[0:00] There is
[0:08] that
[0:11] first
[7:27] And see how close I need to be.
[7:32] I have to be up here.
[7:52] I know that's
[10:40] I have. Yes, I married.
[16:06] Can you believe that? Crazy, huh?
[16:10] >> So, two weeks left.
[16:14] >> I don't know.
[16:16] >> I'm like nervous and excited.
[16:18] >> Yeah.
[16:22] » What
[16:24] you doing this summer?
[16:27] We had a couple of vacations and then I
[16:30] leave for my mission at the end of July.
[16:34] >> Atlanta, Georgia.
[16:38] » That is awesome. I've only been in the
[16:40] airport
[16:49] so many people
[17:23] There's the water.
[17:38] What's that?
[17:55] Hi Michaela.
[17:56] >> Hello.
[17:56] >> How's how's this winding down to
[17:58] graduation thing working out?
[18:00] >> H it's going good.
[18:01] >> A lot of laughs. You think it's the last
[18:03] time you do this last time last? That's
[18:05] what I'm doing. A lot of lasts.
[18:37] I didn't expect
[18:57] Who's this?
[19:02] » What does that say? Do you know
[19:04] Michaela?
[19:08] Ready?
[19:30] >> Robert's ready.
[19:31] >> I'm not guess I'm not going to take that
[19:33] out of there. I don't. Do I need to?
[19:37] Welcome everyone. We we want to get
[19:39] started and we apologize for being a few
[19:41] minutes delayed. We have at the very
[19:45] first so I don't forget later, we have
[19:46] two board members who are not able to
[19:48] join us tonight. Um so we want to excuse
[19:51] Julie Taylor and Wade Hyde tonight. They
[19:54] had previous um engagements.
[19:57] All right,
[19:59] welcome. And we are going to start with
[20:02] our first of our all our reverence by
[20:05] Brian Smith. Oh, we're going to start
[20:08] with the retiring employee recognitions.
[20:13] Mrs. Feice
[20:20] [applause]
[20:39] Test test.
[20:45] » All right. This is seriously one of the
[20:47] most exciting times of the year for our
[20:50] retirees. It's so fun to meet with the
[20:52] retirees and just
[20:58] and um meet with each of you and just
[21:01] thank you for all of your years of
[21:02] service in the district and it's so
[21:04] heart touching to see how hard it is for
[21:06] you to retire and how you have just put
[21:09] so much time and dedication into your
[21:11] positions here. Thank you for that. So,
[21:13] we're going to start with the Debbie
[21:15] Blazedale. And before I do read this, I
[21:17] want you to know that some of the
[21:18] writeups were really long and so it's
[21:20] included in your packet, but I just have
[21:23] a brief um write up for each of you. So
[21:26] Debbie, if you'll come up, come up,
[21:28] Debbie.
[21:31] after decades of shaping minds
[21:33] and hearts, Debbie is putting away the
[21:35] bigger bopper for the final time. She
[21:38] has been a constant pillar of the school
[21:40] known as much for her kind heart and
[21:42] wise words as for her ability to see
[21:44] potential in every student who walked
[21:46] through the doors. While our school will
[21:48] feel quieter without her familiar
[21:49] presence, her legacy lives on in the
[21:51] thousands of students she has inspired
[21:53] at work harder to work harder and dream
[21:56] bigger. Thank you, Debbie. [applause]
[22:06] Okay, Karen Braithweight. And I don't
[22:08] think Karen is here.
[22:11] Karen was an incredible colleague and
[22:13] during the years I had the opportunity
[22:14] to work with her, she consistently
[22:16] demonstrated a deep dedication to her
[22:18] students. She always went out of her way
[22:20] to find creative strategies to help them
[22:22] learn. truly wanting her ESL students to
[22:24] grow and succeed, Karen was remarkably
[22:27] flexible, always collaborating with
[22:28] fellow teachers to meet their classroom
[22:30] needs and ensuring her students received
[22:32] the very best support. She was a true
[22:34] team player who worked seamlessly with
[22:37] everyone around her. Karen, you were
[22:39] such an essential part of our team and
[22:41] your absence is truly felt. We miss you
[22:43] every day. I wish you all the joy in the
[22:44] world as you start this new chapter. I
[22:46] wish you nothing but the best in this
[22:49] exciting new chapter. Happy travels.
[22:52] >> [applause]
[22:57] » Okay, Teresa Brown, if you'll come up
[23:00] here.
[23:02] Teresa Brown is amazing. She has been at
[23:04] Fielding for over 25 years now. She is
[23:07] able to love the students while teaching
[23:09] them. She is ambitious, kind,
[23:11] dependable, and very knowledgeable at
[23:12] her job. She is always willing to jump
[23:14] in and help others. The knowledge she
[23:16] has of literacy is unsurpassable. When
[23:19] you meet Teresa, you know you have met
[23:21] someone special just by saying hello.
[23:23] Fielding will not be the same without
[23:25] her. Knowledge, compassion, and ability
[23:27] to care for others. Thank you, Teresa,
[23:28] for every from everyone at Fielding
[23:30] Elementary and good luck in your future
[23:32] fund.
[23:34] [applause]
[23:41] Patty Brunty, we didn't hear back from
[23:43] you, so I don't I don't think Patty's
[23:46] here. Um, we want to celebrate the
[23:48] incredible career as Miss Brunty, who is
[23:50] retiring after 20 years of dedicated
[23:52] service at Three-Mile Creek Elementary
[23:53] School. For two decades, Mrs. Brunty has
[23:56] touched the lives of students, families,
[23:58] and colleagues with her kindness,
[23:59] patience, and unwavering commitment to
[24:01] education. Miss Brunty's classroom has
[24:03] been a place where children have felt
[24:05] safe, inspired, and empowered to learn.
[24:07] Her positive spirit and gentle
[24:09] encouragement have helped shape great
[24:11] students. Her legacy will live on in
[24:13] every child she taught and every lesson
[24:15] she shared and in every smile she
[24:17] brought to our hallways. Thank you,
[24:18] Patty.
[24:21] [applause]
[24:25] Okay, Tracy Burroughs, if you want to
[24:27] come up. There you are. Okay.
[24:30] After decades of unwavering dedication,
[24:33] Tracy is stepping away from the
[24:34] classroom to embark on a well-deserved
[24:36] retirement. She leaves behind a legacy,
[24:39] not just in curriculum knowledge, but in
[24:40] the countless young minds she nurtured
[24:42] with kindness, patience, and unwavering
[24:44] belief. Congratulations are in order for
[24:46] a career spent touching hearts and
[24:48] inspiring dreams. Thank you,
[24:52] [applause]
[25:00] Steve Carlson.
[25:06] In Steve Carlson's 44year
[25:09] career, he began in 1982 as a health
[25:11] science teacher, became the assistant
[25:13] principal at Bear Lake High School, and
[25:15] then the principal at North Summit High
[25:17] School. He became the superintendent of
[25:19] schools for the North Summit School
[25:20] District, then for the Carbon School
[25:21] District. He came to Boxelder School
[25:24] District as superintendent in 2017 and
[25:26] has served our district for nine years.
[25:28] Steve loves to play the guitar and sing.
[25:30] He has been a member of the band
[25:32] Superintendent of Rock which has evolved
[25:34] into Superintendent of Rocks Plus to
[25:36] include his son and grandson. Sometimes
[25:39] in the course of the conversation, a
[25:40] phrase will remind him of a song and he
[25:42] will start singing it. He has brought
[25:45] good humor to the high stress atm
[25:48] atmosphere of his job without detracting
[25:50] from the seriousness of situations. He
[25:52] is friendly and easy to approach and has
[25:54] shown his true concern for staff,
[25:56] students, and community. He will truly
[25:58] be missed.
[26:00] >> [applause]
[26:12] » Oh, now I lost my place.
[26:16] What did I do with Steve's? Okay. All
[26:19] right. Um, Greg Depo, I don't think he's
[26:23] here.
[26:25] Greg first took the will at the Boxelder
[26:27] School District in the spring of 2015,
[26:30] turning a student daily commute into a
[26:32] launchpad for adventure. Driven by a
[26:34] genuine excitement for life, Greg's
[26:36] mission has always been to inspire that
[26:38] same spark in the students constantly
[26:40] seeking out opportunities to uplift and
[26:42] support them, those who need it most. A
[26:45] lifelong devotey of science fiction, he
[26:47] famously brought the wonders of the
[26:48] galaxy onto the bus, blending
[26:50] imagination with the daily routes to
[26:52] make every ride feel like a journey
[26:53] through the stars. As he concludes his
[26:55] final route serving the Riverside area
[26:57] of Boxelder County, his legacy remains
[27:00] one of kindness, curiosity, and a
[27:02] reminder that there is always a new
[27:03] frontier to explore.
[27:12] Cindy Gibbs is also not present. After
[27:15] 17 years of dedicated service, we
[27:17] celebrate the retirement of Cindy Gibbs,
[27:19] a cornerstone of the Box Elder School
[27:21] District transportation team since the
[27:23] fall of 2007. Throughout her tenure,
[27:25] Cindy's commitment went far beyond the
[27:27] driver's seat. She truly cared for every
[27:29] student who stepped onto her bus,
[27:31] ensuring they started and ended the
[27:33] school days with a friendly face and a
[27:35] safe ride. Her career took her across
[27:37] the district on a wide variety of routes
[27:39] from the sweet energy of preschool runs
[27:41] to the her final chapters navigating the
[27:43] roads of portage. Cindy's kindness and
[27:45] steady hand will be deeply missed by the
[27:47] colleagues and families she served so
[27:49] faithfully for nearly two decades.
[27:58] Jan Hawks.
[28:04] Jan Hawk has worked for BSD for over 30
[28:07] years. Most of them have been at
[28:08] Fielding Elementary where she has taught
[28:11] second grade. She is an amazing teacher
[28:13] and has changed the lives of many
[28:15] students. Her greatest attribute to the
[28:17] classroom besides her ability to teach
[28:19] is the kindness and love she has shown
[28:21] to her many students. She will be missed
[28:23] here at Fielding.
[28:25] >> Thank you.
[28:29] Show that to Jamie. She'll take a
[28:31] picture.
[28:36] Marcia Haney,
[28:42] » congratulations on your retirement.
[28:44] After so many years of dedication to
[28:46] help youth, this milestone is well
[28:48] earned. Marca, thank you.
[28:55] » [applause]
[29:00] » Oh, Marsha, I think yours went on. Marca
[29:03] touched Okay, we're going to continue
[29:04] it. Marca, if you had more. That was
[29:06] just on that page. Marca touched so many
[29:08] lives and helped shape, inspire, and
[29:10] guide so many students along the way.
[29:12] Her patience, wisdom, and commitment
[29:14] have left a lasting mark on the students
[29:16] she worked with over the years. Whenever
[29:18] I run into a former student, they always
[29:19] speak with great gratitude of what she
[29:21] did for them.
[29:28] Julie, I didn't see where you sat. Julie
[29:30] Hess,
[29:32] there you are. Okay.
[29:35] Julie started her career at Bear River
[29:37] Middle School. She was always cheerful,
[29:39] helpful, and more than more than
[29:42] competent. She became the special
[29:44] education administrative assistant in
[29:46] 2019. She keeps our department running
[29:48] smoothly by keeping everyone and
[29:50] everything organized and on track.
[29:52] Julie's calm demeanor and efficiency
[29:54] have been integral to our organization.
[29:56] She will be deeply missed.
[29:58] [applause]
[30:07] Uh Rebecca Hajj, I don't think she's
[30:10] here. Uh Becky started with BESD in 2002
[30:14] at Lake View Elementary. She became the
[30:16] financial secretary at Bear River High
[30:17] School in 2010. We are so thankful for
[30:20] the time and dedication she has given
[30:22] not only to our students and faculty at
[30:23] Bear River High School, but the coaches,
[30:25] booster parents, clubs, activities of
[30:27] all kinds, and every other community
[30:29] member of or outside organization that
[30:31] works with the school. She has been a
[30:33] key part of keeping the school running
[30:34] smoothly and efficiently. We wish her
[30:36] well in her retirement and hope she's
[30:38] she recognizes how Bear River Middle
[30:40] School appreciates her. Happy
[30:42] retirement, Becky.
[30:47] » [applause]
[30:50] » Lori Cor. And I didn't see Lori here
[30:52] either. Lori is the type of teacher who
[30:55] isn't afraid of a challenge and can roll
[30:56] with the punches. She is amazing at
[30:58] finding new solutions to challenges,
[31:00] adjusting her instruction to meet her
[31:02] learner's needs and finding the silver
[31:03] lining in every situation. Lori can find
[31:06] a way to laugh and enjoy any situation.
[31:08] And after many years as a highly
[31:09] effective fifth grade teacher, she has
[31:11] gradually worked her way down to first
[31:13] grade where she has been nothing short
[31:16] of remarkable. She took on a science of
[31:18] reading and became the master at
[31:20] teaching early childhood literacy and
[31:22] numeracy. We often tell her she needs to
[31:24] write down all the little tricks she's
[31:26] and strategies she does or that we need
[31:28] to record her doing them. And she often
[31:30] replies with something like, "I don't
[31:32] even think that was something special
[31:33] because it's just what I always do." She
[31:36] is simply naturally gifted educator who
[31:38] has impacted countless students lives
[31:39] over the years and she will be greatly
[31:41] missed. Congratulations Miss Cor.
[31:45] [applause]
[31:50] Okay. Ronald Mark Nelson. I don't
[31:52] believe he's present either. After over
[31:54] a decade of dedicated service, we honor
[31:56] Ronald Mark Nelson as he retires from
[31:59] Boxelder School District since January
[32:01] 2014. Ron has brought up unparalleled
[32:03] level of expertise and genuine passion
[32:05] to the driver's seat, ensuring the
[32:07] well-being of countless students. Beyond
[32:09] his daily routes, he served as a vital
[32:11] mentor and trainer, using the patient
[32:13] nature to help new drivers find their
[32:15] confidence behind the wheel. Recognized
[32:17] by parents and students alike for his
[32:19] compassionate spirit, Mark didn't just
[32:21] transport children, he built a community
[32:23] of care on every bus he drove.
[32:27] [applause]
[32:32] Carrie Rollinsson, also not present.
[32:34] Since Carrie first joined the Boxiller
[32:36] School District in 2002, Carrie has been
[32:38] much more than a staff member. She has
[32:40] been a vital part of our speech
[32:42] department for 24 years. Car's impact on
[32:44] our students cannot be overstayed. She
[32:47] was a big part of our speech staff and
[32:50] possessed a rare gift for connecting
[32:51] with children. She never settled on just
[32:53] enough, consistently going above and
[32:56] beyond her formal duties to ensure every
[32:58] student felt seen, heard, and supported.
[33:04] [applause]
[33:07] Okay, Bonnie Robinson, I know you're
[33:10] here, right? Bonnie, you were here.
[33:15] Did she leave?
[33:16] Oh, yeah, she was here. Okay. Um, Bonnie
[33:20] A. Robinson began her teaching career 26
[33:22] years ago as a sub in the district.
[33:24] During her time as a sub, she taught
[33:26] many classes, including some long-term
[33:28] like math and chemistry. In 2015, Bonnie
[33:31] was officially hired as a teacher at
[33:32] BESD, where she spent her career
[33:34] teaching biology and zoology. From bird
[33:36] wings to flatworms, from sponges to
[33:38] sharks, her classroom was anything but
[33:40] ordinary. Students didn't just learn
[33:41] science, they experienced it with
[33:43] hands-on opportunities that brought the
[33:45] subject to life in unforgettable ways.
[33:48] As she begins the next chapter, we wish
[33:50] Bonnie all the joy that retirement
[33:51] brings, especially time spent with her
[33:54] grandchildren. Congratulations, Bonnie,
[33:56] and thank you for your years of
[33:57] dedication.
[34:04] All right, I don't see where you're at,
[34:05] but Kathy and Dwayne, do you want to
[34:07] come together or separate? Together.
[34:09] Okay. [laughter]
[34:12] Okay, I'm gonna read Kathy's first.
[34:16] Katherine Renion began in 1992.
[34:19] Katherine Renion taught secondary
[34:21] language arts from 2000 to 2014. Kathy
[34:24] served at Grouse Creek School teaching
[34:26] K5 and language arts for grades 6 to 10,
[34:28] co-heading the school since 2017. Kathy
[34:32] has been a secondary language arts
[34:34] teacher and reading intervention
[34:36] specialist for grades eight and nine,
[34:38] leading PLC's, designing ELA curriculum
[34:40] and writing instruction. Kathy has been
[34:42] a positive role model with influence on
[34:44] both students and colleagues throughout
[34:46] her career. She is patient, kind, and
[34:48] has shared countless talents with others
[34:50] over the years. She is a friend to
[34:52] everyone and will be missed. Happy
[34:53] retirement
[34:56] and just stay here. Let me have a hug.
[35:00] [applause]
[35:02] Um Dwayne, beginning in 1996, Dwayne
[35:05] Renan instructed swimming, water safety,
[35:07] and lifeguarding and managed the Bear
[35:09] River Nitorium. From 2000 to 2014,
[35:12] Dwayne served as co-head teacher at
[35:14] Grass Creek School, teaching grades 5
[35:16] through 10 with a focus on mathematics,
[35:18] science, and facts. Since 2014, Dwayne
[35:21] has taught math, engineering,
[35:23] technology, computer science, and
[35:24] robotics for grades eight and nine at
[35:26] Bar River Middle School. Dwayne is an
[35:28] incredible teacher who is always willing
[35:29] to share his vast knowledge with others.
[35:31] He is helpful, intelligent, and has the
[35:34] best Hawaiian shirt collection. He truly
[35:36] deserves to relax and enjoy his
[35:38] retirement. We will miss you. One one
[35:41] other note, Dwayne told me that he
[35:42] started wearing his Hawaiian shirts in
[35:44] April and has wore a different one every
[35:46] single day up until retirement.
[35:49] [laughter]
[35:49] Congratulations.
[35:51] [applause]
[36:01] Marlene Spin Love.
[36:05] Marlene began her career with BESD on
[36:07] April 24th, 1997, serving as the
[36:10] financial secretary at Boxelder High
[36:12] School. She dedicated 20 years to the
[36:14] high school before moving to the
[36:15] district office in February of 2017,
[36:18] where she took on the role of accounts
[36:20] payable clerk. Marlene has been an
[36:22] invaluable part of the district office
[36:24] and ever since. Her sharp attention to
[36:26] detail made her the go-to person for
[36:28] catching errors and preventing computer
[36:30] fraud. Beyond her outstanding work,
[36:32] Marlene's fun personality and contagious
[36:34] laugh brightened every day. We are
[36:36] deeply grateful for her 29 years of
[36:38] dedication in boxelder and wish her
[36:40] endless joy and adventure in her
[36:42] well-earned retirement. Happy
[36:43] retirement, Marlene.
[36:48] [applause]
[36:55] Eranda Stevens.
[36:59] Where? There you are. Okay.
[37:02] Yanda began her career with BESD in 1994
[37:05] in the office at the Boxelder School
[37:06] District. 10 years later in 2004, she
[37:09] became the principal administrative
[37:10] assistant at Adele Young Intermediate
[37:12] School. After 16 years at ACYI, Erlanda
[37:15] became the district facilities
[37:17] administrative assistant in 2020. Since
[37:19] that time, she has used her
[37:21] professionalism, expertise, and
[37:22] wonderful personality to help oversee
[37:24] the educational environment for the
[37:26] entire district. Her common sense
[37:28] approach to situations keeps things
[37:30] going smoothly and in the right
[37:31] direction. Erland has been an important
[37:33] asset to the Boxelder School District. A
[37:35] well-deserved, happy retirement to
[37:37] Erland Stevens.
[37:41] [applause]
[37:50] Karen Stevenson. I'm not sure if she's
[37:53] here.
[37:55] Okay. Karen has been such a champion for
[37:58] every kid who has walked through our
[38:00] doors over the years. She has helped
[38:01] them celebrate even their smallest
[38:03] success. Karen has taught countless
[38:05] individuals small group lessons. Karen
[38:07] has helped our students find their own
[38:08] voices and independence.
[38:11] And she has an amazing ability to set
[38:13] high expectations with kindness. Even on
[38:15] the toughest days, she has truly helped
[38:17] to make our classroom feel like a
[38:18] family. While we're going to miss your
[38:20] energy every day, we are so excited for
[38:22] you to finally kick back and relax.
[38:24] Enjoy every minute of this well-deserved
[38:26] retirement. You've certainly earned it.
[38:31] [applause]
[38:35] Corey Thompson. Let's see where you sat.
[38:38] There you
[38:39] Corey began his career over 30 years ago
[38:42] as a teacher in South Summit School
[38:44] District. In July 1998, he joined the
[38:46] Boxelder School District as an
[38:48] elementary teacher. Through continued
[38:50] education, Corey earned his
[38:51] administrative supervisory certificate
[38:53] which enabled him to serve as an
[38:55] assistant principal at three different
[38:56] schools within the district and in 2013
[38:59] as a school principal at Young
[39:01] Intermediate. Corey is ending his career
[39:03] with the Boxelder School District as the
[39:04] facilities director. While there are
[39:06] many flattering words to describe Corey,
[39:08] the ones that come to mind are those of
[39:10] supportive mentor who leads with
[39:12] integrity, empathy, and trust. Thank
[39:14] you, Cy.
[39:24] Uh Judy Thompson, I don't think she's
[39:26] pre present. Judy has been a valuable
[39:29] member of child nutrition since July
[39:31] 1999, and her contributions over the
[39:33] years have made a lasting impact on our
[39:35] program. She has worked at multiple
[39:37] schools, consistently bringing
[39:38] knowledge, professionalism, and
[39:40] integrity to every site she has worked
[39:41] at. Judy has always been willing to ask
[39:44] questions, embrace new challenges, and
[39:45] continue learning. Qualities that have
[39:48] strengthened both her work and her teams
[39:50] around her. We sincerely appreciate all
[39:52] that Judy has done throughout her career
[39:54] and are grateful for her dedication. We
[39:56] wish her all the best in her retirement
[39:58] and the exciting adventures ahead.
