[0:00] No, it was not a tenant. Well, I was telling you.

[0:04] Seven or seven on March 16,

[0:07] twenty-one, six and I called all the boarded, jumps and thousand boarded directors. We were located at

[0:13] Board of Trustees on quite South Angel Street in case of Utah. And present this keep-baser.

[0:20] Katie Browning. Hi, Natalie.

[0:23] I want to open and Nicole Jones on line and Don McKeon line.

[0:34] Are there any proposed changes to the January 12th?

[0:45] It's not that I would move to approve the January 12th and 6th floor.

[1:01] Okay, policy governance.

[1:07] Is this just a review of this? It's just a review. I'm sorry. I didn't include it in there. It just is a really big document.

[1:33] It's not in policy governance. It's a separate policy.

[1:54] So the end is that it talks about 1.2, 1.3, so it's just more excellence, 1.4,

[2:02] clinical disabilities, 1.6, community involvement, and so on, so it's full culture.

[2:08] Those are central to what we're trying to achieve, and I don't think there have been any

[2:18] proposed changes to any of those. I know that citizenship, more excellence,

[2:24] principle of liberty, part of some of the pillars that we talked about,

[2:29] the basis of the school, the law and the involvement of the school culture.

[2:39] Is there anything that anybody has heard in the community that

[2:45] I mean I need to address the interaction with any of those.

[2:51] I think they still stand in with the reader and me.

[2:57] Reinforced with all of these stuff.

[3:00] Agreed.

[3:01] I just signed to pay the next year's reader and me.

[3:05] Excellent.

[3:06] Yeah.

[3:06] I was exposed to the reader and me several years ago before the school.

[3:16] I was really excited when that idea came to the school, so I was really, really good.

[3:25] And I think a lot of people are drawn in the school because of the difficulty of that,

[3:28] but in this case, it kind of works out as if it's the demolished school.

[3:37] So,

[3:41] as a protection, so it's exactly the limitations on two points.

[3:45] So, as a protection, we've been doing a pretty good job, I think there have been, we've

[3:50] done some changes on the limits to increase the limits over the years, but I think other than

[3:56] that, there's been some place.

[4:00] Any other comments on policy going in?

[4:03] Nicole said a greet.

[4:24] I can give a director's report sorry I just couldn't hear very well I agree

[4:29] the posting that you guys were saying, but also I couldn't hear very well, so, so, sorry.

[4:33] It's just, we're 10 z apart, or 15 z apart.

[4:37] Oh, sorry.

[4:39] No, I'm happy to give a director's report.

[4:41] Okay.

[4:42] You're on.

[4:43] Okay.

[4:44] Perfect.

[4:45] And I'm so sorry for saying, I'm so sorry.

[4:50] I'm sorry.

[4:51] Thanks for being, thanks for being so nice about it.

[4:54] Okay.

[4:54] So we've had, it kind of feels like a whirlwind of a lot of things since our last word meeting in

[5:01] January. It's been really, really busy at the school with so many good things. And so I'll just

[5:08] going to give you an update on some of the things that have happened at the school since then.

[5:14] Also kind of where we're at, let me see if I can get the zoomed go away so I can look at my notes.

[5:20] Also kind of where we're at with enrollment for next year and kind of some of the things

[5:25] that I'm thinking about for that.

[5:28] So first wanted to give an update on so since January we have had a couple of PCBL visits.

[5:41] These visits entail like observations and professional development and what our teachers are really

[5:49] focusing on through the coaching and training that they're receiving, is they're really focusing on

[5:57] having targeted explicit instruction that is tied a little bit more closely to the standards,

[6:02] especially with the New Language Arts Center being a little bit better about high priority

[6:11] themes and the content that you need to be hitting the most, and then they are also focusing on

[6:19] Deciding, you know, sometimes PCBL models are competency-based learning kind of gets a

[6:24] bad rap, but that's not really what we're going towards, but we are having teachers focus

[6:28] on, okay, when you teach today, and you decide to teach about this particular topic, you know,

[6:34] what's really most important for students to be able to learn and how are they going

[6:38] to demonstrate that, and then giving them multiple ways to learn it and to demonstrate.

[6:42] And so that's kind of been our focus through our PCVL invitation.

[6:48] That was our grant that we got this year for.

[6:50] It is a pretty big sum of money.

[6:52] And so we did a little bit of it the first of the year, but really since we've come back

[6:56] from winter break, we've hit it really hard.

[7:00] And we're seeing through these visits and observations, we're seeing a lot of growth in

[7:06] our teachers and through our PLCs and conversations, we're really excited about, you know, all of

[7:12] teachers are kind of at a different place with implementation and depending on the grade level

[7:17] they teach and the content that they kind of focus on, they're kind of implementing it at

[7:23] different levels, but everybody is making really great growth towards that and we've seen

[7:29] some really great themes in instruction. We're also seeing better use of technology and technology

[7:37] to demonstrate learning. Typically in the past, our technology use, especially as we worked

[7:43] so hard to become a one-to-one school, was getting students into our adaptive learning programs

[7:49] where, you know, they could log into a math program and the math program would kind of measure

[7:53] where they're at and then give them material and practice on the things that they needed and

[7:58] kind of go from there, same thing with language arts. And that's good, that's a good use of the tool,

[8:03] but when they leave us and go to like secondary,

[8:06] they're going to have to demonstrate

[8:08] their learning and their knowledge using technology.

[8:11] And that's a little bit different.

