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[0:00] Are we recording? Yes, we are. Welcome. It is 6.17 p.m. on September 22nd, 2026. That was a long five minute break. We just exited our regular session meeting, the regular meeting. They are now meeting in the conference room for our work session. Four of our five work hours are here in the room for this meeting, and Vice President Stewart is joining us by phone. We also have business administrator, Jared Black.
[0:29] superintendents go field and executive assistant Rachel Ben with us and today
[0:35] we're looking at building the K-12 student connections within Logan City
[0:42] school district so looking at how we're looking ahead to Grizz Country, Grizz
[0:50] Nation, Grizz, what are we calling it? Exactly. We're all Grizzly,
[0:58] so cut-cut
[0:59] have in your board packet the building student connections with LHS. This is the principal
[1:05] suddenly put this together based on our summer conversation where we're talking about you
[1:11] know what are the things that we're doing to help students earlier in their experience
[1:15] in the district be focusing on their future experience at Loganite and making that connection.
[1:22] So I asked the principal tell me put that together so we could share with the board here the
[1:26] things that are currently being done. It's been great. We've been able to have some
[1:30] follow-up conversations with elementary schools, with secondary principals, and the
[1:35] big thing that everyone is trying to balance is providing various opportunities for younger
[1:43] students to engage with high school students, to be at the high school participate, while
[1:48] also balancing the amount of time we pull kids out of class and instructional time, and
[1:53] and trying to find that balance.
[1:55] So what you see here is our current best effort
[1:58] is in the district of striking that balance,
[2:01] providing lots of opportunities for younger students
[2:04] to engage with and connect with the high school
[2:08] in a variety of ways while also trying to make sure
[2:12] we go pull high school kids out so often
[2:14] to go visit schools that they're missing class time.
[2:18] You'll start to see if there are some more,
[2:21] I think we have more teachers and, et cetera, who are going to try to do things toward the
[2:26] end of the year, like after AP testing and stuff like that because you've got a little
[2:31] more flexibility and a schedule for a lot of our high schoolers, but these are the things
[2:35] they're looking at.
[2:35] So, some of them are new, some of them are around for quite a while.
[2:38] So, I don't know if you'd like to go through each of these and we can talk about them or if
[2:43] there was, you have questions about or things that we'd like to add, but this is the summary,
[2:49] Sorry, one thing I should point out, above the crimson line are things that are done
[2:54] at other schools.
[2:56] So either they go to the elementary, you know, with the middle schools, below the crimson
[3:00] line are things that Logan High just does internally to promote connections with the Logan
[3:05] High student body.
[3:06] So that's the reason for the separation there.
[3:09] Below just Logan High above Logan High with other grades.
[3:15] Thank you for that explanation, by the way.
[3:17] I was a little confused looking at that.
[3:19] I mean, no sense just looking at that.
[3:21] So thank you.
[3:22] I didn't wait.
[3:22] Sorry.
[3:23] So I have two comments that I've kind of actually
[3:26] some things I experienced today.
[3:30] One one was a simple comment for cross country
[3:32] which my kids are involved with.
[3:33] So I tend to get that delivered in my algorithm.
[3:36] And I said, seniors,
[3:39] would you like to have a long term, strong cross country team?
[3:44] I'll give you one bit of advice.
[3:46] talk to freshmen. That's it. And I thought that's actually really powerful about
[3:52] this connection and this is the second thing and I didn't know what it was
[3:55] because I'm aware of senior wave but I wanted to keep my work with it. The story
[4:04] that we hear a lot didn't want to go to Logan schools. She had these good
[4:09] impressions of cash school district. I ended up trying to house it she loved her
[4:14] or I was going to log in to log in school district,
[4:16] her kids are going to Adams
[4:18] and she just cannot be happier about the experience.
[4:22] When she said, she told me something's coming up
[4:25] where the seniors that went to Adams
[4:26] are coming and connecting with the Adams kids
[4:29] and it's not senior way.
[4:30] So I don't know what this is,
[4:32] but it's because it's happening this week, I guess.
[4:36] But she was saying she was just expressing
[4:39] how much her daughter is so excited to interact with the seniors and the more
[4:47] and more I think we do that sort of thing that we're connecting our seniors
[4:50] to freshmen our high schoolers to elementary and middle school it has huge
[4:55] dividends I think I've shared before that one of the things that we did with
[4:59] our kids in in kid in our neighborhood is that you have an obligation when you get
[5:05] to Mount Logan Middle School to watch out for the six graders you know in the neighborhood.
[5:11] Nobody messes with anybody from our neighborhood.
[5:13] It's kind of what we said to them.
[5:15] And this is before us here, but so they would do that.
[5:17] They would watch out and they say, hi, Michael or whoever,
[5:21] and created this connection of like you watch out for the people coming behind you
[5:25] so that they know they have someone that's watching over them.
[5:29] The more and more we do that, I just think whatever we can do to do that,
[5:32] And you said to not take it a ton of time, I think it's incredible and I think it's meaningful and it helps them to get outside themselves, especially teenagers are selfish, they're supposed to be selfish, but it allows them to not be selfish.
[5:51] Yeah, that's cool. I just texted Merissa to see it. Yeah, I don't know what it was. They're like they were having drinks in the year or something
[5:57] But I thought it was senior wave and it's something
[6:00] Senior wave. Yeah, you're at that's a homecoming isn't it? I don't know
[6:07] Maybe that would be something to be able to do right now, right?