[40:05] [applause]
[40:07] Kathy Williams was b born to be a
[40:17] teacher. Hundreds of students and
[40:19] families in the boxer school district
[40:20] have been touched by her kind, caring
[40:22] way. She has gone about her job over the
[40:25] course of her career. After working many
[40:28] years in early grades, Cappy recently
[40:30] transitioned to fourth grade. And though
[40:31] she has she was a little nervous at
[40:33] first, she soon found that the loving,
[40:36] nurturing skills she used for so many
[40:38] years with the littles were just as
[40:40] needed for the older students, too. No
[40:42] matter what challenges she had faced,
[40:43] Cathy has always brought a positive
[40:45] attitude to her work and never misses a
[40:47] chance to express gratitude to others.
[40:49] She is always seeking a positive outlook
[40:51] and strives for excellence in academics
[40:53] with her students. She frequently goes
[40:55] out of her way on her own time to do
[40:57] nice things for her students, showing
[40:58] them she cares. Students may not always
[41:00] remember every phonics lesson or math
[41:02] concept she taught them, but one thing
[41:04] they will always remember is how she
[41:06] made them feel like they mattered and
[41:08] were loved. Congratulations.
[41:10] >> Congratulations, Kathy. [cheering]
[41:13] [applause]
[41:20] Melanie Williams, since she's not here
[41:21] tonight, Melanie Williams has roamed the
[41:24] halls of Boxelder High School for most
[41:26] of her life. She is a Boxelder High
[41:28] School graduate, but her real impact has
[41:31] been on students at Boxelder High School
[41:32] for 28 years as an educator. Miss
[41:35] Williams has been given numerous awards
[41:37] for her dedic for her dedication and
[41:39] service to the students of Boxelder. In
[41:41] 2020, she was honored as the homecoming
[41:43] dedic.
[41:50] That same year, she was also honored
[41:52] with the Larry Finley Leadership Award,
[41:54] an award given to someone who possesses
[41:56] the combination of personality and
[41:57] skills that makes others want to follow
[41:59] her direction. Melanie was awarded the
[42:01] Starfish Award for being a faculty
[42:03] member who made a difference in students
[42:05] lives. Melany's dedication has woven a
[42:07] legacy into the fabric of Boxhelder High
[42:09] School, leaving an inedible in yeah
[42:14] anedible mark with that will resonate in
[42:17] the halls for generations to come. She
[42:19] is loved by the faculty and has left a
[42:22] huge imprint on the hearts of thousand
[42:23] of boxelder students.
[42:27] [applause]
[42:32] Janet Wood.
[42:40] Janet's career has been marked by her
[42:42] unwavering commitment to years in child
[42:44] nutrition in maintaining a clean, safe,
[42:47] and welcoming environment for everyone
[42:48] at Boxelder Middle School as a
[42:51] custodian. Her meticulous attention to
[42:53] detail with her warm, friendly demeanor
[42:55] have made her
[42:59] an indispensable part of our school. She
[43:01] has not only kept our school clean, but
[43:03] has always brightened our days with her
[43:04] cheerful spirit and infectious laugh.
[43:06] Her work ethic and positive attitude
[43:09] have set a high standard for all who
[43:11] follow. We will certainly miss seeing
[43:13] Janet at the school every day. We wish
[43:15] her all the best as she begins her new
[43:16] adventure. Congratulations, Janet.
[43:20] [applause]
[44:03] There we go. Would the retirees be
[44:05] willing to come up and shake our hands?
[44:07] We'd love to congratulate you
[44:08] personally.
[44:15] [applause]
[44:26] So happy for you. Congratulations.
[44:31] » You are amazing. Thanks for all the work
[44:33] you've done for
[44:47] your style. Congratulations
[44:52] for all the work.
[45:04] » I'm so happy for you.
[45:09] » I don't know how the ship will
[45:14] » amazing.
[45:16] Thank you so much for all you've done.
[45:21] I love you.
[45:24] [laughter]
[45:28] » Love you.
[45:37] » Like I don't know if we're
[45:56] » [laughter]
[46:03] » You're good.
[46:04] You're good.
[46:08] >> All right. As those of you that would
[46:10] like to exit, um, we will get started
[46:14] with the next section of our meeting.
[46:22] » But she's got too much stuff. It always
[46:24] takes her five minutes to get her stuff.
[46:27] >> Who?
[46:28] >> Grace.
[46:28] >> Oh, Grace.
[46:29] >> I'm not hugging anybody.
[46:32] >> I guess I tried to get too big of a hug.
[46:36] Try to turn me around for a picture.
[46:38] I
[46:42] just said she could leave without kiss.
[47:22] We're gonna get started tonight with a
[47:24] reverence by board member Brian Smith
[47:27] and then a flag salute um pledge of
[47:29] allegiance by our business ad
[47:31] administrators Neil Stevens. We will
[47:33] then move on to our recognitions portion
[47:36] of the meeting um led by Jamie Kent, our
[47:39] public information officer.
[47:51] for
[48:16] those
[48:19] freedom.
[48:25] this nation for us to enjoy the freedoms
[48:28] that we have.
[48:30] We [snorts] pray this night that we will
[48:33] um be guided to do what's best for our
[48:37] communities and the students of school
[48:40] district. And we say this in the name of
[48:42] Jesus Christ. Amen. Amen.
[48:58] I'll rise.
[49:01] I pledge allegiance to the flag of the
[49:03] United States of America and to each
[49:06] republic for which it stands. Foration
[49:10] under God, for indivisible, liberty and
[49:13] justice for all.
[50:11] right. Not long ago, uh, I was
[50:14] presenting to the board and the findings
[50:17] from the state of Utah that e was a
[50:19] critical need in our school. And so, we
[50:22] have been working on this with the
[50:25] support of our district leadership,
[50:27] especially Heidi Joe West. Uh, during
[50:29] the last year, we hired three amazing e
[50:34] teachers for this year. They are at
[50:36] North Park in Lake View. Uh Lynette
[50:39] Travort started this all on her own, but
[50:42] after Jenny Cross had put in seven
[50:45] years, six years previously
[50:48] uh as the EL coach in the district,
[50:51] laying the framework for what this would
[50:53] become, but Lynette did a whole bunch of
[50:55] work and about halfway through this
[50:57] year, we got approval to hire two more
[51:01] uh Jenny Cross and Jen Penland um to
[51:04] join us. But between those two schools,
[51:07] last year they had five students exit um
[51:11] the ELE program uh by showing
[51:15] proficiency in reading, writing,
[51:16] listening and speaking. And because of
[51:18] the work that uh was done by them along
[51:22] with the paraprofessional before um
[51:26] Jenny Cross at North Park uh Lupe um
[51:30] between the four of them, they were able
[51:33] to get 28 students to exit EEL from
[51:37] those two schools. [applause]
[51:46] So, we just want to thank them for being
[51:48] a part of our vision and helping kids
[51:51] learn at high levels every day.
[51:55] [applause]
[52:00] » We're gonna have you guys come um shake
[52:02] hands with the board and then we'll take
[52:04] a picture of you standing in front of
[52:05] them. So,
[52:09] Congratulations.
[52:21] » Thank you.
[52:30] » I don't know.
[52:34] All
[52:54] right.
[52:59] All
[53:04] right. Next, we're gonna have Rhonda
[53:05] Pace come up and her science fair
[53:08] participant students
[53:19] right here. Okay. [clears throat]
[53:29] Okay. So,
[53:31] [applause]
[53:35] so these students were able to
[53:36] participate in the Richie Science Fair
[53:38] at Weaver State. Overall, they earned
[53:40] 3,260 in cash prizes, 4,700 in
[53:44] scholarships, and five special awards.
[53:47] Um the placers were Relay Logan second
[53:51] place environmental science. Ali Aaliyah
[53:54] Orrella first place zoolology
[53:57] at Alyn Reeves and Kylie Hatch. Kaye
[54:01] Hatch first place social behavior. Sarah
[54:04] Pace first place botany. Avery Ba first
[54:07] place physics. And Elena Burbank first
[54:12] place chemistry. And then from Harris,
[54:15] we have Emiline Tolber Toberine and
[54:19] Avery Jensen who placed third place in
[54:22] chemistry in the junior division. So we
[54:25] want to congratulate them and their um
[54:28] teacher helpers who have spent a lot of
[54:29] time working with them. Um, for those of
[54:31] you that don't know, the Richie Science
[54:33] Fair is a highly competitive event um,
[54:36] where people who are in home school,
[54:38] charter schools, private schools, and
[54:40] public schools all compete for awards
[54:42] and they're at very high levels. And so
[54:44] we want to recognize them and all of
[54:46] their hard work.
[54:48] [applause]
[54:58] Congratulations.
[55:32] I'm down here.
[55:51] » [applause]
[55:56] » Okay, we're gonna have Brandy Johnson
[55:58] come up and then um Ashley is going to
[56:01] present this to her since she is our
[56:03] director over literacy and this is a
[56:06] reading award.
[56:11] All right, we'd like to recognize Brandy
[56:13] Johnson. She was awarded the science of
[56:15] reading award from the state office of
[56:17] education. This award is such a big
[56:20] deal. There are very few people in the
[56:21] state that have won this award. We only
[56:24] have one other teacher in our district
[56:25] that has won this award. Um and it is a
[56:28] very intense process for this to go
[56:30] through. So Brandy was nominated as
[56:33] being an example of everything a reading
[56:35] teacher should be. Everything that we've
[56:36] learned, best practice and research,
[56:39] Brandy does it in her classroom. um the
[56:41] state gets the nominations and then they
[56:43] come and observe her to make sure that
[56:46] she really does live up to all those
[56:47] things. She was observed twice um by the
[56:50] state office literacy team. Um the last
[56:53] time she was um observed, I got to come
[56:56] and watch with them and their jaws were
[56:59] on the floor the entire time. They just
[57:01] kept saying, "Oh my gosh, can you see
[57:02] how she did that? She that she's
[57:04] amazing. Look what she's doing with
[57:05] those kids. Look at how what what they
[57:06] can accomplish." They were so excited to
[57:09] see the amazing things that were
[57:10] happening in her classroom. We are so
[57:12] lucky in our district to have Brandy
[57:14] Johnson, not only to teach the first
[57:16] graders at Century, but she spreads her
[57:18] knowledge um with everybody in our
[57:21] district. So, congratulations, Brandy.
[57:23] It's very welld deserved.
[57:25] [applause]
[57:32] Hold it. Hold it. Randy, just a second.
[57:35] I don't do this very often. Okay. Would
[57:38] you please tell these folks and the
[57:40] board the same story or the same that
[57:43] you told us when we came out there that
[57:45] day? That was very profound to me what
[57:46] you told us. Would you mind
[57:48] >> microphone? This is hotter.
[57:50] >> Why don't you use that hot?
[57:51] >> Okay. This is what I said.
[57:53] >> Is it loud?
[57:54] >> And if you don't know the history, the
[57:56] history is that
[57:58] the universities whom I don't know who
[57:59] I'm talking to.
[58:00] >> I'm not used to this. I'm used to little
[58:02] people. Sorry. Okay. um the the state
[58:05] put teachers at a certain time through a
[58:08] new training. It turned out my my
[58:09] training at T State University didn't
[58:11] actually teach me how to teach kids how
[58:12] to read. So, um I was pretty upset. I
[58:18] went year and year and year and I
[58:19] couldn't get my kids reading. My scores
[58:21] didn't look good and I was going to
[58:22] quit. This is what I told these guys
[58:24] when they gave me that award. I said I
[58:26] was actually going to quit. I was done.
[58:27] I felt like a failure. So I
[58:31] um it was 2020 COVID year, so it was
[58:33] kind of a stressful year. We just come
[58:34] off of that shutdown and all the things
[58:37] and we had masks and all this stuff. And
[58:39] the my literacy coach came in and she
[58:41] said, um, you're getting a new training
[58:44] from the state and anytime we hear that
[58:46] we go, oh, because it's just another
[58:49] training and we've been to so many
[58:50] trainings and most of the time the
[58:52] trainings don't help us or get us where
[58:54] we need to go. So I wasn't super
[58:56] excited. I started doing the training
[58:58] and I was telling these guys the first
[59:00] video is of this teacher and she is
[59:02] crying and she's talking about how this
[59:04] program worked and I thought okay I
[59:06] could feel the way she felt because I
[59:07] had felt that way before. So that was
[59:09] kind of the start of it and I became
[59:10] obsessed with the training and then I
[59:12] just dug in and since then we have
[59:15] tweaked and tweaked and tweaked to the
[59:16] point where I can I we can do it. We can
[59:19] do it. So these things I keep telling
[59:21] you you can do we actually can we can
[59:23] get kids reading. So, it was just so
[59:25] exciting that now you can't shut me up.
[59:27] I'll talk to you about it all day.
[59:29] Whoever wants to talk about it, it's so
[59:31] exciting. So, anyway, so I was just
[59:33] grateful for the training. Thank you for
[59:34] the training. So, now we can do our job
[59:36] that we're supposed to do. I'm just
[59:38] supposed to do my job and I couldn't do
[59:39] it. So, anyway, so that's what I said.
[59:42] >> Thanks, Brandy. [applause]
[59:51] Appreciate
[1:00:03] everyone.
[1:00:24] » [applause]
[1:00:27] » Okay. So, now we're gonna move to our C
[1:00:29] awards. Um, so our I'm going to have
[1:00:33] them all come up and then I'll read
[1:00:34] about each one of them. So our um
[1:00:37] strengthening PLC's is going to Mallerie
[1:00:40] Sedar
[1:00:42] and then
[1:00:45] we have
[1:00:48] expanding student connections to Chelsea
[1:00:50] Schneer
[1:00:52] and elevating employee appreciation to
[1:00:54] Justice Servas.
[1:00:59] [applause]
[1:01:05] I'm just going to share um why they were
[1:01:07] nominated. So, Mallerie um is a fant
[1:01:11] fantastic instructional coach at Golden
[1:01:13] Spike Elementary. Um she's doing
[1:01:15] everything she can in her coaching role
[1:01:17] to support teachers um which then helps
[1:01:20] support students. Um she helps complete
[1:01:23] grade level data for teachers and she's
[1:01:25] able to help them see their growth and
[1:01:27] make adjustments um in areas where they
[1:01:29] need to make improvement. Um let's see.
[1:01:33] She is on top of that she completes
[1:01:36] regular coaching cycles with the
[1:01:37] teachers and debriefs with them
[1:01:39] afterwards and helps set appropriate and
[1:01:41] attainable goals. Mallerie is definitely
[1:01:43] doing what she can in her role as an
[1:01:45] instructional coach to strengthen PLC's
[1:01:48] by strengthening teachers.
[1:01:52] » [applause]
[1:01:56] » All right, Chelsea is consistently
[1:01:58] designing meaning meaningful lessons and
[1:02:00] assignments that go beyond the basics,
[1:02:02] helping students build real life skills
[1:02:04] around wellness, decision-making, and
[1:02:07] personal relationships and
[1:02:08] responsibility. Her thoughtful planning
[1:02:11] requires that every acti activity has a
[1:02:14] purpose and relevance. and she is really
[1:02:16] good at keeping students engaged and
[1:02:18] preparing them for healthy informed
[1:02:20] lives. So Chelsea is a health teacher at
[1:02:22] Boxeller High School
[1:02:25] [applause]
[1:02:30] and Justice Servas is a fourth grade
[1:02:32] teacher at North Park and um this is her
[1:02:36] first year. So one of her teammates had
[1:02:38] to go out for a while and Justice just
[1:02:41] being a firstear teacher stepped up,
[1:02:43] shared her lesson plans and helped
[1:02:45] mentor the sub um through this long-term
[1:02:48] leave. She also uh swapped in her class
[1:02:51] with the subs class to help ensure that
[1:02:53] all the students were receiving high
[1:02:55] instruction. Um her willingness shows
[1:02:57] that she's a true team player and she's
[1:02:59] made significant improvement and growth
[1:03:01] and she is deeply committed to
[1:03:03] supporting her fellow educators and the
[1:03:05] success of all students.
[1:03:08] [applause]
[1:03:53] All
[1:04:12] right.
[1:04:17] [applause]
[1:04:30] Thank you so much for all the work that
[1:04:32] you do. We appreciate you. We're going
[1:04:34] to move on to our certificated employee
[1:04:36] and volunteer recognitions. These will
[1:04:38] be presented by Mr. Brandon Nelson and
[1:04:41] Mrs. Ashley Nelson.
[1:04:54] Okay, we are representing the Boxholder
[1:04:56] Administrators Association. Every year
[1:04:59] we send out nominations um for
[1:05:01] outstanding employees. So we have
[1:05:03] several different categories and these
[1:05:06] people have been nominated by their
[1:05:07] peers to receive these awards.
[1:05:12] » All right. Sorry, I'll wait till I'm at
[1:05:14] the mic. I've got the first one. Um, Box
[1:05:17] Other School District outstanding
[1:05:18] building administrator is Don Gittens.
[1:05:22] [applause]
[1:05:34] Don is taking on a lot of great
[1:05:36] projects. He has a set vision for
[1:05:38] Century and what he wants it to be and
[1:05:41] is working hard to reach those goals.
[1:05:43] The data for the schools keeps
[1:05:45] improving, showing that students during
[1:05:47] his leadership are learning at higher
[1:05:49] levels compared to the state growth than
[1:05:51] other students in the state. Don is
[1:05:54] hardworking, dedicated, and caring. He
[1:05:57] is the type of administrator that truly
[1:05:59] makes change in the lives of students.
[1:06:03] [applause]
[1:06:22] Okay, our next nomination is again for
[1:06:25] outstanding build administrator for
[1:06:27] secondary and it actually is going to
[1:06:29] Brandon Nelson. He's feeling awkward.
[1:06:33] >> [applause]
[1:06:38] » He was not a part of the selection. We
[1:06:40] chose it for him and I just told him to
[1:06:42] go with it. So, he's fine. Um, Brandon
[1:06:45] is very supportive with teachers and
[1:06:46] families and really cares about the
[1:06:48] challenges we face. He is always willing
[1:06:49] to help in any way that he can.
[1:06:51] Congratulations,
[1:06:54] [applause]
[1:07:11] All right. Our next
[1:07:15] boxelder school district outstand
[1:07:18] outstanding district administrator.
[1:07:22] So,
[1:07:25] sorry, I just want to kind of like
[1:07:27] include the different levels. So, this
[1:07:29] is uh one of our directors. Um, it is my
[1:07:33] privilege to nominate Jeff Morris,
[1:07:35] director at the district office for
[1:07:36] outstanding employee recognition
[1:07:40] [applause]
[1:07:48] in overseeing dual language immersion,
[1:07:50] English language learner programs, and
[1:07:52] district assessment. Mr. Morris
[1:07:54] demonstrates exceptional leadership and
[1:07:56] strong and a strong commitment to
[1:07:58] student success. He has been a
[1:08:00] consistent advocate for world language
[1:08:02] and DLI programs, ensuring their growth,
[1:08:04] quality, and visibility. His presence at
[1:08:07] key events such as DLI senior banquetss
[1:08:09] and Chinese New Year celebration
[1:08:12] celebrations reflects his genuine
[1:08:14] support for students, teachers, and
[1:08:16] families. Strengthening both program
[1:08:18] identity and community engagement. He
[1:08:21] facilitates collaboration across school
[1:08:23] and helps us work on textbook
[1:08:25] selections. In addition, Mr. Morris
[1:08:28] prioritizes teacher development by
[1:08:30] providing opportunities for continued
[1:08:31] learning and professional conferences.
[1:08:34] He also maintains a thoughtful and
[1:08:35] effective approach to assessment,
[1:08:37] ensuring data is used to support
[1:08:39] instruction and student achievement.
[1:08:41] Through his leadership, visibility, and
[1:08:43] dedication, Mr. Morris exemplifies
[1:08:46] excellence in education, and is highly
[1:08:48] deserving of this recognition.
[1:08:51] [applause]
[1:09:10] Okay. Our outstanding elementary teacher
[1:09:13] from the north end of our district goes
[1:09:15] to Jill Don.
[1:09:17] [applause]
[1:09:21] » [applause]
[1:09:29] » I wholeheartedly believe Jill Don
[1:09:31] deserves this award. It takes a truly
[1:09:33] extraordinary teacher to successfully
[1:09:34] teach five different grade levels in a
[1:09:36] single classroom and still accomplish
[1:09:38] everything she does in a day. Jill does
[1:09:40] this with remarkable skill, patience,
[1:09:42] and dedication. She is an incredible
[1:09:44] educator and the only teacher serving
[1:09:46] the Grouse Creek community. I have
[1:09:49] personally watched her in the classroom
[1:09:50] and what stands out most is the genuine
[1:09:52] love and care she has for her students.
[1:09:54] She treats everyone as if they were her
[1:09:56] own.
[1:09:58] [applause]
[1:10:11] So, our box elder school district
[1:10:16] outstanding elementary teacher for the
[1:10:18] south end is Randy Joe Call.
[1:10:22] [applause]
[1:10:31] Randy Joe is such a kind person. She
[1:10:33] works hard for the students and is
[1:10:34] always willing to try new things to
[1:10:36] ensure student success. Randy Joe is a
[1:10:38] great team lead and works well with
[1:10:40] whomever she is asked to. She has grown
[1:10:43] as a teacher each year and has so many
[1:10:46] skills and strategies to provide quality
[1:10:48] instruction for students.
[1:10:51] [applause]
[1:11:02] Okay, our Box Helder School District
[1:11:04] outstanding secondary teacher from our
[1:11:06] north end is Jamie McKenna.
[1:11:09] [applause]
[1:11:16] Jaimeie is a stellar teacher and
[1:11:18] musician. She is committed to the
[1:11:20] success of her students and employs
[1:11:21] great strategies from 6th to 12th grade
[1:11:24] so that her students are always
[1:11:25] progressing and learning new things in
[1:11:27] an organized and methodical way. She
[1:11:29] goes above and beyond to put together
[1:11:31] the foundations concert so that her
[1:11:32] students have opportunities to work with
[1:11:34] amazing composers and conductors from
[1:11:36] around the country. She is brilliant and
[1:11:38] thoughtful at coming up with solutions
[1:11:40] to any problems and is so fun and easy
[1:11:42] to work with.