[8:13] And our PCBL invitation is allowing

[8:16] a lot of our students, especially grades three and up,

[8:20] to do a little bit more of that.

[8:22] And like I said, this professional development and coaching

[8:24] we're having is doing a great job with that.

[8:27] And so that's been super great.

[8:29] we hosted a leader in the professional day for other schools and to come and visit our school.

[8:38] And while they were at our school, they received leader in the training from Franklin Covey,

[8:42] but also as part of it, they did tours around our school. They observed our teachers teaching leader

[8:49] in me lessons. They watched our video announcements that we do during the day. They watched some of our

[8:55] student crews in action. The purpose of this day is to either support and help schools

[9:02] who are interested in doing leader in me kind of see what it could look like and then

[9:08] do professional development training during the day that kind of correlates that. And

[9:12] or sometimes the schools that come, they're schools who already do leader in me, but are

[9:17] feel kind of stuck or don't really know how to implement pieces that maybe aren't working

[9:21] for them or whatever. Anyways, so that was really successful. We had we had charter schools,

[9:27] we had Ogden School District, we had schools from Weber School District and it was a really

[9:35] great experience for our teachers who got to kind of share what they're doing with leader in me

[9:40] and how they love it and what they feel like it's doing for our students. We had student-led tours

[9:44] that went really well and those students were able to share kind of like why they think leader

[9:51] me makes our school so great and you know how they're contributing and the ownership and stuff they

[9:58] feel like we had students you know something that we do in February is our parents due conferences

[10:03] and we have student-led conferences where they share like their leadership notebooks and what they're

[10:06] learning and where they're at and that was something that we did. A big takeaway is there was a

[10:12] group that went to a second grade classroom and they walked away and were so impressed with

[10:18] with the second graders who could talk about their wigs,

[10:21] which are their wildly important goals,

[10:23] they could talk about what they were trying

[10:25] to accomplish this year.

[10:26] They could use their growth charts in there

[10:28] to talk about where they're at in their learning,

[10:33] what their strengths are, kind of what they know,

[10:37] their work on skills are in school

[10:40] and what they're doing to support that.

[10:42] And so that was a really great day.

[10:45] We've also had leader in me,

[10:46] professional development for our teachers. Two days since then one was to kind of help

[10:52] reinforce and boost leader in me like seven habit principles with our teachers and kind

[10:57] of just help them remember that leader in me is inside out like you could teach the lessons

[11:04] every day and tell students how to be effective human beings but if you're not living it first

[11:08] or if you're not practicing it it's we're not going to be as effective so we kind of did

[11:12] that and then also because we've completed our three-year cycle with leader

[11:17] in me, the next step is to work towards possibly becoming a lighthouse leader

[11:22] in me school, which is this whole process. And so he came out with our

[11:25] lighthouse team and talked about what next steps would that, for that would be

[11:28] over the next like year or so. We had our parents with their conferences that we

[11:32] do in February. I think I sent the percentage out to the board, right?

[11:37] Did I or am I dreaming that I did that? Our percentage attendance for parents

[11:45] into conferences for this time I believe was 92% which is actually really great

[11:50] for our second parent to to conference. Our second one is not nearly like people

[11:54] come but it's not quite as highly attended as our November one but we had great

[11:58] attendance. This time most people who missed were either out of town or like have

[12:03] sicknesses that they can't get over. And so we had that as well. Let's see. We input. Oh, our academic

[12:17] committee that's like it's run by our academic portion of our lighthouse team and then it has

[12:22] parent volunteers. They hosted our reading event. Donuts with grownups and we had the most amazing

[12:32] turned out. We had so many people and come and read with our kids and have donuts and our school

[12:39] is just it reminds me how not big enough it is for things like that but it was awesome to just

[12:44] see so many different members of students families. They're reading with them and supporting them

[12:50] so that was a great success. It was really completely handled by my teachers and the parents which was

[12:56] kind of fun to see them just really kind of take that on. And we are wrapping up the third

[13:03] term already, which is crazy. So I'm getting ready to start, you know, our testing schedule

[13:08] from when we come back from spring break and stuff, which is kind of crazy. It is flying, flying

[13:14] via for enrollment. So we run the lottery for the first time in January, and then also we run

[13:25] subsequent lotteries after that and Dawn had asked if there was a way that we

[13:32] could track kind of where we're at right now compared to where we were at last

[13:37] year as we look forward to next school year and Kristi has been looking into it but

[13:43] there isn't really a way to real-time you know on March 16th last year this is

[13:49] kind of where we were at, but what she found was we can compare, you know, the total

[13:57] number of people that we pulled in the lottery, um, ones who accepted, ones who declined,

[14:04] and then kind of compare that to where we're at right now, as far as new enrollment and

[14:08] new interest. And today, she and I looked at that and I don't want to be overly optimistic

[14:15] because, you know, me, I'm way on the conservative side when it comes to planning for next year's

[14:19] I've just learned too much in the last 10 to 12 years.

[14:22] But we're actually looking really, really good

[14:25] and really strong for at least being

[14:29] where we were at last year, if not better.

[14:32] We're almost at the same numbers as far as new interest

[14:37] as we were in all of last year to December 2025

[14:41] like as far as using last year's lottery versus now.

[14:44] and our rate of acceptance is like 50, 65% higher. But again, it's not a real-time comparison,

[14:56] so while it looks really positive and great, I...

