[0:00] Buddy,
[0:06] there's not a pen in here.
[0:08] >> Oh, do you need a pen? I left my other
[0:10] one in there and I have one in my
[0:17] bag. So, clean it up later.
[0:21] Do I need it?
[14:23] Good. Welcome everyone. We are ready and
[14:27] excited to start this meeting. Um I
[14:30] guess I didn't gave the gavvel there. Uh
[14:33] we're going to have a reverence by Julie
[14:35] Taylor, our board member, and then a
[14:36] flag salute um pledge of allegiance by
[14:39] Heidi Joe West. And then we will turn
[14:41] some time over to Jamie Kent for uh our
[14:45] public information officer for some
[14:47] recognitions.
[14:52] Our father in heaven, we are grateful
[14:53] for this blessing and opportunity we
[14:56] have to live in this country and for the
[14:57] freedoms that we enjoy. We're so
[14:59] grateful for this past weekend of
[15:02] celebrating the 250th anniversary of the
[15:06] founding and recognize the great men and
[15:09] women who
[15:11] sacrificed so much and gave so much so
[15:13] we can have the freedoms that we enjoy
[15:14] today. We're grateful for the time and
[15:17] energy that the students and parents and
[15:20] teachers and staff and administrators
[15:22] put in in our district to help students
[15:25] progress and reach their goals and to
[15:28] contribute to this great society that we
[15:30] have.
[15:32] We are grateful for
[15:34] the opportunities we have to learn and
[15:36] grow. We're thankful for the guidance
[15:39] that we can receive and the opportunity
[15:41] to collaborate and to learn from each
[15:43] other and from others. We pray that we
[15:45] can listen and learn and pray that we
[15:47] can have clear minds and recognize the
[15:50] good things that are happening and also
[15:52] the areas in which we can um do better
[15:56] and be better to help serve those
[15:58] students and stakeholders in our
[16:00] community. We pray that thy spirit will
[16:02] be here this night and we say these
[16:04] things in the name of Jesus Christ.
[16:05] Amen.
[16:08] » Um please stand and join me.
[16:12] I aliance to the flag of the United
[16:15] States of America and to the republic
[16:18] for which it stands. One nation under
[16:21] God, indivisible, with liberty and
[16:25] justice for all.
[16:39] Okay, this is Sarah Pace and she just
[16:43] recently achieved a very distinguished
[16:46] honor. So, she um was chosen as the top
[16:50] s Sterling scholar for the KSL Desert
[16:53] News um sterling scholar and she was for
[16:57] science. Um, so some people may not have
[17:00] a background as to how this works, but
[17:02] each school selects so many and then
[17:04] they go and they compete against other
[17:06] students in the state and there's
[17:07] multiple competitions and she went all
[17:10] the way up to the top and she won um the
[17:12] top general Sterling Scholar and so this
[17:15] is a very high achieving award. Um it's
[17:18] pretty awesome. So we wanted to
[17:20] celebrate that. And also in the meantime
[17:23] while this was going on, she went to the
[17:24] Richie Science Fair and she won well she
[17:28] was able to go to the science and
[17:30] engineering fair um which is of that's
[17:34] like another level onto that one. Um and
[17:37] this is a very um it's the largest
[17:40] international preol science competition
[17:43] and so she got to go compete there. Um,
[17:46] we also interviewed her in one of our
[17:48] videos where we talked to some of our
[17:49] seniors and they told us what they
[17:52] wanted to do after graduation. And so,
[17:54] I'm going to kind of put her on the
[17:55] spot. She has she's been very involved
[17:58] in her high school. Um, she was on
[18:00] magicals. Um, she did some drama,
[18:04] theater. Um, she's a great public
[18:06] speaker. So, I'm going to have her tell
[18:08] you what her plans are. Um, because in
[18:11] the video I was just impressed with what
[18:13] she said. So,
[18:15] Um, so I actually starting in this
[18:19] summer I have been offered an internship
[18:22] at Utah State University. I'm currently
[18:24] working with a professor in the plant
[18:26] soils and climate department helping him
[18:28] with some of his research that he's
[18:29] doing. Um, and in the fall I will start
[18:32] as a student at USU. I will be studying
[18:34] two majors in plant science research and
[18:37] as well as in physics. And I hope to
[18:40] pursue graduate studies in the field of
[18:42] plant science research. And my end goal
[18:44] really is I want to work with NASA to
[18:46] study astrobotney which is the study of
[18:49] how plants grow in space. So eventually
[18:52] I hope to work with research on the
[18:54] International Space Station with plants
[18:56] as well as hopefully one day putting
[18:58] plants on Mars. And so that's kind of my
[19:00] end goal. Um and I just wanted to
[19:02] mention about the Sterling Scholar
[19:03] thing. So there's 14 different
[19:06] categories that they have and there
[19:07] things like science, family and consumer
[19:10] sciences. There's like dance for one and
[19:12] math and they take the winners from each
[19:14] of these categories and they send just
[19:17] their portfolios to a set of judges and
[19:19] judge them all against each other and
[19:20] choose one winner who they feel could
[19:22] have succeeded in a lot of areas. And
[19:25] that's the award that I was able to win
[19:27] for the Wasatch Front region of Utah.
