[0:04] Okay, welcome everybody to our August 2026 board meeting. The first agenda item is the approval of our June board meeting minutes. Those were circulated around for review and approval. If there's no questions on those, we just need a motion to approve those minutes.

[0:25] I

[0:35] move to approve Joe, that's still no June's board minutes January, July 5th.

[0:44] Any opposed?

[0:47] All right, moving on we have our board highlights section.

[0:56] Introductions this time.

[0:57] We invited some amazing teachers to join us tonight, so we're going to start.

[1:01] All right, I'll just tell you what we like to do is often as board members,

[1:06] we're a member here about some of the amazing things our teachers are doing,

[1:10] and they're like, they just want to get to know teachers a little bit,

[1:12] so this is nothing.

[1:14] You should be worried about this.

[1:16] This should be fun, you get a little food.

[1:18] Cool, you're just starting your day.

[1:20] You're just starting your day.

[1:22] A meal we wanted to get.

[1:23] So that's right, come eat with the board.

[1:26] So we'll start with Roxy, Roxy is a first grade teacher, is joining us here at Lincoln

[1:32] Academy.

[1:33] Roxy, kind of a couple of things, if you'll just kind of introduce yourself to the board.

[1:37] Some of them met you through the interview process, some didn't, but they would just like

[1:40] to get to know you a little bit, tell us a little about yourself, and then maybe just share

[1:43] one thing that's been, maybe something's been a little bit of a surprise, and then something

[1:47] you really liked about your first almost full week of school, you got through a small

[1:53] week, and then a full week, so.

[1:54] So, go ahead, Roxy.

[1:56] Okay.

[1:57] Sorry, my voice is kind of weird, because I'm sick, but-

[2:00] And your voice is all- like, the first time you're teaching, or the first year, it was

[2:03] always getting sore.

[2:04] I was like every day, I get home when it's gone.

[2:06] Yeah.

[2:08] I'm Roxy.

[2:09] This is Hawkins.

[2:11] I'm from San Clemente, California, and I love teaching.

[2:18] I, ever since I was little, and I was in elementary school, I was like, I want to be a nurse

[2:23] or a teacher. And so first I started with nursing because I was like, ooh, money. But then

[2:30] as I went through school, I realized that teaching is what best fit what I could do. And I thought

[2:38] that it would be a lot better for me to be able to be with those kids every single day and see their

[2:44] improvement and be able to help them more than just like with a physical injury, but with their

[2:51] learning and with helping them feel more confident in themselves.

[2:56] So I switched to

[2:58] teaching and it's really hard to pray, sorry.

[3:04] I have been happy with it. I was a

[3:09] tutor for a long time and I also coached and did swim and strapping and I was

[3:18] also an RBT working with kids with autism. And I did a lot of that so that I could become

[3:23] a teacher because I wanted to get all different kinds of experience and also try out a bunch

[3:29] of different ways of working with kids. And even with nursing I was always wanting to

[3:34] work with kids. And for these first few weeks it's been super fun. And I was like super nervous

[3:45] and every morning I'm a little bit nervous, but I get to school and it's so much, it's so like,

[3:52] it's a relief every time I see the kids coming in, and I like relax immediately, which is kind of funny

[3:59] because I feel like I stress other people out, but they really helped me calm down.

[4:04] And it feels like a team, and I know I'm like in charge, and I'm the teacher, but I like that right now

[4:12] since it's my first year we're doing a lot of our learning together and I don't know what's

[4:17] coming up in the curriculum they don't know and obviously I'm planning it but and it's

[4:23] really fun being with them and I also think that it's really important to teach them that they

[4:33] they can't do so much and think lots of kids like get in their heads and they're like I can't do

[4:39] this, I can't do that and one of the things that I want to be teaching my kids is that

[4:45] they can do it and that they have so much potential and that they, I want to help build

[4:51] their confidence in themselves and so that they can grow and even just putting those blocks

[4:57] in their heads keeps them from doing so much and so we talk a lot about how mistakes are

[5:03] for learning and how it's okay to make mistakes because that means that we're learning and

[5:09] And if you make a mistake, you learn from it, and you're more likely to remember it than

[5:13] the ones who got it right the first time.

[5:16] And so I think that that's really important for them to know, and then they're not losing

[5:21] their confidence when they get something wrong, they're like, oh, I learned something.

[5:25] And yeah.

[5:29] It's been a great start in Roxy's class, and things have done really well so far, so very exciting.

[5:35] Next we have Ali. Ali joined us shortly after we hired Melissa Leefling to become our

[5:45] instructional coach. We got a fourth grade opening and actually I have an aunt who's

[5:50] taught music at Alpine Elementary for a long time. She just approached me and said, hey,

[5:53] do you guys need any teachers? Because we have this amazing teacher, one of the best teachers

[5:57] I've ever seen, that is that they basically they're downsizing at Alpine because they didn't

[6:02] have enough students and she needs a job and I said actually we do so Alex

[6:06] and me are resume the next day I sent a resume on to to Jody and she went

[6:10] with Jody and I'm not led to her being here teaching fourth grade at Lincoln

[6:14] Academy so Alex same thing tell introduce yourself a little bit maybe some things

[6:18] that have been surprising and some good things have happened okay so yes I'm

[6:23] Ali Hoffman Mrs. Hoffman and I teach fourth grade I grew up in Ogden and ever

[6:32] since I was little. My grandparents, I had a great grandma, I had aunts, all in education.

[6:38] And so when I was going to school, I just wanted to be a teacher I thought of. I've always

[6:44] loved working with kids. Kids have always inspired me. And I just like, I've been told I have

[6:51] like the patience for kids. And so I just love spending my time with kids. And so that

[6:56] just really inspired me growing up and seeing my grandma and other family members teach, then

[7:03] I got older and I thought I would maybe go the pharmaceutical study like Ralph and then

[7:12] I remember that I hate medical things into a pharmacy tech and decided that was not for

[7:18] me and so I wanted a plan before I went to college and that's why I decided to go back

[7:24] I was coaching a little kid, a watercolour team and a sweat team at the time.

[7:29] And I was like, I really do love kids and I want a profession with that.

[7:33] And so, I went back to teaching and as I started applying for schools, I was looking at Utah

[7:41] State and they had a very good education program there and it really drew me to that school because

[7:47] years ago I was like, I would never get a Loganist in the middle of nowhere and cold.

[7:52] And I went to Utah State and got my degree in elementary education and I loved it there.

[7:59] I wish I could go back every day.

[8:02] College there was amazing.

[8:04] I learned so many things from my professors.

[8:06] It was a very hands-on program.

[8:09] And so when I was there, I worked in a charter school as an aid.

[8:13] Just in different grades, helping with different things.

[8:16] And that was great first exposure to helping kids.

[8:21] It's like learning how to really help in the classroom.

[8:25] And just to see a first hand,

[8:28] what the classroom really looks like.

[8:30] And then we started doing practicums,

[8:32] we started doing a reading clinic up there.

[8:34] And so that was so fun.

[8:36] I loved being with kids and helping them learn.

[8:40] And then I did my last year online a mootah, orum,

[8:44] and then I got placed at Alpine Elementary,

[8:46] student taught fifth grade, and I loved it.

[8:50] I was really able to connect with the students there, and then I got hired on as a part-time

[8:58] fifth grade teacher last year, like last minute, and that was so fun.

[9:03] I, and it was fun to be, um, my kids I student taught would always come back and they'd

[9:09] be like, this player, and like, they would come hang out in my class like after school, and

[9:13] It was like really, I just felt so connected to the students there and it was amazing.

[9:21] And so just to have the willingness to connect with students, I just loved.

[9:29] I think connecting with students is so important.

[9:32] I think to be able to teach kids, you're going to have those stubborn kids.

[9:36] You're going to have those kids who don't want to learn.

[9:38] But I think if you can connect with them, you can change education for them.

[9:41] And so, as a teacher, I really focus on connecting with students.

[9:47] How can I connect with them?

[9:49] Even if they're like a horror student.

[9:51] I know there's a way to connect with them,

[9:52] and I just have to find it.

[9:55] And so, then, coming here to LinkedIn,

[10:00] I really have connected with the staff.

[10:03] I was really scared to leave Alpine.

[10:05] I was sad, because I just knew I was comfortable there.

[10:10] I knew the faculty, I knew some students,

[10:13] and come and do a new school where I knew no one,

[10:16] like really scared me.