[1:11:45] [applause]
[1:11:58] Our out
[1:12:00] our outstanding secondary teacher for
[1:12:03] this South End is Samantha Elliott.
[1:12:06] [applause]
[1:12:17] Samantha is always working to help
[1:12:19] others, not just students, but other
[1:12:20] staff members as well. She is selfless
[1:12:22] in her pursuit to create a learning
[1:12:24] environment for students. She is helpful
[1:12:26] and even though has had things going on
[1:12:29] in her own life, finds the time to
[1:12:31] commit to her students and her friends
[1:12:34] instead of herself.
[1:12:38] » [applause]
[1:12:50] » Okay. Our outstanding related service
[1:12:53] employee for the north end of the
[1:12:55] district is Amy Joe Summers.
[1:12:58] [applause]
[1:13:07] All right. Amy Joe always goes above and
[1:13:09] beyond for everyone in the building.
[1:13:10] She's constantly trying to find new ways
[1:13:12] to help students and teachers. She is
[1:13:14] very understanding and supportive to all
[1:13:16] who she works with. She has helped turn
[1:13:18] the school around and helped give
[1:13:20] everyone such a positive attitude about
[1:13:22] learning and hitting goals. I know I
[1:13:24] wouldn't be where I am today without
[1:13:25] her. She's always there to help us no
[1:13:27] matter how silly the question or the
[1:13:29] need is. She is such a light and an
[1:13:31] amazing example in the school.
[1:13:35] [applause]
[1:13:46] Our
[1:13:55] outstanding related service employee for
[1:13:57] the south end of the district is Angie
[1:14:00] Carter.
[1:14:02] [applause]
[1:14:20] Angie is so passionate about her job.
[1:14:22] She works so hard and helps others in
[1:14:24] many areas. I believe she truly wants
[1:14:26] the best for the child. That makes a
[1:14:28] difference. Also, Angie goes above and
[1:14:31] beyond to help her students with their
[1:14:32] speech and language goals. She is also a
[1:14:34] team player and is often checking in
[1:14:37] with IEP team members to make sure we're
[1:14:39] all feeling supported and that our
[1:14:41] communication is clear. Thanks for all
[1:14:43] you do.
[1:14:45] [applause]
[1:14:56] Okay, our outstanding volunteer goes to
[1:14:59] Dion Anderson.
[1:15:02] [applause]
[1:15:09] » [applause]
[1:15:10] >> Dion had several nominations
[1:15:12] um but I'll just read one. I would like
[1:15:15] to nominate Dion Anderson in recognition
[1:15:17] of her outstanding dedication and
[1:15:18] positive impact at our elementary
[1:15:20] school. She consistently goes above and
[1:15:22] beyond to support our students, always
[1:15:24] offering her time, energy, and care to
[1:15:26] help them succeed. Whether she's
[1:15:28] assisting in the classroom, working
[1:15:30] one-on-one with students, or helping
[1:15:31] with school activities, her presence
[1:15:33] makes a meaningful difference in the
[1:15:35] lives of children.
[1:15:38] [applause]
[1:15:47] Our outstanding volunteer
[1:15:51] for the south end of the district is
[1:15:52] Ernie Anderson.
[1:15:55] [applause]
[1:16:08] Ernie also has several nominations. I'm
[1:16:11] going to read one that kind of
[1:16:12] summarizes it all. Um Ernie is truly one
[1:16:16] of the most exceptional volunteers I
[1:16:18] have had the privilege to work with. He
[1:16:20] is consistently kind and welcoming,
[1:16:22] greeting both students and staff with a
[1:16:24] genuine smile that sets a positive tone
[1:16:26] in our school. Ernie is incredibly
[1:16:28] flexible and always willing to support
[1:16:30] wherever needed, working directly with
[1:16:32] students or assisting teachers in any
[1:16:34] way they request. He is highly
[1:16:36] dependable and has dedicated multiple
[1:16:38] years to regularly reading with Golden
[1:16:40] Spike students, making a meaningful and
[1:16:43] lasting impact on their learning and
[1:16:44] confidence. His willingness to step in
[1:16:47] wherever needed, even taking over
[1:16:49] crosswalk duty when a staff member was
[1:16:51] delayed, speaks volumes about his
[1:16:53] commitment and character. We are deeply
[1:16:56] grateful for Ernie's continued service
[1:16:58] and the care he shows to our school
[1:17:00] community. He is an invaluable part of
[1:17:03] Golden Spike and we are truly fortunate
[1:17:05] to have him. [applause]
[1:17:31] Yeah, they want you to sit down.
[1:17:32] [laughter]
[1:17:41] » [applause]
[1:18:00] » Thank you.
[1:18:02] so much.
[1:18:14] do anything.
[1:18:32] Korean
[1:18:45] What do you got in there? Dr. Pepper
[1:18:50] accidentally dropped it.
[1:19:03] Yes.
[1:19:08] » Oh, that'd be good. Thank you. Yeah,
[1:19:10] that'd be great. Thanks,
[1:19:29] test test.
[1:19:33] Is it coming through?
[1:19:34] >> I can't tell.
[1:19:46] I don't know.
[1:19:55] » Joy, superintendent.
[1:20:10] group.
[1:20:15] » All right, let's get started. Thank you
[1:20:17] so much. If you can, if you're within my
[1:20:19] voice, we are so grateful for the
[1:20:22] commitment and just outstanding work
[1:20:24] ethic of our employees. So appreciative.
[1:20:27] We're going to move on now. And I need
[1:20:30] an approval of this agenda.
[1:20:33] >> I move we approve the agenda. I second.
[1:20:37] Okay, we have the motion by Brian Smith
[1:20:40] and a second by Danielle.
[1:20:43] Right. [laughter]
[1:20:45] All those in favor say I.
[1:20:47] >> I. Any opposed?
[1:20:50] All right, let's get started with this
[1:20:51] agenda then. Thank you very much. We're
[1:20:53] going to start with our public comment
[1:20:56] and I have a little statement to read.
[1:20:58] It feels like not very little, but here
[1:21:01] we go.
[1:21:03] Actually, let's see.
[1:21:05] public comments.
[1:21:06] >> There are two different public comments.
[1:21:07] So, we're going to start with the
[1:21:09] general public comment. No one actually
[1:21:11] signed up for the K5 math curriculum
[1:21:14] adoption. So, there will be no public
[1:21:16] comment on that. So, H does not need to
[1:21:20] happen. We'll just stick with G. The
[1:21:22] floor is open at this time for any
[1:21:24] resident of Boxelder County or staff
[1:21:25] members to address the board of
[1:21:27] education on items pertaining to
[1:21:28] education and/or the operation of the
[1:21:31] school district. Participants will be
[1:21:33] given the opportunity to address the
[1:21:34] board in order in the order in which
[1:21:36] they have signed up. Patrons must state
[1:21:38] their name prior to making comments.
[1:21:41] Individual comments during the segment
[1:21:42] of the meeting are restricted to a
[1:21:44] maximum of three minutes. Group
[1:21:46] presentations are restricted to a
[1:21:48] maximum of six. A majority of the group
[1:21:51] must be present at the time of public
[1:21:53] comment. Group members must be listed on
[1:21:55] the public comment signup sheet and the
[1:21:57] opening at the and the opening of the
[1:22:00] comment. Handouts may be used and
[1:22:02] distributed to board members. If
[1:22:03] handouts are distributed, all members of
[1:22:05] the board and district staff present
[1:22:07] should receive copies of all handouts.
[1:22:09] The board will not take final action or
[1:22:11] have discussion on items presented
[1:22:13] during public comments unless the item
[1:22:15] is already on the meeting agenda. If
[1:22:17] additional study is needed to respond
[1:22:19] adequately to the questions or comments,
[1:22:21] the residents may receive a written
[1:22:23] response. The written response may be
[1:22:25] read publicly at the next regular
[1:22:27] meeting of the board. Due to the rights
[1:22:29] of privacy of employees of the district,
[1:22:31] the board will educ the the board of
[1:22:33] education will not allow public comments
[1:22:35] on specific employee appointments,
[1:22:37] employment or performance at this time.
[1:22:40] Questions and complaints or charges
[1:22:41] against a particular employee are to be
[1:22:44] referred to the superintendent for
[1:22:46] action consistent with law andor
[1:22:48] district policy.
[1:22:53] » Ben Sohold
[1:22:54] >> and talked to Ben talked to Stephanie
[1:22:56] and he had to leave. She told me to
[1:22:58] probably be back by 7:30.
[1:23:03] » Hopefully, if if Ben gets back before
[1:23:05] we're ready to move on, we'll we'll get
[1:23:07] him in at the end. Our next participant
[1:23:09] is DJbot.
[1:23:18] I apologize, Miss Summers. I should have
[1:23:19] checked individual instead of group
[1:23:21] because I'm not the majority of the
[1:23:22] staff that I'm representing from Brigham
[1:23:24] City. Hey, I wanted I don't even think
[1:23:27] it's on. I can use my coach's voice.
[1:23:29] Keith has heard that on the field.
[1:23:32] Hey, I wanted to do this in a public
[1:23:33] meeting. It doesn't matter. There's not
[1:23:35] a lot of public here, but I want on
[1:23:36] public record how much I appreciate and
[1:23:39] my directors at Brigham City. I can
[1:23:41] speak for them. How much we appreciate
[1:23:43] our working relationship with Steve
[1:23:45] Carlson over the last four or five
[1:23:46] years. Uh we've cultured a a real good
[1:23:49] friendship together. Uh speaking plainly
[1:23:51] with each other a lot of times. Uh my
[1:23:55] favorite uh saying that I try my best to
[1:23:58] live by is do what is right and let the
[1:24:01] consequences follow. And I think Steve
[1:24:03] is a kindered spirit to that and I
[1:24:05] appreciated being able to have that
[1:24:07] working relationship with him in a
[1:24:11] consulting capacity. I want to again
[1:24:14] reiterate that I'm duly elected
[1:24:17] independently. You're duly elected
[1:24:19] independently. The county commission is
[1:24:21] duly elected independently and to act
[1:24:24] independent of each other. We can
[1:24:26] consult, we can advise, but we act
[1:24:29] independently of each other and we honor
[1:24:31] that as well. At least Steve and I do.
[1:24:33] Um, we've got some swag for him that
[1:24:37] we'd like to present to him tonight.
[1:24:38] There's a couple hats in here. So, when
[1:24:39] he's on the golf course, uh, his
[1:24:42] follically challenged chrome dome won't
[1:24:44] be red. Um, there's also a lap quilt so
[1:24:47] when he's watching real lives of Mormon
[1:24:49] wives at home, he can stay he can stay
[1:24:53] warm
[1:24:55] and a couple other things, but I really
[1:24:57] do appreciate him. Uh, the second part
[1:24:59] of my comment is is for the board. You
[1:25:02] know, my my favorite movie is uh 8
[1:25:05] seconds and it's a good one because it's
[1:25:09] tough and there's a character named
[1:25:12] tough if you remember. But my favorite
[1:25:13] part of the whole movie, laying this
[1:25:15] down on his luck. He's having a bad He's
[1:25:17] in a bad place with his marriage. He's
[1:25:19] just got bucked off from a a bull and
[1:25:22] stepped on where nobody should ever be
[1:25:23] stepped on. And he's in the tent
[1:25:26] whining, complaining, and feeling bad
[1:25:28] for himself. And Tough Heedman looks at
[1:25:30] him and says, "Cowboy up." Sometimes
[1:25:33] when you do what's right, you have to
[1:25:35] cowboy up because you may be standing
[1:25:36] alone. I I want to express my
[1:25:38] appreciation as the mayor of Brigham
[1:25:39] City for the for a lot of the board who
[1:25:42] has cowboyed up. Thank you very much.
[1:25:54] Thank you, Mayor Bot. And I'm sure I'm
[1:25:56] not sure he'll be watching the TV,
[1:25:59] >> right?
[1:26:01] >> Definitely BYU football games. We know
[1:26:04] he'll be watching those. So, thank you.
[1:26:06] All right. The next uh citizen on the
[1:26:09] list is Sheena Hansen.
[1:26:12] We'll just put him at the end. Yep.
[1:26:15] >> No, you're good. No, you're good.
[1:26:24] » My name is Gina Hans and I am a res.
[1:26:29] >> Usually I'm pretty loud.
[1:26:32] >> That's okay. I understand that. I don't
[1:26:33] think I can hear that.
[1:26:35] My name is Sheena Hansen and I live in
[1:26:36] Garland, Utah. And I'm also making this
[1:26:38] statement on behalf of my husband, Max
[1:26:40] Hansen, who's working out of state um
[1:26:42] this week. And we like all parents have
[1:26:45] children and grandchildren here within
[1:26:46] this county. And and we want them to
[1:26:47] receive a good education and and have
[1:26:49] safe school facilities here. But um we
[1:26:53] are against the course of action that
[1:26:55] you've consistently taken from the
[1:26:56] attempted passage of the GO bond, the
[1:26:58] attempt to implement a release revenue
[1:27:00] bond, and now this attempted end run
[1:27:02] around the school bond process. It is
[1:27:04] clear that we are not alone because 70%
[1:27:06] of the voters of the of Moxeler County
[1:27:08] voted against the GO bond. Those voters
[1:27:11] were not against providing quality
[1:27:12] education or safe environments. They
[1:27:14] wanted clarity and they wanted you to
[1:27:16] better educate them on the project and
[1:27:18] to trim the cost. Some of those things
[1:27:20] have been done, but not the most
[1:27:21] important is the cost. The flippantly
[1:27:24] you flippantly ignored a petition of
[1:27:26] over 8,000 valid signatures to take it
[1:27:28] to a ballot. I helped with that petition
[1:27:30] and I can testify that those taxpayers
[1:27:32] that signed that petition knew exactly
[1:27:34] what they were doing. In fact, that many
[1:27:35] of them sought out the various locations
[1:27:37] that that petition was going to be so
[1:27:39] they could sign it. Um the suggestion
[1:27:41] that they were misled is to imply that
[1:27:43] they weren't competent and I reject the
[1:27:45] notion that they are those citizens are
[1:27:47] able to think for themselves. Instead of
[1:27:50] putting on the brakes and involving the
[1:27:51] public, you are now poised to enter into
[1:27:53] a lease purchase agreement with Bank of
[1:27:55] America for $55 million to build out two
[1:27:58] schools, build a school, and renovate
[1:28:00] another one and subleasase those to the
[1:28:02] district. This is essentially smoke and
[1:28:05] mirrors to avoid the legalities of going
[1:28:06] into debt. And that is precisely what
[1:28:08] this is. We believe you ignored Utah
[1:28:11] code section 53G4401
[1:28:14] which provides that an elected member of
[1:28:15] a local school board serves and
[1:28:17] represents the residents of the local
[1:28:19] school board members district and that
[1:28:21] service and representation may not be
[1:28:23] restricted or impaired by the local
[1:28:25] school board members membership on or
[1:28:27] the obligations to the local school
[1:28:29] board. Every one of you except board
[1:28:31] member Cronin has essentially broken
[1:28:33] that law. It requires you to serve and
[1:28:36] represent the residents of your voting
[1:28:37] districts and not the school
[1:28:38] administrators.
[1:28:40] Last of all, we have not seen any action
[1:28:42] to pursue any funding other funding
[1:28:44] avenues public or private. When asked
[1:28:46] about the when asked at the work session
[1:28:48] last week if any funds were or grants
[1:28:50] were available, one school administrator
[1:28:52] bluntly responded, "There aren't any
[1:28:53] funds available any grants available."
[1:28:55] How do we know that? You deem it
[1:28:57] responsible to employ different
[1:28:59] consultants and people in that expertise
[1:29:01] to advise you. Why are we not
[1:29:03] contracting with a grant writer? Um, now
[1:29:06] we're faced with more challenges in our
[1:29:08] county due to the status project and you
[1:29:10] have a golden opportunity to think
[1:29:11] outside the box. Are you collaborating
[1:29:13] with the county commissioners and their
[1:29:15] legal counsel for assistance in that
[1:29:17] regard? You need to trim some fat in the
[1:29:20] general budget and the project plan. The
[1:29:22] taxpayers are maxed out. Thank you. And
[1:29:25] I appreciate the chance to comment.
[1:29:31] » Sure. Yes. if you want to just hand them
[1:29:34] down here and we'll just pass them this
[1:29:36] direction. Thank you.
[1:29:40] All right, Mr.
[1:29:43] Sohol.
[1:29:49] My name is Ben Sohol. Um, I came here
[1:29:52] last month uh and I praised you for a
[1:29:55] job well done. Um, and I I thanked you
[1:29:58] for all that you had done. I'm here to
[1:30:00] flip sides again and uh let you know a
[1:30:03] couple of things. One, um the online uh
[1:30:07] driver's ed uh registration was very confusing for a lot of people
[1:30:13] because there was not really a timeline
[1:30:15] given to them. Uh my wife was still
[1:30:18] under the impression that she could go
[1:30:20] in uh because I guess one of the
[1:30:23] counselors told her that she could go in
[1:30:25] the day of in the morning and reserve a
[1:30:28] particular teacher. Um and she went in
[1:30:31] and they rejected her and uh she was
[1:30:34] trying to understand and she was just
[1:30:36] told to consistently go back to the
[1:30:38] email. Well, the email said that we were
[1:30:41] supposed to register right now which was
[1:30:42] the day before the registration. So, we
[1:30:45] need to have better communication there.
[1:30:47] Um, as far as uh being able to, uh, sign
[1:30:51] up for driver's ed. Uh, the other thing
[1:30:54] is, uh, I just like with the, uh, last
[1:30:57] speaker, um, I wholeheartedly,
[1:31:01] uh, oppose, uh, the the direction it
[1:31:04] looks like you're going to be taking
[1:31:06] with a higher interest rate on a on a
[1:31:09] loan that's going to last, uh, a long
[1:31:12] time. Um, and I I I think it's it's
[1:31:15] true. It's going around the voters
[1:31:17] trying to get done what you want to get
[1:31:18] done right now instead of doing the
[1:31:20] right thing. The right thing to do is
[1:31:23] something that has been suggested. I
[1:31:25] will wholeheartedly support it and rally
[1:31:28] behind it. That is to lower the taxes
[1:31:30] back down. Keep the teacher raise if you
[1:31:33] want. So keep that uh percentage that
[1:31:36] you need for that, but take down the
[1:31:38] rest of it and do a regular go bond to
[1:31:42] for just the two schools that you're
[1:31:44] looking at doing right now. That will
[1:31:46] pass. Okay? I will rally behind that. I
[1:31:49] will get people to vote for that if you
[1:31:52] bring back the taxes and then we can
[1:31:55] vote on that general obligation bond. Um
[1:31:58] it is important that you listen to your
[1:32:00] constituents. Um, not and I get it, you
[1:32:03] know, for the kids. For the kids. I'm
[1:32:06] for the kids, too. But I want to do it
[1:32:08] in a fiscally responsible way. The
[1:32:10] fiscally responsible way is to cut back
[1:32:12] the taxes and to allow the general
[1:32:16] obligation bond to go forward. Again, I
[1:32:18] will champion that for you. Please, please take that route. State
[1:32:25] legislators have suggested that. I know
[1:32:28] uh Karen has uh suggested that that is
[1:32:32] the way the people want you to go and I
[1:32:34] will again champion that for you and you
[1:32:37] know the voice that I have. I will
[1:32:40] champion that for you. Please do that
[1:32:42] route instead. Thank you.
[1:32:46] » All right. Thank you for taking the time
[1:32:49] to be here for public comment. We
[1:32:50] appreciate that. We're going to move on
[1:32:52] to the action items. Um,
[1:32:56] number one, the approval of the 2026
[1:32:59] 2027 board meeting calendar.
[1:33:02] Superintendent.
[1:33:06] Um,
[1:33:10] each year u by policy we have to um
[1:33:14] approve a calendar for the year. Our
[1:33:18] standard um is the second Wednesday of
[1:33:20] every month and we were able to follow
[1:33:22] that each year. There's been a few years
[1:33:25] where we've changed the October board
[1:33:27] meeting because of fall break, but this
[1:33:29] year falls
[1:33:30] on the week earlier or the week later, I
[1:33:32] don't remember of fall break. And so
[1:33:34] right now that calendar is such that we
[1:33:36] can stay consistent with every the
[1:33:40] second Wednesday of every month. So with
[1:33:42] that, I'd like to recommend that we pass
[1:33:45] that that calendar.
[1:33:49] This motion would also include um not
[1:33:51] just the school calendar but the board
[1:33:53] meeting schedule. So any questions?
[1:33:58] >> A question is this for school calendar
[1:34:00] or just the board calendar?
[1:34:02] >> This is just
[1:34:03] >> Oh, I have the board meeting schedule on
[1:34:04] mine if on board book
[1:34:12] » right.
[1:34:13] >> That's what
[1:34:14] >> Okay. All right. Sorry.
[1:34:16] >> So,
[1:34:17] >> I was thinking it was both. Go ahead,
[1:34:18] Karen.
[1:34:19] >> So, with that, I will make a motion that
[1:34:21] we approve the school board and
[1:34:23] municipal building
[1:34:25] authority meeting schedule for the 2627
[1:34:28] school year.
[1:34:31] >> Do we have a second?
[1:34:32] >> I'll second.
[1:34:33] >> All right. All those in favor say I.
[1:34:36] >> I.
[1:34:37] Any opposed?
[1:34:40] Okay. Moving to number two. Approval of
[1:34:42] Sunrise 2526 amended TSSA plan. Mr.
[1:34:46] Mikum.