[19:30] And so it hasn't been accomplished by
[19:32] anyone in the Boxelder School District
[19:34] before. And so that was one of the Yeah,
[19:36] THAT'S THE HUGE ACCOMPLISHMENT.
[19:45] SHE HAS TAKEN advantage of a lot of
[19:47] opportunities that she's had in school
[19:48] and she's really prepared herself and
[19:50] she's got a great future ahead of her.
[19:53] Um, what we'll have you do is go and
[19:55] shake all their hands and then we'll
[19:56] have you stand in front and we'll get
[19:58] >> Can I ask one question first?
[19:59] >> Yes.
[20:00] >> Is like after since you won that the
[20:02] Wasatch one, does it go on or is that
[20:04] the end of this?
[20:06] >> That's just kind of the end of it. They
[20:07] have four regions in Utah and so they're
[20:10] like these students have competed enough
[20:12] there's we're not going to pit them
[20:13] against each other but in our region
[20:15] there was I believe 1,400 Sterling
[20:18] scholars that competed so yeah
[20:21] >> amazing
[20:22] >> so like every high school sentence like
[20:25] 10 or 12
[20:25] >> 14 one in each
[20:27] >> they have somebody in every category
[20:29] sometimes they don't have people apply
[20:31] in some other categories so
[20:33] >> it's a lot of students
[20:35] >> she went really are.
[20:37] >> Yeah.
[20:37] >> Okay.
[20:38] >> Thank you, Mom and Dad.
[20:39] >> Yes.
[20:40] >> So exciting. Congratulations.
[20:44] >> Just thanks for being here.
[20:45] >> Well done. Congrats. That's so amazing.
[20:47] >> Most amazing. The shoes were like the
[20:49] least.
[20:57] » Yeah. Push those back. And
[21:03] it's fine. I'm going to let us have you
[21:04] stand right up.
[21:06] left.
[21:07] >> I know.
[21:07] >> Yeah, I know.
[21:10] » All right. Okay. One, two, three.
[21:15] >> Okay. Awesome.
[21:16] >> Thank you, Sarah.
[21:18] >> Sorry.
[21:28] I am truly in awe. Well done. You're
[21:32] welcome to stay as long as you would
[21:34] like or you are welcome to leave as soon
[21:36] as you would like. It's totally up to
[21:39] you. All right, we are going to move on
[21:41] to um e the approval of our agenda. I
[21:46] move to approve the agenda for tonight.
[21:48] >> I'll second.
[21:50] >> We have a motion and a second.
[21:53] >> Second.
[21:54] >> Oh, Brian, I thought you said you do we
[21:57] have a motion.
[21:58] >> Sorry. Yes, we have a motion and a
[21:59] second. So, um, let's move all those in
[22:03] favor say I.
[22:04] >> I.
[22:05] >> Any opposed? Okay. Thank you. Uh, we are
[22:08] to our public comment portion of the
[22:10] meeting. Um, the floor is open at this
[22:13] time for any residents of Boxelder
[22:15] County or staff members to address the
[22:16] board of education on items pertaining
[22:19] to education and the operation of the
[22:21] school district. Participants will be
[22:23] given the opportunity to address the
[22:25] board in the order which they have
[22:27] signed up. Patrons must state their name
[22:29] prior to making comments. Individual
[22:31] comments during this segment of the
[22:33] meeting are restricted to a maximum of
[22:35] three minutes. Um handouts may be used
[22:37] and distributed and if they are each
[22:40] member of the board um and district
[22:42] staff should receive a copy of that
[22:44] handout. Um the board will not take
[22:46] final action or have discussion on items
[22:48] presented during public comment unless
[22:50] the item is already on the meeting
[22:52] agenda. If additional studies needed to
[22:54] respond adequate adequately to the
[22:56] questions or comments, the resident may
[22:58] receive a written response. The written
[23:00] response may be read publicly at the
[23:02] next regular meeting of the board. Due
[23:05] to the rights of privacy of employees of
[23:07] the district, the board of education
[23:09] will not allow public comments on
[23:11] specific employee appointments,
[23:13] employment, or performance at this time.
[23:16] Questions and complaints or charges
[23:17] against particular employees are to be
[23:19] referred to the superintendent for
[23:20] action consistent with the law and or
[23:22] district policy.
[23:24] And Mr. Sthalt,
[23:31] » before we get started, I'm just
[23:32] wondering is this important?
[23:37] » I don't know if this is on.
[23:39] >> It's not if that's sitting on top.
[23:41] >> Okay. So, but you're still going to be
[23:44] recorded and you have a get decent
[23:47] enough voice to project. So,
[23:49] >> okay,
[23:49] >> I think you'll be fine.
