idea of
[9:27] like bringing it back to the good and
[9:30] that good, you know, like I think in
[9:33] life generally that we hope that good
[9:37] wins over evil. But I'm also like seeing
[9:40] with my teenager that um he is like the
[9:45] opposite of cynical. like he just thinks
[9:47] everything works out great all the time.
[9:50] You do
[9:52] like I can trust everyone and I can
[9:55] believe everything I hear and read and
[9:58] see on the internet. Sorry, I'm in the
[10:01] car where it's quiet and it's got dark.
[10:04] Um, and so, and I've had to like give
[10:08] him kind of a reality check just so that
[10:11] he recognizes like our choices
[10:16] have influence and like we have to be
[10:19] wise on what we trust and who we trust.
[10:23] So, I think that needs to be part of it,
[10:25] right?
[10:26] >> That's pretty much all I had to say.
[10:28] >> Wisdom and street smarts. And I think
[10:30] that one can't replace the other.
[10:34] Yeah.
[10:35] >> Yeah. I mean, how do you teach street
[10:37] smarts to a kid who doesn't pick it up?
[10:39] Like, can I can is that I don't Is that
[10:40] something a teacher can do? I don't
[10:42] know. That's that just occurred to me.
[10:44] What do you think, Carol?
[10:45] >> Well, um I mean, one of the things that
[10:48] I love about the Waldorf education is
[10:49] the stories, right? you know, and so
[10:52] when the students see these human beings
[10:55] modeling in their lives these um events
[10:58] that happen um that that lives more
[11:02] deeply in the children than just giving
[11:04] them you you can tell them a list of
[11:07] instructions, but when they live it in
[11:10] part, they they can pick that up. So
[11:13] literature is really important in having
[11:16] good models of how to navigate
[11:18] situations through the stories that are
[11:20] being told as well as how we bring the
[11:23] curriculum um and how we
[11:26] create situations for them to problem
[11:29] solve, right? Like they they have an
[11:31] experience and they have to navigate and
[11:33] they have to figure out and they have
[11:34] to, you know, bump up against hard
[11:37] things and keep working at it. That's
[11:38] why the handwork is so important. That's
[11:40] why the, you know, the perseverance and,
[11:43] oh, you know, you missed the stitch 10
[11:44] rows back. Are you going to live with
[11:46] that mistake? Are you going to rip it
[11:47] out? Like, is this one that you can live
[11:50] with or not? You know, so giving them
[11:52] those skills in in that practical little
[11:54] piece then helps them transfer those
[11:57] thoughts and skills um to other things.
[12:02] something that that just kind of a
[12:03] memory that just kind of came to my
[12:04] mind. Um I was in college when Sudoku
[12:07] really kind of became big and and so I
[12:10] was like, "Oh, okay." So I started doing
[12:11] these Sudoku puzzles and it's a logic
[12:15] game. It's not a math game. It's a logic
[12:17] game. If this is true, then this must be
[12:20] true. And I noticed as I practiced those
[12:24] puzzles and that way of thinking, I was
[12:28] able to in in some of my coursework and other situations in my life, my
[12:33] brain was thinking if this is true, then
[12:35] that is true. If this is true, then that
[12:36] is true. Um and and it was really I I
[12:40] think it's just being in my early 20s
[12:41] and then you know this new skill that I
[12:43] was developing and and so I don't know
[12:47] that it felt related. I don't know how
[12:48] it relates to what we're talking about,
[12:50] but it just kind of [laughter]
[12:52] that's where my thoughts went.
[12:53] >> Logic is important. Shander talks a lot
[12:55] about logic. I think I might need to
[12:57] tune out here real fast because I'm
[12:58] being I'm being needed as you can hear.
[13:01] Um, someone someone wants me. So, I'll
[13:04] be I'll be voting by by raised hand
[13:06] emoji and I'll be listening.
[13:08] >> Okay. Thank you, Christian. That that's
[13:10] really a really good thought for
[13:12] discussion. Um,
[13:13] >> I just wanted to say I think our biggest
[13:16] struggle with teenagers will be that
[13:20] like we're raising a generation of
[13:23] snowflakes. I feel like that can't
[13:26] handle hard
[13:28] that that everything has come so easy to
[13:31] them in their life. They don't have
[13:33] >> I use the word snowflakes. It's loaded,
[13:36] [laughter]
[13:37] >> you know,
[13:37] >> loaded.
[13:39] I guess like um they're like I just feel
[13:44] like they
[13:47] everything comes too easy to them these
[13:50] days and they don't know how to
[13:52] persevere through a lot of things and do
[13:54] the hard work that life requires
[13:57] sometimes to get good results.
[14:01] >> I think part of that also is having that
[14:05] one onone experience with other people.
[14:07] I have a child that's in this
[14:09] demographic and the other day they came
[14:11] to me and they just sat down and they
[14:13] drew me a picture of the entire social
[14:16] dynamic of the lunchroom and it was
[14:19] absolutely fascinating and like I've
[14:21] known most of this like I I went to
[14:22] middle school. I know how it is.
[14:23] [laughter] Um but she was just so
[14:26] enamored with it and she
[14:29] was having that experience and learning
[14:32] from it. And I think a lot of the time
[14:34] when we have kids isolated from each
[14:37] other or from a community, they're not
[14:39] given the opportunity to do that. And I
[14:41] think you can isolate kids to a certain
[14:43] extent up until about that 9-year
[14:45] change. [clears throat]
[14:46] >> And then that necessity for community
[14:49] and for the broader world view to come
[14:52] in is what they need. And sometimes
[14:54] that's not pleasant.
[14:56] >> No, that's sometimes it is pleasant and
[14:58] sometimes they get a chuckle out of it.
[15:00] but they have to go up against their
[15:03] peers.
[15:07] » Thank you. That was just really a great
[15:09] discussion. Um our board capacity
[15:12] building this this month. Um we have
[15:16] we're working on a board governance
[15:18] framework and Sarah kindly has put this
[15:21] all together and is starting the process
[15:23] of it. It will cover how we um work with
[15:27] uh director evaluation, our board goals
[15:31] and charter compliance. Then we're
[15:33] putting some questions in that
[15:35] compliance document and I mean in that
[15:37] document, that framework and we're
[15:40] putting questions that we want to ask
[15:42] oursel about the director and about our
[15:44] goals and about charter compliance for
[15:47] our board. And um we're still working on
[15:49] it. It's just it's just new and it's on
[15:51] our
[15:53] um
[15:55] and Sarah, did you give did you send
[15:57] that to everyone or just Carol and I?
[16:00] >> I've just sent it to the two of you
[16:02] because I wanted to run it by you guys
[16:03] first.
[16:04] >> We're going to work on I just want you
[16:05] to know it's in the works and we're
[16:07] looking through it and writing it and uh
[16:10] we will be talking about this at our
[16:12] upcoming board retreat. So I I put a
[16:15] date together for our board retreat. Uh,
[16:18] I'm proposing that we work on um on our
[16:22] retreat for June 6th from 9 to 2 pm or
[16:26] from 11 to 4 p.m. Um, we'll have an
[16:30] intensive more intensive Steiner study
[16:32] review of the past year, setting goals
[16:35] for our next year, approving budgets and
[16:37] policies to start in the fall, setting
[16:40] goals and evaluation process for that
[16:42] for the director. So, I all of this is
[16:44] in the works. So, I just want you to
[16:45] know that it's happening. We'll send it
[16:48] out when we have the framework a little
[16:49] more clearly put together and um and
[16:52] written, but I just want you to know
[16:54] that we're doing that as a board and
[16:56] getting ready for our board um retreat.
[17:00] So, it um we're planning to Were we
[17:04] going to do this in person, Carol, or
[17:05] online? How are you?
[17:07] >> I think I think the board retreat would
[17:08] be great in person if if we can. Um,
[17:11] obviously we have a few people that
[17:12] might need to still zoom in. Um, but
[17:15] anybody that could gather in person
[17:16] would be super helpful for
[17:18] >> Yeah, I think that would be nice.
[17:20] >> Um, I don't think that the board needs
[17:22] to solidify the date um until May. If
[17:26] the board is comfortable setting that
[17:27] next month, then that's fine. So, we
[17:29] wanted to give everybody plenty of time
[17:30] to check your calendars, check your
[17:32] commitments, and and give everyone
[17:33] plenty of time. Um,
[17:35] >> I just have a commitment. I'm I'm doing
[17:37] a training for the Honeycomb Cottage
[17:39] School for a week in June. So, I have a
[17:42] commitment already. So, earlier in June
[17:44] would be better for me if we could do
[17:46] that. So, just look at your calendars
[17:48] and and keep that in mind coming up.
