[0:00] She just logged in.
[0:01] >> Oh, there you are, Susan. Hi.
[0:04] >> Recording in progress.
[0:12] » Hello everyone. Nice to see you tonight.
[0:16] Yes, I would love I would love to have
[0:18] Thisa start our meeting with the the
[0:20] verse. That would be great.
[0:22] >> Yeah, but Susan, I'm afraid I can't put
[0:24] my hand on it. I had
[0:26] >> Let me go ahead and share.
[0:28] >> Yeah.
[0:29] post the agenda tonight, Carol, I forgot
[0:31] to bring my copy of it, unfortunately.
[0:35] >> Okay.
[0:41] » Can you guys see that?
[0:45] » Yes, Iged it. That's great.
[0:48] >> I can see it. Shall I read it?
[0:50] >> Sure. Thank you, Thesa.
[0:55] May our feeling penetrate into the
[0:59] center of our heart and seek in love to
[1:03] unite itself with the human beings
[1:06] seeking the same goal.
[1:09] with spirit beings who bear grace,
[1:13] strengthening us from realms of light
[1:16] and illumining our love and gazing down
[1:20] upon our earnest, heartfelt striving.
[1:26] Rudolph Steiner,
[1:36] thank you.
[1:38] Um,
[1:41] our charter school board university
[1:43] training will have to be moved to next
[1:46] month. Again, I'm I forgot to bring it
[1:50] to my the house, my daughter's house
[1:53] tonight.
[1:58] So,
[2:00] um, let's move down to public comments.
[2:04] Are there any public comments that want
[2:06] to be need to be made tonight? Do we
[2:08] have anyone?
[2:11] >> Okay. Do you want Tamara to introduce
[2:13] herself to the board?
[2:14] >> I do want that to happen. Hi, Tamara.
[2:18] >> Hello.
[2:20] >> I'd like to uh thank you for letting me
[2:23] uh join you all. My name is Tamara
[2:25] Watson. I was introduced to the charter
[2:27] school world
[2:29] uh nearly a year maybe a year and a half
[2:32] ago and I sat down to brunch with
[2:35] Caroline Caroline what's it been a
[2:37] couple months three months and was
[2:40] really impressed with her passion and
[2:43] for the uh foundation of the school. It
[2:47] tends to align very personally with
[2:49] things that I believe in my life as
[2:51] well. And so, as I've had some free time
[2:53] open up this summer, I said, "Why not?"
[2:56] uh why not try to give back and try to
[2:59] give back to a charter school that I
[3:00] believe in. And so, I reached out to
[3:03] Caroline and asked if there were uh
[3:05] still availability on the board and she
[3:07] said yes. So, I'm here. A little bit uh
[3:11] about my background. I was raised in
[3:13] central Utah on a small sheep operation.
[3:17] I was raised in a very community uh
[3:20] advocacy location and I grew up being
[3:23] part of community and also having a lot
[3:26] of my education come from the great
[3:28] outdoors.
[3:29] Uh I majored in agriculture
[3:31] communications at Utah State and
[3:32] Oklahoma State University. I spent the
[3:35] last 16 years working with organizations
[3:37] and entrepreneurs to really refine their
[3:39] messaging and connect with their
[3:40] audiences. So I'm just looking forward
[3:43] to making an impact here in in any way
[3:45] that I can.
[3:47] Lovely. That sounds like we really need
[3:49] you, Tam. [laughter]
[3:52] >> Happy to be here.
[3:53] >> So, put me to work.
[3:56] >> Thank you so much. Um,
[3:58] >> sometime um Tamara, you can tell us uh
[4:03] how to market things.
[4:06] >> You know, I'll put on that hat. I
[4:09] probably put that hat on a little too
[4:11] much. You can ask Suzanne. I work with
[4:14] Suzanne at the Utah Association of
[4:15] Public Charter School and I'm always
[4:16] thinking about something. Aren't I
[4:18] Suzanne?
[4:20] >> And great great thoughts at that. So,
[4:23] yes, very much so.
[4:25] >> Okay. Um, let's move forward now to the
[4:29] review of our minutes. Sarah, do you
[4:31] want to review those a few minutes or do
[4:33] we
[4:34] >> Yes, I sent them out, but I just
[4:38] >> We can't hear you.
[4:39] >> Oh, darn. Okay, give me one second.
[4:41] >> Am I muted again? No. Sarah.
[4:44] >> Oh, Sarah.
[4:47] >> Okay.
[4:53] » Susan, can you see the the minutes that
[4:55] I'm sharing?
[4:56] >> Yes. Thank you. That really helps.
[4:58] >> Yeah, not a problem.
[5:00] >> Now,
[5:01] >> Nope, we can't hear you.
[5:03] >> You are not muted, but your sound is not
[5:05] being picked up.
[5:08] >> Okay. Now, you should able to.
[5:11] >> Yep. [laughter]
[5:12] Okay.
[5:15] All right.
[5:18] Sorry about that. So, I sent them out
[5:21] beforehand. Just a brief review. We had
[5:23] our meeting approvals. Um, we approved
[5:26] the board minutes from June 29th and
[5:28] July 14th and talked about the CL
[5:30] cancellation notes. Um, and then we also
[5:34] discussed needing clarification on
[5:36] administering the oath of office. We
[5:39] discussed the school status and
[5:40] enrollment. The school is currently in
[5:42] deferment and we submitted a
[5:43] pre-application to expand grades 7 to 12
[5:46] so we could expand grades up to 7 to 12.
[5:48] Targeting opening in fall 2027. We and
[5:51] reaching 150 students by December is
[5:54] critical. Without those numbers, the
[5:56] school cannot secure a built uh a
[5:58] building and will have to withdraw the
[5:59] application. We had planned recruitment
[6:02] efforts to include surveys to feeder
[6:04] schools and attending preview nights.
[6:06] The primary location was being
[6:09] considered or were near Terry side and
[6:11] per potentially using with a delayed
[6:14] start the novel place offices. The
[6:17] travel time and location remain
[6:18] significant concerns for our proect our
[6:21] families.
[6:22] Uh the school currently has no active
[6:24] funding and no employees. It spent
[6:26] approximately 35,000 in a revolving loan
[6:28] that cannot be repaid unless the school
[6:30] opens, raising default concerns. Upfront
[6:33] costs such as website maintenance and
[6:35] furniture were creating severe pressure.
[6:38] The board entered a close session at
[6:40] 8:02 p.m. to 8:28
[6:44] p.m. to discuss legal matters concerning
[6:46] the school and the revolving loan before
[6:48] returning to an open session and a
[6:49] journey.
[6:52] » Thank you so much, Sarah. Okay. Should
[6:55] we have a vote on the minutes on as as
[7:00] reviewed?
[7:02] Um,
[7:05] let's see. I don't have the the vote
[7:07] here. I have
[7:09] >> I propose we accept the minutes.
[7:12] >> Do we have a second for the the minute
[7:15] proposal? I mean,
[7:16] >> second.
[7:18] >> Okay. And um
[7:22] and then let's have a vote, please.
[7:23] Everyone raise your hand or or actually
[7:26] let's go through Susan McDonald votes. I
[7:30] that to that we couldn't to accept the
[7:33] minutes as proposed. Um
[7:37] Sarah
[7:39] uh I and Marta
[7:42] >> I.
[7:43] >> Christian
[7:47] » I I vote I yes.
[7:49] >> Thank you. And Carrie, is she here
[7:52] tonight?
[7:53] >> Nope.
[7:53] >> No. And Thisa?
[7:55] >> Yes.
[7:56] >> And Alicia?
[8:00] Yes, I I also
[8:02] >> Okay, the the vote is the vote is is
[8:05] carried uh to accept the minutes as
[8:08] proposed as as read and reviewed.
[8:12] Um
[8:13] who was it? Thesisa that called for the
[8:16] vote.
[8:18] >> Yes.
[8:19] >> And who did Christian second it?
[8:22] >> No, Martin seconded.
[8:24] >> Right.
[8:26] trying to help you out, Sarah.
[8:28] >> I appreciate it. Christian's name is
[8:30] still stuck on the one I copied and
[8:31] pasted and once in a while it sneaks
[8:33] through. I'll get them all eventually.
[8:39] » Okay. and then we'll move to
[8:43] let's see
[8:52] then we have our um oath of office
[8:55] update by by Carol.
[8:58] >> Yeah. So I emailed um the state charter
[9:02] board and I'm waiting to hear back on a
[9:05] definitive answer for that. So I there's
[9:08] no new information at this time.
[9:10] >> Okay. And then Car's resignation, Carrie
[9:13] um Shepher Shipper resignation as of
[9:17] August 12th from the board. Uh
[9:20] >> motion to accept Carrie's resignation.
[9:24] >> Okay. So do we have Yeah. Do we have a
[9:27] motion someone who could who could um
[9:30] motion to accept Car's reservation? Uh
[9:33] who could I'm sorry. Uh, do we have
[9:36] someone who could um
[9:38] >> second the resignation call?
[9:42] >> I second that.
[9:43] >> Thank you. Seconded by
[9:46] >> Alicia.
[9:46] And then let's do a vote
[9:49] outcome. Susan I and Sarah
[9:54] >> I.
[9:55] >> Marta
[9:56] >> I.
[9:57] >> Christian
[9:58] >> I.
[9:59] >> Carrie
[10:02] is not here
[10:03] >> and Carrie obviously is not here.
[10:04] Atheisa. That's right.
[10:10] And Alicia.
[10:17] » Sorry, I thought I already said I. So I
[10:18] again.
[10:20] >> Yes. Okay. Visa. And then so that motion
[10:22] is carried um by the board. Let's go on
[10:26] to our other business tonight. Um,
[10:29] Tamara Watson is a new board member
[10:31] coming in and we're grateful to have
[10:34] her. Let's Let's vote on an approval for
[10:37] her. Um, do I have someone who can
[10:39] motion to approve Carrie? I mean, um,
[10:45] I have a motion to approve Tamara as a
[10:49] new board member for Azure Fields
[10:50] Charter High School.
[10:53] >> I second.
[11:05] Nope. You're on the wrong line, Sarah.
[11:08] [laughter]
[11:08] >> I always do that. I'll move them
[11:10] eventually. I just don't normally have I
[11:13] get paranoid when I have an English
[11:14] teacher looking over my shoulder because
[11:16] I don't spell [laughter] well. You're
[11:17] >> You're funny.
[11:21] » Susan, you're unmuted.
[11:36] Nope, you mute. You unmuted and muted
[11:38] again.
[11:39] >> Okay, there you go. There you are.
[11:40] [laughter]
[11:41] >> All right. So, Susan McDonald votes I in
[11:45] great gratitude for thesis for um
[11:47] Tamara's appointment. Sarah,
[11:51] >> hi
[11:52] >> Marta.
[11:53] >> Hi
[11:54] >> Christian.
[11:56] >> Hi
[11:56] >> Carrie. Oh, not Carrie. Thesisa.
[11:59] >> Yeah, I got my hand up.
[12:01] >> Okay. And Alicia.
[12:07] » Susan is calling everybody's name
[12:09] because she's on her phone and she can't
[12:10] necessarily see everybody. So that's
[12:12] clarification of procedures going on
[12:14] tonight.
[12:14] >> I'm watching the um I'm watching the
[12:17] board agenda on my phone. Sorry. So,
[12:20] that's different than other nights we've
[12:21] had. Thank you for helping me a little
[12:24] bit. Okay. Um, our other business amend
[12:29] the bylaws. Can I have Carol if you
[12:32] could take over and share with us about
[12:33] that? Um yeah, just after our first two
[12:36] years of operation um and you know
[12:41] managing um the coming and going um it's been a challenge to keep our
[12:47] original rather large board full. Um and
[12:52] so just an idea moving forward um to
[12:58] kind of limit it even more. Five to
[12:59] seven board members um three officer
[13:02] positions. We seem to have been running
[13:03] fine with a president, secretary, and
[13:05] treasurer. Um, two or more voting
[13:09] members. Um, that would be two up to
[13:11] four voting members. Um, but a quorum
[13:15] setting that at three, a minimum of one
[13:17] officer and one voting member. So that
[13:19] the voting members can't get together
[13:20] against the officers and the officers
[13:22] can't get together against the voting
[13:23] members. Um, but three at a minimum
[13:26] would be able to allow business to
[13:29] continue as usual. um kind of
[13:31] pre-operationally and we can visit that
[13:34] again once we get fully operational
[13:38] um I don't so we can you know the board
[13:40] can discuss pros and cons and questions
[13:43] about this um and and ratify it for now
[13:47] if if you want um and then proposing to
[13:51] include this in our bylaws in our new
[13:53] application for the 7 through 12 moving
[13:55] forward um that maybe a clearer
[13:59] distinction between pre-operation and
[14:01] operational board um for functionality
[14:05] um or if we want to continue just go
[14:07] ahead and um reconfigure the board. So
[14:10] that's just some administrative
[14:13] advice and in looking at other
[14:15] successful schools and their boards and
[14:16] how they run. Um so I guess it's open
[14:19] for discussion
[14:22] if any of the board members have ideas
[14:24] of how they feel about that or
[14:26] >> I Oh, go ahead. I like the board this
[14:31] idea of this configuration.