[6:10] So my kids went to Wilson before
[6:14] Oh, okay, and so any of that kindergarten stuff is
[6:19] But it is fun. I mean, to that point, the kids loving to interact with them when I was at Ellis for the senior waitress last year.
[6:27] I mean, the seniors come through and elementary kids are just, they've walked by that guy from...
[6:32] They're like rock stars.
[6:33] I mean, I had a kid at Ellis and they go, I'm never washing his hand again.
[6:37] Oh, sorry.
[6:38] Like...
[6:39] Can you line that up with him?
[6:41] That interaction.
[6:43] So, yeah, those are powers.
[6:44] the, um, the matinee that we have, the kids come from the elementary's. My daughter,
[6:51] that's what got her hooked on LHS theater and why she was committed to going to Logan
[6:56] High was going to that matinee when she was in, like, fifth grade at Adams and they walked
[7:02] to the high school and watched the show and then that started, all of her siblings on that
[7:08] same trajectory. But I think those things, some of them seem like it's not a big deal. But man,
[7:19] I love what you said about like watching the ones that come behind you. But so many of the kids
[7:29] in the theater program that will go back and they'll be the the choreographers for the middle school
[7:36] and then the graduates that come back and do that for the high school, and one of the cross-country
[7:43] coaches for the middle school graduated last year, one of the coaches for the Frisbee team,
[7:51] is a graduate from last year, and so it's just, I don't know, but I think the more we can foster that
[7:58] in really cool ways, I have an idea, but I don't know if this is the time to share an idea that
[8:05] a pot in mind.
[8:07] Oh, OK, OK.
[8:09] It is a challenge with not blankets out of school more
[8:13] than we have to, but we've talked a lot
[8:20] about possibilities and potential,
[8:23] like things that could happen at outdoor learning center.
[8:27] And I think what a cool possibility it would be
[8:32] to have Logan High mentors doing a student camp of sorts for the future of
[8:42] Grizzlies at the outdoor learning center during the summer or maybe during
[8:48] spring break or like whatever timing that it wouldn't have to be pull them out
[8:54] of school but it could still get kids that might not have those kind of experiences and
[9:01] that kind of access could be able to have that really strong connection with some of
[9:08] those really cool high school students that would be interested in day camp experience.
[9:14] Yeah day camp experience or whatever I think could be really really cool and maybe you could
[9:19] do but you could do different ones I mean your kids loved their Harry Potter camp experience
[9:26] but you could do pocket day camps for different ones,
[9:32] but you could have a science camp,
[9:35] you could have a musical theater camp,
[9:37] you could have a sports camp,
[9:41] but
[9:44] then it wouldn't have to be taking away
[9:48] from school time.
[9:50] It does take some creative logistical signalling,
[9:56] but I don't know.
[9:57] I'll tell you that, and I don't know if I can if you go through this at all, but sometimes
[10:01] I'll help with honor student applications or anything, I mean you look at the, so one
[10:08] of the things I think we can do is we can, and we're doing this more, you've got to stay
[10:12] more integrated into experiential learning, but we can say how do you integrate this connection
[10:20] through an academic program.
[10:23] I mean, when we talk about our student leadership,
[10:26] this is a part of student leadership,
[10:27] this could be a part of the training.
[10:29] If we talk about someone that's doing something
[10:31] with like, I don't know, some home, you know,
[10:36] I kind of want to go home.
[10:37] What is it?
[10:38] It's not like a language education,
[10:42] but there's like that.
[10:42] Oh, the family.
[10:45] Yeah, right.
[10:46] Yeah, where you're like maybe you do something where you're working with like kids teaching them something
[10:51] But I think we could integrate it into the academic program and that would make it so it's it's a part of
[10:59] That sort of thing and back to that the application when I look at all these applications
[11:04] From students the thing that separates more more students in terms of Utah State is what kind of
[11:11] Service that they for me
[11:14] And you get people with a lot of AP classes, and that's one thing that separates them.
[11:19] Maybe they had to work, especially if they're like a first-generation family or something.
[11:26] But the sure if you have is sometimes these kids have service that's related to something
[11:31] with a church thing.
[11:33] And so they're like, I was wondering if like 40 kids that were involved in a group, and
[11:37] you're just like, that's not quite the same as you, funny, right?
[11:40] They're right. You're figuring out how to do this for somebody.
[11:43] And we don't have scouts as much as a mechanism.
[11:46] And for young women, you won't have as many of those mechanisms.
[11:49] This could be a mechanism for them to have those service hours without them.
[11:54] Like because sometimes it's hard to find that kind of stuff.
[11:57] And it's much more appealing than you being a part of just some kind of large religious thing
[12:05] or whatever, if it's more one-on-one.
[12:08] I think it separates them and teaches them leadership and we can have it.
[12:13] We can have it as a part of something with academic forms, but that's something I would
[12:16] like we want to think about as this.
[12:18] I think it constantly has got how to be reached back.
[12:21] So alumni reaching to high school, high school, high school, elementary school and middle school.
[12:26] But really with that, you can have, so I'm going to pick physics because there's something
[12:31] I'm atrocious with.
[12:33] I am not.
[12:35] So our physics doctoral holder teacher, yeah, I can't process that, but you take a physics
[12:42] class and some of the kids in that physics class from my school and they could go prepare
[12:52] their experiment or their demonstration or their lesson or whatever that they could take
[12:57] back to elementary school or to the middle school and show a science class.
