[0:02] All right, this is a board meeting of Lumen Scholar Institute, and it's been held via teleconference.

[0:10] And the time is 1-03, Friday, March 27th of 2026. Look at me getting those dates right. Just

[0:19] same in 2025 at any board meeting in that place, I can say that. Okay, we'll start with

[0:29] a roll call, right? And from the board we have, I'll just go and order myself, Nancy

[0:36] Willison, Lara Black. We have Stephanie Hansen. We have Ashley Baxter. We have Annie Assel.

[0:44] and I know we have Jen Singletary going down to her there she is. Okay I think

[0:52] that's all we have from the board and then we have Kristi Gordon from Lumen

[0:56] Scholar and we have we have principal seal with us today and Annie Johnson and

[1:05] who do you have from academia? My self-hanidorious and Priscilla String fellow and

[1:11] on Binky. Thank you. Okay, so I guess we'll just start off with our, okay, real quick.

[1:21] Do we need to see if anyone's in there for public comment? No, so I mentioned this earlier,

[1:28] but just since it's a short meeting and I just left that stuff off, we'll do that next

[1:33] time. No worries, that's wonderful. All right, so we'll just go straight to the voting discussion

[1:38] items. Perfect. Thank you so much. I really appreciate you guys all coming together. I know

[1:43] play practice. I mean, sorry, the play is going on at the school and it's a Friday afternoon.

[1:50] And so just really appreciate all of you coming. Okay, Jonathan, thank you. That's what I was

[1:55] wondering if you were able to share that. Perfect. You're awesome. My tech support guys here.

[2:02] So amazing. Okay, so this is a proposal for Motocross as you saw, I said it over to you and

[2:10] but first I just wanted to just talk about what we one slide 30 seconds about hey what has

[2:16] Lumen been focused on as far as like things for students that meet in person on a regular basis

[2:23] and as you know musical theater we've been doing it for over a decade actually and that's amazing.

[2:28] We also used to do show choir, which we're wanting to bring back as well.

[2:34] And then we used to do visual arts competitions and where we'd have the kids come in and

[2:40] they would do art projects and stuff like that.

[2:42] And so we've heavily focused on the arts for the last over a decade.

[2:47] And so you can go to the next slide, Jonathan.

[2:51] So as a team, we've been talking about what are the challenges that we have as a school

[2:57] with students and with parents. Why are they leaving the school? What are

[3:02] what are the things that the students want? And so these are the identified

[3:08] challenges, not all of them, because there's there's more, but this is the

[3:11] main things focused around today's meeting. So musical theater is the only option

[3:16] for consistent student connection each week and which is wonderful. The kids have a

[3:22] fantastic time, but it doesn't meet all of our students and that's you know

[3:26] something we want to be considerate of. And then students are asking for more in-person

[3:33] opportunities to connect with each other. And our activities are fantastic but not everybody.

[3:41] It's not like you get a group of kids together that all have a shared common interest in something.

[3:46] And so that is a challenge that we have. And then students need the school to give them more

[3:53] structure for gathering and making connections. So last spring we did the in May actually we did

[4:02] the Shining Conference for our high school students down in St. George it's a four-day overnight

[4:09] conference that we did we got a mental health grant for that and we were able to take the kids

[4:13] down there. We're doing that again this year and the kids made connections and now they're saying

[4:20] Hey, that was great. We made a lot of connections and you know people and friends with now that I wasn't friends with before

[4:27] But I want opportunities to get together with those kids regularly

[4:31] And you would think that kids would just take it upon themselves to make those connections

[4:36] But they actually don't and so they need us to provide them some structure for that to help those connections happen

[4:44] And then also you tell us portrait of a graduate

[4:48] it, this is what it states that students need to master competencies in critical thinking

[4:53] and problem solving, creativity and innovation and collaboration and teamwork among other

[5:01] things. Yeah, this is just a snippet. But so that's great and we do need to do that and

[5:06] we do do that but you can only do that so much in an online school. And so we feel like having

