[0:01] Yeah. Yeah. Yeah. Okay. Great. Well, it is 531 and we will come to order.

[0:13] I'm here. Regans here. Tracy's not here yet. Brian is here. So we have a quorum. Our first order of business is to approve past minutes. So I emailed them earlier in the week and then Cynthia printed them out. I think

[0:31] course? Maybe? Nope. Okay, never mind that. Wasn't the one I asked to print out. No worries.

[0:37] Because I emailed them. So I said everybody has them. But does anybody need me to put them on

[0:42] the screen to look at them? Okay, so any corrections to the June minutes first?

[0:52] And any to the July?

[0:56] Okay, June and July approved then. Thank you for reviewing those. We have one member of the public here.

[1:04] would you like to make a public comment yeah okay thank you for being here she

[1:17] has an

[1:18] incoming kindergarten yeah okay so Josh the floor is yours

[1:37] yeah thanks for you we'll pass the

[1:41] coordinator. So

[2:01] we have our financial summary as of July 1st in our final

[2:07] whisperer.

[2:14] Starting off we're doing really well.

[2:20] Just a I like

[2:27] quickly we have two large areas of expenses. A little bit more than we'd like

[2:32] to see in the beginning, but it's expected. The supply of materials is just opening curriculum

[2:38] expenses and there won't be.

[2:44] So it is a little bit higher than a year's past, I think, because there's

[2:48] a few additional online things that come through, but nothing to be concerned about. And then we had

[2:56] We had 23

[3:02] Chromebooks purchased through onward and then the safety response system.

[3:11] That was a difference.

[3:12] Last year we did not purchase Chromebooks because we had enough inventory to roll over, but moving forward.

[3:22] For the last.

[3:27] So other than those two hard areas, I think everything is looking right on track.

[3:31] I would expect some additional expenses to come through, especially for August, just opening the year.

[3:45] A more days cash on the hand is 134 with our Eddie Cash Balance, which is over $1 million.

[3:57] We'll start getting the enrollment numbers for September and next month.

[4:02] but do you guys have projections for that yet?

[4:09] Mostly, there's a bunch,

[4:11] this is the transitioning in and out time

[4:13] to Cynthia's living in, right now,

[4:16] trying to get all the fossil,

[4:18] but what do you say about to Teenage?

[4:22] Well, right now we have 22 absolutely enrolled

[4:26] and we have another, I think, 12 or 13

[4:39] Yeah, that's pretty close to, our budget is $2.20,

[4:49] the guy you want share budgeted at $2.15

[4:52] or $2.12.

[4:54] I think, so Steve and I have $2.20, but it should be $2.15, I can change that.

[4:59] Yeah,

[5:05] we really wanted to anticipate one great level that won't be complete,

[5:11] which would be

[5:11] as

[5:16] your fault with, yeah, spending a lot more weightless.

[5:21] So, yeah.

[5:21] September, when I was more, how was retention like from one year to the next with each like cohort

[5:30] moving on?

[5:39] But we kind of knew with the opening of the middle school that that was a, a likelihood.

[5:46] ahead. There's been absolutely no movement.

[5:51] Oh wow. Yeah. Yeah. Yeah.

[5:58] Yeah. Even though we

[5:59] surveyed them, we kind of knew that there were probably going to be some that changed their

[6:04] minds and decided to go. We're

[6:10] coming to six graders said that we're going to come back and

[6:13] student respond, right? But yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah.

[6:24] Any other questions for the

[6:33] thing? I think everyone here featured about the approval. We are officially approved for the

[6:40] Revolving School. I mean, we were already approved, but this one is actually the funding is happening.

[6:52] Yeah, yeah, yeah, so you found out shortly after our last board meeting that we had in July that we did get it. Yeah, and so that was really great. And then this kind of transitions us into item five on the building addition update. So then Peter and I really worked.

[7:17] with stout and design west and round table to figure out what's coming there's kind

[7:25] of like two projects now there's project money coming from the revolving

[7:29] loan and then project money coming from Alta bank with the financing that we've

[7:33] been working on so we kind of figured out what can we do with it all and what maybe

[7:38] can we not do that we thought we were going to be able to do but the appraisal came

[7:41] in low so we are borrowing less so we've just been working on figuring that out

[7:46] I think that's all figured out.

[7:47] Yeah.

[7:48] Everything without a bank is like ready to go.

[7:51] I'm just waiting for all of the paperwork to come in

[7:54] so that I assume I'm documenting everything

[7:57] if I need to go in and then I'll go in.

[8:00] But I've signed all the paperwork for the revolving loan.

[8:03] That's being this first tomorrow.

[8:04] Like Peter said, did you let them know

[8:05] which account to put it into?

[8:07] Thank you.

[8:11] Yeah.

[8:12] There's like two account options.

[8:13] And I'm like,

[8:14] I don't know, and then yeah, the stuff with Alta Vancouver, just waiting, like, we're

[8:20] in line to have all of our paperwork done, and then we'll be able to sign it and close

[8:24] on that.

[8:25] Stout is already to go as soon as they get the green light related to all of that.

[8:32] Stout is our contractor, so, so that's the first thing.

[8:37] Yeah, I mean they don't anticipate any hiccups hopefully like yeah, I mean there's always things that come up with these big projects and they happen when they happen, but yeah, they should be able to get started pretty quickly.

[8:55] Yeah, once we get all the paperwork signed.

[8:58] Still, it said once that's a green light, the event has been breaking ground within two

[9:03] weeks or so.

[9:04] Yeah.

[9:04] Part three on the outside.

[9:06] Yeah.

[9:07] Yeah.

[9:08] Uh-huh.

[9:08] That's very clear.

[9:09] Mm-hmm.

[9:10] Yeah.

