[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.

BESD- Board Meeting - May 13, 2026

Transcript