[0:07] Um, I have a meeting with them later

[0:10] this week, so I will ask them about

[0:11] that.

[0:12] >> Okay.

[0:20] » Carol, did you ever start the recording

[0:21] on this meeting?

[0:23] >> Uh, nope. Did you?

[0:25] >> It's dead.

[0:26] >> Recording in progress.

[0:31] Let's go back to the beginning.

[0:33] >> Hope you took good notes, Sarah.

[0:35] >> I did. Is it okay if I just read the

[0:38] notes of what we did?

[0:42] » I think so. As long as there's an audio

[0:43] recording of it and then you'll have

[0:45] your written notes as well.

[0:47] >> Okay. We had a call to order that Susan

[0:50] did and then we skipped our Walder study

[0:52] and board capacity meeting. There were

[0:55] no public comments. We had a review of

[0:57] the minutes of June 29th and of July

[1:00] 14th which were both approved. There was

[1:02] no administration review and there was

[1:04] no board committee reports. We were

[1:06] discussing the oath of office and or we

[1:09] had a question for Suzanne on how the

[1:11] oath of office was done. She did not

[1:13] have a date for the roll out yet, but

[1:15] she suggested that we reach out to the

[1:17] SCSB

[1:18] office with Stacy to get clarification

[1:21] on how they want to support us in doing

[1:23] this. Is that correct?

[1:27] Okay.

[1:28] >> Yeah,

[1:29] >> that's it so far.

[1:40] » Carol, are you

[1:44] » next?

[1:45] >> Well, yeah, I can I can help with this.

[1:47] Um, so our school status, um, we are in

[1:53] deferment currently. Um and there's some

[1:58] things that the board needs to consider

[2:00] in um how to move forward. So we

[2:04] submitted the

[2:06] pre-application the proposal to

[2:10] um

[2:12] apply for 7 through 12. Um so it kind of

[2:17] starts

[2:18] >> 11.

[2:19] >> Yeah.

[2:22] >> Did you have a question, Carrie?

[2:24] I'm so sorry. I accidentally tapped my

[2:27] unmute. I'm so sorry to interrupt.

[2:30] >> No, just making sure that um Okay, so um

[2:35] so we turned in that pre-proposal.

[2:38] Um and

[2:40] here are my thoughts on on moving

[2:44] forward with that.

[2:46] um we need to have in some way um

[2:51] whether we continue with the application

[2:54] for 7 through 12 or if we try to move

[2:57] forward to open just 9 through 12 in the

[3:00] um next school year. Um we have to get

[3:06] pretty solid numbers really quickly. I

[3:09] I'm going to say that if we don't have

[3:12] 150 interested students by December,

[3:14] then it the likelihood of being able to

[3:17] get enough students enrolled to open is

[3:20] highly unlikely.

[3:22] Um

[3:24] I think that our best shot

[3:27] >> is that just 9th through 12th 150.

[3:31] >> Um that's whatever direction we go

[3:33] >> or 7th through 11. But whatever

[3:36] direction we go, we we still have to

[3:39] have about 150 students minimal to open.

[3:43] um that that means more students in 9

[3:48] through 10 or 11. If if we are only

[3:52] going for that or if we are applying for

[3:55] the expansion, we in order for them to

[3:57] approve it, um I'm going to say that

[3:59] they're going to want actual names on

[4:01] lists to prove that we are going to be

[4:05] able to have enough students to open um

[4:08] since that has been one of our biggest

[4:09] challenges. Um

[4:12] so

[4:14] I think that um and and then the funding

[4:18] issue is is the other big piece. Um the

[4:22] process if we're if we're going to get 7

[4:25] through 12 um

[4:28] we have submitted the pre-application,

[4:31] the proposal, whatever they call it, and

[4:34] the state charter school board will

[4:36] review that I think in their September

[4:39] meeting is what they've said. Um last

[4:42] time it was in August, but I think

[4:43] they've moved that to the September

[4:45] meeting. um and they will vote on

[4:50] whether or not they want a full

[4:51] application from us or um or if they

[4:55] don't think it has a chance. Um I I

[4:59] think we have a decent chance for them

[5:01] to ask for the full proposal. Um

[5:06] uh but it depends on the conversation

[5:07] that we have in that board meeting.

[5:11] The process that I would suggest for

[5:14] getting students

[5:16] um sending out enrollment surveys to our

[5:19] three feeder schools uh specifically

[5:22] asking them do you plan on enrolling

[5:25] your student if this is available and try and get as many of the families

[5:30] as possible. Um, so the question would be how likely are you to enroll

[5:36] your student for um, so to the current

[5:38] sixth grade students at MSA, how likely

[5:40] are you to enroll your student for 7th

[5:42] grade in 2728?

[5:44] Not likely, unsure, very likely. How

[5:46] likely are you to enroll them in 8th

[5:48] grade for the 2829?

[5:51] Um,

[5:52] so any and and then it would just go by

[5:55] grade level. the same for Wasatch with

[5:58] their sixth, seventh, and eighth grade

[6:00] and also Treeside um fourth, fifth, and

[6:04] sixth grades. Just to ask them, are you

[6:06] planning on enrolling with us? How many

[6:08] people can we get on that list?

[6:11] >> 150 students.

[6:13] >> Yeah,

[6:14] >> Carol, I still think it's the issue of

[6:16] location though, and we don't really

[6:18] know that. So, that's one of the

[6:19] problems we're still having.

[6:21] >> You are correct, and I'll get to that in

[6:22] just a second. Um

[6:26] Uh

[6:28] let's see. So I mean to answer that

[6:31] briefly, I I think the offices over by

[6:35] Treeside um are the most equitable as

[6:39] far as

[6:40] um rent cost. All of the utilities are

[6:44] included. Um the space is is workable.

[6:48] They're willing to work with us. Um so I

[6:50] think we go ahead and move forward with

[6:52] that as our location. and um and see

[6:57] what we can get on the list. Um also

[7:00] having a school bus and having a pickup

[7:02] point at the American Fork Front Runner

[7:04] station around 8:15 and one at the Provo

[7:09] station um at about 8:50 and and school

[7:14] start time between 9 and 9:15.

[7:17] Um, so if we just kind of use that as

[7:21] the information because I think anything

[7:23] else is is very extremely unlikely. Um,

[7:26] but giving them the full information and

[7:29] letting them decide from there.

[7:32] >> Okay. Um

[7:34] then

[7:36] um so the feeder the surveys to the

[7:39] feeder schools to ask to get accurate

[7:41] counts of who from those schools is

[7:43] actually planning on enrolling with us

[7:46] attending the high school preview nights

[7:47] for all of the junior highs. Um and

[7:50] again adding families to the list of

[7:53] anybody that might be interested. Um

[7:56] that one will be kind of a delicate

[7:58] conversation um because we'll have to

[8:00] tell them we are approved to open. We

[8:03] have everything ready except enrollment.

[8:05] So you know if we if we get enough

[8:07] people on the list do you want to be on

[8:08] the list um and consider us for

[8:10] enrollment? So it's just kind of a

[8:12] delicate conversation to have with those

[8:14] families. And then we also continue

[8:17] >> those don't those conversations usually

[8:19] happen in the spring when they're

[8:21] talking?

[8:22] >> They happen in September and October. We

[8:23] missed them last year. Oh, okay. That's

[8:25] good to know. Okay,

[8:26] >> so that was one of our big problems that

[8:28] by the time we reached out to ask about

[8:30] it, they said, "Oh, that was last month.

[8:31] Oh, that was yesterday. That was so we

[8:33] had we just barely missed them." So, we

[8:35] only talked to two junior highs outside

[8:37] of our feeder schools.

[8:39] >> Um, and so that was talking to our our

[8:42] target people for enrollment. Um, so we

[8:46] have that list and it's just a matter of

[8:48] contacting them this month and saying,

[8:49] "We want to be on your high school

[8:50] preview."

[8:51] Um, so then continue interfacing with

[8:54] the families that are currently on our

[8:56] list and making sure that we're not

[8:58] duplicating our counts. So some of the

[9:00] people on our list are at Mountain

[9:02] Sunrise that will get this survey of are

[9:05] you planning on enrolling? So we just

[9:06] need to make sure that we have our list

[9:08] clean to

[9:10] >> to get the numbers.

[9:12] 150 students um with 7 through 12 um 7th

[9:17] through 11th grade picking up those that

[9:19] enrolled for 10th grade this year um and

[9:22] keeping them. They'll have like a class

[9:24] of 10 people. Um but if we can get a

[9:27] full 50 students in seventh grade and a

[9:29] full 50 students in 8th grade, then we

[9:32] just need 50 students in 9th through

[9:34] 12th grade um 9th through 11th grade. So

[9:38] with our 10 students in in 11th grade um

[9:44] you know 10 to 20 students if we have

[9:47] those can be smaller classes starting

[9:49] out um if we can fill up that junior

[9:52] high. Yes Carrie

[9:56] did you have

[9:56] >> um I just yes I just wanted to clarify.

[9:59] So, does that mean we won't if we happen

[10:03] to find more students who want to enroll

[10:05] for 11th grade, will we accept them?

