[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:45] Welcome everybody out tonight to the school board meeting here at the district office.
[0:51] Thank you all for coming.
[0:55] We'll get started.
[0:56] all offer an opening prayer and then Mr. Smith will lead us in the pledge of allegiance.
[1:02] Our dear Heavenly Father, we're grateful to the state that we can be gathered here as
[1:06] parents and administrators and school board members of Dushan County. We're grateful for our children,
[1:12] grateful for the trust that that was given us with them. We ask the bless us this evening as we discuss
[1:19] matters of our kids that we can do so in a peaceful and calm way and make the best decision possible.
[1:27] We ask these things, and also bless our kids.
[1:31] We ask these things, name us on Jesus Christ, amen.
[1:34] You'll arise and follow me in the pledge of allegiance.
[1:38] I pledge allegiance to the flag of the United States of America,
[1:43] and to the Republic for which it stands,
[1:46] for the nation to be held, individual, with liberty and justice for all.
[1:59] So first up is our recognition, our new,
[2:02] Wait, find your awards.
[2:06] Super intended.
[2:09] I didn't see you. I don't know where you have to see you.
[2:13] Right. Come help me.
[2:15] Come with me.
[2:19] It's here for right now.
[2:25] That's the first time for that.
[2:27] You're supposed to be here.
[2:29] Yes.
[2:31] Right.
[2:32] Oh, wow.
[2:33] So, raised men with us a day or two.
[2:35] How many?
[2:36] 31 years now right here.
[2:38] No.
[2:39] 31.
[2:40] Yeah.
[2:40] 31.
[2:41] Something like this.
[2:43] A little bit of that.
[2:44] He's helped us in a lot of ways.
[2:46] Really all the schools.
[2:48] The U.S. High School.
[2:49] The Estonia.
[2:50] Yeah.
[2:51] I've made this group from 12 to 20.
[2:54] Yeah.
[2:55] I've worked one year as a custodian.
[2:56] No, the U.S. High School.
[2:57] on the year and that's it.
[3:00] So maintenance of all kinds right now
[3:03] goes all around the district.
[3:05] Keeps us looking at your life anytime you need anything.
[3:10] Very helpful to be there.
[3:12] Is there just an incredible person
[3:17] from a friend that someone who cares about our kids
[3:22] wants them to have a good environment,
[3:23] a good place, a good wife, because everything possibly can help us in every way,
[3:33] just to
[3:34] get along with easy tees, it comes too much maybe, let's go out and show them, can we
[3:42] all go out and show them, that's an act of it, yeah, yeah, just an all around brain person
[3:50] So yeah, we did the name. We used to have E3 award, but with the lower change, but not as a compass, we want to, you know, I guess, see ourselves as those who help kids through life.
[4:06] Help them overcome challenges. We get through trials and struggles and we've achieved and we've been fulfilling lives.
[4:13] And so he changed it to a way fighter so it helps to beat the way I side the way, so the longest one else
[4:21] Braves have done that for us for a long, long time
[4:24] And he decided to 20-year contract
[4:30] He's up here, I'm not going to beat Stan
[4:32] It was with the handshake right there, yeah, we all saw it
[4:37] Yeah, that comes with the deals
[4:38] Well, you don't have to talk in my wife.
[4:42] Keep you for 20 more if you want to.
[4:45] It's just great for a certain great person who's made our district
[4:49] a better place, made them people, better people,
[4:52] and just someone will help you.
[4:55] I appreciate it.
[4:57] Thank you very much.
[4:57] We appreciate it.
[4:58] And thank you.
[4:59] Thank you.
[5:02] Thank you.
[5:07] Thank you.
[5:09] Thank you.
[5:10] Thank you very much.
[5:11] Is there any money in here?
[5:12] I don't know.
[5:14] Don't push your line.
[5:15] I'm sorry.
[5:18] Did you have enough to come and help me on this room?
[5:23] I'm Troy and what do you guys think of it?
[5:25] I was joined here, too.
[5:27] The first ever week in a war.
[5:29] like I would change the agenda.
[5:34] All the ways.
[5:41] Jordan, I'd like to, thank you for your years working,
[5:46] raised up 31 years.
[5:48] What are you here for?
[5:50] I was at 35.
[5:52] Okay.
[5:53] Yeah, 35.
[5:56] Sometimes we were on Troy when I was a month.
[5:59] This is a guy who has really had a lot of influence on numbers.
[6:04] He can't remember what he's done.
[6:05] He retired at our accounting extension agent.
[6:08] That's where you have 35 years before that was an educator.
[6:11] That's how your year is going to go.
[6:13] That's the type of twin addition he was an educator in White House.
[6:16] And so he understands that education and career type of education.
[6:19] He definitely is a champion of those two things.
[6:22] But it goes further than that.
[6:24] And a little bit for Brooke and Brooklyn as well.
[6:26] I'll work on the letters again, which will make me a little better now.
[6:31] But the entire USU extension crew support us in other ways in the district as well, that
[6:38] sometimes turns on song and on scene, and that includes a lot of elementary school collaboration
[6:44] and teaching and everything from robotics programs that they bring into our elementary schools.
[6:50] Some of the anytime there's a cutting edge technology, sometimes it's introduced through
[6:54] 4-H program and so they're just a great partner that we never recognize for all that they do
[6:59] behind the scenes and we would like to do that tonight. Thank you all. Thank you Troy for all this
[7:03] past service and he's not off the hook but there'll be a con-worn fishing day for a couple of weeks
[7:08] so we're moving from them probably. So just another one of the many things that they
[7:12] really champion our cause.
[7:27] So I know we all know who Troy is. But who are the two ladies?
[7:33] I didn't know him.
[7:34] Yeah, I should have spent more time introducing the Brooklyn Army and Brooklyn Andersen and
[7:39] Brook Holdings and Brook Holdings is a provident or one of our own, we kind of grew through the act program.
[7:45] I was hoping we could actually hire her as an act teacher, but she got away from us.
[7:50] Yeah, so we took her as intern.
[7:53] And taught her extension.
[7:56] Well done.
[7:56] And Brookland Andrews, and here she's an implant from, I don't know where you're from recently.
[8:01] We have.
[8:02] You talk to me, you talk to me, you talk to me, you talk to me, you talk to me.
[8:05] there. Another one you thought we were going to be able to hire before age will
[8:09] we screw it? He's found her home in the 1940s, so anyway we'll let her go. But
[8:14] they're very effective to do a ton for our kids. Getting ready for stock show on
[8:20] the agriculture side. They were pivotal and instrumental in training the
[8:25] livestock judging team of one state and it's going to national in a couple of
[8:29] weeks. Really phenomenal there. In fact, they kind of created a right
[8:33] the library between the cannellies between Moonlight's
[8:36] and Big Chapter and Roseville's in life's activity.
[8:40] Roseville ended up on top this year,
[8:43] but Moonlight ended up on top in event science.
[8:46] The next year, I'm predicting it flip-flops.
[8:48] I think Roseville will take that,
[8:50] and Moonlight will take out a lot of the largely
[8:52] people who recently, so, thank you.
[8:55] Thank you very much.
[9:00] Then, do we still have student presentation?
[9:05] What was that on your GPU?
[9:06] Yeah.
[9:07] Okay, here's the summer projects.
[9:10] Okay, yeah, well I didn't see it on the agenda so we kind of forfeited the presentation
[9:15] but I'll do it really fast without pictures of course.
[9:18] Oh, unless Ashley can pull the real long pictures of you.
[9:22] Give some else you can go to for a minute and I can get him sanded.
[9:24] Yeah, we can come back.