[14:35] » I I brought this up and talked with
[14:36] Carol about a little bit too and I
[14:38] really like it because sometimes we've
[14:40] had issues where someone gets sick or
[14:43] there's this or that and just things
[14:45] come up and I think having a slightly
[14:46] smaller board where we can be really
[14:48] choosy about the quality of people we
[14:50] bring in. Um, not that we've had any
[14:52] problems so far, but you know, just in
[14:54] general with boards, it can be tricky.
[14:57] And also to be able to continue and
[15:00] maintain quorum if we don't for missing
[15:02] a person here or there cuz you know,
[15:03] heaven forbid everyone, you know, goes
[15:05] down with the flu or something like
[15:06] that. It just makes it easier to
[15:10] make sure our quorum gets met.
[15:14] >> Yeah. And I like the idea that we can
[15:16] change it later on when we are fully
[15:19] operational.
[15:21] I like that too, Thesisa.
[15:22] >> Yeah.
[15:23] >> And this is also a minimum operating as
[15:26] well. We can increase it if we want to.
[15:30] [clears throat]
[15:30] >> We're just not required to.
[15:34] >> So, do we need to vote on this amended
[15:37] amendment for the bylaws or
[15:39] >> Yeah, if you if we're the board wants to amend it such so that um in the
[15:44] future um this would be the the minimum
[15:48] in order to move business forward. Are
[15:50] there any concerns um that anybody has
[15:53] about
[15:55] um
[15:56] moving in and this would be the minimum
[15:59] in order to make a decision?
[16:02] [clears throat]
[16:04] Well, I think we we would need to be
[16:07] apprised
[16:09] of of course as you've been doing of you
[16:12] know the decision that needed to be made
[16:16] with three people,
[16:18] >> right?
[16:19] >> So that you know all of us were um
[16:22] studying it.
[16:26] » Okay, I like that. Um,
[16:31] >> also ask if we because we can still go
[16:34] up in total numbers, do we want to have
[16:37] something on there where if we have
[16:38] three officers, we have to have a
[16:41] specific ratio of officers to voting
[16:43] members or like we pick up a vice
[16:46] president if we go up to seven people
[16:47] altogether, anything like that, or are
[16:50] we kind of happy with the way they are?
[16:52] the the previous bylaws had a a pretty
[16:56] even balance of of having to have but it was pretty full also. Um so
[17:05] um we can go ahead and and add in um
[17:11] >> but I don't even know if that's a good
[17:12] idea. Is there a benefit to doing that?
[17:15] Like because all of them get the same
[17:18] votes, don't they?
[17:20] >> Yes. So, it doesn't really matter, you
[17:22] know, like I
[17:24] Susan's vote isn't worth more than my
[17:26] vote or anything. No, but but um
[17:32] sometimes
[17:35] the
[17:37] so I mean if you've got a a board
[17:39] president that's been in there for five
[17:41] years and and um the secretary's been
[17:45] working with them for four and the
[17:46] treasur for three or whatever and and
[17:48] they kind of have their idea of how
[17:53] things have been running, but then we
[17:54] get maybe some new voting members in
[17:57] that um have have noticed some things or
[18:02] whatever. You know, if we just to make
[18:05] sure that there's a balance because of
[18:06] the the type of what's it called? The
[18:12] term limits on the different positions.
[18:15] Um the voting members come and go pretty
[18:17] quickly um compared to the officer
[18:20] positions. And so in the long term,
[18:23] making sure that there's a balance of
[18:24] those um right now it doesn't matter.
[18:27] We've all been here from day one, but in the future, looking down 10 years
[18:31] in the down the road, um if you have,
[18:36] you know, three officers that have been
[18:38] there for a long time, they might
[18:40] potentially not listen to new people or
[18:43] new people might want to come in and
[18:45] usurp something um that's going on. And
[18:48] so this was one of the checks and
[18:50] balances that we've um wanted to put in making sure that so if we get all
[18:56] voting members with no Waldorf
[18:57] experience and then they want to vote in
[18:59] a certain way and all of our officers
[19:01] are the ones with the Waldorf
[19:02] experience. If you can have a quorum
[19:05] with one or the other of those groups,
[19:08] then we lose the balance of maintaining
[19:11] that that um
[19:15] >> I feel like I'm floundering. [laughter]
[19:17] What if we had a rule where because we
[19:19] have five right now where three fifths
[19:22] have to either be voting members or
[19:25] officers. So you can have three fists be
[19:27] officers or well three fifths be voting
[19:30] members but not more than that be
[19:31] officers. Would that
[19:34] >> something in there?
[19:35] >> Um
[19:37] minimum of three board members.
[19:40] Cor I'm going to say cororum must
[19:42] include
[19:52] um
[19:55] a
[19:57] I don't know if a a a balance um
[20:18] Oops.
[20:37] Does that make sense?
[20:39] Um,
[20:41] a a balance of officer to voting member
[20:43] ratio three-fifths either officer voting
[20:46] members can be that three out of five
[20:48] majority. Is that I think there's better
[20:50] ways to word it, but is that the idea
[20:53] that we're going for?
[20:59] Then is it really balanced if there's
[21:01] more voting members than there is
[21:04] officers? If the officers are Waldorf
[21:07] and the members aren't. I see what
[21:09] Sarah's saying.
[21:13] » We can have more voting members than we
[21:16] can have officers because it's at a
[21:18] certain point we start to
[21:21] >> right.
[21:24] I don't think it's a problem. Now
[21:27] >> with with a five to seven distinction,
[21:29] there would only ever be one more voting
[21:31] member than officers.
[21:36] » I think we need to have something where
[21:37] it flexes up the number of board members
[21:40] with the number of officers is really
[21:41] the issue.
[21:52] » Yeah. And I I think your original idea
[21:54] was correct. You said because you state
[21:56] quorum is a minimum of three and of that
[21:59] three you want to make sure that one is
[22:01] an officer and one is a voting member.
[22:03] That establishes your ratio. After that
[22:07] >> I I think that it's important that you
[22:08] have representation from both sides. But
[22:11] whether that's one to four or
[22:15] four to three I don't think it matters.
[22:17] I just think that both your experience
[22:19] on your Waldorf side of the officers
[22:22] versus your new blood of your voting,
[22:25] uh, I think that ratio is more important
[22:27] versus the number just that
[22:29] >> each side is present. Does that make
[22:30] sense?
[22:34] » Because I think that if you get in like,
[22:35] oh, we have four officers here tonight,
[22:37] only one voting member, I would say that
[22:39] you can go ahead because that person is
[22:41] going to voice. or hey, I I think that
[22:43] it would be rare on the other side that
[22:45] you're going to have four bony members
[22:46] and only one officer show up. I just
[22:48] don't think that that's realistic,
[22:50] >> right?
[22:55] Okay. Does that capture it?
[22:58] >> Yeah.
[22:59] >> Quum minimum being said include one of
[23:03] each.
[23:04] >> We we as officers should always try to
[23:07] be there if we can.
[23:10] >> Correct.
[23:11] >> Yes.
[23:12] I mean, everyone should,
[23:15] >> but [clears throat] yes, definitely the
[23:16] officers.
[23:18] >> Oh, Suzanne is pointing out that we have
[23:21] to have a minimum of four.
[23:24] Um,
[23:27] if we have to have a majority of the
[23:29] board. So, if we have seven board
[23:31] members, then the minimum is four to
[23:36] have a majority.
[23:39] » Okay.
[23:41] If we operate Suzanne out of a board
[23:43] member of five, then obviously three is
[23:44] a majority. Correct.
[23:46] >> That would be correct. Yeah.
[23:48] >> Okay.
[23:50] Seven board members, we have to have
[23:52] four.
[23:52] >> Yes.
[23:53] >> If there's seven board members
[23:54] appointed.
[23:55] >> Okay.
[23:56] >> Yes.
[23:57] >> So, we need a majority present. And I
[24:01] would say that
[24:03] three fifths can be voting members if we
[24:06] want to have a flexing size. Um, but the
[24:09] rest should I be officers? I think I'm
[24:12] just thinking as we bring people in, we
[24:15] might have our board flex and we can
[24:17] either go in and rewrite the bylaws then
[24:19] and just call it a day today or we can
[24:22] do it now. There's pros and cons to
[24:25] both.
[24:27] >> How large are you right now? Excuse me.
[24:29] I'm the newbie. Yep,
[24:30] >> you're good. Um,
[24:32] >> with losing Carrie, we are currently at
[24:35] six.
[24:39] But I think when we started we had what?
[24:41] Seven or 10.
[24:42] >> No, you've got seven. All of you are
[24:44] presing
[24:46] me. [laughter]
[24:46] >> Yes. Sorry, I forgot we approved you.
[24:48] Sorry. My apologies.
[24:51] >> Okay. I'll just, you know, exit stage
[24:53] right right now. I'm good. I'm out.
[24:55] [laughter]
[24:57] » Denied.
[24:59] >> It's been a long day. I apologize.
[25:01] [laughter]
[25:02] >> No worries.
[25:05] >> Okay. So I have the quorum is a minimum
[25:07] of a simple majority. Three members for
[25:08] five sitting members. Four to seven for
[25:10] four for seven sitting members. Quorum
[25:13] must include a minimum of one officer
[25:14] and one voting member ratio.
[25:18] >> Okay.
[25:20] I like that.
[25:22] Um now I think you guys can vote.
[25:25] [laughter]
[25:27] Okay. So um
[25:32] can I have someone make a motion to
[25:35] Just one minute, Carol. I need you to
[25:37] move down so I can see the title on this
[25:40] part of the
[25:41] >> Oh, I'm putting it on the on the side
[25:44] there.
[25:45] >> Oh, you are.
[25:48] >> Okay.
[25:48] >> Motion to vote that we vote to approve
[25:50] the uh to the bylaws.
[25:54] >> Okay. Amendment to the bylaws.
[25:57] Um I would add specifically
[26:00] >> oh that a quorum is a minimum of a
[26:03] simple majority three board members
[26:05] sitting three board three board members
[26:08] for five sitting and a quorum must
[26:10] include a minimum of one officer and one
[26:12] voting member.
[26:14] >> Okay
[26:14] >> ratio
[26:16] >> I think we can remove the word ratio.
[26:33] Okay. So, can I have someone make the
[26:35] motion to amend the bylaws concerning a
[26:38] change to board configuration and
[26:40] quorum? Um,
[26:42] >> I just made the motion. We just need to
[26:43] have someone second it.
[26:45] >> All right. And who has second it?
[26:48] >> I'll second it. That's Alicia.
[26:50] >> Thank you, Alicia. And voting the voting
[26:54] um Susan McDonald votes in the
[26:56] affirmative. I
[26:57] >> Sarah.
[26:59] >> Hi,
[27:00] >> Marta.
[27:02] >> Hi,
[27:02] >> Christian.
[27:04] >> Hi,
[27:05] >> Thisa.
[27:06] >> Hi,
[27:07] >> and Alicia.
[27:10] >> Hi.
[27:12] >> And Tamara, she gets to vote.
[27:15] >> Oh, I thought she had to wait till the
[27:17] next
[27:17] >> Oh, I don't know. Nay, [laughter]
[27:22] >> not
[27:25] » you can you can hold me off. Let me just
[27:27] observe this time. My name off
[27:30] >> once she's once she's voted as a member,
[27:33] which she has been, she could vote.