[9:12] Any questions or anything else about that?

[9:17] I guess I have just kind of a question on how we roll this out.

[9:21] So this goes into the building update because we haven't officially announced.

[9:27] I was thinking about that yesterday.

[9:29] Yeah, I kind of wanted to wait until everything was all signed and then send

[9:35] something from the board that was like, hey, you've heard rumors, but like here

[9:40] it's finally happening. This is what we're gonna do. We appreciate everybody's

[9:45] patience. We know this is gonna require flexibility, but it's gonna be great

[9:49] for the school. So one of those that now that we're coming up against school

[9:54] starting is carpool. And so with construction happening we will not be able to do carpool through

[10:01] the backside of the sky. So that is maybe our urgency point of back to school night because we want

[10:09] to announce how carpool will work for all of our families. Educate, educate, educate. I mean,

[10:16] like we're going to really annoy families to make sure they read it because everything has to change

[10:22] in order to make it work. We have a plan. We've gone over with law enforcement. They can

[10:27] buy and look at it. I think it will work, but it requires us basically changing it so it'll be

[10:35] a pickup here along this side, and then it'll be a short pickup through the U-shaped parking lot.

[10:42] Those will be our two pickup points. That means we're changing how kids are getting preps to go out

[10:47] there. They'll have backpacks and coats and be in staging areas right by the doors to go out.

[10:53] And then we're changing where all the grade levels would line up too. So that is one

[11:00] with some urgency there. It'll be odd. And I've also thought we could for two weeks

[11:06] to cartwheel and then change it, but I don't like that idea either because I think we just want

[11:12] confusion. Yeah, it would be so much infusion. Yeah. Yeah, go. We can, should we send from the

[11:23] board something out? That is like, we're just giving you an update. We're really close to

[11:29] signing everything and breaking ground. We'll keep you updated like as that comes. My only, I guess,

[11:36] downside of doing that is that we're ready to get all the people who feel like they should

[11:39] should be interjecting and kind of give you an instruction.

[11:42] And we do kind of go through some of the words

[11:43] that we're like, hey, it's already done.

[11:45] I think that's a little bit more of just, hey,

[11:46] I think it was done as we've already been discussed.

[11:49] Yeah, right, so yeah.

[11:51] Could you communicate to the families?

[11:53] Would you feel comfortable communicating to the families?

[11:56] Like, hey, carpool procedures are different this year.

[12:00] Here's what they are, and just be like,

[12:03] this is just what we're doing this year.

[12:04] Yeah, until we officially have it.

[12:06] Yeah.

[12:06] Yeah, just do it kind of like a printout paper map or something that they can see.

[12:10] Yeah, we go all that for sure and yeah, yeah, we'll go over it back to school night while teachers practice with kids, have all the parents know where to go, yeah, I guess then and if people, if individuals are like, why are we doing it that way, then we could just say, well, we anticipate breaking ground in the next couple weeks more about that coming.

[12:32] Yeah, we'll keep you say that something like that. Yeah

[12:37] The carpool we just anticipate knowing having access to the back. Yeah. Yeah. Yeah

[12:42] And I think either way it makes sense to have like two separate communications

[12:46] Like I wouldn't want it to be like the board saying here. We got our financing. We're breaking ground

[12:51] And also here's the carpool information

[12:54] Because that's hard for people to like find later. Yeah. Okay. Okay. So you're okay sending out just carpool

[13:01] and then we'll, once we actually sign everything,

[13:04] we'll send it to the other thing.

[13:07] Okay.

[13:09] Yeah.

[13:10] I don't know.

[13:10] Like, it's not, these are on our board minutes.

[13:13] Like, we're going to follow along to that public information.

[13:15] Right.

[13:17] Yeah.

[13:18] Right.

[13:23] That's a good, logistic thing.

[13:27] So the next thing that's on here, under building addition update, though, is property

[13:30] access agreements and Peter and I have been talking at with round table and with the legal

[13:36] council that we have through round table which is like borrowers council about this for a while

[13:42] and we're getting to the point of potentially signing agreements and I thought oh we should

[13:48] better all talk about this a board and authorize me and or Peter to actually sign these agreements

[13:53] so we're not signing something that the board has not provided consent to. So there's two different ones

[14:00] One is for irrigation canal access and one is for the neighbor to the north who accesses the back part of his property. It's his only access point.

[14:15] The irrigation access is a little bit more like we have to provide that.

[14:19] The Norse neighbor access is more like we've been thinking let's just continue to be neighborly and not turn this into a big legal battle about like there's not an easement there there's not anything but he's been doing this for like decades probably.

[14:36] So you should probably maybe give details because you know more about exactly where each one.

[14:44] So there is a, basically, a box that we need to be able to have access to to the

[14:51] diver water. And so that's one of the boxes that they need also to make sure it gets

[14:56] is cleared in things like that.

[14:58] So what we would do,

[15:00] With what we're planning to do, all of the school property on this side from the front entrance over would be enclosed by offense. Okay, so it would be giving someone access to the old access. And if we're during school hours, part of the agreement would be that it would be cleared through me. In order for them to come into property during school hours when there are students present. If it's after hours, that's not as big a deal, right.

[15:30] But maybe to add emergency, then you get back to it, we can coordinate with them and work

[15:35] with the neighbor. We would be doing something very similar.

[15:38] Where it would need to be clear if that person is coming in and out when students are present.

[15:45] And yeah, and again, we would say if it's after hours, that's not a big deal.

[15:50] Yeah, the challenge with this property is it's access for vehicle access.

[15:55] the front of the house, you can get two from the sidewalk on the other side but yeah and again it's

[16:00] just looking at could that get into a sticky situation because there's been access granted for a

[16:07] while informally that's kind of one of the challenges that we look at. So yeah what we would do is we would

[16:14] actually make this specific to the neighbor and that this is not specific to the property.