[10:18] But I will remember this forever.

[10:22] The day Jody was like, hey, we'd love for you

[10:25] to come meet the team.

[10:26] And like see the classroom you're going to be in.

[10:29] I was like, OK, I love that.

[10:30] I'll come before I go teach.

[10:32] And so I came and Jody just like,

[10:34] did a little jump up and down.

[10:36] I was like, we're so happy to have you.

[10:37] And just like, gave me the biggest hug.

[10:39] And in that moment, I was like, I do belong here.

[10:42] And I love how much that is set here.

[10:47] Joe, to give us pens and say, you belong here,

[10:49] like it's said multiple in trainings

[10:50] and meetings that you do belong here.

[10:52] And I love how Lincoln Academy truly does make you feel

[10:55] like you belong here.

[10:57] And I think that's not just for the staff,

[10:59] but also for the students.

[11:02] The students really do belong here.

[11:04] And I want them to fill that.

[11:06] And I've really connected with my team.

[11:10] I love my team.

[11:11] I've never lost more.

[11:12] I didn't think I could be myself.

[11:14] I truly feel I can be myself here.

[11:18] And I love that.

[11:18] I think it's important to be able to express who you really are

[11:23] and not have to put on a face because you don't feel confident.

[11:27] And so I really love my experience out

[11:29] that Lincoln Academy so far in my class

[11:32] has really blown me away with how their behavior. I have normally had like

[11:39] the biggest behavior issues, I feel like they're so focused, they're engaged, they

[11:46] want to learn, they really do. Even if they don't understand it, I can see the

[11:51] desire that they want to learn, they want to get it, and I love that. Last year I had

[11:56] class of 15 and this year I've classed 27 so it's a jump but I really have not felt that

[12:03] it's been different because of how these kids were spawned and act it's really like helped

[12:10] the transition so much and I've loved it and I'm excited to see what Lincoln continues to bring

[12:16] and what I can bring for the kids. Oh yeah also has a twin sister interesting fact and you're not

[12:23] married this past summer. Yes. So some fun things going on. Well, you've got a

[12:29] topple gang here too. You're freaking me out. How much you look like my daughter?

[12:36] Our last introduction today is a little bit introduction, but also Liz. Liz

[12:42] Reed has been a Lincoln parent for a while, was a TA, was a star employee, and so

[12:48] when it was time for her to move on to become a teacher, like, yeah, that makes

[12:51] total sense so she's also teaching first grade along with Roxy and Lisa

[12:56] become the creator of a great team there as well Liz why don't you just take

[13:02] it's up to you no so I am Liz Reid I've been here well my kids have been here

[13:11] I have three kids my oldest is in seventh grade almost 13 years old yes I have a

[13:16] fourth grader who's actually an Alice class and she's nine and she's great and then

[13:21] my youngest is in second grade with Mrs. Hyatt.

[13:26] My story is short and sweet.

[13:28] It's just taken a lot longer than these cute young ladies.

[13:33] I knew I wanted to be a teacher when I was in kindergarten.

[13:37] I saw the way my teacher did it, and I was like, I want to do that.

[13:39] That's what I want to do.

[13:40] I still see the way she moved around the room.

[13:42] I still smell the classroom.

[13:44] That's what I wanted to do.

[13:46] Roadblocks came in the way of other people

[13:48] and getting married and having children, but then a job opened up for a TA here at Lincoln,

[13:54] and I was like, well, I think I'm in a place where I could do this. Let's just, you know,

[13:58] fill a spot. Good job. Sounds great. Next step in line. And then as I watched that teacher that I

[14:04] worked with, I was like, I could do that. I could do that. I would do it like this. If that butts me,

[14:10] how you do it? I want to do it like that. And so I took the leap and went back to school at 36

[14:16] six years old and got all my classes done with no prior schooling like I got it all done

[14:24] in 15 months and now I'm just working on my student teaching that I get to do as a teacher

[14:30] of record which I'm very grateful for and I've loved every minute being in the classroom

[14:36] I've learned so much already in just this week and a half that we've been here.

[14:41] One really great experience that we had, though, is we started our diagnostic informed

[14:46] I ready testing and yesterday one of the boys just sobbed and sobbed and sobbed.

[14:52] We went out into the hall and I chatted with him like, what's going on?

[14:55] I hate doing this, this is the worst, we had a good like, I get it.

[15:00] It's the worst. It's terrible. Let's take a break and try again tomorrow. Well, tomorrow was today. He came in, got a little nervous, started going, got it all done today. And I was worried that it would flag him for being rushed. It wasn't. And he was one of the top scorers of the whole class. I called him over to my desk, pulled his stuff up on my computer and I was like, look what you did. And he was like, wow, I'm above the green line. I'm like, you're not only above the green line, you wave us that green line.

[15:29] And he's like, wow, that's amazing.

[15:32] And just seeing those lights click

[15:34] of like I can do hard things.

[15:37] And I can be successful.

[15:39] It was one of those, like write it in my journal,

[15:42] remember this moment.

[15:44] So I'm very, very grateful to be here at Lincoln.

[15:47] I love Lincoln for my children and for myself.

[15:50] I love our team.

[15:52] I dare say we've got the best.

[15:56] I'm going to say it.

[15:57] I'm going to say it.

[16:00] Watch out because we have the best team.

[16:03] Sorry.

[16:04] Who makes second best?

[16:06] Okay.

[16:08] But that's me in a nutshell.

[16:10] Liz spent a lot of time here this summer getting her classroom ready and going everything.

[16:14] But I was fun throughout the summer.

[16:15] She just got more and more excited to meet her kids and have them come in.

[16:19] That was fun for us to see and be able to see that enthusiasm.

[16:24] And you don't have any questions for these three amazing new teachers.

[16:28] I don't know if I have any questions right now.

[16:31] Just something for each of you, Roxy.

[16:33] I talked to some parents of one of your students right after the Meet the Teacher Day.

[16:40] And they were very impressed with you.

[16:42] They said, they said, did you have anything to do with Roxy?

[16:45] I'm like, I saw all we did.

[16:49] They're like, well, good job.

[16:52] So that was a fun nugget to hear about one of our new teachers right before the school year started.

[16:56] So that was good. Allie, your story reminded me of my dad's.

[17:01] My dad was going to be a doctor and then he's like, I don't want to be around sick people when you became a teacher.

[17:05] I'm a teacher for 30 plus years. So that's fun to hear. And Liz, your story is awesome.

[17:13] And for these two to know, it's not the first time that we've had a Lincoln parent become a Lincoln TA and then a Lincoln teacher.

[17:19] And it's hopefully will show something, your story will hopefully show something to

[17:25] Roxy and Allie that that's kind of like Allie said that you belong here and this is a

[17:30] really special place and so it's fun to see your progress and now being charged

[17:38] and being the one deciding what to do.

[17:41] Intimidating but I got it, I got it.

[17:44] What we should do is we should go around and introduce ourselves to you because you don't

[17:47] know us.

[17:48] So my name is Adam Rebelly, I'm the board president.

[17:52] I've been a part of Lincoln for 14 years, I believe.

[17:58] Now my oldest is going off to college tomorrow

[18:01] and he started here in first grade.

[18:03] So how long that is?

[18:05] So it's been a fun ride and been a part of the board

[18:09] officially for three years and I was an advisor for the board

[18:12] before that.

[18:13] So that's me.

[18:14] Mitch is running a little bit late,

[18:16] but Mitch Beck is in charge of IT and infrastructure there and we'll go around.

[18:22] Yeah, what's through Kate? Kate, you want to go?

[18:25] Yeah, I know. Kate close. I have five girls at the school right now, standing front.

[18:33] I'm sorry. Four girls and one boy at the school. Boy is the kindergartener and then I have four

[18:39] for the girls and then my oldest was a tinger at Lincoln.

[18:44] Liz, you're known as Mushi's mom?

[18:46] Yes, that's me as well.

[18:48] I'm proud she gets to be famed, but there you go.

[18:51] And I tell you a fun story about my first pre-med class

[18:54] that I passed out in, that's how I usually come in.

[18:59] I'm sorry for another day, but I love the school

[19:02] and nice to meet all of you.

[19:06] I'm Sarah Chaffin.

[19:08] I oversee all things fine arts here at the school.

