[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.]

[0:00] Okay. Well, I'd like to welcome everyone to our leadership learning academy board meeting on Monday, August 31st, 2026, in the AW service building located at 290 North, Flint Street, and Kaysville, Utah. We're going to go ahead and do a roll call of everyone that's here. So I'm David Gray. Do you need some light? Do you move over? Brennan Fairbanks. Good, Hanson. Richard Squire. John Calducci. And who do we have on the line?
[0:34] Did Terry announce in song, okay, is there anyone else?
[0:38] No.
[0:38] Terry's calling.
[0:40] He's going from Wooden.
[0:41] I know he's made it back from Bush Gardens, so.
[0:44] Well, let's go ahead and start with our board mission.
[0:46] Deb, do you want to do our board mission?
[0:48] I would love to.
[0:50] It is the mission of the board to make the academic growth
[0:53] and achievement of students to focus on leadership learning
[0:56] and Academy.
[0:57] This accomplished through modeling school charter
[1:00] are principled and inspired leadership. The board will govern not manage the
[1:04] Latin man that maintains financial stability. It will speak and act with
[1:09] unified voice. Thanks, Jim. That was beautiful. You did that with such.
[1:14] I'll try to avoid expression. Okay. Jimmy, can you do our mission? Yes, our mission
[1:20] is to provide an educational experience that empowers individuals to become
[1:24] leaders, who embody integrity, respect, and resilience, and value, value, community. Through
[1:32] our flight crews, we foster a personal world, challenge using the Joseph Positive Tivoli
[1:37] Impact World, and cultivate lifelong learning. Thanks Jimmy.
[1:42] Jimmy, do you mind reading the vision for us?
[1:44] Only take direction from the president.
[1:52] A leadership work came happen to me and we bring the private school community where
[1:59] everyone learns girls and serves the imagine and beauty.
[2:02] Thank you.
[2:04] Thank you for doing that despite not being directed by the benefit of society.
[2:10] All right, what do we have any public comment?
[2:12] I don't know if we have anyone here in the show.
[2:14] do we have anyone on? We do not unless Lori wants to make any public comment. I'm
[2:22] just lucky to be here.
[2:26] Well we feel blessed to be here. Good. Well good. Well if we don't have
[2:30] any public comment we'll turn the time over to Richard for a exactly what we're going next for the state of
[2:35] Yeah.
[2:37] Okay.
[2:40] So we've hired Karen Parall to be our instructional coach in late.
[2:45] We haven't had an instructional coach for a designated instructional coach for quite some
[2:52] time.
[2:53] And she comes with a lot of national education, a lot of good experience.
[2:59] We're excited to have her.
[3:02] Melissa is very pleased with what she's seen so far and she's running.
[3:07] Is she going to do just lightning or will she do both?
[3:10] She's just doing lightning.
[3:10] Okay.
[3:12] The organ has their own.
[3:13] Oh, I'm going to try to do it.
[3:14] So with that, I had a conversation with her right up front and told her that my goal is we have 90 plus percent of our kindergartners on reading level at the end of the year.
[3:30] It's very doable. We were able to do that at Snow Metro, which is much more highly
[3:37] impacted. Most of our students came to us there, not only in English. She is super excited
[3:43] about it. She's like, oh yeah, we're good, we've got this. Stopped and just chatted with
[3:49] her a little bit this morning. And she's very excited because she's got teachers coming
[3:54] her asking for help, which is something she's not had before. She not experienced that.
[3:59] That just speaks to the culture that is in our ability and the teachers. Nobody's looking
[4:05] for a godship. We're all just trying to become better. And so they're stopping and asking
[4:10] her for help before she even goes out to them to talk to them. So excited about that.
[4:16] We hired Grace Hayat to be our behavior specialist in Ogden as our previous one left right in the middle of the summer.
[4:30] Kim is very excited about her and she's done great things already there.