[13:01] these cool things that they are doing. One, the middle schoolers are going to learn so much more
[13:07] because they're going to care in that moment. They might care about what their teachers teach them,
[13:12] but they're going to like dial in on what those high schoolers are teaching them. And it might
[13:18] fire them up. They'll learn something more. And everybody has to take science. So it's got to catch
[13:25] of audience opportunity, but it can inspire the ones that that could be a future path for them
[13:31] to be like, oh, this is my spot. And I probably would never have still found physics that way,
[13:39] but the kids that are going to gravitate that way, they can see themselves in those kids,
[13:45] like, that could be me in five years or whatever. And I think that's a really cool thing if we can
[13:53] and give some of those kinds of experiences,
[13:55] where it can be academic for both groups.
[13:59] I think that would be really, really cool.
[14:03] I don't know what that looks like,
[14:04] but I think it could be really, really cool.
[14:08] I don't know the other sports,
[14:12] but I know cross country.
[14:14] I started doing a cross country program in the middle school.
[14:17] In this year, so I just hosted a cross country team
[14:20] in this last Saturday.
[14:22] And I think, I bet you, if it's not correct, it's probably pretty close, that I think
[14:27] the number of freshmen in the cross-country is probably equal to number of all three
[14:31] other grades.
[14:32] I believe it.
[14:33] Because it's like seniors, junior sophomores, so many freshmen that are doing this.
[14:40] And that's how we have success and also, whether they're academic or athletic programs, is.
[14:48] Yeah.
[14:48] Well, I think we saw that coming because last year's middle school cross country team was huge, right?
[14:55] So we saw a huge group coming and I think that that starts with
[15:00] And we've got girls on the run going on elementary school. We've got cross country in the middle school. And peers encouraging peers to participate. And what we're seeing now is a huge team at the high school. And so I think it, I think it feeds in. I think that's just an example of how we can build great high school teams and is that kind of process. I have a semi related thought, but we don't need to
[15:29] It's been much time that I just want to throw it out there,
[15:33] speaking of athletics.
[15:36] And theater as well, just extracurriculars.
[15:40] They usually, you have to pay to attend them.
[15:44] But if we have one of the prizes at the elementary schools
[15:48] or the middle schools, the student of the month
[15:50] gets to take whether they want an athletic pass
[15:52] or a theater ticket to something that they go attend either.
[15:58] I love that.
[16:01] I guess it could be at the middle school as well as the new theater, I think it's a good
[16:05] thing.
[16:07] But yeah, if we encourage that, and maybe if we know they're going to be at one of these
[16:14] events, say we've got the students at the month here from, I don't know if that school
[16:20] does it.
[16:20] But some sort of recognition from the high school, if they come to middle school, they
[16:24] you know, and vice versa. I don't know, just just a thing.
[16:28] That's really fun to blend with them, and then we're not taking
[16:31] kind of the school day either. We'll be taking potential funds out
[16:37] of, but maybe those people wouldn't attend anyway, the people that
[16:41] you're talking to nine people. Yeah, but maybe maybe give them a
[16:46] couple of passes so they can bring their parents or somebody with them.
[16:52] I love that idea though, when they've done that at the middle school and the high school
[17:01] students have come from the high school to the middle school from whatever sports team,
[17:06] and they've done their whatever assemblies, and they've given all of the middle schoolers
[17:10] passes to go to the games, I've been to a lot of games that I would never have gone to
[17:17] my kids were never gone to because it makes them so excited. They're like, they want me there, mom.
[17:23] Okay, let's go. Let's do that. And I think that's cool. And it could be easy and so easy,
[17:30] and not too expensive. Yeah, it doesn't take out of this full day.
[17:34] All right. And each has to kind of blend with those communities and encourage each other and stuff
[17:39] like that. The other thing that I think is an awesome blending.
[17:46] LAA does it amazingly. Like they go every week to the elementary school and they go LAA,
[17:54] LAA, they go every week and they go, not if it's a class they're getting a grade four.
[18:04] If it's a club you can. But they go every week to the elementary school and they serve
[18:13] and they reach out to those kids that are coming from like the ones that are up and coming.
[18:22] But one thing that I thought of that kind of connects to what we did this summer with the football celebration,
[18:31] and I don't know how to do it, and it wouldn't take a ton of financial involvement,
[18:40] But it would take some brain work and time for someone.
[18:45] But finding out where have our seniors gone?
[18:51] What are the amazing things that they are doing?
[18:54] And finding ways to pull that back to the high school.
[19:00] And keep that connection.
[19:03] One of the, I think you graduated three years ago, maybe.
[19:08] um kids in theater but he just finished stunt school to be in movies and be a stunt driver.
[19:17] And like I was thinking about him this week and it's like I can't wait for him to be in his first
[19:22] like epic show and I'll be like I have this autograph in his playlist. I did his hair for the high
[19:29] school. Like but I think those high school kids that know who they are and like I don't know it's
[19:38] again it's seeing themselves like what can I do in the future and it can be in all of
[19:45] the arena as it can be in strictly academic spaces it can be in business spaces any of
[19:52] those things but I think as we talk about like those champions there's so many champions
[19:59] that I think would love to again feed back to the people that are coming behind them if
[20:07] We can figure out ways to do that.