[27:35] >> Oh, I can. Suzanne's gonna keep us on
[27:37] the straight and narrow here. So I
[27:39] [laughter] Okay, back in the game.
[27:49] T A M R A, right?
[27:51] >> Yes, ma'am. Thank you.
[27:53] >> I have a question um that has to do with
[27:56] the um agenda. Is it a good time to
[28:00] bring it now?
[28:01] >> Potentially. I don't know. Susan's in
[28:03] charge. I need to stop in. [laughter]
[28:06] It's um I'm I'm just asking if we've
[28:08] dropped the study
[28:12] because I think that uh the study
[28:15] actually gives us a higher umbrella and
[28:19] then you know it lifts everyone to a sort of a principles of what we're
[28:26] doing and then within that we can do
[28:29] business. But to start with business, it
[28:32] takes you to the mundane too quickly.
[28:36] >> So, I talked to Sarah about this and um
[28:41] I don't know if given my
[28:43] responsibilities and commitments and
[28:46] obligations. I I don't know if I could
[28:48] consistently guarantee that. Um but
[28:52] maybe we could revisit that later. But
[28:54] that's that's the sad conclusion I've
[28:56] had to come to, unfortunately.
[28:58] >> Mhm.
[29:00] Sorry about that.
[29:01] >> Well, we could do a run, you know, we
[29:03] could take turns.
[29:05] >> That's possible.
[29:06] >> That's what I was thinking.
[29:08] >> That's a good idea.
[29:08] [cough and clears throat]
[29:10] And we did already talk about using that book about uh freedom.
[29:16] >> Yeah. The Betty Staley
[29:18] >> Betty between form and freedom. Yeah.
[29:22] >> Take turns doing this the study. That
[29:23] would be great.
[29:27] Well, it'd be great if people took um
[29:30] you know chapters and summarized them
[29:32] for us.
[29:33] >> Yes, that's what I'm thinking too.
[29:38] » I don't I don't know if um people agree
[29:42] if we have to vote on that or
[29:45] um
[29:46] >> I think or was it a an agreement before?
[29:49] >> I think that's just a structural issue.
[29:51] if we want to change it to have a
[29:53] rotation for that study. I like that.
[29:57] >> I think that's just under Susan because
[29:59] you're the board president, so you're
[30:00] kind of the one that's in charge of
[30:02] deciding how things run.
[30:04] >> Yeah, I like that idea. So, let's move
[30:06] forward with that. Is there someone who
[30:08] would volunteer to take our study next
[30:10] month?
[30:13] The chapter one and and between form and
[30:16] freedom.
[30:17] >> Where do you find the book between form
[30:19] and freedom? Oh, well, I had to order it
[30:22] online.
[30:24] Let's see.
[30:24] >> Oh, okay.
[30:25] >> Um, I could I could send out the chapter
[30:29] in an email.
[30:30] >> It look it looks like this.
[30:34] >> It's by Betty Staley
[30:37] and um she's just a amazing high school
[30:41] teacher
[30:44] and you know she's very well educated.
[30:49] Well, I've got
[30:50] >> I bought this from Amazon and it's got
[30:52] highlights in it.
[30:55] >> I can't volunteer next month, but I'll
[30:57] take November's.
[31:00] >> Got too much going on this month and
[31:02] next month.
[31:04] >> I start next month or or Thisa, would
[31:07] you like to start our first rotation of
[31:09] the study?
[31:10] >> Sure.
[31:10] >> Okay, let's have Thisa do that for next
[31:12] month
[31:13] >> in October. Right.
[31:14] >> In October. Yes.
[31:16] >> Can I ask a question on that one? Um, I
[31:19] just pulled it up on Amazon and they
[31:22] have four different versions. One's the
[31:24] one you held up that was um, published
[31:27] in 1988, but they also have Between Form
[31:30] and Freedom Being a Teenager: Holistic
[31:32] Parenting and Child Health. Is that a
[31:34] different book or is that the same
[31:36] thing?
[31:37] >> I think so. This Well, this is called A
[31:39] Practical Guide to the Teenage Years.
[31:44] So, maybe they changed. Is it by Betty
[31:47] Staley?
[31:48] >> They are. It is by Betty Staley. I'm
[31:50] wondering if it's been updated or if
[31:52] it's the same.
[31:53] >> Probably updated.
[31:54] >> How many pages does yours have?
[31:56] >> Mine has um
[32:01] Let's see here.
[32:05] Um
[32:07] 245.
[32:09] >> It says 368.
[32:13] Let's get the 245. [laughter]
[32:16] >> Yeah,
[32:16] >> my only concern is that one's been out
[32:18] of print for a while.
[32:21] >> Sorry. What did you say?
[32:24] >> That one's saying it's out of print on
[32:26] Amazon. I can look around for
[32:28] >> Oh, yes. It's probably out of print. So,
[32:31] we should get the I I'll just use this
[32:34] one because I'll be summarizing. Mhm.
[32:37] [clears throat]
[32:38] >> Is it basically the same stuff in both?
[32:42] >> I believe so. I can
[32:46] >> Yeah, fundamentally.
[32:48] >> I'm sure it is.
[32:50] >> She also has one on here called Tending
[32:53] the Spark: Lighting the Future for
[32:54] Middle School students. We might want to
[32:56] consider in the future.
[32:57] >> Oh, yeah. That's a good one, too. I
[33:00] haven't read it, but I've heard it's
[33:02] good. Could we have someone volunteer
[33:04] maybe to take December so that we just
[33:06] have until the end of the year finished?
[33:08] Is there anyone who would volunteer to
[33:10] take December's chapter 3?
[33:14] >> They're not very long. The chapters
[33:21] » I can do December.
[33:24] >> Okay, that's great, Carol. And when you
[33:27] go and look at the minutes from this,
[33:30] um, there will be a link to the book as
[33:33] well if you want to just find it easily
[33:35] that way or you can go straight to
[33:36] Amazon. But I thought I would provide a
[33:39] link and they do have both Kindle and
[33:42] paperback if that's of help.
[33:45] >> Great.
[33:48] » Okay. So, that's a Thank you, Thsa, for
[33:50] bringing that up. I feel the same way
[33:52] about that.
[33:57] Let's move on to business regarding a
[34:00] lease proposals and Carol if you could
[34:02] share with us about that.
[34:05] >> Yes. So, um the building location has
[34:08] been of paramount concern for our
[34:10] families. Um the location in Provo we
[34:14] were looking at um mostly because of um
[34:20] it's a cheap rent
[34:22] and and just being able to find a place.
[34:24] But I did talk with the realtor for that
[34:27] space and said, "Are there comparable
[34:28] spaces farther north and closer to our
[34:32] American Fork families?" And I found a
[34:36] building in um American Fork. It's North
[34:39] Point Plaza. Um it's on the west side of
[34:44] the highway and about 15 minutes south
[34:46] of Mountain Sunrise Academy. Um so
[34:49] really close for our feeder families. Um
[34:52] the availability in the building is the
[34:55] first floor and then the second floor.
[34:57] I'm still trying to get um an electronic
[34:59] picture of the second floor. Um but
[35:03] essentially the second floor includes
[35:05] this space but also the whole rest of
[35:08] the building. So it's it's pretty big.
[35:11] Um all this space around
[35:14] this is um my proposed updates to the space. It's configured as an office
[35:23] with um cubicle desks in it. Um it comes
[35:27] with two conference rooms with tables
[35:29] and chairs and it has a lot of um
[35:32] cubicle kind of desks and other tables
[35:35] and chairs and things. So furniture
[35:36] would be included. Um we would tell them
[35:39] what furniture we want to keep, what
[35:41] furniture we'd like for them to remove.
[35:43] Um and that could further reduce some of
[35:45] our facility costs. They also have
[35:48] temporary wall configurations in the
[35:50] building that it looks like they're
[35:52] pretty used to changing the walls for
[35:55] different tenants. Um, so this is my
[35:57] proposed use of this space. Um, the pink
[36:00] spaces would be um, administrative
[36:03] spaces. There's a really beautiful
[36:05] reception desk right inside the door.
[36:08] Um, the door has key badge um, lock
[36:12] access for security. Um, and there's an
[36:16] emergency exit out the back again with
[36:18] key card access. So, it's pretty secure
[36:20] for um, school safety and everybody
[36:23] would be coming in through this
[36:25] reception area. Then, um, there's some
[36:28] office spaces that can be used for
[36:30] administrative offices and breakout
[36:32] rooms. Um, there would need to be
[36:35] additional restrooms. There's only three
[36:36] stalls of men and women and it's outside
[36:39] of this space, but I think we could have
[36:43] them um if especially if we're signing a
[36:46] multi-year lease um they'd be willing to
[36:48] make sure that it's accommodated for us.
[36:50] So, this would be my proposed location
[36:52] for new um for additional restroom
[36:55] spaces for our students. There is a door
[36:58] out the back here um for access there,
[37:01] but um security might be an issue with
[37:03] our students being unsupervised in that
[37:05] hallway. Um then classroom spaces. Um so
[37:10] here's a large conference room. Here's a
[37:12] conference room that could be a smaller
[37:14] classroom. Um breaking up this space.
[37:17] Right now there's a wall in here, but it
[37:19] has formally been one big space and they
[37:22] can easily remove the wall. They said,
[37:25] um, I would use that wall actually in
[37:27] the middle here between some classrooms
[37:28] and then just open up this space. So,
[37:30] these are currently just cubicles. Um,
[37:32] and I would have this be an kind of a
[37:35] larger open common space. Um, and then
[37:39] regular hallway. There would be doors on
[37:41] both sides of the classrooms. Um and so
[37:45] this would give us two seventh grade
[37:48] classrooms, two eighth grade classrooms,
[37:50] and three classrooms for um the high
[37:53] school based on the
[37:57] um interest that we had last year with a
[37:59] difficulty filling up those high school
[38:01] classes. Um if we can get our feeder
[38:06] program to fill up those seventh and
[38:08] eighth grade classes, then there would
[38:10] be a 100 students there um and a few
[38:12] students. The concern then is those
[38:14] eighth grade students coming up into
[38:16] ninth grade, we outgrow this pretty
[38:18] quickly. Um, so I'm still talking to
[38:22] them about potentially partitioning off
[38:25] um the upstairs space to get a few more
[38:28] classrooms to be used first and second
[38:31] year and then slowly taking over the
[38:34] upstairs space. So seeing if they would
[38:36] be willing to let us expand in that
[38:39] upstairs space as we expand our program.
[38:42] Um, so right now, um, it's just,
[38:46] um, let me increase that so you can read
[38:48] some of my notes.
[38:50] Um, you can see this, right?
[38:53] >> Yes.
[38:54] >> Okay. I I shared the whole desktop and
[38:57] not just that one screen, so it should
[38:59] show anything that I pull up here. Um,
[39:01] so this is 8,211 square ft and it's 1975
[39:06] a square foot. Um, so the the yearly
[39:10] rent would be 162,000. That's a third of
[39:13] what we were looking at with um taking
[39:16] over the UKcast building in Provo. So
[39:18] that's just kind of for everybody to um
[39:20] compare those numbers. It'll be about 13
[39:23] thou 13 and a half thousand a month. Um
[39:27] and then those are some of the upgrades
[39:29] that we would want to include. Um
[39:31] parking spaces needed would be 25
[39:33] faculty and 45 student parking. that's
[39:36] dictated by the city and American Fork
[39:38] City says that we have to have three and
[39:40] a half parking
[39:42] um we have to have one parking space for
[39:44] every three and a half students in the
[39:46] high school. So this is based on 150
[39:48] high school students. Um going ahead and
[39:51] negotiating for those 70 spaces at the
[39:53] outset gives us a few years for that
[39:56] high school program to grow to 150
[39:58] students before we need to request
[40:00] additional parking spaces. Um, and I
[40:04] haven't looked recently at the um
[40:08] they they do have a ratio of of a
[40:10] certain number of people and I don't
[40:11] know how close that is um to that
[40:14] parking space ratio. The building um
[40:18] does have a a very large parking lot. Um
[40:21] and this rent price includes everything
[40:26] except internet which we contract
[40:29] through UEN. Um but it has um custodial
[40:33] services, it has groundskeeping
[40:35] services, it has our water, our
[40:36] electricity, um our plumbing, our trash,
[40:40] all all of that is included in that rent
[40:43] price.