[23:52] >> The amount of misinformation dealt out
[23:54] by the school board at the last meeting
[23:57] is astounding. One statement from your f
[24:00] February 25th, 2026 working session
[24:03] stood out to me. During that meeting,
[24:04] this board acknowledged that it had lost
[24:07] the public's trust. And yet, despite
[24:09] this and overwhelming evidence to the
[24:10] contrary, this board continues to act as
[24:13] though the public supports your
[24:14] decisions. The facts tell a different
[24:16] story. Last month, you argued that the
[24:19] no vote in the 2024 bond election wasn't
[24:22] representative because not everyone
[24:24] voted down the ballot. But the numbers
[24:26] tell a different story. Nearly 70% of
[24:28] those who voted on the board on the bond
[24:31] rejected it. Even when compared to all
[24:33] ballots cast in the election, the
[24:35] opposition still represented well over
[24:37] 60% of registered voters, not just those
[24:41] who voted. When divided evenly across
[24:43] the school board districts, more people
[24:46] voted against the bond than voted for
[24:48] each of you. Then came the 37% t
[24:52] property tax increase. Hundreds of
[24:54] residents spoke against it and more than
[24:56] 7,000 citizens signed a petition so the
[24:59] public, not just this board, could
[25:01] decide the issue. Yet, you dismissed
[25:04] that effort by being as being
[25:06] insufficient evidence of public opinion.
[25:09] Let's review the evidence. More than 60%
[25:12] of registered voters voted against the
[25:14] bond. Hundreds publicly opposed the tax
[25:17] increase and more than 7,000 citizens
[25:20] signed a petition requesting a public
[25:22] vote. Rather than letting the voters
[25:24] decide, the board chose a more expensive
[25:26] lease purchase agreement. Now, even
[25:29] though the financing doesn't require the
[25:32] full 37% tax increase, the tenative
[25:35] budget keeps the entire increase in
[25:37] place while also reducing the capital
[25:40] fund instead of proposing tax relief or
[25:42] saving up.
[25:44] If this spending is truly unavoidable, I
[25:47] have to wonder what this budget would
[25:49] look like had citizens not gathered
[25:51] enough signatures to force a vote on the
[25:53] lease revenue bond. One school board
[25:55] member expressed that she felt extorted.
[25:58] That is exactly how the public felt
[26:00] after voting no on the bond. If you do
[26:02] not do what we want you to do, the
[26:04] outcome will be worse. And to those who
[26:07] question whether 7,000 signatures were
[26:09] meaningful, I'd like to offer a
[26:11] challenge. I invite this board to gather
[26:13] signatures from 20% of registered voters
[26:16] in just 30 days in the middle of the
[26:18] winter and during the holiday season. I
[26:21] highly doubt you could garner such
[26:23] support. Finally, the board approved
[26:25] spending approximately $500,000 to
[26:28] install artificial turf on a softball
[26:31] field. We've been told it will save
[26:33] money, but the math doesn't seem to
[26:35] support that claim. If the expected
[26:37] maintenance savings are about 20,000 per
[26:39] year, it would take roughly 25 years to
[26:42] recover the cost. Yet, artificial turf
[26:44] used for athletics is typically expected
[26:46] to last only 10 to 12 years before
[26:49] replacement. In other words, the field
[26:51] would likely need to be replaced two
[26:53] times before taxpayers break even. You
[26:56] acknowledge the public's trust has been
[26:58] lost. Trust is rebuilt by following the
[27:00] evidence, exercising fiscal discipline,
[27:02] and allowing the people, not
[27:04] assumptions, to guide major financial
[27:06] decisions. I hope this board chooses that path in the future, but I'm
[27:10] not holding my breath.
[27:14] >> All right. Thank you. Moving on um to
[27:17] action items. So that is G1.
[27:21] Um the approval of the sex education
[27:24] committee. Mr. WY.
[27:39] I just have to speak loud, right,
[27:40] Robert?
[27:41] >> Yeah. Good. You're just not going to be
[27:44] amplified in the room. She'll be fine.
[27:46] That's cuz I got a good loud voice. Um,
[27:49] so, uh, I I'm Ben Wy. I'm uh over sexed
[27:54] here in our sex ed curriculum here in
[27:56] our district. Um every year by state
[27:59] statute, I need to come before the board
[28:02] and um ask uh that you approve
[28:07] um a sex education curriculum material
[28:10] review committee. Um and you guys, you
[28:13] can see that on your screens. We
[28:15] actually have a district policy policy
[28:17] 4105. Um and in that in section G it
[28:21] talks about um that our school board
[28:24] needs to approve a committee and the the
[28:28] components of this committee are
[28:29] parents, health care professionals,
[28:31] school health educators and
[28:32] administrators. Um and the purpose of
[28:35] this committee is to meet to determine
[28:38] any new u potentially new curriculum
[28:41] that someone might have. Um I can give
[28:44] you an example. Last year, even though
[28:45] we had this committee, the committee
[28:47] never saw or reviewed any new material
[28:51] because ne none was ever brought before
[28:54] um us as a committee to be taught. Um
[28:57] our our educators teach what has been
[28:59] approved by the state and there were no
[29:01] other um additional um attempts I guess
[29:06] or uh requests to add any curriculum. Um
[29:10] and and so um it is that is what I'm
[29:15] I guess requesting is a motion to
[29:18] approve this committee. Um you can see
[29:21] the list there. Um um and all of our
[29:25] either whether they're parents or their
[29:26] administrators or healthcare
[29:28] professionals. Um these are all all
[29:31] almost exactly the same committee that
[29:32] we had last year. Several of I shouldn't
[29:35] say several, a few of the committee
[29:36] members either got new assignments, aka
[29:40] our superintendent was on the committee.