[20:09] I don't know what I kind of like.
[20:10] I just have two thoughts with this.
[20:12] I'll just quickly put it in my input, you know.
[20:15] Go for it, you take as much time as I want.
[20:18] Two things kind of mind logistics and financial cost
[20:23] of this.
[20:24] Logistics-wise, I think the camp idea is a great idea.
[20:28] Just coming off of a cruise to Disney Cruise,
[20:32] they had one staff member to every five guests, right?
[20:36] that's the ratio. So to make this really work well, if you're doing a camp thing, you
[20:42] do like a three day cruise, three day camp, you know, you have one to five ratio, so you
[20:47] have that more one on one. The logistics of it, you have to have somebody that's running
[20:52] this, that is your camp director, that has, this is what's going on, the assistant camp director,
[20:59] and then you have all your counselors, right, and it's a big thing, and then you have your
[21:04] cafeteria workers, they're making sure there's food and fed, and then you've got to look
[21:08] at all these people and how they play, and then you have a magical experience, right?
[21:12] By the end of the camp, day three, they're crying as they're leaving because it's so amazing.
[21:17] That's right.
[21:18] Yeah, yeah, yeah, so that's what I'm saying, like you definitely could have a grizzly camp
[21:23] up at the outdoor learning center, and it could be amazing to us if you can, but the logistics
[21:29] to it is it's got to be Disney legit school like over the top and you can get a lot of kids that
[21:37] volunteer with that like your service for sure now the cost of it your transportation busing that's
[21:44] going to cost a bunch all your food and different things like that it's going to cost quite a bit so
[21:48] there's a bunch of costs there but I think as the board we could allocate money funds for that
[21:54] because I think it would retain a lot of kids but going wow that was amazing now these high schoolers
[21:59] up there and these counselors are different people there helping me out and it's really
[22:06] I think would be a great and then mainly it's the outdoor work part of the outdoor learning
[22:10] center because people ask what are we doing with that or how are we going to use that and
[22:15] that would get all the elementary kids up there going wow this is what's here and that's
[22:19] a great use for that facility and you could break it up too you could do a three day camp
[22:23] here one month, three day camp here one month so that they have opportunity but like I said
[22:28] there's a lot of logistics to it.
[22:30] We'd have to hire somebody here in the district
[22:32] and we already wanted somebody up there
[22:33] without the running center running it,
[22:35] but that would be their job running these camps.
[22:38] And I think this could be a thing
[22:39] that could go on for 20, 30 years, right?
[22:42] I worked out a Boy Scout camp for three summers.
[22:44] It was like the best time I ever had.
[22:46] Then it was amazing to see the transformation
[22:48] of those Boy Scouts back in the day when I was there.
[22:52] So it was pretty amazing.
[22:54] And so I think that, and those are memories
[22:58] I think if you have an overnight thing, there tends to be a lot of issues and different
[23:03] things.
[23:03] So I think if you've come to the day camp, if you did overnight, you really have to button
[23:08] that down and really have a lot of stuff in place that provides safety because then you're
[23:13] dealing with safety issues and different things like that, a lot of students and stuff.
[23:18] So I think there's a lot there to say, but looking at this, I just think it will just
[23:24] just explains there's a lot of busing of students to the elementary's and what's the cost
[23:29] on that and how's that benefiting, you know, and so I see this and I think that's great.
[23:35] And so I think there's a lot of different things, but to really get that one-on-one experience
[23:42] that we're talking about, I really think the Elder Door Learning Center, having a day
[23:47] camp up there, might really get that one-on-one experience like Katie's saying and especially,
[23:52] you have your different merit badges or activities right so hey we're gonna
[23:58] go talk about orchestra and this is our activity today this is they're
[24:04] doing this activity over here so like you have your different classes you go
[24:07] to and it's set up this time and then you come together as a group and then you do
[24:11] your camp songs you know we'll do the you teach them the camp songs and
[24:14] different things and it's basically how the scout camp seems to be around and
[24:19] and how the Disney crew is around, you know, every night you say, why do you have to bear
[24:23] with you as well as part of that?
[24:24] Yeah, that's right, that's right.
[24:28] So I...
[24:29] Don't bear with me.
[24:30] Don't bear with me.
[24:31] Don't bear with me.
[24:31] We already have...
[24:32] I don't know if you're going to learn any sort of stuff.
[24:34] So I think we already have a facility there.
[24:37] Because that's usually the logistic problem is where do you have it?
[24:40] Where do you have it?
[24:41] Yeah.
[24:41] So we already have it.
[24:42] We already have a lane of high.
[24:43] That has a lot of great stuff as well.
[24:46] But cost-wise is at the best use of our money, that's the question, you know, and that's
[24:52] the thing.
[24:53] Like, you look at it, like I was telling the superintendent one day, I said, our product
[24:58] is the students.
[25:00] I want to know, what is that teacher, what is that staff members face to face interaction
[25:04] with the students?
[25:06] Like what is it?
[25:07] My interaction as a custodian is, I am literally a face to face with the students, probably
[25:11] Seven hours out of the day most of the time right like with them. They're quite a bit different things, right?
[25:18] You know so
[25:19] You know and some of the administrators they're there for quite a bit of time
[25:23] But sometimes they're two three hours not in front of the student because they're doing emails or different things
[25:30] Or did working on policies or whatever or you look at administration like Jared here, you know not a tagger
[25:35] But he's not in front of the students that often he's here doing his financial stuff right and so
[25:41] So what's the face of value time in front of the students?