[40:46] Um so that's the negotiations. We have a backup of the location in Provo. It'll
[40:52] be pretty easy to get into a space there
[40:55] um if if this other building falls
[40:57] through. Um, I'm working with the
[40:59] realtor on a a proposal that's there's
[41:03] no um obligation at this point. It's
[41:07] just to tell the landlord, we're
[41:09] interested in looking at this property.
[41:11] This is what we would be interested in
[41:15] um using the space for. These are the
[41:17] upgrades that we would be requesting. Um
[41:20] and and just trying to negotiate what
[41:21] that looks like. Um I would feel very
[41:24] comfortable
[41:25] talking to them about a five-year lease.
[41:28] um that helps us get kind of fully
[41:31] established. Um and the if we have a
[41:34] longer lease with them, then it
[41:38] encourages them to invest a little bit
[41:40] more at the outset in changes to the
[41:42] building um for us to take over. Um I
[41:46] don't know how comfortable they would be
[41:48] with us starting here in the first year
[41:49] and potentially moving upstairs the
[41:51] second year. Um, it all kind of depends
[41:54] on those enrollment numbers and and
[41:56] being able to open if we get those
[41:58] minimum numbers. Um, questions,
[42:01] comments.
[42:03] Carol, this seems pretty ideal to me. I
[42:05] really love the American Fork location.
[42:08] How easy is it to get to from the
[42:10] freeway and everything?
[42:11] >> Really easy.
[42:12] >> Very easy. Okay, that was that sounds
[42:14] wonderful. Actually,
[42:16] >> just those two.
[42:19] Sorry. Oh, I was just going to say I
[42:21] want to point out that Susan mentioned
[42:22] that we need to have an earthquake
[42:24] rating on this. So, we need to look into
[42:25] that. Also, I was going to ask, is there
[42:28] a elevator in this building? And okay,
[42:32] just as long
[42:33] >> there's an elevators are right here.
[42:35] >> Okay, just as long
[42:37] >> and Carol, are there are those two doors
[42:40] before you come in?
[42:42] >> Yes. So, here's the outside entrance and
[42:45] here's a little vestibule and then you
[42:46] come in and then you don't get into our
[42:49] space. So, there's another um there's
[42:51] other office spaces back here that our
[42:53] other businesses are in. Um and but we
[42:56] would be the very first door to come in
[42:58] as a as a school. Um and so we do have
[43:02] secure access here in this door. This
[43:06] door is an emergency exit and has key
[43:10] card access for faculty if they had an
[43:12] office over here and wanted to sneak in
[43:13] the back. But um this would be our main
[43:17] entrance.
[43:18] Okay. That everybody funnels through.
[43:22] >> Who's currently in the other side of the
[43:23] building?
[43:25] >> I don't remember. Um
[43:28] >> my my fear and I know it's probably not
[43:31] an issue, but it's just my fear is that
[43:33] we get a lease and then they have a
[43:37] adult store of some kind or something
[43:39] else that would be very objectual going
[43:40] to the other side. No, it's a
[43:43] professional business park and and so
[43:45] it's like call centers and um like
[43:48] there's not
[43:49] >> marketing agencies, right, that I see on
[43:52] It looks like there's two marketing
[43:54] agencies in that building.
[43:55] >> Yeah.
[43:56] >> Engage and revive.
[43:58] >> Not not a ton of um there's not even a
[44:01] lot of like their clients probably
[44:02] coming in like there there's not
[44:04] customers coming in. It's not a retail
[44:06] space. Um it's an office space. So
[44:09] >> I have So my husband was in a building
[44:12] for a long time in Lehi though that was
[44:14] fully um
[44:16] what's it called
[44:18] office space and because they were
[44:20] having a hard time leasing all over um
[44:23] they were bringing in small shops to
[44:25] fill the basement. So I don't think
[44:27] they're going to do that but I would
[44:29] just be curious.
[44:31] We can also include I mean if they're
[44:34] going to be willing to lease to a school
[44:36] they they do know that there are certain
[44:38] provisions that come with that in order
[44:40] for us to stay and we're going to take a
[44:43] lot more space than most other
[44:45] businesses and so um it's actually a
[44:47] pretty big contract for them I think um
[44:50] in part and we can also like include
[44:54] some of those provisions in the lease of that part of their responsibility as
[44:59] the landlord would be um to make sure
[45:01] that it is a safe space as a school. Um
[45:04] we can also include um so if we start in
[45:08] this first floor um we can include a
[45:13] first option for the second floor that
[45:15] if somebody comes in and is interested
[45:17] in the second floor we have the option
[45:18] to say no we'd rather move in there
[45:20] first. Um so there's things like that um that we can do. this realtor has
[45:26] he's been working with Treeside for
[45:28] quite a few years and um is familiar
[45:32] with working with schools and um is is
[45:35] really good at helping with all of those
[45:37] details and making sure that it it does
[45:39] work out in our favor.
[45:41] >> Um I know we've
[45:44] planned along a lot on having
[45:47] things down in Utah County and I
[45:49] understand that that's where our primary
[45:50] feeder school is. Um, I'm a little
[45:53] concerned though that the growth is
[45:55] mostly out west or um a little bit north
[45:58] of that just with housing developments.
[46:01] And considering that we've already
[46:02] struggled a little bit to get our
[46:04] enrollment, I'm wondering
[46:07] if we should shift our where we're
[46:10] looking for buildings or what the
[46:11] general opinion of that would be because
[46:13] I just want to make sure we hit our
[46:15] numbers.
[46:19] » Well, this is much better than Provo.
[46:21] We're getting closer to the area where
[46:24] the families would be willing to drive.
[46:26] I I don't know the distance maybe from
[46:29] >> it's only 35 minutes from
[46:31] >> to American Fork there. Have you looked
[46:34] at the distance from the general area of
[46:36] Saratoga Springs, Carol?
[46:37] >> Yeah, 15 minutes.
[46:39] >> See, I think that's Yeah, that's not bad
[46:42] at all.
[46:43] >> Um, it's 15 minutes rush hour. You're
[46:45] probably more like a half an hour.
[46:47] >> Um, it's 15 minutes. If you start school
[46:49] at 9, you're probably going to be
[46:51] >> Oh, go ahead. Sorry.
[46:52] >> Oh, no. It's a um it's 15 minutes from
[46:55] Mountain Sunrise Academy.
[46:58] >> So, it's only an additional 15 minutes
[47:00] from there. It's 10 minutes south of the
[47:01] American Front Runner station. Um it's
[47:04] only 35 minutes for the students. Um
[47:07] from Wasach campus to this campus is
[47:10] only 35 minutes. All of it, of course,
[47:12] depending on traffic, but but those are typical drive times. Um, Tamara, you
[47:18] were saying something about the 9:00
[47:19] start time.
[47:21] >> So, if your 9:00 start time, I just I I
[47:24] have a brother that lives in Saratoga
[47:25] Springs. I just know in between 78 in
[47:29] between 6:30 and 8:30, you probably want
[47:32] to double that drive time just to be
[47:34] safe until they keep expanding Pioneer
[47:37] Crossing and other feeder highways.
[47:39] >> Yep.
[47:44] Yeah, this is a better option.
[47:47] >> This would be much more acceptable to
[47:49] our families and we do have a lot of
[47:51] families that are in Lehi area. So, I
[47:53] think that too is another consideration.
[47:57] >> Um, and it's not even it's only um so it
[48:00] it's about halfway in between the
[48:02] Treeside and the Wasatch um families. So
[48:05] any of those people, it's about 30 35
[48:08] minutes um from those locations, which
[48:11] still isn't
[48:13] I mean it's far, but if this is your
[48:15] priority, it's not it's not an hour or
[48:18] two
[48:18] >> and it's not having to take the front
[48:20] runner to get out to somewhere.
[48:23] >> Yeah. Um okay, so um
[48:29] so that's the work that has happened so
[48:32] far. Um I have
[48:35] I don't have it pulled up. Um so I've
[48:38] been working with the um realtor and we
[48:44] um we wanted board approval before we
[48:46] start putting anything official um
[48:49] towards the um building owners. Um and
[48:53] so I just wanted you know the go-ahad
[48:56] from the board. what parameters do you
[48:58] want to set in these preliminary
[49:01] negotiations? Um, this isn't formalizing
[49:05] any kind of lease. This is just saying,
[49:07] "Hey, we're interested. How interested
[49:08] would you be in negotiating a lease with
[49:11] us?" So, there's no formal obligation in
[49:14] this process at this time. Once we get
[49:17] to that point, then we bring in the
[49:20] legal counsel and we bring it to the
[49:21] board and we follow um all of the
[49:24] procedures. Um, so this is just kind of
[49:26] that negotiating to see how possible it
[49:30] is and what kinds of of um
[49:35] accommodations the
[49:39] building owners are would be willing to
[49:40] make for a school or if they're willing
[49:42] to lease to a school at all.
[49:46] >> Well, I think we should look into this.
[49:47] It's been the most promising thing in a
[49:49] long time that we've seen.
[49:58] How does everyone else feel about the at
[50:00] least the negotiation process?
[50:08] » It sounds great to me.
[50:10] >> Yeah.
[50:12] >> Sorry, Alicia. Did I cut you off?
[50:16] >> Sounds very feasible to me.
[50:20] So, I guess my question for the board is
[50:23] um what parameters do you want me to are
[50:25] there any specific parameters that you
[50:27] want me to work within um
[50:32] in in negotiating this? If that question
[50:35] makes any kind of sense.
[50:38] Well, we could we could consider Sarah's
[50:40] idea that you know that well your idea
[50:43] that we have first say with the second
[50:46] you know with the second um floor which
[50:50] we would eventually need and then maybe
[50:52] that there be businesses that are
[50:57] compatible with educational environment
[51:00] or something there. I don't know
[51:02] >> how long will they wait for us. Yeah,
[51:05] that seems
[51:06] >> it's currently empty. Has been empty for
[51:08] a while and doesn't seem like there's occasionally an offer, but like
[51:14] it's not it's not like a super hot thing
[51:19] like um the the realtor is is very
[51:22] comfortable and and this proposal that
[51:24] we're putting in now even says that we
[51:27] wouldn't start formal lease negotiations
[51:29] until February. um so that we know for
[51:31] certain what our um how our marketing
[51:36] efforts are, our intent to enroll um
[51:39] success and if we're moving forward or
[51:41] not. So um that's another thing that's
[51:43] that we're putting into this is that in
[51:46] February we'll we'll move towards
[51:50] um
[51:51] full lease negotiations and and whatnot.
[51:53] If that makes sense.
[51:55] >> That sounds good to me. Um,
[51:58] >> I would also request that we get first
[52:00] right of refusal on either the upstairs
[52:03] or if the people h I can't talk tonight
[52:08] across the hall from us vacate
[52:11] >> that we can get first right of refusal
[52:13] on them as well because I think ideally
[52:15] we would all be on the same floor.
[52:17] >> Although I could also see an argument
[52:18] for having high school on one floor and
[52:20] junior high on the other. Um, I think
[52:23] ultimately the um the upstairs would be
[52:26] completely sufficient for both junior
[52:29] high and high school and and having them
[52:31] have their separate spaces. Um
[52:34] the for those of you that went with us
[52:36] to see Treeside, the upstairs is very
[52:39] similar to the space that Treeside had
[52:43] upstairs in that building. Um it's it's
[52:46] very comparable. Um but they have
[52:49] temporary wall configurations.
[52:51] um that they would configure for us. So,
[53:00] could you move the slide up just a
[53:02] little bit so I can see the lease
[53:03] negotiation
[53:05] uh vote?
[53:07] >> Okay.
[53:09] >> All right. Um, do I have someone that
[53:11] would make an that would make a motion
[53:13] to give Carol the authority on the lease
[53:17] negotiation to begin the um lease
[53:20] negotiation with this property?
[53:24] >> I make a motion.
[53:26] >> Sarah and I
[53:27] >> Hey, Sarah. And then do I have someone
[53:30] who would second the motion to give
[53:32] Carol the
[53:33] >> Okay, Marta.
[53:35] >> I think Thea did too. Either one.
[53:37] >> Oh, Thisa. Okay.
[53:42] I'm gonna put thesisa down for
[53:44] calling it and Marta for seconding
[53:46] because I've called everything else
[53:47] tonight.