[29:42] He is no longer on that committee. Um AJ
[29:46] Gilmore, who will be sitting in that
[29:47] chair in the future, is now on the
[29:49] committee. That's just one example uh of a change. Um
[29:55] are there any questions by the board?
[29:58] >> When was the last time the committee
[30:00] met? Um I cannot speak to that because I
[30:04] only uh received this opportunity last
[30:07] year and we did not meet at all last
[30:08] year. Uh I before that
[30:11] >> it was a year uh ago spring when we did
[30:15] maturation
[30:16] >> uh approval. So that was the last time
[30:19] we had something come before us.
[30:21] >> Thank you.
[30:23] >> Great question.
[30:27] » Okay. Do we have a motion? I move that
[30:29] we approve the following members to
[30:30] serve on the 2026 2027 Boxelder School
[30:33] District sex education curriculum
[30:35] materials review committee per the
[30:37] guidelines of district policy 4105.
[30:42] » I second that.
[30:44] >> All right, we have a motion and a
[30:45] second. Any discussion to the motion?
[30:49] >> All right, all those in favor say I.
[30:51] >> I.
[30:52] >> Any opposed?
[30:53] >> That motion passes. Thank you, Mr. Wy.
[30:56] I'll just stay up here because I'm
[30:58] substituting for Mega Bush now. Um, she
[31:01] would do a much better job than I'm
[31:02] going to do, but she has other response.
[31:05] I believe I'm ne she's next on the
[31:07] agenda.
[31:08] >> Yes. H1, we're moving on to information
[31:10] items.
[31:12] >> Yes. Um, so, uh, you'll see the
[31:14] difference between someone who likes
[31:16] color and someone who doesn't like color
[31:18] really quickly in these presentations.
[31:20] Mine was black and white. I don't see
[31:22] orange and red very well. Um so um so
[31:27] these are some of our our data um Megan
[31:30] Bushnell has pulled um you can see in
[31:33] her first slide um those are the the
[31:36] district data that is that we have in
[31:38] educators handbook um also known as EH
[31:41] uh commonly known as EH. You can see
[31:43] that our minor offenses are down and so
[31:45] are our office referrals. Um, and some
[31:48] of that will be explained in in just a
[31:51] few slides. Um, four slides I think to
[31:53] be specific. Um, even though there were
[31:56] 5,000 off office referrals, ne next
[32:00] slide. Um, only 3% of those actually
[32:03] were classified as bullying and
[32:05] harassment. And that's out of the office
[32:07] referrals. If you look at the full
[32:09] 12,000 from minor and office referrals,
[32:13] bullying and harassment represents 1.2%.
[32:16] 2% of all the referrals but to our admin
[32:19] in 2025 which or in 2020 202526
[32:24] year which is down from the previous
[32:26] year which was 3.4%.
[32:29] >> An office referral could be for
[32:32] anything.
[32:33] >> That's correct. It's usually a I would
[32:36] say an aggravated, but it's an elevated
[32:39] referral. Um because there can be minor
[32:42] offenses that teachers deal with in
[32:43] their classroom multiple times before it
[32:46] elevates to an office referral. But yes,
[32:48] an office referral can be for anything,
[32:50] not just like harassment, harassment and
[32:53] both. Absolutely. Great question. Um
[32:57] Megan uh dove into the data and she
[32:59] broke down those incidences that were in
[33:01] educator educator handbook. Um and there
[33:04] you can see those are the breakouts for
[33:07] all the different harassments and
[33:08] bullying and they are all broken out
[33:10] that way so that administrators
[33:14] um can label the harassment properly if
[33:17] that makes sense. And that there there
[33:18] is a huge reason for that. Not just to
[33:21] make sure we identify it and properly
[33:23] take care of it, but the state um also
[33:26] on several reports that Megan fills out
[33:28] needs to know these exact numbers. Um
[33:31] and is a b on a basis of so that's
[33:36] what that means. Um the next slide Megan
[33:39] broke out by school. So you could
[33:41] actually see if you'll hover over the
[33:43] well you can see on the bar graph but if
[33:46] you Oh you can't. Never mind. On my p on
[33:49] my computer, when you hover over those
[33:50] cool little bars, you could actually
[33:52] it'll tell you the exact percentage. Um,
[33:55] you can see that there are
[33:58] elementarymentaries are doing a really
[33:59] good job of staying low. Um, and in the
[34:02] next slide I I will kind of go into
[34:05] depth as to why that is. Perfect. So,
[34:07] the next steps for student services um
[34:10] that Megan wants to focus on um and I'll
[34:12] point out number two. Um she's done well
[34:15] first she's done a really good job of
[34:16] training staff and admin to accurately
[34:20] report what is harassment and what is
[34:22] bullying. Um and and that is very
[34:25] important that we can identify it so
[34:28] then we can take care of it properly. Um
[34:30] two, elementary schools really do have a
[34:34] tier one um
[34:38] component for
[34:41] um dealing with bullying and harassment.