[16:22] Sure so

[16:23] Um, because again, yeah, ownership and change, people can change situations can change, and then that just protects the school and ultimately protects gets is what we're going for.

[16:34] So we just wanted during school hours as a security area.

[16:38] And that would be the plan.

[16:39] Probably what we would do in order to provide out would be that there would be a specific.

[16:43] if a lock kind of how you have multiple locks on a chain

[16:48] and that one of those would be yeah, granted key access.

[16:52] So it would be something that could be changed.

[16:54] Yeah, every so often if we needed to.

[16:56] Those are kind of the thoughts on it.

[16:59] Yeah, still be neighborly with the one

[17:03] but still have yeah, access to the other box.

[17:08] Is it ever been an issue with him coming

[17:09] on the grounds during school?

[17:10] No.

[17:11] Yeah, so he probably respects that already.

[17:13] Yeah.

[17:13] Well, he has access to property during school hours,

[17:17] but it's never caused any kind of issue.

[17:21] Yeah.

[17:22] And currently where the gate stands,

[17:25] he can get in without opening the gates.

[17:30] Like going beyond the fence.

[17:31] He can access his gate without.

[17:32] It's because we're moving the fence.

[17:34] Now, that would be enclosed within the school.

[17:37] Yeah.

[17:38] Yeah, as we looked at it, there's also like a man gate right next to the car gate.

[17:45] So probably, if you look at that property, there's literally like the big gate for the car

[17:50] and right next to it is just a man gate.

[17:53] So if you're removing that access and it's just the vehicle access point.

[17:57] I thought we were going to have to point it out that that man gate does not meet code.

[18:01] Yeah.

[18:02] Which is not our gate, the neighbor installed that gate.

[18:05] But that's another reason. And I feel like if we're allowing a vehicle gate, like there doesn't need to be a second gate. You can walk through the one large vehicle gate.

[18:19] Yeah.

[18:21] So that's just the intention is to, I mean, with the irrigation canal one, it's a little bit more of like we have to provide access, but that puts like parameters on it that we're initiating.

[18:30] the neighbor one like we don't have to do anything, but I am it's just a

[18:37] possibility that if we suddenly we're like no we're moving our offense you

[18:40] don't have any access and this is the only way the neighbor can access the

[18:44] back part of the property. I don't want to get into this like lawsuit about like

[18:50] well I know there's no easement but we've been doing it for like yeah yeah yeah so

[18:58] So if I understand correctly, thank you for the update on all this situation.

[19:03] Maybe a motion to authorize Peter and or you.

[19:09] Help me out here.

[19:10] Yeah.

[19:11] Okay, to formalize these access agreements.

[19:19] So I will make a motion to authorize our director, Peter, and, and or our board president,

[19:29] Kristen Rolf to authorize any property access agreements on to the school property.

[19:41] I second that motion.

[19:42] Thanks. You're both all in favor.

[19:49] I don't know.

[19:51] Can I say don't?

[19:52] Okay. Any? What?

[19:54] Am I supposed to say aye?

[19:56] Because I made the motion and he's second.

[19:58] Yeah. So technically, yeah.

[20:02] So technically, what is supposed to happen is the motions are actually to help us

[20:08] keep moving forward with the agenda.

[20:10] So like when we were talking about finances instead of just rolling into building

[20:14] edition update like we did. One of you should have said I moved to bring forward the business

[20:20] of the building edition update and then the other one would second and then we would talk about it

[20:26] and then at some point when I felt like the president whoever the president is feels like

[20:31] we've all talked about it enough then the president called the vote.

[20:35] And so just historically this board has not done it that way like even before I was on the board

[20:41] So we've just kind of like continued on that way, but if we could definitely switch over because it does make more sense and then when other people are like listening to our board meetings are talking to us about board meetings, it is quirky to them that we're voting and

[20:57] the way that we're doing.

[20:58] People are listening to a word sometimes.

[21:04] There typically should be a motion to receive or accept the financials after we've reviewed

[21:11] them.

[21:12] And I report does that, but it's something we can do, like we receive them from you like.

[21:19] And that kind of signifies the end of the financials.

[21:22] Okay.

[21:24] What if a board rejected the financials?

[21:26] I don't know, it's happened before, I don't know, I don't know, it's a wrap-in-the-earth.

[21:30] Does that suggest that the board thinks there's a problem with them, because that why a board would reject the financials?

[21:36] Especially in, not like in a school setting, but in like a traditional business setting.

[21:49] It's like rejected.

[21:51] Okay.

[21:53] Well, yeah, we can learn a lot.

[21:55] We can be more proper if we want to.

[22:01] Yeah.

[22:02] Yeah.

[22:03] Yeah. All right. Well, everybody voted in favor. So that motion carries. So Peter and or I

[22:10] as director and president have authorization to sign the property access agreements for irrigation,

[22:15] access, and for neighbor property access. All right. So now if we like, we can have a motion to move on

[22:22] to the visitor management school access policy. I'll make a motion for us to move on to visitor

[22:26] you're out of the number six in the agenda second.

[22:32] All right, great.

[22:37] So this is our

[22:38] second look on this one. And we just because of the length had a very brief look at it

[22:45] at the July meeting.

[22:49] So hopefully everybody had a chance if we need more time to look at

[22:53] that we've come look at it longer here.

[22:55] This is a required policy from the state now

[22:59] that we need to have.

[23:02] Go ahead and remind us anything about it

[23:05] that you feel is relevant, Peter.

[23:07] Yeah, so it is required to have this

[23:12] remanagement protocols in place for all schools.

[23:14] Again, we've had protocols in place,

[23:16] but it does need to be formalized and then followed.