[19:12] I have had a daughter go through since she was in second grade, but now she's in 11th,

[19:16] and then I saw an eighth grader here.

[19:18] This is my ninth year serving on the school board, and that's how long we've been at the

[19:23] school as well.

[19:23] So, I love Lincoln, and as I listen to you guys talk, I just appreciate that you took a chance

[19:29] on us because this is where my heart is.

[19:32] I love this place.

[19:33] So, I hope it continues to make you feel like you belong.

[19:36] because there's there's something magical here, so my name is Michelle Hild, I'm

[19:42] an email duo and I'm a fellow Aggie O'Ed alone. Take me back to the days of

[19:49] Eid's phone log school and stuff. I've been here on the board. This is the

[19:54] start of my fourth year. I only have one child left here. My others are either

[19:59] senior in high school or they've all graduated and I have a fifth grader, little girl

[20:09] I'm Dave Merrick. I'm over facilities involved with the construction and I guess I'm kind

[20:19] of on the older end of things. I've had three kids make it all the way through from

[20:23] kindergarten. Some of them just barely, but they made it. And my youngest is in eighth grade

[20:31] right now. So.

[20:37] I'm Sharon Stockwell and I'm about six years on the board. I had two children

[20:43] here. My son was here for five years. He's now at the Puzzle Boat High School. And then

[20:48] our youngest is ten. She's in fifth grade. And I'm over-fendating so things have to do with

[20:54] France. And I'm both festival and anything in between. I love it. I'm Kiela Bills. I'm the

[21:02] I've been on the board for about two years and I have two kids here, a fifth grader and a third grader, and it was so nice to meet you all.

[21:11] Thank you.

[21:12] Do you all know Marie?

[21:13] Yes.

[21:14] We do.

[21:15] I don't know.

[21:16] She was my backup singer.

[21:18] She was my backup singer.

[21:19] Now I know why a video is from the day.

[21:23] I hope you did like what's going on.

[21:24] I want to hear about a finance department.

[21:30] Thank you very much for coming. This is an open meeting. So that means you can stay if

[21:35] you want. You spend a lot of time at this school and so you can take off as well. We appreciate

[21:40] you because you already spent a lot of time. We appreciate you coming back and being here

[21:44] in the evening so that we can introduce ourselves to us and so that we could get to know you a

[21:48] a little bit more. And I was just let us know if you have any questions. And yeah, thank you.

[21:56] Thank you.

[21:57] It's a good thing. I got to do it too.

[21:59] I'm so sorry.

[22:00] Oh, please, please.

[22:01] It's difficult enough.

[22:02] Please leave. It's okay.

[22:04] It's okay.

[22:04] I'll give you my card.

[22:05] Get out of here. Go to my kid thing.

[22:07] Thank you so much.

[22:09] You're welcome.

[22:10] No pressure.

[22:11] Thank you so much.

[22:12] Thank you.

[22:17] Thank you.

[22:18] She does. Yes, Lexi. No. Lexi looks like she's 20.

[22:24] And I need to see a picture of Lexi. Does that not what I remember. Lexi.

[22:28] Oh, yeah, she is. She's thrown up a lot, a lot.

[22:31] Yeah, that's fair. All right. So our next agenda items for the comment. Nobody signed up.

[22:37] So we'll move into our regular items. We have one consent agenda item, which is the book review.

[22:43] we looked at that in June and that was subject to a 30 day review. Did we get any

[22:49] comments or anything on those books? The comments, okay. So we just need a motion

[22:54] to pass our consent agenda item. We passed the consent agenda item.

[23:02] Second. All in favor? Aye. Any opposed?

[23:05] I

[23:08] love it's all.

[23:10] No, it's a great fund.

[23:14] Okay, financials.

[23:15] Okay, well I'm happy to be here for this particular financial.

[23:21] The financials for TN.

[23:23] So for the end of the year.

[23:26] And as you know, the last board meeting we were at when we approved the final budget.

[23:30] It was approved that we'd be in the block about 312,000.

[23:34] We actually out did ourselves and it's even better news than that.

[23:39] We ended up with 352,000 so our bottom line increased by 30 grand, you know.

[23:47] But between our final budget and actuals, we're less than 1% difference.

[23:55] So that's good news as well.

[23:57] In the state of Utah, you can be up to 3% by always try to stay within that 1%.

[24:04] And the other thing, so this is the financial, so I'll probably see them this summer but it's the year today I'm talking about.

[24:14] So we will need to approve that. I do want to also give you some other good news.

[24:21] This past year, we were really working hard on making sure we were as conservators we could with our budget, especially with the lunch program because when we put the initial budget in,

[24:31] And we're going to end up spending almost all of our carryover.

[24:37] That's the way the budget was.

[24:38] But Heather did an amazing job between, she had more paid cells come in than the year before.

[24:47] And she also watched her spending and everything.

[24:53] And actually, our carryover was supposed to be more like around 40,000.

[25:00] to carry into this year, we're actually carrying over 76,000, so she did an amazing job of keeping those expenses.

[25:12] So I anticipate that she will also be able to be self-sustaining for this year as well, so I think that is really good for her.

[25:26] plus she also has built up her super hero fund with lunch and so she's able to

[25:35] carry over about 1200 that so if there's families that are struggling that just

[25:40] can't pay their lunch balances and stuff like that we have money now that can

[25:45] help those families so just wanted you guys just to know you know that the

[25:51] much program is doing really well right now. That's great. Fantastic. So other than that,

[25:59] it's nice to approve the June financials.

[26:05] We just need a motion to approve the June

[26:07] financials then, right? Okay. I moved to approve the June 2026 financials. I'm serving on

[26:18] favorite. All right. Any opposed?

[26:23] Thank you Marie. Okay. You're free to stay as

[26:26] well or you can leave. Oh I know you guys say a little bit but I got it. It was

[26:35] easy to do. Totally great. So thank you guys. All right. Our next agenda item is

[26:45] So we just need to finalize dates for board meetings

[26:50] for the school year.

[26:52] Obviously, there's usually the fourth,

[26:54] third day of every month, but I figured it'd be good.

[26:57] If we all can just look at our calendars

[26:59] and see if we have any major conflicts moving forward

[27:04] with any of those dates,

[27:05] and then we can also look at the,

[27:06] excuse me, then November, December.

[27:07] That's the same, November, obviously December.

[27:09] So September would be the 24th, it looks like?

[27:14] I feel bad. I'm out of town for that one. Okay, that's fine. I'm going to kind of take to the 28. Okay, that's my role. Yeah, we can

[27:24] We'll be okay. Is that hard to cover though because they won't be able to like order. I'll be like, we'll figure it out ourselves.

[27:31] I don't think I'll be able to order it. I'm like, we can order it. We can figure it out. We can figure it out. I picked up food before.

[27:39] Only if you're doing some are cool.

[27:42] Yeah, it's better be cool.

[27:43] Yes, we're going to, I'm doing South Carolina and Vancouver Island.

[27:48] So it's like two trips back to that.

[27:50] That sounds great.

[27:52] But yeah.

[27:53] No, don't worry about that.

[27:55] Okay.

[27:55] Yeah, that's okay.

[27:56] Nope.

[27:57] We're okay.

[27:58] Okay.

[27:59] Okay.

[27:59] And I think it's beautiful.

[28:01] Okay, October will be.

[28:05] Is it the last version of the form?

[28:07] four. Okay, so that would be the 22nd. Correct. Because fall break is the week before. That's right. Okay.

[28:14] I'll be in Florida. You're going to be in Florida on the 22nd? Yeah. I said that's the Florida game.

[28:22] Are you two going to be going to Florida game? I'm not. We're going to be going to New York the next day.

[28:40] I prefer to put it in December because if we do the 19th, I will be fully booked at

[28:46] all the time with the volume of the musical.

[28:49] Yeah, let's look at that first week of December.

[28:51] Do we have anything on the school calendar on the 3rd?

[28:54] We've done that right, we've combined it with the schooling system.

[28:56] Correct.

[28:57] We usually just do it.

[28:58] Yeah, and is it nope, this is not our year to host Christmas, right?

[29:04] I was like, I feel so I remember doing that last year.

[29:10] What's up?

[29:14] No, do you want to look at the 10th?

[29:17] It's a big deal.

[29:21] No, what about the second?

[29:22] What if we move to the Wednesday this time?

[29:24] Yeah, I can do that.

[29:25] I'm fine.