[53:48] >> And I think Alicia just gave her
[53:50] approval in the chat.
[53:52] >> Alicia's given her approval on the on
[53:55] the negotiations
[53:57] and then I I am a yes vote on the
[54:00] negotiation approval. Sarah, how about
[54:02] you?
[54:03] >> Yes.
[54:04] >> And Marta?
[54:06] >> Yes.
[54:06] >> Christian?
[54:09] Yeah. Yes. Yes. Sorry.
[54:12] >> Yes. Okay. So, this motion is carried
[54:15] also tonight to give Carol.
[54:22] » Yes. For
[54:24] >> Oh, and Tamara. That's right. Thank you
[54:26] for adding.
[54:26] >> Don't forget Tamara.
[54:28] That's right.
[54:30] >> Um, if somebody is this a board that is
[54:33] by consensus or is it a majority?
[54:42] » Okay. Next item of business. Okay. Not
[54:46] me. [laughter] Yeah. Okay. Our next item
[54:49] of business then is we need to have talk
[54:51] about a marketing committee and what
[54:53] board members can do.
[54:57] » Carol, do you have a
[54:59] >> That's not me. That's not my item. start
[55:01] [laughter] with
[55:04] >> Tamara
[55:06] >> and maybe Tamara.
[55:07] >> Um [laughter] I I would be happy to run
[55:11] an audit on your current marketing
[55:12] practices. I'm going to need I mean if
[55:14] that's something as a governance I'd be
[55:17] happy to take a look at it, see what's
[55:18] happening, see what kind of funnels are
[55:21] doing and come back and and kind of do a
[55:24] report. I do have a little bit of an
[55:26] idea of what's going on when Caroline
[55:28] and I sat down for breakfast, but if you
[55:31] really want me to get into the nuts and
[55:32] bolts, uh, I'd be happy to
[55:37] kind of understand
[55:39] what's going on. Um,
[55:42] where
[55:43] >> of all our committees, this is the one
[55:44] we need to work with this next couple of
[55:46] months and really do some work with. So,
[55:49] if if Tamara, if you'd be willing to
[55:51] head the committee and give us a report
[55:54] on your on findings that you have about
[55:56] our marketing plan, you know, next
[55:59] month, that would be great.
[56:01] >> And if you have ideas right now for
[56:03] things board members can do, that's
[56:05] another thing we we need to talk about.
[56:10] » Um, can I ask a question as to what
[56:13] current members have been doing to try
[56:15] to recruit students to this? had we had
[56:18] a we had paid a company for marketing.
[56:21] So, we have not focused as a board on
[56:24] doing all of the marketing except
[56:25] talking with the people that we know and
[56:28] trying to get them to sign up. So, we
[56:30] really haven't had formal
[56:32] responsibilities as a board because
[56:34] between Carol and the marketing company,
[56:37] we felt that that they were doing the
[56:39] right things. I really felt like they
[56:41] were, you know, successful in what they
[56:45] were. Not successful, but they were
[56:48] had the proper plan for for moving our
[56:52] marketing forward.
[56:53] >> That was Skola. That was Skola. Okay.
[56:55] And those sessions have ended. Is that
[56:57] correct?
[56:58] >> With Skola,
[57:02] too, like um what's Oh my gosh. I am
[57:07] also um
[57:10] can't remember her name right now. Oh my
[57:12] gosh, we did a little bit of Facebook
[57:14] outside of that, but it was pretty
[57:15] minimal.
[57:17] >> Chalice.
[57:18] Yes, thank you. [laughter]
[57:20] >> Yeah, Tamara, some of us don't live in
[57:22] the same state, so I mean I put the word
[57:25] out in Colorado, you know. [laughter]
[57:29] >> Yeah.
[57:30] Um,
[57:33] >> sorry, you can put another bullet point
[57:35] if you want. [laughter]
[57:36] >> I just need a
[57:37] >> I think it would be helpful if possible,
[57:41] Caroline, if or chair, if you could get
[57:43] me the materials that were developed by
[57:45] Scola that should have such things as
[57:48] student profiles, family profiles,
[57:51] >> um,
[57:53] so that those are well defined so that I
[57:55] I'm not restarting from scratch because
[57:57] I know that that work's already been
[57:59] done. Yeah. Um, and I think the only
[58:02] other thing that's Go ahead.
[58:04] >> Oh, there's um you'll be added now that
[58:07] you're officially on the board, you'll
[58:08] be we'll get you the um school email and
[58:11] that comes with the board shared drive
[58:13] and I can give you access and the board
[58:15] has access to our marketing folder. Um,
[58:18] and I can get you access to any of the
[58:19] other documents that you need as well.
[58:23] And then I I guess my only other
[58:25] question on on the marketing is have we
[58:29] uh defined a conversion rate meaning
[58:32] we're getting so many families
[58:33] interested such as like hey we had 20
[58:36] families interested or express interest
[58:38] in the last month but only one
[58:40] officially enrolled or said that they're
[58:42] committing to enrolling. We looked at
[58:44] any of that data. Um yeah, we we I can
[58:48] get you back.
[58:48] >> Okay.
[58:51] >> Um
[58:52] >> so we realized part of our problem was
[58:54] starting just with ninth and tth grade.
[58:57] So
[58:58] >> we had, you know, we had a lot of
[58:59] interest in the school, but people would
[59:01] say, "But I have a student that says
[59:03] sixth grader or I have a student that's
[59:05] a eighth grader,
[59:07] >> I mean a a ninth grader or tenth
[59:09] grader." And anyway, it just seemed like
[59:11] we couldn't hit that spot of only ninth
[59:15] and tth graders um you know enough of
[59:18] them applying.
[59:20] So that's one want to expand the number
[59:23] of students that can apply seventh and
[59:25] eighth graders which you know that we've
[59:27] lost also our funnel from seventh and
[59:29] eighth grade and at Mountain Sunrise
[59:32] Academy that was one of the issues that
[59:34] we had because they dropped their
[59:36] seventh and eighth grade uh program. So
[59:40] actually as far as the Waldorf community
[59:42] is concerned, we are really missing a
[59:45] seventh and eighth grade program for
[59:47] students to move into. We're hoping that
[59:49] will help with enrollment the next time
[59:52] that we look I mean this next few
[59:54] months.
[59:56] >> It's also very good to
[59:59] have um you know talks public talks
[1:00:04] about what Wald off is and what it does
[1:00:07] for students and you know the results of
[1:00:12] Waldorf from kindergarten through 12. uh
[1:00:15] I mean how what kind of people you know
[1:00:19] graduate from there and so on and and talk about the the system that we
[1:00:25] will probably read in the Baley book you
[1:00:28] know the the sort of themes of each of
[1:00:31] those four high school years I've done
[1:00:35] seventh and eighth twice and I I could I
[1:00:38] would love to talk to parents about
[1:00:40] seventh and eighth graders
[1:00:41] >> I know they're lovely years aren't they?
[1:00:44] I'm doing seventh grade this year.
[1:00:46] That's what I'm teaching at Honeycomb.
[1:00:48] >> Yes. Yes. And you too, Susan.
[1:00:52] >> You know, I've fallen in love with them.
[1:00:54] >> I know. Me too. Um I also think that our
[1:00:58] website needs to have
[1:01:01] uh we need we really need to have
[1:01:03] something that grabs people in when
[1:01:06] they're looking up at the website that
[1:01:07] gives them an interest in Waldorf
[1:01:09] education and also in the seventh and
[1:01:11] eighth grade program. I would like to
[1:01:13] work on with someone doing I don't know
[1:01:16] how to do the technological making of a
[1:01:18] website but I think our website wasn't
[1:01:21] strong enough in in describing what we
[1:01:23] do at our school
[1:01:25] >> and also the rigor also the rigor of
[1:01:29] >> yes the rigor of it I think was
[1:01:31] >> of you know the academic rigor that is
[1:01:34] there in our schools.
[1:01:36] >> Have you seen the recent updates Susan
[1:01:39] that we we did this summer? No, I
[1:01:42] haven't seen the summer since this this
[1:01:44] summer. No.
[1:01:46] >> Um, so and we we have a lot of editing
[1:01:51] capabilities with the website. So we
[1:01:54] >> What What is your platform, Caroline?
[1:01:56] >> Um, we use Edlio and so we have
[1:01:58] communication, we have a branded app
[1:02:00] that people can download. Um, there's
[1:02:05] um a lot of a lot of things embedded in
[1:02:07] the Elio suite that we have school store
[1:02:10] set up. we have forms and um we can put
[1:02:13] password protection on certain parts of
[1:02:15] the website so that students can log
[1:02:17] into their class and it's not public
[1:02:19] knowledge and um so there's a lot of of
[1:02:22] really good features that can be used on
[1:02:25] the website.
[1:02:28] » Perfect. I I think the only other thing
[1:02:30] that could really help me as I'm moving
[1:02:32] forward is I know that you have your
[1:02:34] founding families or your core families.
[1:02:37] Being able to talk to some of those or
[1:02:39] getting some contact information that'll
[1:02:40] help um when you [clears throat] put we can always go concepts, right? And
[1:02:45] concepts are very powerful and
[1:02:47] theological or curriculum bases are very
[1:02:50] powerful. The reality is is at the end
[1:02:52] of the day we're all human. when we see
[1:02:55] human faces and human stories, that's
[1:02:57] really what moves marketing. And so even
[1:03:00] though we have Facebook and we have
[1:03:01] websites and we have apps, it's really
[1:03:03] the most powerful marketing tool that we
[1:03:05] have are those fam founding families.
[1:03:08] And uh they can reach out and influence
[1:03:10] it. It's that parent talking to parent
[1:03:13] or that student talking to student that
[1:03:15] uh I' I'd like to mobilize if possible.
[1:03:18] I understand that we're small at this
[1:03:20] point, but uh really that's the web
[1:03:22] that's the strongest and measuring some
[1:03:24] of those efforts as well.
[1:03:26] >> Um so maybe it's Go ahead.
[1:03:30] >> The issue there was always the location.
[1:03:33] So I we kind of came to the conclusion
[1:03:36] there were two things we needed and one
[1:03:39] was you know our website to really
[1:03:41] reflect what we had what we offer and
[1:03:43] then also that our location was more
[1:03:47] conducive to parents wanting to send
[1:03:49] their child to our school. The location
[1:03:51] we have to have a picture of it. We have
[1:03:53] to have something so that we can you
[1:03:55] know advertise with a location because
[1:03:58] that just didn't work to advertise
[1:03:59] without a location the last time we
[1:04:02] tried.
[1:04:05] Hamra, I also wanted to mention that
[1:04:07] there was a lawsuit against a Waldorf
[1:04:11] school in California cuz one of the
[1:04:12] parents said it was religious
[1:04:17] and um they went to court and I've got
[1:04:20] the the whole legal brief and they it
[1:04:23] was the judge found that it was not it
[1:04:26] was educational. It is not a church.
[1:04:30] So, um I wouldn't use it. Uh you used a
[1:04:34] word there with theological in it or
[1:04:36] something. [clears throat]
[1:04:38] >> Yeah, that was just me talking. I
[1:04:39] apologize.
[1:04:40] >> Yeah. Well, I just thought you should
[1:04:43] know too.
[1:04:45] >> Anthropos
[1:04:47] definitely important in the state, too.
[1:04:48] [laughter]
[1:04:48] >> Yeah.
[1:04:50] >> Use the word anthroposophy and then it
[1:04:52] kind of explain what that is. If someone
[1:04:55] does a write up or a presentation, a
[1:04:58] video presentation,
[1:05:02] >> I don't know that most parents would
[1:05:03] want to get into that, right?
[1:05:07] >> It's just that we it's the focus on the
[1:05:10] human being.
[1:05:11] >> Yeah.
[1:05:12] >> You know, basically that's what
[1:05:13] anthroposity is. So I just would just
[1:05:16] call it human centered education.
[1:05:19] >> Okay. I like that thesis. That's great.
[1:05:22] >> And I think we really need that. That is
[1:05:25] something need to state everything we
[1:05:27] write. Yeah.
[1:05:31] [sighs and gasps]
[1:05:37] » Uh other than that I I can't really say
[1:05:39] that I can give expertise until I I like
[1:05:42] to understand a famous term that I use.