[5:13] opportunities for the students to participate in something like the musical theater gives

[5:18] opportunities to be creative and to let their you know to innovate and all of that sort of thing

[5:24] and so now we're ready to expand to other things since been a while and so we want to do something

[5:31] different. So we're calling it skill building because we want the students to leave with some sort of

[5:36] skill and it doesn't have to be something that you know they're going to carry into adulthood but some

[5:43] of it will be, right? Learning to work with other people, learning to cheer other people

[5:47] on those kind of things. And I know those of you who have kids in musical theater have seen

[5:52] this in your own kids. You've seen the older kids easily connecting with the younger kids.

[5:58] And it's just a good collaborative group of kids. And when I go to the plays I go every year

[6:06] and I see that, it just, it makes me sad for all the kids who don't have something else.

[6:11] So we have many ideas about what we could possibly offer this next year, but I'm starting

[6:19] with Motocross because it's never been offered at a public school and it's very, very popular

[6:26] here in this state.

[6:28] And so it gives us the opportunity to both attract students to our school, but also give students

[6:34] something that they can't get at any other school.

[6:37] So hopefully helping to retain students as well.

[6:42] We're also looking at snowboarding and skiing, pick-a-ball,

[6:44] animal sciences, like dog training, horse working with horses,

[6:50] and then we want to expand musical theater,

[6:52] so not dropping musical theater at all,

[6:55] but expand it to a K-2 program so that they get to participate.

[7:00] And then we have a lot of other ideas of things that we can do.

[7:04] But we started with motocross, like I said.

[7:06] And I'm going to pause for just a second here in Annie.

[7:10] I ask Annie Johnson to come and just talk for like 30 seconds to a minute about what

[7:15] she has heard.

[7:17] She has been serving as our event coordinator.

[7:20] And so I just wanted her to talk about, and she's also the registrar, so she talks to parents

[7:25] and students when they leave.

[7:26] So I just wanted her to talk a little bit about that.

[7:29] Yeah, of course.

[7:30] Thanks for that opportunity.

[7:31] So, the biggest thing I keep hearing over and over as families are leaving us is they

[7:37] are leaving us for the social and we hear Lumen was great, Lumen gave us the confidence

[7:42] we needed, Lumen has done this but my kids want more social opportunities and so that seems

[7:49] to be the theme over and over of the majority of the reason we are losing students because

[7:53] they want to go back in person for more social opportunities.

[7:57] My daughter also attended Lumin and has told me multiple times this year how much she misses it she loved

[8:04] Lumin, but she wanted to go back for the social aspect as well

[8:07] She just felt like we weren't giving enough of those opportunities for her. So anyway, yeah, that's all

[8:15] Thanks, Annie. I appreciate that

[8:17] Yeah, you know students will come up to us. We'll talk to frequently at activities and just ask them, you know

[8:24] how are things, you know, what would you like to see?

[8:27] And they very much tell us that they want to have more time

[8:31] to be with kids that have interest that they have.

[8:35] So the next slide is, if you go to that Jonathan,

[8:39] is the survey results? So some of you saw it.

[8:41] I'm not sure why not everyone saw it.

[8:43] But some of you saw that we, I said not just a brief survey

[8:46] to parents asking how many students were interested.

[8:49] We had 34 students interested in the program of the 34, there's one advanced writer, there's three intermediate writers, so in our school, we already have students that are, you know, involved in the sport, some of those race already on the circuit.

[9:06] And then 10 of our students own motorcycles, so they don't need that support, but they are already in the sport.

[9:14] and then 24 don't own motorcycles and the majority of the students that responded were elementary,

[9:22] which we thought was quite interesting. And so when I ask students at the most recent high school

[9:31] activity why didn't they sign up? Why didn't they fill out the survey? Many of them told me I wanted to,

[9:39] but I don't have a motorcycle. I don't have any way to participate. So I don't want that to be a barrier for kids, and so

[9:48] that's why this proposal is in place. Okay Jonathan next one.