[1:34:56] Thank you. Um Mr. Asmusson wasn't able
[1:34:58] to be here today uh due to being unable
[1:35:02] to hire a position uh that he's been
[1:35:07] trying all year to do. he ended up
[1:35:09] having to tweak some things to move some
[1:35:11] money around. Uh he's still within the
[1:35:14] same budget, but how that was going to
[1:35:16] be spent needed to be adjusted uh to
[1:35:19] avoid a hole in a certain particular uh
[1:35:22] area. And so, as you can see, um we're
[1:35:26] asking for approval of the amendment of
[1:35:28] this year's 2526
[1:35:31] uh TSSA plan for Sunrise.
[1:35:39] I move that uh board of education
[1:35:42] approve Sunrise High School's revision
[1:35:44] to their teacher and student success
[1:35:46] plan for the 2025 2026 school year.
[1:35:55] » Did you get that second Neil?
[1:35:57] >> Okay, great. We have a first a motion
[1:36:01] and a second. Any comments? Any
[1:36:03] questions?
[1:36:06] All those in favor say I.
[1:36:08] >> I. Any opposed? All right, that motion
[1:36:11] passes. Thank you. We now have the
[1:36:13] approval of school land trust plans
[1:36:15] presented by Keith Mikum and Heidi Joe
[1:36:17] West, our assistant superintendent.
[1:36:26] » Would you like to start?
[1:36:28] >> Okay.
[1:36:30] >> So, this is our elementary and secondary
[1:36:33] 20 627 schooland trust plans. Uh the
[1:36:39] plan has been being worked on all year
[1:36:41] long with school community council
[1:36:43] members that were voted into this
[1:36:46] position. They've reviewed data. They've
[1:36:48] set goals. Uh they've looked at
[1:36:50] priorities which is our greatest
[1:36:52] academic need at the various schools. Um
[1:36:56] generally it's in the areas of math and
[1:36:58] science and language arts, reading. Uh
[1:37:01] secondary is specifically the high
[1:37:03] schools. it can be towards uh improving
[1:37:05] graduation rates. Um anyway, all the
[1:37:08] plans have been approved by the school
[1:37:10] community councils uh have been
[1:37:12] submitted, have been reviewed. Um we are
[1:37:15] seeking approval tonight from the school
[1:37:18] board of these plans uh and then it will
[1:37:21] go to uh the schooland trust
[1:37:26] committee ZARS and they will review and
[1:37:30] then um as that is approved then we can
[1:37:35] uh start preparing for next year.
[1:37:44] So, Heidi Joe, nothing to add to that.
[1:37:47] All right, perfect. All right, I need a
[1:37:49] motion.
[1:37:54] » Um, just a comment. I did re review mine
[1:37:57] and didn't have any concerns.
[1:37:58] [clears throat] I did have a couple of
[1:38:00] questions. Um, because we got them
[1:38:03] fairly late, I wonder if next year if we
[1:38:05] could get them a little earlier so that
[1:38:07] um, we can ask some questions. didn't
[1:38:10] have any concerns. Uh, one of the
[1:38:11] questions I had was for the review that
[1:38:14] I did, um, if I could remember which
[1:38:17] one, um, Park Valley maybe, one of the
[1:38:21] north north schools. Uh, very small
[1:38:24] amount, but, uh, we they said they were
[1:38:27] going to hire a parah. Um, didn't seem
[1:38:31] like the amount of money was sufficient
[1:38:34] to hire the parah.
[1:38:38] Um, first as far as the plan lateness,
[1:38:42] the state was revising their website and
[1:38:44] then it got up and then it got pulled
[1:38:46] down and then it got put back up. So,
[1:38:47] our timeline really got crunched for
[1:38:49] administrators too and Keith and I um
[1:38:52] gave them more of the time than we gave
[1:38:54] ourselves or the board and we apologize
[1:38:56] for that. Um, yeah, Park Valley because
[1:38:58] they have such a low student enrollment
[1:39:00] amount, they get a a low amount um
[1:39:02] allocated to them each year. So what
[1:39:04] they do is they take the money from this
[1:39:06] and combine it with their TSSA funds and
[1:39:08] some of the nest funds that are
[1:39:09] available that the district provides to
[1:39:11] them and they just try to put a parrot
[1:39:13] together through all of those funds.
[1:39:15] >> Okay. And then also I wondered if we
[1:39:18] could get a report at the right
[1:39:20] timeliness you decide on how they did
[1:39:24] you know throughout to meet their goals.
[1:39:28] Yeah, we usually uh yeah, the final
[1:39:30] reports are due ironically next uh like
[1:39:34] February and so just like we did this
[1:39:37] last time, but we'll
[1:39:39] >> it's an information item. If you would
[1:39:41] um like us to maybe discuss that more,
[1:39:44] but it's been usually submitted as an
[1:39:46] information item in February or March.
[1:39:49] So, but we'll make sure that's more
[1:39:50] aware and available for your review and
[1:39:52] then you can ask questions.
[1:39:57] I um read through several of them and um
[1:40:00] I am very encouraged by every year they
[1:40:03] just keep raising the bar and just
[1:40:06] wanted to put that out there how much we
[1:40:08] appreciate the teachers and the paras
[1:40:11] and everybody um just continually trying
[1:40:13] to help our students learn at high
[1:40:15] levels.
[1:40:18] >> Sure. Along with that, I totally agree,
[1:40:21] Karen, and I'm always impressed with our
[1:40:24] community councils because it's not easy
[1:40:28] to pull together a community council. It
[1:40:30] seems like increasingly our parents are
[1:40:32] just more and more busy and it's hard to
[1:40:34] get that committee together. Um, so I
[1:40:37] really appreciate those parents um of
[1:40:40] students who are engaged in this
[1:40:42] process. It's it requires time. It
[1:40:45] requires a commitment and calendaring
[1:40:47] and anyway the whole process is it
[1:40:49] you're right they raise seem to raise
[1:40:51] the bar every year and and they do such
[1:40:53] a good job.
[1:40:55] Anything else on the schooland trust
[1:40:57] plans?
[1:40:59] Do we have a motion?
[1:41:11] » I need a second. Second.
[1:41:14] >> All right. Danielle Wright has the
[1:41:15] second.
[1:41:17] We have a motion and a second. Um, all
[1:41:19] those in favor say I.
[1:41:21] >> I. Any opposed?
[1:41:24] Thank you. We are going to move now to
[1:41:28] I4, the approval of construction
[1:41:31] contract for Discovery Elementary. Mr.
[1:41:34] Stevens.
[1:41:44] I'd invite Corey um to come up here and
[1:41:46] talk to us about the building plans. I
[1:41:48] know that many of the board members were
[1:41:49] not part of the planning process and so
[1:41:51] we'd like to present you know the
[1:41:53] overall plan of the building footprint
[1:41:55] changes we're going to make and that's
[1:41:56] in your backup here. Um first I think
[1:41:59] it's the third attachment for this. It
[1:42:00] says a um Discovery Elementary edition
[1:42:04] here.
[1:42:06] >> Yes, that that's correct. Whoever's
[1:42:09] running the screen, if they can go to
[1:42:12] the that third one right there.
[1:42:14] >> Yes, it it is the third one. Correct.
[1:42:17] And the school board may want to turn
[1:42:20] around. So, or you've you've got it on
[1:42:22] there. Okay, good. Okay. So, the
[1:42:24] discovery, we we've discussed this a
[1:42:27] little bit in prior board meetings. Uh
[1:42:31] when we when we acquired the Davis Park
[1:42:36] that made it possible for us to have
[1:42:39] more property on the discovery site. The
[1:42:42] discovery site is approximately
[1:42:45] 6 and a half acres
[1:42:48] by acquiring Davis Park and the small
[1:42:52] building lot on the east side. That put
[1:42:55] our acreage at just over 10 acres. Um,
[1:43:00] in comparison, Golden Spike Elementary
[1:43:03] is 8.5 acres and the property that we
[1:43:08] have in Tremont that could have an
[1:43:10] elementary on it is 11.74.
[1:43:13] So, it does put it in a good size as far
[1:43:16] as acreage.
[1:43:18] The addition is there circled in purple.
[1:43:22] That would be 12 classrooms and we have
[1:43:27] two portables there. So, we'd have a net
[1:43:28] gain of of 10 classrooms.
[1:43:33] Two of those classrooms,
[1:43:35] one will be um functional skills and the
[1:43:38] other one will be a preschool. That will
[1:43:41] help alleviate some of the
[1:43:44] impact on Golden Spike Elementary.
[1:43:48] So, it will all and well, I'll get into
[1:43:51] what it has in the later slides, but you
[1:43:53] can see there that we have the bus. The
[1:43:55] yellow arrow is the bus drive and
[1:43:58] additional parking and on the right on
[1:44:01] the left hand side is the car poolool
[1:44:05] and additional parking. Um, this would
[1:44:09] pull the cars off of the street and put
[1:44:12] all of them on our on the campus.
[1:44:15] Any questions on this slide? Just how
[1:44:19] it's set up. Okay, if you can go to the
[1:44:21] next slide, please.
[1:44:26] So, we are doing some remodeling in the
[1:44:30] existing building.
[1:44:32] So, in the blue circle, it's kind of
[1:44:36] hard to see, but you see the main
[1:44:38] entrance. It's a dark line at the top.
[1:44:41] >> Sorry,
[1:44:42] >> that's okay. I took I took my drama. You
[1:44:44] can do that all you want. Uh the you see
[1:44:47] the the dark line at the top with the
[1:44:51] double doors that creates a secure
[1:44:53] entrance. We have a secure vestibule
[1:44:55] right now, but it's a camera system and
[1:44:59] it's a tiny vestibule if you've been
[1:45:01] there. This will create a clear path
[1:45:05] that forces people to the office.
[1:45:09] we would still have a buzzin system at
[1:45:11] the office door to create security
[1:45:13] there, but it just creates a better um
[1:45:16] pathway into the office.
[1:45:19] And then at the bottom of the circle is
[1:45:22] a dark rectangle. That is the current
[1:45:25] workroom
[1:45:26] because we would anticipate having a
[1:45:30] principal and assistant principal at
[1:45:32] this building. That work room would
[1:45:34] become the conference room and the
[1:45:36] conference room that's there would
[1:45:38] become an office for a second
[1:45:41] administrator. Then across the hall on
[1:45:44] the right hand that small classroom
[1:45:47] would become
[1:45:49] the new workroom. It's bigger than the
[1:45:51] old workroom because we'll have more
[1:45:53] staff and also an additional staff
[1:45:56] restroom. Right now for that entire
[1:45:58] building, we have two staff restrooms
[1:46:01] plus the sick room. But that's really a
[1:46:05] struggle when we have this amount of
[1:46:07] staff members all trying to use two
[1:46:10] restrooms.
[1:46:12] It it's not enough. And so that would provide an additional
[1:46:16] restroom by the office close to the to
[1:46:20] the current wing.
[1:46:22] If you can zoom back out, make sure I
[1:46:24] got everything in that blue rectangle.
[1:46:27] All my bullet points. Did I get all
[1:46:29] those? Um, I think I did. Okay. So, if
[1:46:33] you can
[1:46:48] You just go back to the board book and
[1:46:50] open it again if you want.
[1:46:55] » Oh, sorry. That was way back.
[1:46:58] >> Yeah. Sorry. We'll get back here.
[1:47:00] I shouldn't have been messing with the
[1:47:02] zoom.
[1:47:11] » So, I think we'd be on the third slide
[1:47:14] that shows the new addition.
[1:47:17] One more down.
[1:47:23] So the new addition right there that
[1:47:25] comes so the bottom left of your screen
[1:47:29] that's coming from
[1:47:31] the existing building
[1:47:35] on the
[1:47:37] left hand side of your as you're walking
[1:47:38] through that hallway you would have the
[1:47:40] functional skills and the preschool
[1:47:42] rooms. On the right hand side, it would
[1:47:46] be an additional conference room and
[1:47:48] more itinerant offices for support
[1:47:52] staff. Um, there are various needs that
[1:47:55] we have that that would facilitate.
[1:47:58] There's also an additional staff
[1:48:00] restroom in that section. As you
[1:48:03] continue through that uh hallway, there
[1:48:07] is a ramp down because of the elevation
[1:48:10] change. It was a cost savings to do that
[1:48:14] ramp down rather than bring in a lot of
[1:48:17] fill to build the building at a higher
[1:48:19] elevation to match the existing
[1:48:21] building. And then as you keep going
[1:48:23] around the corner, we have this the
[1:48:26] general population restrooms. There are,
[1:48:30] as I mentioned, two staff restrooms
[1:48:31] there. So, this project would give us
[1:48:34] six staff restrooms, which would be a
[1:48:37] great improvement over what they have, a
[1:48:40] real benefit for the for the staff. And
[1:48:43] then we have uh 10 classrooms
[1:48:47] around a common area, which this
[1:48:50] building does not currently have a
[1:48:52] common area where we can do some support
[1:48:55] groups. And it would have two more
[1:48:57] itinerant offices there. uh that could
[1:49:00] be everything from counseling to speech
[1:49:03] language pathology.
[1:49:06] And then above that
[1:49:08] um is the new gymnasium. The benefit of
[1:49:12] a gym separate from the gym a cafeterium
[1:49:16] at an elementary school is that we can
[1:49:18] run PE
[1:49:21] all day long. When we have a gym at
[1:49:23] caftorium, which is what they have now,
[1:49:26] that PE is really restricted because of
[1:49:29] the lunchtime activities that it's going
[1:49:31] to take at least an hour and a half out
[1:49:34] of the day. So, it really provides that
[1:49:37] opportunity for that prep time for those kiddos to to get some good PE
[1:49:42] time. And if you can scroll down to the
[1:49:44] last slide,
[1:49:48] um this is the gymnasium.
[1:49:51] A as the design team met, we determined
[1:49:54] that
[1:49:56] the gym should be large enough to hold
[1:49:59] the whole school as an assembly. And as
[1:50:02] a default, that came out as having a
[1:50:04] basketball court that is the same size
[1:50:07] as a high school regulation court. And
[1:50:09] so that would be lined out for
[1:50:12] basketball, volleyball, and it would
[1:50:14] have additional hoops on the side so
[1:50:16] that we could have six hoops there and
[1:50:19] be a great advantage for the the PE
[1:50:22] teacher. Okay. Yes. Is there
[1:50:30] » that? That's
[1:50:32] >> okay. So, she asked if it would be
[1:50:35] possible to put pickle ball lines.
[1:50:38] We've talked about a lot of different
[1:50:40] court lines that we could put. Pickle
[1:50:42] ball was one of those.
[1:50:45] It would be an easy thing to add on
[1:50:47] there later. The complication that we
[1:50:50] try to avoid is the minutia of lines
[1:50:55] um in in something like this.
[1:50:59] >> It it does look small enough on the
[1:51:01] picture to be pickle ball, but that is
[1:51:03] volleyball.
[1:51:05] >> Yeah, that that is volleyball. I I know
[1:51:07] that it it's it's rumored out there. I
[1:51:09] don't know how close it is. Um Keith
[1:51:11] might would know, but pickle ball
[1:51:13] becoming a sanctioned UHSAA sport. So
[1:51:18] there will be one more activity that
[1:51:21] high school teams will be looking for a
[1:51:23] venue. Yeah. So something like that
[1:51:26] could be possible.
[1:51:29] >> So sizewise is that comparable to this
[1:51:32] room that we're in then?
[1:51:33] >> This is
[1:51:35] So
[1:51:37] that size is 50 wide by what's a high
[1:51:40] school court? 80 84.
[1:51:44] So,
[1:51:46] >> yeah, I'm gonna have to count this out.
[1:51:48] This I don't This is not as long as a
[1:51:51] basketball court. This is going to be
[1:51:53] smaller than a high school court, I
[1:51:54] believe. I haven't actually sized this
[1:51:56] out. Shaking the head. So,
[1:51:58] >> next door.
[1:52:00] >> Yes, the gym next door would be that's
[1:52:02] regulation, right, Keith? I haven't
[1:52:04] measured that one out. So,
[1:52:05] >> so bigger than this room.
[1:52:07] >> Larger than this room. Correct.
[1:52:12] » Questions on other slides?
[1:52:28] How do you evaluate?
[1:52:41] So there will be increased cost. There
[1:52:43] is an increased size to the building. Um
[1:52:48] this building is designed to be ICF
[1:52:52] which is insulated concrete forms. It's
[1:52:54] the same process that we used at
[1:52:58] um
[1:53:00] Sunrise High School. It's a very
[1:53:02] insulated. It's a very tight building
[1:53:05] that is very efficient on HVAC concerns.
[1:53:09] When we were doing this, I haven't heard
[1:53:12] the exact numbers, but when we were
[1:53:14] doing the design on this,
[1:53:17] ICF is a little bit more expensive
[1:53:20] initially,
[1:53:22] but
[1:53:24] because of that, there was a time we
[1:53:26] were contemplating, do we go back and
[1:53:28] redesign this for just typical CMU, the same block that this building's made
[1:53:34] out of? And at that time we were quite a bit along in the design.
[1:53:40] And as the architects contemplated that
[1:53:42] and talked with the engineers,
[1:53:45] the mechanical engineer over HVAC said,
[1:53:49] "Okay, but I'm going to have to go back
[1:53:50] to the drawing board because I'm going
[1:53:52] to have to upsize the units because this
[1:53:55] CMU building is not as efficient as an
[1:53:58] ICF building." Um, now that doesn't take
[1:54:01] into account the existing building
[1:54:04] that's CMU cinder block. The other
[1:54:07] unknown here is that it was determined
[1:54:12] we're going to put air conditioning in
[1:54:15] the new addition. How can we put air
[1:54:18] conditioning in the new addition and not
[1:54:20] condition the existing building? So,
[1:54:23] that's going to be an increase that I I
[1:54:26] don't know what the numbers are on that.
[1:54:29] Um, it's kind of a balance because we're
[1:54:32] also creating educational environment.
[1:54:34] We have to be fiscally responsible with
[1:54:39] utility bills, but we also need to make
[1:54:41] a a good environmental space. And that's
[1:54:44] another
[1:54:45] thing to to realize.
[1:54:48] When we put this addition on, we have to
[1:54:52] bring the rest of the building up to
[1:54:53] code also, which means we have to bring
[1:54:56] fire suppression into the remainder of
[1:54:58] the building. We only have sprinkler
[1:55:00] system in the stage area. It's not
[1:55:03] throughout the building. So, we will
[1:55:05] need to do that as part of this.
[1:55:08] It's a good thing. It's a good thing.
[1:55:10] It's it it's a cost, but it's a good
[1:55:13] thing. It brings a higher safety.
[1:55:19] » The gym floor or You mean the surfacing?
[1:55:24] So, we're we're kind of playing with
[1:55:27] that. My preference would be a rubber
[1:55:30] floor. That's the same that we've done
[1:55:33] at Willard, McKinley, and Grass Creek.
[1:55:38] it. It's just a very
[1:55:43] what do I say?
[1:55:45] Um dur it's it's durable. It's
[1:55:48] comfortable. It's easy to maintain. Um
[1:55:52] it's it's easy on the knees. And so
[1:55:58] that but that's more expensive. And so
[1:56:00] taking cost into effect, the architects
[1:56:03] are looking at they call it a pour in
[1:56:06] place, but then it has a durable surface on top. So that's kind of out there in the works.
[1:56:14] We did not consider hardwood floor
[1:56:17] because of cost
[1:56:19] and we don't have any hardwood floors in
[1:56:21] any other elementarymentaries.
[1:56:24] >> Hardwood floor better.
[1:56:26] Hardwood floor
[1:56:29] has its advantages. So does rubber
[1:56:32] floor. So does some other floors. So
[1:56:35] it's just what what you want to balance
[1:56:38] out. Um,
[1:56:41] some people would say every gym floor is
[1:56:43] supposed to be hardwood, but for the
[1:56:46] purpose that an elementary school uses
[1:56:48] it, compared with the maintenance that a
[1:56:51] hardwood floor takes to keep it looking
[1:56:56] nice,
[1:56:58] it it's it's considerable.
[1:57:04] So you said that um probably have about
[1:57:09] 12 new classrooms,
[1:57:10] >> correct?
[1:57:11] >> Two of those would be taken out with the
[1:57:13] portables, right? Discovery,
[1:57:16] >> right? Right. The net gain
[1:57:17] >> and then the two for uh functional
[1:57:19] skills and preschool,
[1:57:20] >> right?
[1:57:21] >> So we have eight classrooms that we
[1:57:24] could move students from Lake View up
[1:57:27] there, I think, is the plan. So where
[1:57:30] those students come from to go into this
[1:57:32] addition is up to the school board.
[1:57:35] That's going to be a something you
[1:57:37] determine as far as boundary
[1:57:39] realignments. But as far as
[1:57:41] >> student enrollment,
[1:57:43] >> my next question was so we're basically
[1:57:45] at about 25 um students per classroom.
[1:57:48] Just a rough estimate. We'll be able to
[1:57:50] take about 200 more students there. It's
[1:57:53] kind of where I was getting to.
[1:57:54] >> Right. That that's where that's the
[1:57:55] estimate. Yes. about 200 more students
[1:57:57] to help take right
[1:57:59] >> some pressure off other elementary
[1:58:01] school.
[1:58:01] >> Right. And and sizewise, this building
[1:58:05] with the addition would be larger than
[1:58:08] Garland and ThreeMile Creek. Um it would
[1:58:11] have it currently has 22 build 22
[1:58:15] classrooms, general classrooms. And so
[1:58:17] this would put it at 34 general
[1:58:20] classrooms, which puts it in line with
[1:58:23] all of our other elementary schools as
[1:58:26] far as size.
[1:58:32] Number of students would be
[1:58:35] >> 650.
[1:58:45] Any other questions from my end?
[1:58:48] >> Okay, thank you.
[1:58:49] >> Thank you, Corey.