[17:51] >> There will also be so there there will
[17:53] be a significant amount of documentation
[17:55] and like the budget for next year. Um
[17:58] and the budget will be a lot more
[17:59] complicated than we did in this um
[18:01] pre-operational year. So there'll be a
[18:04] lot of pieces um to to discuss and and
[18:07] work through and make sure that
[18:08] everything is ready. So having that time
[18:10] to kind of sit and counsel together. Um
[18:13] it will be an open public meeting and
[18:15] people are welcome to come um to
[18:17] whatever location. I'm hoping that by
[18:19] then we might be in our Provo location
[18:22] um or we can still continue to use the office here in ORM. So those are
[18:27] some options for that. The board will
[18:29] also need to set the calendar I mean for
[18:32] the the August board meeting date and
[18:34] then in August you set the calendar for
[18:36] the whole year. So those are some of the
[18:38] other pieces in that.
[18:40] >> Yes. So I will be in California the
[18:43] first week of June.
[18:45] >> Okay.
[18:45] >> Until the 8th.
[18:47] >> Sorry.
[18:48] >> That's all right.
[18:48] >> We have a family reunion that's not
[18:50] negotiable.
[18:54] » All right. So, we'll just keep everyone
[18:56] just keep looking and if you could tell
[18:58] me maybe other days in June that would
[19:01] work for you. That's a Saturday, I
[19:04] believe, that we set that June 6th.
[19:06] >> Um, let's start it in an email thread so
[19:08] that everybody can
[19:09] >> Yeah.
[19:10] >> can discuss that.
[19:11] >> If you could set that up for me, Carol,
[19:13] that would be great.
[19:15] >> All right. Um, as far as our public
[19:17] comments, I don't know that we have any
[19:18] that that are that we have public
[19:22] comments that are that are planned. So,
[19:24] we'll move on to review of the minutes
[19:26] from our previous meeting and we'll need
[19:28] to vote on those minutes. Um do we need to go through them since
[19:34] we sent them later or do you have did
[19:37] anyone get to read those before you they
[19:38] came tonight? Do you um tell me if you'd
[19:42] like to have time to review those or can
[19:44] we do go to the vote? Carol, what do you
[19:47] think?
[19:48] >> Vote until Marta is here.
[19:50] >> Oh, Marta, that's right.
[19:51] >> We can do a quick recap. That would be
[19:53] great because I
[19:54] >> Okay, Sarah, let's Yeah, if you could do
[19:56] a quick recap for us of the meeting
[19:58] notes from the 17th and the 26th.
[20:01] >> Yes. So, on the February 17th, we had a
[20:04] Steiner study by CJ about the long
[20:07] spring birth to age 21. Susan
[20:10] talked to us about charter board
[20:12] university chapter 13.
[20:14] We had a charter amendment proposal to
[20:18] we needed to submit a charter amendment
[20:20] requesting to open and provoke district
[20:22] due to options in Alpine district being
[20:24] too expensive for the school.
[20:27] We had a proposal to edit the gut bin
[20:30] board bylaws to remove the public
[20:32] relations officer and set the minimum
[20:33] number of board members at seven. Alicia
[20:36] Milligan was had filled out the
[20:38] application to join the board as a
[20:40] voting member and she was approved.
[20:42] There was a summary of board duties and
[20:46] Oh, do you have a comment or just
[20:48] waving? Hi.
[20:50] >> She was waving. I think just making sure
[20:53] she's part of us now.
[20:54] >> My husband also walked in, so I just
[20:57] >> Hello.
[21:00] >> Sorry.
[21:00] >> Okay. Sorry. There was a summary of
[21:03] board duties and qualifications that
[21:05] have been emailed to the board. We had a
[21:07] building report by building report by
[21:10] Clint. The calendar was delayed. We were
[21:13] going to do that in the next board
[21:14] meeting as well as the policy review.
[21:16] However, we did go over the draft of the
[21:18] contract for pre-operational deaf
[21:20] pedagogy and that was reviewed and
[21:23] approved. And then we had an admin
[21:25] report by Carol where she went over
[21:26] marketing and enrollment, the CSP grant,
[21:28] the hiring update and website update.
[21:32] And then we had a finance committee
[21:33] meeting update from Marta and she had
[21:36] met with Red Apple and learned about the
[21:37] system and ensured that we were on track
[21:40] for spending.
[21:44] » Okay. Thank you, Sarah. Um I think we'll
[21:47] delay the vote on those minutes then and
[21:49] we'll move to our
[21:50] >> Do you want me to read the second
[21:52] meeting then?
[21:53] >> Oh, I'm sorry. Yes, I
[21:55] >> Okay. There was also February 26 where
[21:58] we had an additional meeting for the
[21:59] month. Um we approved a calendar there.
[22:02] was some discussion. We had a we
[22:06] approved the draft for the public
[22:08] comments policy, discipline policy and
[22:10] school fees. They were sent to the
[22:11] review and there was some discussion. We
[22:13] approved those. Um we also approved the
[22:17] salary schedule and we had an admin
[22:19] report on the CPS grant.
[22:24] Okay.
[22:26] All right. So Carol, are we ready? Can
[22:29] we move to the building update with
[22:31] Clint right now even though we don't
[22:32] have Marta or what shall we do?
[22:34] >> Clint hasn't joined yet. Um it's CSP not
[22:37] CPS by the way. Sarah [laughter]
[22:41] >> thank you Carol. It's been a long day.
[22:43] >> Okay.
[22:44] >> Um Clint isn't here to give an update.
[22:47] There really isn't any additional
[22:49] update. Um we are still on hold until
[22:53] they um let us know of a date that they
[22:56] would like to get together to sign. Um,
[22:59] so we're still not able to publish that
[23:01] information. Um, we are still answering
[23:04] parents questions who contact us,
[23:06] assuring them we do have a building.
[23:07] It's a legal thing that we can't
[23:08] disclose the full location, but also
[23:11] assuring them of our transportation plan
[23:12] to use school buses and the UTA passes
[23:15] and and make sure that everybody has
[23:17] equitable access to our location. So,
[23:21] um, we're doing the best we can. We do
[23:22] have um that that's all I'm going to say
[23:26] about the building because the other
[23:26] things start getting into other things
[23:28] that I'll tell you guys later unless you
[23:29] want to move to the um admin report
[23:32] right now.
[23:33] >> I think we should move to the admin
[23:35] report.
[23:36] >> Okay. So, let me pull that up. Um I
[23:40] don't think we're going to need the
[23:41] closed session tonight. Um that's really
[23:43] all there was about the building. Um if
[23:47] you guys have um questions, I wouldn't
[23:50] delete it yet, Sarah. Um because if
[23:52] Clint joins later and you guys have
[23:54] questions for him, um you might move to
[23:56] do that at that point. So this meeting
[23:58] is going to be a little bit messy as we
[24:00] shuffle things around. [laughter]
[24:02] Um so the admin report um I have
[24:06] submitted the charter amendment
[24:08] application and the we should be able to
[24:11] get on to the April 9th agenda for the
[24:14] state charter school board. The
[24:15] application included a request to
[24:18] relocate to Provo School District, our
[24:20] change in the bylaws to clarify the
[24:22] board officer descriptions and remove
[24:24] the PR position. Um the articulation
[24:27] agreement with Wasatch Charter School,
[24:28] their board has um approved and and
[24:31] signed that as well as ours. So um we
[24:35] are proposing that with the state
[24:36] charter school board. Um, we also
[24:39] included updating the language in our
[24:41] charter agreement to reflect Waldorf
[24:43] inspired per our trademark agreements.
[24:46] So, I'll be attending the board meeting
[24:49] for Wasatch tomorrow night just to make
[24:51] sure they have all of their questions
[24:53] around the articulation agreement um
[24:56] answered as well as um attending the
[25:00] meeting on April 9th. Um, so on April
[25:03] 9th, I don't know that they will ask us
[25:05] any questions, but they might ask us
[25:07] questions about that. So, I plan on
[25:08] being there. Um, if there is a board
[25:11] member, it doesn't have to be an
[25:12] officer, but if a board member would
[25:14] like to also join that meeting when they
[25:17] post their agenda, we should be able to
[25:20] tell around what time will be on the
[25:22] agenda. So, we shouldn't have to be
[25:23] there for the whole day. Um, they do
[25:25] also have Zoom access if um, a board
[25:28] member wants to join remotely. So, um,
[25:33] that's just my request. I don't need an
[25:34] answer right now. Um, but I will let you
[25:38] know as soon as I know what their agenda
[25:40] is going to be and what time. Um, I'll forward that in an email if anybody
[25:44] would like to join me, unless anybody
[25:46] wants to tell me for certain that you
[25:48] would like to join me right now.