[23:20] So there is so much happening with school safety right now in the state of Utah, and so that's just a big part of it.

[23:29] Yeah, with all the moving pieces, this is probably number one is just how do we account for visitors, not just visitors here, but visitors for a field trip or anything like that.

[23:39] Like how do we just make sure the kids are safe.

[23:41] And so that's a big part of what this is.

[23:45] referenced a bunch of different Utah codes on it that we also have to, and so a couple

[23:51] of the parts that I'll just skim through briefly in order, the control school access just

[23:57] means all visitors come through the front of the school. That's how we've established it here.

[24:02] Right. And that they have to sign in. We've left it open enough that there's a check-in

[24:07] identification process and visitor badges, but we will be updating that probably even

[24:13] in this year, especially once we do that, we'll install.

[24:18] So, again, that's all pending.

[24:20] As soon as we can get things moving,

[24:21] they're gonna try and coordinate that.

[24:24] We'd hope that that would bend this summer,

[24:26] but again, it just takes a long time.

[24:29] But we would hope that that might be over

[24:31] the winter break of Aurora.

[24:34] Yeah, so we have a little more time just personally.

[24:36] Yeah.

[24:37] So it just leaves it open enough for us to change it

[24:39] as technology or procedures need to update that there's just authorized areas and even talks

[24:49] about just visits during non-structural hours, what that looks like, and just ties in the

[24:56] fact that oftentimes if there are visits during non-structural hours and someone who's visiting

[24:59] with a staff member or employee at the school, and so there's just still expectations in place

[25:05] is that there's appropriate behavior.

[25:08] So that talks about those pieces.

[25:11] The parents and legal guardians can visit.

[25:13] We want them to visit.

[25:15] But again, we just need some protocols in place there.

[25:17] And we love having volunteers help, but depending

[25:21] on what they are doing, if there is significant

[25:24] unsupervised access, this is another key component,

[25:27] they do need to have a background check.

[25:29] So if it's just a parent coming to volunteer in a classroom,

[25:32] they don't need a background check.

[25:33] But say they're coming in regularly to work with a small group of students.

[25:37] They do need to have background checks just like any school in play would.

[25:40] Yeah. So field trips and off campus student activities was also added in there.

[25:46] And that's just to make sure that those who are potentially transferring children

[25:55] don't have unauthorized people tagging along.

[25:57] Yes, so do you have volunteers that we've done background checks?

[26:03] We have with a lot of well, we've done the drivers licenses. I

[26:10] Don't believe we have done the background checks

[26:12] That is one piece that copy their driver's license or something. Mm-hmm. Yeah, so we do have that that is one piece that we're getting clarity on

[26:22] Just if that is required moving forward or not

[26:25] Um, um, I mean,

[26:26] for parent volunteers.

[26:29] Well, for parent volunteers who are driving.

[26:31] Oh, yeah.

[26:31] And that is a more unsupervised area.

[26:34] So,

[26:35] that's a great area.

[26:36] Honestly, right now.

[26:37] Um, yeah,

[26:38] I think best practice would be to do it.

[26:40] But then best practice also might mean that you don't have enough drivers to take.

[26:44] Students on.

[26:47] If you can't get the background checks back.

[26:49] Yeah, it just seems to me like the barrier to get a background should be really really low in this day and age.

[26:56] There should be something that you have access to. You'll look up stuff.

[27:00] And you know what I mean? Yeah.

[27:01] A vendor that provides that or the state provides some sort of tool.

[27:05] Yeah. So it's not like send you to USU police and yeah.

[27:11] And then and basically we just put in there a parent approved parent or legal guardian

[27:16] chapter on the show completely all required forms. So as that updates, if we have that

[27:20] for some terms, then we're able to follow that. How do we complete background checks?

[27:26] Do we have a vendor that works? Okay. Is it cumbersome? I use the work at USU police

[27:35] and they're with the only place in the whole northern Utah they can do background checks.

[27:40] and you were subject to that horse,

[27:44] got a backlog.

[27:46] There are now actually down the street,

[27:48] a YUP fingerprinting,

[27:50] can do background checks and stuff.

[27:52] So like thankfully in today's day and age,

[27:55] they've got other people on the scene.

[27:58] Yeah.

[27:59] But yeah, USU police,

[28:02] they were the only people on providing that for a long time.

[28:07] But employees, I have an account.

[28:10] So I can just sign a paper and send them up and me and pay for it and get there.

[28:19] Yeah, and then all the license employees, that's done differently anyhow.

[28:23] So they don't have to go part of their license.

[28:25] Yes.

[28:25] Yeah.

[28:27] So with that is definitely something we could look into.

[28:30] I mean, personally, I would feel better knowing that parents

[28:33] that background checks were driving.

[28:35] Yeah.

[28:37] Yeah.

[28:37] Yeah, I agree.

[28:39] Like, low bars better, more parents who have been background checks

[28:42] that are volunteering is better but also the reality of if it's like a time-consuming cumbersome

[28:49] process and we're waiting a long time like if that's impeding well supervised access you know

[28:56] to the building there should be amounts there. Also the weakness of background checks is that

[29:01] they're like relevant and true for that moment in time like because background checks somebody

[29:07] and then like the next day they could go do something terrible and we'd be like well we just background

[29:12] check on 24 hours ago, you know, so they're not perfect.

[29:16] Yeah, what it makes sense for us to have another account at the place that Regan was talking about

[29:21] so that our people have multiple choices again, just trying to. I was also going to see even in the

[29:26] wording, it does say a criminal background check appropriate to be assigned. So it kind of gives us

[29:31] the freedom to not do some, but people are driving me. Yeah, I think Peter's right, that just makes sense.