[1:58:50] >> You want me to mute this mic? Robert,
[1:58:56] » thanks, Corey. Um,
[1:58:58] Neil, did you have anything to add to
[1:59:00] that then? Or
[1:59:06] » I did not. Um what we next need to
[1:59:09] consider is so attached in the agenda is
[1:59:12] the breakdown of the cost of this
[1:59:15] building. So uh information wise we met
[1:59:19] with our general contractor Hughes
[1:59:22] Construction. Um they performed the RFPs
[1:59:26] to get solicitations and bids for every
[1:59:28] trade, every part of this building. Put
[1:59:30] them together. Uh we attended a bid
[1:59:32] opening. Cory and was virtually there. I
[1:59:34] was there in person at their building.
[1:59:36] opened all the bids in person, reviewed
[1:59:38] the who submitted what, uh they did a
[1:59:40] bid tabulation that's present there in
[1:59:42] the documentation of what was bid,
[1:59:45] whether it met all the requirements. We
[1:59:47] had several addendums, specifications
[1:59:49] they had to meet, and we came up with
[1:59:51] the uh grand total listed on page one of
[1:59:54] this of the uh cost proposal. So, it'll
[1:59:57] be I want to say about $15.6 million.
[2:00:00] That includes their fee for managing
[2:00:01] this project. That includes
[2:00:03] contingencies and conting also includes
[2:00:06] several areas where uh there's potential
[2:00:09] for not change orders but um the scope
[2:00:12] of work wasn't detailed enough to make a
[2:00:14] complete determination that the bids
[2:00:17] were sufficient. So we added some
[2:00:18] additional contingencies there in case
[2:00:20] there's some changes in um materials
[2:00:24] used or specifications.
[2:00:27] Given all that that's what we're at.
[2:00:28] We're about $15.6 million. I want to say
[2:00:31] about 2 million of that is related to
[2:00:33] air conditioning and probably 300400,000
[2:00:36] is related to fire sprinklers. The rest
[2:00:39] is the addition that you see here. Only
[2:00:42] thing to call out here um not included
[2:00:44] in this $15.6 million is the cost of
[2:00:46] playgrounds. We have not designed those
[2:00:49] yet. So, we need to work with the
[2:00:50] elementary staff and um our assistant
[2:00:54] superintendent IDJ West to determine the
[2:00:56] needs for those playgrounds and then at
[2:00:59] that time that those will be added at a
[2:01:01] later date to the cost. We'll probably
[2:01:03] have three playgrounds, two regular
[2:01:04] playgrounds and one ADA playground that
[2:01:07] will be placed at Davis Park.
[2:01:10] So, I are there any questions on the
[2:01:12] cost proposal or the the bids the
[2:01:14] process we went through?
[2:01:20] Okay, I think it turned over to the
[2:01:23] board.
[2:01:27] » All right. So,
[2:01:32] I need a motion.
[2:01:35] I move make move that we approve the
[2:01:38] Discovery Elementary final
[2:01:42] construct GMP.
[2:01:44] Is there a better word for construction
[2:01:46] contract
[2:01:49] um for the expansion of Discovery
[2:01:52] Elementary in the amount of $15,567,895
[2:01:58] with Hughes General Contra Contractors?
[2:02:02] >> I second.
[2:02:04] >> Okay, we have a motion and a second. Any
[2:02:06] discussion to the motion?
[2:02:10] >> Um yeah, I've got some thoughts.
[2:02:13] um in representing constituents and
[2:02:15] taxpayers across the district regarding
[2:02:17] the crowding at elementary schools in
[2:02:20] the Tmont area and at Lake View, there
[2:02:23] seems to be strong support for action.
[2:02:26] While lowerc cost options on the south
[2:02:28] end of the district, like opening
[2:02:30] Foothill for a couple years until um
[2:02:33] Lake View could be rebuilt, seems to be
[2:02:35] preferred by taxpayers. It is recognized
[2:02:38] that building onto Discovery Elementary
[2:02:40] for approximately 16 $15.6 million might
[2:02:45] be an alter alternate albeit expensive
[2:02:48] solution to provide relief. However, I
[2:02:52] speak for many taxpayers across the
[2:02:54] district who are firmly opposed to
[2:02:56] bypassing public input through a real
[2:02:58] property lease to finance this. As was
[2:03:01] pointed out to me in the financial
[2:03:04] implications
[2:03:05] implic implement implications portion of
[2:03:10] the information provided from Neil the
[2:03:12] business administrator for this action.
[2:03:15] It states that the loan payments will be
[2:03:17] made from existing funds. The person
[2:03:20] went on to say that this seems kind of
[2:03:22] like a contradiction in terms because if
[2:03:24] there ex there are existing funds in the
[2:03:27] capital outlay fund, why would this why
[2:03:30] would the school district need to obtain
[2:03:31] a loan?
[2:03:33] We know that the only way that um a $4.4
[2:03:36] $4 million estimated annual lease
[2:03:39] payments for this project in combination
[2:03:41] with the Tree Mountain Elementary
[2:03:43] project um for a combined total of about
[2:03:46] $55 million can only um be made from a
[2:03:50] continuation of the 37% tax increase
[2:03:54] increment funding for the next 20 years.
[2:03:57] If this finance option is used, it will
[2:03:59] obligate the taxpayers for up to the
[2:04:01] next 20 years to pay for something the
[2:04:04] school district went around them to
[2:04:06] finance. This will most likely cause
[2:04:09] increased distrust and frustration with
[2:04:11] taxpayers during those 20 years, and it
[2:04:13] will be very hard to get their trust and
[2:04:15] vote to finance any other major capital
[2:04:18] projects for years to come.
[2:04:21] I strongly again advocate advocate for
[2:04:25] and urge the board members to reconsider
[2:04:28] over the next few weeks the option to
[2:04:31] roll back the existing tax increase with
[2:04:33] the exception of what is needed for the
[2:04:35] salary the employee salary enhancement
[2:04:38] and let the community know we
[2:04:40] acknowledge their concerns and let the
[2:04:43] taxpayers vote on a geo bond for this
[2:04:46] project with a lower all overall amount
[2:04:49] of impact. act to their family finances.
[2:04:53] This community values education and
[2:04:56] there is strong support for an
[2:04:57] elementary school.
[2:04:59] Working to build trust now allows for
[2:05:02] better and more comprehensive capital
[2:05:04] funding solutions in the future.
[2:05:07] Um tonight I will vote to approve the
[2:05:10] construction contract for Discovery
[2:05:12] Elementary to get relief for some of our
[2:05:15] other elementaryaries, mainly Lake View.
[2:05:18] But my vote is based on the expectation
[2:05:20] that we secure financing through a
[2:05:22] public voted financing mechanism or use
[2:05:26] existing unencumbered capital funds and
[2:05:29] do not use a finance method that
[2:05:31] bypasses the taxpayers.
[2:05:38] » Any other comments or questions on the
[2:05:41] motion?
[2:05:41] >> Yeah, I would like to make a comment.
[2:05:42] Um, [clears throat]
[2:05:44] I'd like to to address um the discussion
[2:05:49] about going around taxpayers and uh
[2:05:51] trust. I've uh spoken with many
[2:05:54] constituents um in our community. Um we
[2:06:00] um when the the bond was opposed, we
[2:06:04] went back to the community. We held
[2:06:06] community meetings. Um we um sent out
[2:06:11] surveys to understand what the the
[2:06:13] community wanted. Uh I know there are
[2:06:16] those that oppose um but um my sense
[2:06:20] from surveys and community meetings that
[2:06:23] we've held uh is that the majority of
[2:06:26] our community supports uh what we're
[2:06:29] doing. So I disagree with the uh trust
[2:06:32] issue that there's a lack of trust or
[2:06:34] that we're breaking any laws. That's not
[2:06:36] true. Um,
[2:06:39] and I I uh agree with the direction
[2:06:42] they're going. It's um very much needed
[2:06:46] uh in the district. Uh we have uh a lot
[2:06:49] of portables. We have uh a lot of
[2:06:52] overcrowding
[2:06:54] and uh to go back for a bond or um I
[2:06:59] think Neil, maybe you could address
[2:07:02] Karen's comment on uh funding. My
[2:07:05] understanding is that the funding is not
[2:07:08] um more expensive the way that we're
[2:07:10] funding this and um I think the
[2:07:14] community uh is fully uh behind what
[2:07:18] we're doing here. So that's those are my
[2:07:20] comments. Maybe Neil you could address
[2:07:22] some of the funding uh questions that uh
[2:07:27] Karen has brought up.
[2:07:30] >> Steal this mic because I don't think
[2:07:31] we're going to need up there for a
[2:07:32] minute. Um the funding issue is we have
[2:07:36] about 30 million $28 million in a
[2:07:40] capital fund right now 28 to be able to
[2:07:45] build West Tremont we have to have a
[2:07:47] borrowing mechanism of some sort that
[2:07:49] will we don't have money to do that if
[2:07:52] we were to take the cost of this build
[2:07:56] $15 million
[2:07:58] we would take deplete half of our
[2:07:59] capital fund we would have not enough
[2:08:02] funds to to do other projects such as
[2:08:03] air conditioning, sewer investigations,
[2:08:05] yearly maintenance. It would severely
[2:08:07] diminish our ability to undertake other
[2:08:10] projects. Um, also on this part of this
[2:08:13] capital fund, we we buy vehicles for
[2:08:15] district operations. We would buy school
[2:08:17] buses, uh, we do emergency repairs, we
[2:08:20] have other building projects going on
[2:08:22] throughout the district, uh,
[2:08:24] maintenance, capital maintenance
[2:08:25] projects every year. it would severely
[2:08:27] limit what we our flexibility to
[2:08:29] undertake these projects if we were to
[2:08:31] try and pay for all of um discovery out
[2:08:34] of existing cash flow. So my statement
[2:08:36] is that we're using existing funds is
[2:08:39] based on the current tax rates. Um until
[2:08:43] there's a vote of the board to reduce
[2:08:44] the tax rate. Uh my budgeting is based
[2:08:47] on the current tax rates. So that's
[2:08:49] where the existing funding comes from
[2:08:50] right now is from our current tax rates.
[2:08:55] » And Neil, this is not
[2:08:59] approving
[2:09:03] the financing. This is just approving
[2:09:05] the contract for the
[2:09:07] >> correct
[2:09:08] >> approving the contract. Um, should
[2:09:10] financing not be approved in a future
[2:09:12] board meeting, then we would be back to
[2:09:15] the drawing board on or off capital plan
[2:09:17] of how we would pay for this to begin
[2:09:19] construction going forward.
[2:09:22] Um,
[2:09:24] I'm just going to follow up what Brian
[2:09:26] said that I represent constituents as
[2:09:29] well and I have had a lot of them reach
[2:09:30] out to me and I have talked to many and
[2:09:32] they support this and support the
[2:09:35] board's decision to not continue wasting
[2:09:38] money on portables and continue in to
[2:09:42] the tune of millions of dollars over the
[2:09:44] last few years and opening Foothill
[2:09:48] could cost $5 million. That's a third of
[2:09:51] the amount of this building that will be
[2:09:53] permanent for 40 to 60 years. And I feel
[2:09:56] like that is a much more responsible use
[2:09:58] of taxpayer money than a temporary
[2:10:00] solution of $5 million to reopen
[2:10:02] Foothill.
[2:10:03] Um,
[2:10:05] I am not willing to
[2:10:07] waste more time and more students
[2:10:10] education
[2:10:12] to wait for two more years when I've had
[2:10:15] many people, many, many people tell me
[2:10:18] that something has to happen now and
[2:10:20] that they approve of the board
[2:10:23] changing the plans just to elementary
[2:10:25] schools and lowering it from $140
[2:10:27] million to $55 million.
[2:10:30] Sorry, losing my voice.
[2:10:35] I just wanted to acknowledge that I know
[2:10:37] that the vote tonight is just for the
[2:10:39] contract. It's not for the funding
[2:10:40] mechanism. That's why I but they kind of
[2:10:42] go hand in hand. That's why I talked to
[2:10:44] both of them.
[2:10:48] I um I also have talked to several
[2:10:51] people who have signed the petition and
[2:10:53] they fully support in what we want to be
[2:10:56] able to do to move forward because it's
[2:10:58] um an opportunity to go quicker. the
[2:11:02] longer we wait. I mean, even this
[2:11:03] elementary school, uh, even in the Tmont
[2:11:06] end, I know that, you know, even three
[2:11:10] years ago, it was cheaper to build than
[2:11:12] it is this year. The longer we wait, the
[2:11:15] more it costs the taxpayers.
[2:11:18] Um,
[2:11:20] I feel like also with our Lake View and
[2:11:24] even North Park, they're so overcrowded.
[2:11:28] uh that I know that the portables
[2:11:30] relieve a lot of that, but it doesn't
[2:11:32] help with the with the restrooms and
[2:11:34] being able to
[2:11:36] uh
[2:11:38] be responsible to the building. I feel
[2:11:41] like um it's very
[2:11:45] unrespon not responsible is
[2:11:46] unresponsible a word. It's not
[2:11:49] responsible to keep irresponsible. Thank
[2:11:51] you. um to keep those numbers
[2:11:55] consistently using the facility. I know
[2:11:58] um when I go to especially North Park,
[2:12:02] their lunchrooms are so crowded and
[2:12:04] packed, it's just it's it's really hard
[2:12:07] for um it to stay. I mean, when when
[2:12:10] people are so cramped in the space, it
[2:12:12] gets really chaotic. And I know it's hard for these elementary schools to um to keep behaviors um you
[2:12:21] know within the lunchroom even. Um
[2:12:25] I feel like we're doing a a a good thing
[2:12:30] by relieving those things so that our
[2:12:32] buildings can have a longer lifespan so
[2:12:34] we aren't replacing them.
[2:12:36] Um, I also want to say that I feel like
[2:12:40] I am listening and
[2:12:44] I
[2:12:46] um I listen to the loud voices, but I
[2:12:49] also listen to the quiet voices that
[2:12:51] come in just a nice No, that's not what
[2:12:55] I meant, but just that they're just
[2:12:57] there as well. That they support a lot
[2:12:59] of the things that we're trying to
[2:13:00] accomplish. And
[2:13:04] um I think that's everything I
[2:13:09] want to say. Thanks.
[2:13:16] Um just real quickly, I I I think we
[2:13:20] would board members, we would make a
[2:13:22] mistake to think that there aren't two
[2:13:24] sides to this story or two sides to this
[2:13:27] argument. And I appreciate public who
[2:13:31] are willing to stand up here and show us
[2:13:32] one side. I appreciate those who really
[2:13:36] intently listen to both sides. Um the
[2:13:39] problems in our communities, in our
[2:13:41] [music] country, you might say, right
[2:13:42] now are because of people unwilling to
[2:13:46] listen to both sides and to learn from
[2:13:48] both sides. Um I feel that this board of
[2:13:52] education, all seven members, we're
[2:13:54] missing two tonight. um listen listen
[2:13:57] diligently and study diligently on both
[2:14:00] sides of this issue. And so I just hope
[2:14:03] moving forward as votes continue to
[2:14:06] happen in the next forever, however
[2:14:09] long, right, that we remember that that
[2:14:12] this board of education does listen to
[2:14:13] both sides, studies things out,
[2:14:17] contemplates, takes everything very
[2:14:19] seriously. And um and we're also hearing
[2:14:22] from another side who who often isn't at
[2:14:26] public comment. Sometimes it is
[2:14:27] sometimes that side has shown up and it
[2:14:29] is more quiet but but they reach out to
[2:14:32] us as well. And so there are two sides
[2:14:35] to this. Um
[2:14:37] anyway, so thank you for all the
[2:14:39] comments that happened tonight. We have
[2:14:41] a motion and a second on this. We are on
[2:14:44] I4
[2:14:46] just to bring us back to what we're
[2:14:48] voting on, right? Um, are there any
[2:14:50] other comments or questions on this?
[2:14:54] >> I appreciate your comment about two
[2:14:56] sides and um, we've talked a couple of
[2:14:59] times about, you know, people that talk
[2:15:01] to us and we don't know what that is. I
[2:15:04] think the only way to get the true
[2:15:07] number of where the majority stand would
[2:15:09] be to to take it out for a vote.
[2:15:16] All right.
[2:15:18] All those in favor say I.
[2:15:20] >> I. Any opposed?
[2:15:23] Okay, that motion passes.
[2:15:26] >> Yes. I'd be remiss if I didn't say
[2:15:29] something and I've got a backup in the
[2:15:31] agenda and I apologize for not doing
[2:15:33] this when the time was correct in the
[2:15:35] public comment section for the math
[2:15:38] curriculum that it's been in code now
[2:15:42] that we have to have two public comment
[2:15:44] for our math curriculum and our language
[2:15:48] arts curriculum. Is that correct Mrs.
[2:15:50] West?
[2:15:53] We have to have so next next um month
[2:15:57] we'll have to have this uh adoption
[2:15:59] again just just to let you know of the
[2:16:02] complexity of this uh Mrs. West she'd
[2:16:05] have to say exactly but I think she had
[2:16:08] a group of representatives from
[2:16:09] throughout the school district
[2:16:11] representing every grade level K5 and
[2:16:14] they met at length talked about how they
[2:16:16] were going to go about it. Then they had
[2:16:18] vendors bring in the curriculum and
[2:16:20] spent at least one full day if was it
[2:16:23] just one
[2:16:24] >> and had the vendors present it. They
[2:16:26] discussed it and it's really
[2:16:30] a large deal. And so I just wanted to
[2:16:33] point out that we used in the past
[2:16:36] school districts have not had to have
[2:16:38] public comment on curriculum like this,
[2:16:40] but this is a new uh legislative action
[2:16:42] in the last couple of years and and just
[2:16:45] wanted to make sure the board is aware
[2:16:46] of that. And we'll have this on the
[2:16:48] agenda next month in case anybody wants
[2:16:50] to come and and talk about the uh
[2:16:53] curriculum. Mrs. West, what what vendor?
[2:16:58] What's were parents on the the the
[2:17:01] committee? Was it?
[2:17:01] >> Yeah, we did have two parents that came
[2:17:03] and review the materials and they're the
[2:17:06] majority of their role is to make sure
[2:17:07] that it's not objective or offensive to
[2:17:10] parents. You know, with math, it's
[2:17:12] pretty risky. So, um but yeah, we had a
[2:17:17] huge majority of the teachers. We have a
[2:17:18] grade level representative from every
[2:17:20] grade level in every elementary school
[2:17:22] and the majority of them participated. I
[2:17:24] think we had like 50ish
[2:17:27] people final votes and um reveal math
[2:17:30] from McGraill was the winner in every
[2:17:33] grade level at every school and overall
[2:17:38] um it was about a 70%
[2:17:41] support for that program being the first
[2:17:43] choice and then a smattering of the
[2:17:45] other programs but there was a pretty
[2:17:46] big margin of win there that makes us
[2:17:48] confident that the majority of our
[2:17:50] teachers feel really good about that
[2:17:51] adoption.
[2:17:54] It's okay.
[2:17:54] >> been an interesting adoption to do right
[2:17:57] now while we have this law that's
[2:17:59] passing next year that says that
[2:18:01] instructional materials will not be
[2:18:03] online or independent of the teacher
[2:18:05] starting July 1st of 2027. So, as Jamie
[2:18:08] Kent and I kind of navigate the
[2:18:10] contracts and what materials you
[2:18:12] purchase and provide at this time, it's really tricky to say, "Oh, well,
[2:18:17] we're not going to do those online
[2:18:18] materials." That would have saved us
[2:18:20] quite a bit of money in the past to to
[2:18:22] have them online because of the new law
[2:18:25] that says that that's not possible to
[2:18:28] just put a student on the computer and
[2:18:30] allow computer adaptive technology to
[2:18:32] respond to the intervention needs that
[2:18:34] they have. So, we're kind of in an
[2:18:35] interesting era to be doing a curriculum
[2:18:37] adoption, but we're really excited about
[2:18:39] the enthusiasm that the teachers have
[2:18:41] shown for it.
[2:18:45] » I was just wondering um how how much the
[2:18:49] same how different is it from the
[2:18:51] current current um curriculum.
[2:18:57] I'm going to get myself in trouble here
[2:18:58] by saying many of the main front runners
[2:19:02] in publishing run their programs pretty
[2:19:04] similarly and that's how they end up
[2:19:06] getting approved for um national and
[2:19:10] state recommended instructional
[2:19:12] materials list. So there are enough
[2:19:14] similarities I feel like that our
[2:19:15] teachers will not be overwhelmed by the
[2:19:17] differences. However, one of the things
[2:19:19] that's considered is this year we're
[2:19:21] using the national product and they are
[2:19:22] releasing a Utah specific product next
[2:19:25] year that will be just a little bit
[2:19:27] different. But um the publishers assured
[2:19:30] us today when we met with them that that
[2:19:31] won't be such a significant change to
[2:19:33] the teachers that they will feel like
[2:19:35] they've gone through a complete
[2:19:36] disruption. Again, one of the things
[2:19:38] that's very different here is that the
[2:19:40] program offers intervention materials
[2:19:44] that align with the instructional
[2:19:46] materials. So, we're purchasing that all
[2:19:47] at one time to align our interventionist
[2:19:50] materials for our coaches um for small
[2:19:53] groupoup instruction as well as for our
[2:19:54] special education department. And we're
[2:19:56] really excited to have that alignment
[2:19:58] because that's not been something we've
[2:19:59] been able to do in the past.
[2:20:02] >> You said uh
[2:20:05] that it has to be not online but
[2:20:07] independent of the teacher. Is that what
[2:20:08] you just said? How does that how does
[2:20:10] what does that mean?