[29:26] Are we okay?

[29:26] Okay, so what are Wednesdays like for you, Shersten?

[29:29] Okay, do you get what that?

[29:30] I'm going to get church at the end of the day.

[29:33] The second is better than the 10th for cable.

[29:36] Okay, I feel like if we, yeah, I feel like it goes

[29:38] then next week.

[29:39] There's just a lot of recitals and concerts and.

[29:42] Okay, so if we leave in the 26th and moving,

[29:45] there's ever one to the second.

[29:47] Yes.

[29:48] Going back, I just...

[30:01] And then January, we're looking at 28th.

[30:06] You're faster than me, I'm so sorry. You're good. Okay. So Wednesday, December, 2nd, and then January, the 28th.

[30:18] You don't have a Mexico trip plan yet, but that's kind of when we go. I don't know. I don't know yet, but I'm going to click here. I'll let you know. Okay. February 25th. Is anybody looking up sure you have already at like the school calendar?

[30:40] We don't have school on my birthday this year.

[30:43] Thanks guys.

[30:45] It's 9th and 15th, I worry.

[30:47] You have a classical calendar, right?

[30:52] 25th is good.

[30:53] Okay, March, it would be 25th, as well.

[30:57] Yeah.

[30:58] Nothing exciting there.

[30:59] And we have a late spring break.

[31:01] It's not that week.

[31:02] It's the weekend.

[31:03] That was two weeks after that.

[31:05] Yeah, starting the 5th of April.

[31:06] Okay, I mean I mean we'll be in a show, but I will have weeks to watch it so it'll be fine

[31:13] So then now we've put the April meeting that has five Thursday, so I put it on the 22nd

[31:20] That is Earth Day just so you know

[31:23] Fun, but every day should be Earth Day

[31:26] I mean, sleep in the house, hide on the grass

[31:28] Oh, I don't have a church.

[31:31] I don't have a church.

[31:32] Yes! We can just put a fake tree.

[31:34] I have a good review so far.

[31:36] Good.

[31:37] Yeah, it's 25th grade.

[31:39] Okay, put it in a second.

[31:42] Alright, so this gets a little tricky with May Awez.

[31:46] The last day of school is, well, this is the 27th.

[31:49] Actually, I have the last day of school, right?

[31:51] Yeah.

[31:51] Like it was a half day.

[31:52] So, the 20th is probably, and we would usually look at that, right?

[31:55] Yeah.

[31:55] Yeah, so move the 27 to the 20th.

[31:59] Yeah.

[31:59] Yeah, that's great.

[32:01] Okay.

[32:02] And then in June, that puts us on the 24th.

[32:06] Oh, just June, get to be my last one.

[32:07] We'll be my last one.

[32:09] Yeah, I will.

[32:10] Okay.

[32:10] So our name was 27th.

[32:12] 20th.

[32:13] May 20th.

[32:13] Yeah, move the 27th to the 20th instead.

[32:16] So yes, the name was my last one or June, my last one.

[32:19] June.

[32:20] Okay.

[32:21] June 24th.

[32:23] Yeah.

[32:23] and we're leaving that one alone or that's bad.

[32:26] I'll be gone.

[32:27] You'll be gone.

[32:28] I don't know.

[32:29] Oh yeah, that's true.

[32:30] I forgot about that.

[32:32] I don't know.

[32:32] I don't know my calendar.

[32:33] I don't have that in my calendar yet.

[32:34] Where?

[32:35] Listen to your calendar.

[32:36] That's the BYU Chris, or the BYU Chris?

[32:40] Um, for which date?

[32:42] 144.

[32:43] Yeah, because we're going down that whole week.

[32:44] You know.

[32:45] Should we do it earlier then?

[32:47] That one's a little bit hard to move up because we're...

[32:50] That's the one where we have to get the budget

[32:52] that's to the board by June 30th.

[32:59] What are you back from the cruise?

[33:03] The 27th, 28th, Sunday Monday.

[33:06] But I don't do it a week later.

[33:09] Well, we have to do it before the end of the year, 29th, 30th.

[33:13] What if we just did the 30th or 29th?

[33:17] The 30th is to be tough for me.

[33:18] I could definitely do the 29th.

[33:19] So I got the 29th.

[33:21] Two days, it works. Two days, 29. That works, Kate. Yeah. Yeah. Did you smooth the 24th, the 29th? Okay. Is that okay, Jade? Yeah. Okay.

[33:31] You'll make Marie so happy. But really, or no? No, really. Okay.

[33:36] We'll have more days. We'll be super happy. It will be nice to week. And extra number of days there. Yeah. Okay, 29. Yeah, it works for me.

[33:50] I've updated those all along the school calendars. So you should see that on the school calendar if you have any.

[33:55] Okay. Fantastic questions.

[34:00] Okay. That's good. I'm glad we did that.

[34:08] Okay.

[34:12] So moving on, our next agenda item is tuition reimbursement.

[34:17] As you can see from the gen item, typically we approve up to $15,000, we've had two individuals

[34:26] alike for it.

[34:27] We're recommending that we approve Nicole Peterson for $3,000 of tuition reimbursement and

[34:32] then Brendan Jensen for $1500 of tuition reimbursement.

[34:39] The difference being the Brendan's part time and Nicole's annual school time.

[34:44] Brennan is the Brennan-Wortern RIT department, as well as in our website department.

[34:49] Those are really good jobs for us, works well there.

[34:53] This would be a little bit different, typically we haven't done, we haven't paid for people

[35:00] operations.

[35:01] We haven't really had anyone apply operations either, but also it's very relevant to what

[35:06] he's doing for us, and so in other ways it doesn't make sense to do it in the United

[35:09] United.

[35:10] If you look at this, we thought that these both would be good people to invest in.

[35:16] Nicole is finishing up her administrative degree that way.

[35:19] And then just to be something to be aware of, typically a lot of our individuals who are

[35:23] Ben TAs and even teachers have been eligible for the Grow Your Own program.

[35:27] The state let us know that they're only funding special ed applications.

[35:32] On the first go around, they're going to re-evaluate that in September and

[35:36] they'll reward some more money.

[35:37] So we may come back in late September, October with a couple of individuals if they're full-time employees working as teachers that

[35:44] We thought we're going to call call by that don't qualify. We may come back in and ask for some more there

[35:49] But it's still in the budget at that point, so

[35:53] Okay, yeah, I mean I I don't think

[35:57] Extending into operations is that thing

[35:59] I think we love to see people grow and get better what they do

[36:07] Do we need a motion to approve that?

[36:08] Yes.

[36:09] Okay.

[36:14] Okay, the language.

[36:15] I move to approve.

[36:19] Uh, to leave.

[36:20] Do you want to say anything?

[36:21] No.

[36:22] Um.

[36:24] What's going on?

[36:25] I'm going to call it again.

[36:26] Just a presentation.

[36:27] Revolutionary.

[36:29] Revolutionary.

[36:29] No.

[36:31] Okay.

[36:32] There you go.

[36:33] Thank you.

[36:33] This is your answer.

[36:35] With the words.

[36:36] I was wrong.

[36:38] So be a second.

[36:39] Hi, second.

[36:39] Okay.

[36:40] All in favor?

[36:41] Okay.

[36:42] Any of those?

[36:44] We're solid, so it's a witch, huh?

[36:46] Which is just like the Hartman's for you at the end of the day.

[36:48] Why not?

[36:49] A little bit.

[36:50] Yeah, nice day, real quick.

[36:51] Yeah.

[36:52] Okay.

[36:52] As we find these around, just name one of the top.

[36:54] And the administration's going to sign it too, so just leave space for us.

[36:57] Oh, just names.

[36:58] Just names?

[36:59] Just your name?

[37:00] Do it on the top.

[37:01] Leave all of this down here for their names and all.

[37:04] So I shouldn't do my 36-point fund, so I'm going to go for more like the 10 John Hanne.

[37:10] All right, we will move on to, we've got, as you can see, Christie's been busy.

[37:20] We have quite a few policies that she's been updating and working on, so these are going

[37:26] to be all first reads.

[37:30] So take it away, the first two are the most important though, right?

[37:33] Yeah.

[37:34] The first two we've got to be approved right away, working on where that's a first read

[37:38] tonight and then approval tomorrow, they're ones that are required from the state,

[37:42] they're ones that were actively implementing here at the school that way.