[25:45] Are we getting the bank through the back out of that?
[25:50] So what's the capacity that that do our learning center can handle?
[25:55] We've met, told our schools to not take up more than 100.
[26:00] So we've captured that.
[26:04] So for example, when middle school takes seventh grade,
[26:06] they split between the center and Coney Grove.
[26:10] So they're not so they're not overloaded.
[26:15] I was just going to say so like if you wanted to keep a ratio of mentors to
[26:21] Pamper and so we never were calling that.
[26:23] Yeah, and that might be more of your at-risk students too because during the summer we had our
[26:28] summer lunch program where I worked out.
[26:29] There's kids coming in doing more of our at-risk students.
[26:32] They're bored. They had nothing to do.
[26:34] And the highlight was coming to see Super Cole.
[26:37] I would say that.
[26:37] come see me but it was to come get lunch and have me talk to them about how
[26:41] there's somebody to come on but yeah there's students that literally have
[26:46] nothing to do during the summertime and so this would give something for some
[26:51] of those students. Yeah, I'm one of those at-risk students. So maybe that's the
[26:59] thing you do the camp geared towards more at your at-risk students and so that
[27:04] narrows the number down. And then you could do a camp where you're going between the two
[27:11] Tony's Grove when you have more kids coming. That's what I'm saying. You could do
[27:16] this this three-day camp because you're at risk. Kids that's who's coming for this is what we're
[27:21] going to do. This is for our promote grids, Logan High. This is all we're going to do is prone
[27:26] like Logan High and we're going to do it for this two weeks period of time and you guys are coming
[27:31] And then you've got to figure out the compensation too because sometimes, you know, you could get teachers to come.
[27:37] Teachers are always looking for summer work or summer thing but that's the thing too is you're doing retirement issues too with that.
[27:44] Because I've had teachers that want to do summer cleaning but because of retirement, they're not able to work.
[27:51] So that's another thing you'd have to figure out. Could you do this through the foundation where the foundations paying teachers over the summer?
[27:57] I, you know, so you know, don't that, but there's a lot there because I know teachers are
[28:04] looking for summer work and would love to do stuff like that.
[28:08] So I don't know.
[28:09] That's just my two cents.
[28:11] So what's the goal of this conversation?
[28:12] Yeah.
[28:13] Because we're kind of like, yeah.
[28:15] That's a good call.
[28:16] Yeah.
[28:17] Yeah.
[28:19] Well, we did do that, didn't we?
[28:21] Check.
[28:22] So I think we wanted to share what is already being done.
[28:26] And then the workshop portion is like,
[28:29] are there any more thoughts about this?
[28:33] I think our student body officers need to delete out.
[28:38] So whatever we're doing, I think our student body officers
[28:40] that should be a part of their training process.
[28:42] Yeah.
[28:43] And it should be room for other people.
[28:45] But I think our student body officers should be the ones
[28:48] that are leading out on this.
[28:49] I think our athletics programs need to be doing this as well.
[28:55] They need to be reaching back as much as possible, especially when there's a
[28:59] like for like program and I think we yeah so I think those are two things and I
[29:06] think there's ways we can do this for like restitution for people who are
[29:08] issues with like class you know if they're having not having ages or something
[29:13] like there could be ways for them like we need you to connect.
[29:16] The other thing I think is like we could do something as simple as saying, hey senior,
[29:22] these are your three or four little brothers, little sisters.
[29:27] You're assigned these freshmen, and that's like something as simple as that, and that's
[29:31] their job.
[29:32] They just have their picture, and they say, how are you doing, you know?
[29:36] They fist bump.
[29:37] Lydia, it's nice to see you.
[29:39] My daughter is going in there next year, and they could be your brother assigned or somebody
[29:43] else.
[29:43] but just like nice to see Lydia and that's it and I think that's it. There was a kid who a
[29:51] senior who once said that's Nathan's brother. We don't mess with him. A senior. My brother was just someone he knew.
[30:00] And that was like, that was hugely meaningful, and that was literally the only time he's ever talked to me in my life. But that is a big deal in your freshman. I'm not alone here. Somebody knows my name.
[30:14] Oh, what about that same concept for sixth graders?
[30:17] Well, the other day's grader, and my father.
[30:21] They're a little more separated, though, right?
[30:22] They are, but I think even just, I think, so like the fifth graders have their kind of
[30:30] reading buddies and like how meaningful that is.
[30:34] And you could, but like that's the same concept, the eighth graders to this, sixth graders
[30:39] in the seniors to the freshman. But you could also, because the freshmen are trying to navigate
[30:47] their way, but now the freshmen, their hot stuff, compared to when they were in eighth grade,
[30:53] if they can have opportunity, and if we can find a way to facilitate it,
[30:59] to connect them back to some of the eighth graders or the sixth graders,
[31:04] They can feel like, oh, I'm not just a freshman, but I'm helping these kids that are going
[31:11] to be freshmen.
[31:13] Maybe, maybe, maybe, maybe somebody, but we don't, maybe somebody it reaches out to the
[31:18] student government and said, here are some thoughts, where do you want to take this?
[31:22] What do you think would be most beneficial?
[31:26] How would you do this?