[25:50] >> Carol, are they do they usually start at
[25:52] seven for their board meetings? Is that
[25:54] like a common time?
[25:55] >> Their board meetings are all day because
[25:57] they're dealing with things for the
[25:58] whole state.
[25:59] >> Okay. Um so like this is the the same
[26:02] type of board meeting where we got our
[26:04] application approved where we all went
[26:05] up and um had the discussion with them
[26:08] in their board meeting. So um it's that
[26:10] kind of thing. But we won't have to be
[26:12] there the whole day. The agenda gets
[26:15] posted and there's time blocks for
[26:17] certain things. So we should probably be
[26:19] there 30 minutes before we're scheduled
[26:24] and it might go a little bit later. Um
[26:26] but being there within that time block.
[26:28] Um, and so we it should be like no more
[26:30] than a two-hour commitment.
[26:33] >> I had one more question that came up
[26:34] this week in my brain.
[26:36] >> Is there a way to do a charter articul
[26:39] or an articulation agreement with a
[26:41] homeschool group like with Honeycomb
[26:43] >> because it's from one state school to
[26:45] another? So it has to be um and the
[26:49] rules the rules around it is from um
[26:52] another because it's a charter amendment
[26:54] for both us and for Wasatch and it's a
[26:57] part of our charter agreements. Um and
[26:59] it has to be
[27:00] >> it's a charter issue.
[27:02] >> Yeah. Um and so it's just a way for
[27:05] charters of similar programs to be able
[27:07] to work together.
[27:08] >> Okay.
[27:10] >> Unfortunately that's the nature.
[27:13] Um, so the next thing is our U our CSP
[27:16] grant update. Um, just letting the board
[27:18] know that we have been sent our capacity
[27:22] interview time for April 16th from 11:00
[27:24] a.m. to 2 p.m. Our five employees that
[27:27] we have, myself, the registar, the
[27:29] faculty head, the dean of students, and
[27:31] the dean of pedigogy will be in
[27:33] attendance there. We're all studying up
[27:35] on that document to be able to answer
[27:37] questions. Um, and we also will have the
[27:41] board officers there. Um, that will be
[27:44] eight people. We've also invited Alicia
[27:46] Milligan as a voting member. That keeps
[27:48] us from having a board quorum and having
[27:50] to post it on a public meeting website.
[27:53] Um, but it still gives good
[27:54] representation for the CSP grant and
[27:58] those that will be a part of overseeing
[28:00] that. Um, we won't know the results of
[28:02] the grant until April 22nd. We also feel
[28:06] really really good about this
[28:07] application.
[28:09] Any questions about the CSP grant?
[28:14] >> I'm gonna have to get a substitute
[28:15] teacher if I go,
[28:16] >> but I can do that.
[28:18] >> Okay. [clears throat] It would be it'd
[28:19] be really great if you can make that
[28:20] work
[28:21] >> on a Thursday. I just looked at
[28:22] >> Yep. It is Thursday um from 11 to 2 p.m.
[28:26] So,
[28:27] >> okay.
[28:28] >> Um Okay. So, marketing update. We have
[28:32] billboards that are live. Um, and we get
[28:34] a lot of people, we get at least one to
[28:37] five people reaching out to us every day
[28:38] saying, "I saw your billboard." Um,
[28:40] we've I had a lady call me last week
[28:42] saying, "Oh my gosh, what do you mean?
[28:44] There's a Waldorf High School in Utah. I
[28:47] just saw your billboard." Unfortunately,
[28:48] her student is in 11th grade, but she is
[28:50] super excited that we um have a presence
[28:54] and she um plans on on spreading the
[28:56] word. So, um, look for our billboards
[28:58] along I-15 and State Street from Lehigh
[29:01] to Spanish Fork. Um, and we're getting,
[29:04] like I said, we're getting those
[29:05] contacts. We also have a billboard
[29:07] planned for the exit leading to our
[29:10] school site. The first two weeks will
[29:13] still be kind, it start, it goes live, I
[29:15] think, um, April 6th. And um so the
[29:19] first two weeks before we get the final
[29:21] word of yes, we can publish the site,
[29:23] it'll just be like our other billboards,
[29:25] but it's a digital billboard. So as soon
[29:27] as we get permission to publish the
[29:28] site, that billboard will have an arrow
[29:31] saying come to our building today. So
[29:34] we're hoping that that will also um
[29:36] build momentum. We're also working on
[29:39] consistent social media campaigns. We're posting pretty much every day um
[29:43] and some consistent things throughout
[29:45] the week. We've been circulating flyers
[29:48] throughout the communities and
[29:49] businesses and public places. Everything
[29:51] from Saratoga Springs and Eagle Mountain
[29:52] down to PAC. Um, at least once a week,
[29:55] we have someone from the office going to
[29:57] these different locations to update
[29:59] flyers and and keep the word out. We've
[30:02] also been posting events on our website
[30:03] calendar and getting our website. My the
[30:06] office team has been doing some amazing
[30:08] work to update the website. Um, so I'd
[30:10] encourage the board to go take a look at
[30:12] it. Give us feedback as we're, you know,
[30:15] trying to push all of this stuff out.
[30:17] Um, if there's something that's missing,
[30:19] you notice a typo, just send me an email
[30:21] and we'll make sure that those get
[30:23] fixed. But also, please have patience as
[30:25] we're doing this on top of everything
[30:27] else. But the website is is coming
[30:29] together and is um we're trying to make
[30:32] it as as easy as possible and as
[30:34] informative as possible, as well as
[30:36] Waldorf as um inspired as possible. Um,
[30:40] so the season is also starting for
[30:43] farmers market booths. We have an event
[30:46] every Saturday for the next three weeks.
[30:48] Those events are on our calendar on our
[30:50] website. This coming Saturday will be in
[30:54] Springville at the little herb shop
[30:56] there next to Maglebees on the upper
[30:58] floor. And so um, that's where we start
[31:01] out. the April 4th, we will be at the
[31:05] University Place small um in their
[31:08] little garden space there with a booth.
[31:11] And then um we have a booth at the um at
[31:16] BYU on the 11th of April. It's a um
[31:23] it's for the homeschool community. It's
[31:24] specifically resources and information
[31:27] for homeschool families with the Utah
[31:29] Fitzall. Um so we have anformational
[31:32] booth there on that Saturday. Um
[31:35] traditionally in the past the events
[31:37] like this that we have been able to
[31:39] attend have really increased our numbers
[31:41] and we're anticipating large upticks in
[31:44] our applications and enrollments
[31:46] especially after that homeschool event
[31:49] at BYU um to see those numbers change.
[31:52] Then we have um throughout this season,
[31:57] we might be emailing board members um
[32:00] with a request to help us run booths
[32:02] throughout the summer. Um especially in
[32:04] July when a number of us will be in
[32:07] training for the high school um
[32:09] certification for Waldorf. Um we are
[32:12] also our freshmen will uh not our
[32:15] freshmen, our sophomores will still be
[32:18] required to make up their freshman 32
[32:21] hours. when you spread that over three
[32:22] years, it's very doable. Um, but we will
[32:25] also be offering our sophomores the
[32:27] opportunity to start banking some of
[32:30] those work hours by helping us with
[32:32] booths throughout the summer. So, they
[32:34] will always have a supervisor from the
[32:36] school with them at the booth. Um, and
[32:38] they could get eight hours knocked out
[32:40] in one day to tell people, "This is why
[32:43] I'm excited to be a student at Azure
[32:44] Fields." Um, so that is one option that
[32:46] we'll be talking to the families about.
[32:48] Um we're still continuing to do school
[32:50] visits with junior highs. One of um so a
[32:54] couple weeks ago I had a dad call me
[32:56] from um John Hancock and he said that
[32:59] his teacher had um suggested us as a
[33:03] high school. He knew nothing about Azure
[33:05] Fields and just wanted information. So
[33:07] as I was telling him about our program
[33:09] and the things that we're going to be
[33:10] offering, he said numerous times, "Oh my
[33:12] gosh, it's too good to be true. Really?"