[15:00] We don't know that it's accurate. Also, people change their minds all the time. Like, right now, our retention looks really good for next year, but we know people will change their mind all the way up till the first day of school. So in regards to that, my plan right now as we look towards next year, because I am getting ready to do my letters of intent. And then as soon as dawn has more finalized numbers for next year, we'll start looking at creating agreements. The WP is a little bit lower than

[15:29] And you know, kind of expected or lower than it has been in the past.

[15:33] And so taking that into account and just kind of our general trend in enrollment and

[15:38] the trends we're seeing in the area, my plan is to still budget very conservatively for

[15:44] next year.

[15:45] It's my plan is to budget based on last year's hold harmless or this year's hold harmless

[15:51] numbers that we will most likely be able to rely on for sure.

[15:55] And then if we are higher than that, wonderful, that's always great, but I just really like to be conservative on the safe side.

[16:06] So, oh, and I was going to say we have been doing our school tours. We do a few of them a week.

[16:14] their student led like they were last year and our reception has been so great.

[16:21] People really have just loved being in our school and they're so impressed with our students

[16:25] who can talk about school and talk about what they're learning and talk about their role

[16:30] here. Like what they love about it, how they feel like they matter. So that's been really

[16:37] positive always. Like I just I feel like we have really great things happening and so if

[16:42] people choose us, they're going to be really happy with what they're getting.

[16:46] So does anybody have any questions on that somewhat lengthy update?

[16:55] The only question I have is what's the lottery number out right now for next year?

[17:00] Okay, and remember, it's not super accurate because they, Kristy does kind of that, not weird

[17:08] in a bad way, but just like, I can only see them if they've brought in paperwork and stuff

[17:15] and lots of people don't bring in paperwork until much later, but they're not

[17:21] considered registered until we have all of that. So it's like accurate-ish but

[17:26] not that accurate if that makes sense. Right now it says 535.

[17:32] Okay, that's not too bad. No, and I I'm trying really hard to feel like it's a good

[17:41] memory but I feel like that is higher than last year based on what I remember talking about

[17:47] and like I knew last year at this time even without lottery numbers and stuff just based on the

[17:51] conversations in the surrounding schools in our local school district that just enrollment in

[17:57] general was trending down and I kind of feel like our numbers were lower last year but it's just

[18:11] That's kind of what I remember and then being kind of nervous that we were in a drop below five obviously, but I could be I could be a little bit off.

[18:19] So our kindergarten numbers look for sure better than last year, even just based on the total number of kindergartners who expressed interest last year.

[18:32] And then the ones who say versus the ones that declined were almost at the total number of kindergartners last year.

[18:40] like all the way through December and we're only in March, if that makes sense.

[18:43] So the number that I'm comparing it to is like everyone who applied in the kindergarten

[18:47] lottery between last year, January and December, you know, so like literally a whole

[18:52] 12 months.

[18:53] And then everyone who's applied since like January 1st, this year, tell now, which is March.

[19:00] So that is really positive.

[19:02] And I'm hoping like when they talk about the declining birth rates, I know they were specifically

[19:06] talking about starting like last year's numbers being low but I don't know if that's like

[19:13] last year's numbers are low and then the next year is even lower and the next year people

[19:17] had fewer kids like I don't know if it actually trends that way I don't know enough about the birth

[19:21] rate to know if it's like this like Tuesday like downward trend or if it was just like a low and then

[19:28] it like is popping back up to normal I just have no idea it was something I was going to try to get

[19:33] more information on because again all of my information about birth rates and stuff it's just

[19:36] is what I'm hearing from other educators and conversations

[19:39] like in the district and stuff.

[19:40] So I don't have firsthand knowledge of it.

[19:44] I make the videos any indication

[19:46] where it's coming back up.

[19:48] Yeah.

[19:50] Thanks, seriously.

[19:51] Those town homes, the infarms, and yeah.

[19:55] Good to see you.

[19:56] Great.

[19:57] Very precious to you.

[19:58] Cool new part.

[19:59] Yeah.

[20:02] Thank you so much, Nicole.

[20:04] Of course.

[20:05] Yeah.

[20:07] Okay. Don, finance record.

[20:15] We lose. Don. She's on there. Can you hear us? Don.

[20:19] Yep. Just talking with my microphone off. Sorry about that. I'll do it. I'm just going on.

[20:24] So in the packet this month, you would have noticed the executive summary has a little bit of a

[20:29] summary. So if you wanted to read that ahead of time, you'd kind of know what I would be discussing

[20:34] tonight. We'll continue to do that if you guys think it's beneficial, but it just kind of gives you

[20:39] something to prep for what we're gonna talk about stuff.

[20:43] Okay, looking at the first sheet,

[20:45] which is your statement of activities.

[20:46] So that's your profit and loss.

[20:48] That is as of February 28th.

[20:50] And so it's gonna be comparing your budget to actual

[20:53] through that time.

[20:55] That is about 67% of the way through the school year.

[20:59] And you can use that as kind of a guideline as we go down.

[21:02] Local is way above.

[21:03] It's at 120% nearly double.

[21:05] and that's mostly due to interest rates remaining high. The PTIF rate is dropping,

[21:11] but it's still high enough that last month you got 11,000 in interest in your PTIF. So,

[21:17] amazing interest rates still. State is just right on target and then federal is low like always,

[21:24] but we are getting those funds in. We did get the rural grant in addition to the lunch funds that we

[21:30] requested reimbursement for. So overall, your income's at 67.5, which is awesome considering

[21:37] that that federal is in a reimbursement status. So looking good there. For expenses, I

[21:43] think there's only a few. Yeah, there's only a few that are above that 67%. So salaries

[21:48] and benefits are always lower, not because they're actually lower, just because of the way

[21:52] that they're paid out. Other purchase services is higher. It's at 77%. This is due to increased

[21:58] insurance costs. So we talked about the new insurance for the digital teaching and learning

[22:02] and then updating your crime insurance to fit the requirements that were identified in the audit.