[37:46] Now, I will just tell you, as you look at some of these policies, as Chris and I talk

[37:48] about just the process of going through this, you're going to see some policies referenced

[37:53] with some numbers that aren't in our current policy manual.

[37:57] It's going to be a little bit of a weird transitional for the next four months because a lot

[38:00] of our policies are going to replace old policies, and then we'll approve the new numbering

[38:05] system and everything at the end once it's all there. So we'll just add, as these get

[38:09] approved, we'll add a little, we'll put in the new policy manual online and just say

[38:13] that, you know, this is one of the, not that I anticipate anyone really goes through and

[38:19] reads any of our 300 sub of them plus pages of policy that once Christie's done, we'll probably

[38:23] be 500 plus pages. But here we go. So first is our student electronic device policy. This

[38:32] This is really pretty similar to state law.

[38:34] If you have students in any other schools and high schools,

[38:37] it's probably something your students complain about,

[38:40] because it's a little more restrictive than what they're used to.

[38:44] Basically, it says that they cannot have,

[38:46] from Bell to Bell, cannot have access to their phones,

[38:50] and then just walk through how we handle that process here at Lincoln.

[38:53] So any questions?

[38:56] Not now.

[38:58] Any questions right now?

[38:59] Okay.

[39:01] Actually, it's been on the first and second as the first and third student fee and fee waiver policy.

[39:07] Just we go through the process as updates to what we've had before and just once again coming in compliance with state requirements and adjustments this way.

[39:20] Student fees and fee waiver.

[39:22] Student fee and fee waiver, but it doesn't have to be passed quickly.

[39:28] I'll be the first to admit I didn't get a chance to go through all of these with the fine Tuesdays coming.

[39:32] I'm coordinating tonight, so if you haven't yet,

[39:36] please take a chance to go through these,

[39:37] so that we can already ask any question

[39:40] to make any updates before the next meeting.

[39:42] Thank you.

[39:43] Yeah.

[39:43] I have read them all.

[39:44] Sure.

[39:45] That is good.

[39:47] You made lots of changes along the way.

[39:50] Actually, it wasn't too bad.

[39:51] It was better than I thought it was screen-to-view.

[39:54] OK, so.

[39:55] All right.

[39:56] You're making that kind of a little help for me.

[39:58] There's our policy that they have to be in the back

[40:00] before we can have them all.

[40:03] Basically the policy states that if they're on your person, they can have them on the

[40:08] presence.

[40:08] They can be in their locker, or they can even be in their backpack turned off, but if it

[40:14] rings, then we're going to take it away from you, just that's what we're saying.

[40:19] If we take it, the first time we take it away from you, we give it back to you at the end

[40:23] of the day, the second time we take it away from you, your parents have to come get it from

[40:26] us.

[40:29] Is that, did you kind of been trying to, like, how are other schools in the state doing, probably pretty similar, right?

[40:35] Yeah, pretty similar.

[40:36] I mean, the process, the process of returning phones is something we've been doing for the last seven years.

[40:43] And then, just what's changed is how that's implemented and what the state's saying.

[40:48] Students can't have it at lunch, they used to be able to have it at lunch here.

[40:52] So that's like, I do do it.

[40:54] No, I do too.

[40:55] So, Dan, did that answer your questions, Kate?

[41:02] Yes, thank you.

[41:02] Yeah.

[41:04] All right.

[41:06] The internet's sake in use policy.

[41:08] How long is the expectation for those individuals using the internet?

[41:11] And then it's just, it's a, it is one that requires a yearly signature and agreement from students and employees,

[41:17] as well as recognition of their parents.

[41:19] So once this gets passed, you'll see a documentary on the internet campus.

[41:22] I had to do the same thing for my daughter who's attending high school.

[41:25] Yeah.

[41:26] It's pretty consistent.

[41:27] and practice across the state.

[41:29] So, this one is one that will get us in line with expectations

[41:33] and then we'll get that information out to parents' design

[41:37] after that gets approved.

[41:38] Soon.

[41:41] All right, the Child Nutrition's program is,

[41:45] we've taken quite a few of the lunch policies

[41:47] and narrowed it into one longer policy,

[41:50] which should make it a little bit easier

[41:52] as far as referencing and just looking at that closely.

[41:57] It really, it just clarifies, it's really similar to what we've been doing.

[42:01] There's nothing new, a lot of the policies are very similar.

[42:05] It's just reorganizing them and contenting some of them.

[42:07] And some of them were a little bit duplicitous.

[42:09] It's combining some things that were said in multiple policies, making it a little more clear that way.

[42:18] Collection of the Lillinquan Student Depth.

[42:22] This is a required policy, it's basically how we, if their student owes fees or

[42:26] owes the lunch program the process we go through, we outline that.

[42:29] That one thing that we've had discussions with in the past is that we don't want it in policy that we will use a collections agency, but it does leave the option to if we would like to, but it's not a standard policy that we're going to actively pursue.

[42:44] We left that in there in case the board wanted to change their mind in case there were specific situations where we came to and said, hey, this family has continued to owe thousands of dollars here after the year.

[42:55] but yeah, don't cut yourself off from lunch.

[42:58] Yeah, but it does not call out that we will.

[43:01] I worked closely, Chris and I worked closely to make sure

[43:05] that everything said may or could, rather than will.

[43:09] If we miss a mayor will, could we miss the will?

[43:11] Just let us know.

[43:12] Get that up, okay?

[43:12] Yeah, and like on these that I've shared,

[43:16] I believe we might only be viewers.

[43:19] We can't actually give a red, like a red line of it.

[43:23] So that's okay, we can just give notes and actually if you have ideas if you'll send them to Christy, just send them to Christy, but

[43:31] you see me. Does she still have her school email? Okay, she's not a school email. I mean with her every week, and we're just going through policy after policy and

[43:39] making updates and changes.

[43:42] All right, contracting procedures and authority basically goes through an outline, who has the ability to enter into contracts on behalf of the

[43:50] school. Everything is underneath the board's direction. I and the procurement officer

[43:56] of my window can enter multi-year contracts, but then also allows our operations director,

[44:02] allows our principals to enter into contracts on annual basis for those things. Even though they

[44:08] go through that process, it still has to be approved by the board. But it just outlines the process.

[44:12] A lot of these are required for bonding or required for financial reasons. But it just makes some adjustments

[44:19] and brings us up to common practice.

[44:22] Something I, is it this one?

[44:24] Who is the procurement officer?

[44:26] Marie.

[44:27] Okay.

[44:28] Something that, I believe it's this one,

[44:31] that I didn't know about is there is,

[44:32] that I learned is there's different levels for,

[44:36] there's a $50,000 limit for an RFP

[44:38] for typical purchases for a school.

[44:41] You go up to $100,000 for design,

[44:43] you go up to $2.5 million.

[44:45] If you're using a state of preventer for construction

[44:47] and without going through the RFP process, which is something to do that I wear.

[44:51] So, which in some cases may be helpful in case you're going to do that.

[45:00] There's constant vote. So smaller contracts or smaller construction contracts, we could look at going with a state of preventer. If it's just going to be something small, and not have to go through RIP process, which is just lengthy time. So as we as we dug into the state law, I'm positive and sure we were able to be consistent with that. That was something we learned. So on your, on your agreement, one, you know, you're talking about the year ago versus the year. Is it fairly difficult?

[45:29] that the contracts are just an annual contract.

[45:35] Most of the time, yes.

[45:38] I would say the where we see the art annual contracts.

[45:42] Our janitorial one was a two-year contract.

[45:44] It was locked in the rate for two years.

[45:46] That's where I was.

[45:48] Sometimes you get a discount if you're able to lock it.

[45:51] Some of our software programs are two or three year.

[45:56] A lot of them are two-year contracts where you get the same rate for three years.

[45:59] So I give you a discounted rate if you'll sign a three-year contract.

[46:01] Our new we have a new carpool system software that's a three-year contract that I signed.

[46:08] Our contract for the CKLA, which is our language arts curriculum, is a five-year contract.

[46:16] We saw significant savings for that.

[46:18] I think we saw over $60,000 savings.

[46:21] And if you're kind of the follow-up question I had on that is if they are authorized to do one year,

[46:27] And are they evaluating the multi-year, and there is a reason to do multi-year, because

[46:34] sometimes it's easier to just be like, well, I can sign in one year, I'm just going

[46:38] to do that.