[2:20:11] >> So, you know what? We we could probably
[2:20:13] do a little bit of a introduction to
[2:20:15] that state bill in the future, but but
[2:20:18] by July 1st of 2027,
[2:20:21] teachers in the K3 grades are having the
[2:20:24] ability to just put a student on a
[2:20:26] device and have the device instruct them
[2:20:29] be removed. However, a teacher from what
[2:20:31] we understand from the bill right now,
[2:20:33] they haven't created the model policy
[2:20:35] completely in its entirety, but they've
[2:20:36] revealed some of the things that we
[2:20:38] would have to put in our own policy if
[2:20:39] we went away from the state model
[2:20:41] policy. Some of the things that are
[2:20:43] included is just um the teacher can show
[2:20:46] online materials, but it has to be the
[2:20:48] teacher that's guiding that rather than
[2:20:49] the student that's responding
[2:20:51] individually. Um so we can use online
[2:20:54] materials to prepare for state
[2:20:55] assessments and um
[2:20:59] and in upper grades, but we have to be
[2:21:01] really cautious about K3. So in response
[2:21:05] to that, we've been trying to prepare as
[2:21:07] a district. We've increased our copy
[2:21:09] budgets for schools. We're trying to
[2:21:11] provide teachers with the manipulatives
[2:21:12] that come with this program rather than
[2:21:14] using online manipulatives. It's just
[2:21:17] one of those things that is like an
[2:21:19] unfunded change but kind of comes with
[2:21:21] these unintended consequences that we
[2:21:23] need to be really prepared for.
[2:21:27] Thank you, Mrs. West. Uh, as Mrs. West
[2:21:29] was talking, she mentioned the
[2:21:31] collaboration with Mrs. Jamie Kent, and
[2:21:34] the reason for that is not because she's
[2:21:35] the public information officer, but
[2:21:37] because one of Mrs. Kent Hats is our
[2:21:40] math specialist and she attends all
[2:21:42] state math meetings and our Northern
[2:21:45] Utah curriculum consortium math meeting
[2:21:47] and that's just one of her many hats and
[2:21:48] I just wanted to clarify why she was
[2:21:50] talking to her not as the PIO but the
[2:21:53] math specialist.
[2:21:56] >> Thank you. I'm glad you clarified that.
[2:21:57] We know that Mrs. Kent
[2:22:00] Jamie is does more than one thing. She
[2:22:03] does many many things in this district.
[2:22:06] Okay. So, any other questions for J1,
[2:22:09] the review of um sorry,
[2:22:13] yes,
[2:22:14] we are moved. That was clear back in the
[2:22:16] agenda, wasn't it? Our math adoption.
[2:22:19] Now, we are on J1, the review of uh
[2:22:22] positive behavior plans. And Megan
[2:22:24] Bushnell, our student services director,
[2:22:26] is going to present these to us.
[2:22:44] Okay. So, um, in the past we've had this
[2:22:48] as a action item, but um, we found out
[2:22:52] this just information item. The positive
[2:22:54] behavior plans, you've probably noticed
[2:22:57] they've been tweaked over the years and
[2:22:58] we're still continuing to tweak them,
[2:23:00] but it's really, um, I asked them to do
[2:23:03] three goals this year. um one on
[2:23:05] behavior, one on attendance and one
[2:23:08] surrounding like substance use uh
[2:23:10] because that's part of the comprehensive
[2:23:12] prevention plans. I also ask the um
[2:23:15] schools to attach a suicide prevention
[2:23:18] plan um and next year, like I said,
[2:23:22] we'll get even better, but it's really
[2:23:23] interesting to see how many met the
[2:23:25] goals and then to see which ones we're
[2:23:28] still struggling at. Um, but I do feel
[2:23:31] like overall a lot of our schools have
[2:23:33] made such great efforts to try to
[2:23:35] improve on those things. Um, in
[2:23:38] particular, attendance has been a big
[2:23:40] thing that we've been trying to push.
[2:23:42] And as of right now, our attendance, um,
[2:23:46] our chronic absenteeism is down, which
[2:23:48] is we want that to be lower. And, um, we
[2:23:51] were part of an attendance cohort as a
[2:23:54] district. And so I think just trying to
[2:23:56] focus on those things that we can
[2:23:59] control within attendance is probably
[2:24:01] one of the biggest things. And then um
[2:24:03] really this coming year working with Ben
[2:24:06] in secondary with the counselors to try
[2:24:08] to make sure our suicide prevention
[2:24:11] plans and um this I'm calling them CPPs,
[2:24:15] the comprehensive prevention plans are
[2:24:18] um more effective and have really good
[2:24:20] smart goals.
[2:24:27] Thank you, Megan. Any questions for her
[2:24:30] about these plans?
[2:24:33] Thank you for providing them for us so
[2:24:35] that we can look over them. Thank you.
[2:24:39] All right, J2, our book battle
[2:24:41] presentation. We're so excited,
[2:24:43] Stephanie.
[2:24:44] >> You can just stay here.
[2:24:48] >> Okay. Well, Ashley, she's my helper. Uh,
[2:24:52] so if I pass out, she'll come and save
[2:24:55] the day. Okay, if you want to push on my
[2:24:57] thing because I I did this so we can all
[2:25:01] look at it. Okay. So, uh this year, uh
[2:25:05] we were able to hold the first books
[2:25:09] book battle blitz for Boxelder County
[2:25:11] and or book boxelder school district.
[2:25:15] And uh we had Garland Elementary and LC
[2:25:18] Harris Intermediate as our pilot
[2:25:20] schools. Um in Garland we had about 32
[2:25:23] students and in LC Harris about 39. We
[2:25:26] had anyway doesn't matter. So about 71
[2:25:28] students total between the two schools.
[2:25:32] Last year, our book lists included
[2:25:34] these. The there was eight in the
[2:25:36] elementary and then next year we we
[2:25:40] moved it to 12 because um when when this
[2:25:45] is actually uh it is a a national
[2:25:47] program, but because I'm frugal, uh I
[2:25:52] made my own. [laughter] So, we had to
[2:25:55] read these books and then come up with
[2:25:56] our own questions. And when you're
[2:25:58] coming up with questions from eight
[2:26:00] books, it's really hard to come up with
[2:26:02] enough questions. So, moving to 12
[2:26:04] books, it makes it a lot easier for me
[2:26:07] to um put in get enough questions to
[2:26:11] make the the battle um where we aren't
[2:26:14] repeating the same questions over and
[2:26:15] over throughout the year. Um you can see
[2:26:19] that uh there's the dark uh the dark
[2:26:23] titles and the light titles. If you
[2:26:25] scroll down again, I should have been
[2:26:28] better at doing this game, but you can
[2:26:30] see that they are the same. The light
[2:26:32] titles now go up again. Are the are the
[2:26:35] same in both the intermediate and the
[2:26:38] elementary. Will you scroll up just
[2:26:39] halfway? Just halfway. Scroll up. There
[2:26:42] we are. Right there. So, you see that
[2:26:43] they're the same. I did that so that in
[2:26:45] the elementary school and in the
[2:26:47] intermediate school, families can be
[2:26:49] reading the same books together. So that
[2:26:51] we're we're creating an opportunity for
[2:26:53] families to have have a bonding
[2:26:56] experience while reading books because
[2:26:57] we love literature. So um this year
[2:27:01] again we have six books though that will overlap. I have reached out to um
[2:27:06] the the libraries in the community and
[2:27:09] the bookmobiles and they are going to
[2:27:12] try to get as many of the books as they
[2:27:13] can with so that throughout the summer
[2:27:15] that they can read these books. Um all
[2:27:18] of the elementary schools in our
[2:27:20] district have uh committed to
[2:27:22] participating along with um the Bear
[2:27:26] River side of LSC Harris and the middle
[2:27:30] school. So if uh there are parents that
[2:27:33] feel like they would like to be more
[2:27:34] involved with this, we just invite you
[2:27:36] to reach out and actually I think that's
[2:27:38] on another slide. I'll not reach not
[2:27:40] tell you that yet. Okay. So the the
[2:27:43] objective really is is to have a a
[2:27:46] competition in academics. I know there's
[2:27:49] a lot of sports in our area and we were
[2:27:51] just hoping to en encourage more
[2:27:54] academic, more reading, challenging
[2:27:56] kids. I know that right now graphic
[2:27:58] novels are the favorite of all students
[2:28:00] in elementary anyway. And so it was fun
[2:28:03] to bring in different book titles that
[2:28:05] are longer to get them to um enjoy
[2:28:08] different type of books. And so with the
[2:28:10] competition we had Oh honey, you're
[2:28:12] going too fast. Go up. That's okay.
[2:28:15] So with a competition, a way to
[2:28:17] encourage working as a team because the
[2:28:19] students are in team form and then uh so
[2:28:23] that they can get a a sense like with
[2:28:25] the eight books you could have uh like
[2:28:27] four kids in the team and then each one
[2:28:29] of them would maybe read two books
[2:28:32] throughout the year and then they can
[2:28:33] work as a team to answer the questions.
[2:28:35] Um it does expand their reading because
[2:28:37] again they would read books that they
[2:28:39] weren't necessarily normally reading.
[2:28:41] And then the critical thinking is like
[2:28:43] um when they read the book and they
[2:28:45] wanted to pass it like they wanted to
[2:28:46] come in and get a little prize for
[2:28:48] reading that book uh they would be they
[2:28:50] would have to tell us about the book and
[2:28:52] therefore it makes them think about it
[2:28:54] and process it into a critical way of
[2:28:56] being able to let us know that they read
[2:28:58] the book. Okay. Now scroll down.
[2:29:02] Thank you. Um this is our timeline. In
[2:29:05] September they would sign up in teams.
[2:29:07] uh in October through February, we had
[2:29:09] practice sessions. Once a month, they
[2:29:11] meet and run through practice questions.
[2:29:13] And working with different schools,
[2:29:15] they're able to do more or less of that,
[2:29:17] but if they're able to meet more often,
[2:29:20] then they're able to do like a book club
[2:29:21] idea that they can meet and talk about
[2:29:24] the books and and having more of a
[2:29:26] discussion, which is um really fun with
[2:29:29] book clubs. Um and then the book battle
[2:29:31] would mostly be most likely be within
[2:29:34] March.
[2:29:35] And in Alice Harris, we did a double
[2:29:37] elimination round. And in Garland, we
[2:29:39] just did three rounds and then we just
[2:29:41] added up points and um the top two
[2:29:44] battled against each other. Now, if you
[2:29:46] scroll down one more time, can you click
[2:29:49] on that and see if it'll let us watch
[2:29:51] that?
[2:29:53] Um so this is the last. This is the
[2:29:55] Alice Harris.
[2:29:56] >> You say names while going to school.
[2:30:01] So they ask the question, the students
[2:30:04] have to write down the title of the book
[2:30:06] and the author and they get two points
[2:30:08] for the title and one point for the
[2:30:10] author. And it's not a race, but they
[2:30:13] have to write down their answers on
[2:30:15] these whiteboards. And then they um talk
[2:30:18] about it and then they reveal
[2:30:22] » virtually.
[2:30:25] >> So you have um if if they get it or they
[2:30:28] don't then they get the points and then
[2:30:29] it goes on. if you'll just skip to the
[2:30:31] very end because it it just it can keep
[2:30:33] going more right about there. Okay. So
[2:30:36] then hopefully Oh, here it is.
[2:30:40] [screaming]
[2:30:40] >> Another book battle
[2:30:43] is
[2:30:45] dragon. [gasps]
[2:30:46] >> Yay.
[2:30:48] You guys, it was just so much fun and it
[2:30:50] was so fun to see these kids get so
[2:30:52] excited about the books that they're
[2:30:53] reading. It was it was energetic and it
[2:30:56] was so fun. And it's hard to bring that
[2:30:59] energy. This is the This is the uh
[2:31:02] bracket that we used. It was It was
[2:31:05] great. I totally messed up the bracket
[2:31:07] and let's say that my stress levels rose
[2:31:11] so high. But it [music] I lived anyway.
[2:31:14] It was really fun. It was really great.
[2:31:16] Um okay, go down or up whichever
[2:31:19] direction that is. Um so yeah, these are
[2:31:22] the schools participating. And again, if
[2:31:24] you reach out to your school, if you
[2:31:25] have students in the al in this school
[2:31:27] or on the box other end middle in the
[2:31:29] middle or the alys I'm sorry, this one,
[2:31:32] the intermediate or the middle, um
[2:31:34] there's still time to sign up. So, let
[2:31:36] your schools know. The problem is is
[2:31:38] that they don't want more work to be
[2:31:39] done. Like it it does take effort. So,
[2:31:42] if we have parents that are willing to
[2:31:43] help and run it, then they're willing to
[2:31:46] do it. Hence, I have a student in
[2:31:47] intermediate and in the middle school.
[2:31:49] Hence, they have parent volunteer help
[2:31:51] and that's why they're doing it because
[2:31:53] I made them. Um, okay. So, keep going
[2:31:55] up.
[2:32:00] » Sorry.
[2:32:01] >> That's okay. Wake up. I'm not that
[2:32:03] boring. So, again, you can reach out.
[2:32:05] Uh, also, if you feel like you really
[2:32:08] love this program, you can donate books
[2:32:10] that are on the list to your elementary
[2:32:12] or to your libraries. Um, donate your
[2:32:15] time to help. And you can also reach out
[2:32:16] to me if you want to be part of this
[2:32:20] whole thing. Okay, go one more. Ah,
[2:32:24] thank you. And Ashley, she's been such a
[2:32:26] powerful um help in this. And then
[2:32:28] Melanie Francis and Libby Christensen
[2:32:30] were my librarians that helped. Do you
[2:32:32] want to add anything?
[2:32:34] >> I talk too much.
[2:32:36] >> So great. And we presented this to
[2:32:39] principal at our meeting last month and
[2:32:41] every reached out to me. They're in
[2:32:44] excited
[2:32:45] It would be great to have more.
[2:32:49] >> Thank you.
[2:32:55] » Well done. I am excited for you because
[2:32:58] I know this is something you so wanted
[2:33:00] to tackle and I'm so impressed. I don't
[2:33:02] know as a board. I'm sure we all just
[2:33:06] Well done. We're going to move on to J3
[2:33:09] unless somebody has any questions for
[2:33:11] Stephanie.
[2:33:14] All right. Yes, Karen. Do you
[2:33:18] >> No questions. I never know if it's on or
[2:33:20] off. No questions, but it sounds really
[2:33:22] fun and just thank you for all your hard
[2:33:24] work.
[2:33:26] >> All right, let's go ahead and move to
[2:33:28] J3, our monthly financial report from
[2:33:30] our business administrator, Neil
[2:33:31] Stevens.
[2:33:46] sit back down. I don't have my
[2:33:47] eyeglasses on today and I can't see that
[2:33:48] screen. Looks like a bunch of black and
[2:33:50] white. I'm not sure what it says.
[2:33:56] So, we're are kind of in the the
[2:33:58] doldrums of the financial year is where
[2:34:01] we're finish up with school in a few
[2:34:03] weeks here and we have a few months left
[2:34:06] in the um fiscal year to complete all of
[2:34:10] our um all of our work. Uh we're on
[2:34:13] track. If you look um let's see what
[2:34:15] line we're on here. Um line for uh 15,
[2:34:18] the revenue. You see we're about $4
[2:34:21] million up on last year in revenue,
[2:34:23] which is where we expect to be. Overall,
[2:34:26] there's about $15 million left in state
[2:34:28] and federal revenue support to come in
[2:34:30] still into our operation fund. So that
[2:34:32] would put us right about $140,000
[2:34:36] a million dollars rather for revenue
[2:34:38] this year. We still have two months left
[2:34:40] of property tax receipts to receive. uh
[2:34:43] property personal property taxes come in the months of May and June and I
[2:34:49] believe we have right around $6 and a
[2:34:50] half million dollars still going to come
[2:34:52] in. So our revenue versus our
[2:34:53] expenditures, we're in a good spot. Um
[2:34:56] there's no real um
[2:34:59] we're on track for everything we
[2:35:00] projected. There's no surprises in our
[2:35:02] budget. There's no uh upcoming expenses
[2:35:04] that are not already accounted for. So,
[2:35:07] I would entertain any questions the
[2:35:09] board has about our our financial
[2:35:11] statements or our our financing
[2:35:13] position. If not, that's my update for
[2:35:16] this month.
[2:35:22] » Yeah, I don't have a question about that, but um I know you're in lock
[2:35:27] step with um a a lot of the um events
[2:35:32] that have been going on the last few
[2:35:34] weeks. Um I assume that you're um
[2:35:38] staying um in contact with the county
[2:35:41] commissioners um and as you know as
[2:35:46] things move forward that um you're
[2:35:50] working with them understanding the
[2:35:51] impacts to our school district and at
[2:35:53] some point I don't know what the right
[2:35:56] timing is but uh I'd like to have you
[2:35:58] report on um what um what you're you're
[2:36:03] learning as you um continue to to work
[2:36:07] with them on what's happening.
[2:36:09] >> Absolutely. Um I haven't met with them
[2:36:10] personally, but I I've been part of the
[2:36:12] meetings with Maida, the public
[2:36:13] meetings, and I follow the events and I
[2:36:16] um a lot of the documentation made
[2:36:17] public via MIDI at the agreements I
[2:36:19] have. I reviewed them. I provided the
[2:36:21] board with an update via email a while
[2:36:23] back about that. Uh essentially in the
[2:36:26] future when this does go forward, when
[2:36:28] it is approved, if there is a
[2:36:30] referendum, um if that process plays
[2:36:32] out, uh we will need to sit down with
[2:36:35] the county commissioners to negotiate in
[2:36:37] a local agreement of sharing of of tax
[2:36:40] revenue. It won't be property tax
[2:36:41] revenue. It will be energy tax revenue.
[2:36:44] And my impression is the county will do
[2:36:45] that with every tax entity in the
[2:36:47] county. They have a share of that
[2:36:49] revenue going forward. Uh but it's still
[2:36:52] very preliminary to see what that will
[2:36:54] look like.
[2:36:57] >> Yeah, understand. Um I wrote the
[2:37:00] governor express some concerns that I
[2:37:03] have with the taxing issue and and
[2:37:07] uh he did respond um not to me
[2:37:10] personally, but you know sends out to
[2:37:12] anyone that um that uh emails him. and
[2:37:17] he says he's committed to um ensure that
[2:37:21] we have a net positive uh from um from
[2:37:26] th you know those things that are
[2:37:28] happening just but just as a board I
[2:37:30] think it would be good uh for you just
[2:37:33] to keep us in the loop on what what
[2:37:34] you're learning as as that progresses.
[2:37:37] >> Definitely. I'll be attending the next
[2:37:38] MIA meeting on the 19th of May at the
[2:37:41] state capital and I'll um any
[2:37:43] information I have I'll react to board
[2:37:45] and report back.
[2:37:47] >> So just in case I don't want to forget I
[2:37:49] think it would be great if you would
[2:37:51] just for our next board meeting let's
[2:37:53] get that on the agenda just to report
[2:37:55] from what you learned. Um it's good for
[2:37:57] we I appreciate the emails and I I you
[2:38:00] know appreciate that information. It's
[2:38:02] also really good for in a public meeting
[2:38:04] for anyone of the public who might be
[2:38:06] interested in how that how this plays
[2:38:09] out.
[2:38:10] >> I can prepare a presentation for next time.
[2:38:11] >> Thank you. Thanks.
[2:38:16] » All right. Any other questions for Neil
[2:38:18] from the board?
[2:38:21] Okay, we're going to move on to the our
[2:38:23] board committee reports. And since I've
[2:38:25] just I'm holding the mic right now, I
[2:38:26] want to just say what a And Megan is
[2:38:29] here. Is she Did she leave? Oh, she
[2:38:31] left. Darn it. She was here just a
[2:38:34] minute ago. But um our
[2:38:39] multicultural celebration that we had um
[2:38:43] at Boxelder Middle School a couple of
[2:38:45] weeks ago was just way beyond what I had
[2:38:48] expected it to be. It was so much fun
[2:38:50] and I was so impressed with our kids
[2:38:53] that came um as from our Chinese dual
[2:38:56] immersion, our Spanish dual immersion,
[2:38:58] our um Latinos in action groups. There
[2:39:01] were it was amazing and I would
[2:39:03] encourage is that it just gets bigger
[2:39:06] from what I've heard. It's big. It was
[2:39:07] bigger this year than it was the year
[2:39:08] before and plans to get bit bigger next
[2:39:10] year and I would just encourage all of
[2:39:13] board members to to attend that next
[2:39:15] year. I was so impressed and Megan
[2:39:17] worked so hard and her committee I wish
[2:39:19] I had all their names, but I appreciate
[2:39:21] her committee for working so hard on
[2:39:23] that.
[2:39:25] Any other board uh committee reports?
[2:39:34] Um so we've got the Boys and Girls Club
[2:39:38] um dinner and auction will be coming up
[2:39:40] on June 12th. Um I've talked to Janelle.
[2:39:44] you ask if I coordinate anybody from the
[2:39:46] district that wants to go and then I can
[2:39:48] let her know that and she can make
[2:39:50] arrangements to have um a table for that
[2:39:53] many. Um, and I also wanted to uh report
[2:39:58] that the Boys and Girls Club uh have
[2:40:01] been contacted again this year by Feed
[2:40:03] America, which is a group that comes and
[2:40:05] helps to donate a lot of food products
[2:40:08] and works with the um different people
[2:40:11] in our county to get food products. And
[2:40:13] they usually don't go to the same place
[2:40:16] um more than like every five years. Um
[2:40:19] but they felt like that the need here
[2:40:21] was um great last year and it was very
[2:40:25] the the people that came and received
[2:40:26] that were very humble and appreciative
[2:40:29] and so this is the first time that
[2:40:30] they're actually going to the same place
[2:40:32] twice within a 5-year period. So that's
[2:40:35] happening on May 21st there. And then I
[2:40:39] wanted to report out the Bridgeland uh
[2:40:41] will be having its graduation on June
[2:40:43] 12th and this year um that takes in the
[2:40:48] students they graduated in December and
[2:40:50] then the students that they will
[2:40:51] graduate on June 12th. They will have
[2:40:54] graduated over 80 of Boxelder School
[2:40:56] District students through their program.
[2:40:58] So appreciate them and appreciate the good work that our schools are doing
[2:41:03] and helping the students to to get that
[2:41:05] opportunity.
[2:41:08] That is that's awesome. Those 80
[2:41:11] students of ours that that benefit so
[2:41:13] much from Bridgerland and I Mr. Wy thank
[2:41:16] you for doing the work you do to keep
[2:41:18] that cons that going for us right that
[2:41:22] teamwork. Any other board committee
[2:41:25] reports?