[22:08] So both of those have been paid for the year and it's at 77%. It will still level out since those

[22:14] are annual expenses. Supplies and materials is at 76%. A lot of those front-loaded costs, especially

[22:21] curriculum and the digital teaching and learning grant expenses hit now and so those all

[22:28] hid in that category and they are money that we didn't really know about at the beginning

[22:32] of the year. We weren't sure if you were going to get the digital teaching and learning so it wasn't

[22:35] in your budget. Property is also high at 85%. Property is just like supplies. It's just supplies that are

[22:43] above your capitalization threshold and have a longer life than just one year so you kind of break

[22:48] it up over time. On the cash basis, which is what you're looking at now, you're going to see

[22:52] that full expense, but then on the audit side, we'll kind of divvy it up over its life. So,

[22:57] you're seeing 85% basically, and it's because they bought that dishwasher that you guys talked about,

[23:03] and then also just to point out that the budget there was 35,000 just for the safety grant.

[23:09] So once the safety grant expenses are, you know, realized that's going to be way above budget,

[23:15] but that's okay. We're prepared for it. So that's it for this page. Any questions on this one?

[23:24] Okay. The second page is your statement of financial position or your balance sheet. So it's

[23:29] comparing this year to last year as of the same date. So the end of February to the end of February.

[23:34] And really the only thing to point out here is the cash is up and it's up by almost 300,000. So

[23:42] really good there. And that's all I really have unless

[23:52] anyone has a question.

[23:58] Is there anything just from an overall perspective, Donna? Is there anything?

[24:04] And I'm sure you have this conversation with the finance committee.

[24:08] Is there anything that we might be unaware of?

[24:13] No, we really try to dig into the weeds, especially in finance committee.

[24:17] but now everything's looking really good.

[24:22] What do we need to do from a refinance perspective on bonds?

[24:28] So you're not there quite yet.

[24:30] When that does happen, we'll kind of have a little subcommittee that works with the, you know,

[24:36] finance people to try to see what your best options are at that time, especially right now where things are changing so often.

[24:42] But yeah, you've got to ways out.

[24:44] I'd have to pull it up and see exactly what it is.

[24:45] I do believe you've got a few years left, at least a couple.

[24:50] 2029. I could be row. I 29 what's in my head too.

[24:54] I asked last year and they were like natively longer than that.

[24:57] I thought it was pretty stupid.

[24:58] I think going back is it five years or seven years?

[25:01] I think it's seven.

[25:03] I got it printed out in my little book here in the musical booklet.

[25:06] That's kind of what I was.

[25:08] Yeah. Something in the back of my mind was saying.

[25:11] Yeah.

[25:12] So once we're in that time frame, though, we'll kind of pull some options together for you and see what's the best move at that time. But speaking of that though, when you've got the bonds you have now with UMB, one of the things we kind of talked about with them as part of that whole deal was doing banking through them.

[25:33] And so right now you're using Zion's bank and we didn't switch over immediately because they didn't have a branch near the school.

[25:39] they didn't even have a branch in Utah, so they weren't on that list of qualified depositors.

[25:44] And so they have asked us to, now they've opened up a bank in Utah. It's far away from the school,

[25:50] but they are now trying to get on that list of depositors and they're on kind of the last step of that.

[25:55] So they're wanting to see if they can be of a benefit to the school. I did let them know like the

[26:00] school makes deposits and they have to make deposits within three days. So we definitely can't switch

[26:06] everything over to them, but they're wondering if we can at least do part of what we agreed to with

[26:10] the bonds. So we're looking into that right now. Yeah, I think the last, so the last time I met with

[26:17] them and Nicole last year. Yeah, they were, they were talking about that. Yeah. The branches in mid-day.

[26:31] Yeah, so they weren't on that list still. And so we kept telling them like we can't move,

[26:37] you know, they're operating an account over there until you're on that list. And so that's

[26:43] kind of where we left it, like, you know, we can't do anything until you do your part. So they've

[26:47] done that part or they're at least working on it and supposedly it's going to be finished soon.

[26:51] I won't do anything until I see that just because it's a requirement. So we'll wait for that to happen

[26:56] for sure but we are talking with them about like how it would look like what they could do since they

[27:00] don't have a branch near the school. But I did look and your bonds go through FY 29.

[27:07] So it'll be during that school year so probably the beginning of that year we'll start looking at

[27:12] options and probably talking with a you know a group of committee or something to work on what the best

[27:18] options aren't. Okay, thank you. Welcome. The corporate office is ready for us to

[27:25] treat them. You want to do the deposit?

[27:28] The transaction at the front door, the secretary, the push.

[27:33] I like to hear all their loan officers like William to do it just.

[27:39] What do I look? Very good thing though. Yeah, it would be nice to be able to use them,

[27:44] yeah. If they're on the list and if they have a branch that's

[27:49] We can use one.

[27:51] Yeah, that's why we did the credit card is to kind of step in and do it.

[27:54] We'll try.

[27:55] But I don't think the credit card has a ton that goes on it in relation to how it's been.

[28:00] Yeah.

[28:01] Yeah.