[9:25] Okay, we can go to administrative reports from Tavilla, isn't
[9:32] it?
[9:33] Yes.
[9:33] Okay.
[9:36] Turn around.
[9:37] Fair play.
[9:37] How are we?
[9:38] That's the first.
[9:41] Okay.
[9:43] Oh, thank you for coming.
[9:44] Thank you.
[9:48] I'm glad we're doing it here.
[9:49] I'm glad we're doing it here.
[9:49] I'm glad we're doing it here.
[9:50] I'm glad we're doing it here.
[9:51] I'm glad we're doing it.
[9:51] First of all, I just want to thank you for the opportunity to be here.
[9:56] And the opportunity to be in the administrator, one of the greatest high schools in the district.
[10:01] before high school by the fabulous, the greatest, and so thank you for giving me that opportunity.
[10:09] When Jason asked me, he asked us to talk.
[10:11] He just kind of asked us to highlight some of the great things that are happening in our community, in our town.
[10:17] And I think the very first thing I'd like to say is thank you for helping us with our track.
[10:23] As I looked out the window today and that they were moving dirt, I was thinking that that's going to look nice cleaned up and you know, great, great things.
[10:32] Last year we produced six state champions, run them on the highway.
[10:40] And so it'll be a lot safer and a lot better for our kids and it'll be great things.
[10:44] So thank you, thank you so much for that.
[10:47] Just a couple of the highlights that I was able to pick out today, the last five years
[10:53] we've had a hundred percent graduation rate at Tabiana.
[10:59] I think that's a Patrick Bute to our great teachers, the great things that they do in
[11:05] the classrooms and the faculty care about kids and they don't try, they don't let them slip
[11:10] through the cracks and they don't let them just, if they're absent, they care.
[11:15] which is the next highlight. I don't have this year's data exactly but on our
[11:22] school report for our last year 94% of our students are in school every
[11:26] single day. We only have like three three kids that were chronically absent
[11:33] throughout throughout the whole school year. I think that's partly one one
[11:38] the care of the teachers, but two, I would attribute that to our 4-day school week because
[11:45] our kids aren't being taken up for athletics, they're not being taken up for other things.
[11:49] And I'm not going to lie, we have a bunch of that just a little bit across the country
[11:54] here there.
[11:55] But I'm being quiet, but for the most part, I think that that's been the greatest thing.
[12:04] We were able to win state in basketball, in girl's basketball last year, our drama program
[12:09] is strong.
[12:10] We have a great drama program that's doing great things.
[12:15] We had eight, nine kids come to the UBTEC last year, we went out from our 12 seniors, nine
[12:21] of them were coming to the UBTEC, they're going to graduate from these two certificates
[12:24] from UBTEC, they're just doing great things.
[12:29] And I think the thing that I'm kind of the most proud of, because I designed it, I guess,
[12:34] amazing.
[12:36] But we had the honor of last year was the pilot program for our defense of learning
[12:40] in the district and then things and you get a lot of you guys came up for that and it was
[12:45] a great opportunity for our eighth graders to defend what they were as eighth graders
[12:50] years. And I kind of came up with this little medal. I told my $10 if they'd become distinguished
[12:58] in me. And I thought, as I got thinking about it before our awards, and we went like,
[13:02] $10 is stupid. You know, anybody can get a $10 bill here. Here's a ten. So I came up with
[13:09] this little, I was like, let's give this gold, but so I, we developed this gold medal here,
[13:15] and then we invited him to our high school banquet, and we presented to him at our high school
[13:19] banquet so they could get some gold in front of all their high school peers and it was phenomenal.
[13:27] The beaming look on our eighth graders face that night was a thought.
[13:31] It was just amazing and it was super fun to one fell off of my pocket.
[13:37] Anyway, and then they can pop them off if they want.
[13:40] This with this kid, the mom is actually helps me in the office a little bit.
[13:48] in her spare time, she's a, and they, but she helped me in this, and I said, do you have
[13:53] that medal you're someone? And the look on her face was just astounding. Yeah, I'll
[13:58] get it. So she ran home and grabbed it and brought it back to me for you to write. It was
[14:03] just phenomenal just to see the sense of accomplishment that our kids had as they defended their learning
[14:09] and they felt pride in a few things. We had a few kids that didn't make it. And we worked
[14:15] really hard to get them, because we were at the pilot school.
[14:19] We let the one we long, but the other one helped back
[14:22] himself, not on my marriage, but he's like, no, I'm staying
[14:27] back and being great in.
[14:29] And so it was kind of cool that he felt that way a little
[14:35] bit himself.
[14:36] And so anyway, that's the great things that
[14:39] are happening to have you on this.
[14:41] Thank you.
[14:42] Any questions?
[14:44] But having gone up to the defensive learning for the first time, I thought it was awesome to see those kids.
[14:51] And I liked the feedback that was provided.
[14:54] I think it'll just get better going forward.
[14:56] But I thought it was awesome.
[14:57] First, try how it not to blink at it.
[15:00] How this was going to work, and so I was very impressed with it. The students that did present some.
[15:07] I enjoyed it as well, but I don't buy your, your dirt deal today, but it is looking good. Yeah, it's just dirt right now, but they moved a lot of us today.
[15:23] Thank you. Are you ready, or do you want me to level up?
[15:48] So this is a presentation about your summer programs so we were initially approached to have
[15:55] of students come and present on the summer act program and turns out September's a busy time
[16:01] for our kids to love. Kids that would have been here tonight are actually still involved in their
[16:04] fall show series. There's a bunch of shows in and around the state fair. So a lot of them are up in
[16:10] cash value right now as I understand right. A big show that would have been here to just see some
[16:14] pictures of them here in a minute. And we also had Alta months homecoming patches or something
[16:19] all night, right? So maybe that took another bunch of amounts. So when, of course, we're going to be
[16:24] any students here, but we do have some pictures to show and to talk a little bit about the summer
[16:28] act program. We'll try to be as quick as possible with this. We're able to find those.
[16:34] I thought I did, but clearly it was not. Yeah, I was sure.
[16:38] That's not the problem. Yeah, none of those are.
[16:42] Well, we don't give the pictures. I can ship them to you. You can look at them a little later.
[16:47] But can we wait four teachers that ran the summer program this summer? Each teacher
[16:52] It works with 35 students for 360 hours each, and then they have to log the visits with
[16:59] all the things that they do, and they mentor them on everything.
[17:02] Of course, on one end of the spectrum is the highly traditional agricultural projects
[17:06] that they do, the livestock projects, crops, gardens, etc.
[17:10] On the other end, there are some very unique ones that are in business for themselves.
[17:13] We have one that's rebuilding the sawmill, trying to get a sawmill up and going.
[17:18] This is a high school kid, right?
[17:19] maybe a song they'll go in. What are some other help me add teachers? Some of them
[17:24] wasn't without the presentation. We have one that I thought he would actually be
[17:29] here tonight but he is like a song or single-handedly his family has brought
[17:33] the poultry programs to life in Dushan County. They're just really happy in
[17:39] poultry and things that they do. We have some there are landscapeers doing
[17:44] landscaping business. So the summer act program is an entrepreneurship program
[17:48] And even if you take a livestock program and boil it down to its essentials, it is entrepreneurship.
[17:56] Because they buy the animal, they invest all the time in money into it, then they resell the animal.
[18:00] Same as any enterprise in business.
[18:02] So that's what the program is.
[18:06] We're glad that we're able to do it again.
[18:08] It's a rough road every year, rather than we get approved for some program or not.
[18:13] And we were holding on tight to see if we could improve this year and it did.
[18:19] So anyway, we're just grateful for the support of the Board in letting us do it.