[9:56] So I'm going to cover all these things. Why motorcross?

[9:59] It's the popularity in Utah. It's not offered at other schools. We will be the first public school in the nation to offer it and

[10:05] And kids will get training and safe writing.

[10:09] I recently read an article out of Vineyard, the police.

[10:15] We're talking about how kids were writing those electric motorcycles,

[10:18] like the serons, if you guys know what those are, and getting into trouble

[10:22] because they're not, you know, safe writing safely.

[10:25] They lack gear and things like that.

[10:28] So that will be part of this program, this teaching kids,

[10:31] if they do have those to write safely.

[10:32] Okay. Next one. Okay. What's the plan? So I have already done a lot of the

[10:40] legwork on this project in the skill building or all of the skills, not just

[10:46] motocross, but I'm just starting with this one, like I said. So we'll need to

[10:50] finalize umbrella insurance coverage. We're not expecting that to be a huge

[10:55] increase, but we do want to make sure that the school is covered for this type of

[10:58] activity as well as snowboarding and skiing if we do end up doing those. We'll need a vendor

[11:06] agreement. I've already met with legal counsel to get some feedback on that and Platt is working

[11:12] on getting the appropriate vendor agreement. He'll be approving that. And then we've hired a new

[11:19] event coordinator to support Annie Johnson. And so that's going to be very helpful. She'll be able

[11:26] to take this on and help get it organized. And we'll need waivers, of course. We'll need that.

[11:33] I also have some sponsors in the wings that have just waiting for this program to get approved

[11:39] before they tell us what they're going to be able to help us with. And then we'll need to order

[11:45] equipment and bikes, things like that. John, can you go to the next thing? And then the most exciting

[11:50] part is getting our vans wrapped. We're kind of excited about that. We look so cool, I think.

[11:59] So this one is for snowboarding. We're going to wrap them one for snowboarding skiing on the

[12:04] other side and then motocross on the other vans. So we look legit and we'll be able to advertise.

[12:12] These are just just so you know these are not the actual mock-ups. These are chat GPT that I

[12:16] work to give me a mock-up of it. But it's the general idea. So we'll look cool and

[12:23] yeah, get our name out there that we have these programs available. So, alright.

[12:29] And that is it for my slideshow. You did get the presentation on the money. So here's

[12:34] the thing. I'll work with whatever you give me. I'm going to make it work.

[12:37] So I ask for the pie in the sky because I don't want it to be limiting so that

[12:43] kids who want to try it out can't but I will work with whatever whatever you know

[12:50] the board allows so that's all I've got great the great presentation really

[12:58] appreciate the slideshow and the the AI mock-ups I was like dang our

[13:03] I'm like, good, like, no, we're good, right?

[13:06] Well, the real ones look better.

[13:07] You all know that.

[13:10] I mean, I can't even remember what the old ones look like to be fair.

[13:14] I just, they're just white.

[13:15] They're playing like kidnap or looking white.

[13:18] Well, I love that you said that because I'm sure you said that, but that's what they look like.

[13:23] We really hated going to the year we did the parks, where we went to the park.

[13:28] Yeah, we didn't like that because we had popsicles.

[13:31] and we're going home.

[13:33] My fans, it's one of the good things.

[13:36] Oh my gosh, there's so many conversations like an app right now about that.

[13:39] Okay.

[13:40] Yeah.

[13:40] It's a whole thing.

[13:41] It's a whole thing.

[13:42] Okay.

[13:45] We'll click.

[13:46] Do we need to open it up?

[13:48] Like I would like to ask questions or have comment.

[13:51] Do I need to do something before I do that?

[13:54] Hannah, I don't know why I'm drawing a blank.

[13:56] That was.

[13:56] No, it's okay.

[13:57] You can just go ahead and.

[13:59] Okay. Does anyone have any thoughts, questions, board members, or non-board members? Does anyone

[14:06] have anything?

