[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.

Sept 1, 2026

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