[31:28] And I would say not just the student body officers, although I did have the thought, our
[31:32] their SBOs have like their prep for the school year,
[31:38] who, how, whatever they do in the summer.
[31:40] I think middle school does the same thing.
[31:42] It could be really cool to combine them
[31:44] for a half a day or whatever the SBOs
[31:49] that are prepping for this year at the high school
[31:51] and the ones that are prepping for the middle school
[31:54] could be really cool for them.
[31:56] But that is a side thought.
[32:00] But I think getting the SBOs and saying, what do you want to do with this?
[32:06] We want you to reach out to the freshman, we want you to reach out to the most school
[32:10] in elementary.
[32:12] How do you want to do that?
[32:13] How can we support you do that?
[32:15] What ideas do you have?
[32:17] But I think it would be good to go to leaders in each of the areas of the school in the
[32:28] different athletic or like groups. And this is part of leadership in your
[32:34] club. This is part of leadership. You've got a club in Logan High. You are
[32:40] responsible to help the kids that are coming behind you. What do you want to do
[32:44] with that? That's part of your charge. And the same thing for those athletic like
[32:49] the whoever, what's the word y'all? Captains like 15 captains. The leadership of
[32:57] those teams what do you all want to do as a team to build up the coming and I
[33:03] think we need to give more opportunities I think some sports do better than
[33:07] others for you're saying you do you need to have team captains because we're
[33:11] training hard leaders and if we don't give our kids
[33:14] we're all incredibly impressive that young man in Bridger
[33:17] yeah right and he's an SPO officer and he doesn't have a ton and I worry that when
[33:22] he gets middle school he's an SPO officer he's like I don't have that much
[33:25] influence that we lose like this spark of somebody who was incredibly mature and comfortable
[33:33] with adults and everything. And so I do think we need to give, if we're going to have
[33:38] captain, we need to have every sport you have captains, they need to have a part of their
[33:42] job to look back in. Because we're not winning state champions for everything. So what are
[33:48] we doing for sports outside of training kids to be good women and so let's give them
[33:55] opportunities to do that and not just worry about whether or not they're winning some event.
[34:00] I mean, we don't even have enough like champions even to pass around to do that and so, but I do
[34:08] think there's something to do and I think these camp ideas aren't good. I think what we want to do is we want
[34:12] to look at the structure we have in place and work within what we already have.
[34:20] The way they made telegraph systems work is they also use carrier pigeons when they had caps.
[34:30] You've got to work with whatever is already there to do the use of it.
[34:35] I think athletics is already in place, and like you said, make sure everyone has a captain.
[34:40] They have a simple, easy, and the captain has a responsibility.
[34:44] responsibility, middle school, middle school as a responsibility for you, the SBOs there,
[34:50] elementary school, and our kids might surprise us, I think they'll blow us away, or maybe
[34:59] we expect that they're amazing at least, they won't surprise us, we're like, yeah, of course
[35:03] they're gonna do it.
[35:04] I mean, they're teenagers and they're gonna be dumb things, but they're also gonna do everything
[35:08] stuff.
[35:08] I think one of the things that I'm hearing as we talk about this and thinking about as
[35:17] I look at the chart of what we've got in front of us is like one-off things like these
[35:26] events or a camp versus continued sustained connection yeah and I think the one-off things
[35:36] are great and I don't think we should stop them but I think they continue to sustain connections
[35:43] or maybe where we should put some more more examples. Yeah, organic and we have a much bigger impact.
[35:50] And then we'll fail. These things are going to fail at portions with this with any, but we don't have
[35:56] to be. It's not good when we're everything's being controlled by the principal or by the district
[36:01] office. It just won't work. It's not your thing. I don't know if we could blow it off.
[36:08] We probably can't this year, but an idea for next year. But we talk a lot about going back to
[36:15] the elementary school or back to the middle school. But I think it's really cool when they come
[36:20] to the high school or the elementary kids come to the middle school. But maybe next year at
[36:25] at homecoming, we could invite those SBOs or those club leaders in the middle school to
[36:33] participate in the parade and the Logan Hyde parade, know the middle school students.
[36:42] They are, yeah every school is going to invite into participating in the parade so all the
[36:47] schools are doing floats. So I know that my daughter was invited to participate.
[36:52] Is that a new thing? Yeah, that's new this year.
[36:53] I love it. I can't imagine that having the middle school come do a football game for free is going to have that much of an impact on our budget either.
[37:04] No.
[37:05] And so we say, for our homecoming, all middle school kids get in for free. You know, that's your day.
[37:11] And we do that for basketball. We have a middle school night at basketball, is that right?
[37:16] We do.
[37:16] And I think with the sports, what you might be able to do, because they currently have
[37:21] recognition nights by school, so like this is Adam's night, it works with him's night.
[37:28] So then they recognize, you know, student leaders from that school and the students from
[37:32] that school give in, I'm pretty sure they get them for free, but we can follow up with that.
[37:36] So yeah, doing something like that, or say, tonight everybody from Adam's gets in free,
[37:41] tonight everybody from Bridget's in free, this night everybody from Alec gets in free, I mean,
[37:45] we can we can because you didn't want right there was a one with shirts last year
[37:49] there before at the basketball game but first yeah yeah kids or something and
[37:54] they're all there with their shirts on yeah they're so excited um weird thought
[37:59] of something to add to what we already have with that if they like if it's
[38:06] Adam's night at the football game have all the football players that were
[38:10] Adam's owls, like also, like, make it so that they can see each other, that they can
[38:18] know each other, and acknowledge that they are the same.