[4:34] With that, I have moved Mackenzie Nibergall and Layton, who has her VCVA
[4:45] behavior specialist, basically our district leader for Bayon, and she's
[4:53] stepped up taken on that role very well. And then finally we've also hired
[5:11] She's been with us assigned by the state for the past few years.
[5:18] Her time was up, she's been tied from the state, and we hired her to stay on full time with us.
[5:26] We're excited about that.
[5:28] We've got things moving.
[5:30] Again, I shared with them the goal of 90% and they feel
[5:34] like that's a sign document.
[5:37] And as I'm aside, as I was speaking with Karen this morning,
[5:41] she was super excited with our first grade teachers because
[5:45] our second graders this year began in the air that 10 students
[5:49] who are not on level.
[5:52] So that's after the end of the summer and coming back to the whole grade.
[5:57] So it's pretty great, I'm super excited about that.
[5:59] I'll have the numbers for you in our next meeting as to where we felt with our testing.
[6:06] So,
[6:09] sorry, actually both those two's there so we are adopting.
[6:19] So, the state is requiring every school to either adopt an early warning system software
[6:28] or let the state know how they'll meet all the requirements for early warning systems, EWS.
[6:34] We're adopting a program called Panorama.
[6:39] The state is paying for half a bank for us.
[6:42] So, our cost is $3,500 for the year on our side.
[6:48] So, we are working on getting that online right now, and if that works, like I'm thinking
[6:57] and like I hope it will, we'll actually get rid of another software that we're using
[7:01] to track the student behaviors called Swiss, that's costing us $5,000 at each site, so
[7:08] we'll be at a nice savings there.
[7:09] This state collects all of the data.
[7:14] This is killing it.
[7:16] Right.
[7:17] The state does collect all of the data.
[7:19] Yeah.
[7:20] What panorama does, though, is it syncs with our SIS, which we use.
[7:28] It aspires to the state's.
[7:30] It's just the state's.
[7:32] It is the state's fault.
[7:35] But what it does, panorama collects all of the data.
[7:39] data, not just the behavior data, it also collects our instructional data, it collects
[7:48] any data that we want to put in up from the interventions that we run, and basically
[7:54] it becomes a one spot where we can get all the information for this student, when we're
[7:59] meeting on any student for behavior, attendance, academics, whatever, we've got it all right
[8:05] there in that one program instead of having to pull up several different programs. It talks
[8:10] with the SPIRE and it makes it now so that I won't have to do a quarterly report to the state
[8:15] with all of our behavior data. I'll talk to you after I need you. That's not going to do with what
[8:23] you're doing.
[8:26] Is there like, uh, forgive me, based on what you're saying, and I'm trying to get into it?
[8:31] Is there any artificial intelligence like connections there that can help you guys out with your time, especially with all the data there?
[8:40] Should be able to do reporting on that in.
[8:43] You know, there's a lot of people that do Excel, you know, formulas, and other things like that, trying to do reporting where you can just use prompting and agentic flows,
[8:52] and other things like that with all that data and talent spits and things out.
[8:59] No, we haven't looked into that, but instead of teachers putting all that data into their
[9:05] spreadsheets, they'll be putting it in the batter out.
[9:07] I love it.
[9:08] I'm going to be quiet.
[9:10] Sorry, I had as many personal things, but yeah, I'm a little tricky.
[9:14] I'm a little tricky.
[9:14] Yeah, I'm a little tricky.
[9:15] I'm a little tricky.
[9:17] I'm a little tricky.
[9:17] I'm a little tricky.
[9:17] I get triggered from a past life.
[9:23] So strategic is up and running marketing for us now, they really got some good ads coming
[9:31] out.
[9:32] We've been full of war since the end of June, so sadly wasn't enough, early enough to
[9:41] really affect our enrollments.
[9:46] We're down about 50
[9:52] students or we ended the year last year.
[9:56] Part of that is we're down kindergarten students across the board.
[10:01] The whole state is just the incoming numbers, we're not what they were last year for sure.
[10:07] That and I'm not sure why we didn't retain a lot of our first graders, well all of our first
[10:13] But between the low kindergarten and our, what we retained in late, that's down about
[10:19] 40 students.