[29:38] If you don't, we could take it as just an action item to, yeah, to look into this next month,

[29:44] we're going back to the next meeting with yeah procedures or I could even send an update

[29:51] once we know that if we don't want to wait a month to get that in place. I just hear you ask

[29:56] Yeah, I would like to ask the other...

[30:00] School, charter school, and other school. How do you do quick background checks? Does that even exist? Yeah. Yeah. How was it at Lincoln?

[30:12] So there are a lot of changing pieces right now. Yeah. I know a number of schools are no longer doing field experiences that are driven by parents. We're one of the last schools holding out to still do that practice. So there are very few schools that you can

[30:30] can compare that to. Yeah, with, yeah, with the legislative pieces, they'll just keep coming.

[30:39] Again, there are less and less schools who are doing it. So, if at some point, we wanted to just stop having parent drivers.

[30:48] Again, we also do more field experiences than just about any other school in the family.

[30:52] And this is part of how we're able to afford that.

[30:54] if we have a paper of us every field experience and a retreat and coordinate that because we're

[31:00] not first in line. We're after. It's a little harder and harder and harder to schedule buses with them.

[31:06] Yeah. Yeah. Does it make any sense to see if we get somebody to write us the buses?

[31:11] And I guess it's for now a part of the band's parents. Well, that's not real.

[31:16] Okay. Yeah. Yeah. So they find school buses. Yeah. You can find the old ones.

[31:23] but then it's the maintenance and insurance and the insurer drivers, you know, right?

[31:30] The insurance size, it's like the CDL that you needed, right?

[31:35] Okay.

[31:36] That makes sense.

[31:37] It's very complicated.

[31:38] We had a first, the first smaller.

[31:40] It's a big financial burden.

[31:41] So, yeah.

[31:44] Yeah.

[31:45] I was mostly just asking about the procedures, just if there's a way that's more streamlined for you all

[31:52] to do that, then let's explore that and not feel like we have to stick with what has always been

[31:58] done, you know. Yeah, we could just again get Peter the ability to do that. Yeah, I don't think

[32:05] we need to like vote on that or anything. Yeah. Yeah. Yeah, we can look at what's possible.

[32:13] As more background checks are probably prudent, you know, and maybe even legislated in the future,

[32:21] like I just hope that there's an option that's relatively easy for you all to do that and not

[32:29] complicated and time consuming. Yeah.

[32:35] That's just one part of this policy. The volunteers,

[32:39] so I think you're at number 10 if I remember right. There we go.

[32:46] 11 is just about visitor conduct.

[32:48] But, um, 12 is if there are concerns or reviews of entry, again, these have been practices

[32:56] and procedures.

[32:56] Just as just, you know, I was given policy now, um,

[33:03] and there's 13 that just says that

[33:06] these are procedures that can be modified for active emergencies, lower school events.

[33:11] Again, we do have times where we cannot do this.

[33:15] If you have a back to school night coming up, right?

[33:18] It doesn't make sense to be able to do that.

[33:20] there are a few times where we change the procedures a little bit to make it work.

[33:26] Yeah, that's essentially it. I like the work. I think this was set last time because this is the

[33:34] second look that we've done this. You know, we have the legal references or citing the

[33:39] legislation and other things throughout years. Our stuff. We're addressing that. I think this is

[33:46] good from both the state says you have to have these rules problem and our

[33:52] own internal recognition that kind of needs some rules like this so I think

[33:56] that's good so I will make a motion to approve the visitor management and

[34:01] school access policy and we actually just get to vote because the all motion

[34:07] already my good job or so well trained now okay so all in favor of adopting

[34:16] the visitor management and school access policy as written.

[34:20] Hi.

[34:21] Any opposed?

[34:23] Okay.

[34:23] Policy is accepted.

[34:26] Thank you, Peter, for drafting that.

[34:28] I'm just sorry.

[34:29] We've missed that.

[34:30] That was now in motion.

[34:33] View the bullying, cyber bullying case.

[34:35] And if you just conduct a retaliation policy for our first work.

[34:39] Mm-hmm.

[34:42] We need a second before we can go.

[34:45] So, we're going to do this all properly.

[34:47] Sorry, I wanted to order things all by myself.

[34:48] Yeah, I know.

[34:49] I know.

[34:51] Okay, yes, Peter, please tell us about this policy.

[34:54] This one's a lot.

[34:56] So, there are...

[34:59] So, we'll have two policies tonight,

[35:02] just with all their slave pieces.

[35:04] We probably have another seven to nine policies

[35:08] in the pipeline that are state mandated.

[35:11] So, this is one of them.

[35:12] We did already have a bullying policy, but this expands to talk about cyberbullying,

[35:17] hazing, use of conduct, and retaliation.

[35:21] So, yeah, essentially took a lot of wording from the laws and put them in there, just

[35:28] defining what bullying is, and then bullying also extends to cyberbullying, which is a bigger

[35:34] and bigger deal, as I'm sure anyone's aware of if they've got what kids.

[35:41] Hazing is covered as well, and that abusive conduct can also be all under that, those guidelines.

[35:51] And basically just says that we prohibit all of those things.

[35:56] And sorry, I also talked about retaliation and false reporting.

[36:00] So again, all of these are just required within the new components.

[36:06] that there is still a duty to report if there are some of these prohibited actions, if you will, or behaviors,

[36:15] and that we will investigate the responses, we're on number six, and seven, that we will look at them and find out the best we can.

[36:26] The hardest ones to investigate are anonymous ones, because you can't get clarifying details.

[36:32] So it helps a lot when we're able to do follow-up as well.

[36:37] But that will notify parents or guardians if their students are involved in these types

[36:42] of incidents.

[36:43] Again, this is already a practice that we were doing.

[36:46] This is just clarifying all those prohibited behaviors and putting in policy.