[33:15] And he applied immediately. So that was
[33:16] our first ninth grader who applied. Um
[33:19] and they're super excited to be a part
[33:22] of our community and are spreading the
[33:24] word there as well. Um so these efforts
[33:28] are bringing things in slowly but but
[33:31] they are working. Um Scholola has still
[33:33] been very helpful. I feel like we would
[33:36] be so much farther behind if they
[33:38] weren't continuing to guide us through
[33:39] best practices as we navigate these
[33:42] marketing efforts. They remind us of
[33:44] best practices in communications so that
[33:46] we don't fatigue our families with
[33:47] sending too many notifications. They
[33:50] help us write um emails and campaigns
[33:54] and um requests for interviews and and
[33:58] setting up all of these things. They're
[33:59] helping us find lists of um marketing
[34:02] venues that we can um reach out to. What
[34:05] are the local newspapers or local
[34:06] podcasters? Um they have been a huge
[34:09] support. They're also helping us make
[34:11] sure that our families are contacted um
[34:14] in a quality way. So I we still feel
[34:16] like they are are very worth it and have
[34:19] been very helpful
[34:21] um in in our progress. Um we are
[34:24] planning some at at Scholar Suggestion,
[34:27] we're planning park meetups for the
[34:29] founding cohorts, those that have
[34:30] already applied, saying, "Hey, come and
[34:33] meet the other families that are going
[34:35] to be a part of our school." Um, and
[34:38] we'll do those at local parks before we
[34:41] have access to our building and then we
[34:42] can do things at our building site.
[34:44] We've also been asking these families to
[34:46] hostformational cottage meetings with
[34:48] their friends and neighbors. Um, and so
[34:51] we're, you know, we're encouraging that
[34:53] kind of participation.
[34:55] Um, we had a cottage meeting. I don't
[34:58] remember if I mentioned this, but we had
[34:59] a a virtual cottage meeting uh last
[35:02] week. Yeah, I think it was last week.
[35:04] and seven of the of the at that point 10
[35:08] families that had enrolled um attended
[35:11] that event and got their questions
[35:13] answered and are super excited to be a
[35:15] part of the school. Um so that was
[35:18] working really well. Now the difficult
[35:21] any questions on marketing before I move
[35:23] on.
[35:26] Um when um when people phone, do they get you,
[35:32] Carol?
[35:33] >> Usually. Um so we have an office phone
[35:36] and um really easy number 3854561122.
[35:41] Um they can text or they can call and um
[35:45] it's sitting just there on the desk in
[35:47] the office and so generally I'm there to
[35:49] answer it. Sometimes it's the registar,
[35:52] sometimes it's someone else in the
[35:53] office. Um, but they they talk to one of
[35:56] us and most of the time it is me.
[35:59] >> And um,
[36:03] and how many children are enrolled so
[36:05] far?
[36:06] >> That's my next getting to. Okay.
[36:08] >> Yes, that's my next piece. That's what
[36:09] I'm getting to. But I wanted to make
[36:11] sure that all the marketing questions
[36:12] were answered first.
[36:16] » Okay. Enrollment. This is a little bit
[36:19] more of a difficult conversation. We
[36:23] have 12 students who have turned in
[36:25] applications. Five of those are nth
[36:27] graders and seven of them are 10th
[36:28] graders. Um like I said, seven of those
[36:31] families attended our cottage meeting um
[36:33] and are are really excited about our
[36:35] program. Um the lottery date is next
[36:40] Friday, April 3rd. Um each of those
[36:43] families will immediately be sent.
[36:45] Here's how you enroll. You're accepted.
[36:47] Um after that lottery date, we're just
[36:49] in open enrollment until our spots are
[36:51] filled. Um, so they're technically going
[36:54] to the bottom of the wait list, which is
[36:56] the top of the weight list because
[36:57] there's no one ahead of them and and
[36:58] they just immediately get turned around
[37:00] with um invitation to um enroll. Um
[37:06] our break even number to be able to open
[37:09] in the fall is 125. So um if we have
[37:13] less than 125 students, we don't have
[37:15] enough funds to run our program. We are
[37:18] supposed to have 75% of that by the end
[37:22] of March and we are obviously a lot
[37:26] behind with only 12. Um I did have a
[37:29] conversation with Betty Amanz from the
[37:32] state charter school board to give her
[37:33] our progress report for March. Um the number that she had when I talked to
[37:39] her two weeks ago um was eight students
[37:42] enrolled. So, we're already, you know,
[37:45] continuing to increase. Um, they will be
[37:49] discussing us in that April 9th meeting,
[37:50] which is why I want to be there in
[37:52] person and I plan on taking our latest
[37:54] enrollment numbers. We have two farmers
[37:57] markets events, which usually have
[37:59] really good results. Um, so I'm hoping
[38:02] that we have enough movement that we can
[38:05] show that our efforts are starting to
[38:08] pay off and we are increasing those
[38:11] numbers. So, if we can show that
[38:13] significant enrollment over the next few
[38:16] weeks um and get 125 students by the
[38:20] second week of May, then the board will
[38:23] be confident in approving us in June to
[38:26] open in the fall. Um if we don't meet
[38:30] those numbers by the second week of May,
[38:32] um depending on how close we are, um we
[38:37] they if we're getting really close, um
[38:40] the last day that they have to approve
[38:41] us to open in the fall is June 30th. So
[38:44] if they think like we can it meet it in
[38:46] the four months of of May, then um then
[38:51] we might be able to get that little
[38:52] extension. If we're too far away from
[38:54] that and our numbers aren't changing
[38:56] enough by the efforts that we're doing,
[38:58] then um the conversation turns to what
[39:00] if we defer? So, I've been talking with
[39:03] Jeff at Red Apple of what does deferring
[39:05] for a year look like? Um we do have
[39:08] contingency plans for that. We also feel
[39:11] like now is not the time to move forward
[39:14] with those contingency plans, but
[39:16] continue with our marketing efforts. Um
[39:19] especially as the needle is starting to
[39:21] rise. Um we've gone from one applicant
[39:24] every couple of weeks to three to four
[39:27] almost an applicant a day. Um
[39:29] >> well and also we haven't been able to
[39:31] advertise the location yet which is a
[39:33] big issue. I think
[39:34] >> I and I think that once we are able to
[39:37] fully publish and have a party and um I
[39:39] think as soon as we're able to we have a
[39:41] party at that location saying hey here's
[39:44] our location come and meet with us and fill out your application right now.
[39:49] So, so I think once we're able to engage
[39:51] in that way, we'll also see some
[39:53] movement. So, um it is we're in a space
[39:56] of difficult conversations, but it's not
[39:59] in a space of hopelessness. It's not in
[40:02] a space of um we don't think you're
[40:04] going to work out.
[40:07] I have a question. I saw a petition for
[40:10] including seventh and eighth graders. Is
[40:11] that one of the contingency plans to
[40:13] hopefully get intendance like numbers
[40:16] where they need to be? that is um the second most um frequent question
[40:22] that we get is when we can add that
[40:23] seventh and eighth grade. Um and so we
[40:26] did listen to our community and we did
[40:29] everything that we could to to vet that
[40:31] process out. So um talked to the state
[40:34] office, the um state charter school
[40:36] board and and looked at all of the
[40:38] options. We tried to get as many people
[40:40] on that list as possible. Um the answer
[40:44] is that that decision is dictated by um
[40:47] the state legislature in the law as well
[40:49] as board rule and it is a two-year
[40:52] process to add those grades. Um so the
[40:56] absolute cernest that we could possibly
[41:00] do that is to add one of those grades in
[41:04] our second year of operation as a small
[41:07] expansion which would be one grade level
[41:09] less than 100 students. Um, part of me
[41:12] feels like we go ahead and try for that
[41:16] a little bit. Um, especially if our
[41:18] numbers are able to increase like we
[41:20] want them to, the decision would be, are
[41:22] we going to add eighth graders or
[41:23] seventh graders in that second year?
[41:25] Where do we have the most interest? So,
[41:27] we need to still collect information
[41:29] from our community on that. The deadline
[41:32] for that application is July 1st, I
[41:35] think. um they will review that request
[41:38] in August and then we have that school
[41:41] year to work on getting those
[41:44] enrollments for that extra class that we
[41:45] will be adding in our second year. So
[41:47] our second year would be adding 11th
[41:49] graders in addition to seventh or
[41:51] eighth, whatever we choose. Um if we do
[41:54] both of them together, it's a large
[41:56] expansion and it's pretty much the same
[41:58] process as our original application to
[42:02] be a charter school. Um, so it would be
[42:05] like filling out the full application
[42:06] and sending it into the board. They
[42:08] approve those I think in February,
[42:10] sometimes March. Um, and then you have
[42:11] your pre-operational year um before you
[42:15] implement that change to make sure that
[42:16] you can get the enrollment for those
[42:18] classes. Um, so it and it also sounded
[42:22] like there there's no exception to this
[42:25] as well as um a feeling from the board
[42:28] especially since our enrollment numbers
[42:30] are so low at this moment. um why don't
[42:33] you prove that you can execute the plan
[42:37] that you originally came to us with um
[42:39] before you try and change things is kind
[42:41] of the feeling. So it feels like um even
[42:45] though I think we might try adding
[42:46] seventh grade in the second year
[42:48] especially if our numbers look good um
[42:51] but they probably won't accept a large
[42:54] expansion until our fourth year of
[42:58] operation. So um that process would be
[43:01] in our third year we would start that
[43:04] application um it would get approved in
[43:07] the spring of our fourth year in order
[43:11] to be effective in our fifth year.