[28:02] Maybe nice if we can move our cash there.

[28:09] I did talk to them about how you have a sweep account right now.

[28:12] So your operating account is getting pretty good interest even though it's not as good as obviously the PTIF and they have similar.

[28:19] and could do the same rates or better.

[28:22] So there is that option and they also still do the positive paid,

[28:25] which is something that you guys have right now,

[28:26] where if a check gets cut,

[28:28] like let's say I cut a check right now for a vendor

[28:30] and they picked it up,

[28:31] the bank wouldn't clear it until we tell them,

[28:32] yes, we cut a check to this vendor,

[28:34] they do that there as well.

[28:36] So it's pretty apples to apples from what I see

[28:38] except for the location.

[28:40] Yeah.

[28:42] Well, I think that's something to look at in the next six to 12 months.

[28:51] Okay, um, school and trust plan.

[28:58] Is there anything you want to tell it's done? Nicole?

[29:00] Sorry. I had to get off of mute. So sorry. Okay. Um, wait, where did just go? Okay. Um, okay.

[29:07] Sorry. I met with our land trust committee and we talked about this and went over it. So, um,

[29:13] Last year we used a good portion of the land trust money to update our language arts curriculum so that it was in line with what the state has been asking us to do the last couple of years.

[29:29] And so we've done that we don't need to do the other grade levels. It's not required.

[29:36] and after using the updated curriculum for this year, both like admin and teachers don't feel like it

[29:48] makes that significant of a difference that we need to update the other grade levels yet.

[29:54] We are in a curriculum cycle with our current like our

[30:00] Current wonders program with our older grades, where when we purchased it, we purchased it in a five or six year cycle, where we get like online access for certain number of years and we get the consumables sent to us for, you know, a certain number of years. When that's up for our older grades, we will then consider, you know, maybe upgrading them to the more current version of wonders, but the reason we did the lower grade levels is because we keep getting asked every

[30:29] year when we submit our early learning plan, why we haven't done it. And so we really need to do

[30:34] that because the lower grades were required but the upper grades are not. So what we do need to

[30:40] probably spend some money on is upgrading our teacher technology. Teacher technology like computers

[30:47] and stuff are heavy components of instruction, especially as we've moved into PCBL learning. But

[30:55] honestly just in 2026 a computer is required to teach and it's required to actually instruct not

[31:02] just like put in grades and answer emails and so most of our teacher computers were purchased

[31:07] in 2020 and they are dying, dying, dying dead. I was able to use the digital teaching and learning

[31:14] grant to replace several computers like 10 but we still have like 16 more that are teacher only

[31:22] that are way out of date and really struggle to function on a daily basis so that is a big

[31:29] part of what we are budgeting for in the land trust plan. We also want to continue building

[31:38] our STEM curriculum and our STEM like supplies and tools of resources. We have like the most

[31:48] incredible STEM teacher this year. She's amazing. It has taken our STEM special to like

[31:54] such another level. I can't even explain. Like it's so great. My kids personally

[31:58] have loved STEM and loved what they've done. And we have been each year also applying for grants

[32:05] to get new things like new. I couldn't even tell you all about it because I'm not very

[32:11] but like new robotic things or new coding things or you know these kids are

[32:17] loving like 3d printing and of course all that comes with like you do a

[32:22] lesson plan where you're like you must design this and it has to have these

[32:26] kinds of things and then you know we'll print it for you and stuff so that's a

[32:30] part of our curriculum and part of what we're doing that I think is really great I

[32:35] think it's very valuable I think it's very relevant it does require fun so we

[32:38] We also have some of the land trust going towards that, and then also

[32:49] we did have, we

[32:54] purchased a math, fact fluency software program last year to help us hopefully improve

[33:00] our scores on Acadians, and that took a while to get implemented this year due to some

[33:07] and technology issues with the class link and the vendor,

[33:09] but it's being used really regularly now,

[33:11] and our teachers are loving it,

[33:12] and they feel like students are getting much faster

[33:15] with their facts, which since Acadians is a timed math test

[33:19] and is pretty facts heavy,

[33:21] they feel like it's making a difference.

[33:24] So that's in here again.

[33:26] And let's see.

[33:27] Alana, am I missing anything?

[33:30] Or Cadi, that you think, like,

[33:35] are there reading?

[33:36] Oh, yes.

[33:37] Sorry, I also put a little bit in here to help support para-professionals.

[33:43] In the past, I've enabled to cover our teacher assistance with title one money and K-3 money

[33:51] that we used to get and just other money and we, you know, as we look towards more lean

[33:59] years, one of the areas that I can cut back a lot in is sometimes FTE, but it's hard because

[34:05] We already cut back on FTE this year and so one of the things that I was doing is we could help pay for and support both our STEM specialists and

[34:12] possibly

[34:14] Paris to help out like with reading support and stuff

[34:17] With this money as well. So that's also in there. That's a little different than any years past

[34:23] Sorry, what we're going to say about reading oh

[34:25] No, that's that's great.

[34:36] Let's talk about the long bear

[34:42] and I'm a terrible person and it's in the details to Hannah tell today. So Hannah, do you?

[34:49] Do you want me to just talk to them because they probably don't have them to look at, right?

[34:51] Or do they do? Yeah. Let me just pull them up because I'm in the online packet.

[34:56] So let me pull up what I actually sent Hannah and speak to it. So I had a couple of different people

[35:00] respond to our lawn care vendor bids, but if they didn't respond with the appropriate information,

[35:06] I did not include them. So this only has to do with people who followed directions and submitted what I need.