[18:22] It is a state program, but we definitely depend on your support as well to run the program.
[18:29] And I'll shift your pictures on this, shift them out to you at the separate ladies' presentations where you can see the kids.
[18:35] So give me questions.
[18:37] How many kids did you have in summer?
[18:38] Summer so this year they changed the parameters on our reporting we could only report 35 each 35 students each
[18:46] But in the past we would have
[18:49] We were easily 50 students each and then we also could only report a minimum of two visits you could do more than that
[18:57] But we had a minimum of threshold of 140 visits, but historically we were logging like
[19:04] Contact visits with the kids throughout the summer
[19:06] or so. We run it. Probably a little more intense than a lot of
[19:11] school districts do. Probably due to our ruralness a little bit and just so
[19:17] many kids involved in it and move it forward. So county fairs where probably 50%
[19:25] of our projects are exhibited in county fairs somewhere or another. And so
[19:30] that's an easy one to wrap your head around, but I want to invite you to just think
[19:33] about a demand for the other 50% what are they doing, right?
[19:36] So they're doing some really cool stuff.
[19:37] You'll see some of those pictures and presentations.
[19:40] So thank you.
[19:42] Thank you.
[19:43] Thank you.
[19:49] Hey, now on to our financial report.
[19:54] I'm fine stuff.
[19:56] The money stuff?
[19:59] There's so much here again.
[20:00] It's going on August with school not quite started at that point.
[20:04] I'm just getting going, so not a lot of members there yet, so what do you want to report?
[20:12] I should have any questions there.
[20:17] I think we're good.
[20:18] Do you need anything or just report?
[20:24] So we are now to the open time portion of our board meeting.
[20:28] This is an opportunity for any who want to inform the board as to their feelings on a certain issue.
[20:33] Those who want to speak should have already signed up on a request document.
[20:39] We remind those who wish to address the board to keep their comments appropriate in the presence of children as they could be asked, could access what is being said.
[20:52] Please do not use a public comment to complain about personnel issues or attack or defame an individual.
[20:58] We have eight people who have signed up to address the board today.
[21:03] This is how we will proceed.
[21:05] As I read your name from the list, please come to the podium and respectfully speak to
[21:09] the board.
[21:10] Each person will have two and a half minutes to speak.
[21:14] The board will listen but most likely will not interact with you.
[21:18] However, if a board member does ask a clarifying question or two, you will be given that much
[21:23] extra time to continue your thought.
[21:25] What? First up is Calum Cloud?
[21:53] I was here trying to get a city department to go out to the high school.
[22:03] So we kind of noticed we have a little bit of lack of school spirit over here.
[22:07] You don't have that many senior physicians either.
[22:09] Right now we only have like senior son-in-law and senior sons that.
[22:12] So we're trying to bring more physicians.
[22:14] Not much connection with students in the school.
[22:16] like they don't have that much care for you,
[22:18] which is probably what.
[22:20] Also, if you throw in trash in parking lots right now,
[22:23] and we're holding it, if each student has their own spot,
[22:25] they'll want to keep that clean, you know,
[22:27] with the traffic problem.
[22:28] Also, our student government budget is not
[22:30] to rise if we didn't make as much contact
[22:32] as they throw in.
[22:34] So, this would be another fun
[22:35] item we've charged about 25% of the spot in the students.
[22:40] So, the senior party spots are their assigned
[22:44] to the seniors specifically and the seniors will be able to pick them and then they can
[22:49] personalize them with like a stencil and it will just kind of become like a tradition
[22:54] for seniors.
[22:59] This is just showing two talks, other schools have done this, they do this case, it's
[23:04] working on the life value, everyone joins in and they're pretty excited about it, so yeah
[23:09] that just shows kind of what we're hoping to do is build a community.
[23:11] Um,
[23:16] just another thing it has been done in Utah, this is a post from Jordan School District,
[23:22] just kind of talking about how it's a fun thing and it brings things together.
[23:27] And they're really like how it looks there, that's where they come from,
[23:30] they want the other spots to look in this light of the park.
[23:36] And then this is, we went around guys to get sure from just 12 teachers,
[23:41] every single one of them said yes since it's given them an important spot.
[23:44] And we also offered up the idea that they could get their own part of the spot painted.
[23:49] This is already back at the park, but some of it would like to have a few of us say another that one.
[23:58] So how would these designs have to be approved before painting?
[24:04] If you paint a spot without buying it or without getting the design approved,
[24:12] There's going to be constant funds, obviously.
[24:14] And then students will self-report
[24:16] as someone who's part of their spot, you know?
[24:19] Yeah, but the self-reporting is just all that I have to do
[24:21] is talk to me and obviously I'm going to do something
[24:23] like either find and get it, anything like that.
[24:26] Just that we don't have people in the control
[24:28] and that's not necessarily anything.
[24:33] We do already have a system made,
[24:35] and Jason Jones made a system
[24:37] where we provide spots online and organize them.
[24:40] We already got a plan for that department
[24:41] on which spots would be needed.
[24:44] I'm just going to be first come first, so I want to make sure you're not selling off
[24:47] to where you're walking on, other kids and teachers just everyone from the party.
[24:52] This will be like an organized event, hopefully, so we'll just get everyone to come out on
[24:57] and then we can be staff volunteers there, so that way you just know if they'll make sure
[25:01] you're only paying them that stuff, they're staying good at designs.
[25:04] Quite a few events, just in case people miss say, hey, still.
[25:10] Thank you too for coming.
[25:11] before the board. No, it's Mr. Ploward. Yeah, and who did you bring with you?
[25:16] I'm Avery Rasmussen. Avery Rasmussen. Thank you both for coming.
[25:20] Yeah, thank you guys. Thank you.
[25:27] Next we'll hear from Ryan O'Leave.
[25:40] My name is Ryan O'Kee. I'm a senior at Union High School
[25:43] and I'd like to talk on behalf of Coach Labor in our baseball program.
[25:49] I've had the opportunity to play for Union baseball program for the last three years.
[25:53] It is, I'm understanding that Coach Layroom was asked to decide between coaching us and
[26:00] working as an admin for our school.
[26:03] This is an impossible decision since we need him out of school, but we really need him
[26:06] as our coach as well.
[26:08] And my time playing for Coach Layroom might have learned that I have a brother or a team
[26:11] in, and I learned that program team self, and to do what is best for the program, he has
[26:17] helped me achieve my dream of playing baseball in college.
[26:20] Coach Layroom has taught me that sometimes doing what is best for the team is hard.
[26:23] hard and challenging. That is why I'm talking today. I'm doing what it's hard. I believe
[26:28] that what is best for our team is Coach Levin. We need his leadership and his expertise.
[26:33] He is a leader who can do both roles, be a coach and be an administrator. He's successful.
[26:39] This past season has led us to our second state championship in three years. He balanced
[26:44] both jobs perfectly and has shown us what is possible when you do what's best for the team.
[26:48] I hope that you consider what I've shared with you today. Thank you very much.
[26:52] I have a letter that me as a baseball team will make for you guys.
[26:58] Thank you Mr. O'Leary.
[27:09] Next is Dylan and you're going to come and tell me how it's pronounced your last name.
[27:15] Sorry.
[27:18] It's a lot of homies here.
[27:20] Say it again.
[27:21] What a homies here?
[27:22] What a homies here?
[27:23] Yeah.
[27:24] There you go.
[27:29] I'm talking about the same thing as Ryan and I want to talk on behalf of my coach.
[27:34] And one thing I wanted to say is that he has helped change many lives in my teammates
[27:39] and showed us the right way and taught us how he is well-player and also how to be an
[27:45] excellent young man.