[34:44] Um she would like to improve that and
[34:46] continue to um improve not not just
[34:50] improve that that make it more
[34:53] holistic. Um we are going to start a
[34:55] what's called mascot. Um and our
[34:58] elementary counselors are going to help
[35:00] um bring that online. Um that way um
[35:05] those incidences that are happening in
[35:06] elementary have a more holistic um
[35:10] approach to dealing with the harassment
[35:12] rather than just a penalty or a
[35:14] punishment if that makes sense. Um
[35:16] >> mascot skills. Ma mascot is an acronym
[35:20] and and I and I'm sure one of you is
[35:23] going to ask what that stands for and
[35:25] that's where I'm going to be like uh
[35:26] this is where Megan would be much better
[35:28] at this presentation than me. Um but I
[35:31] will uh make sure that she gets that
[35:34] information out to you so that you are
[35:35] all in the know. Um it is a program that
[35:38] we have purchased.
[35:39] >> Is her dad okay?
[35:40] >> Um you ready? Oh, wait. Nope. Sorry,
[35:43] Megan. Uh, I know this because uh me and
[35:46] Megan share a secretary. Um, she has
[35:48] already started scheduling her
[35:51] administrative visits with all of her
[35:53] elementary schools. Um, she tries to hit
[35:56] all of them three if not four times if
[35:58] her schedule allows. And that's just for
[36:00] observations. That has nothing to do
[36:02] with an actual uh referral or or an
[36:05] issue or a safe school um finding. um th
[36:08] those are um appointments or visits that
[36:11] she has so that she can visit with
[36:13] counselors and admin just looking at
[36:16] educator handbook data um and so that
[36:18] she can have uh an open conversation and
[36:21] try and improve things. Um, number four,
[36:25] um, me and her are working because I'm
[36:27] over secondary counselors. Um, we do not
[36:30] currently have, uh, the tier one, um,
[36:35] component like elementary have in our
[36:37] secondary schools. Um, there are some
[36:39] bright shiny moments. As far as a
[36:41] complete and total tier one, we are
[36:43] working towards that with seven
[36:45] mindsets. Um, and that is a focus of our
[36:49] uh, counselor training this this coming
[36:51] August. and finally work to implement a
[36:54] contact consultant plan um if that's
[36:56] possible in the in the coming year.
[36:58] We've got some pretty lofty goals. So,
[37:00] we'll see if we get get that far. Um
[37:03] that is our report. That's Megan's
[37:06] report. Any questions?
[37:11] » I do.
[37:12] >> I have a question in the graph part and
[37:15] I don't really
[37:15] >> Yes. Go ahead. Back to the graph. Yep.
[37:17] >> In the graph.
[37:19] >> Yes. It seems very interesting. I mean,
[37:23] I'm just curious with Boxeller Middle
[37:24] School and B River Middle School,
[37:26] there's a huge difference there. Is that
[37:29] because they report it differently? I
[37:31] can't imagine it being that much
[37:33] different.
[37:34] >> Um, that's a great question. Um, there
[37:37] are, having been in schools in the
[37:40] trenches, you'd be surprised how there
[37:41] are es and flows. um one one year, same
[37:45] admin, same teachers, you could have a
[37:48] class move in and at the start of the
[37:50] year you'll have a massive amount of
[37:52] vapes, which are office referrals. Um
[37:54] and yet you can have the very next year
[37:57] there's hardly any vapes. Um and so
[38:00] there's there I I wish there was rhyme
[38:02] and reason to say, "Oh, there's yeah,
[38:04] there's a reason why there's more in
[38:05] that school than that." But there's it's
[38:08] just a difference in student body. Um
[38:11] the admin have been trained to report
[38:13] the what the issue is a accurately. So
[38:17] those numbers are
[38:19] truly accurate.
[38:21] >> So
[38:22] >> well you have three or 400 more kids at
[38:25] Boxelder Middle School.
[38:27] >> Yes. Is
[38:27] >> that right?
[38:28] >> Yeah.
[38:29] >> Schools.
[38:30] >> I mean that doesn't the ratio is still
[38:33] not the same for that many more kids but
[38:36] it does account for some of it maybe.
[38:38] >> Yeah.
[38:39] Interesting.
[38:44] » Any other questions for Ben?
[38:48] >> All right. Thank you so much. We
[38:50] appreciate you stepping in for Megan. We love Megan and hope everything is
[38:53] well and thanks for Thank you.
[38:58] >> We're We are going to move to H2, our
[39:00] monthly financial report from our
[39:03] business administrator.
[39:06] » Thank you. Um
[39:09] this time of year is uh kind of the the
[39:11] doldrums of my office. A lot of
[39:13] compliance what's going on. We're
[39:15] updating the budgets that were passed
[39:18] last board meeting into our financial
[39:20] system. A significant amount of work. We
[39:22] have about 25,000 different accounting
[39:24] lines. You ask why so many accounting
[39:27] lines? Well, that's because we have so
[39:30] many account combinations required by
[39:32] the state board.