[14:08] I would just ask,

[14:13] what bucket of money does that come from? And then as an ongoing activity,

[14:23] what bucket of money would because I know we have extra funds right now, but if

[14:29] we're projecting into the future, where would the money come from to sustain it

[14:34] in years to come? Good question. Don, I love that you popped on here.

[14:42] So, Christie and I

[14:44] and Jen, look at the budget quite regularly and we've been noticing this year

[14:49] there's going to be a surplus more than a typical year, typical year, which is why it's great

[14:54] to do those startup costs in this year like before June 30. As far as ongoing, they

[15:00] I have to come from general. We don't get any kind of, you know, specific funding that would fund this program right now. That could change in the future. But right now, it would just come from general. So every year, we'd have to budget for that and include that in the budget in the general funds. Yeah, there are some. So edge, I should mention this edge power sports, the owner of edge power sports, which is a very large distributor, you know, they sell motorcycles and everything here in this area. They, I've met with the owner

[15:29] of that and he recently got a grant and if he had known that he was going to have a school

[15:35] to work with he would have put us in that grant to help support us but he didn't know in time.

[15:43] So there are grants out there will probably work with some of these people that are in that

[15:48] in the industry to help get something for the future so we can we're going to need money.

[15:53] I'm hoping we need money to expand it so that's the hope.

[15:58] and then the school owns the bikes.

[16:02] Correct. Yes.

[16:05] And there, I know, at some point somebody asked me about the bikes.

[16:09] So there's two different types.

[16:11] There's electric motorcycles,

[16:14] which look like regular motorcycles.

[16:16] And they're generally speaking used for younger kids.

[16:19] And then there's like the sarang type of motorcycles.

[16:22] You guys have probably seen tons of teens riding around on those.

[16:26] and then there are the, there are just regular gas powered motorcycles and then

[16:32] there's also something called a Stasic bike. Does anybody heard of that? Maybe

[16:36] some. It's, it looks like a regular bicycle with no pedals and it's electric so

[16:43] let me see if I can grab an image for you. It's like a balance bike with for

[16:51] little kids. Let me show you one there. Let me see.

[16:58] Chrissy, while you look that up, where will all of these be stored?

[17:03] Yeah, so we are going to condense down.

[17:09] Currently, we have, we just need to clean out.

[17:11] That's what we're going to do. We've all agreed.

[17:13] We're going to clean up, clean out, and make room.

[17:17] In the building.

[17:19] In the building.

[17:20] Yeah. In one of the rooms in the building.

[17:21] So let me just share let me see it's crazy. I put them in my office

[17:27] Yes, you're not there anymore, so that's what we will do. Okay, so you see this

[17:33] This is it's actually has electric so you can tie its power by electric and these they race these and so usually younger kids who are just getting started in this fort

[17:45] They'll ride these to race and so these you can see right now a brand new one is about 1400

[17:52] But, you know, we'll be looking to get deals on those, obviously, but most likely we'll

[17:57] start the kids off on something similar to that in that are young, like the kindergarten

[18:02] age kids, maybe first graders too, but it gives them an opportunity to get a taste for what

[18:10] racing is like, but then also, you know, just get better skilled at it, so it's a good

[18:18] place to start. But then there's also electric motorcycles. Let me show you this while you're looking

[18:27] at a path you can get any basketball and bikes. Yes. Yes, we prefer that actually. And I do

[18:35] believe that as they grow in the sport and desire to be a part of it, parents will probably see that

[18:44] and then want their kids to be involved in that, so.

[18:49] Okay, so this is actually, I have to accept the cookies.

[18:53] Hold on one second.

[18:54] This is actually an electric bike.

[18:57] Let me share again.

[18:59] Am I still sharing?

[19:00] No.

[19:01] Yeah.

[19:02] Or you can say, this is actually an electric motorcycle.

[19:05] And it's really awesome because you can change,

[19:09] you can dial it all the way down to just put, put, put, put, put.