[46:39] But, you know, we're excluding the options to do multi-year with an advantage, or just

[46:44] want to make sure that we're not cutting ourselves off of those, and that hurts to just make

[46:48] it easier.

[46:49] You know, so they can bring things.

[46:50] It's like on the CLA one, I'm like, Jody identified that, came to me and said, hey, if you

[46:56] it'd be advantageous for us to sign a five-year contract.

[46:58] Like, you're going to review all the contracts,

[47:00] but that conversation, Jordi, says, I'd recommend this.

[47:03] Do you want to do a five-year?

[47:04] I'd say, yes, Marie says, yes, we're good to go.

[47:07] It's more of a check-in balance.

[47:09] Yes, check-in balance.

[47:09] This cable tell you vendors are usually pretty good

[47:12] about making sure that they put the multi-year option

[47:15] on the table.

[47:16] You should be pretty good.

[47:17] Usually, you don't have to worry about somebody

[47:19] internally in this secret.

[47:20] I haven't done a lot of school, but you're a big, so you know.

[47:24] They are very good at that.

[47:25] Yeah, which is right.

[47:28] Well put, okay, 11 is close along for the school lunch that is the employee meal purchase

[47:35] policy outlines how much I think I think employees can have up to a $10 debt before they say

[47:42] no, we're not going to serve you, but just close to the process and seeing what that looks

[47:47] like and how they can purchase pretty simple.

[47:55] I'm sorry, I'm so sorry, you're good, you're fine.

[47:59] Broad policy really just practice is just tells what to do if you suspect fraud who's responsible

[48:05] for reporting that, what the investigation will proceed your looks like if someone suspects

[48:11] me of fraud and they need to report to you, just outlines the policy where if there's fraud

[48:17] that's suspected and that's one of the auditors not to see and just has a couple of updates there.

[48:23] Not running a quality living center on the side.

[48:30] The purchasing policy goes through similar to what you're familiar with, outlines the processes

[48:38] who can improve up to $5,000, who can improve up to $10,000, the board approves, all purchases are approved.

[48:43] So Kate has a limit that he can improve or has the final say on all of that, just codifies.

[48:51] It's what we've had before, there were just updating and making sure it's consistent

[48:56] with our other policies.

[48:57] That way,

[49:00] SmartStack compliance policy is another one policy, which basically states that

[49:05] if we're selling anything during the school day that has to meet the National School

[49:09] will launch

[49:12] standards, which limits what you can sell during the day.

[49:19] And then it says that we'll encourage fundraisers to be non-snack-related if possible, doesn't

[49:28] require it, but I think it's a good reminder, but does still allow us some flexibility after

[49:34] school belonging to concessions for games or the play.

[49:36] We don't have to follow those because it's after school hours.

[49:39] So it defines.

[49:40] I think the school hours are defined from 9.30 to half an hour before school gets out,

[49:45] where we have to fall that policy.

[49:46] And that's a pretty standard for anyone that's part of the national school.

[49:50] One program is very similar to what we've had.

[49:52] There's just a couple small updates, but nothing that's how the word is narrowing.

[49:58] So what do we need again to, okay, tonight or pass?

[50:03] We have to do tomorrow.

[50:04] Okay.

[50:05] I'll send an email.

[50:05] Okay, great.

[50:08] I better just make it.

[50:11] Just schedule me no.

[50:13] Can you?

[50:14] That's true.

[50:14] You can.

[50:15] What?

[50:17] Oh, it's fantastic.

[50:19] You can write the email.

[50:20] You can write the email.

[50:21] Schedule a little arrow next to sending and click it.

[50:23] And it'll say, when would you like to send it?

[50:25] You can say, I'd like to send that tomorrow.

[50:27] Wait, I couldn't do that yesterday.

[50:29] Yes.

[50:30] Day things.

[50:31] Don't feel too bad.

[50:32] I just learned about it a few months ago.

[50:34] I don't like this.

[50:35] It's freaking awesome.

[50:36] I learned something.

[50:37] I love this.

[50:37] Do you know what's in it?

[50:39] I don't know what it is.

[50:41] It's in Gmail.

[50:41] Oh, the email.

[50:42] Is that what?

[50:43] I know.

[50:43] Now they do.

[50:44] You just have to pay for it.

[50:46] It's a matter of which is worth it.

[50:48] I know.

[50:48] I'm like, I'm going to put a tab.

[50:50] Just so they think I'd wake up.

[50:52] Like, more of those.

[50:52] No.

[50:53] Stop it.

[50:54] Are you here with me?

[50:55] Or with you?

[50:56] Yeah.

[50:57] I'll send emails out.

[50:58] I'll send them to you.

[50:58] You said you know what it is.

[51:01] Okay.

[51:02] I'm going to do this now.

[51:04] So basically, don't believe in any time you ever.

[51:12] Yeah, it's right there by the sand thing, I know it's a little down here, yeah, it's

[51:17] a little sand.

[51:17] Man, I know.

[51:19] Gosh.

[51:19] I know.

[51:19] Done and done.

[51:20] Totally worth coming to board meeting tonight.

[51:22] Yes.

[51:22] Just to learn that.

[51:23] Yeah.

[51:24] I do the exact same thing, which is like, my eyes are going to separate first thing in the

[51:28] morning.

[51:29] Look at Dave just on top of it.

[51:33] That's a good hack.

[51:35] Now here's the trick though, make sure you actually do schedule it because there's one

[51:39] time I thought I scheduled it and then I said to it, yes you still have to click stand

[51:44] after that.

[51:45] Yeah that's still a trick.

[51:47] Okay there.

[51:48] I'll learn from your mistakes.

[51:50] I will send that email out so just be able to look out for that at 4 a.m.

[51:54] Can I get a little a response already?

[51:58] I don't know already.

[52:00] I have sex level.

[52:04] That's a pretty good email process.

[52:06] Right?

[52:07] Yeah.

[52:08] This is coming because of reason for this way.

[52:10] You can do that.

[52:11] There's not a major issue doing that.

[52:14] There's a major issue doing that.

[52:14] Probably some AAR bot that would do that.

[52:16] There was a fawn for it.

[52:17] I was scared of eating it.

[52:19] Oh, no.

[52:20] Yeah.

[52:21] All right.

[52:21] That covers all I think I get all our policies, so we could we could we could have we actually could have used the tangent button right there

[52:31] But that was a good tangent

[52:34] Here fine

[52:37] I think I think once or twice

[52:40] One was on accident one I did with Chrissy all the time

[52:45] Oh, that's perfectly fine.

[52:49] She'd push it on herself.

[52:52] She's like, I know this is this, but...

[52:54] That's all right.

[52:54] Oh, okay.

[52:56] But we're headed down that road anyway.

[52:58] We're going.

[52:58] Hang on.

[52:59] We'll follow, Kristi.

[53:01] All right.

[53:02] Expansion updates.

[53:03] I will.

[53:06] If anyone knows anyone who has a grocery council or offices or...

[53:11] How would I know?

[53:12] department. Are those posted online so I can see names? Yeah. We probably just know.

[53:17] Okay. This guy having a little bit. I was going to say.

[53:20] A little bit ridiculous at this point. Okay. So I sent an outline earlier a couple of

[53:28] weeks ago kind of where we're at. We met with Pleasant Grove City at end of July.

[53:33] They indicated, hey, once you submit again, it should be quicker. We should really get back to you

[53:36] sooner than I took last time. And if you fix your parking problem and not

[53:41] problem, but if you have enough, well, it is a problem. If you have an

[53:45] parking spaces, we still won't let you build a parking on your extra lot, but if

[53:48] you have a parking space on your current lot and you meet some of our

[53:51] requirements then then it shouldn't be a problem. We submitted August 17th, they

[53:57] pull us, we'll get back to you in 20 days. 20, 20, 20 business days. Oh, God.

[54:03] Which ends up being a lot worse. When I talked to the contractors today and

[54:08] and architect they came in and we met in person today that I'm like what do you typically see like typically we see where you turn within two weeks like 10 days of most

[54:15] It's pretty standard for most cities. Okay, and so we've been working with them since then to May and

[54:20] They're like typically like we would have gone through this process. We submit something they give us feedback

[54:24] We submit it again and it's approved within a month

[54:26] I get the most we see like six and we're on month four

[54:32] Here so so we did submit on our site plan just so you know where we're at

[54:39] They required us to move our dumpsters because they have our ordinance where it has to be 25 feet from the neighbor's property line.