[43:13] >> That's a bummer.
[43:14] >> Yeah,
[43:14] >> it is.
[43:15] >> And and just circumstance of when we
[43:18] started we had a direct feeder with one
[43:20] of our schools and in the interim like
[43:24] starting
[43:26] program
[43:26] >> we lost that. So
[43:28] >> yeah. Are you talking about MSA?
[43:30] >> Yeah.
[43:30] My kids go to that school and I'm
[43:32] like, "Okay, do I homeschool?" Cuz what
[43:34] choices do we have? We have to put them
[43:36] into a random public school for two
[43:38] years and then like hopefully Anyways,
[43:41] >> and and one of the things with our our
[43:43] current ninth graders is that some of
[43:45] those students um that had to then go to
[43:47] a different school to fill in the gap
[43:49] are now less interested in changing
[43:52] again. So,
[43:53] >> yeah, of course. Yeah. Because it's like
[43:55] another big change, right? Those like
[43:56] truly hard
[43:58] Exactly. Exactly. So that's part of the
[44:02] unfortunate truth and and so part of us
[44:05] it feels like it would be completely
[44:07] logical to say but we're feing filling
[44:10] this need in our community.
[44:11] >> Yeah. And like arguably like I know like
[44:14] if we're really dealing with like law
[44:15] and legislation that takes a lot of time
[44:17] to change. So maybe it's like totally
[44:19] just wasting our breath here. But I
[44:22] think that almost seems like the most
[44:25] natural place to scoop up a lot of
[44:26] people really fast is to do the seventh
[44:28] and eighth grade piece and then maybe
[44:30] pick up 11th grade. That's just my
[44:31] opinion.
[44:32] >> Yeah.
[44:33] >> But um so that is that is what it is.
[44:36] That's
[44:37] >> honeycomb has a seventh and eighth.
[44:39] >> Oh, does it? Okay. Well,
[44:41] >> I'm teaching seventh next year.
[44:43] >> Okay. I'm gonna put on my homeschool hat
[44:46] if I don't do that. [laughter]
[44:48] >> Well, it's only one. We teach three days
[44:51] a week and then we have parents with one
[44:52] day a week. So,
[44:53] >> perfect. Are there any other um
[44:56] questions about enrollment or about this
[44:59] process
[45:02] about the expectations?
[45:03] >> I am I put um this is a marketing thing.
[45:07] I put your flyer on the Ponia message
[45:10] board and the HotK message board.
[45:13] Somebody wants to go they've got teens
[45:15] and they they want a school, you know.
[45:18] >> I love it. Yeah. Um we if any
[45:21] >> know if anybody calls.
[45:23] >> Okay. Um if any of you So Carrie has
[45:26] been coming and picking up flyers and we've been helping her um with with
[45:30] her contacts in her community. So if any
[45:32] of the board members want to do that in
[45:34] your local location, we can email you a
[45:36] flyer. We can send you a stack of
[45:38] printed flyers. Um I will drive up to
[45:41] you and deliver them. Um, so any efforts
[45:45] that that you um any ideas that you
[45:48] have, just reach out and say, "Hey, have
[45:49] we thought about doing this?" And um
[45:52] >> um tomorrow night there's an event at
[45:54] MSA for the fifth graders. So I don't
[45:57] know if there's anybody in this area
[45:58] that could drop off a stack, but I think
[46:00] you'll get a good chunk of people there
[46:03] tomorrow at 5
[46:05] >> willing to do it. Are you presenting at
[46:08] MSA at to well just at the like the
[46:11] sixth graders just
[46:12] >> Yeah, we've been engaging with them.
[46:13] We've been meeting up and and dropping
[46:16] off flyers and and different things.
[46:18] >> Okay.
[46:19] >> So,
[46:19] >> and then um Miss Milligan um can you uh
[46:24] go to a Waldorf school for seven and
[46:26] eight?
[46:28] >> I don't think there is one right here
[46:30] for seventh and eight. They used to have
[46:33] >> at Mount Funrise [clears throat]
[46:34] Academy. They used to have it, but they
[46:36] dropped it from lack of interest. And I
[46:38] think it's because there wasn't a
[46:39] Waldorf High School. And so parents
[46:41] stopped um having hoped that there would
[46:43] be one. And so maybe they would have
[46:46] voted differently, but it was by vote.
[46:47] They chose not to have seventh and
[46:50] eighth grade.
[46:52] >> Shame.
[46:54] >> Seventh and eighth are great years.
[46:56] They're my favorite years.
[46:58] >> Mine too.
[47:01] Um I I'm really excited to be able to
[47:04] add that part in our school. That has
[47:06] been a part of my um my my plan and
[47:10] vision from the beginning. Um and so
[47:14] we'll just follow our process and and do
[47:16] the best we can.
[47:18] >> Yep.
[47:18] >> Um okay. So the last thing that I have
[47:21] is um hiring updates. We have posted our
[47:26] core positions and and have been doing
[47:28] interviews. um the number of faculty
[47:30] members is inextricably tied to the
[47:33] number of student enrollments that we
[47:35] have. So um it it everything seems to be
[47:40] kind of bottlenecking right now on on
[47:42] this enrollment but but we have to move
[47:43] forward and and prepare for faculty um
[47:46] so that
[47:48] um the best people aren't swept swept up
[47:50] before we interview. So um it's been
[47:52] going really well. We are being very
[47:54] transparent in the interviews about
[47:56] being a startup school and what that
[47:58] means about how enrollment impacts the
[48:01] hiring process. We are looking for core
[48:04] teachers who can teach multiple grade
[48:06] levels at once and also pick up elective
[48:08] courses in our first year. Um we also
[48:11] have to be aware of state licensing
[48:14] options and and making sure that we're following all of those. If a
[48:18] teacher has a state a Utah state
[48:20] license, um, then we we get an extra
[48:24] $10,000 to put towards their salary, um,
[48:27] and and so that really helps us to be
[48:29] able to pay them the competitive
[48:30] salaries that you guys approved on the
[48:32] salary schedule. Um, so those are some
[48:34] things that that we have to consider.
[48:36] Um, we're also looking for teachers who
[48:38] will be committed to staying um for
[48:41] multiple years and building a strong
[48:43] cohort of teachers that will support new
[48:46] teachers coming in every year. Um, so,
[48:48] you know, starting with only five to
[48:51] seven teachers and then adding another
[48:53] five to seven teachers, all of a sudden
[48:55] our culture could get weird if that core
[48:59] cohort um isn't isn't strong. We have a
[49:02] lot of things in place with the Waldorf
[49:04] workshops and the um professional
[49:06] development and and the support through
[49:08] our Dina pedigogy and and lectures and things coming in. Um and so that's
[49:14] what we're looking for in our candidates
[49:15] and and we've been really pleased. So um
[49:18] we're also working on the offer letters
[49:21] and onboarding process and um uh what
[49:26] the contracts look like. Um, so we're
[49:29] still finalizing that before we we send
[49:32] those um final things out. Um, and it's
[49:35] pretty standard. The the the offer
[49:38] letter and the contract will state their
[49:41] salary clearly um and their benefits and
[49:43] their responsibilities as a teacher. Um,
[49:49] anything else that I have about that?
[49:51] Um, just some statistics about the
[49:53] applicants. We've had a total of 30
[49:54] applicants as of today. We I think we
[49:57] might and typically we're getting you
[49:59] know two or three additional applicants
[50:01] a day. Um across all of our postings
[50:04] we've posted math, science, English,
[50:07] social studies, and PE.
[50:10] Um we've had um half of the applicants
[50:13] have been history teachers.
[50:16] So we've interviewed a lot of history
[50:18] teachers. Um three to five of those have
[50:20] been applicants for English. We've only
[50:22] had two math applicants, but I think a
[50:24] third one came in today. Um and um three
[50:28] to five for science. We also had about
[50:31] 10 applicants for PE. Um so we're about
[50:34] halfway through the those initial people
[50:36] in our interviews and and scheduling
[50:38] more interviews over the next couple of
[50:40] weeks. Many of them have already come to
[50:43] our Saturday workshop and and we have 11
[50:46] or 12 of them coming this Saturday. Um
[50:49] and that has been really successful. um
[50:51] working with these new teachers and they
[50:53] go, "Oh my goodness, I'm so excited to
[50:55] be a part of this because now I know."