[35:13] And even then it's kind of like, yeah.

[35:16] So first by way of information, I can do agreements with like these service providers for like three years.

[35:26] And I already decided a couple months ago to extend our snow removal agreement with extreme green and make it a three year agreement.

[35:36] just so that we don't have to collect bids and do it every single year.

[35:41] I would like to do the same with lawn care, make a decision and then probably do it for the next

[35:46] few years. So if you remember this time last year, I collected bids and they really thankfully

[35:53] finally were for the first time I were like apples to apples where we were really comparing like

[35:56] the exact similar services with prices. And based on the bids that we got, even I had been a thick

[36:03] extreme green for several years.

[36:05] We did get a bid that was lower,

[36:08] and especially just being physically minded,

[36:11] we decided to go with that company,

[36:14] and see if that was a good fit or not for the price.

[36:21] That is one of the companies that's the JD-Longcare

[36:24] who submitted a bid,

[36:25] and then we also have Extreme Green who submitted a bid again.

[36:29] And our lawn care has not been great.

[36:33] I would say we're getting what we're paying for.

[36:36] So while it has been less expensive,

[36:39] it's just not been great.

[36:42] Our lawn care doesn't, I mean our lawn doesn't look great,

[36:45] our beds don't look great.

[36:47] We kind of have to call him a lot

[36:49] and be like, hey, what about this?

[36:50] And I'm like, oh yeah, I didn't really think about that.

[36:52] So he's great to work with as far as when we say,

[36:58] like hey can you do this or this didn't happen he's responsive but I don't know

[37:04] that the knowledge and skill is there to take care of our space that is just so

[37:11] so big and kind of has a lot going on especially as we possibly head

[37:18] into a summer where we might have water restrictions and we want to try to

[37:23] keep things alive and we're probably gonna have things with like our sprinkler

[37:27] sister and system and monitoring and stuff. I personally would like to go back to extreme

[37:33] green. I just, I feel like it, it will be better for our land that we own a lot of

[37:42] and there's a lot of grass.

[37:46] I'm glad that we gave the other guy a chance but I'm not sure

[37:48] it's a great fit. It also would be nice to just use the same person for lawn care and

[37:52] snow removal. Like it's been fine this year but it also feels a little bit cleaner to me

[37:56] to just use the same company for both.

[38:06] So the extreme, the extreme green quote.

[38:09] So I priced it 28 weeks mowing in your 14,000 versus the 8,000 or 100.

[38:18] So just mowing with extreme green versus JD lawn care.

[38:23] I just timed it by the 20 weeks that JD lawn care plan on mowing.

[38:30] What you're saying is extremely green is more expensive.

[38:33] 567.

[38:34] 567.

[38:36] And well, for weekly mulling, I didn't compare a lot of the others.

[38:42] I mean, unfortunately.

[38:44] Yeah.

[38:48] So, who have you been using, Nicole?

[38:50] JD Long.

[38:51] Oh, okay.

[38:52] You've been using JD Longcare.

[38:55] I remember Christy having to run out and fix things with sprinklers back when the

[38:59] extreme green was here.

[39:01] Well, when sprinklers bust during the day, yes, we have to be, when I say we, I mean Christy,

[39:07] because Christy takes care of everything facilities related that happens on an emergency

[39:11] basis.

[39:12] But yes, we do.

[39:13] But they're out there pretty fast, but like, they're the ones who monitor like, for example,

[39:21] our sprinklers ran like all day and night all summer not all summer but for like a long period

[39:27] of time they manage our sprinkler system and like we called them a couple times and I'm like hey

[39:32] people keep calling the city to complain that we're our sprinklers are still on like I'm not a

[39:36] sprinkler expert I don't even know how to like type to sprinklers and stuff and so it's just things

[39:41] like I mean you're gonna have sprinkler issues and you gotta have people that can fix them and stuff

[39:45] and it's gonna happen regardless but it seems like extreme green just has a

[39:51] lot of knowledge and skill when we're talking about taking care of

[39:57] like just this big of a property and project and it's I don't know if you've looked closely

[40:04] at our lawn or our grounds or anything it's in very rough shape after a year of using

[40:10] the other company and it's just like our land is a heavy expense and so we're

[40:19] going to get to this

[40:20] not in this meeting but we're gonna get to this here pretty soon too because I did an RFP for

[40:23] custodial services and same kind of thing like we definitely can do the we can do the bids that

[40:30] are the least expensive but I I feel like then we get what we pay for for sure and so it's just kind

[40:36] of trying to decide like okay we have this massive building that we need to take care of and and prolong

[40:42] the life and the use of it like so you know do we spend the money do we not and the long care thing

[40:48] is really hard for me because I am not an expert on that. Like I don't know what to tell

[40:53] someone to do so that my lawn is not dead or so I don't have crap growing everywhere or

[41:00] I don't know anything about sprinkler systems and stuff. So I really rely on whoever we have

[41:04] to just be really knowledgeable and just take care of us if that makes sense.

[41:10] But I think you're right. We probably should end up paying the extra money for JD.

[41:18] The stream green, not JD, the stream green because if the long dies, the cost of replace it is very expensive.

[41:28] With that pricing that we have, because they are quite a bit more.

[41:33] So I think people have to start being meter at least private residents are going to be meter this year with water.

[41:39] It was a state mandate that came out a couple years ago.

[41:42] So is extreme green going to be liable for our water if the school gets like a set amount

[41:50] of water?