[10:08] >> Probably.

[10:09] >> Or Okay.

[10:11] >> Probably. I mean, we'll want to fill up

[10:12] as many as we can. Just recognizing that

[10:15] our our 9th through 11th grade until we

[10:17] have students that are going to feed

[10:19] progressively all the way through are

[10:21] going to be smaller.

[10:24] >> Disa, you also have a question.

[10:26] >> Yeah. Um I'm I'm um thinking that um it

[10:32] would be better for us to have a speaker

[10:36] and present

[10:39] what we're offering, you know,

[10:41] academically and um artistically and all

[10:44] of that stuff so that people are

[10:46] inspired to enroll

[10:49] because just to go to a school and say

[10:52] would you join us? I'm not sure how many

[10:55] people know how it grows, you know,

[10:58] older.

[10:59] How how it

[11:01] >> So, the the high school preview nights

[11:04] um they have

[11:07] >> um all of the high school options come

[11:09] and they each give like a two to three

[11:13] minute presentation on this is who we

[11:15] are, this is what we offer, and then you

[11:17] have a table and the families come by

[11:19] and talk to you at the table. So the the

[11:22] high school preview night, you're you're

[11:23] talking to people face to face. This is

[11:25] who we are. This is what we offer. Um

[11:28] >> but this is um this is um to the Waldorf

[11:33] Elementary parents who are there already

[11:36] and uh is that the is the high school

[11:39] preview night at those schools?

[11:43] >> Um I

[11:44] >> because I'm thinking of

[11:46] >> at Wasach. Yes. And we went to that one

[11:48] last year. Oh, and that's

[11:50] >> how would MSA would you do one even

[11:52] though it's not considered a high school

[11:54] preview, but like a middle school

[11:56] preview? Do they have one of those?

[11:58] >> I don't know that they do, but I'm

[12:00] willing to talk to them about that. And

[12:01] I'm not sure what Treeside does. Um, our

[12:04] feeder programs, they we've been talking

[12:07] with them and and are pretty familiar

[12:10] with who we are and what we're doing.

[12:12] And so sending out the surveys to them.

[12:14] I'd like to be able to just set up a

[12:17] little thing and go to a thing, but all

[12:19] of them are like, "Our families are

[12:20] really busy and they have enough things

[12:23] to come to. We don't want to plan an

[12:24] extra thing." So, I've been shut down in

[12:27] coming to present

[12:29] specifically about our program. Um, but

[12:33] we've had enough conversations that um

[12:36] that I think especially at Mountain

[12:37] Sunrise, they are very familiar with who

[12:39] we are in our program and they're the

[12:41] ones that are asking specifically for

[12:43] the seventh and eighth grades. Um, so I

[12:46] think the survey will be well received.

[12:48] >> Could we put up a table in their lobby

[12:50] or something just for the parents or or

[12:53] outside right by the drive and pickup or

[12:55] something? Would they allow us to do

[12:57] something like that?

[13:00] Um, we would have to talk to them about

[13:02] that. I don't know what that would do. I

[13:06] mean, we've put their we they've put our

[13:07] flyers up on their board space and and

[13:10] we've posted to their Facebook groups

[13:12] and we have we had a booth at the winter

[13:15] fair.

[13:16] >> Okay.

[13:18] >> So, as much as they'll let us join, um,

[13:23] we we keep talking to them about those

[13:24] options. I don't know that a a table. Um

[13:29] the other thing we have to consider um

[13:32] is is that the funding is extremely

[13:35] limited and I have to find other

[13:38] employment this year.

[13:40] >> So this is all volunteer from me and and

[13:42] we have no other employees.

[13:46] >> Okay.

[13:46] >> So that's that's the other reality.

[13:50] Marta.

[13:52] >> Uh, my idea, I don't know if someone's

[13:54] already thought of it. Okay. Um, Carrie,

[13:58] maybe she can answer this or just chat

[14:00] something. Um, are you part of the MSA

[14:04] Facebook group? Maybe she could list

[14:07] something on there.

[14:09] >> We So, this isn't about details on them.

[14:13] >> We We don't need to figure those details

[14:15] out. Um, it's just that's the the path

[14:19] moving forward. like we don't we don't

[14:20] have to decide on how we're going to do

[14:22] that in this meeting, but if it's going

[14:24] to happen, that's the path forward. Um

[14:28] and so then it's just a matter of of talking

[14:33] to people and getting people on the list

[14:36] um between now and December and seeing

[14:38] what we get. Um, if we

[14:42] are still not even close, if if we don't

[14:45] have enough people that are interested,

[14:48] if this happens, um, then I I don't

[14:53] necessarily see a point in moving

[14:54] forward, especially with no more

[14:56] funding. Um, that's that's one of the biggest things holding us back. Um,

[15:01] so the offices at the Nobel Place in

[15:03] Provo, they are really friendly to

[15:06] schools. um it'll be really equitable.

[15:09] It would be a lease. So that would be a

[15:11] starter place for us to get started and

[15:14] founded. Um and we would be looking for

[15:16] land

[15:18] um for a building or a building to buy

[15:21] in the background in all the things that

[15:22] we do as soon as we would be able to do

[15:25] that. Um it'll be extremely hard to get

[15:29] investors for a building like we were

[15:32] trying to initially since we deferred

[15:34] due to low enrollment numbers. So

[15:37] justifying that now is is completely out

[15:40] of the out of um like there there's no

[15:42] way that they're going to say for a high

[15:44] school that that that makes any kind of

[15:47] reasonable sense.

[15:48] >> So we have to rent. Is that what you're

[15:49] saying? We need to

[15:51] >> and so the the office at Nobel Place um

[15:54] it it actually has a it has a really

[15:56] beautiful entryway. Um it has a really

[15:59] great kind of open space with lots of

[16:01] little um glass offices that look into

[16:04] it. There's several big rooms um that

[16:07] would be serviceable for classrooms and so we can definitely make it work.

[16:13] That office building number two where

[16:15] this is has several suites that since

[16:19] it's the oldest part of the building,

[16:21] they never have anybody interested in

[16:23] leasing it. Um and so it would be great

[16:26] for them to get any kind of renter in it

[16:28] and would have space for us to expand.

[16:31] um and they'd be willing to renovate it

[16:33] to make it work for us um as we move

[16:35] forward with that. So there's

[16:38] um it's a great place to start out.

[16:42] Um,

[16:43] I think also in

[16:47] um moving forward and getting these um

[16:50] if if we can get enough people on the

[16:53] seventh and eighth grade list and enough

[16:55] people in that high school list, I think

[16:59] we add a waiver to our application to

[17:04] open with 7 through 12 in the fall of

[17:06] 2027 instead of taking a whole other

[17:09] year. um

[17:12] because our name is already out there.

[17:14] We already have people in the if we have

[17:15] enough people to fill up those grades.

[17:18] Um we already have our policies. We

[17:20] already have our system set up. Um

[17:23] everything is just kind of on hold. So

[17:26] um they may not grant it to us, but I

[17:28] think we go ahead and and ask for that

[17:31] if by December we get enough names on

[17:34] the list. um because we present the full

[17:38] application in January or February. Um I

[17:42] don't know if they've decided which

[17:43] meeting they're going to put it on this

[17:44] year and they they've been talking about

[17:46] moving it from January to February. Um

[17:50] and so we would know by then if we're

[17:54] going to go ahead and present the

[17:56] application for 7 through 12 by then. Um

[18:00] otherwise we pull the application and we

[18:03] fold. um would be kind of my

[18:07] recommendation.

[18:09] Um can um do you know are there people

[18:16] uh there who are willing to work on this

[18:20] um individually?

[18:22] I mean, not everything on you, Carol,

[18:25] but I mean, uh, there's, you know,

[18:27] flyers to be made. And, you know, one of

[18:30] the things that in that, um, the video I

[18:34] sent you of Tom, he said that they had

[18:37] 12 people and each person had a section

[18:41] of work to do. They didn't have anybody.

[18:45] They didn't have a carol. So, they had

[18:47] everybody doing uh, sort of sections of

[18:50] what you do. and and I'm not there. So I

[18:55] would, you know, I would be one of those

[18:57] people who would go and talk about Wald

[18:59] of Education to anybody who would

[19:03] listen. But um is how many of us as

[19:07] board members can actually work on this?

[19:11] >> Well, so that's what I was wondering.

[19:12] Could we put that on our agendas to help

[19:14] you with the marketing during the year?

[19:17] If we're going to still be meeting as a

[19:18] board, we could all take on

[19:21] responsibilities and and help with the

[19:23] with what little we can do, right? Still

[19:26] without

[19:26] >> that would be great. And and we're back

[19:27] to 100% volunteers like when we started

[19:30] two years ago.

[19:31] >> Yeah.

[19:32] >> So,

[19:35] >> I think the board I don't know what else

[19:37] from more people.

[19:38] >> Yeah. As a board, I don't know what

[19:39] would be more important for us to do

[19:41] than that if we're going to try and keep

[19:43] >> Yes. And it's it's not starting. It

[19:45] might be back to the beginning, but it's

[19:48] not starting at the beginning.