[50:57] And then some of them are like, "Oh,
[50:58] well, I'm going to work for a job
[50:59] somewhere else because it's not a good
[51:01] fit." So, it's been a really great part
[51:02] of that process since we can't have them
[51:04] come into our classrooms um for them to
[51:08] get a kind of picture of that. We have
[51:11] told the participants that we've
[51:12] interviewed so far. Um that we're trying
[51:15] to make final hiring decisions for the
[51:18] first four core teachers because we'll
[51:20] have to have a minimum of four. Um so
[51:22] that first selection will happen around
[51:25] midappril as we're able to finalize the
[51:28] lease, see what the enrollment trends
[51:30] are. Um we'll offer those positions. Um,
[51:33] we've also told the applicants that if
[51:35] our enrollment numbers increase, we
[51:37] might offer second choice applicants an
[51:40] opportunity um later in May or in the
[51:43] summer as we need more positions. So,
[51:46] um, we've also let the applicants know
[51:48] that we are filling positions for the
[51:50] whole high school and they may be
[51:52] invited for a position they didn't apply
[51:54] for. Um we actually have um one of our
[51:58] applicants was really excellent for both
[52:01] PE as well as facilities and
[52:03] maintenance. Um we had um someone with
[52:08] um
[52:11] uh sorry my mind went blank. Um special
[52:14] education um as well as u mentoring and leadership um and has um really
[52:21] great potential um future in our school.
[52:24] um as well as possibly an aid and
[52:27] permanent substitute. Um so we're
[52:29] looking for kind of what are some of the
[52:31] whole needs of our school that we would
[52:33] need um to be able to fill from from
[52:36] this pool. So that's our progress to
[52:39] hiring. Are there any questions um about
[52:42] hiring?
[52:43] >> Yeah. I just wanted to give you some
[52:45] advice. Mhm.
[52:48] >> Um,
[52:49] if you're interviewing someone, they got
[52:51] a great resume. While they're talking,
[52:54] spill a glass of water on the table. If
[52:58] they carry on talking while you're
[53:00] trying to wipe up the thing, ditch them
[53:03] immediately.
[53:04] >> Right. [laughter]
[53:07] Absolutely. Um, so just a little bit
[53:09] about the interview process. It's not
[53:11] just me. Um it's um at least two or
[53:14] three of us on the administrative team
[53:16] um depending on who's available around
[53:18] our other meetings. Um so typically it's
[53:20] myself, our dean of pedigogy and our
[53:22] dean of students. Um Chalice has also
[53:24] stepped in as the faculty department
[53:26] head um as we interview. So it's it's
[53:29] always at least two or three of us in a
[53:31] panel um and getting multiple
[53:34] perspectives on this person um and
[53:36] asking them questions from multiple
[53:38] angles. And then we discuss the
[53:40] applicant afterwards. We discuss um
[53:43] their strengths and weaknesses, what the
[53:44] impressions we had from the interview um
[53:47] as well as how we think that person
[53:50] would fit with the other people that
[53:51] we're considering. So, it's a little bit
[53:53] for for me as a as a theater director
[53:57] background. It's it's similar to casting
[53:59] that you're considering this position,
[54:01] but it's not in a silo. Um we have to
[54:03] consider how will they work with the
[54:05] other people that we're considering. Um,
[54:07] and as we interview each new applicant,
[54:09] it kind of changes the picture of the
[54:10] whole piece that we're looking at so
[54:12] that we can have a strong cohesive
[54:14] faculty. Um, and some of our initial
[54:18] interviews that we're like, okay, we
[54:19] really like this one. We want to hold on
[54:20] to them. And as we interview other
[54:22] people, um, we consider their position a
[54:24] little bit differently as as we get more
[54:26] information. So, that's what that hiring
[54:29] piece looks like and that's what those
[54:30] considerations are looking like. Um and
[54:33] as we um prepare to um invite those
[54:38] people to apply, we'll keep the board
[54:40] informed um on on that so that you'll know about these people.
[54:47] >> I have a question, Carol.
[54:48] >> Uh um you can have an extremely
[54:51] excellent wonderful teacher but not have
[54:53] them be have the heart for
[54:55] >> Waldorf.
[54:57] >> Um how do you feel like we are
[54:59] attracting the right teachers? Are they
[55:01] mostly people that are kind of are on
[55:04] board with that? Do you feel like you
[55:06] could actually fill those seats pretty
[55:08] easily at this point? Yes. Okay.
[55:10] >> Yeah. So, um since we are requiring them
[55:13] to come to this workshop um that has
[55:16] been super helpful. Um the workshop
[55:19] includes um a little circle time. I
[55:21] teach them a song which is uncomfortable
[55:23] for some of them and um and we do the
[55:26] teacher verse at the beginning and and
[55:28] we talk about the importance of these
[55:29] things in the work that we do and that
[55:31] there's kind of an expectation that
[55:32] these things will be included in what
[55:34] you do. Um we also have a mini lecture
[55:37] on the developmental stage of the it's
[55:40] kind of the whole human being and um the
[55:43] different parts of the human being and
[55:45] how we see ourselves and our students
[55:48] from a Waldorf perspective. um
[55:50] >> the three-fold and four-fold aspect of
[55:52] the human being. Yes.
[55:53] >> Uhuh. Um kind beautifully by
[55:56] >> Veronica.
[55:57] Yes, that's right.
[55:59] >> So, so it gives them like this is the
[56:01] type of conversations we're going to be
[56:02] having. This is the type of professional
[56:04] development you're going to be a part
[56:05] of. Um then also Susan helps them does
[56:08] the chalk drawing workshop. And so
[56:11] they're they're getting these pieces and
[56:13] understanding that there's this
[56:14] expectation that I will have a
[56:15] chalkboard that I have to draw on. and so um I think that has been a great
[56:20] help in that process for them to really
[56:22] understand who we are and what we are.
[56:25] Our website has been super helpful. Um
[56:27] the the people at the top of our list um
[56:30] hands down like a lot of them they're
[56:31] like I've never heard of Waldorf before
[56:33] but I saw this on your website and I
[56:35] thought it was really cool and this part
[56:37] of the workshop was really helpful to
[56:39] me. Um, so we don't really consider any
[56:42] of them without
[56:45] um looking at them both in the workshop
[56:47] and in the um interview. So we're
[56:50] putting those things together. Um, and
[56:52] of course checking references and and
[56:54] calling up and seeing what other
[56:55] people's experience has been with them.
[56:58] >> Thank you.
[56:59] >> Yeah. Any other questions about hiring?
[57:02] >> Very sorry.
[57:03] >> Yeah, I'm I'm jumping back. I just
[57:07] couldn't figure out when to fit this in.
[57:09] But I just wanted to mention that they
[57:12] like the admin staff has a bunch of
[57:15] really great flyers that are a digital
[57:18] version as well. So like if you guys are
[57:22] willing to put that on your social media
[57:24] or send that out to your contacts or use
[57:27] those digital flyers as well, I think
[57:29] that's a really great way to spread the
[57:31] word.
[57:34] Just wanted to
[57:36] >> for that.
[57:36] >> Are those the ones from the email that
[57:38] was were sent out?
[57:39] >> There's more. There's multiple.
[57:42] >> I haven't I haven't received any of
[57:44] those.
[57:44] >> Are Well, we don't generally we don't
[57:47] just blast them out because we are
[57:48] developing like three flyers a week to
[57:50] be just on top of rotating and and new
[57:53] information. Um, so if you specifically
[57:56] want a flyer, we're happy to get them to
[57:58] you, but just know that we're we're just
[57:59] constantly moving. Um, and and go on
[58:04] this.
[58:05] >> Okay. Um, Clint just
[58:07] >> I just made one. Sorry.
[58:09] >> Oh, go ahead.
[58:11] I just I wanted one that like fit what
[58:14] was important to me to share with like
[58:16] my contacts and so I just made one with
[58:19] chat GPT which is kind of silly but um
[58:24] it
[58:24] >> a little ironic with a Walder school.
[58:26] >> Turned out really well though. So I'm
[58:29] happy to send that to you guys.
[58:30] >> Could you send it to me?
[58:32] >> Yeah, I would be glad to. I'll just send
[58:35] it to the
[58:36] >> Did you get the one that finished
[58:38] updating? Yes, Chalice update. Chalice
[58:41] did a some final tweaks on me on it for
[58:44] me [snorts]
[58:46] because I don't have any skills. So, it
[58:48] turned out really well.
[58:49] >> Carrie Carrie, this is Mart. I'd be
[58:52] interested in getting that flyer, too.
[58:55] >> I'll just send it to um to the whole
[58:58] >> to the board.
[58:59] >> Yeah, to the whole board in our group
[59:03] text.