[2:41:27] All right, Michaela,
[2:41:30] it's your turn for a student board
[2:41:32] member report. We'll let you go first
[2:41:35] and then we have a little something for
[2:41:36] you. Okay.
[2:41:37] >> Okay. [clears throat]
[2:41:39] >> Um there's not really much going on cuz
[2:41:42] graduation's in like a week and a half,
[2:41:44] but um
[2:41:46] yeah, but um I know all of like the AP
[2:41:50] tests are coming up, so we're just all
[2:41:51] kind of studying and finals and grades
[2:41:55] are going in. Um today was Boxelders
[2:42:00] uh scholarship night. They just like
[2:42:04] acknowledged everyone's scholarships
[2:42:05] that they had gotten and then um handed
[2:42:08] out cords for completed pathways. Bear
[2:42:10] River had that during an assembly during
[2:42:12] school a couple days ago. And then um
[2:42:17] you know you guys already know but
[2:42:19] Boxelders graduation is the 26th and
[2:42:22] Bear Rivers is the 27th. And then Bur
[2:42:24] River is having like a fun motorcade
[2:42:28] thing for all of the seniors. It's like
[2:42:30] a parade that they drive around um in
[2:42:33] all of their cars and they just get
[2:42:34] recognized. Um it sounds really fun, but
[2:42:38] yeah, like there's not much going on
[2:42:40] right now. So,
[2:42:44] thanks Michaela and we so appreciate you
[2:42:46] keeping us in touch with our high
[2:42:47] schools and what's going on. and um you
[2:42:50] you're an impressing an [music]
[2:42:52] impressive and outstanding young woman
[2:42:53] and we have all been really we
[2:42:56] appreciate you and have been really I
[2:42:58] think impressed with the way you've
[2:43:01] reported to us each month the way that
[2:43:03] you've kept um tabs on what's going on
[2:43:05] in our high schools on both ends which
[2:43:07] isn't an easy task for someone who's
[2:43:09] really busy and so engaged in at
[2:43:12] Boxelder High School. So thank you for
[2:43:14] keeping in touch with Bear River High
[2:43:15] School as well. Um, you're gonna do
[2:43:18] great things. We know you are. Um,
[2:43:20] you're headed the right direction and we just can we just give her a round
[2:43:25] of applause.
[2:43:27] [applause]
[2:43:32] Tonight, before you leave, make sure you
[2:43:34] get your name tab from the front of the
[2:43:37] desk. You just take that name plate out
[2:43:39] of the stand and take that with you. We
[2:43:42] have a gift certificate and your own
[2:43:45] plaque. Do you want to Why don't you go
[2:43:47] ahead and take it down to her? Is that
[2:43:50] all right? We also have this lay
[2:43:54] ribbon lay for graduation. Don't I mean
[2:43:56] that's if you wear it that night. That's
[2:43:58] totally up to you. No pressure on that
[2:44:04] » board. Can we gather in and get a
[2:44:06] picture with Michaela?
[2:44:13] Yeah. Why don't you
[2:44:45] Michaela, I think if you recall, you
[2:44:48] received a letter from Eastston Johnson
[2:44:52] when you first started and he was our
[2:44:53] former uh student board member. So, if
[2:44:56] you would please, would you prepare that
[2:44:58] letter and give that to my secretary
[2:45:00] Marcy and that'll be sitting there ready
[2:45:02] when we start probably with somebody in
[2:45:05] September. And I'm not sure I don't know
[2:45:07] if I've ever read that letter, but
[2:45:10] whatever Eastston said, just tell them
[2:45:12] about your experience and and and
[2:45:14] prepare them for what they're about to
[2:45:17] do. And then also, um, would you please
[2:45:19] contact Marcy? Hey, and the iPad will be
[2:45:23] transferred on to the next the next
[2:45:25] student. So, and thank you. I, you know,
[2:45:28] you get to know a student during the
[2:45:29] year and it's always a ton of fun to get
[2:45:31] to know you and watch you actually grow
[2:45:34] in your position during the year and and
[2:45:36] I think you're more confident now as you
[2:45:38] talk in front of folks and and so it's
[2:45:40] fun to watch that and we look forward I love to hear about our former board
[2:45:44] members, student board members and what
[2:45:46] they do and you know swing by once in a
[2:45:49] while and say hi to to hi to folks. We
[2:45:51] really appreciate it. Thank you.
[2:45:55] » [applause]
[2:46:01] » All right, if you all just notice the
[2:46:03] April employee appreciation names and
[2:46:06] from the the schools they're from. And
[2:46:09] we will move on to K, item K, our policy
[2:46:13] review. Um, so we need a motion on that.
[2:46:21] Um, I have a question on K1B
[2:46:27] which we as I read it, it it's not the
[2:46:31] same as we talked about last week. Um,
[2:46:35] and my question is that we've talked a
[2:46:38] lot about the fact that when we go into
[2:46:40] close session, we can't take a vote. So,
[2:46:43] we can't approve a recommended
[2:46:45] candidate. It was my um memory from last
[2:46:48] week. We said that they would make us
[2:46:50] aware of who they were putting out, but
[2:46:53] we couldn't approve anything in a close
[2:46:56] session.
[2:47:02] It is 3,300. And I guess I don't see
[2:47:06] where you're saying because you're
[2:47:08] right. We went over that and fixed it so
[2:47:10] that it didn't say that.
[2:47:11] >> So I'm
[2:47:12] >> all the red All the red part is on
[2:47:14] >> I'm on page three of four.
[2:47:16] >> Yes, I'm there. Okay. And it's not I
[2:47:18] went back and looked at from last week
[2:47:20] what we talked about and it's not the
[2:47:23] same. But it and it also has in there
[2:47:28] that be contingent upon the formal
[2:47:30] approval by the board during a closed
[2:47:33] work session.
[2:47:43] » That is not the right copy that we went
[2:47:46] over in our work session. So, we'll have
[2:47:47] to put the other one. Thank you. I
[2:47:49] didn't know that was the one on the
[2:47:50] board thing. [music]
[2:47:52] Yeah. So, we'll bring it next month.
[2:47:54] Okay.
[2:47:59] » I didn't look at what one was on the
[2:48:00] policy because review because we'd gone
[2:48:03] over it so carefully
[2:48:05] prior. So, Karen, I'm so glad you caught
[2:48:08] that. Any other?
[2:48:10] >> So with that, I would make a motion that
[2:48:13] we approve
[2:48:14] um on first reading the orderly school
[2:48:18] termination for employees and then the
[2:48:21] second reading policies and then u table
[2:48:25] the policy on administrative personnel
[2:48:27] section
[2:48:31] » Neil. So the first is Karen Cronin the
[2:48:34] motion sorry and the second is Stephanie
[2:48:37] to Phillips. We have a motion and a
[2:48:40] second. Any other questions?
[2:48:43] Discussion. All right. All those in
[2:48:45] favor say I.
[2:48:46] >> I.
[2:48:47] >> Any opposed?
[2:48:49] Okay. That motion passes.
[2:48:52] All right. We are moving to L. Board
[2:48:54] discussion items. Um,
[2:48:58] the review of the tenative fiscal year
[2:49:00] 27 budget.
[2:49:11] So, I prepared a document here for that
[2:49:14] lists um where we're at compared to last
[2:49:17] year for budgets for this from the
[2:49:20] state.
[2:49:21] Um I'll I'll note I'll start off by
[2:49:23] noting that the local tax revenue that
[2:49:26] we expect to receive it works on a
[2:49:29] revenue basis where we're guaranteed the
[2:49:31] same revenues the prior year and then
[2:49:33] the rate is adjusted uh consistent with
[2:49:35] the valuations of property both
[2:49:38] essentially assessed personal property
[2:49:39] and real property from the county. So
[2:49:42] the county assessor has that
[2:49:43] responsibility to assess the property
[2:49:45] value. County auditor has responsibility
[2:49:48] to determine the rate to ensure we see
[2:49:50] re we see the same revenue as before.
[2:49:53] Those that information is not available
[2:49:55] to us until June 8th. So it's difficult
[2:49:59] to make an estimate of where our revenue
[2:50:01] will be as an increase for growth until
[2:50:05] that time. And so what is presented here
[2:50:07] today is just based on the increase that
[2:50:10] we know of the state revenue here.
[2:50:13] So, our biggest pot of money that we use
[2:50:16] in operations
[2:50:18] comes from the kindergarten through 12th
[2:50:20] grade uh line item. That line item is
[2:50:25] estimated to grow by $1.2 million.
[2:50:28] The this is a interesting line item
[2:50:30] because it has a combination of state
[2:50:32] and local uh tax dollars. So, how this
[2:50:36] works is that the legislator sets the
[2:50:38] basic rate every year and they don't set
[2:50:41] a rate, they set a a revenue target and
[2:50:44] based on the number of students we have, a an amount we're required to
[2:50:49] raise or tax locally in order to receive
[2:50:52] the state support. If we don't meet the
[2:50:54] minimum requirements of the basic rate,
[2:50:56] we don't receive the state dollars. Only
[2:50:58] one school district in the state of Utah
[2:51:00] does not receive state dollars and that
[2:51:01] is Park City because Park City has an
[2:51:03] excess. They actually have to send money
[2:51:07] to the state board every year as part of
[2:51:09] their funding agreement because they
[2:51:10] have so much excess tax dollars.
[2:51:13] So, as you can see here, Grades K12 has
[2:51:16] a $1.2 million potential increase. Now I
[2:51:20] say potential because every year they
[2:51:22] evaluate this and every year we have a
[2:51:25] change at this time of year because they
[2:51:28] pot they call the county auditor and say
[2:51:30] how much funds did you give box school
[2:51:33] district and then they break it down
[2:51:35] according to our rates between our bode
[2:51:37] our board our voted and our local
[2:51:39] dollars geo bond capital charter school
[2:51:41] dollars as well those ones we don't see
[2:51:45] and then they figure out how much of
[2:51:46] that is proportionate to the basic levy
[2:51:49] and they adjust that up or down each
[2:51:51] year, usually down because usually their
[2:51:53] estimates are lower than we actually
[2:51:55] receive.
[2:51:57] So, we're banking on a $1.2 million
[2:52:00] increase. It will probably be slightly
[2:52:02] less. Um, that's the biggest change in
[2:52:05] our total um revenue that we can use in
[2:52:09] operations. A lot of the other parts of
[2:52:11] these revenue estimates are restricted
[2:52:13] in nature. So they for example special
[2:52:16] ed or CTE or um at risk funding has a
[2:52:23] very specific funding use and we can't
[2:52:25] use it to fund all teachers or all
[2:52:27] positions or all salaries or uh supplies
[2:52:30] in different areas. So, as we go through
[2:52:34] here, and I don't know if the board's
[2:52:35] had time to look through these different
[2:52:37] amounts here, but if we scroll down to
[2:52:40] the very bottom here, it shows the
[2:52:42] increase that we're expected to see. Um,
[2:52:47] we're about 5.4 million on the vote of
[2:52:51] the board levy there. Our total increase
[2:52:54] um is about we're going to be about 105
[2:52:58] million dollars this year. We're going
[2:53:00] to increase about $5 million overall.
[2:53:03] That's the what we're looking at for
[2:53:05] state support increase. Uh very meager
[2:53:08] this year from the state legislature. Uh
[2:53:09] they did a lot of realignments and
[2:53:11] programs. We lost money and um digital
[2:53:15] teaching and learning. We lost funds for
[2:53:17] our K3 literacy licenses. Uh we also uh
[2:53:21] lost some CTE funds based on estimates
[2:53:23] for enrollments. So, as far as program
[2:53:26] losses, we're losing $625,000 in funding
[2:53:30] this year that we need to use local
[2:53:33] dollars to replace.
[2:53:35] Um, do we have any questions about
[2:53:37] specific line items in this uh state
[2:53:40] estimate displayed here?
[2:53:44] About $625,000.
[2:53:51] » The red is the reduction. So, we're
[2:53:54] estimating the voted is going to be
[2:53:56] reduced by $891,000
[2:53:59] from the prior year.
[2:54:02] And these are all estimates. The vote of
[2:54:04] the board state support calculations are
[2:54:06] very complex. Um, it did take in account
[2:54:10] estimates on total county valuations,
[2:54:14] uh, estimates of how much you receive
[2:54:15] based your tax rates. Does not take in
[2:54:17] account any, uh, growth here. And so
[2:54:21] this was usually there's two revisions,
[2:54:23] one midy year, one end of year. We had
[2:54:26] one this year as well at uh we were
[2:54:28] estimated to receive about $7.9 million
[2:54:31] beginning of the year was revised down
[2:54:33] to $5.8 million the midy year and then
[2:54:36] revised back up when they had the final
[2:54:38] actual revenue dollars calculation back
[2:54:41] up to 6.7. So it kind of goes ups and
[2:54:43] flows. For budgeting purposes, I like to
[2:54:46] budget about 80% of what they estimate
[2:54:48] to allow for those es and flows.
[2:54:59] » Any questions for Neil?
[2:55:04] » All right. Thank you.
[2:55:05] >> I I prepared another document wasn't
[2:55:08] ready for board and I have it. It's in
[2:55:10] your emails if you would like to um go
[2:55:12] to that.
[2:55:14] And I'm wondering,
[2:55:16] >> do you want to speak to it now?
[2:55:18] >> Yes.
[2:55:19] >> Uh let me So it's in everybody's email.
[2:55:22] I don't know if you can see that. I'm
[2:55:24] thinking about I'm going to borrow
[2:55:26] Keith's court here and display my
[2:55:28] computer.
[2:56:02] This it's the fiscal year 27 estimated
[2:56:04] operational budget. it.
[2:56:05] >> Yes.
[2:56:06] >> Okay.
[2:56:07] >> Yes, that's it.
[2:56:09] So, these are um estimates that we have
[2:56:12] here.
[2:56:14] I'm going to zoom in and see if this is
[2:56:15] helpful.
[2:56:17] So, our local revenue, we're estimating
[2:56:20] it and we I have some growth numbers on
[2:56:22] our essentially assessed numbers because
[2:56:24] the state tax commission assesses
[2:56:26] essentially assessed dollars. Um so,
[2:56:29] that's basically any assets that cross
[2:56:31] across counting lines or tax lines. So I
[2:56:35] think railroads um not telecommunication
[2:56:37] they took that a few years ago. Um
[2:56:41] mostly railroads, pipelines,
[2:56:45] other large assets that may be on the
[2:56:48] borders of county lines or are state
[2:56:50] part of stateood projects. They assess
[2:56:52] those. And so I know we have about
[2:56:55] $600,000 in growth on the locally
[2:56:57] assessed. I won't know the amount on the
[2:56:59] real or personal property until in June.
[2:57:02] So, we have about $600,000 in growth
[2:57:04] from the prior year in local revenue.
[2:57:07] State revenue is about $104,000.
[2:57:10] Uh we'll end this year about $101,000.
[2:57:13] So, there's about a $3 million increase
[2:57:16] there. We always get more in the end
[2:57:18] because there's there's state grants and
[2:57:20] state programs that we can apply for and
[2:57:22] get funding for, but we don't know what
[2:57:24] those amounts are going to be at this
[2:57:26] point.
[2:57:27] Then we go into our federal revenue.
[2:57:29] That's our title one revenue, title two
[2:57:31] revenue, special ed, IDA, preschool and
[2:57:34] school age revenue and Medicaid revenue
[2:57:37] as well and Perkins. So we're looking
[2:57:39] about $6 million in and federal revenue
[2:57:41] as well. So our total estimated revenue
[2:57:44] should be right about $150,000.
[2:57:47] Sorry, million dollars. Thank you. Um if
[2:57:50] we get into our salaries here,
[2:57:52] estimating total salaries to be right
[2:57:53] around $91 million. Uh that's for all
[2:57:56] different uh everyone who works in the
[2:57:59] district, teachers, mechanics, uh school
[2:58:02] lunch, um our pair professionals, our
[2:58:05] coaches. Most of our coaches are not
[2:58:07] paid on a salary schedule. They're paid
[2:58:08] on a stipen for their work, a flat rate.
[2:58:12] So take account all those things, I'm
[2:58:13] estimating about $91 million.
[2:58:16] Our benefits, which include payroll
[2:58:18] taxes, include our contribution to URS,
[2:58:22] includes the 401k matching at 1.5%.
[2:58:25] We're estimating about $24 million.
[2:58:28] And then uh in these other areas, we we
[2:58:31] have a little bit of growth built in for
[2:58:32] inflation for the remaining areas. So
[2:58:36] we're looking about um $8 million in
[2:58:38] supplies. And that supplies
[2:58:41] is um actually this label wrong. The
[2:58:43] first supply should say professional
[2:58:45] services. So these are uh consultants,
[2:58:49] trainers that come in and do training
[2:58:51] for us. They may um provide uh safety
[2:58:56] training. They may provide uh various
[2:59:00] different consulting services.
[2:59:03] This is where this this comes from. That
[2:59:05] includes things like we have software
[2:59:08] agreements. It get that goes in here. Uh
[2:59:10] panorama is one of those things that we
[2:59:12] gets paid here out of here. Then uh
[2:59:16] purchase services which are more
[2:59:19] detailed more technical in nature about
[2:59:21] $900,000.
[2:59:23] Technical services such as um
[2:59:28] utilities
[2:59:30] um those things of that nature about
[2:59:33] $2.2 million supply budget which
[2:59:36] includes a lot of things including
[2:59:37] computers. Computers are considered to
[2:59:39] be good supply because of the of the
[2:59:40] cost uh the low cost of them. We're
[2:59:43] estimating about $15.6 million in
[2:59:45] supplies.
[2:59:47] Uh equipment about $2.1 million. So
[2:59:50] equipment is defined as something that
[2:59:51] costs more than $5,000 for a single
[2:59:54] item. So that's not computers. That's
[2:59:56] large. Uh a lot of our kitchen
[2:59:58] equipment, it falls in that realm. Our
[3:00:01] data centers, our servers, things of
[3:00:03] that nature fall into the equipment
[3:00:05] realm.
[3:00:07] And then we have dues indirect costs
[3:00:09] about $2.7 billion. So indirect costs
[3:00:12] are the portion of district operations
[3:00:15] that we can take from uh programs to
[3:00:19] fund the cost of operations. Think for
[3:00:21] example payroll. So we're not direct
[3:00:24] charging payroll to the CTE program or
[3:00:26] special ed program or title program. We
[3:00:28] get a a indirect cost percentage where
[3:00:31] we get a portion of the funding to
[3:00:32] support the central operations of the
[3:00:35] office. That's about $2.7 million that
[3:00:38] flows back into to support our
[3:00:40] administrative functions. So total
[3:00:43] expenses about $147.8 million. That
[3:00:47] leaves a a cushion about $2.4 million,
[3:00:50] which is uh probably about average what
[3:00:52] we see at this time of year. There's
[3:00:53] always going to be unforeseen expenses.
[3:00:55] Um there may be revenue that doesn't
[3:00:57] materialize, especially on the local
[3:00:58] side. And so that feels like a probably
[3:01:01] a minimum cushion we'd have for a
[3:01:03] preliminary bal uh um estimates at this
[3:01:05] time of year. As we go throughout the
[3:01:07] year, we'll I'll always mean keep an eye
[3:01:10] on this and make sure there's no um
[3:01:12] concerns. Uh I past couple years I've
[3:01:14] been looking at our our history. We
[3:01:16] haven't had a a deficit in our
[3:01:18] operations fund and we hope to maintain
[3:01:20] that way going forward.
[3:01:24] >> Any questions?
[3:01:28] Will you just specify there's two
[3:01:30] supplies? I know you gave examples from
[3:01:32] both. There's just there's two supplies
[3:01:34] budgets.
[3:01:35] >> Yeah.
[3:01:35] >> Top one is
[3:01:37] >> is should be professional services. I
[3:01:39] apologize.
[3:01:40] >> And the second one was for like
[3:01:41] computers and Yeah. Okay. All right.
[3:01:43] Thank you. I couldn't remember what that
[3:01:44] first one
[3:01:46] >> was for. Any questions for Neil or
[3:01:50] comments?
[3:01:53] » I'd just like make one comment, Neil. I
[3:01:55] know um as we've worked as you presented
[3:02:00] various um budgets and items,
[3:02:04] [clears throat] I I know that there are
[3:02:06] items that you've reported. Uh we can
[3:02:11] um stop using this service that we
[3:02:13] purchased maybe five or 10 years ago
[3:02:15] that's no longer needed and those types
[3:02:17] of things. Uh Karen made a comment, I
[3:02:19] don't remember if it was a work session
[3:02:20] or board meeting about um cost savings.
[3:02:25] I I wonder if you'd be willing to lead
[3:02:27] an effort throughout the district to
[3:02:30] expand on what you're already doing, you
[3:02:32] know, engage uh the the entire district,
[3:02:36] you know, down to teachers and everyone
[3:02:38] to as we move forward with the projects
[3:02:41] that we need to do, utilizing the the
[3:02:44] budget, the uh money the best we can and
[3:02:47] just lead an effort to have everyone
[3:02:50] look for ways that we can, you know, if
[3:02:52] there are additional services that we
[3:02:54] purchased the word needed 10 years ago,
[3:02:56] now we don't need them. You know,
[3:02:58] anything like that. Um, if you could
[3:03:01] kind of lead that effort and and report
[3:03:03] as as you uh present the budget each
[3:03:06] month and on how that's going.
[3:03:08] >> Definitely, I can definitely do that.
[3:03:09] Um, I I would I would comment that most
[3:03:12] of our contracts max is about five
[3:03:14] years. Um, then we have to renew them.
[3:03:16] If contracts are or services exceed
[3:03:19] $50,000, we have to do a public
[3:03:20] solicitation either through our
[3:03:22] advertising our own website or through
[3:03:24] the state and purchasing through a state
[3:03:26] approved vendor that's already gone
[3:03:28] through that solicitation process and
[3:03:30] been vetted and had a competitive
[3:03:32] process to arrive at a certain price
[3:03:34] point. So, we're always looking at that,
[3:03:36] but we can definitely be looking and
[3:03:38] analyzing uh outside our salaries and
[3:03:40] benefits where services we're consuming
[3:03:43] maybe have cost savings.