[19:49] >> No,

[19:50] >> there's a lot set up. Thank you.

[19:52] >> Yeah,

[19:53] >> yes, we've we've done a lot.

[19:56] Praise

[19:57] >> to God.

[19:57] >> We're l looping back is more the term. I

[20:00] like

[20:01] >> other volunteers um would also be great.

[20:04] Talking to other parents and and getting

[20:06] them involved. That's been a challenge

[20:08] of getting new people to join us. We do

[20:12] have the teachers um that that we

[20:15] interviewed and are are interested.

[20:17] They're still they're waiting. They're

[20:19] um ready and and I think we might be

[20:22] able to get some some work out of them

[20:25] as well. Um so it's just a matter of of

[20:28] clear communication and reaching out and um talking to them about that.

[20:37] Um, so as as far as budget, um, we have

[20:42] no more funding coming in and it's

[20:47] really in a tight spot. Um, they they

[20:52] did give us revolving loan money. Um,

[20:55] but if we don't open, we default on it.

[20:59] So, the position is to

[21:02] um spend

[21:04] none of that money.

[21:06] Um we we used um some of those

[21:10] additional funds for paying our people

[21:12] this past spring that got all of our our

[21:14] work done um to be ready to open. Um so,

[21:19] we're already if if we call things quits

[21:22] at any point in this um we're already

[21:25] defaulting on a portion of that loan.

[21:27] Um, so as much

[21:29] >> there way to pause the loan rather than

[21:31] default on it.

[21:33] >> So, so right now we haven't been

[21:35] spending anything else and um, but we've

[21:38] already spent a portion of it. So if we

[21:40] don't ever open, so if we don't get the

[21:43] number of students by December um, then we have to close. There's there's

[21:51] nothing else and anything that we've

[21:54] spent out of that money is defaulted.

[21:56] Um, so as little of that that we can do

[22:00] as possible. Um, because that's

[22:07] it just gets really difficult for for

[22:10] everybody in the charter world.

[22:11] >> How much is that?

[22:13] >> Um, so the initial revolving loan was

[22:16] 200,000 that they granted us. Um, and we

[22:20] currently have 164,548.

[22:26] left over.

[22:27] >> What

[22:28] >> is that? Is that what we've spent?

[22:31] >> That's what we have in the bank account

[22:33] right now.

[22:33] >> Okay.

[22:34] >> So, we've spent about 40,000.

[22:37] >> Um about 35

[22:39] >> 35,000. Okay.

[22:40] >> Um we are still getting interest on the

[22:43] account um at about $55 a month. Um so

[22:47] there's an additional $660

[22:49] coming in um from that, but it it's not

[22:52] much, but there is a little bit there.

[22:55] Um the website, our contract with them

[22:59] expires this month and um will need to

[23:02] be paid by the end of the month if we're

[23:04] going to keep the website as we have it

[23:06] built. Um

[23:09] I think if we're going to have a chance

[23:12] of moving forward, we we really do need

[23:14] the website. I don't know um if we I I

[23:18] don't know what options there are if we

[23:21] um get rid of the website that we've

[23:23] built. This website also has features

[23:26] for us to communicate with families. We

[23:28] have the app um the phone application

[23:31] for the website ready to send out and

[23:34] launch to people put on the um website

[23:37] that they can have it on their phone and

[23:39] we can push um notifications if they

[23:41] sign up. So if if we can get people to

[23:44] get their accounts with our website, um

[23:47] then we can send out information through

[23:50] that. Um

[23:52] >> Oh, I I think we need a website to be

[23:54] able to have access to the public so

[23:56] they could apply. Otherwise, how would

[23:58] they apply?

[24:00] >> We are also set up with the school store

[24:02] that we can set up a thing for people to

[24:03] donate and and see if people help us

[24:06] out. So, we can go ahead and and set

[24:09] that up and decide how we want to move

[24:11] forward with that. Um, so I think that's

[24:16] a an expense that we're going to have to do. Carrie,

[24:23] » sorry, my mouth was full. Um I I wonder

[24:28] I know that that website is super

[24:31] wonderful and has a lot of options for

[24:33] when we're like um in operation.

[24:37] Do we have the option to do like a

[24:41] more budget friendly website until we

[24:44] open or does that do we lose all that

[24:47] progress that we've

[24:48] >> done to create that website? I I think

[24:51] at this point changing to another

[24:52] website it it loses our brand

[24:54] continuity. People are used to this

[24:56] website. They um it we've it invested a

[25:00] lot in getting it set up. Um and and so

[25:04] I I really I think trying to change to

[25:08] something else would cause more problems

[25:10] and confusion than anything else. So, I

[25:14] think, you know,

[25:18] I I think we just have to to keep the

[25:21] website live. Um, all of our other

[25:24] accounts we can put on hold or deferment

[25:27] or or whatever until we're ready for

[25:30] them. Um, like the hiring one, we've got

[25:34] that set up and I'm I'm talking to them

[25:35] about putting that on pause and and not

[25:38] paying that until next March. Um,

[25:41] >> how much does the website cost per

[25:43] month?

[25:45] >> It's not per month. It's a yearly

[25:46] contract for the year. It's $6,000 for

[25:49] the year, but that includes all of the

[25:51] communication features. That includes

[25:52] the um web application. It includes um

[25:56] their support and training.

[26:02] TA, do you have a new question?

[26:06] So, I was thinking I was wondering if we

[26:10] if there are any angels of the school,

[26:12] you know, who could donate. Um,

[26:16] I think we don't ask for donations until

[26:18] January if we have the numbers. If we

[26:22] have the numbers and we're moving

[26:23] forward, um, I do I was able to make

[26:26] some connections out east when I was out

[26:27] there for training this summer. Um, and

[26:31] so I I have several connections that we

[26:34] can talk to, but if we don't have the

[26:36] numbers, I don't think there's any point

[26:38] in trying to get donations.

[26:41] >> Not even for marketing for um promoting

[26:44] the, you know, the school.

[26:47] >> If you know anybody that would be

[26:49] willing to do that, go for it. I'm going

[26:50] to try and get the donations live as

[26:52] soon as I can on the website so they can

[26:54] just go click donate. Um but until we at least break even with that

[27:02] revolving loan to be able to pay that

[27:04] back

[27:07] we need to say something

[27:09] >> not just donate but to say to to put our

[27:13] situation for people who would have

[27:15] sympathy for that you know

[27:18] >> we'll figure that out Sarah. Mom, I

[27:21] completely agree with you with keeping a

[27:23] brand uh continuity across the website.

[27:26] Um, however, with the status of the

[27:28] loan, I think that is a potentially

[27:29] risky situation. Um, I'm not going to

[27:33] guarantee it, but I'm pretty sure that I

[27:36] can find someone that would build us a

[27:38] site that would allow us to have basic

[27:40] communication.

[27:41] Um, brand continuity, maintain those

[27:44] colors, images, anything that is

[27:46] belonging to the school. I understand

[27:47] that the format um belongs to our

[27:50] provider um and also help us with our

[27:53] business side of it too. I don't think

[27:54] it would be that big of a deal. I'm

[27:56] pretty sure they'd be willing to do it.

[27:58] Um

[28:00] >> I also think my son who's just finishing

[28:03] up his training and all of that would volunteer too to keep

[28:08] >> There will still be a cost of several

[28:11] hundred dollars for hosting our domain.

[28:15] >> Yeah, there is. But there are ways to

[28:17] decrease that as well. Um because you I

[28:19] believe you own the domain name, right?

[28:24] >> I don't understand enough about the

[28:26] whole thing to know.

[28:28] >> I think you do. Um if you don't, that's

[28:31] fine. And if you decide not to go this

[28:32] route, that's fine.

[28:34] >> Um

[28:37] » let me know.

[28:37] >> Sarah, did you help with honey? Did you

[28:39] help with honeycomb's website?

[28:42] >> So that's what I'm thinking. Yes.

[28:44] >> No, that's not what I'm planning. Um I

[28:47] was a I have a degree in engineering but

[28:50] my husband is really good at this and I

[28:51] would be asking him. He has uh more than

[28:54] 20 years of experience including

[28:56] maintain security PCI compliance and all

[28:59] the necessary frameworks there and he's

[29:02] very good at doing it quickly. I know

[29:03] it's not ideal but if we can't afford to

[29:05] have a website

[29:08] he likes me at least most days.

[29:12] >> So that's what I've noticed. People need

[29:14] to have a website and they need a

[29:16] location. Those are the two things that

[29:17] they're looking for all the time.

[29:19] >> And they, you know, even myself when I

[29:22] looked up Honeycomb for the first time,

[29:24] >> Honeycomb Cottage, I wanted to see their

[29:26] website and then I wanted to know where

[29:28] they were and kind of drive over there.

[29:30] So that's kind and same with Treeide. I

[29:33] went over down to Provo with with Scott

[29:35] to see what the school looked like. So,

[29:37] if we have a if we have pictures of that

[29:39] office that are really sweet that we can

[29:41] create and put them on a website that we

[29:44] create ourselves. Um, you know, I think

[29:47] that would be good.

[29:49] >> Anyway, let's put a tag in that for now.