[39:34] So process updating those budgets. Uh
[39:37] we're also in the process of closing out
[39:38] the fiscal year. So we this time of year
[39:40] we're working on um posting payroll for
[39:44] two the last two pay periods of the
[39:46] year. So for the district office staff
[39:50] we are paid on a fiscal year. Whereas
[39:54] for teachers their contracts run from
[39:56] the August 15th thereabouts through the
[40:00] end of July. So, but they're paid on a
[40:02] on they work out 9 months, but they're
[40:05] paid on a 12-month contract. So, that
[40:07] last pay period, the last check they
[40:09] received actually belongs in the prior
[40:11] fiscal year. So, we're working on
[40:13] accounting for all these expenses. In
[40:16] addition, making sure all of our uh our
[40:18] debts, our charges for services that we
[40:21] incur are put in fiscal year.
[40:24] Additionally, we have to report our
[40:26] budgets passed by the board uh by this
[40:30] Friday to the state board of education.
[40:32] There's a lot of work that goes into
[40:34] preparing to begin a new fiscal year.
[40:36] So, there's not much new in this fiscal
[40:39] financial report here other than to say
[40:41] that we're on target for budgets. This
[40:43] report does not reflect the budget
[40:45] updates that the board passed last month
[40:48] because of the time it takes to get them
[40:49] inputed and reconciled and uh prepare
[40:52] these reports. So,
[40:54] Next month we should have a better
[40:57] snapshot of the completeness of where we
[41:00] stand financially.
[41:02] As we go as you if there's any lines you
[41:04] have questions on I can answer those but
[41:06] there's nothing really of significance
[41:08] here to report. Um in August about
[41:12] August 17th our audit starts. So
[41:14] Squiring Company will be here in the
[41:16] office for about a week. They will be
[41:18] going through our our financial
[41:19] statements, our records, requesting
[41:22] samples for invoices and other
[41:24] compliance requirements. Uh this year
[41:26] the special education program will
[41:28] receive what we call a single audit.
[41:31] That means that the department of
[41:32] education has set forth requirements for
[41:35] that program and federally and the
[41:38] auditor will be reviewing that program
[41:40] to make sure we fulfilled our compliance
[41:42] requirements both fiscally and
[41:44] programmatically. Last year, title one
[41:47] was selected for that audit and they
[41:49] went through and sampled a few different
[41:51] program requirements. One of which is
[41:53] are we do we are we transferring
[41:55] students appropriately between title one
[41:57] schools or out of title one schools. We
[41:59] have evidence that we're doing that. We
[42:01] do the same kind of work here. Select
[42:03] programmatic requirements, sample them
[42:05] and determine if we're compliant or not.
[42:06] Last year we were compliant with our
[42:08] title one program. I suspect we'll be
[42:11] compliant as well with our special ed
[42:13] program. I have no indications of any
[42:15] non-compliance that have been brought to
[42:17] my attention. So, we'll be working that
[42:19] process starting in August. It's going
[42:22] to go through October 1 is when we have
[42:25] to have the financial report submitted
[42:28] to USB. Then the auditors will work on
[42:31] preparing any audit findings
[42:33] programmatically for the single audit
[42:35] act and that is due by November 30th. So
[42:39] in December, we'll have a complete
[42:41] snapsh snapshot, excuse me, of all our
[42:45] activities both programmatically and
[42:48] fiscally to report to the board in
[42:50] December. So this is just kind of a a
[42:53] holding period till we can gather all
[42:54] the information, have it properly
[42:56] accounted for and summarize and report
[42:58] format.
[43:00] Do we have any questions?
[43:05] Okay, thank you.
[43:07] >> Thank you.
[43:09] Moving to H3, our board committee
[43:11] reports. Does anyone have anything to
[43:13] report from your committee assignments
[43:15] that you have?
[43:18] >> Um, we had the uh Boys and Girls Club uh
[43:23] fundraiser and dinner and they asked me
[43:26] to express their gratitude for the
[43:28] district supplying off um items for that
[43:30] fundraiser. They held it at their new
[43:32] facility here on their campus. It was
[43:34] great. It was very well attended and so
[43:37] just appreciate the work that they do
[43:39] and their partnership with us as a
[43:41] district.
[43:44] » Any others? I heard that it was a huge
[43:47] success from some people that went. So,
[43:49] thank you for
[43:50] >> Yeah, it it it really was and um it was
[43:53] nice to have it in that new facility. I
[43:55] think that um that that new campus is
[43:57] going to work out well.
[43:58] >> Good. Good. So, glad to hear that. Any
[44:02] other reports from committees?
[44:05] All right, we will move to H
[44:09] >> four. Thank you. Employee appreciation.
[44:12] And Heidi Joe's going to talk to us
[44:14] about that.
[44:15] >> Okay. I just wanted to explain this a
[44:17] little bit so that you would have a
[44:18] context. Um in lie of the monthly ESP
[44:22] and teacher of the month recognitions, I
[44:24] just thought it would be nice to put on
[44:26] here some of our um high achieving
[44:28] teachers as far as student academic
[44:30] achievement on the state assessments.