[36:53] Then we do have an action plan.

[36:57] And this is one where sometimes the action plan may be very brief.

[37:03] But other times we have had to even go to measures where we put students on what we call the

[37:07] no contact plan or different things like that.

[37:09] We're literally not allowed to talk to each other at school.

[37:12] In fact, to do that with multiple students here at this school just because, yeah.

[37:16] It's it's a thing sometimes.

[37:19] Again, that's more extreme, but it's just we will put plans in place that we need to.

[37:22] Sometimes the plan is, hey, we've talked to the students, we've talked to the parents,

[37:26] hopefully it stops.

[37:29] And then just talk about consequences and supportive responses, making sure that we're

[37:34] taking care of due process and recognizing, yeah, individual circumstances and

[37:42] all the applicable laws that we have to follow.

[37:46] So there's also one in there where employees can file something if they are concerned that

[37:52] that, yeah, a parent has, or other adults, has a use of contact towards them.

[38:00] So, again, there have been procedures for this.

[38:03] It just was never in policy before, where they could say, hey, I've really been certain

[38:07] this person keeps coming around, this person's bothering me, yeah.

[38:11] And so we've, yeah, we've had incidences in the past, too, where we've had to address that.

[38:17] a lot of it has to do with cyber things, actually.

[38:22] So, again, if there are concerns

[38:26] that someone feels like that's been misrepresented

[38:29] and it's not fully amazing,

[38:31] they can feel it through that,

[38:33] doing all one for it if you have to.

[38:38] And this is something that we will roll out

[38:40] as students who all employees at the school.

[38:44] This is also one that we will have to include

[38:46] with volunteers, just to make sure that they understand

[38:49] that you're volunteering, you need to have the same

[38:51] parameters in place.

[38:53] And at the end, it just says there are records,

[38:56] publication, reporting.

[38:58] And the last part is, there is still free speech

[39:01] allowed, but if it is material disrupting school

[39:04] operations, it still is addressed.

[39:07] So there are different parameters for schools

[39:09] and other poses.

[39:11] Yeah, and the legal reference.

[39:12] And legal, right?

[39:15] Yeah.

[39:15] Yeah, so that's a nice lengthy pick to follow me and you don't have to prove anything

[39:24] this is our first look so take it with you, take a look.

[39:28] The only thing I noted very quickly is item 6.4 needs to be capitalized.

[39:35] Oh, yes, I'm going to get it.

[39:38] Um, but yeah, nothing, nothing else for me to change at this point in time.

[39:47] Um, yes, so we don't have to worry anything because it's just a first look.

[39:50] It'll show up on the agenda again next month and that will be our second look and our vote.

[39:54] Thank you also for making my policy draft, Peter, but we could have a motion to move on to

[40:01] suicide. Oh, Josh, I'm so sorry. I'm going to tell you who can go.

[40:07] Okay, the suicide prevention policy motion move on to that. Thanks for again.

[40:17] Okay, go ahead and tell us about this one, Peter.

[40:20] Okay. I'll note I'll clean up the front page. Okay.

[40:26] I'm not sure how I got that.

[40:27] Yeah, so again, this is also a required one. We've had to have suicide prevention procedures in place for years, but again, we need to have very specific policy on it.

[40:41] So just getting through it for our purposes of the school, our school psychologist is the one who would directly handle suicide issues or that's ideation prevention, those types of things.

[40:58] If they are not available, then I am available as well.

[41:03] Again, that's someone who is fully trained to deal with those things and is honestly better,

[41:08] better equipped for giving resources to parents and things like that.

[41:13] But again, this is just making sure that we understand, hey, if there are any concerns they've come up regarding suicide,

[41:19] it needs to be addressed. It's not something that we rush over.

[41:23] It's not something that we just say, well, we'll talk about it in a few weeks.

[41:28] So this is, and again, this is not all inclusive, these are just some warning signs.

[41:35] And if any of these warning signs do occur, then employees need to follow some very specific

[41:41] responses.

[41:43] Basically, the crux of it is taking media action, inform someone, what's going on, parents

[41:48] also need to be informed about if a student has made a comment or something like that.

[41:55] Again, you do have some kids who are very flippantly saying, I'm going to shoot myself, right?

[41:58] And they're just, and it's more an expression rather than that, but we still do a lot on it

[42:04] just to make sure that parents are aware we just want to, yeah, not take things for granted.

[42:11] Okay, so then it just talks about what employees should not do.

[42:16] Again, none of this is new, this is big, yeah, in code for years, as far as what they should do.

[42:24] Then it talks about next steps that we as a school do, whether that's a school counselor or a school psychologist,

[42:29] the executive director or someone else who's deaf and deaf.

[42:34] Okay, and then if just talks about those, if we move on to eight, there are times where there is a genuine list

[42:42] and talks about the same for Lisa and what that looks like to get them to proper help make sure

[42:46] that they're not helped. So at home, a little bit for the hours or someone runs to pick them up,

[42:51] right. So those types of things, there are some hotlines that we need to include just to reference those

[42:57] as well. And this is something that we cover in our social emotional learning lessons, especially

[43:05] with older students. You really don't get into it with the very younger kids because they don't

[43:09] and recognize that. But then we also have a policy portion on reentry, which just means

[43:17] after the coming back from an incident like this, how do we help support them?

[43:23] Yeah, and then last is just that if there is a death or serious attempt that we activate a response,

[43:31] it is wonderful to have a partnership with the school districts.

[43:35] There are a lot of resources in the valley for any school that has any type of incident or issue, so hopefully there will be nothing like that.

[43:46] There are even things like that if there were, say, the death of an employee or the death of a student that wasn't suicide.

[43:53] and it's very traumatic and everything else.

[43:56] So that's basically it.