[41:51] Are they going to be on that?

[41:52] And do they have like a lower place your law if we kill it clause?

[41:56] Yeah.

[41:57] No, and we had this problem a couple of years ago when we had the major water restrictions

[42:01] we got fined because our sprinkler system wasn't done correctly and they were aware of it.

[42:09] but I guess the guy who came out and said,

[42:10] hey, we had to pay the fine.

[42:12] We also had to replace the lawn that died.

[42:15] Like, but and that's what I'm worried about is like,

[42:18] if it got messed up with extreme green,

[42:20] I'm not trying to be mean, but like,

[42:22] they're able for sure be a disaster this year.

[42:24] Like a string green knew what they were doing.

[42:26] They were like, oh my gosh, we're so sorry.

[42:27] We had this guy who's supposed to oversee it.

[42:29] We know your water restrictions

[42:30] in this section of case villain Davis County is this

[42:32] and we didn't, we didn't adjust it accordingly

[42:37] and come and check on it and stuff like that.

[42:40] We didn't have parts of our law on the diet,

[42:42] but it wasn't as bad.

[42:43] Like my own personal yard was way worse

[42:45] that summer that our school was.

[42:47] So they did a better job of it than we did at my house,

[42:51] but no, ultimately the school, I think,

[42:53] is accountable for everything.

[42:56] Just kind of our reality of living in dry summer.

[42:59] What we ought to do is have a conversation with them

[43:03] about the sprinklers and give them the information. They look, you know, we need to do the census

[43:10] up properly and let us know that you've got a property. No, it's not.

[43:21] Yeah, I wonder if you could

[43:22] say, hey, you're quite a bit more expensive than the other guys. Would you be willing to look at our

[43:27] water usage and sprinklers. Like, I don't know what we need. But if we require

[43:32] then, is it to monitor or making adjustments when you didn't?

[43:39] I had because when we got

[43:42] find and had kind of a major issue and then we also had an issue with our water, our sprinklers

[43:47] breaking one time. Anyways, we kind of had a very big long back and forth with facilities

[43:53] at Academica trying to figure out who was ultimately responsible for helping us with sprinklers

[43:58] because Academica said it was definitely not them and so basically at the end of that whole

[44:03] fiasco at the end I was like so basically Kristinaire responsible for sprinklers and we don't know

[44:08] what the heck we're doing so we are going to need to rely on our one care company and so at that time

[44:14] I really was like I like called Scott and I was like I like we cannot have to be the experts

[44:21] on this they're saying they won't take care of it so can you please commit to like making sure that

[44:26] you've got this taken care of and you tell me what you need and I trust you that you know what you're

[44:30] doing and stuff and he was like yeah and that was probably like a year and a half before we made

[44:35] this switch last spring so I feel really pretty I feel more comfortable and confident going into this

[44:41] next year using him based on like those experiences than this newer company I like said he's such a nice

[44:48] guy um he tries really hard I just I just feel like the knowledge and skill isn't there and we've

[44:53] just had to do a lot of stuff and I'm in both Christine I just are concerned about how the lawn

[45:00] And everything looks, and then looking into next year, I just am like, oh, if everything dies, Keith's not wrong, like I wouldn't be able to replace it. We would just have a very dead, dead lawn and it looks so ghetto because we have so much of it. So it just does not help with the appeal of Jefferson Academy. So. I think the only thing we'd want to do, Nicole, not the extreme green quote on the weekly maintenance. It has timer control as a line item. That $500 includes it.

[45:29] Yeah, included in the weekly maintenance, but it also has it included in the labor per hour.

[45:39] So they can, you can get them to do a variety of things for a per hour labor.

[45:45] Hybrid control. Yeah. So what we want to do is just say, hey, we want to make sure that

[45:52] timer control checking the timer every week is included because that's what I would want.

[45:57] I would want them to make the timer every week.

[46:01] I agree.

[46:02] Still make sure it hasn't, for some reason,

[46:06] jumped or gotten screwed up somehow.

[46:09] This is fair, but it's no double-digit thing.

[46:11] It's a weekly maintenance and so far.

[46:13] Yeah, I agree.

[46:17] He has been so great with snow removal this year.

[46:21] Like, when I've gotten to school and my parking lot is not salted or it's not,

[46:24] you know, quite done enough because they did it earlier and it's already like

[46:27] read down a river he's been super responsive and like what can I do like I think

[46:34] going away from his services for a minute and then possibly coming back I I think he's in

[46:38] a position where he will do whatever I say we need to to do to have that be worth our money.

[46:47] Hey,

[46:49] then I would make a motion to approve the extreme green clothes.

[46:57] Do you want to include the school and trust plan too?

[47:02] Yes.

[47:03] Perfect.

[47:04] I can do it.

[47:05] Well, hang on a second.

[47:05] Let me do this again.

[47:06] Okay.

[47:07] The motion to approve the school and trust plan as drafted and also the extreme green long

[47:15] I don't care, I agree with you.

[47:17] All seconded.

[47:18] All in favor.

[47:19] Bye.

[47:20] Bye.

[47:21] Bye.

[47:23] Okay.

[47:25] What do we need to do with the financial condition and activities?

[47:30] So it's not included in there, but all the changes are in the executive summary behind the agenda.

[47:37] Don or Nicole, do you want to speak to this?