[54:48] And so the latest site plan has our dumpsters moved here, would have us put parking here along this, which helps us get our parking where we need it.

[54:58] We'd have to put a fence along this line just to make sure that we are closing the playground.

[55:06] would the dumpster be in or outside the fence?

[55:08] Outside the fence?

[55:09] Okay.

[55:10] We would still have room for the God of all

[55:12] and nine square here.

[55:14] Okay.

[55:15] Next to the fence.

[55:17] And those aren't too close to property lines?

[55:19] So they are.

[55:21] However.

[55:22] I'm just asking.

[55:23] And that's the one thing they might come back

[55:25] and push back on.

[55:27] Okay.

[55:28] However, we were like, we're to the point where

[55:33] we've done everything else.

[55:35] Right. So what exactly you need to help a TV city? What's the exact task? Yeah. The exact

[55:39] task is if there's any way to, well the exact task first is, is there any way to speed

[55:44] up the process from 20 days, we've already submitted twice. Is there any way to to submit

[55:52] a quiz or the quiz? One review comment. Is that what you're saying? There's no, there's

[55:56] there's five or six review comments. So we're going to address it. But we've addressed them

[56:01] in the latest submittal.

[56:04] The only one that's asking for leniency

[56:06] is the one where we have parking.

[56:09] So are you asking for a variance?

[56:11] For variance.

[56:11] Yes.

[56:12] A variance on that.

[56:14] Because everything else is up to their code.

[56:16] And we've adjusted everything they've asked us to do.

[56:18] But we're just not getting a whole water.

[56:20] So I'm going to stop by today.

[56:21] They met with it.

[56:22] I am personally like, yeah, we'll get to it.

[56:24] But before September.

[56:25] I think they could say no to it.

[56:27] It's a dumpster.

[56:27] So we need to close the carpet.

[56:28] No, we move the dumpster.

[56:29] The only thing they could say is that parking can't be within so many feet of the property

[56:35] line.

[56:36] However, parking has already been established, there's already asphalt here, it's common

[56:46] sense.

[56:47] And what's super frustrating to me is if you pull up most of the elementary schools or any

[56:53] school in pleasant growth, they have parking within, they have variances for their parking

[56:59] lots as well. The churches have variances for their parking lots. It just feels

[57:02] because it's a peak pre-school right here because they're telling us that

[57:07] there's a 30-foot which is about from here to here. There's a 30-foot

[57:12] variance, not variance, but what's that called from the road?

[57:17] But if you come down to peak, which was built very recently, I lost it.

[57:32] I know that's not 30 feet, it's not on the road, but it's certainly not, it's not 30 feet

[57:38] from.

[57:39] Well, I'm fine.

[57:39] And those four working spots on the left go right up because they were square and

[57:46] you're keyed in on it because that's discriminatory.

[57:49] If they're allowing it everywhere else but not here, I mean, you could probably speak for

[57:54] better than I can. It's got to be some kind of legal language, but yes, they've set

[58:02] precedents. And it might be zoning. I think this might be

[58:05] zone different than because we are, we're zone residential. I think this is zone is mixed

[58:11] use. But all the other schools are in residential setting. And if I go to central, which has a recent

[58:20] and retailed, but I think central right here is to the right.

[58:27] That was the growth press, I think.

[58:30] Oh yeah, growth press, sorry, growth press.

[58:35] But I mean, once again, when we're showing,

[58:39] we got parking right off the parking nose.

[58:42] I mean, it's not 30 feet, and we're not, you know.

[58:47] So, I mean, we're just having trouble,

[58:50] we're just having trouble getting responses.

[58:51] So something that the ask is, you know, is there any way to speed the process up because we just so that we can get resolved and get resolved because I mean when we're looking at the timeline, we, we need to start in October to be done by next school year.

[59:08] And they're a little nervous with some of the lead times for decking as well still.

[59:16] Yeah, they don't care. Well, to be clear, like, we're working with one guy, right? It's one guy, I have to see.

[59:24] So that's, that's just hasn't been super-sponsored. And I, like, I get it. Like, his job is to enforce code, but at the same time it's, like, there's code and then there's common sense.

[59:33] Yeah, it sounds like the fire marshal like it to deal with at Valentine's.

[59:39] And so I just spent months doing the same thing up in my project myself.

[59:44] I didn't saw Lake, right?

[59:45] I spent months working, even though it's not even my responsibility as a contractor to get through it.

[59:52] On behalf of the ownership and the architect, I mean, I was at his office.

[59:57] I was on the phone with him two or three times a day.

[59:59] Thank you.

[1:00:00] Just there's always that balance between this is what the code says, and here's what's actually practical in that particular situation. And what we're also trying to find out is, like, what's the balance between pushing this individual? Yeah. And now, yes, to get results and pushing them so much that they're going to delay even further. And so it's a matter of how they find out frankly, it does come down to is that guy, the decision maker? Or are they talking to someone else who's talking to someone else?

[1:00:29] And then we don't know that that ended up being what I had to do is I had to go to the executive directors of that and and basically state the case and they're like, well, why are we having this conversation two days later it was done.

[1:00:44] So it's just sometimes it's finding the right person now.

[1:00:49] So, like, our priority right now is just getting the current site approved through the city,

[1:00:54] and then working with, working well in the problem lot aspect of what that looks like.

[1:01:00] There is a change in state law starting January 1st where all approvals are going to go through

[1:01:05] a different agency.

[1:01:09] So, I'm actually going to go to their conference, that you phone the conference because they're

[1:01:12] going to be talking about what that process looks like in September, so you get a better

[1:01:17] our idea of is there more likelihood of us getting a little more leniency or are we still going to have to go through the city process?

[1:01:23] And I can get that answer in September.

[1:01:25] Like the end of September for that.

[1:01:28] We get that feedback and that answer for it.

[1:01:32] And so some, just some things to be aware of like just because we're starting later,

[1:01:38] there might be additional costs due to winterization and costs that we weren't planning on because we were openly at started and get concrete taken care of.

[1:01:45] But the interest rates of bonding market has changed since June, where it's a little bit higher interest rate.

[1:01:52] So there's just some effects based upon just the lay that we've met.

[1:01:58] Who was working in the city of the city planner, or not the city planner, but probably the-

[1:02:03] No, I do get the city planner.

[1:02:05] Yeah, that's Jacob.

[1:02:15] Do you, Markins?

[1:02:16] Okay.

[1:02:17] So have they contracted with all their subcontractor, Jeff?

[1:02:21] I don't know.

[1:02:21] I

[1:02:25] ask because we are in the Schedule Acceleration situation, we lost 4 months due to permits.

[1:02:31] The concrete guys I'm working with, they're actually here out of Pleasant Grove.

[1:02:38] I've never seen anyone move at the speed that they're moving at and they are very competitive

[1:02:44] on their pricing.

[1:02:48] If they haven't contracted, I would be happy to pass along their info.

[1:02:52] So because they, I mean, they're single handedly almost pulling us out of the, I mean it is staggering how fast they're moving, right?

[1:03:03] So if that's something that we can do, in lieu of, you know, kind of to make up, you know, just working through that,

[1:03:11] we can get out of the ground quicker and mitigate some of those cold weather that's definitely something to look at.

[1:03:17] We're just some kind of that quick summary to me and then I'll include you in the conversation with our with our with that man

[1:03:23] Jacob Hawkins who's

[1:03:24] Who's the city

[1:03:25] Right

[1:03:27] Individuals

[1:03:28] So I plan I'm just gonna send some information to the mayor and city council I don't think I'll respond

[1:03:36] But just a matter of just giving them some feedback on what we've experienced

[1:03:40] Yeah, which is a typical to most cities that individuals that are doing this

[1:03:45] I mean, it sounds like it's a typical where we're taking 20 business days to get the feedback

[1:03:51] and this is not typical in all cities, is that accurate?

[1:03:55] I'm not necessarily, I mean, it's kind of hidden, but that's the typical window that they

[1:04:04] try to say, we'll be within that window, sometimes they're faster, sometimes they're not, but

[1:04:11] I mean, that's the typical window.

[1:04:12] So in both times that we've submitted something, they told us they get a secruity within 20 days

[1:04:18] and end up being about 25 to 26 by the time we actually see something and that's after

[1:04:23] multiple tasks at day 20, at day 22.