[10:21] We lost a lot of our graders.
[10:22] We lost about 25 first graders.
[10:25] We went from five kindergarten classes to four first grade classes.
[10:30] So we lost about 20% of the day in the year?
[10:34] Yeah.
[10:36] Not sure why that is, but what I'm hoping is with the push for
[10:42] literacy, you know we can really start pumping out their good scores for
[10:48] parents to see that's what parents are gonna talk to.
[10:53] So we're
[11:00] we're sitting
[11:01] about we're
[11:05] up for students for when I grow this we're at 839 students.
[11:13] So
[11:13] So augurum was pretty flat for our enrollment.
[11:20] What can we do to help you?
[11:22] I know we get that volume of structure.
[11:26] That
[11:29] will start a piece of question.
[11:31] Can you sign up?
[11:33] Oh, I have talked and we are compiling
[11:39] the list of arguments
[11:43] around each site.
[11:46] Yeah.
[11:46] And we're trying to market it and see if they've got a welcome
[11:50] to give new tenants and we're trying to get
[11:53] pliers in those outlining what we're about
[11:57] and why they should have their students come to Illinois.
[12:01] Jim, how do we get on face so that we've got
[12:06] welcome packets for the people moving here
[12:11] years ago we used to have a contact.
[12:14] That is Matt. I can't remember Matt Mason.
[12:16] I believe this is named. We're working with Matt
[12:18] and that's his assistant here.
[12:21] Yeah, we said we were going to the 75th and then get top of the 70th in there to help,
[12:25] but you got the right contact there.
[12:28] Yeah, we met with Matt, where he was where he had, he had some things he wanted to talk to us
[12:34] about based on some parent contact, and I didn't know what we were doing with that of the whole
[12:48] The State Charter War would come in and look and then do an investigation and put us on an improvement plan and they couldn't find anything
[12:55] that we needed to work on because our policies are tight.
[13:04] There was a disgruntled parent who had two students that they had had Jared talk to them into bringing to L.A. from being home school.
[13:16] He was working with them as a softball coach, and then when this all went down, they were
[13:21] really upset for us to handle him.
[13:25] And so they're still holding up a little bit of a stretch.
[13:29] Yeah, a lot
[13:33] to work with, you know, good job.
[13:36] Hoping once the final sentence he takes place in October, we'll be able to move all past
[13:43] that after that we'll turn our little reviews back on and we're going to target some parents
[13:51] to try and listen some positive reviews for them to put on good reviews.
[13:57] Well, it's been a Carly Rose. She's with Layton and she keeps the Facebook very positive and fun.
[14:09] You know, the birthday table, they had a meeting, the last Friday at 1230 for the PTO, and she's running clubs after schools, she wants volunteers to run the clubs, and I mean, everything that she puts out is, like, so cool.
[14:28] If you're not following us on Instagram, you should be.
[14:31] And she has really put some nice things out.
[14:34] So you can get all of that as well as strategic as marketing or the putting out for us.
[14:40] And the ads for online has been very nice.
[14:42] Yeah.
[14:43] That's great.
[14:44] And then they've got administrative rights to Facebook as well, so they're running ads
[14:50] on Facebook.
[14:51] They're also currently creating a Spanish, our facing website for us for our Spanish families.
[14:58] What's going on?
[15:00] Good. So what's the origin school districts enrollment looking like? You know, I'm not sure I haven't. I'll be curious. See what they're up to. Everyone is. Yeah, you know, we've been focusing on reading the last few years. I thought, really? I've been gone 20 years. I thought that was our focus.
[15:28] I like what you're doing though for like the long term, with respect to literacy rates
[15:35] and just making sure that we're like at the top, from education perspective, like we're
[15:39] that choice provider, so people get people who lose their place.
[15:44] Yeah, care about like high value education, they come to us versus just trying to get
[15:50] anyone.
[15:50] I went to several breakout sessions at the Utah Charter School Conference in June about
[15:59] enrollments in what drives enrollments in charter schools.