[19:13] to pretty fast. It'll go pretty fast. So you have three levels that you can do on it and it

[19:20] also has like a little switch that fits on their on their wrist. So if they do fall over

[19:27] anything like that, it turns off and, you know, and they're super lightweight. They're about 30 pounds

[19:33] lighter than a similar gas powered motorcycle. So we would probably again focus on these for the younger

[19:42] kids. So, and these run about $2,500, you know. So, who will maintain all of these bikes?

[19:52] Oh, I love that you're asking. That's an excellent question, Stephanie, because we need student

[19:57] mechanics. That's what we're going to do. We're going to train the students on how to change their

[20:01] change the oil in them and I'm hoping to get kids that are interested in being like sort of like

[20:07] support for the kids. It's kind of like we want to have a backstage crew for

[20:13] your musical theater, like set building, kind of thing, and that's what we're

[20:18] thinking. So yeah, they'll have to learn how to do it. So it'll be awesome.

[20:24] Yeah, for the opportunity. Yeah.

[20:30] So I'll tell you that when before we got on this meeting, my boy came home from

[20:37] school. He goes to Perkin High and he's a junior now. And I said, I said, oh, I'm just getting,

[20:45] he asked me what I was saying. Okay, we were talking about, and you know, the school wants to start

[20:52] a motocross, you know, class or or team or whatever. And my boy goes, what?

[21:02] I mean, it's super into it. It's really big for him. It's really big in this area specifically. I will tell you, I think this is great. I think it's a great way to include kids and get them moving and, you know, creative and, you know, extracurricular. I love it. I love it.

[21:22] Um, as I, I've kind of briefly discussed before, um, my, my big thing is I don't want

[21:31] to lose any of the momentum that we've, we've built up in, um, in education and getting

[21:38] our test scores higher and, and really having to claim the fame as, as our kids, really,

[21:44] our teachers are doing such a good job.

[21:47] And so I kind of hear your thoughts or what you guys are doing to this not it that's still

[21:57] moving forward and this being an addition to not not forgetting the things we've been working

[22:05] forward. Yeah, so it looks like Jonathan wants to say something. Do you mind if he pipes in?

[22:11] So as I've been attending these limited and musical theater activities where we have high school students as the secondary principal, it has been a fantastic opportunity, which I think we want to capitalize and build on to have that weekly one-on-one additional class touch for support.

[22:33] So being able to walk in and know every day I'm going to see so and so who's struggling in class and can follow up has built that relationship up to those students are now succeeding more and that's just those that are here with theater.

[22:47] Or that are regularly coming to our social activities so we hope to use these active these opportunities when they're at the track or when they're next to the pool to have the academic side discussions that say I see you're struggling in math.

[23:01] what do we need to help you? Yeah that has been so thank you Jonathan I really

[23:07] appreciate that because that has been like just being able to pull a kid

[23:12] aside when we just hey look I notice you're not making progress you know here

[23:17] what's going on like what's happening and they they the more you do that the

[23:21] more they open up to us and we're real people we're not somebody calling them

[23:25] you're you know me having them called into zoom meeting or whatever we're real

[23:29] people, we care about them. And just being able to do that in person is a really big deal.

[23:36] It's changed a lot for us. And it has already increased our rigor and increased the

[23:43] amount of student seeing success. So I can only see that as we get more of these activities, more of

[23:48] these programs in place, with more of a student body in them, we'll be able to capitalize on that

[23:54] face-to-face time in supporting the academics.

[23:57] I love the motivation to, you know, because we do have, like, currently, we have some kids

[24:02] at musical theater that struggle and so, you know, Jonathan has been able to talk to

[24:08] them at musical theater and make connections with them and see progress with them.

[24:14] So yeah, it's been really good.