[38:23] So do I, I don't know.
[38:24] Yeah, something like half time making, if you're here because it's Adam's night and you're
[38:30] an Adam's owl, we have the Adam's owls that are the current team that picture the sun and
[38:36] and high five a month, they spend a few minutes just being.
[38:41] And I think that's it.
[38:42] I think back to the point that we might want
[38:47] to reach out to the teachers and say,
[38:50] how do we integrate success stories from former students
[38:55] to come in to connect with the students here?
[38:57] I can't imagine that any of us wouldn't drop,
[39:00] like do a lot for our high schools.
[39:02] Oh, yeah.
[39:03] If they call us and say, could you just tell us
[39:05] about anything. My high school call me about anything. I probably run to do that. I think
[39:12] a lot of people would do that because we have these fond memories. I mean because yeah.
[39:18] And so I think that I think that it would be easier to get to an even like at the university
[39:21] level because we're not asking them for money all the time. They're just like, yeah, they'd
[39:25] love to shop. And so if we talk to teachers and said as a part of your planning for school
[39:31] next year, how can you integrate an alumni as like a guest speaker, whether it's in
[39:35] what homeland and then we don't, also we're not doing all that work, and they're thinking
[39:40] about like, like let's do some bit calls where we have somebody created right and get it
[39:45] a writer and even if they didn't go to Logan High somebody that's, we've got enough writers
[39:49] in Utah.
[39:50] Yeah, they do that.
[39:52] But yeah, for sure.
[39:53] Yeah.
[39:53] I'm just thinking of, is Adams that was the basement in Stanford's life?
[39:59] Oh, is that what they do?
[40:01] Oh, yeah.
[40:01] Because he's from Presley, I thought, right?
[40:03] No, right.
[40:04] He is here.
[40:06] Oh, really?
[40:07] Yeah.
[40:08] There you go.
[40:08] Yeah.
[40:10] Adams in the middle school is the basement.
[40:14] Yeah.
[40:16] So I think of the Keven contact with them, and they asked someone to come back.
[40:21] I mean, every time an elementary of mental school has asked me to do anything, I've always said yes, if I can't.
[40:32] It's not a thing you say no to.
[40:34] And so, yeah, I think that I don't think that's unique.
[40:40] So I think if we can do that, then we're pushing that so that it's more of an organic effort.
[40:44] And I think to me, that would be two things that I think we could start to do.
[40:48] that are very natural and easy, but it's not that hard.
[40:54] No, just not like one class that you're doing this,
[40:57] to do it anyway.
[40:59] Well, I think most teachers fill the power of that too.
[41:04] But I think if we're going to start doing that,
[41:07] we want to start recording this,
[41:09] so that it's that we understand these efforts
[41:12] and have them so that we can connect with them.
[41:17] I
[41:19] like that.
[41:21] Well, Frank, do you have any questions for us?
[41:23] Is there anything that you wanted to get out of this conversation that you have?
[41:27] No.
[41:28] I mean, we've got, I mean, we're, this year, we're working with, it's an outside company
[41:33] that does post-graduation surveys for seniors, so they do a graduation survey a year after,
[41:41] or five years after, and they help put together your alumni database.
[41:46] So it is easier to reach out and make those contacts and we're finding out where our students are.
[41:53] They graduate from college and they're getting certificates, where they're working, what they're doing.
[41:57] So that should help us be in a better position to find and identify people to reach out to
[42:03] and say, and we come back and do this and some things there.
[42:08] Getting elementary students to more low-than-high events, we can talk with the admin over there and see,
[42:14] first of all, confirm what's already in place and see if there's something we can do to enhance that.
[42:20] And the other things, I think it's really important that the ideas of how this works are generated not in this room,
[42:27] but are generated at the schools. And that's been said a couple times.
[42:32] So, I mean, working with them and just talking with the SPO advisors, talking with the admin about,
[42:39] Okay, what are, what are some natural next steps that you can see going to the rest of your point about the existing framework?
[42:47] Yeah, let's get what's the natural next step if we want to keep building this we want to keep
[42:52] Helping more of our younger great students who connect it to the high school. What's the natural next thing for us to do?
[42:59] Because then people say oh, okay. Well, this is this is an easy next step. We're already doing something like it
[43:04] we could just add this element to it.
[43:07] And I think if we can do that, we'll have much more success
[43:09] in having things happen that they can endure,
[43:15] and they can keep growing, they can snowball,
[43:18] and keep going from that.
[43:19] So we'll start talking with the admin at the high school
[43:22] about how we can start working with the teachers and the staff.
[43:26] It's what April's doing with the homecoming parade.
[43:29] You know, first, she started inviting all alumni
[43:32] night to ride on a float in the parade. And then you start saying let's get all of the
[43:37] schools to come put a float in the parade. So it's just awesome. Adding one thing at
[43:42] a time, natural next step, and it just keeps growing from there.
[43:47] One thought is, as we, we do, a lot of what we've talked about connects the students to each
[43:54] other. The older students and the younger students together. But a lot of those decisions
[43:59] of are they going to stay in this district?
[44:02] Are they going to become a grizzly?
[44:04] It's their parents' decision.
[44:06] More often than it is the students' decision.