[44:33] So, the first one um has every teacher
[44:36] in the district from kindergarten
[44:38] through third grade that had more than
[44:40] 90% of their students scoring proficient
[44:43] on the Acadians benchmark at the end of
[44:45] the year. The ones with an asterisk are
[44:48] the one are the teachers that had 100%.
[44:50] So, we had quite a few teachers with
[44:52] 100% of their students on grade level.
[44:54] The second sheet is those teachers that
[44:57] had 90% of their students reached high
[45:00] pathways of progress. So that means they
[45:02] made typical above typical or well above
[45:05] typical progress for what was expected
[45:07] for the student. Again the asterisk
[45:09] means that they were at 100% um of
[45:13] typical or above for pathways of
[45:14] progress. Again that's K3. The very last
[45:17] one. Oh, and on those two, the state is
[45:19] somewhere around 70% for their
[45:21] proficiency. So that's a good 20 to 30%
[45:23] above what the state average is. Um then
[45:26] the last sheet is all teachers from
[45:29] third grade through 8th grade that had
[45:31] more than 70% of their students
[45:33] proficient on rise ELA math and science
[45:36] and there's an asterk if it was above
[45:38] 80%. And so those are really again state
[45:42] average is about 45% on rise um 42 in
[45:45] some subtests. So really good results
[45:49] and a good opportunity if you see some
[45:51] of those teachers to just commend to
[45:52] them and let them know what a great job
[45:54] they're doing and just get their names
[45:55] out there. We're probably going to try
[45:56] to have this put on our social media too
[45:59] just so
[45:59] >> absolutely
[46:00] >> Heidi Joe will you do me a favor and I
[46:02] don't know I'm I'm looking trying to see
[46:04] down the line and Julie's got it on hers
[46:06] but mine wouldn't
[46:07] >> I had to refresh and then it pulled up.
[46:10] >> Okay my browser.
[46:11] >> The reason why is because I I deleted it
[46:13] and updated it. We had the wrong name
[46:15] for one individual and I was texting.
[46:17] >> There we go. Okay.
[46:18] >> And saying, "Wait a minute, that person
[46:19] teaches kind or first grade now. They
[46:22] can't be on there." And so it was first
[46:23] name,
[46:24] >> wrong first name, right, last name. So
[46:26] we we got it updated. Just
[46:27] >> got it. Thank you so much.
[46:29] >> We will get that out on our social media
[46:30] so that those individual teachers that
[46:33] have worked so hard can hear some
[46:35] appreciation.
[46:35] >> Awesome.
[46:36] >> Just curious on some of those names like
[46:38] Trisha Day and Tiffany Roach. U they are
[46:41] a dual immersion. So, when it has their
[46:43] name, is that both classes or is it
[46:45] their specific class?
[46:46] >> Yeah. What Mr. Morris tries to do is he
[46:48] tries to put it on their Well, it could
[46:51] be their specific class, but I thought
[46:53] usually we go through and I'm not sure
[46:54] cuz we were trying to get this out
[46:55] today. We'd started on it a couple weeks
[46:57] ago and we were waiting for the data to
[46:58] be cleaned up, so he rushed it pretty
[47:00] quick. Usually what he'll do is put the
[47:02] person that teaches that subject. So
[47:04] you'll notice that Trisha Day and
[47:06] Tiffany Roach both are the English side,
[47:08] but they likely teach the math is what
[47:11] I'm guessing. So I don't know. I don't
[47:13] go to the class.
[47:14] >> Yeah.
[47:15] >> So that's what he tries to do.
[47:17] >> Okay.
[47:18] >> When you put them on social media, will
[47:19] you add their schools?
[47:21] >> Yeah. And their grade level maybe too.
[47:23] >> Okay. You I'll have him update.
[47:25] >> I think it's uh interesting that I mean
[47:27] that's a name, but that name has 20 to
[47:29] 25 kids
[47:31] >> in that group. and uh you start doing
[47:33] that math and I mean that that's an
[47:36] awesome list and it's even awesome for
[47:39] our students to have that kind of
[47:40] accomplishment. So
[47:42] >> secondary it's even more students.
[47:44] >> Thank you for bringing that to us. That
[47:46] is amazing and they should be
[47:47] recognized. So thank you so much.
[47:52] >> All right. Thank you. Moving for
[47:55] forward, we're going to letter I, our
[47:57] policy review. We do not have this is
[47:59] probably the only month of the whole
[48:01] year that we don't have first readings.
[48:02] Um but we do have
[48:05] four on second reading. So
[48:09] I will take a motion.
[48:10] >> Make a motion that we pass the policies
[48:12] on second reading.
[48:13] >> I'll second.
[48:14] >> We have a motion and a second. Any
[48:17] discussion of the motion? All those in
[48:20] favor say I.
[48:21] >> I.
[48:22] >> Any opposed?
[48:26] » Great. Moving forward to the consent
[48:27] items. Letter J.
[48:33] » I make a motion we uh pass consent
[48:35] items.
[48:38] >> I have a motion. Is there a second?
[48:40] >> I'll second that.