[29:51] We can always discuss it more when we go

[29:53] over financials more in detail in a

[29:54] minute.

[29:55] >> Okay.

[29:56] >> So, my husband builds websites

[29:59] and he says it's about $200 a year. he believes

[30:05] >> um to just like pay for a domain. Mhm.

[30:09] >> So, even though like our website would

[30:11] not be as fancy and it wouldn't have as

[30:13] many features as it does now, I think

[30:15] that we could create something that

[30:18] would be like we could hire someone or

[30:21] Sarah's husband could do it or we could

[30:23] pay someone to create a website that is

[30:25] very functional and good enough for this

[30:29] >> to sign up interim year, you know, and save a lot of money. Like it doesn't

[30:36] need to cost us $6,000.

[30:41] I don't know. I think like ideally it

[30:44] would be great to keep the same one, but

[30:46] we can still keep a lot of the

[30:49] colors and the logos and everything. So,

[30:53] >> it would need to go live in the next two

[30:56] weeks.

[30:58] >> Let me So, I'm I'm gonna caveat that. um

[31:02] just with some of my background, we can

[31:04] definitely have someone build it.

[31:06] However, whenever you're dealing with

[31:07] government websites, there is usability

[31:09] and security measures that you have to

[31:10] take into consideration and that is not

[31:12] a light thing. And as much as as a

[31:15] beginning developer, I could have built

[31:17] a clone of this website, I cannot

[31:19] guarantee the security of it. That's why

[31:21] I'm saying let me talk to my husband who

[31:24] does financial security and is very very

[31:27] vested in this and see if it's an

[31:29] option. Um, I might step away for half a

[31:32] second, but because he also has some

[31:35] workloads going on as well, but um,

[31:38] that's something we can discuss and

[31:40] consider because if he's not an option,

[31:42] we need to also consider the security

[31:46] aspect of it. Luckily, I think we're

[31:48] only taking family names. We're not

[31:50] storing student data. Is that correct?

[31:54] Um any the forms are all through other

[31:59] secured sites.

[32:00] >> Okay. So it's linking to those. Are we

[32:03] paying a subscription fee for those?

[32:06] >> No. Well, so the application form is

[32:09] through scholar which expires at the end

[32:11] of this month.

[32:12] >> Okay.

[32:13] >> Um but and and then it's Google forms

[32:17] >> through our Google workspace that that

[32:20] has been secured. Okay,

[32:25] let's we can go on to the next thing.

[32:26] I'll see if I can get a hold of him.

[32:28] >> Let's put it on the agenda for next

[32:30] month.

[32:31] >> Well, we have to make this decision by

[32:33] the end of the month to continue the

[32:36] >> contract.

[32:37] >> Do you think they would give us an extra

[32:39] week to just have it be in the

[32:41] background and turn it back on if we

[32:42] need to, or what do you think they're

[32:45] >> um I can try and call them tomorrow and see what we can work out. Um,

[32:52] uh, see if we can get an They were

[32:54] pretty good to work with us last summer

[32:56] on on that. So, um, I'll call them

[33:01] tomorrow and see what I can work out

[33:02] with them.

[33:05] >> Maybe at least till December. They could

[33:07] work out something. I don't know, till

[33:10] December at least. So, we know.

[33:12] >> Um,

[33:14] >> I don't know if they would give us until

[33:15] December.

[33:17] um potentially they'll give us until our

[33:21] other until our next board meeting.

[33:24] >> Okay.

[33:25] >> So that we can finalize that decision in

[33:27] a board meeting. Um just letting them

[33:29] know this is our situation. Can can you

[33:31] give us an extension of until the the

[33:33] next board meeting? So okay

[33:37] and then then we'll decide. Um,

[33:43] so the

[33:46] so just pairing down minimally

[33:49] everything that that needs to happen.

[33:54] Um, most of the stuff is already set up.

[33:58] Um, so working minimally

[34:03] between now and December all volunteer

[34:06] and and not paying anything I think is

[34:07] doable. Um but if we do get those

[34:10] numbers, we are still on a very tight

[34:13] budget. Um so the website being a part

[34:16] of that um bringing frontline back

[34:19] online um for hiring our teachers and recruiting um employees will be an

[34:26] expense. um having our office available

[34:31] um having IT support um and and other incidental things. Um I

[34:40] think Alliance will work with us on the

[34:43] dues um given our situation. Um but if

[34:47] anybody wants to go to the Alliance

[34:48] conference next January, that would need

[34:50] to come out of your own pocket. Um, so

[34:53] if you want to budget for that for

[34:54] yourself, um, I don't remember the cost

[34:58] online.

[35:00] Um, I I don't remember, but um, I can

[35:04] look that up for anybody if you want

[35:06] that information.

[35:08] >> 250 or something,

[35:10] >> I think. So, um, it's more in person

[35:14] because there is food and then you would

[35:15] have to travel. It is going to be at the

[35:17] same location as it was last year. Um

[35:19] and then the the online option

[35:23] um we will want to if we get the numbers

[35:27] that we need and we are opening um next

[35:30] year or if it's two years if they make

[35:33] us wait the two years um for the 7th

[35:35] through 12 um we'll want to budget for

[35:39] the alliance summer training for our

[35:41] faculty so they have a good foundation

[35:43] in understanding public waldorf

[35:46] education. Um,

[35:49] and I think that was 1,600 for up to 10

[35:53] people. Um, so, so that is an expense

[35:57] that we'll need to consider. We will, if

[35:59] we do have the numbers and we are moving

[36:01] forward to open, we will have to hire

[36:03] people in January. Potentially, we could

[36:06] start with part-time in January working

[36:08] on just the enrollment piece.

[36:11] um most of our faculty is already hired

[36:14] and so we just let them know we're

[36:16] moving forward um and and get them back

[36:19] on board and and fill in the gaps. Um

[36:23] we'll probably need at least one

[36:25] full-time and probably two full-time

[36:27] people starting in March. Um and that

[36:31] will be roughly half of of what is

[36:36] currently um in in the bank account. um

[36:40] to pay for for people. Um that's where

[36:43] the biggest expenses go. Um but if we're

[36:47] we know we have the numbers in December,

[36:50] then we can do that. But it it leaves us

[36:52] about $70,000

[36:54] for any kind of furniture and

[36:56] necessities um to start the building in

[37:00] the fall for um paper and um books and

[37:07] um desks and chairs and tables and

[37:09] blackboards and and all of those things.

[37:14] >> Um

[37:16] >> do you think that is sufficient to be

[37:18] able to start a school with?

[37:21] um the budget.

[37:24] >> Jeff is concerned about it being very tight. Um we are probably

[37:29] absolutely going to have to do some

[37:31] fundraising in in between. Um and desks

[37:36] are expensive even surplus from from

[37:39] other places and um the chalkboards are

[37:42] going to be expensive or or whiteboards

[37:44] um will be I think whiteboards will be

[37:47] less expensive um and a place to start

[37:51] um but they'll still be an expense. um

[37:56] printers and copers,

[37:58] computers for all of the teachers. Um I

[38:01] think we can put off our student

[38:03] computers um just because of our our

[38:05] model. We don't depend on those as much

[38:08] as others do. Um and if they don't have

[38:10] them until after Christmas of our first

[38:12] year, I don't think it's the end of the

[38:13] world. Um

[38:16] so

[38:19] um I I don't know. I do know that Jeff

[38:22] is very concerned about the bottom line

[38:24] there um and and having enough. But if

[38:29] the the first thing is getting the

[38:31] students enrolled, I think if we can get

[38:33] enough students on that list to be able

[38:36] to move forward, then

[38:39] um

[38:41] that's the deciding factor. If if we

[38:43] can't get enough people to sign up, um

[38:47] >> how many students?

[38:50] 150 you said

[38:54] » if mountain sunrise

[38:56] >> right

[38:56] >> 150 by December. Oh

[38:58] >> okay I will update that.

[39:00] >> So if if Mountain Sunrise has 60

[39:04] students coming out of sixth grade

[39:07] um

[39:09] then and and if we have an articulation

[39:12] agreement that they can transfer. Right.

[39:14] So my my numbers for the seventh grade

[39:17] is 50 students. that gives it some

[39:19] competition. Um we'll also be reaching

[39:22] out to the larger um middle schools,

[39:25] elementaryaries, and junior highs. Um

[39:27] but but the the purpose of that is to

[39:30] fill in the gap for the model. Um so

[39:35] it gives 50 students for us is two

[39:37] students of two classes of 25. Um and

[39:41] there's enough competition that if they

[39:43] really want this, they better sign up

[39:45] and enroll early. um get their name on

[39:48] the list and secure their spot um

[39:52] before we open it up to the public. So

[39:54] they would have to do their um so if we

[39:58] go forward with that we would be working

[40:01] with Mountain Sunrise on an articulation

[40:03] agreement um and we have so many spots

[40:06] available um for them to articriculate

[40:09] and they have a a deadline of January

[40:12] 15th. If you don't do this um on time

[40:16] then you can't then you miss your spot

[40:18] and you have to do the regular

[40:19] enrollment process.