[3:03:49] All right, we're going to move on to our
[3:03:51] consent items.
[3:03:58] Um, I have a couple of questions
[3:04:01] um on the one probably correction on the
[3:04:06] 49 board meeting minutes. Um I was not
[3:04:10] there but
[3:04:13] um down on the approval of new
[3:04:15] superintendent and contract it was
[3:04:18] motioned that Keith Carlson was approved
[3:04:20] as the superintendent.
[3:04:22] So we might want to change that.
[3:04:28] » Kind of a mixture of the two.
[3:04:33] And then I have a question um on the
[3:04:38] boys basketball
[3:04:40] 150 mile trip. It's for June. So I'm I'm
[3:04:45] wondering do we have a boys basketball
[3:04:47] team in June? I thought that once the
[3:04:50] basketball team was over, basketball
[3:04:53] season was over, then the team um
[3:04:57] disbands and then they ret try out the
[3:05:00] next year.
[3:05:02] Every summer we have boys basketball go
[3:05:04] to different summer camps and this is
[3:05:06] just pretty much common place. Keith,
[3:05:07] would you concur with that?
[3:05:11] » Yes. Uh it is open to people that would
[3:05:14] like to participate in that. It's not a
[3:05:17] uh requirement. And it's not a
[3:05:19] determination of you are on the team. I
[3:05:22] don't know exactly how we would list
[3:05:23] that, but it certainly is not a
[3:05:26] uh the team because to your point the
[3:05:29] team has not been created. So it is open
[3:05:32] to uh um student athletes.
[3:05:36] >> So with that that it's not for the team
[3:05:39] members so to speak, does the district
[3:05:42] cover any costs if somebody wants to go
[3:05:44] but can't afford it?
[3:05:47] that that would be my concern. I
[3:05:49] wouldn't
[3:05:50] >> So all uh all fees that are school
[3:05:52] sponsored are fee waverable.
[3:05:55] >> So I guess I have um concern with that.
[3:06:03] There are many camps um many parents
[3:06:06] send their kids to a lot of different
[3:06:08] camps. I don't know why we would just
[3:06:10] pick um a few camps like the basketball
[3:06:13] camp to say that the the district is
[3:06:15] going to sponsor
[3:06:17] and have those fees be fee waver fee
[3:06:20] waverable.
[3:06:21] That's a word.
[3:06:26] » My understanding is they're all fe
[3:06:28] they're all all the camps are the same.
[3:06:30] This one's on here because it's a it's
[3:06:32] of the mileage,
[3:06:33] >> right? But not all sports have camps
[3:06:36] during the summer. Um,
[3:06:39] parents send their their kids to other
[3:06:42] camps that aren't necessarily ran
[3:06:44] through the the district in trying to
[3:06:47] keep their children competitive to be
[3:06:49] able to make teams for the next uh
[3:06:52] sports season. What specific can do you
[3:06:56] have specifics of what like what are you
[3:06:58] >> um I was told that there are parents
[3:07:00] that um send their kids to soccer camps
[3:07:03] that aren't necessarily affiliated with
[3:07:06] the district, but they're doing it to
[3:07:08] try and make sure that their children
[3:07:11] are competitive for the next year's um
[3:07:14] uh teams. So, they're sending them to a
[3:07:17] private camp,
[3:07:19] >> but for the same reason and trying to
[3:07:20] keep their kids competitive,
[3:07:22] >> but that's their choice, right?
[3:07:24] >> But is there um those kind of camps
[3:07:28] offered for every sport?
[3:07:31] >> So, I can just speak to just my 20 years
[3:07:34] as the head basketball coach being part
[3:07:36] of that program or 16 I should say and
[3:07:39] 20 overall. Um there are individual
[3:07:42] camps that exist at different
[3:07:45] universities throughout um the state and
[3:07:48] outside the state. However, team camps
[3:07:52] uh where you can uh get all of the
[3:07:55] people in your school that are
[3:07:57] interested in playing together. That's
[3:07:59] been happening since 1993. It happens in
[3:08:03] football. It happens in basketball. It
[3:08:05] happens in volleyball. It happens in
[3:08:08] wrestling. Um, it happens in soccer, it
[3:08:11] happens in baseball, softball. A variety
[3:08:14] of teams do this. Sometimes it is not
[3:08:17] down to St. George, sometimes it's to
[3:08:19] Provo, sometimes it's to Utah State.
[3:08:22] They go a variety of places. And um, the
[3:08:26] fact that it is going over 150 miles is
[3:08:29] why I think it was brought to you,
[3:08:30] right, Superintendent?
[3:08:32] >> Correct.
[3:08:40] How did you
[3:08:44] do all of them have camps that are
[3:08:46] options to do over the summer?
[3:08:47] >> Well, there's there is a variety of team
[3:08:49] camps and in every district I've been in
[3:08:51] and when I was a coach 35 years ago, we
[3:08:54] just would select a camp to go to and that was prior to school fee
[3:09:00] waiverss and some of it was in Idaho,
[3:09:02] I'll be honest. But we would get a team
[3:09:05] together and and uh for football. I've
[3:09:08] been there for basketball camps clear
[3:09:10] back in the 19
[3:09:12] 90s and and so this has been going on I
[3:09:15] think since there was team sports.
[3:09:18] >> So is it the coach that has to be
[3:09:20] willing to do it with them?
[3:09:21] >> Correct.
[3:09:22] >> There's not a soccer coach that wants to
[3:09:23] go. Then there isn't a soccer option to
[3:09:26] go.
[3:09:26] >> Correct.
[3:09:26] >> It's not that we're not supporting the
[3:09:28] soccer option. It's just that there's
[3:09:29] not a co coach that's doing it. And
[3:09:32] there's a possibility the camp that that
[3:09:34] uh Karen's referring to is what Mr.
[3:09:37] Minkham said. There's a lot of skills
[3:09:38] camps that universities put on that kids
[3:09:41] go to to improve their skills to be more
[3:09:44] uh competitive when they have a chance
[3:09:45] to try out or even compete. However,
[3:09:49] there are team camps and there's two
[3:09:50] different kinds, you know, individual
[3:09:52] skills camp, team camps. There's also
[3:09:54] Utah State University puts on a heck of
[3:09:56] a basketball um camp every every summer.
[3:10:00] And sometimes the coach, [clears throat]
[3:10:02] if you play year round like you have to
[3:10:05] anymore to be competitive, you end up
[3:10:07] playing the same people time and time
[3:10:10] again during the season in the playoffs.
[3:10:12] And so in order to get further away and
[3:10:15] play different competition, uh that's
[3:10:18] why sometimes they choose to to to go
[3:10:20] past that 150 mile mark. And it's to
[3:10:23] help them stay competitive and and keep
[3:10:26] interest in in in their sport with their
[3:10:28] students and their parents.
[3:10:36] » Two questions. I don't know what Karen
[3:10:39] was that good.
[3:10:43] » I mean I just can I ask my next
[3:10:45] questions?
[3:10:45] >> Um I I still have the the concerns. So
[3:10:48] I've just voiced my concerns.
[3:10:49] >> Oh, okay.
[3:10:51] Um, so I just had a question on the M9.
[3:10:55] This
[3:10:57] do you say link ERP contract? It just
[3:11:00] says that we're extending it for a year.
[3:11:02] Is this something that we do every five
[3:11:04] years? And what what do they provide?
[3:11:08] >> Neil can speak.
[3:11:09] >> Yeah, the link is our provider for our
[3:11:12] HR portal or module, our payroll module,
[3:11:16] and our accounting modules. They also
[3:11:18] provide a separate module for child
[3:11:20] nutrition management. And so prior to my
[3:11:23] arrival, there was a contract signed in
[3:11:26] 2023 for a three-year agreement. That
[3:11:29] contract is up and now we are looking
[3:11:32] for another two-year agreement with the
[3:11:34] same company. Um, frankly, we don't have
[3:11:36] the ability to
[3:11:39] go out and conduct a new RFP for a new
[3:11:42] system. That's a very that's a 18-month
[3:11:46] undertaking to get get to there. So, we
[3:11:48] are recommending we continue with the
[3:11:50] current contract. There's about a $5,000
[3:11:52] increase in in price for the next two
[3:11:55] years. And we will continue to
[3:11:56] reevaluate this every time it comes up.
[3:11:59] Most most school districts, most
[3:12:01] companies try to keep some stability
[3:12:04] with your enterprise resource management
[3:12:08] uh system such as this because the cost
[3:12:11] to transition is so great and so
[3:12:13] timeconuming.
[3:12:14] >> Okay. So, usually we have a long-term
[3:12:17] contract, but because we don't have
[3:12:18] enough time to find a better
[3:12:22] uh comp system to work with, then we're
[3:12:25] just extending this for a year so that
[3:12:26] we give ourselves time to get a better
[3:12:29] system.
[3:12:30] >> Well, no, let me let me rephrase this.
[3:12:32] >> Okay,
[3:12:32] >> I'm not recommending us to go out to get
[3:12:35] a new system because the cost of
[3:12:38] transitioning to a different system is a
[3:12:40] 18month implementation period plus the
[3:12:43] cost of training our staff. I'm
[3:12:44] recommending that we continue with the
[3:12:46] current system going forward. And this
[3:12:49] is asking permission to engage in a two
[3:12:52] new two-year contract.
[3:12:53] >> Well, why don't we just go longer if we
[3:12:55] like it?
[3:12:56] >> Uh, this is what they presented us with.
[3:12:58] First, they wanted the one-year option.
[3:13:00] I asked for a two-year option, so they
[3:13:01] gave us a two-year option.
[3:13:02] >> Okay, thank you. Sorry, that was
[3:13:05] confusing for me. Um, and then the other
[3:13:07] I just with the approval of the school
[3:13:09] resource officer contract, I just was
[3:13:11] curious if is that like a stipened or is
[3:13:14] that an hourly
[3:13:17] thing?
[3:13:18] >> We pay 50% of their wages. So
[3:13:21] >> like if they're if their s their wages
[3:13:24] are x does that mean it's uh it changes
[3:13:27] from year to year from what that amount
[3:13:29] would be?
[3:13:30] >> Yes, it can. So they are employees of
[3:13:33] the city first and foremost. We
[3:13:35] reimburse the city for those wages at
[3:13:37] 50% of their actual rate including
[3:13:39] wages, benefits, and we have some
[3:13:41] uniform and equipment cost in there as
[3:13:43] well.
[3:13:44] >> Okay. Thank you.
[3:13:46] >> And I will add that even though we pay
[3:13:48] 50% of their salary, they work for us
[3:13:51] for 75% of the year and then during the
[3:13:54] summer they are back in the the PDS of
[3:13:57] either Brigham City or Tmont and
[3:13:59] Garland. Neil, is that correct?
[3:14:01] >> That is correct. I'd also add that this
[3:14:03] is one of the better deals that that
[3:14:05] most districts see. Some districts are
[3:14:08] paying 100% of the salary of these
[3:14:11] officers even though they only work for
[3:14:13] the district 75% of the time.
[3:14:16] We have great partners in our cities to
[3:14:18] work with and um make this happen.
[3:14:24] » Thank you. on M13
[3:14:26] um target sports.
[3:14:30] Um is that
[3:14:32] tell us about that process and
[3:14:36] that's a different name than I've heard
[3:14:37] before.
[3:14:38] >> Target sports is the parent company name
[3:14:40] of uh field turf. So field turf has a
[3:14:44] the target sports has a statewide
[3:14:45] contract. They went through a bidding
[3:14:47] process. So state conducts RFPs on
[3:14:50] behalf of all state entities like we
[3:14:52] would do for ourselves and they have a
[3:14:53] list of approved vendors with contracts
[3:14:56] that we can select from with presence
[3:14:57] already been pre-negotiated. This is one
[3:15:00] of those contracts and that we're going
[3:15:02] to we have elected to utilize that
[3:15:04] process rather than reinventing the
[3:15:06] wheel to select a vendor for this
[3:15:08] project.
[3:15:10] >> Thank you.
[3:15:12] All right. Any other concerns, questions
[3:15:16] on the consent agenda?
[3:15:19] >> Um, I just will note, uh, as previously
[3:15:22] stated, the concern about the Bear River
[3:15:24] High School baseball field, uh, turf
[3:15:27] matches, turf match.
[3:15:30] >> This isn't the match. This is
[3:15:31] specifically for the baseball, the
[3:15:34] $500,000 that was right.
[3:15:36] >> It kind of goes together. So, okay.
[3:15:43] Anything else? All right, we need a
[3:15:46] motion.
[3:15:49] » I move that we approve consent items.
[3:15:54] >> So, we have a motion from Danielle
[3:15:55] Wright and a second by Brian Smith. All
[3:15:58] those in favor say I.
[3:16:00] >> I. Any opposed?
[3:16:04] Okay, we have
[3:16:07] four
[3:16:08] yes and one no. That motion passes.
[3:16:14] All right, suggestions for future board
[3:16:16] meetings. We have the suggestion that
[3:16:19] Brian brought up. Um, please keep us
[3:16:21] posted as you attend those meetings with
[3:16:23] the county commissioners. Um,
[3:16:26] I
[3:16:28] and if we can figure out how to get
[3:16:30] those bullet points from those meetings
[3:16:32] out on social media so our community
[3:16:35] understands that we are indeed working
[3:16:37] with the commissioners from the very
[3:16:39] beginning to see what our tax
[3:16:44] what those implications are for the
[3:16:46] school district. Any other suggestions
[3:16:48] for future board meetings?
[3:16:55] All right. Oh,
[3:17:00] » just I need to do some checking on
[3:17:02] legalities, but I'm going to make the
[3:17:05] recommendation if I can find out and
[3:17:07] we'll talk in board agenda about the
[3:17:09] possibility of if Mr. Minkum was
[3:17:14] approved and sworn in in the next board
[3:17:17] meeting for July 1st, if that makes
[3:17:21] sense. because that's going to be June
[3:17:22] 10th. Uh my reasoning behind that is I
[3:17:26] have 17 days of vacation and shortly
[3:17:30] after the the the board meeting I'm
[3:17:32] going to have my office cleaned out and
[3:17:34] for all intents and purposes I'm not
[3:17:36] sure how much I'm going to be doing the
[3:17:37] last two weeks. I will say this, the
[3:17:39] week after the board meeting is Junth on
[3:17:42] Monday and starting Tuesday is the
[3:17:45] superintendent's um summer conference
[3:17:47] that both Keith and I will be attending
[3:17:49] the rest of that week. So there's one
[3:17:50] whole week gone. And he starts his
[3:17:54] contract July 1st, but I've never
[3:17:56] understood that he's not officially
[3:17:58] appointed till June 10th. So it's never
[3:18:00] made sense. July 10th. Thank Thank you.
[3:18:03] And so I'm going to check into that and I will still do my job until the
[3:18:07] end. I'll come in the office and, you
[3:18:09] know, be here and there. Uh, but I I
[3:18:11] just think in the transition I just
[3:18:14] wanted to make you aware that I'm going
[3:18:16] to find out legalities and what that all
[3:18:18] means if that's okay with y you board
[3:18:22] members. I was going to I was going to
[3:18:23] be southern gang and go y'all. Sorry.
[3:18:27] >> So, you'll keep answering my texts.
[3:18:29] >> Okay.
[3:18:30] >> Do you have a minute for a phone call?
[3:18:32] Thank you. I appreciate it. Okay. Any
[3:18:37] moving forward? Um Danielle has our just
[3:18:41] quick minute on our board education
[3:18:43] handbook.
[3:18:47] Okay, I'll lean. Um picking up where
[3:18:50] Tiffany left off a couple months ago on
[3:18:54] schoolboard decisionmaking
[3:18:56] and
[3:18:58] it says although the board makes many
[3:19:01] different decisions, all of those
[3:19:02] decisions can be put into four general
[3:19:04] cate categories. policy decisions,
[3:19:07] problem solving decisions, managerial
[3:19:09] decisions, and personnel decisions.
[3:19:13] Um,
[3:19:15] policy decisions are pretty
[3:19:16] straightforward. Um, and if the board
[3:19:20] sets good policies, it kind of solves a
[3:19:23] lot of the other problems and eliminates
[3:19:25] other major decisions um, and
[3:19:28] problem-solving decisions from needing
[3:19:30] to come up.
[3:19:32] Um, a problem-solving decision is
[3:19:36] usually it says in response to a crisis
[3:19:38] or an opportunity that cannot be
[3:19:40] resolved by the superintendent or is not
[3:19:43] fully addressed in existing board
[3:19:44] policy. For example, the um like closing
[3:19:48] a school due to declining enrollment or
[3:19:53] an example that this board did would be
[3:19:56] changing school start times because of
[3:19:58] lack of bus drivers several years ago.
[3:20:01] That was a problem-solving decision.
[3:20:04] Um, next, managerial decisions
[3:20:07] um are required of each local school
[3:20:11] board are set forth in statutes. Um, a
[3:20:15] school board is required to implement
[3:20:17] the core curriculum, administer tests,
[3:20:19] implement training programs, enroll
[3:20:21] children in school, establish school
[3:20:23] libraries, and establish school safety
[3:20:25] traffic committees, [music]
[3:20:26] and ensure that community councils
[3:20:28] receive the required annual training and
[3:20:30] review
[3:20:32] and approve the school implement plans
[3:20:34] developed by the school community
[3:20:35] councils like we did tonight.
[3:20:38] um with few exceptions, managerial
[3:20:41] duties are delegated to the
[3:20:42] superintendent and
[3:20:46] that is in state statute. So and the
[3:20:49] last one, personnel decisions represent
[3:20:51] a special category of managerial
[3:20:53] decisions. Most school boards delegate
[3:20:55] personnel matters to the superintendent
[3:20:57] and use policies to express their
[3:20:59] desired standards for hiring,
[3:21:00] evaluation, compensation, discipline,
[3:21:02] and dismissal. This approach avoids the
[3:21:05] quagmire of wrestling directly with
[3:21:07] hiring or disciplining employees other
[3:21:09] than the superintendent and the business
[3:21:11] administrator. And that is also in
[3:21:15] I think in stat I can't remember what
[3:21:17] one, but it's in state statute that the
[3:21:19] board only has the power to appoint and
[3:21:23] hire the superintendent and the business
[3:21:25] administrator.
[3:21:28] And yeah,
[3:21:31] that's all I have on that one.
[3:21:35] Thank you. Good reminders for all of us.
[3:21:37] All right, we need a motion to
[3:21:45] » the graduations
[3:21:47] probably.
[3:21:49] >> Does everyone I hope we can all be
[3:21:52] there, right? I think we've mentioned
[3:21:54] them lots of times, but yes. Uh once
[3:21:57] again, I'll have transportation ready
[3:21:59] and we'll come down when we get a little
[3:22:01] closer to the actual time of departure
[3:22:03] from the district office to go to
[3:22:06] Boxelder High, excuse me, go to the dee
[3:22:10] event center on the be boxelder high
[3:22:13] school graduation and then we'll also
[3:22:15] have transportation from the district
[3:22:18] office to the Bear River High School
[3:22:19] graduation the next night. So I'll I'll
[3:22:21] be a little uh closer. What's that? May
[3:22:25] on May 26th and May 27th. So, I'll send
[3:22:28] out an email of the time we need to
[3:22:30] leave to get those get there together
[3:22:33] for all that want to go.
[3:22:50] The
[3:22:53] >> hello. The ILSC um is going to have
[3:22:56] their graduation on May 28th at 9:30 at
[3:23:01] the ILSC building. So, I will send you
[3:23:03] an invite for that if anybody's able to
[3:23:06] attend. That would be really nice.
[3:23:24] I know it's getting late, but I need to
[3:23:26] share this. Um, last Friday night, uh,
[3:23:29] one of the members of the Superintendent
[3:23:31] of Rock Plus group is Superintendent
[3:23:33] Anthony Godfrey from Jordan School
[3:23:35] District, and we were able to go to
[3:23:38] South Valley School, which is uh, Jordan
[3:23:41] School District's version of the
[3:23:43] Independent Life Skills Center, and we
[3:23:46] played uh, we've all decided in the I
[3:23:50] don't know 40 or 50 gigs we've done in
[3:23:52] the last 10 years that that was the very
[3:23:54] most fun that we had playing at the
[3:23:57] South Valley School for the 18 to 22
[3:23:59] year olds. It was only their seniors,
[3:24:01] but Jordan's
[3:24:04] four or five times bigger than us, so
[3:24:05] they had quite a crew. Their parents, it
[3:24:08] was a Hawaiian theme. And I will say
[3:24:10] it's pretty special when you attend
[3:24:12] things like that. And I'm I'm really
[3:24:14] looking forward. I think this is really
[3:24:15] the first time I think I've been invited
[3:24:17] to the graduation, but I'm really Have
[3:24:20] they always done this or been less
[3:24:23] >> been less invitey about it or whatever
[3:24:25] the word might be? So, I'm I'm excited
[3:24:28] to go because uh I will I will tell you
[3:24:30] it's a true joy to see those kids joy in those types of things.
[3:24:42] All right, we need a motion to move into
[3:24:44] close session.
[3:24:44] >> I move that we go into close session,
[3:24:46] discuss the character and professional
[3:24:48] competence of an individual.
[3:24:51] Do we do do all of them?
[3:24:52] >> Yes.
[3:24:53] >> Collective bargaining and uh lease of
[3:24:56] real property. Sale or lease of real
[3:24:57] property.
[3:25:00] >> I have a motion. Do I have a second?
[3:25:02] >> I'll second.
[3:25:05] >> Karen Cronin is our second.
[3:25:07] >> Okay.
[3:25:08] All those in favor say I. And we will do
[3:25:10] a roll call vote. Tiffany.
[3:25:14] >> Tiffany Summers. Yes.
[3:25:15] >> Daniel Wright. Yes.
[3:25:16] >> Brian Smith. Yes.
[3:25:20] » Thank you. And
[3:25:23] >> we will adjourn from that meeting.