[1:05:45] I like to be a problem seeking a
[1:05:47] solution, not a solution looking for a
[1:05:49] problem. Um, so if you'll permit me to
[1:05:53] kind of look, I can kind of go ahead.
[1:05:55] >> We have you begin this committee uh
[1:05:57] research and maybe bring ideas for the
[1:06:00] board members to help with, you know,
[1:06:02] next month. Would that work?
[1:06:05] >> Sure. Is is there anybody in particular
[1:06:07] on this board that has an interest in in
[1:06:10] the marketing side?
[1:06:12] >> I had
[1:06:13] >> Well, that was one of our problems
[1:06:15] before
[1:06:17] >> you're mutedly.
[1:06:19] Oh, I need
[1:06:20] >> What did you ask, Tamara?
[1:06:24] >> Uh, my question is is if there's any
[1:06:27] members on this board that are
[1:06:28] particularly wanting to be engaged
[1:06:30] heavily engaged in this process or have
[1:06:33] the capacity, I guess, is is a better
[1:06:35] question to [clears throat] really
[1:06:37] >> I would be I would be interested.
[1:06:40] I I do the marketing for Gondales on
[1:06:43] Facebook and Instagram.
[1:06:48] You do a wonderful job with that, Lisa.
[1:06:50] It makes me want to come all the time.
[1:06:53] [laughter]
[1:06:54] >> So, um, but I need to learn. I'm I mean,
[1:06:57] I'm learning myself. So,
[1:07:01] >> I'd also be willing to help out if you
[1:07:03] need another hand. I talked to Carol
[1:07:05] about potentially running some Facebook
[1:07:07] ads, and if nothing else, I'd like some
[1:07:10] input before I do so.
[1:07:13] >> Yes, definitely.
[1:07:15] Yes, Sarah, you would be good.
[1:07:18] Information, Tamara
[1:07:20] and Sarah are our two out ofstate people
[1:07:22] and then Christian is back and forth
[1:07:24] between Berkeley and and Utah. So that's
[1:07:27] and everyone else is in Utah.
[1:07:30] >> Unfort
[1:07:35] is in Colorado, Sarah's in Missouri,
[1:07:38] >> and Christian goes back and forth
[1:07:40] between Oh, Arkansas. Sorry, [laughter]
[1:07:43] >> I live in Colorado but right near the Utah border.
[1:07:49] >> Okay.
[1:07:50] >> Um, another thing is Tamara is that we
[1:07:52] really did try to have community
[1:07:54] meetings and we did not find them very
[1:07:56] successful. We didn't have people coming
[1:07:59] to those.
[1:08:00] >> Oh yeah.
[1:08:00] >> Getting the word out forformational
[1:08:03] nights was a challenge. Um, and and
[1:08:06] trying to get people to to come. So,
[1:08:09] >> but I guess Carol could go over those
[1:08:11] things with you during the month. This
[1:08:13] month,
[1:08:14] >> we can also do it at the schools.
[1:08:17] >> That would be better. And that's what
[1:08:19] Carol's plan is. Yes.
[1:08:21] >> To work on going to the schools and
[1:08:23] meeting with students and parents there.
[1:08:27] >> That if we ever get to my part of the
[1:08:29] agenda. [laughter]
[1:08:32] » Okay. [clears throat] Uh, thank you.
[1:08:34] Yes, I I'll go ahead and spearhead this.
[1:08:36] We've probably spent way too much time
[1:08:38] on it anyway. I apologize for that. Um,
[1:08:41] but I will follow up and we'll we'll get
[1:08:43] this off the ground for sure.
[1:08:46] >> Okay, Carol, do you want to do you want
[1:08:47] to move forward with u pre-operational
[1:08:50] training?
[1:08:51] >> UAPs trainings. That's just a reminder.
[1:08:54] UAPs training is next Wednesday. Um, so
[1:08:58] make sure that you guys are are
[1:08:59] participating in that. Suzanne, do you
[1:09:01] want to offer a little note about that
[1:09:04] and the and its importance for our
[1:09:05] board?
[1:09:07] >> Um, I just know that pre-operational
[1:09:09] schools are expected um required to
[1:09:12] attend. Uh, and what we do is we just
[1:09:15] try to make make the content really
[1:09:18] applicable as you're getting the school
[1:09:22] up and running at at the very, you know,
[1:09:24] beginning before the school is actually
[1:09:26] running. uh it's you know everything and
[1:09:29] I I'll look and see what the topic is
[1:09:31] this time it looks like it is finding
[1:09:34] your families enrollment marketing for
[1:09:36] Utah. So that's going to be a perfect
[1:09:39] segue from uh Tamara's uh appointment on
[1:09:43] the board and the committee. So
[1:09:45] >> they've been very very good. They've
[1:09:47] been so good.
[1:09:49] >> Yeah. Shannon does a really good job
[1:09:52] putting that together. What's that
[1:09:53] Tamara? I'll be there with bells on.
[1:09:57] Tell Shannon to
[1:09:58] >> I wish Colorado had something like that.
[1:10:01] >> People don't know how to be board
[1:10:03] members.
[1:10:05] >> I don't know. I really enjoyed the the
[1:10:08] training.
[1:10:11] » Oops. Okay. Um board committee reports.
[1:10:17] Do we have any of those this month? I
[1:10:19] don't I'm not aware of those.
[1:10:21] >> Finance committee and the marketing
[1:10:23] outreach. we just discussed. So,
[1:10:26] >> okay. So, let's do we have Marta from
[1:10:28] the finance committee?
[1:10:32] » Um, I would just basically at this point
[1:10:34] being pre-operational just have Carol
[1:10:37] help me with that. I
[1:10:41] What else do you want me to do, Carol? I
[1:10:44] didn't get into the Zion's Bank. You
[1:10:46] basically explained it to me.
[1:10:50] >> Um, so
[1:10:54] Uh yeah. So um I've been in
[1:10:56] communication with Marta on the status
[1:10:58] of our um bank account. That's the um
[1:11:01] total of our account right now. Um we
[1:11:04] get about $50 a month in interest off of
[1:11:06] that total. Um and there's about $285 a
[1:11:10] month in bank service fees um that are
[1:11:13] coming from it, but we're we're sitting
[1:11:15] pretty evenly um at that amount. And so
[1:11:17] we're holding on to that as the
[1:11:19] revolving loan money. Um as we prepare
[1:11:23] um so when we know that we are able to
[1:11:26] move forward to open um we are working
[1:11:30] on budgets for using that money um in
[1:11:34] that interim time.
[1:11:36] >> Basically all we have available right
[1:11:39] now is the revolving loan.
[1:11:42] Um, no more grant money unless we can
[1:11:45] find some.
[1:11:48] Um, we've missed out on the
[1:11:52] scholarship. Is that what it's called?
[1:11:55] >> The CS grant. Um,
[1:11:57] >> yeah.
[1:11:58] But we are still eligible if we
[1:12:00] want to apply again. I'm I'm pretty
[1:12:03] sure. So,
[1:12:04] >> yes, I think you would be. And that uh
[1:12:07] round three is going to be kick kicking
[1:12:09] off. I believe next week is our first uh
[1:12:12] meeting. So if you haven't already um
[1:12:17] expressed an interest in going, you may
[1:12:20] want to do that.
[1:12:21] >> Okay.
[1:12:23] Could we move forward to the
[1:12:24] administration the administration report
[1:12:27] for by Carol now?
[1:12:29] >> Okay.
[1:12:30] >> And give her the time
[1:12:32] >> and I will be as efficient as I can. Um,
[1:12:35] so just an an update on our process. We
[1:12:38] are presenting our proposal to the state
[1:12:40] charter school board next Thursday,
[1:12:43] September 10th. They sent an email that
[1:12:45] I have forwarded to the board. They have
[1:12:47] aotted our time from 2:30 to from 2:45
[1:12:51] to 3:45 and I think they asked that we
[1:12:54] have at least 30 minutes of wiggle room
[1:12:55] on either side for the whole day. Um,
[1:12:59] as side note, Susan, your school, the
[1:13:02] your other thing is in that same time.
[1:13:05] Um, they're doing us in batches. We're
[1:13:08] in a batch with two other schools.
[1:13:10] >> I saw that. Yeah.
[1:13:11] >> I think it was Treesides expansion and a new um the Star Lotus School
[1:13:17] opening um proposing to open. So, the
[1:13:20] three of us will present. We have five
[1:13:22] minutes to kind of just talk to the
[1:13:24] board of like here's who we are and our
[1:13:26] proposal. They will ask us questions. Um
[1:13:30] I've linked here the um instructions
[1:13:33] from the state charter school board on
[1:13:35] our instructions for that um proposal
[1:13:41] presentation. Um I think they've even
[1:13:43] streamlined it from 10 minutes to 5
[1:13:45] minutes. So we have five minutes. These
[1:13:47] are a bunch of different ideas. It's
[1:13:49] linked in the minutes and I forwarded it
[1:13:51] in the email. We will be at the USB
[1:13:55] offices in Salt Lake downtown on 500
[1:13:59] South, not at the Sandy location. Um
[1:14:03] that that is their typical offices. Um
[1:14:07] so there's that
[1:14:09] document. Um I've also linked our actual
[1:14:13] proposal. Um the expectation is that all
[1:14:16] board members are in attendance. they do
[1:14:18] know that we have two outofstate board
[1:14:20] members that won't be able to attend in
[1:14:23] person and so we're working with them um
[1:14:25] on what that means for us. Um but the
[1:14:29] expectation is that we have a 100% board
[1:14:32] participation in that. Um so here's our
[1:14:35] proposal. The board members should read
[1:14:37] through and be familiar with um the
[1:14:40] updated proposal. This proposal asks for
[1:14:43] a few different things than our previous
[1:14:45] proposal and we are asking for 7th
[1:14:47] through 12th grade. Um
[1:14:50] so we we do need to plan how we want to
[1:14:53] present ourselves. Um I think we can be
[1:14:56] pretty pretty straightforward with uh
[1:14:59] they all know us. We've been working
[1:15:01] with them for two years at this point.
[1:15:04] Um, and this proposal is kind of a
[1:15:09] formality to add our seventh and eighth
[1:15:11] grade since we're pre since we're still
[1:15:14] pre-operational. We're kind of starting
[1:15:15] the process over so that we can include
[1:15:18] those seventh and eighth grade um as the
[1:15:21] approved process. Otherwise, the process
[1:15:24] would be to be um to go to get enough
[1:15:28] students to open 9th through 12th, get
[1:15:30] that fully established and um be running
[1:15:34] sufficiently to support adding
[1:15:36] additional grades. Um
[1:15:40] let's see.
[1:15:43] If they approve our proposal, and I feel
[1:15:46] like the likelihood of them asking us to
[1:15:48] do the full application is pretty strong
[1:15:50] at this point. Um,
[1:15:53] then we should expect to go to the boot
[1:15:55] camp in Sandy at the state charter
[1:15:58] schoolboard offices on the 11th. That is
[1:16:00] from 8:30 in the morning to 5:00 p.m.
[1:16:03] Um, and they expect full board
[1:16:06] attendance at that. Any questions about
[1:16:10] this process and what's expected of us?
[1:16:17] » No, I'll be there for both.
[1:16:20] >> I will too.
[1:16:23] Um,
[1:16:25] okay. The other update that I have, so I
[1:16:28] mean, I guess my question is, um,
[1:16:33] do you just want me to write up a short
[1:16:35] introduction? Does everybody want to go
[1:16:38] through and introduce themselves? We
[1:16:39] only have five minutes. What do we want?
[1:16:42] What does the board want this
[1:16:44] presentation to look like when we
[1:16:46] present who we are? Um, in
[1:16:49] >> when I was at when I was at my um
[1:16:53] practice session for the for this, they recommended we put our our
[1:16:58] qualifications and our information on a
[1:17:00] slide and but we not read it and that it
[1:17:03] just be available for them and that so
[1:17:05] we don't take the time with that. So
[1:17:08] that might be something to consider.