[24:16] So, I know I mentioned this before, what are your guys' thoughts and feelings on, you know,

[24:27] if kids are not, because this is obviously a big expenditure, this is a big thing that

[24:31] is an investment, what do we feel about kids that are not doing their homework, not pulling

[24:40] the grades not being respectful in class, do they? Is there a certain expectation that we

[24:46] expect out of them to be able to do these classes or these

[24:51] activities? So this event. It's a slippery slope. So the reason it's slippery is because

[24:59] if they're not, it might motivate them, right? But we have found that they're actually more motivated

[25:07] by having that in-person connection and meeting with us,

[25:11] regularly seeing us, regularly, having us cheer them on,

[25:15] you know, as far as academics go.

[25:17] But it is...

[25:19] I think it would be detrimental to put that in place,

[25:23] but we are willing to do that.

[25:25] We consider musical theater skill building.

[25:27] I hesitate because I do know

[25:29] of the kids that are participating in musical theater,

[25:33] and I would really...

[25:35] I'm not worried about the kids that just don't show up.

[25:38] You know, they sign up, but then they don't show up

[25:40] as opposed to the kids that this is the lifeline

[25:44] for some of them.

[25:45] Musical theater has been a lifeline

[25:46] for some of these kids who were, you know,

[25:49] not willing to come out of the shell.

[25:51] If you go back to, if we could go back to that first slide,

[25:55] I wanna show you that picture really quickly.

[25:58] Just a minute.

[26:00] No, you're fine.

[26:01] I just wasn't sure if I was still sharing so I'll stop

[26:03] so you can have it.

[26:04] While you're pulling that up, Christy, can I just add into that I feel like having to show up

[26:10] for an activity and having to learn that discipline translates into other things as well?

[26:16] Yeah, I agree because we're asking them like, where were you? Hey, we missed you. We didn't see you

[26:22] last week, you know, that kind of stuff. It just translates really well to academics. It's crazy,

[26:29] but it does. And I want to just briefly say this is not a distraction from our focus.

[26:36] It's part of the focus. It's part of the academic focus because if we can have kids feel connected

[26:41] and that they want to stay at our school, we can keep motivated students. They're not leaving us

[26:49] to go to in-person schools. And so I think that's a big deal. So did you find that? If you don't find

[26:56] it. But anyway, it was a picture of this year's play. Oh, sorry, I guess I don't have

[27:01] any other zoom thing up. But it's a picture of this year's play. And I guarantee if you

[27:06] were to just count out those students and divide them in half, half of them, if they had gone

[27:11] to their local school, would not be pictured in a play. They would not be in a play. Because

[27:18] they wouldn't either have the confidence, or they wouldn't feel like they belonged.

[27:25] I mean,

[27:26] students that they just they didn't fit in at their at their other school. So I'm you can tell

[27:32] I'm super passionate about this. I just want the kids to have a sense of connection. We don't want

[27:37] to lose kids because they don't feel like they have any friends or anybody that they anything that

[27:43] they have a passion about.

[27:46] I hear so often about kids that all they do is you know they just hang out

[27:51] on their computers after school.

[27:54] And that's not connection, that's not real connection.

[27:57] And so we really just need to have that.

[28:00] So anyway, if it's this, it's great.

[28:02] If it's not, it's not, you know.

[28:04] So go ahead, sorry, Donna.

[28:06] In working here at the theater with Chelsea Madam Gold

[28:11] and last week when we unloaded the set,

[28:14] she told a story of two or three year old graduate

[28:18] that graduated two or three years ago

[28:19] that was in our production.

[28:20] and is now starring at some of the Hale Center Theater plays.

[28:25] They found their passion and are now participating in it.

[28:29] Graduated from us, it's our name out there.

[28:32] Who knows what more across or swimming we could help find and identify

[28:36] that they wouldn't be able to at a regular school.

[28:39] Yeah, we have that actually in our culinary program.

[28:42] We have seen that almost every year something that is produced

[28:47] from the culinary program with Chef Todd down at UVU, we've had kids go

[28:53] through his program and become chefs. So it's pretty cool. I still I still love

[29:01] and I support this idea. Again I know that my kids are amped for it just for

[29:07] the possibility and it's not even where we are yet. I'm letting on that. I need your

[29:14] I actually really love and sport and by the way, I do have a couple things for I'll call you anyway.