[16:02] They are mostly dealing with high schools, but the common thing with all of them, and
[16:07] I think it drives right now the elementary is, what kind of an education is my student going
[16:12] to get?
[16:13] Yeah.
[16:14] Oh good.
[16:15] So thank you.
[16:16] Yeah.
[16:17] That's great.
[16:21] All right, Jimmy, are you giving a financial update for us?
[16:28] I was looking at finances today.
[16:34] So I don't know if this is ever been done before, but I worked with John over the summer,
[16:41] and I've given both the principles of budget to use for the school year.
[16:46] They're controlling most of the the money that's being kind of and they're trapped in that so I was looking at it all
[16:51] I'll have a monthly meeting with them to go over everything
[16:55] everything but
[16:59] Materials looks pretty good down below 10% is there any concern but we always spend a lot on materials because you're buying all your
[17:07] Materials on the ground. Yes, and then materials didn't look that bad actually. I think they were in the teens. Oh really?
[17:12] Yes, good. So there was no concerns that I saw. And is there any concerns with enrollment
[17:18] numbers for budgeting? We budgeted for $350. And actually our whole harmless should
[17:25] be $850. We budgeted for $850. Our whole harmless should be $870. So we should have more than
[17:34] with a budget of $1,000.
[17:37] All right, well then we'll move on from the financial update
[17:40] and go on and did everyone have an opportunity
[17:43] to review the board meeting minutes
[17:47] from our previous meeting, which was, what day it's time.
[17:52] It was the long, electronic meeting.
[17:55] Oh, was that, was that what it's from?
[17:56] Is that what we're approving, Donald, is the electronic ones?
[18:01] Well, then it should be very short to look at that.
[18:05] I entertain emotion to approve those.
[18:09] I get a hint and make a motion that we approve a minute set the June 34th meeting.
[18:13] I do me a second.
[18:18] All in favor.
[18:20] Hi.
[18:23] You have Terry.
[18:24] Terry makes it look easy, doesn't he?
[18:26] He does, yeah.
[18:27] I don't know if Terry's on or not.
[18:29] All right, so then we need to look at...
[18:31] It might be for...
[18:32] I think he's frozen.
[18:33] He's frozen eating his food.
[18:34] all right so let's see so Richard are you going over the amended T.S.S.A framework?
[18:44] Yes I am. I believe the big thing on this is we're mending to make sure that we follow the
[18:51] state's guidelines with ensuring that if 50% of our students, if we don't meet 50% of the
[19:02] students don't meet the goal in literacy that 50% RTSSA funds will then be spent on literacy
[19:12] directly so that we can get our students up where they need to be. I'm confident that
[19:19] we won't hit that but we still are spending quite a bit of money on literacy simply because
[19:24] because we don't know how important it is, and we want to get our student scores as high as we can.
[19:35] Again, because we know that's where we know our students read that.
[19:41] Our teachers don't need to write any more plans than that.
[19:44] Either our peers, or anything like that.
[19:49] And our students deserve the best we can give them.
[19:53] All right, is there anyone that would like to make a motion to approve the amended teacher
[20:01] success act framework?
[20:04] How do we sound like so, Will?
[20:07] Could you?
[20:08] I choose a second.
[20:10] All in favor?
[20:11] Hi.
[20:12] Hi.
[20:13] Thank you.
[20:14] Richard, are you doing the next one as well?
[20:16] Yep.
[20:17] Bullying and anything?
[20:18] Raised.
[20:19] So we're ending this to match the state's requirements.
[20:25] We need that.
[20:26] We're adding definitions for accountability practice and
[20:29] restorative justice practice.
[20:31] We're also requiring or making adding in our policy a requirement
[20:37] that as we reach out to parents that we are unable to get a hold
[20:41] of them and we just send an email.
[20:43] We're also actually leaving a voice message so that the
[20:47] parents know what's going on with an incident that may have involved their child.
[20:53] So it's just bringing everything up to that state requirements.
[20:58] All right.