[27:46] And honestly, for him, I would say he's already changing the culture out of school and I feel
[27:53] I feel like that means a lot, it brings a community other than have a good high school and I feel like he's done as a basketball coach for our high school team, he's shown you what it means to be a brother, like a true friend, and not to think for myself because when I came to my high school, I honestly were scared and wasn't going to know all of my friends and everybody was going to split up.
[28:21] but come and talk to him, like him being a father,
[28:24] forget to me, and show him what it means to be a man.
[28:28] And I hope that, talking to you guys today,
[28:32] well, you guys open your eyes
[28:34] and hope spread this to more or other kids
[28:37] coming in through the program,
[28:39] and can help them experience this
[28:41] with what I have to eye school it.
[28:43] A lot of people are checking out back to eye school
[28:46] and change what they've done, but I want them
[28:50] to take on high school and help them go into the world because he's for sure helping me
[28:55] get prepared and going to college. He's helping me reach my dreams and going to college
[29:00] simply day spots here. Now that he can help others do that too and I want to thank you for
[29:05] this time.
[29:11] I like your name by the way. Sorry I can't pronounce it.
[29:21] So next we'll hear from Kaifuak.
[29:24] My
[29:32] name is Kaifuak and I would also like to speak on the coaching room, our baseball program.
[29:39] I'm a sophomore at Union High School.
[29:41] I've had the opportunity to play baseball for the coaching room for my freshman season
[29:44] and we were in a state championship.
[29:46] Coach Levin has coached both my older brothers in football and baseball.
[29:50] And he's tough there.
[29:52] Not only to be great athletes but to be great people.
[29:55] and it's not going to be a respectful account.
[29:57] We don't know if they can contribute to society.
[30:00] I've seen these qualities shown by various examples to me.
[30:05] All we have is a co-slave, we'll talk to them. But it's taught me how to be a good student, how to be a teammate. I know the co-slave has indiscreted a teammate on that, but I would rather that they can have me broken. Thank you very much for your time. Thanks. Thank you, Mr. Firford, for coming in.
[30:25] Next, we'll hear from Reed Burgess, I believe.
[30:31] Your handwriting's a lot like mine. It is Burgess, right? That's great.
[30:36] Okay, thank you, Mr. Burgess.
[30:38] Hi, my name is Reed Burgess and I'm currently a sophomore
[30:41] you in high school and I want to say you can talk about
[30:43] Coach Levin. During my years growing up as a baseball player
[30:47] I've been playing childball for around 10 years
[30:49] and I've been forward to the day that I would play for Coach Levin.
[30:53] I could tell that he had built a very successful program
[30:56] and had been impactful in something that was eager to engage in.
[31:00] Being a part of last year's season as a freshman I could see
[31:02] the excelling environment that Coach Levin has produced
[31:05] through all the years he has coached.
[31:06] He's influenced every practice and game,
[31:08] helped us improve every day in silence community,
[31:10] so he led us to successful seeding,
[31:13] including our state temperature.
[31:15] His impact on our team has been a huge factor in success
[31:18] and growth for those players,
[31:20] not only did he contribute to us growing his baseball players,
[31:25] but also has great young men.
[31:27] Coach Levin were able to come back
[31:28] and coach for this team,
[31:30] it would surely be a great opportunity
[31:31] for this program to keep growing
[31:33] and having successful seasons.
[31:34] Thank you for your time and consideration on it, born out of Cushair.
[31:39] Thank you, Mr. Bridges, for coming.
[31:44] This is Oakley.
[31:52] Just to the record, I was not planning to necessarily talk.
[31:55] The boys asked me to kind of talk.
[31:59] First of all, I'm just incredibly proud of them for coming and letting their voice be heard.
[32:04] Because this was not preempted by Coach Labour.
[32:08] I don't even think Coach Labour knows that we're here, honestly.
[32:12] And I'm coming to you in a different, a couple different perspectives.
[32:15] One, my son is Ryan, who spoke first, and I probably will get emotional talking about
[32:21] it because I have watched Ryan become a man playing Coach Labour.
[32:26] He's had a lot of turnover with basketball coaches, it's not been an awful experience, but
[32:31] his experience in baseball has been one of the kind that I can't even put into words
[32:35] was what it has done for him.
[32:38] It took one text for him to send and for Dylan and their senior class to organize this
[32:44] and you can see how many showed up.
[32:47] And then I come to you also as somebody who works alongside Matt.
[32:51] I'm actually Matt's assistant athletic director, so I hand in hand with him as an athletic
[32:57] director.
[32:58] I'm actually in the middle of my capstone project and we'll have my master's degree by the
[33:04] first in a member in school administration. I am working closely with Ben, with Matt, with Heather.
[33:11] And I can tell you that Matt is doing a phenomenal job at balancing everything he's doing.
[33:17] He is, just like Dylan said, he is changing the culture of union one athlete, one person,
[33:24] one teacher at a time. And I think it's an impossible decision for him to choose between such amazing
[33:30] roles that he is thriving. He is absolutely thriving and as a coach, I myself have coached
[33:37] for almost 20 years and I can't imagine being put in a position. I just think it speaks
[33:42] the world of math that he chose the school, knowing that this was not, like this was possibly
[33:49] the consequence, but we need him so bad to keep raising those kids, keep coaching those kids,
[33:55] keep being there. I mean, I've been 11-year-old, I want my 11-year-old to play for him. We have
[34:00] of an incredible culture in the athletic department
[34:03] because of what he's doing.
[34:05] And I hope you read the letter.
[34:06] I hope that what the voice has written,
[34:09] it is not from us, it is from them.
[34:12] I know that other parents in here came to support
[34:15] their kids, and I hope you guys would consider
[34:18] what we have to say, but I think Matt is a phenomenal leader,
[34:23] but he is, in my opinion, more of a phenomenal coach
[34:25] than he is, so thank you.
[34:35] Thank you for coming Ms. O'Lean. Thank you for what you do for us as a teacher and coach.
[34:42] And thank you for being spot on time. Did anybody catch that in two minutes and 30 seconds to the minute?
[34:48] All right, Mr. Foote.
[34:55] I'm here also as a parent. God put us by son. You saw we were here back.
[35:00] As he mentioned, I have two other sons that played for Matt.
[35:02] And I actually coached with that in the football field as well as with the other coach
[35:10] at the year.
[35:11] And I've seen the difference between great coaches and not as great.
[35:15] I grew up in a family where no education was necessary.
[35:19] Neither one of my parents would college.
[35:21] I would college mainly because I had a great coach in high school, who pushed me to be the best
[35:27] I could be in or not as college to college.
[35:29] And when it wasn't for that, I wouldn't be here, obviously.
[35:33] My kids wouldn't be here.
[35:34] They wouldn't do it somewhere else.
[35:35] It's done south, Mississippi problem.
[35:38] But what I can tell you is that if there's a policy that he has to choose being an administrator
[35:44] and being a coach, I've been at a policy just wrong.
[35:48] You're depriving young men, young women, if it's a woman coach or whatever,
[35:52] of having the very best around them for a lot of time.
[35:57] I don't even back shows correctly. He's sharing his gifts with everybody in the school right now.
[36:03] But he came with a prize to these I'm going to give him here.
[36:08] If they don't spend that time with someone, that calendar.
[36:12] That's what we're defining people here. We're going to write to those of those students
[36:15] who would have that opportunity to play for someone like that,
[36:19] to push them to be the grades that they can be in, not in school,
[36:22] and not just an infield, not in sports.
[36:24] that would be the greatest they could be at anything.
[36:27] That's what he does.