[40:26] Um, but that that's

[40:31] a close session with this meeting.

[40:33] Carol, I was wondering. I don't see it

[40:35] here on the

[40:36] >> I don't there is a note about it. I

[40:39] don't think any of this needs to be in

[40:41] close session.

[40:42] >> Okay.

[40:46] So, but that's the information that I

[40:50] have to for the board to consider.

[40:54] >> I don't know if we can really consider

[40:56] things until we get approval next month

[40:59] about 7th and 8th and 11th and 12th

[41:02] maybe or 7th and 8th and 11th.

[41:04] >> So, so we're so we're approved for 9th

[41:08] through 12th. So, however, whatever

[41:11] configuration we want to start with. Um,

[41:14] and we're approved to open next fall

[41:17] with 9 through 12. Um, I I don't think

[41:22] in our first year it's going to be

[41:23] beneficial to enroll seniors, but I

[41:26] think we can enroll 9 through 11. Um, so

[41:30] we're already

[41:32] prepared for that. So, moving forward,

[41:35] >> no, I'm talking about the seventh and

[41:36] eighth grade edition.

[41:37] >> Seventh and eighth grade is the

[41:39] application process. Um,

[41:40] >> and we don't we won't know till next

[41:42] month on that. Is that what you're

[41:44] saying?

[41:44] >> Well, the proposal doesn't go before the

[41:48] board

[41:49] um

[41:52] in the August or September board

[41:55] meeting. I think they're going to put it

[41:56] in the September board meeting is what

[41:58] they they told us last time, but I can

[42:00] confirm that this week.

[42:02] >> So, it doesn't seem like we can talk

[42:03] about the status of the whole school

[42:05] until we know if we're going to be able

[42:06] to add seventh and eighth graders.

[42:09] We have to have names of we have to have

[42:12] proof

[42:14] that we will be able to fill up those

[42:16] grades in order for them to approve that

[42:19] we will have those grades. We have to

[42:21] get people's names on the list if

[42:24] they're going to approve it.

[42:28] So, I'm talking about the status of our

[42:31] whole school whether we because you have

[42:33] a vote to determine the school status

[42:36] and I don't know if we can

[42:38] >> we're not going to do that tonight.

[42:40] >> Well, I would recommend that we do move

[42:42] to a close meeting because there was a

[42:44] conversation um in late June about um

[42:50] the student the loan and potential

[42:54] legal things with that. And so I would

[42:57] motion that we go into a close uh

[43:00] session to discuss legal issues

[43:07] » and that's a roll call vote.

[43:09] >> Okay. Is there someone who could someone

[43:11] who could second a vote? Oh,

[43:14] >> Suz as since Suzanne I know we should

[43:17] not be having the public in that since

[43:19] Suzanne is our um

[43:23] so we have to answer your question

[43:24] Suzanne we have at the bottom the notice

[43:27] that you recommended possible close

[43:28] session in accordance with the Utah Open

[43:31] Public Meeting Act for purposes outlined

[43:33] action close session if needed. Um, I

[43:36] was going to ask if it would be

[43:38] appropriate to include Suzanne in that

[43:41] strictly because you are part of our No,

[43:43] it's not Suzanne. Okay, so

[43:51] » Sarah, my audio kind of glitched out as

[43:55] on your last sentence that you said when

[43:58] you were proposing the close session to

[44:00] discuss. What was that again? uh legal

[44:03] issues regarding the um

[44:06] >> email.

[44:08] >> Okay, thank you.

[44:09] >> Do you have this Zoom link on your

[44:12] public notice?

[44:15] >> Yes.

[44:16] >> You will likely want to have a different

[44:19] Zoom link and go to close session.

[44:23] >> I've been putting them in a breakout

[44:25] room for that

[44:26] >> leaving. Yeah. And that could happen as

[44:28] long as you can verify that you won't

[44:30] have someone showing up in your close

[44:33] session.

[44:34] >> Um,

[44:35] >> and then you want to leave this meeting

[44:38] running

[44:38] >> Mhm.

[44:39] >> during close session.

[44:42] >> And no one's able to see the breakout

[44:44] rooms with this link.

[44:46] >> Okay.

[44:48] >> Yeah. As long as you can do that so you

[44:50] don't have someone else showing up in

[44:52] your close session.

[44:55] >> Right. So I I just assign it manually

[44:58] for who gets to come.

[45:01] >> I think so.

[45:02] >> And then nobody else can come.

[45:08] >> Correct.

[45:09] >> Everybody else stays in the main the

[45:11] main me in the main room.

[45:12] >> Yes.

[45:14] >> Can I ask a clarifying question before

[45:16] we move that is not related to the close

[45:18] session. I just want to make sure I'm

[45:20] keeping up correctly. I thought that we

[45:23] had discussed that if we wanted to add

[45:25] seventh and eighth grade, it would be a

[45:27] two-year process.

[45:29] >> So, have we?

[45:30] >> So, we have submitted the proposal to

[45:33] add seventh and eighth grade. They will

[45:36] review that in the either August or

[45:39] September board meeting. I've heard

[45:40] both.

[45:42] um once they once they review it um and

[45:46] make a decision in that board meeting,

[45:48] they will either decide go ahead with

[45:50] the full application or we we don't

[45:53] think this is going to work out. So

[45:56] potentially they approve us and they say

[45:58] go ahead and do the full application. So

[46:00] we have until November, December to

[46:02] finish the full application generally is

[46:04] what the timeline is. um that goes

[46:07] before the January, although they're

[46:09] talking about moving it to the February

[46:11] board meeting. I um and so

[46:16] as a part of that full application, we

[46:20] would be including yes, we have enough

[46:23] students to fill these seats. Um so as a

[46:28] part of putting that application

[46:30] together um a market analysis is a part

[46:33] of it for us to be able to attach to

[46:35] that market analysis. We have these many

[46:38] families on our petition that say they

[46:40] are highly unlikely to enroll. Um we

[46:44] will start that process in January as

[46:47] soon as we get this approved. Right. Um,

[46:49] traditionally, if they did approve that

[46:52] in January or February, that would start

[46:55] a clock on a pre-operational year, and

[46:58] that would give us a whole other year to

[47:01] work on enrollment and setting

[47:02] everything up again. So, that's the

[47:05] timeline that we're currently on if we

[47:07] do the 7 through 12.

[47:10] I propose that as a part of that

[47:12] application as this fall we move through

[47:15] getting names on our list. If we have

[47:18] the names on the list for next fall, we

[47:21] already have our 50 students for this

[47:24] grade, our 50 students for this grade or

[47:26] however many for these other grades. We

[47:29] already have all of our system set up.

[47:31] We request a waiver to open in the fall

[47:35] with seventh and eighth grade. That only

[47:37] works if we have a 100 seventh and

[47:40] eighth graders on the list by the end of

[47:43] December when we submit the application.

[47:48] » Okay. I'm Thank you so much. I'm sorry

[47:51] that I I missed that.

[47:53] >> No, I just I was like so basically we're

[47:57] just asking for a waiver of the

[47:59] pre-operational year if we are prepared.

[48:02] >> Okay, great. Thank you so much.

[48:05] >> Yep.

[48:08] Okay. I think Sarah, you need to go

[48:10] forward with your proposal.

[48:12] >> Okay. I am motioning to You're

[48:13] >> muted. Oh,

[48:16] >> your motion.

[48:16] >> Okay. Now, I am motioning to move to

[48:19] close session to discuss legal issues,

[48:21] including the revolving loan.

[48:24] >> Do we have someone second? Oh, thank you, Marta.

[48:28] >> Okay, let's have a vote on moving to a

[48:30] close session.

[48:30] >> And Susan, this is a roll call vote, so

[48:32] you have to you not everybody. You say

[48:35] their name and they say yes or no.

[48:36] >> I'm in a I'm I'm in approval to move to

[48:39] a a closed session. Sarah,

[48:42] >> yes.

[48:42] >> Would you approve? Yes.

[48:44] >> Marta, would you approve moving to a

[48:46] close session?

[48:47] >> Yes.

[48:48] >> Christian, will you approve moving to a

[48:50] close session? Uh,

[48:53] >> say out loud. Christian.

[48:54] >> Oh, Christian.

[48:55] >> Did you just No, just kidding. I didn't.

[48:57] Yes. Yes.

[48:59] >> Uh, Carrie, if are you in approval for

[49:02] moving to a close session? Carrie

[49:03] shippers.

[49:04] >> Yes.

[49:05] >> And thesis, are you in approval for

[49:07] moving to a close session?

[49:09] >> Could you unmute and say we need to hear

[49:12] your voice on this one?

[49:15] >> Yes.

[49:16] >> Okay. Thank you.

[49:18] >> So, we're going to move to a close

[49:20] session at 9:02. And I'm pausing the

[49:23] recording.

[49:26] >> Recording in progress.

[49:34] Okay, everybody came in muted, so Susan,

[49:37] you'll need to unmute.

[49:39] >> Just as a moment of notice, we did go

[49:43] out of that at 9 or at 8:04,

[49:47] 802, and we're back at 8:28.