[47:39] Yeah,

[47:44] I think people are not very slight and don't propose raising the

[47:49] limits that Nicole can approve without me. So each month I'm

[47:52] approving our speech agreement because it just hits the threshold that I

[47:55] have to approve it before it gets paid, which is fine. But they're

[48:00] proposing to raise those. No, no. And you said it's in. It's

[48:05] Yeah, yeah, yeah, so Nicole would have up to 10,000. What's it out right now?

[48:14] I can look sorry give me one second. I hit 5 to 10 and look at it after that as a board.

[48:21] Like I approved ETS's bid for $5,000 this week. I approved

[48:31] So some of that stuff that we've already talked about as a board will just slide through.

[48:36] It's not a huge inconvenience to me if it's something you guys still feel like you need to be oversight on.

[48:43] No, but it was supposed to slide on because I'm a person who's gone.

[48:46] So it's just, I mean two things.

[48:49] One, I think we're very comfortable with Nicole and being very financially and physically responsible.

[49:02] The question is, if Nicole goes away, then we'll get a little bit back down there.

[49:09] Yeah, I can always change this.

[49:11] Um, I was guessing that's that's one of the things that dawn specifically said is she said when she looked at other schools and kind of what they do.

[49:18] Two things to keep in mind is that things have increased so much in cost and we already made an adjustment a couple of years ago, kind of with that in mind.

[49:26] Um, but she's like never one things are just a lot more expensive. So more things hit thresholds faster.

[49:33] And then she also said schools who have had directors for like the same amount of time as you.

[49:39] They typically have higher purchasing limits, but she's like, but then yes, if they were to have a different director than you would change policy, it's very specific to the fact that I'm the director right now, but you guys would for sure if you got a new director, you'd probably change it even different than what it is now probably.

[49:56] And then also if I can just point out that another thing is if any payment is made from the schools account, that's 2500 or more to accountants here actually also review it.

[50:07] So it's still not just Nicole, you know what I mean, it's going to be Nicole plus me plus another accountant for every single purchase that's over 2500 regardless of what her amount is just to make sure that everything's correct.

[50:20] Excellent.

[50:23] Then I want to make the motion to approve the changes to the exactly the

[50:34] limitations 2.4 financial condition and activities. That's a proposal.

[50:39] I second it.

[50:40] Hi.

[50:42] Hi.

[50:43] Hi.

[50:44] Hi.

[50:53] Health side professional employer agreement.

[50:57] Nicole, do you want to talk to this or do you want me to?

[51:00] Um,

[51:04] you probably might know, I mean, I know I can talk to it.

[51:08] Okay, so it's time for us, actually, you talk about it.

[51:15] Okay, so you've been contacted with help side for years.

[51:18] And I don't want to explain it, so you explain it.

[51:22] It's so easy, but you've been contacted with them for at least five years, maybe longer

[51:27] to do your employee benefits like 401k, payroll, all that kind of stuff.

[51:30] So it's just time to look at that contract again and sign another agreement with them.

[51:37] So we did our HR did some homework behind the scenes to do like who's the best rate and stuff

[51:45] there by far the best rate so. And from what I checked we actually only pay them for payroll.

[51:52] Like we don't pay them any other fees for the other services we're just paying them when they

[51:57] right checks, like payroll checks. So the financial piece is very, very small as

[52:06] far as what we commit to.

[52:11] Now we make motion to approve the execution of the

[52:16] I'm going to read.

[52:17] I'll second it.

[52:18] On the table.

[52:19] Hi.

[52:20] Hi.

[52:21] Hi.

[52:24] How's that?

[52:25] Yeah.

[52:25] It's time.

[52:27] Yeah.

[52:28] I heard today.

[52:29] And the.

[52:30] The.

[52:31] Somehow the.

[52:32] He's charging schools 40 $2.

[52:35] I think.

[52:35] How did you check?

[52:36] For one check?

[52:38] Two other.

[52:39] Other.

[52:40] Oh, other.

[52:40] Other.

[52:41] Yeah.

[52:41] And they are like $8.

[52:44] dollars. It's they're great. Their prices are so good. Yeah. Crazy. They're

[52:50] calendaring. June 8th. That worked very well.

[52:56] I'm so sorry. I'm going to have to

[52:57] take it and put it in. It's going to be great. It's going to be great. I know. It's awesome.

[53:04] It's amazing. Somebody asked me how long you've been married. Oh my gosh. 37 years.

[53:12] Don't worry so be sure of it.

[53:12] Does she switch 30 this year?

[53:15] The next year?

[53:19] One.

[53:20] Sure she is.

[53:20] She went...

[53:21] You are right.

[53:22] Let me do it.

[53:23] I'm not sure if it�s okay.

[53:27] She is, but she would turn up.

[53:29] She could turn up.

[53:30] There is a temperature here.

[53:32] 30 this year?

[53:36] What is it here?

[53:41] Or 30 this year?

[53:41] Th seria.

[53:41] know, right?

[53:44] Is it like paper year or something like that?

[53:47] Pretty sure.

[53:50] I will be holding him accountable for like the silver and gold you're

[53:55] though. I don't think it's super bad.

[54:14] Oh, I'm listening to the last one.

[54:17] My little, all related assistance said that I'm like, I've never heard that before.

[54:21] And that's a weird question to be able to get through that time.

[54:24] Yeah.

[54:24] All right.

[54:26] 801.

[54:27] And I moved to Virginia.

[54:29] I was like in it.

[54:30] All right.

[54:32] Thank you.

[54:32] Bye.

[54:33] Bye.

[54:33] Let's go.

Jefferson Academy Board of Directors Meeting

Transcript