[29:23] My thing is not to exclude kids.

[29:28] My thing is to get them motivated kind of like you're saying.

[29:32] I just don't want like if I don't know how it or just thoughts you know but because our test scores are what you guys presented to us.

[29:43] and that is a major concern. I'm just wondering is there a way that like, look, you guys everyone's

[29:53] welcome to join something like that, but you guys, like you're saying that people amped up their edge or

[30:00] They're education, they're, they're, uh, oh my gosh, what am I trying to say? They're, they're, they're just, they're academic work. Yeah, academic participation. Yeah, academic, you know, if, if they're, if they're not like, and they continue to not work towards that, is that still something like, you just, it's, it's something we should address individually. We haven't knew, and I'll just touch on this for one second,

[30:29] because this is all coming out in the next board meeting but we have a new system that we it's

[30:34] like this close to being completely built right Jonathan but it monitors it automatically monitors

[30:41] student attendance and grades for us and helps us it'll help us better track when a student is

[30:48] getting into trouble you know like not and so I think we just handle that individually but I do think

[30:56] it's something kind of like we're doing with musical theater like you know we we know the kids that

[31:00] are struggling in there and we we press that I think it's kind of like that but I definitely will

[31:05] keep that on you know in the back of our minds that you know we need to continue that and probably

[31:10] strengthen that but I think this tool that we've developed is going to help so love it love it all right

[31:17] Do we have any more thoughts, questions, concerns?

[31:22] Um, just looking at a higher level, just vision of the school, would you say that obviously

[31:32] academics is number one?

[31:35] Would you say the second priority is getting the kids together, having more in person?

[31:43] is that like a, would you say that is just really high on the, one of the top goals?

[31:52] Definitely, over and over again. Yeah, it's why kids leave us. Definitely, it's why kids leave us.

[32:00] And so, we could have great academics, which we plan to have, but if we don't have students, you know,

[32:07] because we have to constantly advertise and recruit students, it's not going to help us, right?

[32:15] Like, we've got to have something that they want to be here for. The school is great, but

[32:20] and we love school, you know? But the kids, it's not their passion, most of them, right? They're not

[32:26] passionate about school. So we have to give them something that they're passionate about. And so,

[32:32] you know, that's why we have these things. And I think if we can do the snowboarding and skiing,

[32:36] that's going to be huge. I'm working on a partnership with that, but I think that'll

[32:43] also be a really big deal. So, yeah, I think, I'll let Jonathan and Annie, just yes or

[32:48] no, what do you think? We've met, so I know the answer, but...

[32:51] Absolutely. I think it will help. And academics is still high and key, and the main bread and

[33:00] butter of what we have to do, but if we can't motivate and get them, parents will sign

[33:05] them up. They'll start coming and then we see the trend. If they're not motivated and

[33:11] they don't find connections, they stop attending, they stop doing work, and now we're back

[33:15] to credit recovery problems and trying to help them just limp across to graduation where

[33:21] we want them to be that excellent student that it says right on our website, right? An

[33:27] online public school that individualized live instruction and in-person educational activities.

[33:33] And it's that in-person educational activities we want to start to now beef up to match what

[33:37] we're doing in the academics.

[33:41] I have one. I think Annie. Sorry. Okay. Sorry. No. I can wait for you.

[33:48] Oh, I was just going to add as we've been doing some of the activities we know that we need to

[33:56] increase the activities because of the connections we are seeing being made and I can tell you

[34:02] for my own personal experience talking to these students at the activities they are like it's

[34:08] already been said they are opening up they are willing to do more for us they are willing to

[34:13] give more effort and they do want to be here and so that connection is huge.

[34:20] And you know what I bet you and I know there's three board members on here at least that have kids

[34:25] in the play, I might hear your kids feel connected to the school because of the play, right?

[34:31] And we don't see that with the other kids, the activities are great, but they don't have

[34:37] a sense of connection to the school.