[49:56] » Okay. So, we're um our next on our

[49:59] agenda is

[50:01] >> you recap the closed session. We we just

[50:04] got out of close session for

[50:06] >> Sarah, would you recap that for me

[50:07] because of the legal status of the loan

[50:10] that I wasn't part of?

[50:13] >> We had a discussion about the revolving

[50:16] loan and the legal implications of um

[50:19] what that might mean for our school,

[50:21] including discussions about how we

[50:24] should handle that.

[50:26] Okay. And on our on our new business

[50:29] here, we have a vote to determine the

[50:32] school status. Are we going to have more

[50:36] discussion about that or we going to

[50:38] have a a motion about that tonight or

[50:41] are we just going to have an agreement?

[50:43] >> I would like to have a little bit more

[50:44] discussion on that if possible.

[50:46] >> Okay.

[50:46] >> Um I have a

[50:50] Oh, I can't think of a word. Sorry, I'm

[50:52] coming down with something today. Um,

[50:53] essentially I'm concerned about the

[50:55] workload on that. Um, when I first

[50:57] joined the board, I was in Utah. I'm

[50:59] currently out of state. Um, and there's

[51:03] a good number of us that are in that

[51:05] situation as well with Carol going back

[51:08] to a full-time position which we all see

[51:10] as needful. Um, we have to go to those

[51:14] uh, school previews in the fall and I

[51:17] don't think

[51:17] >> most of them are in the evening.

[51:19] >> Oh, they are. Yeah, they're not during

[51:21] the day because it's parents and

[51:22] students. Those are preview nights.

[51:24] Yeah.

[51:24] >> Okay. Because I was very concerned about

[51:26] us not having someone because I know

[51:28] Susan, you're working. Carrie, you're

[51:29] homeschooling. Carol, you're going to be

[51:31] working. Um making sure that we actually

[51:34] hit those

[51:35] >> high school previews are at night. Um

[51:37] so, and and I don't have a problem

[51:40] giving up my evenings to go do that. Um

[51:42] the only thing would be that someone

[51:44] might need to cover if there's two

[51:47] different ones on the same night. Um,

[51:50] and I don't know. I'll keep everybody

[51:52] updated on on what on what that calendar

[51:54] looks like, but um, as long as they're

[51:57] not on the same night, I don't have a

[51:58] problem doing that.

[51:59] >> Okay. I just wanted to make sure that we

[52:01] can actually make those marketing

[52:03] requirements before we make a decision

[52:05] on this.

[52:09] » Carol, would you go by yourself or would

[52:12] you need someone with you?

[52:15] >> I think by myself would be fine. um just

[52:18] there at the table and talk to people.

[52:19] Um if somebody else would like to go

[52:21] with me, that would always be helpful, I

[52:23] think. Um and we can also have our

[52:25] future teachers invited to those as well

[52:28] of like I'm going to be the science

[52:30] teacher, I'm going to be the English

[52:31] teacher, I'm going to be your history

[52:32] teacher. Um we we also have that pool um

[52:36] to to talk to.

[52:39] I think um they will be more likely to

[52:43] give us volunteer hours um than other

[52:45] people at this moment. Um and there's

[52:48] four or five of them that I think um

[52:50] would be willing to do that um so that

[52:52] they can have a job next year.

[52:57] So

[52:59] I wanted to make sure. So in getting our

[53:02] numbers for December, we are not only

[53:05] getting numbers from our feeder schools,

[53:07] but from all of the anyone possible.

[53:10] Correct.

[53:10] >> And we're do and all of the high school

[53:12] previews are soon, right? Like they're

[53:16] in the fall.

[53:17] >> Yeah. and and the high school previews

[53:19] will be specifically for those nth and

[53:20] tth graders

[53:22] to fill up those grades because we still

[53:24] have to fill up those grades.

[53:26] >> Okay. Can we do they do junior high

[53:29] previews to fill up seventh um seventh

[53:33] and eth? Is that an option?

[53:36] >> Not that I know of. I don't know of any

[53:37] elementary schools that do that.

[53:39] >> Do we have another way to market to

[53:42] different elementary schools?

[53:46] I don't know. I mean, outside of

[53:48] reaching out to elementary schools and saying, "Hey, we're an option." So,

[53:56] » I mean, I don't mind making flyers to

[53:58] give out to the kids at the elementary

[54:00] schools or something like that I could

[54:02] do at home. I just in the evenings, I'll

[54:04] probably be busy babysitting again with

[54:07] my daughter. So, but I don't mind doing

[54:10] things at home on the weekends and

[54:12] working with uh

[54:15] something to hand out to people. We

[54:17] could I could even pay for that.

[54:19] >> Marta has her hand up.

[54:23] » You're muted, Marta.

[54:31] Okay. Um, Susan, you'd probably be the

[54:34] only one that remembers because you and

[54:36] I were there the inaugural year of MSA.

[54:39] How did they get enrollment?

[54:42] Do you remember what they did?

[54:47] » The things that we've been doing

[54:52] » community was successful. It's always

[54:54] successful, especially during COVID, to

[54:56] have an open school that kids could

[54:58] apply and come into and go for a part

[55:01] day. So, I think that was not hard for

[55:04] her to open.

[55:05] >> And they opened in a new neighborhood

[55:06] that the district schools were

[55:08] overflowing. Yes.

[55:11] >> Different situation. We've we've been

[55:13] doing all of

[55:14] >> But I don't remember what marketing

[55:16] specifically Carell did. I just I just

[55:20] know that we didn't have any trouble

[55:21] with enrollment that first year and and

[55:24] we can

[55:25] >> Well, I I say to do the surveys. I'm

[55:28] highly in favor of do a service with our

[55:32] feeder schools

[55:34] and see if you get

[55:38] um something set up.

[55:40] >> By doing it on Facebook though, we

[55:42] haven't had much success with that. I'll

[55:43] be talking directly to the schools and saying, "Do you mind sending this to

[55:48] all of your We want as many of these

[55:51] families." Um I I'll be working with

[55:53] them specifically. I'll be showing up at

[55:55] the schools. Um all all of that. This

[56:00] will be a um

[56:03] a big push.

[56:04] >> I was just gonna ask Susan, since you're

[56:07] here, are we missing anything obvious

[56:09] that we should be doing to help with

[56:10] Suzanne? I'm so sorry.

[56:12] um with this enrollment.

[56:15] I just want to make sure you've got more

[56:17] experience than I do.

[56:19] >> Yeah, I I think that you're trying to

[56:22] pull out all the stops and I think that

[56:24] that's exactly what you should do. Um

[56:26] >> Okay. you know, as Carol and mentioned,

[56:28] going to pounding the pavement

[56:31] >> and uh really trying to get your name

[56:34] out there. But what was mentioned

[56:35] earlier as far as the location is going

[56:38] to be critical

[56:39] >> and um having the website or a website

[56:43] that you can have them go to to get more

[56:48] information and

[56:50] so and fill out the application.

[56:53] >> Yeah. Would

[56:57] now be a good time to discuss a graceful

[57:00] way to

[57:02] beg for more help? Like do we is that

[57:07] what we could do? I also wanted to ask

[57:11] are we required to have so many hours

[57:14] per

[57:15] school day by the state? Like is there a

[57:18] way cuz I know one of the greatest

[57:21] holdups is that that kids are away from

[57:24] their families for a longer time if they

[57:26] are traveling a longer distance to

[57:28] school.

[57:29] >> That is an issue for me. Um I mean I

[57:32] even think about my kid not coming home

[57:34] until 4:30 and that's a long day.

[57:38] >> It's a long day for kids to be away from

[57:39] home.

[57:40] >> So it's

[57:42] Go ahead.

[57:43] >> I'm sorry to interrupt. you have to

[57:45] comply with the 990 hours and 180 days

[57:50] um rule.

[57:52] >> So both things have to be met and a day

[57:56] um as long as the day is at a minimum of

[57:58] 4 hours it can be counted as a day but

[58:02] you have to also by the end of the

[58:04] school year they should have attended uh

[58:07] 990 school hours

[58:09] >> and 180 school days. I think it's common

[58:13] for middle school and high schools to

[58:15] have longer days for their students. I

[58:17] mean, all my my children had that in the

[58:19] public school.

[58:20] >> It's really difficult to get all of the

[58:21] credits required to graduate um with a

[58:24] shorter school day.

[58:27] >> Okay. I was just wondering if there was

[58:30] any way to trim it a little bit. Um but

[58:33] then there's absolutely no wiggle room

[58:36] for credit recovery and and all of the

[58:39] electives.

[58:41] >> So, my seventh grader is doing two and a

[58:45] half days in person, and from what I

[58:48] understand, in this coming school year,

[58:50] she'll have like two hours of online um

[58:56] instruction

[58:58] two days a week. How are they pulling

[59:00] that off?

[59:01] >> Because you've you in order to do that

[59:03] program, you have to sign a paper that

[59:05] you wave the state requirements for all

[59:07] of that.

[59:09] No, you just muted yourself, Suzanne.