[43:58] I don't got a legal reference as well,

[44:00] but we need to follow.

[44:01] The post-vention section 12 talks about communication

[44:06] to reduce contagion risk.

[44:09] Yes.

[44:10] So that is, so one of the interesting things

[44:15] that happens with suicide ideation in particular

[44:18] is that once one student has attempted suicide,

[44:22] there's a massive uptick in other students who will attempt suicide in this

[44:27] surrounding area. And it's literally looked out as a type of contagion. It's

[44:31] almost like a communicable type thing, or it's, again, it's not really, right? But

[44:39] it's, oh, well, now people are thinking about it and wow, look at how much

[44:43] attention this person got. I want attention. And so then they start talking about

[44:46] or they do it. And so it's just, it's kind of this weird ripple effect that really

[44:50] does go throughout communities,

[44:53] so you can see communities with gun violence.

[44:55] It's very similar, right?

[44:56] Okay, there was something that happened here, like,

[45:00] If there was a mass shooting in an area, it's much more likely to have a mass shooting in that area again. You either get people who can go to those sites to visit the light. There's also a weird thing that happens. So that's what the contagion is. So contagion is the. It's one thing appropriate word for that. Okay. In a few. Yeah. And we can change it. I'm not. Yeah. No, it's fine. If that's a word that's used for it. I just thought maybe.

[45:29] maybe which I would have done as well is copying and pasting from other policies to help me write a new policy and maybe it was like a COVID-related policy.

[45:39] So I just thought maybe that needed to be deleted, but the way you've just described it totally makes sense.

[45:44] So if that's a word that's used to describe that, I personally am finally leaving it in.

[45:50] I can also just clarify it if you want, because if someone else reads contingent.

[45:53] I think a lot of other people are going to read it and not know what it means.

[45:58] I can just modify. I'm just one guy. I got it. Oh, you know, you know? Okay. Yeah, pretty much. I mean, I understood your explanation. I just didn't get that when I read it. Yeah, but Reagan did. So go Reagan.

[46:14] As a first look, just part 10, talked about documentation, records will be maintained

[46:20] securely.

[46:23] How long do we maintain records, which I would mean, part of the policy is their legislation.

[46:29] It goes with their student file, so along with their students, so that's until high school,

[46:35] until they graduate high school.

[46:37] So as long as they're here.

[46:39] And there's a single file that transfers between schools as well.

[46:43] So, yeah, again, it's just that's part of our existing file that we go with them.

[46:49] That's one where you would never want to say, oh, well, we had all these issues here.

[46:54] Right.

[46:54] Your record of that, you have no idea what transpired for the last few years.

[46:58] Yeah.

[46:58] But, yeah, sorry, document retention is the question that comes up in the work all of a sudden.

[47:04] So you're saying once a kid graduates all their personnel or their like school file stuff should be deleted?

[47:13] From what I understand they're kept for a number of years and then they are yeah there are some rules around how long they have to keep it.

[47:21] I'm not sure what it is for the high school because again they're kind of the end point with all of that.

[47:26] I know they have to keep it for at least a couple of years.

[47:30] Do we keep records of our students for a certain number of years after they're no longer

[47:36] with us or we send along what we need to send along and then we get rid of anything else

[47:41] that doesn't need to be retained.

[47:44] If records aren't a request, we keep those quite a bit longer.

[47:48] So say someone went into homeschool and never went back to a public institution and we had

[47:54] those longer.

[47:58] Yeah,

[48:00] this looks good for first work. Yep, this is another one that will be on the agenda next month then is the plan and we will vote on it. So take it with you.

[48:13] Look at it. I'm back next week with or next month.

[48:16] with any changes um that you want to talk about. All right if we're ready to move on we can have a motion for board membership.

[48:30] All right thank you. Um so we were already kind of talking about wanting to recruit more members once we got into the new school year.

[48:41] Brian, before you came, Audrey emailed me and her health is just getting worse, basically

[48:47] she said, and she felt bad, but she just felt like she couldn't continue on serving the

[48:53] board, and so that makes me feel even more like, okay, we need to be more people in the

[48:58] fall, like, one school officially gets started.

[49:02] So my thoughts for that were to make some lovely little posters on Canva and put them around

[49:08] the school and maybe get Cynthia to send a remind message and an email stuff like that

[49:13] and let people know that we're recruiting our bylaws call for, well we're a self perpetuating

[49:22] board and so we don't need to have elections. Folks that any of us want to nominate Peter Cynthia,

[49:28] you want to nominate, then they can get in touch with any one of us really but ultimately the board

[49:34] president and then the board does vote on whether that person becomes a member of the board if

[49:41] that person wants to become a member of the board. So that's like the official way that they

[49:45] become a member is the board votes. But for that historically interested people have met with

[49:51] the board president to just talk about what it means to be on the board and an experience. So

[49:59] So be thinking about anybody who might want to join the board, and then we'll recruit

[50:05] more broadly as well.

[50:06] And normally, like, what are our bylaws to find as a corum and full committee or whatever?

[50:12] Our corum is just a majority.

[50:15] Our bylaws do specify a minimum of five members.

[50:20] And so now that Audrey has resigned, we are below our minimum.

[50:25] However, I was looking up just so what happens if a board is below its minimum number of members.

[50:31] As long as there's still a quorum, the board can continue to vote on business like we did.

[50:36] And so I interpret that to mean since we had three members here and that was our quorum

[50:41] before Audrey resigned that we can continue voting on business.

[50:45] But we don't want to be out of line with our bylaws long term and so it's just more urgency

[50:52] to recruit more members. I think you want to see back to school night would be a great opportunity

[50:58] for them. Yes. Yeah. Yeah. Yeah. Even if we get set up a word there to say, like we're asking for volunteers

[51:07] for everything, right? Right. And that's a great time to. Right. Yeah. Yeah. And that again,

[51:15] merges into the next thing. So we'll be a little squishy with our emotions right now. But the

[51:22] the last couple of years, I think I've been able to be there to say a word. I have family

[51:27] stuff and I can't be there. Reagan, are you going to be a back to school night?