[1:04:25] Well, what I have now is that just passively putting it in their court and expecting the response,

[1:04:34] you have to be this quick, you know.

[1:04:36] Okay, and you got to you got to walk that line between irritating them and

[1:04:42] You know

[1:04:43] Saw the problem solving yeah, I know I know it's pretty well

[1:04:50] You think that will help

[1:04:51] I think it's totally worth just having a conversation and just saying hey, you know

[1:04:57] Here's something we're experiencing is there anything that we can do to just even it's getting inside

[1:05:03] There's anything we can do to just push that forward a little bit faster because it's not like it's not a big project.

[1:05:11] It's only 150 kids.

[1:05:14] It's not big. It should be a hard thing. It's already on our property.

[1:05:18] We've done the soil test. We've done the traffic state traffic study.

[1:05:20] Came back in their favor. We reached out to American Fort. They approved it.

[1:05:26] Yeah, I mean, everything's, our financing has been ready to go since June.

[1:05:31] It's just slow.

[1:05:34] So I totally think it's worth an ask K. He might say I can't do anything about it, but

[1:05:37] then at least we know.

[1:05:45] Okay.

[1:05:45] So this is best basically it though.

[1:05:46] So as soon as we get that, it does have to go to the state board of education.

[1:05:51] That's typically a 10-day review.

[1:05:53] We've already gone through a third party review where as part of the process, Fire Marshall

[1:05:58] is signed off on the project.

[1:06:01] Yeah.

[1:06:01] Yeah, it's that and then we do our financing and we're good to go, but they didn't apply,

[1:06:08] they're starting to work on a, we put it in my notes every what they call it.

[1:06:22] So they are starting to work on a land disturbance permit, which will allow them to start with

[1:06:27] groundwork, wouldn't allow them to poor footings, but they could start to get all the asphalt

[1:06:31] out, get the comeback in place before the official approval.

[1:06:35] Sometimes they will loop in the footing set foundation.

[1:06:39] We'll let him into that.

[1:06:42] You know, you would be able to do any underground plumbing.

[1:06:45] So you would be able to get your slab in,

[1:06:48] but you could at least get your footing set foundation in.

[1:06:51] So they are starting down that row trying to be proactive that way.

[1:06:54] They have ordered some of the lead items to go to them.

[1:07:01] How those in place, they don't have such as a long lead time.

[1:07:03] So I feel like they're trying to be proactive, I think our architects trying to be proactive and get some results, it's just a little frustrating.

[1:07:11] Okay, let's go over that.

[1:07:14] And where is the hard line on a date that if we don't start by X, we can't be done where we are watching.

[1:07:23] I think mid-October is probably a hard deadline where it wouldn't be ready.

[1:07:30] The advantage of it being small is that if we shuffled and were really tight and pushed all our specialty classes into the classroom

[1:07:40] I think we could find places for it to happen and tell constructions and that would that would include putting like a class in the lobby every space

[1:07:48] we have would be full.

[1:07:50] We'll invite the city planner to come and see.

[1:07:52] Yeah.

[1:07:52] Come see what's going on.

[1:07:54] What will you create it?

[1:07:57] Okay.

[1:07:57] So, yeah, it's a little frustrating where we're school.

[1:08:04] Yeah.

[1:08:04] We have lots of people who want to come here.

[1:08:05] Right.

[1:08:06] We serve as the community.

[1:08:07] Right.

[1:08:07] But yet, we're just not getting a lot of rational response.

[1:08:12] Okay.

[1:08:13] Okay.

[1:08:15] Thanks for the update.

[1:08:20] Okay. As far as core values and roles, Caden and I went to the all-call meeting the

[1:08:28] day before school started last Monday and the two of us and Christine and Jay and Jacob each

[1:08:38] took a core value and talked about the core values to the rest of the staff.

[1:08:48] I thought the

[1:08:48] check right and just walking into the gym and you know people coming up to us

[1:08:56] afterwards and talking to us it was really good and I feel you know just a good

[1:09:01] feeling going into this school year and so that was a fun opportunity again to

[1:09:07] just hammer home our core values and make sure we have a lot of new staff this

[1:09:12] year and so it's good to have that conversation with them and I think we're still

[1:09:18] going strong. So any any feedback or anything else on our core values? Let's make a song.

[1:09:25] The core value song? Yeah. Or a grass. It could be your song. It could be my song song.

[1:09:30] Okay, that's it guys. Do you want to rap?

[1:09:36] I like that. I'm all about helping.

[1:09:45] I'll get my

[1:09:48] I don't know.

[1:09:48] Go change.

[1:09:50] I mean, I think I have a caution closet.

[1:09:53] It's mandatory.

[1:09:54] I kind of felt like it would should be good.

[1:09:58] Okay.

[1:09:58] Let's take a minute and go and enter our volunteer hours.

[1:10:03] I'm going to have to find out on the website.

[1:10:05] But the search thing is just right there.

[1:10:06] I just realized I have forgotten what I've logged in each month

[1:10:09] to do the separate fundraising meetings.

[1:10:12] Just do it together.

[1:10:13] Well, I forgot.

[1:10:14] I just did it.

[1:10:14] I didn't do it.

[1:10:15] So, Vissa, why didn't you do a second one?

[1:10:17] Does it take a minute?

[1:10:18] I'm willing to do another one.

[1:10:19] Mine.

[1:10:20] Check my hours, long hours.

[1:10:22] Oh, gosh, thanks.

[1:10:23] Where is it at?

[1:10:25] I just kept scrolling down after I touched volunteer.

[1:10:28] Volunteer?

[1:10:29] Oh, we're fresh.

[1:10:30] Check my hours.

[1:10:33] I want her to be a meter on it and be like,

[1:10:35] Sarah, you were failed.

[1:10:39] I want a goal for myself.

[1:10:41] I want a goal for my self.

[1:10:42] I was going to say I don't think any of us can fail.

[1:10:44] Maybe she's started something like you get from your gas company.

[1:10:47] You're our hours compared to your neighbors.

[1:10:51] To your peers.

[1:10:52] Don't do it.

[1:10:53] Don't do it.

[1:10:54] Let's do it.

[1:10:55] I was Brendan configured out for us.

[1:10:57] Probably good.

[1:10:58] That is funny.

[1:10:59] I'm going to put it today's date.

[1:11:09] I'm going to

[1:11:12] give myself that many hours.

[1:11:20] I really like that being on there.

[1:11:22] So thank you.

[1:11:22] I know.

[1:11:22] Always give it on there.

[1:11:23] Yeah.

[1:11:24] That's why I put, you know, when we're numbering the item.

[1:11:26] That's my agenda.

[1:11:27] There you go.

[1:11:28] When we're numbering the item, I just put a headset so it just stays on there.

[1:11:31] That's perfect.

[1:11:32] And then you just put in the correct number.

[1:11:35] Has it correlated with the actual agenda?

[1:11:39] Okay.

[1:11:40] A summary of what needs to be submitted to stakeholders.

[1:11:43] Do we need to, do you want to or do we need to do something about the book?

[1:11:46] Yeah.

[1:11:47] I think it's fine from the board.

[1:11:49] Okay.

[1:11:50] So, Kay, I think the only thing that we passed today was the book's list, so can we probably

[1:11:57] get to list those in the e-mail, so if you pull up that agenda item, Kayla, you say the

[1:12:02] board passed the use of the following books and we can list those out for use in the school.

[1:12:11] And I think that's the only thing that we really need to communicate.

[1:12:15] we can just kind of do a little welcome message back to school for everyone.

[1:12:19] And

[1:12:26] then just welcome back to school.

[1:12:28] Yeah.

[1:12:36] Todd Williams just said we would do some checking.

[1:12:40] Thanks, Dave.

[1:12:41] I look through and I don't know.

[1:12:44] I know

[1:12:49] two people.

[1:12:49] Oh, there's a bunch of messages.

[1:12:53] Okay, anything else for our opening tonight?

[1:12:59] Okay, we'll just need a motion to go in the clothesman.

[1:13:01] How

[1:13:06] move that we break out to close meaning to discuss ongoing legal issues, character

[1:13:10] and competency of employees?

[1:13:13] A second.

[1:13:14] All in favor?

[1:13:15] I do.

[1:13:16] Any opposed?

Lincoln Academy Board Meeting Recording August 2026

Transcript