[20:59] Thank you, Richard.
[21:01] I understand a motion to it that the board approved the amended bullying and hazing policy
[21:05] that we just reviewed.
[21:07] I did.
[21:10] It's so much.
[21:11] I did.
[21:12] It's about a supposed geometry.
[21:15] All right.
[21:15] the combined and amending like trying devices policy.
[21:19] Oh wait, we didn't vote.
[21:21] Oh.
[21:21] Together we do.
[21:22] My favorite.
[21:23] My favorite.
[21:25] My favorite.
[21:27] That's Terry.
[21:27] Terry, screw it up.
[21:28] Okay.
[21:29] Not too.
[21:30] All right.
[21:31] Richard, the next combined and amending like trying
[21:33] device policy.
[21:35] Yes.
[21:35] Let's take a very policy.
[21:36] And combining them all into one policy.
[21:39] That's our student acceptable use
[21:40] and electronic resource policy.
[21:42] our staff, except for the use of internet and electronic resource policy and
[21:47] internet safety policy.
[21:50] So the changes in this specified the policy will be
[21:54] reviewed at least every three years to make sure it is where we want it to be. It
[21:58] also includes AI glasses in the definition of electronic device. So the you know as
[22:06] they come around, we can say, look, sorry, you can't have your eye glasses.
[22:11] What are eye glasses?
[22:13] Metaglasses.
[22:14] It's got a camel.
[22:15] So glasses with a camera.
[22:17] You can hook, lick it to your phone.
[22:21] It would be cool.
[22:21] Record your AI.
[22:23] Yeah.
[22:23] They sell me Costco.
[22:25] Yeah.
[22:25] Probably.
[22:26] I forget my glass.
[22:27] You're like five or six.
[22:28] They're more than the two dollar ones at the.
[22:31] Yeah.
[22:31] So they look just like regular glasses, but they have a camera.
[22:35] Yeah.
[22:35] Yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah.
[22:38] I know that we have several other brands that are currently available.
[22:41] But you know, it's a lot of rare brands now.
[22:43] You get to look at sort of that corner and stuff.
[22:45] The scary thing is, the website, I think you would people...
[22:48] They won't know.
[22:49] You won't even know.
[22:50] You won't know.
[22:50] Yeah.
[22:51] Got a guy who come down and he was like working on the lights on one of the rides, and I was
[22:56] like, how are you gonna count all those lights?
[22:59] And he's like, he's like, meta, count all these lights, and he just looks at it and he was
[23:03] able to count all the lines.
[23:04] that's for them.
[23:05] I know.
[23:05] Wow.
[23:06] We're all in trouble.
[23:07] We're hard.
[23:09] So the right band are typically over in the corner.
[23:13] The oakles are right in the center of the canvases.
[23:17] It's pretty cool.
[23:18] It's pretty cool.
[23:18] Yeah, yeah, like Google.
[23:20] It's pretty cool.
[23:21] It's pretty true to you getting in your contacts.
[23:22] Yeah, yeah.
[23:22] That's what's happening.
[23:23] Pretty soon you'll have them.
[23:24] Just like this.
[23:25] I'll just say this.
[23:26] And this.
[23:27] I mean, we lost.
[23:28] And then I'll just like to keep walking on a strainer, just in your glass.
[23:32] You can see all the information about the people you see.
[23:34] Things that need to be done.
[23:35] You don't need to be done.
[23:43] You know, sometimes you later, you get to see all the cool stuff that you can do now.
[23:49] Before it was just like you just searched things but it's agentic clothes and the things
[23:54] that they do on a routine basis, there's so much that they just cut people out from doing and then just focus on work
[24:03] and you can generate all the other stuff on the side.
[24:05] That's why we're kind of disappointed in the state of America.
[24:10] Mom, you're just going to arm yourself.
[24:12] I'm going to say a lot of things that's behind it.
[24:14] I'm just going to switch a little state.
[24:16] They weren't sure.
[24:17] Go ahead.
[24:17] Along with that, then.