[1:17:09] Carol,
[1:17:11] >> um, so I'll start um um I'll put in the
[1:17:15] Google Drive. I'll share it with
[1:17:16] everybody a little presentation if if
[1:17:18] everybody wants to kind of collaborate
[1:17:20] on what the presentation looks like and
[1:17:22] I'll write a word track um and have that
[1:17:31] probably Monday or Tuesday to everybody
[1:17:34] so that we can look at it and read
[1:17:36] through. Um so just be checking your
[1:17:38] emails about
[1:17:41] how this is going to look and be ready
[1:17:43] to to join us. Um I have been talking to
[1:17:46] Alicia. She um I haven't gotten an
[1:17:49] update since they told us the time. Um
[1:17:52] but um she's going to try she can make
[1:17:56] it on the 11th and and that's her
[1:17:58] priority to be there for the boot camp.
[1:18:00] Um and and I think she might be able to
[1:18:03] come on the 10th. But anyway, does
[1:18:06] anybody else have a conflict with either
[1:18:08] of those dates
[1:18:10] >> other than our out of state people?
[1:18:12] You're muted, Sarah. Oh gosh,
[1:18:16] >> I have classes during the time, but I'm
[1:18:18] gonna skip them for all y'all
[1:18:20] >> because I
[1:18:21] >> appreciate Thank you.
[1:18:23] >> They would understand. This is more
[1:18:24] important.
[1:18:25] >> Yeah.
[1:18:26] >> Do you know if the Zoom link would be
[1:18:28] available during that time or
[1:18:32] >> Okay. Yes. I'm I'm pretty confident that
[1:18:34] [clears throat] it would be available.
[1:18:36] And the board does usually like to um
[1:18:39] know who's there in attendance. So they
[1:18:41] might, you know, Carol, if you're
[1:18:44] presenting, you might introduce our
[1:18:46] board members here today are so and so and so and then online we have so
[1:18:52] and so and so and so just so that the charter board is aware of who is in
[1:18:57] attendance and they know where they are
[1:18:59] in attendance.
[1:19:01] Um,
[1:19:02] >> oh, so we could zoom in
[1:19:04] >> uh to the board meeting on the 10th.
[1:19:07] Yes. Um, I don't know that the 11th
[1:19:10] training will have a a I I don't know
[1:19:13] that that
[1:19:13] >> in the past it has not had a Zoom link.
[1:19:16] It's just been in person
[1:19:18] >> in person.
[1:19:18] >> That's what I thought.
[1:19:19] >> Um, the email today from the state
[1:19:23] offices did say that they expected
[1:19:26] inerson attendance and that Zoom links
[1:19:28] would not be given. Um, so I um read the
[1:19:33] email that I forwarded to everybody.
[1:19:36] Tamara, I'll make sure that that gets
[1:19:37] forwarded to you also. Um,
[1:19:40] >> maybe that's different because they are
[1:19:42] meeting at the USB building. So that
[1:19:44] might be
[1:19:45] >> one thing to consider. Yeah. Um but they
[1:19:48] do know that we have outofstate people
[1:19:50] and and so we we just need to um if we
[1:19:55] need to be very clear with them on um
[1:19:59] who is impacted by that and um so I'll
[1:20:04] continue talking talking with them about
[1:20:05] our situation.
[1:20:07] >> I would just like to support if possible
[1:20:09] but I also understand there may be
[1:20:10] limitations involved.
[1:20:13] >> Yeah. uh that I've been to that building
[1:20:16] for quite a bunch of state school board.
[1:20:20] >> So I mean it does have the capacity to
[1:20:22] host multiple people and I've had school
[1:20:25] board members out of St. George or out
[1:20:27] of Cedar City join and vote via Zoom. So
[1:20:31] I'd be highly surprised if they couldn't
[1:20:32] accommodate.
[1:20:34] >> Yeah.
[1:20:34] >> Otherwise
[1:20:35] >> it was it was kind of weird in the
[1:20:37] email. So but but I can clarify that
[1:20:40] with them also. So, I've been they know
[1:20:41] that our situation and that we have two
[1:20:43] people out of state. Um, okay. So, be um
[1:20:48] just check your emails a lot. I'll try
[1:20:50] and also send a text when emails go out.
[1:20:52] Um, and and we'll have our plan for our
[1:20:55] presentation. Um, our intent to enroll
[1:20:58] form, I'll actually show you what it
[1:20:59] looks like.
[1:21:01] Uh, we have six responses, which is
[1:21:03] really great. This has gone out to our
[1:21:06] um it's linked on our website and it's
[1:21:08] gone to our feeder schools with a
[1:21:10] request to send it to them. Um and I'll
[1:21:13] talk a little bit more of that in a
[1:21:14] second. It also went out um Scola helped
[1:21:18] us with the last campaign to get this to
[1:21:20] all of our families who are on our
[1:21:22] previous interest list. Um and and so it
[1:21:26] just kind of lets them know where our process is. it has um option for
[1:21:33] them to tell us which group they are a
[1:21:36] part of um because they're they're
[1:21:38] slightly different things that each
[1:21:40] group needs to know. Um so Mountain
[1:21:42] Sunrise Academy as our main feeder
[1:21:45] school for seventh and eighth grade um
[1:21:47] some information and kind of the
[1:21:49] criticalness of their participation in
[1:21:51] this. Um then we have and then it asks
[1:21:55] them you know for their students
[1:21:56] information and and how likely they will
[1:21:59] be. Um Treeside and Wasatch are
[1:22:01] concerned if we're offering seventh and
[1:22:03] eighth grade. Treeide is actually
[1:22:04] currently um applying for an expansion
[1:22:08] and um for to include seventh and eighth
[1:22:12] grade. So encouraging their families to
[1:22:14] come to us for seventh and eighth grade
[1:22:15] is a conflict of interest. Um, so I've
[1:22:18] been talking with Treeside and Wasatch
[1:22:20] both um about being very clear that we
[1:22:23] can have an articulation agreement with
[1:22:25] them for eighth grade students coming
[1:22:27] into 9th grade, that they can help us
[1:22:28] fill up our our 9th grade cohorts um and
[1:22:32] that we are not um in conflict with them
[1:22:36] for seventh and eighth grade. Um, so
[1:22:38] that I actually have a a separate um,
[1:22:43] form that I've sent to those schools
[1:22:45] specifically that's very clear eighth
[1:22:47] grade students going into high school.
[1:22:50] Um, that that clearly states we're not
[1:22:52] in conflict for your seventh and eighth
[1:22:54] graders and um, here's our location and
[1:22:58] um, let us know if you're interested in
[1:23:00] applying. So um, that's how we've
[1:23:04] accommodated them. the same with Wasatch
[1:23:06] what their articulation agreement means.
[1:23:08] I've kept it in our main one because
[1:23:10] this is linked on our website. So if any
[1:23:12] of those families come to this form from
[1:23:15] our website um so that they're not
[1:23:17] confused by seventh and eighth grade. Um
[1:23:20] and Tamara, you are welcome to give
[1:23:23] feedback on the communication and the
[1:23:25] format and and we can still edit this um
[1:23:27] for usability for our families. But um
[1:23:30] so if they say that I'm from Wasach,
[1:23:33] they do get the specific wording to you
[1:23:35] can attly
[1:23:55] is your student to enroll. So, if you're
[1:23:57] a current fourth grader, how likely are
[1:23:59] you to enroll in seventh grade um for
[1:24:02] our um
[1:24:05] our non-9th gradeulation school? So, for
[1:24:08] Mountain Sunrise and and other groups,
[1:24:11] um how likely are you to enroll? Once
[1:24:13] you enroll, how likely are you to stay
[1:24:15] through 12th grade? And how many
[1:24:17] students do you have interested in
[1:24:19] enrolling? And so, that's kind of the
[1:24:20] same kind of question. It's really long
[1:24:23] on our back end, but um it
[1:24:30] um it's really
[1:24:32] >> responsive.
[1:24:33] >> Yeah.
[1:24:34] >> So they they almost see what they need
[1:24:36] to see.
[1:24:37] >> Yeah. So that the board can see what
[1:24:39] they need to see. The school board,
[1:24:41] state school board.
[1:24:42] >> Okay. I have a question about uh telling
[1:24:46] people that you we can't accept their
[1:24:49] application
[1:24:50] from Wars for seventh and eighth grade
[1:24:53] because
[1:24:54] there are students who may be having a
[1:24:58] hard time and need an alternative
[1:25:00] >> but we cannot market to them if they
[1:25:03] want
[1:25:03] >> we can't market right
[1:25:05] >> right and and we have to clearly state
[1:25:07] we are not in conflict with your seventh
[1:25:09] and eighth grade program please I would
[1:25:10] actually rather them stay through that
[1:25:14] arc in one school instead of switching
[1:25:16] if they have it available. Um but so um
[1:25:21] I mean if the family chooses, well, we
[1:25:23] would rather live in Utah County and we
[1:25:25] plan on going there for high school.
[1:25:26] We're going to move early. Um they have
[1:25:28] to go through our regular lottery and
[1:25:30] enrollment process. They don't get the
[1:25:32] shortcut and um that's that's on the
[1:25:35] family. But as far as schooltoschool and
[1:25:37] them putting their marketing things out
[1:25:39] there, we have to be very clear that
[1:25:41] we're not in competition for your
[1:25:42] students.
[1:25:43] >> Um, and we have a streamlined path for
[1:25:45] you to enter 9th grade. We were
[1:25:47] originally founded to accept their
[1:25:50] eighth grade students coming into nth
[1:25:52] grade.
[1:25:53] >> The question would be uh why would you
[1:25:56] want to change schools when you're
[1:25:58] already at war and that you have a
[1:26:01] possibility of eighth grade there,
[1:26:03] >> right? to the family.
[1:26:05] >> Eighth graders though could could come
[1:26:07] to the ninth grade then.
[1:26:09] >> Yes. So, and we already have a board
[1:26:11] approved articulation agreement with um
[1:26:14] Wasatch Academy that their ninth graders
[1:26:16] can transfer to us under the atculation
[1:26:18] agreement. Um so, they talk to their
[1:26:21] registar, their registar says they want
[1:26:23] to transfer. They have an earlier
[1:26:25] deadline and and a and a smaller number
[1:26:28] of seats to fill. So, it's a little bit
[1:26:30] more competitive to take that route. But
[1:26:33] if they're interested in that, then they
[1:26:34] get a streamlined process and a
[1:26:36] guaranteed seat. Um, and that just
[1:26:38] benefits both schools in in that feeder
[1:26:41] program. Um, once Treeside Academy goes
[1:26:45] all the way through 8th grade because
[1:26:46] they'll add seventh grade and then
[1:26:47] eighth grade. Um, they will also have an
[1:26:51] articulation agreement with them to come
[1:26:52] into seventh grade. um if we get
[1:26:55] approved for seventh and eighth grade,
[1:26:57] since Mountain Center's Academy goes
[1:26:58] through sixth grade, we can um form an
[1:27:01] articulation agreement with them to
[1:27:03] accept their sixth grade students. So
[1:27:06] now, Carol, I have a question about my
[1:27:08] students. Um even if they can't come
[1:27:12] next year, uh could they would you still
[1:27:15] want them to fill out this form about
[1:27:16] coming in their in their ninth grade
[1:27:18] year? Okay. So, I will
[1:27:20] >> the honeycomb cottage families.
[1:27:22] >> Yes. can if if I mean I whatever their
[1:27:25] situation is with honeycomb like we if they're um anybody else they they can
[1:27:32] apply anytime they're ready right so a
[1:27:35] certain number of our seats in seventh
[1:27:37] grade eighth grade nth grade 10th grade
[1:27:39] um will be open lottery but does that
[1:27:42] help us this year with our in with the
[1:27:44] interest for the the state school board
[1:27:46] to see
[1:27:47] >> because that's what we had a problem
[1:27:48] with before we had a lot of people
[1:27:50] signing up with interest but they may
[1:27:52] have a fourth grader or a fifth grader
[1:27:54] that they weren't ready to come at all
[1:27:56] when we actually needed the enrollment.
[1:27:59] So, is it still
[1:28:01] >> Yes. So,
[1:28:01] >> best for them to sign up this year for
[1:28:03] night.