[36:29] And I've seen it first thing.
[36:31] And to deprive the kids of something like that,
[36:34] just as a rule, to keep order, or whatever,
[36:37] and I don't know the reason why,
[36:39] if that's the rule, or whatever it may be.
[36:41] You're depriving the students of having a mentor
[36:44] and having a leader amongst them
[36:46] who really can make a difference in each one of us.
[36:50] And that's all I have to say.
[36:51] Thank
[36:56] you, Mr. Foot, for your comments, Mr. Murray, what's your turn?
[37:04] Yeah, okay.
[37:07] So, remember always that my entire, everything that I do in following the district comes from
[37:14] the perspective of somebody who dropped out of high school beginning in third grade, working
[37:20] So always remember that everything I'm saying is that respect.
[37:27] So last month we talked about ownership a little bit,
[37:31] then taking ownership of learning, which is what the district would like the students to do.
[37:38] If a student is going to take ownership of someone, it has to be voluntary.
[37:47] If the district says you couldn't do this voluntarily, and it turns around and it says,
[37:56] but we're going to call your parents if you don't bring this paper back to us,
[38:01] then they're forcing.
[38:03] If they say, this is voluntary, but we'll give you a piece of candy if you bring this piece of paper back.
[38:13] I didn't understand that in a couple of days ago.
[38:18] So I'm saying that there's a difference between having
[38:22] both students buy in to what the district's expectations are
[38:27] and whether the student can take ownership of it
[38:31] or the district can force it.
[38:35] There's no ownership, it's not voluntary.
[38:38] So, we've got that to be clear what ownership of learning is, integrity
[38:51] in learning.
[38:54] It's not a thing.
[38:57] I didn't know that until a couple days ago.
[39:00] There is no integrity in learning.
[39:03] You've learned what you've learned.
[39:05] Doesn't matter how you learned it, you've learned it, or you didn't.
[39:11] students take ownership, they learn something, the only place the integrity comes into play
[39:19] is in the assignments and in the assessments that they don't claim that they know something,
[39:26] they don't.
[39:27] What they know is what they know, it's not about integrity, so I think the students need
[39:34] recognize that as well. Students, the integrity part is about our assessments. Now if the
[39:44] students, if the district's intent is to teach integrity in other circumstances, I think the
[39:52] district needs to lay out what their curriculum is for that so we can be clear what they're trying to
[40:02] Thank you, Mr. Murray, for your comments.
[40:07] That brings us to the last person who signed up to speak an open time.
[40:11] I want to thank all of you for coming and taking time to voice your opinions to us.
[40:17] We have heard you and will partner.
[40:24] And we'll move on with the agenda to the approval of the minutes of last month's meeting.
[40:32] Oh, come on. You don't want to hear about the minutes.
[40:37] Are you guys going to go cheer for the volleyball?
[40:41] We want to see the cheer.
[40:45] No, thanks again, guys.
[40:58] On the minutes, I have one typo I'd like to correct.
[41:01] Another that I did see.
[41:02] The under discussion items.
[41:04] Policy first reading.
[41:06] I mean, cyberbullying, he's in retaliation, super intended, young, I believe should be super intended, just a cycle other than that, I think it looks good, would move for approval with the one correction.
[41:24] Mr. Rooza Mark has moved to approve the minutes of last month and Mr. Smith is second in the motion. Any other discussion? All in favor?
[41:33] I. Presidents and fake emotion passed unanimously. Right.
[41:44] On to discussion action items. Travel requests for this month.
[41:50] Yes, they're all here on the. There was one. Was that it?
[41:54] I had one little bit later. Just make sure you see the one on the bottom. The preschool preschool leadership. I had one question on this. The rest looked great.
[42:04] I was just curious about the five high school teachers to the national electronics show.
[42:12] I mean, that's a big show in Vegas, and I'm not familiar with teachers in the past going.
[42:19] I'm just curious who that request is and what they're reasoning, I guess, because it
[42:25] just says DCSD, it doesn't say, yeah, school or anything, you see if I can find out.
[42:33] I think I did know some of the names, but not all of them were officially yet, so I just
[42:41] So, it's something about a couple of teachers that teach electronics, which are our agents
[42:46] who will be one of our other Jared Torderson, producing a four-year-old right from Almond.
[42:52] And then June, the fifth one is myself, because it's in May, is that I think I might need to
[42:57] do a chat with him.
[42:59] No, I can see those before.
[43:02] But what is the purpose of going?
[43:05] because usually it's just showing new technologies up.
[43:08] You're just trying to get it out of the way.
[43:09] Yeah, and I've never been,
[43:11] when we disclose that first,
[43:13] then the teachers brought it to me
[43:14] to see if they get approval to go
[43:16] and the rationale that they have is,
[43:19] once you go into the doors,
[43:20] I don't mean you never been,
[43:22] but then you branch out and go to every other aspect
[43:25] of any type of industry that CT would serve,
[43:30] that CT electronics that are applied to that industry.
[43:32] Okay.
[43:33] So that's kind of their take on it and their requests.
[43:36] I just didn't understand that one because I know usually it's like businesses and technology
[43:43] companies, et cetera.
[43:45] And I had never teachers going and I just wanted to clarify that.
[43:48] So I would, that was my last question.
[43:51] So if I understood to Jim just one more clarification, this is something like our electronics area is
[43:58] we're teaching in. We really could use a few more students in those. We need a little boost
[44:04] there, a little more instruction to get more students, but also once we get them, and we're
[44:09] doing some things to prepare for the workforce a little better.
[44:12] Yeah, and this show is where you see the marketing technology.
[44:15] I just said DCSD and I was confused because usually that's not one we've gone to in the past.
[44:24] and your space right now would move to approve all the trips.
[44:30] Anybody else have any other questions on any of the trips?
[44:32] I do.
[44:33] OK.
[44:34] The bottom one there with the UHNA, UHFFA.
[44:42] I feel like a year ago, we kind of got burned.
[44:45] Not from Union high school FFA, but one of the others
[44:48] because we didn't have an attendur area.
[44:51] And before I moved to approve that,
[44:53] want to see in a tenor area because we kind of got burned on that one with the
[44:57] Stay tuned on there.
[45:00] And then, like I said, nothing against, nothing against union, highest FFA. I'm a proud supporter of FFA. I'm a champion. But before I would approve it, I'd like to see a tinerary because we had a problem last year. And the rest of them were pretty straightforward. That one's hot. Would you feel okay about a contingent on the tinerary comes through? Okay. Just on. Absolutely. Absolutely. And I don't want to, I don't want to
[45:30] presentation, I just want to
[45:32] enter it. This is what we're
[45:33] going to be doing. And we don't
[45:35] end up with a casino in Las
[45:36] Vegas on a Sunday afternoon.
[45:39] That's Jim's true. So a casino,
[45:42] what's the Indian
[45:44] reservation up there? I don't
[45:46] call for all. But you know,
[45:48] saying, I'm just that's one
[45:49] that for me to be comfortable
[45:51] and okay, you know, I would
[45:52] like to see an engineering on
[45:54] that. And this one is over a
[45:54] Sunday. So, you know, and
[45:56] this I'm not just stuck on
[45:58] the Sundays, but it's in city on a Sunday in a bar. I am that okay yeah that's what I'm looking
[46:19] for. I don't want a presentation. That's what we're doing. That's a pretty broad when we say
[46:26] Wyoming, Idaho, and Yellowstone, I mean, are we bouncing through?
[46:30] There was a little more on that, but yeah, I think we'd probably need to meet in a
[46:34] minute and we'll see what happens.