[24:19] Can they get it to Redley Church talk?
[24:21] Yes.
[24:21] Actually, yes.
[24:23] Yeah.
[24:25] That's my life.
[24:26] That's my life.
[24:28] I'm strong.
[24:30] We get a little far afield.
[24:38] We can have that for you in five minutes, or less.
[24:42] For 30 seconds.
[24:44] For free.
[24:44] With my favorite speed, 121, 20 seconds.
[24:49] Richard, is there anything else you'd like to add to this?
[24:51] Yes.
[24:52] So in the policy, we're also including a section that allows parents to request
[24:59] administration allow their students to briefly use a phone at a specified place in time during the day.
[25:08] So like if they were needing it to check a gender or something like that.
[25:12] So the parent has to request that?
[25:14] That's a great question.
[25:19] As a request, students are able to use their privately owned device.
[25:22] And is that in a certain place?
[25:24] In a certain place, yes.
[25:26] But what if they're in the office?
[25:28] If they're caught with it, it's already in the policy that's confiscated.
[25:31] Well, how do we get into the device here?
[25:35] We get into the device and it's open.
[25:37] And if it's not open, then how do we get into it?
[25:39] Are we saying that the person has the ability to request the student to open the device?
[25:46] We try not to get into the device unless we absolutely have to.
[25:52] What would be a reason to take it?
[25:54] I don't want to need to or actually I just wouldn't.
[26:04] I'm just looking at this and I'm like somebody might misinterpret this like this needs
[26:10] I have the power to ask you for the code you're going to give me the code and I can't get
[26:14] worried about that.
[26:16] I'm not worried that you shouldn't do that maybe law enforcement does that and you just move
[26:20] on.
[26:21] We tell teachers in the administration that they don't get to do a lot of things.
[26:27] And it's even great as to whether law enforcement should be getting into that.
[26:32] To oppose not typically you have to have parental consent or just cause.
[26:37] Clothes is this thing here that I'm only throwing this out because apparently we had somebody with two phones.
[26:44] You know what I mean?
[26:45] We do.
[26:46] How?
[26:46] Not a third.
[26:47] There is a paragraph here that says probably the electronic devices that are used in the
[26:52] appropriate, maybe subject to search by school personnel, only if there's a reasonable suspicion
[26:57] of the device that contains obscene, horror, photographic material, or I've been used to
[27:01] cheat those right in the bears.
[27:03] So I'm just like, when does that get involved?
[27:06] And that's where I'm at.
[27:07] It's been a while.
[27:08] Right?
[27:08] It's looking at me.
[27:09] Like, when Brennan gets me a look.
[27:10] No.
[27:11] I don't know.
[27:12] Here you go.
[27:13] He's ready.
[27:14] This is a recent rule, you'll do it and I'll answer if there's any follow-up.
[27:16] Go ahead.
[27:17] So my advice to teachers administration would be if you think that's on there, great don't
[27:24] open it.
[27:24] Don't search it.
[27:25] Okay.
[27:27] Get a parent in, involve it, involve the parents.
[27:30] Have the parents look.
[27:31] Yeah.
[27:32] It's really their phone.
[27:33] Yeah, it is their phone.
[27:35] Or a lot of force, or a lot of force, and if a parent chooses not to do that, we'll
[27:43] uphold the policy to the best of our ability as far as student discipline.
[27:49] Yeah, and I'm not trying to go off on a tangent. I just worked with some people that would
[27:53] read this and thought, this means I'm in charge. And now they may have started doing some crazy stuff.
[27:58] I'm not saying that's what we have. Richard gave the right answer.
[28:03] But what I want to run Richard and use the word around is what's the standard and it's a reasonable
[28:10] So that's to keep you out of trouble, right?
[28:12] So if you happen to look at something, you're not going to be...
[28:15] Yeah, that is like violence and so on.
[28:16] And reason is, reasonable suspicion is the lowest standard.
[28:20] I also think it comes back to it, if you incase to kind of protect
[28:24] Richard and rest of us, like the teacher does go into that.