[59:11] >> Sorry, I went backwards. Uh, if if the

[59:15] instruction is two hours, my guess is

[59:18] their expectation is that they're doing

[59:21] uh school work for an additional two

[59:24] hours at minimum to meet that school day

[59:27] requirement. And then their other days

[59:31] would probably be added to it. As far as

[59:33] hours, again, the the the whole thing is

[59:35] you have to count your days. You have to

[59:37] count your hours and make sure you're

[59:39] meeting both criteria. Most schools do

[59:41] not get a waiver.

[59:43] >> Yeah. At Honeycomb, we have the three

[59:45] hours. I mean, three days a week.

[59:47] >> You're a private honeycomb is private,

[59:49] >> but we have to they have to sign an an

[59:51] affidavit that they they're not

[59:54] following the state. Um you they're being

[59:57] >> We don't have that option as a charter

[59:59] school to sign.

[1:00:01] >> We don't have that option. No. But I'm

[1:00:02] do we have the option to like even like

[1:00:06] if they do one hour of school at home a

[1:00:10] day and like

[1:00:12] >> so they can be enrolled part-time.

[1:00:16] >> Uhhuh.

[1:00:17] >> But again, they won't get the hours to

[1:00:19] graduate. They won't get the credits to

[1:00:21] graduate. I'm just wondering if we can

[1:00:24] work into our schedule like everyone has

[1:00:27] some class like we make one of the

[1:00:30] classes that all the students have to

[1:00:31] take like an at home class.

[1:00:34] >> Does that make sense?

[1:00:36] >> Even if we were to do a hybrid model

[1:00:38] though, Carrie um and do even if we did

[1:00:42] one day at home and one day at school or

[1:00:44] something of that nature to do that we'd

[1:00:46] then have to provide all the students

[1:00:48] the computers to do that and that causes

[1:00:50] other financial problems as well. Okay.

[1:00:52] >> So, even if we want to approach that in

[1:00:54] the future and even if our charter would

[1:00:56] allow it, um there's other financial

[1:00:59] issues that are going to come up.

[1:01:01] >> Okay.

[1:01:01] >> The other thing that we're facing as a

[1:01:03] high school that everything below 9th

[1:01:05] grade doesn't have to is accreditation.

[1:01:09] our classes have to be um accredited and certified for the transcript and and

[1:01:17] so they have to have a teacher that has

[1:01:19] credentials to teach that course in

[1:01:22] order for the course to be accredited.

[1:01:24] So unless it's through an accredited

[1:01:26] online program, which the state um the

[1:01:30] state online school I what's the acronym

[1:01:34] for that Suzanne? I don't remember.

[1:01:36] >> SEOP.

[1:01:37] >> Yeah, the SEO. the state educational

[1:01:38] online state online education program or

[1:01:42] something like that.

[1:01:43] >> Yeah, something like that. Um so that is

[1:01:45] an option that students can take a

[1:01:47] course through that. Um and um so there

[1:01:52] are options for for what yes is the

[1:01:56] answer, but they have to be

[1:01:58] >> mind if they're dual enrolled then you

[1:02:01] only get credit for half or whatever

[1:02:04] percentage of that student that attends

[1:02:05] your school. So that would impact your

[1:02:08] funding.

[1:02:08] >> Yeah.

[1:02:12] Did that answer your question, Carrie?

[1:02:16] >> Yes. I was just hoping there was a

[1:02:17] loophole there somewhere because if we

[1:02:20] could just like find a way to shave one

[1:02:22] hour off of our day, it would make I

[1:02:24] think a big difference.

[1:02:26] >> Um I I think potentially we can and and

[1:02:29] that's just me going back to numbers. Um

[1:02:32] I I don't know that

[1:02:35] um

[1:02:38] and and there's always you know case by

[1:02:40] case conversations to to be had but um

[1:02:43] but generally um so we are starting

[1:02:47] later um which is why we get out a

[1:02:50] little bit later. Um and if they take I

[1:02:54] think potentially they could take that

[1:02:56] last hour of the day off. Um, and this

[1:02:59] is something that they even told to the Wasatch families. Um, but that that

[1:03:06] means that you don't have any wiggle

[1:03:08] room for credit recovery.

[1:03:13] » Another suggestion, just as a mom, I

[1:03:15] have a kid that gets home late because

[1:03:17] they take the bus,

[1:03:18] >> but um, that blessed little girl does

[1:03:20] all her homework on the bus. So, when

[1:03:22] she gets home, she's free. And if

[1:03:24] they're all riding the bus or the front

[1:03:25] runner together, tell them to do their

[1:03:27] homework. And then it's pure freedom

[1:03:29] after that.

[1:03:30] >> And and that that time on the train

[1:03:33] could be a workstation for an older

[1:03:35] student to tutor the younger kids and

[1:03:36] their homework on the on the

[1:03:37] transportation. Like our our model

[1:03:39] figures in things to make that time

[1:03:42] effective. Um that's kind of what I was

[1:03:46] asking. Can we use that that

[1:03:49] transportation time for their worked

[1:03:51] hours or for a some random credit or

[1:03:54] like is there a way to just add that?

[1:03:59] >> No, because it has to be guided by the

[1:04:01] teachers

[1:04:02] >> because it has to be accredited. There's

[1:04:04] very strict rules about accreditation.

[1:04:06] So, we can do things on that drive home

[1:04:09] to essentially offset some of their

[1:04:11] stuff. It's kind of like if I could have

[1:04:12] him do the dishes before he got home so

[1:04:15] he doesn't have to do his chores

[1:04:16] afterwards, but it has to be out of

[1:04:17] school things. And yes, I know you can't

[1:04:19] do dishes on the front runner, but it's

[1:04:21] has to be an equivalent thing that you

[1:04:22] would do at home.

[1:04:26] >> Okay. Thanks, guys.

[1:04:35] So, I think the question we've been

[1:04:37] discussing is is um our our options

[1:04:42] moving forward to continue with our our

[1:04:44] plan and try and get the numbers until

[1:04:46] December.

[1:04:49] » So, we were going to discuss a graceful

[1:04:51] way to beg for help.

[1:04:56] Well, I think we can do that, you know,

[1:04:58] at other board meetings, but we have a

[1:05:00] plan right now to try and get

[1:05:03] um a petition started at all of those

[1:05:06] schools in September.

[1:05:07] >> Um to to kind of answer that a little

[1:05:09] bit, Carrie, I think, you know, the

[1:05:11] first thing is are you planning on

[1:05:13] enrolling your student? Here's the

[1:05:14] information you need. How likely are you

[1:05:16] to enroll? Those that say, I'm highly

[1:05:18] likely to enroll. I'm planning on it. I

[1:05:20] want to come. Then we reach out to just

[1:05:23] those families and say, "We see you. We

[1:05:26] hear you. We know you're interested. If

[1:05:28] you want this to happen, we need help.

[1:05:30] Here's three things you can do to help

[1:05:31] us. Which one do you want to do?" Right?

[1:05:34] Like it doesn't do any good to blast

[1:05:36] that to everybody because then it gets

[1:05:38] lost and everybody assumes that someone

[1:05:40] else is doing it. But if we can

[1:05:43] personalize that list, then we're not

[1:05:45] bugging the people that aren't

[1:05:46] interested in enrolling anyway. If they

[1:05:48] say, "I'm not interested in enrolling.

[1:05:49] I'm not filling out the survey to give

[1:05:51] you my contact information. Right. Then

[1:05:54] um

[1:05:58] then then that's contacts that we don't

[1:06:00] have to waste if that makes sense.

[1:06:04] Yes, I think that's very wise.

[1:06:10] So maybe we can dis that like would now be a good time to discuss like

[1:06:16] the actual things we can ask those

[1:06:19] contacts to do

[1:06:21] >> would be helpful at this board meeting

[1:06:24] or in our September board meeting.

[1:06:25] >> I think our board meeting

[1:06:27] I think we need to have a a closure to

[1:06:30] this discussion or move the discussion

[1:06:32] to our next board meeting. So, so I

[1:06:36] think I think it would be worth stating

[1:06:38] officially um the the decision. So, uh

[1:06:42] if board members

[1:06:44] >> help me word that, Sarah, so we could

[1:06:46] make a motion on it or Yeah.

[1:06:49] >> What what is the consensus of the board

[1:06:51] right now on closing moving forward our

[1:06:55] status? Well, I I'm under the impression

[1:06:59] because we've discussed the potential of

[1:07:00] closing and we did have on thing go

[1:07:03] discussing the process of closing, but I

[1:07:05] think that is not the mood of the board.

[1:07:07] So, if that's something we need to

[1:07:08] discuss, let's discuss it. But if we

[1:07:10] aren't going to change the status of the

[1:07:12] school and we're going to continue to

[1:07:14] defer, I don't think we need to vote, do

[1:07:16] we, Carol?

[1:07:18] business.