[46:35] So, like I said, I'm not trying to poke out union high FFA by any means, but I think we've
[46:46] had a problem in the past and I want to catch the problems here instead of after they've
[46:54] So I'm the damnie down there today. It's usually dawn. Yeah, we had this discussion last year and I forgot I didn't want to answer it.
[47:02] Yeah, I didn't either. So I'm glad Mark here.
[47:05] But I think we've made it clear that we want it in our areas on any of that.
[47:10] Well, the rest of the work, you know, well, like pretty well straight forward, but that one's just broad enough I just don't know.
[47:16] The other state ones, the subtle dodgy, you know, just.
[47:21] Now, my proposal for lack of a second, so I'd like to make a new motion.
[47:26] Please do.
[47:26] Yeah, we approved the trips on contingent on the UHS, UHS, FFA trip.
[47:34] A tinner and being provided so that we can, that it's approved.
[47:39] I don't second that motion.
[47:41] Mr. Wilson-Bark has made the motion to approve the travel requests contingent on submitting
[47:47] some travel plans.
[47:49] Mr. Thacker has seconded that motion.
[47:52] Any other discussion?
[47:54] All in favor?
[47:55] All right.
[47:56] Presidents and favored motion passes unanimously.
[48:05] We are still in agreement that we want itineraries on anything out of your character, right?
[48:12] Okay.
[48:13] On the buildings.
[48:17] Okay.
[48:17] OK, so in this one, I don't think there's too much.
[48:19] Just a quick update, I suppose.
[48:21] We are waiting for the high school GM and Alamont,
[48:28] the stain, the chemicals.
[48:31] We don't even know what they brought in the main guide
[48:33] from the company to help look at it, but the chemicals
[48:36] from the stain didn't allow the lacquer to adhere.
[48:43] And so the pill, I put it in a lot of places.
[48:46] when they pulled their paint tape off the finished game with it.
[48:51] And so we've kind of been delayed there.
[48:52] But the installers coming back, I think mid-October's
[48:58] what I have in my mind, they'll have it.
[49:00] They've been time for basketball, so volleyball.
[49:03] Been doing just fine.
[49:05] It sounds like a bunch of it wasn't the installer.
[49:08] It was a manufacturer in the process.
[49:11] I think it's chemistry, you know, all the process.
[49:14] Yeah, there's nothing against the installer at all.
[49:16] Yeah, I think the installer didn't really use it.
[49:19] But what they've always done with other stains that hadn't quite
[49:23] been on this match.
[49:25] So anyway, really not a big deal for us as far as set us back
[49:31] for what we need because we'll be fine.
[49:34] We thought if it was the Blue Jim's new shame,
[49:36] it'd leave it alone.
[49:37] Stop, stop, stop, stop, stop.
[49:40] So do they have to grind it all down
[49:43] to the board. Not 100% sure on all of it yet but there's a good chance we'll be doing something
[49:49] like that.
[49:52] I mean I just keep them tap and watch them and stuff. Yeah first it was so it was
[49:59] a little bubble and whatnot and so we're all right well it happens and then I went and looked and I was like
[50:15] the out-of-balance line is also supposed to be stained and so we're gonna hold
[50:21] off on anything there until the high school's wrapped up and figured out
[50:26] basically. But they have installed the floor in the wood it also.
[50:32] But then on the elementary, we're flowing on. You guys are doing a job there.
[50:37] We're looking to be good and I can't see any problems back in there.
[50:41] And then we've already talked about track and tabular.
[50:45] You can subdue.
[50:46] So Darren, the fatty clay issue must have been resolved
[50:50] if we're scooping today out.
[50:53] I want to be able to not have to check.
[50:55] Anyway, we've been a little bit worried about one corner
[50:58] that might be soil that would cause upheaval
[51:01] and it's the fourth one that gets wet and can have that on track.
[51:03] Kind of need to track.
[51:05] So we've been watching it very carefully.
[51:07] And we've got straight all from the north to the south.
[51:10] That's what they're working on now.
[51:13] Most likely, we're looking at dirt work, maybe some of the cement, maybe all of it, but
[51:19] then on the fall again, dirt and cement, this fall, next spring, and maybe sod, getting
[51:27] on that too.
[51:28] But next spring, for sure, if we have already in the sod, and then that's when the asphalt
[51:33] is going to be warm enough to do asphalt, and then you have to wait at least a month before
[51:38] We did a rubberized surface, so it won't be ready until summer of next year, so we basically
[51:45] call 27, just like the animal brother.
[51:49] That's it.
[51:52] Thank you for that update.
[51:55] Now on the personnel issues, we did have an executive meeting before.
[52:00] We had this board meeting and I'll entertain a motion to approve.
[52:05] I would move to approve the higher or the salary, right?
[52:12] The salary, and for the one teacher that did salary schedule, and the principals then to approve the principals on the salary schedule that was discussed.
[52:23] I'll second it.
[52:23] Mr. Russo-Marcus made the motion to approve the salary extension and the salary for administrative, right?
[52:47] Thank you for disclosing that conflict.
[52:51] Mr. Dr. Second of the motion, any other discussion?
[52:57] All in favor?
[52:58] Aye.
[52:58] All right.
[52:59] Presidents in favor of motion passes.
[53:02] Mr. Smith, abstain from the vote.
[53:05] Mr. Smith abstain from the vote.
[53:07] Yes, I abstain from this.
[53:08] I abstain.
[53:09] Right.
[53:10] I abstain.
[53:13] Thank you.
[53:16] Now on to our second reading of bullying, cyberbullying,
[53:20] hazing, and retaliation.
[53:23] This is just updating from what the law requires, right?
[53:29] That's right.
[53:30] So the law updates or we're following that, I can't think, I'm trying to recall, but I believe almost every change there is just purely from law or from the lawyers, what do you call model policy.
[53:50] But also just I think that there's some good things to this with the definitions.
[53:58] I think the word bullying to mean many many things to different people and having a good
[54:04] working definition to to go from is helpful for our administrators.
[54:11] There's a certain criteria and there's still plenty of subjectivity to it even at that.
[54:17] but at least it reduces that fairly well, helps us a lot.
[54:21] So I like the definitions, it helps us.
[54:25] The process is pretty clear, which is also helpful.
[54:29] Maybe a little more, I don't know, there's not maybe.
[54:32] It will be having a burden on administrators.
[54:34] There is more, they have to do with this.
[54:38] But I really don't think it's that idea.
[54:42] Most of the things that they would have to do.
[54:44] So I think it will be good.
[54:46] We've went over with principals and got their input on things.
[54:50] We've had our law enforcement officers with us going through it.
[54:56] And so it's with the input of those groups as well.
[55:00] I apologize.
[55:02] I wasn't able to make the last meeting.
[55:04] And I just had a, I've noticed I was just wondering
[55:07] about the training.
[55:09] It says we have a designated individual at the district
[55:12] of Miss Valet.
[55:13] And so it will still be your student services director.
[55:15] OK.
[55:17] And then the other thing was on the training, so do all the sports teams, do they have to
[55:24] like each season, do they have to have a short training on bullying, hazing, etc.
[55:29] Yeah, so there's a couple of ways, yeah, but there's a couple of ways we're not totally
[55:35] sure the intent there and so on, so most of that's already in place, they do the register
[55:43] my coach and then register my athletes, so there's a lot of training that takes place
[55:47] just in conjunction with that automatically, but then also in school specific, each school
[55:54] pulls the coaches and do, pulls them in as a training for each season.
[55:58] And so we think we're covering already, but I might as well look into that and please check
[56:04] with some other districts to see if they're doing more than that or not.
[56:08] I just know we have so many trainings and it's hard to keep track, and I was just curious
[56:13] because I wasn't in the last meeting.