[28:28] They didn't break the policy.
[28:30] So I think it's a...
[28:31] I agree, it's just how people...
[28:33] No, I do know how people interpret it.
[28:35] They're like, yeah.
[28:36] It's going to be an hour.
[28:39] Okay, come down with your power.
[28:42] Okay, we're kind of sorry.
[28:44] Okay, no, but we appreciate the conversation.
[28:48] It does include a couple of more definitions like obscene, harmful to minors,
[28:55] and then explains the protective measures that will be included.
[29:01] Also,
[29:05] it will explain that the school's technology protection measures include a parent accessible
[29:11] monitoring system allows parents to review the activity of their children on school-owned
[29:15] electronic devices.
[29:17] Do we have that capability?
[29:19] We do have that capability.
[29:22] But our students aren't using devices very much, especially because of the new electronic
[29:30] devices in schools law that came down. So it is through
[29:40] ETS in order to buy
[29:42] direct camera remember that. But ETS has in the software that we get through ETS.
[29:48] It used to be that pro-guardian.
[29:49] Go-guardian?
[29:50] Is that the one?
[29:51] Yeah, go-guardian.
[29:52] Every time their kid logs in, I can see their kid's history from that.
[29:56] Yeah.
[29:57] That's good.
[29:58] I like that.
[30:01] That's electronic devices and resource policy. All right. Well, I would entertain a motion for the board to approve the combined student, except we'll use electronic resources policy, the staff, except we'll use the internet and electronic resources policy, and the internet safety policy with the schools of electronic devices policy as presented. That the combined policy will be renamed electronic devices and resources policy, and that the proposed revisions to the policy of the internet
[30:30] approved and to rescind the separate student acceptable use of electronic resources policy
[30:35] to staff acceptable use of internet electronic resources policy and internet safety policy
[30:40] now that they have been combined into one policy.
[30:43] I did get some solo.
[30:46] That you moved a second.
[30:47] All in favor.
[30:48] All in favor.
[30:49] All right.
[30:50] Great.
[30:51] Thank you Richard.
[30:52] You've got another one to go through now.
[30:53] The amended paid paternal and post party leave policy.
[30:57] Yes.
[31:02] So this is a response to HB329 from this year's legislature session.
[31:08] Bill requires Elliot to provide an additional three weeks of paid leave to any qualified
[31:14] employee who adopts a child under six years of age.
[31:17] That's an addition to adoptions.
[31:19] Bill also creates a separate category of foster leave requiring Elliot to provide the goal.
[31:23] a week's of paid leave to qualify an employee who becomes a foster parent in their child.
[31:30] So we're advising the pay parental post-partum recovery leave to include these items.
[31:40] So is this a policy that coincides with something they're doing is like for all state agencies
[31:45] or what is that where is this coming from?
[31:47] Yes.
[31:48] Yes, it's revised for all state agencies.
[31:50] It's just really recognizing that foster parents and adopted parents need time with their adopted or fostered child to bond together and have some time to really get used to each other and best able to do that when it's large chunks of time.
[32:11] All right, it was recommended that the board approve the amended paid paternal and postpartum
[32:17] recovery policy and changing its title to the paid paternal and postpartum recovery adoption
[32:21] and fosterly policy.
[32:24] Are you somewhat so moved?
[32:26] You're too moved most likely.
[32:27] All in favor?
[32:28] All right.
[32:29] Okay.
[32:30] All right.
[32:31] You've got one more, Richard,
[32:34] that the LEA specific educator license.
[32:38] No, six.
[32:39] Oh, I missed one.
[32:40] Six education instructions.
[32:41] I skipped over. I apologize. I got nervous and didn't want to talk about that.
[32:48] Is that work? Well, educate us on this sex education.
[33:05] This one, HV-251, or excuse me, 281 for the 2025 legislative discussion,
[33:11] revised the definition of sex education instruction.
[33:14] It's also a lot of, by the list of sex education related topics that are not allowed to be taught in schools.