[59:04] >> Sounds good. Thanks. You're so welcome.
[59:08] >> Carol, did you say Clint's now here with
[59:10] us?
[59:10] >> Oh, yes. I see him here with us and
[59:12] Marta is now here with us. So, I don't
[59:14] know where you want to get back to in
[59:16] your um agenda. We had to skip some
[59:19] things until we had a quorum. So,
[59:21] >> let's go to Clint first so that he can
[59:24] leave the meeting and then we'll do the
[59:25] review of the minutes and other voting
[59:27] after he's left. Um and if he has a
[59:30] message to bring to us.
[59:35] Okay. Um I just wanted to give a brief
[59:38] update on the building. Um and I don't
[59:40] have much more than I had in the last
[59:41] board meeting other than um I think I
[59:45] have passed on to kind of the committee
[59:47] that um UKCast is still on board. Um but
[59:53] they are sensitive to um trying to save
[59:58] as much uh I think one they're trying to
[1:00:00] avoid a hassle on their end and two
[1:00:02] they're trying to pass savings on to you
[1:00:04] know Azure fields and what that means
[1:00:06] though is that they have asked for kind
[1:00:08] of this space in March to to not come
[1:00:11] with any formal agreement because their
[1:00:13] contractual obligation ends on April 1
[1:00:17] and then I think they would like to kind
[1:00:19] of formalize this. I know that is not
[1:00:21] wished for. March has been a big month
[1:00:23] as far as everything you're talking
[1:00:24] about. Um but I haven't Yeah, I just
[1:00:28] kind of have to respect their autonomy,
[1:00:30] too. I guess we haven't been able to get
[1:00:31] them to move off that. Um but they uh
[1:00:36] you know, they're kind of still there.
[1:00:37] So, I do expect them to be agreeable to
[1:00:40] the lease as it's been described uh in
[1:00:43] kind of our previous meeting for that
[1:00:45] building. I also expect them to be
[1:00:47] agreeable to kind of some access in
[1:00:49] April and May and all through the summer
[1:00:50] as far as uh you know kind of afternoon
[1:00:53] and evenings into the building. Um as
[1:00:55] well as uh some office space um even
[1:00:58] during the day. Um [clears throat] we
[1:01:02] are our our team is running some we're
[1:01:04] going to do some discovery on uh the
[1:01:06] cost to uh change the sign out. Um we
[1:01:11] were kind of braced for something I
[1:01:13] think between 20 and you know $40,000.
[1:01:16] Um but other than that there's really
[1:01:18] not much need in the building. I think
[1:01:19] there's a for those of you who've been
[1:01:21] in the building there's kind of a green
[1:01:23] stripe through the building because
[1:01:24] that's their current school color. Just
[1:01:25] one simple very probably two foot you
[1:01:29] know wide green stripe through the
[1:01:31] hallways. You could just convert that to
[1:01:34] a blue stripe. And quite frankly you you
[1:01:36] wouldn't even have to. But other than
[1:01:38] that, it really is probably a turnkey
[1:01:40] building. We also don't know exactly how
[1:01:42] much furniture and fixtures and
[1:01:44] equipment they're planning to leave
[1:01:46] totally yet, but um uh you know,
[1:01:49] considering you know, maybe the the more
[1:01:52] targeted enrollment. Um you know, I'm I
[1:01:55] hold a higher optimism that perhaps, you
[1:01:58] know, you'll have essentially what you
[1:02:00] need in that building, but I don't know
[1:02:02] that answer yet. So we'll
[1:02:05] >> So we can't put the signage up till till
[1:02:07] like June or something till they're
[1:02:09] gone. Is that or
[1:02:10] >> No, no, no. Till sorry. It would be
[1:02:13] April 1 when their engagement with their
[1:02:15] current listing brokerage is over.
[1:02:18] >> Okay.
[1:02:18] >> So I would think sometime now I can't
[1:02:20] tell you April 2nd, but sometime I would
[1:02:23] hope in the days following that.
[1:02:25] >> Okay, great. That's good.
[1:02:27] >> And they have already public. Yeah,
[1:02:29] they've already agreed that we can put
[1:02:30] up signs that say future home of Azure
[1:02:33] High School. Um, as far as like fully
[1:02:36] switching out their sign, probably not
[1:02:37] until June. Um, but it'll
[1:02:40] >> but maybe banners or something like a
[1:02:42] Okay.
[1:02:43] >> Sure. Banners. I frankly I don't think,
[1:02:46] you know, considering the growth that's
[1:02:48] going to have to come to open this fall,
[1:02:50] I I don't think it would be appropriate
[1:02:51] to take funds and, you know, do that
[1:02:54] until you know you're going to be
[1:02:55] operating. So, even if it was the start
[1:02:57] of the year was a vinyl sign and it
[1:02:59] converted over, you know, whatever. I
[1:03:01] But I mean, you know, you'll you'll be certified by June 30th or you
[1:03:05] won't. So, I think between July and
[1:03:07] August, you know, there could be a
[1:03:09] [clears throat] sign that would be ready
[1:03:10] for the opening of school or within the
[1:03:11] first few weeks, but certainly you could
[1:03:14] put some vinyl signs on on the building.
[1:03:17] >> Okay,
[1:03:18] >> that's great. We're also planning a um
[1:03:21] kind of ribbon cutting big event on
[1:03:24] Saturday, August 1st. Uh a big come um
[1:03:28] final setup of the building if there any
[1:03:30] of that that might need to happen. Um
[1:03:32] and and just kind of a big celebration
[1:03:34] on August 1st before our teachers come
[1:03:36] in on 3 um ribbon cutting kind of kind
[1:03:39] of thing.
[1:03:40] >> Okay.
[1:03:43] >> All right.
[1:03:43] >> I just wanted to confirm. So,
[1:03:46] will we be able to share the location
[1:03:48] after the 1st of or the 2nd of April? Is
[1:03:51] that what you said?
[1:03:53] >> Yeah, that's what Okay. Yes, we we know
[1:03:55] you need to do that. And so, we're I
[1:03:58] don't have a date from them. Um because
[1:04:00] when I spoke with them, they said, you
[1:04:02] know, we don't know it can be the second
[1:04:03] because that maybe doesn't pass the
[1:04:05] smell test. But I really think we've got
[1:04:07] to push for some days after that. So,
[1:04:09] um, you know, even if we don't have a
[1:04:11] contractual agreement that first week, I
[1:04:13] think I you've got to go public with
[1:04:15] this and get that out there. So, that is
[1:04:17] the the absolute goal, Carrie, is to try
[1:04:20] >> my kind of ideal possible
[1:04:22] >> would be if we could on the lottery date
[1:04:25] meet at that lo I even if it I because I
[1:04:29] think it might be their spring break and
[1:04:31] if they're not in the building and
[1:04:32] they're let willing to let us like, hey,
[1:04:34] here's our live lottery. Everybody come
[1:04:36] here's your application. fill it out
[1:04:38] right now. Here's your enrollment
[1:04:39] packet. Fill it out right now. Um just
[1:04:41] get get those things going would be my
[1:04:43] ideal. Um I don't know if they'll let us
[1:04:45] do that. Um otherwise probably April 6th
[1:04:48] on that Monday um is is my backup plan
[1:04:52] for those postings, but
[1:04:54] >> Okay.
[1:04:54] >> Yeah,
[1:04:55] >> great. Just they hopefully they
[1:04:58] understand that we we kind of need to
[1:05:01] get that out as soon as possible. Mhm.
[1:05:04] >> Yep.
[1:05:05] I think they do and they're very
[1:05:07] empathetic to this. They they they're
[1:05:09] also a high school. They also, you know,
[1:05:11] understand the challenges with
[1:05:12] enrollment. Um yeah, I think they're a
[1:05:15] good partner in that way.
[1:05:19] >> Okay. Uh could we
[1:05:21] >> could we move forward?
[1:05:23] >> Oh, okay.
[1:05:25] >> Yeah, you bet. No, appreciate you guys.
[1:05:27] Just we'll keep moving ahead. Is that
[1:05:29] all you need me for?
[1:05:30] >> I think so.
[1:05:32] >> Okay. Thanks all.
[1:05:33] >> Okay.
[1:05:35] Um we let's move forward with our review
[1:05:38] and with our um our vote on the minutes
[1:05:40] the February 17th and the 26th while we
[1:05:44] have our quorum here. Um is there
[1:05:48] someone who could move to approve the
[1:05:50] February 17th minutes that we've read
[1:05:53] that Sarah has has um has summarized for
[1:05:57] us? Is there someone on the board who
[1:05:59] could move to approve those?
[1:06:02] I move to approve the minutes for
[1:06:04] February 7.