[1:07:20] >> Well, so I mean I guess no if we're just

[1:07:24] going to continue with uh we're planning

[1:07:27] on opening next fall and and moving

[1:07:30] forward. I think yeah, I mean like we

[1:07:34] our our plan and action is to get the

[1:07:40] numbers by December

[1:07:42] >> by December if possible. Yes. I I I

[1:07:45] don't know that anything else needs to

[1:07:46] be unless the board wants to put a

[1:07:48] contention in right now of we're we're

[1:07:50] planning on moving towards um those

[1:07:54] numbers by December and if we don't have

[1:07:56] it by December we've already made the

[1:07:59] decision if the board has already made

[1:08:01] the decision that if we don't have those

[1:08:02] numbers that's when we make the decision

[1:08:05] to close um and not continue with the 7

[1:08:09] through2 application right like

[1:08:12] >> if you want to preemptively make that

[1:08:14] decision so that it's

[1:08:17] >> look I think we could wait on it. I

[1:08:18] think it's better to wait to see what

[1:08:20] the state says and you know what the

[1:08:22] what they're asking of us and how things

[1:08:24] are going with that seventh and ethic.

[1:08:29] So maybe we don't need a motion

[1:08:32] uh regarding the status of the school

[1:08:33] because we're just continuing them the

[1:08:35] status of right of what we're doing now.

[1:08:38] >> Yeah, we're not

[1:08:38] >> and we'll motion to have another board

[1:08:40] meeting in you know in September does

[1:08:44] need I I would suggest um going ahead

[1:08:47] and deciding on this year's

[1:08:51] >> meetings.

[1:08:52] Um

[1:08:55] >> Oh, for the Yeah,

[1:08:56] >> go ahead and set schedule now. Yeah.

[1:08:59] >> Didn't we do that at the board retreat

[1:09:00] though? It's the first Tuesday of the

[1:09:02] month with the exception.

[1:09:03] >> We did. Yeah, we did that already at the

[1:09:05] retreat.

[1:09:06] >> It Well, it was tentatively discussed,

[1:09:08] but every I I would suggest everybody

[1:09:10] look at your calendar and make sure that works.

[1:09:14] Well, I think it's the best that we can

[1:09:15] find. It seems Tuesday is still the best

[1:09:18] night for everyone.

[1:09:20] >> September 1st.

[1:09:22] >> So, September 1st was the next t first

[1:09:25] Tuesday.

[1:09:26] >> Yeah.

[1:09:26] >> And that's the day right after Labor

[1:09:28] Day.

[1:09:31] >> No. Well, oh, September.

[1:09:33] >> No, Labor Day is later this year. Yeah.

[1:09:35] September 1st is okay.

[1:09:39] Um, and then

[1:09:42] 6

[1:09:48] » and

[1:09:49] >> well, we've got that we've got that

[1:09:51] listed already on one of our agendas for

[1:09:53] the 14th.

[1:09:55] >> November 3rd is election night.

[1:10:00] » I think it would put that.

[1:10:02] >> We talked about that too at our meeting

[1:10:04] and they and everyone agreed that was

[1:10:06] okay.

[1:10:10] At the time to me last week wasn't

[1:10:17] just stop around again.

[1:10:20] >> Marta, you're breaking up and can't

[1:10:23] understand what you're saying.

[1:10:25] I said at time we discussed those dates

[1:10:30] my

[1:10:32] calendar just week

[1:10:35] last week had everything but n open and

[1:10:40] I'm not going to the meeting again so

[1:10:45] everything revolves around that I know

[1:10:48] miss

[1:10:49] >> you're breaking up Martin

[1:10:51] >> can you put it in the chat we we can't

[1:10:54] actually tell what you're saying.

[1:10:57] >> Yeah,

[1:10:59] it's weird.

[1:11:01] >> Is April 6 going to be during spring

[1:11:04] break for a lot of people?

[1:11:07] >> I think so.

[1:11:09] >> So, we might have a That might be a

[1:11:12] difficult one.

[1:11:22] I'll be in Idaho then.

[1:11:28] Maybe I should go through Utah.

[1:11:33] >> Is that something we need to decide

[1:11:35] right now?

[1:11:36] >> You can stay at my house. change that or

[1:11:38] do we need or can we say can we say the

[1:11:42] first Tuesday of every month and be

[1:11:45] aware that April's might change?

[1:11:49] >> I think that's best that we stay with

[1:11:51] the general first Tuesday of every month

[1:11:53] and then we can change if we need to.

[1:11:56] >> Okay. So, are there any action items

[1:11:59] that we need to do um between now and

[1:12:02] next board meeting or Carol, are you

[1:12:04] taking care of all those surveys?

[1:12:07] I've got the surveys and I'll get them

[1:12:09] out this week. I'll be

[1:12:10] >> Is there um

[1:12:13] would it be best for us as board

[1:12:16] members? I mean, would it would there be

[1:12:19] benefit for us as board members to just

[1:12:21] put those surveys out to people we know

[1:12:24] personally or like on our personal

[1:12:26] social media? schools. I'm I'm going to

[1:12:27] create the surveys tomorrow and I'm

[1:12:29] going to start contacting our feeder

[1:12:31] schools um in as an official in a in an

[1:12:34] official capacity and let them know um

[1:12:39] this is what we're trying to do. We need

[1:12:40] your help. Please send this out to your

[1:12:42] families. Please let me come and talk to

[1:12:44] your families. Like

[1:12:46] >> how could I contact my students, Carol,

[1:12:48] for you? I mean, what what should they

[1:12:51] do? Will you have a flyer or a survey

[1:12:53] that I can give them to sign? Yeah, I

[1:12:55] can let Yeah, I'll craft that. I'll

[1:12:58] craft those tomorrow and I'll share it

[1:13:00] with the board. Um, but I think going

[1:13:02] through the schools officially.

[1:13:04] >> Um, and and then beyond that in the

[1:13:07] community. Um, so just beg the people

[1:13:11] that you know in the community, hey,

[1:13:13] this survey is going out. Please fill it

[1:13:15] out. Um, but I want to see if I can get

[1:13:18] the schools to endorse it of families,

[1:13:20] please help our our regional high school

[1:13:24] get started, right? Um, there I I I

[1:13:28] think that'll if it's coming from them

[1:13:32] um in some capacity, I think that will

[1:13:33] be helpful. So

[1:13:34] >> So we're So we're starting this month

[1:13:37] with the just the feeder schools.

[1:13:39] >> Yeah.

[1:13:40] >> Okay, sounds great.

[1:13:42] And I I mean, but I will also be calling

[1:13:44] and contacting the the junior highs to

[1:13:46] make sure that we are on the list and

[1:13:49] getting the calendar together for when

[1:13:50] their preview nights are like. So, those

[1:13:53] are my two tasks is to um get the survey

[1:13:59] done and

[1:14:02] get on the high school preview list.

[1:14:09] Is there anything those of us who live

[1:14:11] far away can do?

[1:14:15] >> Um, potentially flyers and documentation

[1:14:18] for the application as that comes

[1:14:20] through. Um, helping with the the

[1:14:23] application for 7 through 12,

[1:14:26] >> reviewing documents, writing things up.

[1:14:36] Okay. Um, do we have any other business

[1:14:39] to that we need to discuss this evening

[1:14:41] for our board meeting then tonight?

[1:14:44] >> Yes. I wanted to put something on for

[1:14:46] new business. Um, okay.

[1:14:48] >> We need to be looking at getting new

[1:14:50] board members, especially from these

[1:14:51] parents. Um, but also Carol, if you're

[1:14:54] are you still technically our

[1:14:55] administrator or should we consider

[1:14:57] moving Carol back onto the board?

[1:15:02] Yeah, my my compensation is what it is.

[1:15:05] Um I'm I'm still the executive director

[1:15:07] and you approve me for that and then we

[1:15:09] just figure out the compensation from

[1:15:10] there.

[1:15:11] >> Perfect.

[1:15:13] >> And I will take that off. I just want to

[1:15:14] make sure that you are still in official

[1:15:16] capacity with Azure Fields because I I

[1:15:18] know you know a lot about Waldorf and I

[1:15:19] think you'd be good on the board if

[1:15:20] nothing else.

[1:15:22] >> That's true.

[1:15:26] >> All right. Should we make a motion to um

[1:15:29] to Oh, let me um read our our

[1:15:33] let me uh conclude by reading our

[1:15:36] adjournment our our verse for the

[1:15:39] adjournment

[1:15:40] and then we'll make a motion to adjourn

[1:15:42] the meeting. Um a healthy social life is

[1:15:45] found only when in the mirror of each

[1:15:48] soul the whole community finds its

[1:15:50] reflection and when in the whole

[1:15:52] community the virtue of each one is

[1:15:55] living. Rudolph Steiner.

[1:15:58] Do I have someone who could make a

[1:15:59] motion to um

[1:16:03] >> to adjourn to Okay, thank you Sarah. And

[1:16:05] then do we have someone who could second

[1:16:07] that motion to adjourn our meeting

[1:16:09] tonight? Thank you, Thesisa. And our

[1:16:11] vote um for the motion I I voting I

[1:16:17] Susan McDonald, Sarah Archabald, Marta

[1:16:20] Barlo, Christian

[1:16:23] Swenson, Carrie Shipp shippers, and

[1:16:25] Thesisa Kinos.

[1:16:27] >> Everybody,

[1:16:29] >> we are adjourned. We are officially

[1:16:31] adjourned.

Aug 4 2026 Board Meeting

Transcript