[33:20] This brings us in line with all of that.
[33:22] We actually have not taught sex education.
[33:27] We're getting our committee together again to go over this.
[33:31] What we've done is just sent home the links for the information that parents should be able to give kids
[33:41] and allow them to do that at home.
[33:43] So is that like the maturation process?
[33:45] That's the maturation program, yeah.
[33:47] Essentially.
[33:47] There's a so fun to sit through in his grade though.
[33:51] It really is.
[33:51] Because they all school around.
[33:53] Right.
[33:53] So that's the parents.
[33:55] Absolutely.
[33:57] So we're kind of turning that back to the parents.
[34:01] That's conversation they should have with them and along with that have that and give them
[34:06] that training.
[34:07] Okay.
[34:07] That's Richard.
[34:08] I'm going to entertain a motion that, for the Board to approve, the amended sex education instruction policy.
[34:17] I did hands in seconds.
[34:19] All in favor?
[34:20] All right.
[34:21] All right.
[34:22] Okay, now, Richard.
[34:24] Now we've got through that uncomfortable mess.
[34:28] Let's talk about all your specific educator licenses.
[34:32] Yes, we have three this year.
[34:34] In late, we have Tiffany Milankova, who actually has her teaching license in Virginia.
[34:42] We're working on getting that recognized here in Utah, though we just figured to be safe
[34:48] we'd run her through the LAA specific and tell that paperwork's on taken care of.
[34:53] We have actually Chavez who has been teaching for us in August past couple of years.
[34:59] She is in the Apple program with a graduation date of June 29th, and then Bayley's
[35:07] look at her also has been teaching with us for a few years in Ogden, and she has
[35:14] her plan to graduate in 29th as well. So we would recommend that these teachers
[35:22] be granted the earliest specific license.
[35:24] Great. I would entertain a motion that the Board approved the request for the LA
[35:30] specific edge care license for Tiffany and Milicova, Ashley Chavez, and Bailey Fleckinger, all for an elementary license and a period of three years.
[35:38] And then, by the way, Bailey and Ashley have produced pretty good scores last three years.
[35:42] I do have some move.
[35:45] I guess, yes, in second.
[35:46] All in favor?
[35:47] Hi.
[35:48] Perfect.
[35:51] It's Terry.
[35:57] Okay so we've got some other business to go through the calendaring items so we
[36:02] have a pre-board meeting scheduled for October 5th so I assume that would be
[36:07] good for all of those invited to that and then our board meeting will be
[36:12] October 19th and that looks like it's going to be held at Lagoon at 375 North
[36:18] we can drive. I mean the beer garden? Yes, I was playing on the beer garden. That's
[36:26] meaning of the idea. Maybe we can have this. We're going to be able to do the peacock
[36:33] parlor. So you can have that work on that. Well, I was going to suggest that I don't know
[36:38] how appropriate that was. So maybe we'll do it at the peacock parlor downstairs. We can
[36:48] There you go. There you go. There you go. But either way it will be at 375 Nories.
[36:55] It's a good drive. And then just as people want to put on their calendars to pencil in June 28th through the 30th and Columbus Ohio for the national card.
[37:23] Well Deb has declined that so we do need to go into a closed session if that's correct and so I believe I need
[37:34] I would like to ask for permission for that.
[37:35] We need to make a motion to do that.
[37:37] So I would make a motion or excuse me,
[37:40] I would entertain a motion to go into closed session
[37:42] to discuss an individual's character professional confidence
[37:45] or physical or mental health,
[37:46] and we're discussing employment of security personnel
[37:48] that lights their systems.
[37:49] For so much of Utah. Go to 524-2051-88.
[37:52] A-W-W.
[37:54] A-W.
[37:55] A-W.
[37:55] A Q for my circuit.
[37:57] All in favor?
[37:59] June.
[38:00] I had a Q for somebody.
[38:01] David Gray.
[38:02] David Hanson.
[38:08] OK.
[38:09] Are you going to turn off the recording?
[38:15] You're just be the will over the top.