[1:06:05] >> Okay. And
[1:06:07] >> I second the motion.
[1:06:09] >> Thank you, Martha.
[1:06:11] >> February 17th.
[1:06:13] >> Let's have a vote then. If you could
[1:06:15] have we could have hands raised or or
[1:06:17] the icon that I could see everyone.
[1:06:22] Um there we go. Marta.
[1:06:26] Carrie, do you have a hand? Carrie,
[1:06:29] there we go. I see it now. And Sarah,
[1:06:32] >> let me let me see if I can get Alicia's
[1:06:35] vote. She did have to step out, but if
[1:06:37] she can.
[1:06:37] >> Okay.
[1:06:38] >> Um,
[1:06:40] >> do we have our quorum already, though?
[1:06:42] >> I think we still have
[1:06:43] >> We have Carrie and we have Carrie and
[1:06:45] CJ, but you just want to have her part
[1:06:47] of it.
[1:06:48] >> Yeah.
[1:06:48] >> All right, I understand. So, I have
[1:06:52] myself, Sarah, Marta, Christian,
[1:06:57] Carrie. She was here to review it, so
[1:06:59] she should be able to
[1:07:01] >> give
[1:07:02] >> input on that.
[1:07:04] >> I'll let you know when her vote comes
[1:07:05] in. [laughter]
[1:07:06] >> Okay.
[1:07:06] >> And I can always update later with her
[1:07:08] game.
[1:07:08] >> So, we have a unanimous of our quorum
[1:07:10] anyway. So, we can move forward then. Do
[1:07:13] I have someone who could who could um
[1:07:15] move to approve our February 26 minutes
[1:07:18] as summarized by Sarah to this evening?
[1:07:27] I move to approve the February 26th
[1:07:29] minutes.
[1:07:30] >> Thank you, Marta. Do we have a second?
[1:07:32] Someone who's can second that motion to
[1:07:35] approve the minutes for February 26th.
[1:07:42] » Sarah is raising her hand to vote.
[1:07:44] >> Oh, there it is.
[1:07:46] >> Thank you. Okay, let's let's have a vote
[1:07:49] on the February 26 minutes.
[1:07:52] hands raised or an icon. All right, we
[1:07:56] have myself, Sarah, Marta, Christian,
[1:08:01] Carrie,
[1:08:03] Issa. Okay, and we'll add in Alicia if
[1:08:08] she comes back with us. All right. Um, I
[1:08:12] believe the only other motion we have to
[1:08:14] make is to end our meeting. So, how does
[1:08:17] that, Carol? Does that square with what
[1:08:19] you're looking at?
[1:08:19] >> Um, I think so. There wasn't a whole lot
[1:08:22] of business to actually conduct on this.
[1:08:24] >> Not this not this time.
[1:08:26] >> Information and update.
[1:08:27] >> Oh, we just have a quick note uh about
[1:08:30] our our
[1:08:31] >> our finance committee.
[1:08:32] Yes.
[1:08:35] >> Um so, Marta, um based on our last
[1:08:38] conversation, um we're just still on
[1:08:40] budget. Um I did want to share with the
[1:08:42] board that we got notice of the
[1:08:44] revolving loan. Um, that email said,
[1:08:48] "Azerfield Charter High School applied
[1:08:50] for a charter school revolving loan on
[1:08:51] December 16th, 2025. As you will recall
[1:08:54] from the committee meeting, all eleas
[1:08:56] were asked if they would be willing to
[1:08:57] accept less than they applied for due to
[1:09:00] limits of funds and a large pool of
[1:09:01] applicants. Azure fields initially
[1:09:03] applied for 300,000. Today, the USB
[1:09:05] board approved a loan in the amount of
[1:09:07] 200,000. We will reach [snorts] out
[1:09:09] shortly with a promisory note requiring
[1:09:11] signature. Once the promisory note is
[1:09:13] signed by both USB and Azure Fields,
[1:09:15] dispersement of funds should occur
[1:09:17] within two weeks. Um so that was dated
[1:09:20] March 12th. Um, I think that promisory
[1:09:24] note is coming in the mail and so I've
[1:09:26] been working with our office staff to
[1:09:28] keep an eye on that document and we as
[1:09:32] soon as we get that signed we will have
[1:09:34] the additional um 200,000
[1:09:37] um in our um in our bank account. So
[1:09:41] that's the progress on the revolving
[1:09:43] loan. We still have um a balance of over
[1:09:47] 60,000 in our um bank account from the
[1:09:51] startup grant and so we're on budget and
[1:09:54] should be totally fine um as those funds
[1:09:58] hit our account.
[1:10:00] >> Um is that loan um only for uh
[1:10:04] buildings?
[1:10:05] >> No, it's actually um not for buildings.
[1:10:08] um that loan um in that application that
[1:10:11] the the board approved the budget for
[1:10:13] that loan um a few months ago and um I
[1:10:17] in December um so we put things on there
[1:10:20] like um a few computers um the
[1:10:23] additional office staff that that we've
[1:10:26] hired um their salaries actually come
[1:10:28] out of that loan amount um so
[1:10:31] >> I mean 200,000
[1:10:34] >> yes so out of that 200,000 we're we're
[1:10:37] buying supplies we're doing marketing.
[1:10:39] We're doing so there's other things. So
[1:10:41] even though we haven't gotten those
[1:10:42] funds yet, the budgets at the end um
[1:10:45] just say this much money came in for
[1:10:47] these things. This much money went out
[1:10:50] kind of regardless of when those funds
[1:10:51] came in. Um so we're keeping those on
[1:10:55] budget for the startup grant that we
[1:10:58] received. There is an accounting um at
[1:11:01] the end of the year of what we used
[1:11:03] those funds for. Um and and so we have
[1:11:07] to align all of the budget codes to the
[1:11:09] budget that we originally um sent in to
[1:11:12] the state. Um so we'll have those
[1:11:14] documents in the June meeting for the
[1:11:16] board to reconcile the budget and and
[1:11:18] work on that as well as approve the
[1:11:20] budget for the next year. Um the
[1:11:22] revolving loan, we told them this is our
[1:11:24] plan for using the funds, but there's no
[1:11:27] return accounting of we had to use those
[1:11:30] funds in those ways. So they know that
[1:11:33] we have a plan for using this money. We
[1:11:35] do need this money to meet our plans. Um
[1:11:38] but ultimately we get to use that
[1:11:40] 200,000 however we need to um to fill in
[1:11:44] the gaps.
[1:11:46] >> But it's still a loan.
[1:11:48] >> It's a loan that we start paying back
[1:11:50] next spring at a really good interest
[1:11:53] rate.
[1:11:55] >> Thanks for giving that, Carol.
[1:11:57] >> Yeah. and and those loan payments are
[1:11:59] figured in all of our budgets. Um, so
[1:12:03] >> Okay,
[1:12:04] >> good.
[1:12:07] >> Okay, I'm going to read the closing
[1:12:08] verse for our board meeting tonight. The
[1:12:11] healthy social life is found when in the
[1:12:14] mirror of each human soul, the whole
[1:12:16] community finds its reflection and when
[1:12:19] in the community the ver the virtue of
[1:12:22] each one is living. Rudolph Steiner.
[1:12:26] And can I have someone um propose to
[1:12:28] adjourn our meeting this evening?
[1:12:33] » I propose.
[1:12:34] >> Thank you, Lisa. And a second second the
[1:12:37] motion to adjourn our meeting this
[1:12:38] evening.
[1:12:39] >> I Carrie can second that.
[1:12:41] >> Thank you. Let's do our vote, please.
[1:12:44] Hands up or icons three.
[1:12:48] We have
[1:12:50] Christian
[1:12:53] Marta and we still don't have Alicia
[1:12:55] back.
[1:12:56] >> No. Um, but I will let Sarah know what
[1:13:00] her final vote is. I assume that she
[1:13:02] would approve the minutes. Um, so I'll
[1:13:04] just forward that information when it
[1:13:05] comes in that can be added to the
[1:13:06] minutes. Um, and I'm sure she would
[1:13:08] approve to adjourn the meeting.
[1:13:10] >> For adjourn the meeting. And thank you
[1:13:12] all so much again for coming tonight.
[1:13:14] And thank you Marta for for coming in
[1:13:16] and Fisa for coming in when it was a
[1:13:19] little bit difficult with this change of
[1:13:21] our time. I really appreciate you both.
[1:13:23] >> Thank you.
[1:13:24] >> Okay. Thank you everybody.
[1:13:25] >> So have a good evening everyone.
[1:13:28] >> Thank you board.
[1:13:29] >> Bye. Thank you board.
[1:13:30] >> Bye. Keep up the good work.