[51:33] What is it? I just want to be this Monday. Yeah, I'll be there.

[51:37] Could you, like, it doesn't have to be long. Could you just introduce yourself, tell him you're

[51:42] the board treasurer. And if Tracy, well, Tracy should be there. She'll be, thank you, Josh.

[51:47] to be talking about SCA stuff. So just like point out that Tracy is a member because she's

[51:55] president of SCA and maybe let everybody know we meet monthly and we level in community

[52:03] comes and attend board meetings and that we're recruiting and we'll give more information about

[52:08] that but if anybody's interested they can let you know and to look out for the more information.

[52:14] Yeah, I mean, I can tell, is there a formal time that I do it for that, or do you talk to that?

[52:20] Okay.

[52:21] Make sure I don't watch this.

[52:23] I want to keep it short of what she just said.

[52:26] Yeah.

[52:28] Short is usually better.

[52:29] Like, would I talk to them?

[52:30] I've tried to keep it short, and I feel like everybody's like, oh my gosh.

[52:33] Why is there somebody still talking about this?

[52:40] Yeah.

[52:40] I'm happy to do that, and that way we'll get together and make sure that we get a good consistent message.

[52:45] Thank you.

[52:48] Okay, now we'll be more formal again, and if we're done talking about board membership and

[52:52] back to school night, we can have a motion to move on to a director's update from Peter,

[52:57] if he has anything else.

[52:58] Move on with director's update, I don't want to say that.

[53:01] Thank you.

[53:02] Anything else for his Peter?

[53:04] I thought one that would be fun to share, that we haven't shared yet.

[53:09] We were voted as the number one charter school for all of Northern Utah.

[53:15] Congratulations, you guys.

[53:17] Yeah.

[53:18] So they've been doing some, yeah, notices you want to talk about them now?

[53:23] It's just best of Northern Utah.

[53:25] Yeah.

[53:26] So all of our rewinds saying both grants or both grants, right?

[53:32] And the gym I go to, you're saying anything?

[53:34] Yeah.

[53:34] It's like, yeah, we've probably got best of each time in a year or so.

[53:40] But I honestly think it's pretty cool to see that based on us being the smallest charter school in the valley as well.

[53:48] And just, yeah, it's also shout out to the number of families who are willing to engage and participate and be a part of the school.

[53:56] And yeah, it will still put it in the boat.

[53:59] That's like quite a voting process. Did you have you ever voted in the Western Northern Utah?

[54:05] I mean, it was a little overwhelming to me the number of different categories that I could choose

[54:09] to vote things and I almost was like, I'm done with this. There's like any you don't have to vote

[54:14] in everything, but it just was overwhelming to me. So the fact that people would vote because it can

[54:28] have families or people that are happy about the school and willing to vote, then it doesn't

[54:32] matter how many times you remind them, they're not going to vote. And so like, yes, the reminders

[54:38] are helpful and important, but actually there were people who were living for the school. So that's

[54:44] great. Well, well done, Peter and Cynthia and all of the school employees, the teachers, the staff,

[54:52] the volunteers, everybody coming together to make the school a great place so that we could receive

[54:58] that honor. Yeah, thank you.

[55:04] We were also ranked once again and I just want to verify as the

[55:09] fourth best public K-8 school in Utah. So it's still there and we're still looking at the

[55:16] academics and the yeah, much other factors but yeah. That's great. And I think last

[55:24] point I'll put it in as we do have quite a weight list. I know it's going to be a slightly

[55:30] weeks ago, we still had, yeah, over eight students on the way

[55:34] those two wanted to be in. I'm sure it's, yeah, changed a

[55:38] little bit, but yeah, I mean, at the time we had 24 people

[55:43] who wanted to get their kindergarten here, and do not. That's

[55:46] all other class times to, right? So, wow, you got

[55:51] Yeah. So congratulations.

[55:59] When I hear her as like, and I can't, I can't pull in.

[56:03] Yeah, yeah, yeah.

[56:07] Yeah.

[56:08] It's all lottery and kindergarten unless you have a sibling.

[56:11] Yeah. Yeah.

[56:12] Yeah.

[56:13] So.

[56:14] Well, those are great updates.

[56:17] OK, Tracy's not here.

[56:18] So no SCA update except I think that they've been recruiting and we have our back-school

[56:24] community function soon.

[56:27] The state requires that once a year at least we post all of our board meeting dates for the whole year

[56:32] and we could change them if we want to but here they are. Also

[56:36] everybody have all of our board dates for the whole year.

[56:48] We can vote on it again. We voted on it in the spring, but we can vote on it again if we want to.

[56:56] No, we decided in the spring to switch to Thursdays at this time, and so that was when the decision point was made.

[57:05] this is just the state requires us to post them once a year and I decided just

[57:12] to be very careful and actually post all of the dates in our agenda rather

[57:16] than rely on the minutes from a few months ago that just said the second

[57:19] Thursday of everyone. I'm not sure how specific they want us to be. All right well we

[57:25] could have a motion to adjourn the meeting if there is not anything else.

[57:31] I like the

[57:35] motion meeting. Oh, I guess we have to vote on that. Sorry, I'm getting tired. Um, so Shaw

[57:39] motion, Carlson seconded. All in favor? Any opposed? None. Okay, motion carries. Meaning is

[57:48] adjourned at 6.29 p.m.

[57:54] It's not yet.

BRCS Governing Board Meeting Agenda - 8.13.2026

Transcript