[56:15] I thought it looked good.
[56:17] So I'm reading, I was moved to approve.
[56:20] Mr. Bruce Abark has moved to approve the bullying,
[56:24] cyber bullying, asian, or retaliation policy.
[56:28] Any other discussion?
[56:29] No, I was in the middle of the discussion.
[56:32] Mr. Smith, the second in the motion.
[56:34] All in favor?
[56:35] All right.
[56:36] Presence in favor of motion passes.
[56:42] On, as all that does for the action items.
[56:44] that's right. And so on to discussion items. We might even, without Emily here, we might
[56:50] be faster than without Emily here.
[56:56] So this one, first of all, yeah. So this was one
[56:59] that Mr. Bruce Barker and I talked about a while ago. We've kind of been waiting to see some
[57:05] of the model policy and things that's come out there to help the guide. A lot of it also
[57:12] So it's just to update with the office of term practice and what we're doing with our
[57:20] conduct, behavior levels that we have in place throughout our district.
[57:24] We're on year three.
[57:25] They're working with them.
[57:27] And so we've gotten really, really better and better at that, I would say.
[57:31] So this helps put this aspect of the policy in line with what the rest of our things were.
[57:38] going against this, but it's not really love those things for you. They need to be superseded
[57:46] by what we're now doing and think is working better. That's the main reason for it. But
[57:52] some of the language in there as well just comes right from our other documents that we use
[57:59] like the conduct levels and teacher and principals are trying to decide to get a level three,
[58:04] for that language is incorporated in this policy.
[58:09] I only have one comment I think it looks great and this isn't about the wording or anything
[58:15] but I remember when I first started teaching a hundred years ago we had a couple teachers
[58:21] that would send five, six kids per hour in the office so I think this is great that teachers
[58:28] can remove a student they need to but I hope the principals are working with the teachers
[58:33] There's not to make this, I wrote this down.
[58:35] Not the first recourse.
[58:37] Let's try to work with the kid in the classroom first.
[58:39] But this is an option if needed, right?
[58:42] That's all I'm saying.
[58:43] And I agree 100% we need the option
[58:45] and I like that it fits our policy.
[58:47] I just, it drove me nuts to, you know,
[58:50] teachers sending six kids of an hour
[58:53] period to the office for something
[58:55] that could have been handled in class.
[58:57] And I know principals, that's, they have enough to do that.
[58:59] not out that many kids per hour to deal with and especially when it was petty stuff and they could have taken care of easily in class.
[59:08] I don't have a good point on that. I agree with that, the 100%.
[59:11] And I also think, you know, if we need, if that's a problem with the teachers, maybe they're, because they're training that we need.
[59:18] I don't know, but it's maybe some extra training to help them just take care of most probably right there.
[59:24] Hopefully they talk to the teacher and work with them, but I agree if that's a problem
[59:29] we should have something.
[59:31] This is an option, but it's not the first option.
[59:34] Let's try to deal with it in class first because that's, you're the primary person there's
[59:39] a teacher.
[59:39] You need to deal with it.
[59:41] You're trying to develop that relationship with that student and work with that student.
[59:45] If you're sending the office, you've taken away your power or your position as a teacher,
[59:51] right?
[59:52] Absolutely.
[59:52] and I agreed and yeah typically in that scenario and what we have been doing.
[1:00:00] And finally continue, of course, is working with that teacher individually. Training a lot of it is just on the spot and the administrator and advice giving, but also at a certain point, a certain level, pulling in some other people so like our secondary induction coach is a great resource to help with that. We specifically go through classroom management strategies and textbooks and all kinds of things that way. So yes, that's well said. It's something
[1:00:29] or we need to make sure they can remove a student that's distracting and so forth, but also
[1:00:38] the classroom management strategies to help them stay in class as much as possible and learn as well.
[1:00:44] So you can't teach them like that in class.
[1:00:47] So yeah, and it has been on our conduct levels cheat.
[1:00:52] We've got that built in now to their accountability grade.
[1:00:55] And so the conduct in class matters for that accountability grade.
[1:00:59] But a teacher cannot give a U accountability grade for the conduct on their own.
[1:01:08] That has to be in conjunction with the principal.
[1:01:11] So they're working to get their partners there, which I think helps that a lot.
[1:01:16] And also because after the court is over, if the student wants to remove that U,
[1:01:22] you, then the principals will want to work with them, so having them involved before it's
[1:01:26] even given helps that process a lot too.
[1:01:29] So I think that system has really been helpful here.
[1:01:33] Thank you.
[1:01:34] And to be honest, I have not heard, and they maybe just haven't talked to me about it, but
[1:01:39] I have not heard of that very much at all in our district as far as teachers sending students
[1:01:46] to the office over little penny things, you know, shove it in the pencil or whatever
[1:01:50] and all that's maybe used to hear about it.
[1:01:52] It's we've been doing really well there.
[1:01:54] All right, so this has been 100 years ago,
[1:01:55] and I first started teaching.
[1:01:56] And that teacher only gives you a last letter now
[1:01:58] and then we're going to do that.
[1:02:00] That's probably true, but it was also the teacher
[1:02:02] and that was her first year, and she was not
[1:02:04] we knew after that because that and there's
[1:02:07] some other issues as well.
[1:02:10] So long to support our teachers as much as possible,
[1:02:13] allow them that option, and also supporting when there's
[1:02:16] problem.
[1:02:19] Okay any other any feedback or anything before we bring that to you again next
[1:02:25] one. We'll look at your wordsmith and different things that way on it as well. Thank you.
[1:02:36] Anybody want to go to play me Gorge with us on the 27th? I teach that night if it was in
[1:02:45] It's too far, so I'm up and out, it's too early in the semester, I have an 8 to 10 class.
[1:02:52] It's pretty good.
[1:02:55] Hey, wait a minute, wait a minute, I can't make it.
[1:02:58] Tuesday, you're off this Tuesday.
[1:03:03] Anyway, we usually carpool up from the district office.
[1:03:07] It's always a good chat on the way up.
[1:03:10] So it would be fun.
[1:03:11] Yeah, if it was in Bernal, I would go for sure,
[1:03:14] because I can't just blame the board, it's just too hard,
[1:03:17] because it's too far up and then getting back to Bernal,
[1:03:19] I can be there for half a day.
[1:03:21] I would have to turn around and hit back, so.
[1:03:23] And this, we've been getting home pretty late,
[1:03:25] because superintendent had a great idea to call ahead
[1:03:29] and order, so it's ready when we get there.
[1:03:32] There you go.
[1:03:33] That was somebody's idea.
[1:03:34] I don't think it was mine.
[1:03:35] I just passed the law.
[1:03:36] I'm pretty sure it was yours.
[1:03:37] I thought you could say you had a great idea to take a helicopter or something.
[1:03:41] Yeah.
[1:03:42] That would be better.
[1:03:43] Yeah.
[1:03:43] So.
[1:03:46] And usually they will ask for a little bit of a head count.
[1:03:49] So are you planning to go on?
[1:03:50] I think so.
[1:03:51] I'll let you know for the weeks out.
[1:03:54] Okay.
[1:03:55] Do you hear you planning to go around, do you know what I'm saying?
[1:03:59] So forward and check with me on like that.
[1:04:01] You're going.
[1:04:02] Be.