[44:10] And I would say if the kid is excited to go to Logan High,
[44:13] that will help.
[44:15] But I think when we invite those elementary kids
[44:19] to come to a high school game, one
[44:21] of the real perks of that, the frosting, I guess, on the cake,
[44:27] is that they bring mom and dad with and that gets them connected to being
[44:34] grisly as well, which I think is also really important. It's in large parts
[44:40] then that we have to connect with as well. I would tell you that as a parent
[44:48] more convincing would be something with like the arts though. I agree. Because we
[44:53] do very well at the arts and again the kids could be inappropriate you know the fans we might lose the game
[44:59] and you met a...
[45:00] Revs or whatever, that's just a nature sport. That's part of the language sports. But if you go to musical performance or play or something, I mean, I've always, I've never been a good singer, but I've always wanted to sing in the hell of a chorus, chorus. And then when I thought I wouldn't let anyone do that, I did that. That was awesome. But that was the first time when I became a grizzly, because I wasn't my kids weren't at school here. I knew somebody here, but I was like, I get to do a goal that I've always had, because I would never have been invited to be a good part. I'm not tacky.
[45:33] But I think that things like that, that is very sticky as opposed to, so I think sports
[45:39] are easy, but I think we get them to our musicals, our orchestra, you know, Rachel Wheeler's
[45:47] doing, I mean, it's just, it's very, it's very powerful and so that's, if we got, we could
[45:54] have time to try to set something up, but if we got more elementary students to come
[45:58] or because of Halloween concert?
[46:00] Yes, and that's a sell.
[46:02] That's amazing.
[46:03] That thing's amazing.
[46:06] Even if you don't play an instrument.
[46:08] You know, I have to play an instrument.
[46:10] That's fun.
[46:11] It's kind of stuff here.
[46:12] So I agree.
[46:14] In addition to getting kids into athletic events for free,
[46:20] you are there.
[46:21] Now, we often do the matinee's,
[46:23] but not every school does the matinee's.
[46:25] Um, just because of scheduling realities, but if we, you know, said, hey, this performance,
[46:32] any kid wearing their, their low-income city school district t-shirt gets in free.
[46:38] Yeah.
[46:38] Yeah.
[46:38] I didn't come with that.
[46:40] With a parent.
[46:42] With a parent.
[46:42] Yeah.
[46:43] He's in 3-2.
[46:44] Yeah.
[46:45] Yeah.
[46:45] So this is my conversation and all.
[46:47] But it made me think of back in the day, the crimson colony used to go to the schools and
[46:53] perform for the kids and one boy for me that was their school they got and they get one
[46:59] of the girls from the audience and they dance with them while they're playing actually
[47:01] in the show.
[47:03] My niece is an nephew's one I asked inside.
[47:05] That was their, that was the clinch for them, they just remember that, they taught my,
[47:10] my husband got his niece when she was there because he was in the front of the colony but
[47:15] that's one of those moments.
[47:16] I mean, they do stuff like that though but orchestra can take them on some one go to perform.
[47:22] And band does. Band and orchestra do. They do a trip that they go around. So they can see
[47:29] everything. I haven't heard about choir. Yeah they've got their. They've been looking at us
[47:33] recruiting opportunities. So the performing arts are going around. We get to other schools and
[47:39] they just get in so they can give in and create some of those experiences. It could be cool to do that
[47:45] with similar visual arts as well. Our program is pretty phenomenal like our photography
[47:51] program and our program is very hidden, but phenomenal. But I think a lot of the kids that get lost in school are often the art kids, and if you can have an art kid find an art kid and have them feel seen.
[48:08] That's awesome. I don't know what that would look like.
[48:11] Well, I don't know. I mean that one could be something. And again, that was one where I think we talked to them.
[48:17] Yeah, I think how would you do that?
[48:19] We take a bunch of student art and have a rotating show that goes to the elementary and media centers.
[48:27] We try to push having more of them as you could go to the high school art show.
[48:32] I think at the end of the year, we just talk to the arts.
[48:35] the answers to the touch of the things that they would love to say.
[48:38] We want to connect.
[48:38] You think about it?
[48:39] Yeah.
[48:39] You think about it?
[48:40] Yeah.
[48:41] Because they know what to work with, what they got and what kids get excited about.
[48:46] They were art kids, so they should know what would resonate.
[48:49] I am not an art kid.
[48:52] I get very drastic figure, but they'll know what resonates.
[48:55] The other thing is, my son is a, you're all American boy, but he's found ceramics.
[48:59] And so he's like, he's so cool, and I love ceramics, and so I think we want to find
[49:03] knows in to where it's like they're starting to find themselves a little bit
[49:09] not just the arcades but kids who can use art and expression in other ways
[49:13] oh yeah, it's a storm, it's a storm
[49:19] um buck do you want to input anything? we're gonna wrap up
[49:23] yeah you know it's a little more difficult to participate from the
[49:30] But we appreciate you joining us.
[49:33] Everybody's calm and so I think I'll be more prepared for next time.
[49:38] All right.
[49:40] Then we can adjourn at 7 o' 7 p.m.
[49:46] And I do just want to say I didn't mean to say that the high risk kids need to go to my house.
[49:53] It was the kids who were complaining that they didn't have what to do.
[49:56] Because that's when I tell my kids.
[49:58] Yeah, I don't have anything to do with my kids.
[50:00] It's my kids thing.
[50:02] I am free.