[1:28:04] >> So, we've got students with from
[1:28:06] non-waldorf places. We also have
[1:28:08] students from homeschool. Um, let us
[1:28:10] know. Um I I don't I think the grades
[1:28:14] for that one is
[1:28:15] >> for instance I know Quincy's parents
[1:28:18] they want to have him come to the ninth
[1:28:20] grade but it won't for another year
[1:28:22] after
[1:28:23] >> so for the homeschool group I say what
[1:28:25] grade is your student in fourth grade
[1:28:26] fifth grade sixth grade up through 10th
[1:28:28] grade right
[1:28:29] >> okay
[1:28:29] >> and then once they go there they if
[1:28:32] they're a fourth grader they go to the
[1:28:34] fourth grade section if they're a fifth
[1:28:35] grader they go to the fifth grade
[1:28:36] section and they say how likely are you
[1:28:38] to enroll in seventh grade how likely
[1:28:40] are you to enroll in eighth grade and
[1:28:42] ninth grade and how likely are you to
[1:28:44] stay? So these are the
[1:28:47] >> So the board would accept that if
[1:28:48] they're giving a pro a projected
[1:28:50] enrollment that's not for next year.
[1:28:53] Exactly.
[1:28:54] >> The way that this in this is an intent
[1:28:56] to enroll. This is like I will be
[1:28:59] enrolling. This will be the first step
[1:29:02] in the application process. So, right
[1:29:05] now we don't know if we're going to have
[1:29:07] enough students to open and and our we
[1:29:10] decided as a board last month that if we
[1:29:12] get 150 students by December, I would
[1:29:15] say by December 10th at the state
[1:29:18] charter school board December meeting,
[1:29:20] um if we have 150 students by then, we
[1:29:24] know that we're going to get enough
[1:29:25] students able to come that we can move
[1:29:27] forward to open and we move forward with
[1:29:29] the process to open. If we are still
[1:29:31] sitting at six families in December, we
[1:29:35] obviously don't continue on the path and
[1:29:38] we um have discussions on on closing
[1:29:41] down permanently um because obviously
[1:29:44] there's not enough interest if we give
[1:29:46] our best effort and and we still sit at
[1:29:48] six families, which is kind of what
[1:29:49] happened last year. Um so that's so but
[1:29:53] if we get that 150 students in this
[1:29:55] intent to enroll um then in December and
[1:30:01] January that moves to you've told us
[1:30:05] that you are going to enroll here's your
[1:30:07] registration paperwork and we move
[1:30:09] directly into register and aspire give
[1:30:12] us your registration documents. Um
[1:30:17] I because I'm also kind of assuming
[1:30:19] we're not going to hit our maximum
[1:30:20] numbers for a lottery. If we do hit our
[1:30:24] maximum numbers for a lottery um then we do that. But um but this is that first part um in going through.
[1:30:34] Does that kind of make sense for
[1:30:37] everybody on that process? Um so it's
[1:30:39] important for this to go out to as many
[1:30:41] people as as possible. We This is our
[1:30:44] one place for all of all of the people.
[1:30:48] This has gone out to everybody that was
[1:30:51] previously on our list that we've ever
[1:30:53] had contact with. Um and and I'm working
[1:30:56] with the feeder schools to make sure
[1:30:58] that this gets disseminated in a way
[1:31:00] that they are comfortable with.
[1:31:04] Questions, comments, concerns on intent
[1:31:06] to enroll.
[1:31:09] Carol, are you still going to the are
[1:31:12] you still going to do the the stuff that
[1:31:14] goes on this fall at the junior high
[1:31:16] schools?
[1:31:17] >> That's my next item.
[1:31:19] >> High school preview night.
[1:31:21] >> There are 13 junior high schools. I'm
[1:31:24] collecting the contact information. I've
[1:31:26] started contacting them. I haven't heard
[1:31:28] back with from anybody. Um we went to
[1:31:30] Wasach last year and I know that there's
[1:31:32] others. So going to their high school
[1:31:34] preview nights is um something that
[1:31:37] we're we're working on. As soon as I
[1:31:38] have those dates, I'll be sharing it
[1:31:39] with the board. It'd be great to have a
[1:31:41] board member. I also have our potential
[1:31:43] faculty members that have been invited.
[1:31:46] Um they will also get the dates if they
[1:31:47] would like to come as future social
[1:31:50] studies teacher, um future English
[1:31:52] teacher. They can they can come and meet
[1:31:53] those families at those events as well.
[1:31:55] Um we also are already scheduled with
[1:31:58] the university place. They have an event
[1:32:00] in October. We have a booth to set up
[1:32:02] and disseminate flyers. Um the idea is
[1:32:05] to have devices there to um put people
[1:32:08] on the intent to enroll as we talk to
[1:32:10] them um immediately and collect their
[1:32:12] information. Um
[1:32:15] and I think at the back to school not I
[1:32:17] mean at the not back to school but the
[1:32:19] um high school preview nights we might
[1:32:21] also be able to um have that interest
[1:32:24] form ready for them to if you're
[1:32:26] interested in coming put your name on
[1:32:27] the list um with intent to enroll. So,
[1:32:29] the plan is to have devices at those
[1:32:31] locations. Um, probably three devices.
[1:32:33] We have um two school computers that we
[1:32:35] can set up um for people to fill out the
[1:32:38] form right there um if they're
[1:32:40] interested.
[1:32:41] Uh last couple any questions on on that?
[1:32:47] >> If you need someone to go with you
[1:32:49] >> for either one of those, let me know. Um
[1:32:52] yeah, I will send out the dates and the
[1:32:54] information on those um
[1:32:57] so that people can help out. Then um
[1:33:00] today we got an email from the Alliance
[1:33:02] for Public Waldorf information uh
[1:33:04] education. I've sent that to everyone on
[1:33:06] the board. Tamara, I'll make sure that gets forwarded to you too. Um about
[1:33:10] our self-study to achieve full
[1:33:12] membership. Um it's a two to threeyear
[1:33:16] process to to do that. um there's no
[1:33:19] immediate action because I think we need
[1:33:20] to be up and running in order for that.
[1:33:23] But it's good for you to read through um
[1:33:27] those documents and be familiar with
[1:33:29] that process my plan. So there's really
[1:33:32] there's um
[1:33:35] three different
[1:33:37] um kind of evaluation processes that we
[1:33:41] will be working under as Azure fields.
[1:33:44] Um, we have Cognia accreditation so that
[1:33:46] our high schoolers can have an
[1:33:48] accredited transcript that is accepted
[1:33:50] by colleges and universities. We have
[1:33:52] our membership with the Alliance for
[1:33:54] Public Waldorf education so that we can
[1:33:56] use the trademarks of public Waldorf.
[1:33:59] Um, right now we must use Waldorf
[1:34:01] Inspired every time that we talk about
[1:34:04] ourselves um because we're not fully
[1:34:07] approved um through that self-review
[1:34:09] study. We also are um responsible to our
[1:34:14] authorizer at the state charter school
[1:34:16] board and they have their review process
[1:34:18] that we will have to do to maintain our
[1:34:19] charter. Um and then we have uh school
[1:34:22] land trust um is our um there's
[1:34:27] dedicated funds through the land trust
[1:34:29] program that our land trust committee um
[1:34:33] works on evaluating our school
[1:34:35] improvement and putting together a plan
[1:34:39] um to use those funds. my plan knowing
[1:34:43] that really we have like four different
[1:34:46] um evaluation processes that need to
[1:34:48] happen for Azure fields um my goal is to
[1:34:52] wrap those into one as much as possible.
[1:34:55] Um so using that land trust community
[1:34:57] council as the core group to facilitate
[1:35:00] all of our accreditation processes. Um
[1:35:03] there are some legal requirements to who
[1:35:06] has to be on that committee for it to
[1:35:08] count as our land trust community
[1:35:09] council. Um, but with the we also have
[1:35:14] to have parent involvement for our um
[1:35:17] alliance and I'm pretty sure Cogna um
[1:35:21] wouldn't be upset if we're including
[1:35:23] parents in in those um discussions. Um,
[1:35:26] so that's my goal is as we work to bring
[1:35:29] families on board, getting quality
[1:35:31] people into this land trust community,
[1:35:34] um, and the parents and, um, it would
[1:35:38] have some teachers and administrators
[1:35:40] and board members included in this
[1:35:43] committee. Um, in order to
[1:35:46] facilitate all of these, um,
[1:35:49] accreditation processes, um, I've been
[1:35:53] working on documents from each of these
[1:35:55] entities to make sure that they we know
[1:35:58] where they are aligned so that when
[1:36:00] we're doing work for one, we're also
[1:36:01] doing work for another. um and and kind
[1:36:05] of managing it that way so that we don't
[1:36:07] have this group over here working on um
[1:36:09] high school accreditation and this group
[1:36:10] working on the Waldorf and they're not
[1:36:12] really talking to each other and we're
[1:36:13] duplicating the work and the tasks um
[1:36:16] and these people saying that this is the
[1:36:17] plan we should follow and these people
[1:36:19] saying this is the plan we should
[1:36:20] follow. If we can bring that all into
[1:36:22] one group and one body and one plan that
[1:36:25] can meet these different things. So,
[1:36:27] it'll be a little bit more work for the
[1:36:30] committee, but ultimately it'll be less
[1:36:32] work for the whole school. Um, and so
[1:36:35] I've been I've forwarded that
[1:36:37] information to you guys so that you're
[1:36:39] aware. Um, it's good to read through it
[1:36:42] um as we move forward, but we'll be
[1:36:44] ready for that um in our first and
[1:36:46] second year of operation. Any questions
[1:36:48] about that process?
[1:36:54] That's all I have. Does the board have
[1:36:56] any other questions for me [laughter]
[1:36:59] right now at this moment? Then Susan, I
[1:37:02] turn it back to you.
[1:37:07] » Amazing, Carol.
[1:37:08] >> Thank you.
[1:37:09] >> Yes. Thank you for all your work.
[1:37:16] » It's only 8:47 here, Sarah.
[1:37:18] >> I know. I'm working. [laughter]
[1:37:22] » It's late here. Okay.
[1:37:24] It [laughter] is.
[1:37:25] >> If you watch me, I do it every single
[1:37:27] meeting. All right. One of these days
[1:37:29] I'll remember.
[1:37:31] >> Susan, are you ready to take it over?
[1:37:34] >> I was just changing a diaper.
[1:37:35] >> Oh, I'm sorry. [laughter]
[1:37:36] >> Okay. Um I I didn't think everyone
[1:37:39] wanted to see that.
[1:37:42] All right. So, it looks like we're ready
[1:37:43] for our adjournment.
[1:37:46] Um
[1:37:47] can
[1:37:50] >> would you uh share with us our our verse
[1:37:55] for before adjournment tonight and then
[1:37:56] we'll have a vote on adjournment
[1:38:01] » Thea you're muted.
[1:38:03] >> Oh should we vote first?
[1:38:07] >> No no that one comes last at the end.
[1:38:09] >> Okay. A healthy social life is found
[1:38:12] only when in the mirror of each soul the
[1:38:16] whole community finds its reflection
[1:38:19] and when in the whole community the
[1:38:22] virtue of each one is living.
[1:38:27] >> That's my favorite one.
[1:38:29] >> Thank you so much.
[1:38:32] Um and let's have a Do we have someone
[1:38:35] who would could motion to adjourn our
[1:38:37] meeting tonight? Sure, I do.
[1:38:41] >> Thank you, Thesa. And a second to
[1:38:43] adjourn the meeting.
[1:38:44] >> I'll second it.
[1:38:46] >> Thank you. And let's have a vote then on
[1:38:48] our
[1:38:50] >> an adjournment of the meeting. I vote I.
[1:38:53] Susan McDonald votes I. What about Sarah
[1:38:55] Archbald?
[1:38:57] >> I m Marta Barlo
[1:39:00] >> I.
[1:39:01] >> Christian Swenson,
[1:39:03] >> he's gone already.
[1:39:04] >> She's gone. Alicia Milligan, she left.
[1:39:07] and Tamara Watson.
[1:39:09] >> Yeah. I
[1:39:10] >> So, we have we have a we have a majority
[1:39:14] um we have a majority in favor of
[1:39:16] adjourning our meeting tonight. Thank
[1:39:18] you all for being there and it looks
[1:39:20] like we have some good plans going
[1:39:22] forward. Really happy.
[1:39:23] >> Hey, have a good evening everyone. Very
[1:39:25] nice. Thank you.
[1:39:27] >> Bye.
[1:39:28] >> Stop sharing and I'm going to stop the
[1:39:29] recording. Maybe
[1:39:32] >> recording stopped.
[1:39:36] Um, good to see everybody.