[1:04:09] I think Lexi said she was coming to this one but a lot of it will be strategy heading into
[1:04:17] the legislative session. There are already some bills. Kendra's dealt deeply with the
[1:04:23] Senator Phil Wars got a math bill that is a monster and so a math bill about math
[1:04:30] let's go to it so we're kind of working with him and tender is requested to meet
[1:04:36] the senator Phil Wars so we may or may not release what we need Lexi has been
[1:04:40] going to let's listen to her so our feedbacks are better she's got a big impact
[1:04:45] because it have a lot of money in the middle stack of course you're open a lot of
[1:04:51] requirements. You've seen here long enough to know. There's no money. Lots and lots of work could
[1:04:57] very well mean hundreds of thousands of dollars of expense that we need to put in additionally to
[1:05:03] what we are currently. So, can we see or see about the teachers. No, he wants more. He wants more,
[1:05:10] but no money to give. He just doesn't realize it. No money and no, no, no, no, no, no, no, no, more testing,
[1:05:21] except for money. You got plenty of that in your districts.
[1:05:26] That's the little one over there. So there's no one thing, because I know we don't need the executive,
[1:05:30] just really quick. The steam expo is October 1st in September. Currently we have about
[1:05:36] I think five or six schools and wait for Fabiana. They didn't sign up, but they said they were coming.
[1:05:41] I'm coming. Did you sign up on the list? I didn't see you on the list.
[1:05:49] I saw his email, and I told my teacher, but I probably didn't sign up.
[1:05:54] So I will try to make a better patch.
[1:06:00] August 1st and October 2nd, sorry, 8.30 to 1.
[1:06:04] The board is invited.
[1:06:05] There's a luncheon on Thursday that's free.
[1:06:08] And we will have some, I've got Ron Bird said he was going to come.
[1:06:13] I run Winterton, sorry, Jair Bird, got him confused.
[1:06:16] And then a lot of invitations to mayors,
[1:06:19] county commissioners, some other dignitaries.
[1:06:23] So we're just trying to get a head count.
[1:06:25] Free lunch comes see what we're doing.
[1:06:27] You can wander around.
[1:06:28] We've got KBL probably coming to do a live spot.
[1:06:33] We're also trying to work either Fox or KSL
[1:06:36] to come out from Salt Lake to do something on it as well.
[1:06:40] in conjunction October 2nd and there there's a teacher training to help teachers with the map and preparation
[1:06:48] for a secondary and I got an elementary this year with the change in the state court
[1:06:54] and so encourage your teachers to sign up. There's limited space currently we have 19 teachers sign up.
[1:07:00] There's space for about 20 more if they're interested.
[1:07:04] So if I sent that out to Mr. Bertashe,
[1:07:08] we did send that out to the district.
[1:07:10] So, but at the OSU, we are trying to help support our land
[1:07:14] grant mission by supporting the kids, connecting them
[1:07:17] the careers I have, the aquarium coming this year.
[1:07:21] Next year we'll have Oklahoma Zoo.
[1:07:22] They've been coming this year.
[1:07:24] I've got a lot of new groups coming as well as some
[1:07:26] of the standards.
[1:07:28] So I think it'll be a lot of fun.
[1:07:30] So if you can come, come have a free lunch and see what we're doing if you can't.
[1:07:35] No sweat, but I just want to make sure you are aware of that.
[1:07:38] It's a pretty good thing our kids have seen a lot of careers that have been really, really good for them.
[1:07:44] It inspires to go into different countries.
[1:07:46] Yeah, it's super intense, it's been great.
[1:07:48] It's come both years to see what we're doing and it's amazing.
[1:07:52] I think, like I said, to see the kids, they come and they say,
[1:07:55] do we have to go home? We stay longer because they they're just so much to do and see and they get so many
[1:08:02] experiences they can you know one place that they couldn't do the same way I mean they could get
[1:08:08] those but not in one place like that and we don't charge it's free for the kids to come free for the
[1:08:15] exhibitors to come we're just providing a location to come and see what we're doing so it's great it's a big
[1:08:21] It's a great load to put on, so thank you for putting that on, that takes a lot of time.
[1:08:25] It does.
[1:08:25] I thank you for that, but it doesn't.
[1:08:28] And you, she's been great to be very supportive.
[1:08:31] In fact, they brought, they mentioned us at our college meeting up in Logan until teachers
[1:08:36] they needed to come, faculty from Logan and come.
[1:08:39] So I have music and history and English coming to do something.
[1:08:43] So anyway, that's really good.
[1:08:46] A lot of cool stuff.
[1:08:47] So does Providing Lunch.
[1:08:49] It'll probably be Barefoot Baker, who USU's paying for it, and they give me a little bit
[1:08:55] of budget, but they want to invite people to see what we're doing.
[1:08:58] This is our third year.
[1:08:59] We're now kind of in our crew, and we want to invite people to come, and so we've invited
[1:09:04] a lot of dignitaries this year.
[1:09:07] But if other from the community want to come and see it, please wander down and see what
[1:09:11] we're doing, and you can walk around and see.
[1:09:14] but it's great. We have a lot of schools and you went to District, most of the
[1:09:19] Duchess and I think are coming now to Abbey and there will come the last
[1:09:23] couple of years but Principal Jenkins is sure to be who is coming so I'm
[1:09:27] signed up. Good.
[1:09:31] And a junior high is making a more concerted effort so I
[1:09:37] appreciate that as well. I think we're finding on 1500 or more kids this
[1:09:42] Wow. So we did 1,300 last year. We're open for 15 or more this year. So, I mean, it's
[1:09:48] so big. It's probably one of the biggest events besides graduation that we do in the
[1:09:52] U.S. for the fee numbers. No, that's not our response. I don't have budget for that. If I get
[1:09:58] money, though, if we get cash sensible groups, might get some money donated to support it. Yeah,
[1:10:04] I wouldn't be the kids, but my budget is not that big. A lot of hot dogs. Yeah, all hot dogs,
[1:10:12] Would you introduce the two teachers that's with you?
[1:10:15] Yeah.
[1:10:16] I don't know how to come up to people of the personal program.
[1:10:20] So this is Ashley A. Derry.
[1:10:21] She's an actor.
[1:10:23] She's 12 and right.
[1:10:24] She's the union chief.
[1:10:25] She covers white sciences and four culture,
[1:10:27] and biology.
[1:10:29] And biology classes.
[1:10:31] And then a list of her is.
[1:10:33] Another agriculture union.
[1:10:35] She covers the hand science classes.
[1:10:36] is in a genetic system which is shot in my system, and once you're in it, it's 3-4-year
[1:10:45] and it's safe.
[1:10:47] Awesome.
[1:10:48] Thank you.
[1:10:48] Thanks for coming tonight and sticking all the way through the meeting.
[1:10:52] They can go and tell their FA students we still can't figure out problematic procedure, right?
[1:10:57] Hey.
[1:10:58] How did we do?
[1:10:59] We're getting better.
[1:10:59] We're getting better.
[1:11:03] When you're, when you present a motion, so you make a motion to approve, you have to wait for the second before the discussion happens.
[1:11:11] Because if you don't do it at the second, you don't waste your time on discussion.
[1:11:15] If you're already vaining it, then you had a second come after the debate.
[1:11:20] There you go. You don't wait better. Hey, a big improvement over the years.
[1:11:25] I move adjourned.
[1:11:27] We don't need a second on that, gentlemen, do we?
[1:11:30] If your agenda is exhausted, you do not.
[1:11:33] Oh.
[1:11:34] Mr. Stacker has made the motion.
[1:11:37] The agenda is exhausted, so is the board.
[1:11:39] And yes, the agenda at the board is exhausted, so we stand.
[1:11:44] Thank you.
[1:11:53] Here, I know you've got to come and figure that, especially when I'm in the show, so I think it's fun.
[1:12:00] And if you don't, I think there's a positive slope to come and make you do it.