[48:41] >> Okay. Motion and a second. Any
[48:43] discussion?
[48:46] >> All those in favor say I.
[48:48] >> I.
[48:49] >> Any opposed? Okay, that motion passes.
[48:52] We are now looking forward to or to K on
[48:57] to K. Um suggestions for future board
[49:00] meetings. I made quite a little list
[49:02] from our discussion in our work session.
[49:04] Um is there anything anyone wants to add
[49:08] to that list right now or did you add
[49:13] the naming in September? Yes. Of the new
[49:17] mountain school. Okay.
[49:18] >> Yes.
[49:20] Any others that you can think of?
[49:24] All right,
[49:26] we are we now Can I just ask?
[49:28] >> Yes, please.
[49:29] >> Uh Heidi Joe,
[49:31] >> um it does say uh an early literacy plan
[49:34] potentially for Ashley
[49:37] >> that the state repealed that with 241.
[49:39] Last year they made it just an early
[49:42] math or numeracy and then this year they
[49:44] complete.
[49:44] >> That's what I thought. Thank you.
[49:45] >> So that's something that was on there
[49:46] just because it's on their yearly but
[49:48] now they don't. Right. Okay. All right.
[49:50] >> So, good.
[49:52] >> In August, we'll probably discuss names
[49:56] in a work session.
[49:57] >> I think by August, it'll be put out to
[50:00] the community for ideas and come back
[50:03] and
[50:03] >> Okay.
[50:04] >> In September.
[50:05] >> September.
[50:06] >> Okay. That's how I understood our
[50:08] discussion to
[50:10] >> Can we bump it up? Like, is there
[50:13] >> Oh, want to
[50:15] >> Why Why are we waiting till September
[50:16] just because that's the last
[50:19] Why would we be waiting till September,
[50:20] not just do it in August?
[50:22] >> I'm fine with that's just what was
[50:24] discussed in there. But I'm totally fine
[50:26] to change it. Whatever. Is that is one
[50:29] month not enough turnaround time for you
[50:32] guys to put stuff out and receive stuff
[50:34] back?
[50:34] >> Yeah, I was going to say was that
[50:35] >> I do a little I do worry about July
[50:37] being a somewhat of a people do go out
[50:40] on out of town vacation 24th of July
[50:43] weekends. There's
[50:45] >> It feels like maybe we just need a
[50:46] little bit more. I think we certainly
[50:48] will be ready by September 1, but I
[50:51] think just having a little extra time to
[50:53] get families kind of back into um school
[50:57] mode, I think would help us.
[50:59] >> Thank you, Stephanie.
[51:01] >> I agree. I think that if we give it a
[51:03] little bit bit of time after school
[51:04] starts, people might be thinking more
[51:06] about that. Yeah.
[51:07] >> Get a little bit more response.
[51:12] » Thank you for those comments. Anything
[51:15] else?
[51:17] Um
[51:19] just uh maybe more work on our strategic
[51:22] plan. Uh maybe someformational will be
[51:25] able we you know we'll have more
[51:26] information. We can break it down into
[51:28] different stakeholders uh sub you know
[51:31] and have some additional information and
[51:33] uh the district leadership council will
[51:35] continue to work on breaking that down.
[51:38] I think that would be just anformational
[51:40] item uh at that point and maybe ongoing
[51:43] for a little bit here until we get
[51:46] things uh where we'd like them to be.
[51:48] >> I think that should be on work session
[51:49] for every month probably.
[51:51] >> Yeah.
[51:52] >> That's actually good.
[51:54] >> Okay.
[51:56] >> Any other thoughts on agenda?
[52:02] » Okay. Do we need Well, I guess it will
[52:04] come up when we we'll have to approve a
[52:07] contract for the audit
[52:10] >> next month.
[52:10] >> Oh, for the external audit of the
[52:12] district office office.
[52:14] >> Um
[52:17] >> we can take care our policies allow
[52:19] state or administratively.
[52:21] >> Okay. All right.
[52:24] Uh Neil, wasn't uh we thought maybe by
[52:26] August we would have um an internal
[52:29] auditor maybe selected or brought for
[52:32] approval maybe.
[52:33] >> So that's one of my to-do items along
[52:35] with all my other financial
[52:36] responsibilities, but I'll work to get
[52:38] ready for next month's.
[52:39] >> Thank you.
[52:43] » I make a motion that we go into close
[52:45] session for the sale or lease of real
[52:47] property.
[52:47] >> I'll second.
[52:50] >> Okay, we need a roll call vote. We have
[52:51] a motion and a second. Um, can we start
[52:53] with you, Karen?
[52:54] >> Karen Cronin, yes.
[52:56] >> Wade Wade Hyde, yes.
[52:57] >> Julie Taylor, yes.
[52:58] >> Tiffany Summers, yes.
[52:59] >> Danielle, Wright, yes.
[53:00] >> Ryan Smith, yes.
[53:02] >> Stephanie D. Phillips, yes.
[53:05] >> Thank you. We will adjourn from that
[53:07] closed session. We will not be back into
[53:09] this room for open session.
[53:14] Is it
[53:23] better?