[34:39] I love the online school, but if they didn't have the play anymore, I don't think they'd

[34:44] want to be part of the school because it's so important to them.

[34:48] I'm wondering about in-person activities, I also think that if teachers are there, just

[34:55] having that connection with their actual teacher instead of just being online. I think that would

[34:59] make a huge difference. Susie, my second grader, third grader. Her teacher was there at the play last

[35:04] night and she was over the moon to be able to see her in person. Yeah, so we can't require that

[35:11] because we have teachers in other countries, we have teachers all over the state, right? But we,

[35:17] I don't know if you've noticed in elementary, we've tried adding them. Our high schoolers don't care

[35:21] There is much, I'll be honest, they don't really, that's not really their thing, they're

[35:24] for their friends, but in elementary it is a bigger deal.

[35:27] So we tried with the Valentine's Day party, we brought in the teachers, it could come,

[35:31] and then we did that with the Gold Party this month, so yeah, we did give it a go, so, and

[35:36] we have a new set of teachers and they're more willing to do those in person, so that's

[35:42] a beautiful.

[35:43] Okay, so I still have a question.

[35:46] In terms of adding in these extracurriculars, you know, adding in snowboarding, adding in

[35:51] motocross, keeping the school play, is there going to come a time where they're

[35:56] conflicting with each other and students are asked to make a choice and commit to

[35:59] just want or is it going to be something where they're available to do all of

[36:03] them if they wanted to? Yeah, so good question. We've already laid out the the

[36:10] calendar for the year for that for these events and the skill builder things like

[36:15] musical theater and motocross and right now there there's no conflict. But you know

[36:20] So if you have your kid doing three of these at once, then you're going to be moving during

[36:27] the week.

[36:27] That's all I'm saying.

[36:28] They're not on the same day.

[36:29] So we are going to try to overlap musical theater for K-2 with the other kids.

[36:35] We'll probably want to have it at the same place, but like some place close.

[36:38] We're trying to find a place for that.

[36:41] So they have their own little play that they're going to do.

[36:45] I don't know how we're going to work it out, but we got something.

[36:48] So, firstly, I pray already to make it as possible to do as much as possible, yet, however,

[36:55] as we grow them, that may not be sustainable.

[36:58] Exactly.

[36:59] Because, you know, this is just this year, it works this year, but maybe in your five, that

[37:03] doesn't work anymore, you know, because we have specialized, we have all these things available,

[37:07] just students and, you know, so it's hard to know.

[37:11] But we'll still have Friday activities, too.

[37:13] So yeah,

[37:19] Ashley, I have a few questions I've written them down.

[37:23] Okay, perfect. So where will they be writing? Will it be an indoor track or an outdoor track?

[37:29] So there isn't, okay, so there isn't an indoor track for motocross. There is one, but it's,

[37:36] it's not open, you can't use it. It's, they only use it for races. And we won't be racing on the

[37:44] the off highway vehicle track that's in North Salt Lake.

[37:47] It's just, I believe it's city or state owned,

[37:50] I'm not sure which one, but so we'll be racing

[37:54] on that track and using that track for instruction.

[37:58] And then we may also use like raw land

[38:00] or an indoor, I'm trying to get in South Jordan,

[38:06] there's an indoor riding arena that we might do

[38:09] to learn to ride in there because it's flat

[38:11] And so students have the opportunity to just learn on flat ground and soft, you know,

[38:16] the dirt is soft in there. And so that's what we're looking at.

[38:20] But as they advance, they'll be at that north.

[38:23] It tracks are really, really hard to get. I don't know.

[38:25] Do you actually do know anything about motocross?

[38:28] I do.

[38:29] Oh, I was so excited. That's awesome.

[38:31] There's a really cool like bike track that's public that is an eagle mountain.

[38:37] Yeah, I use that track every week, so I don't know if they can ride that track where it's

[38:44] okay.

[38:45] Yeah, I don't know.

[38:46] I haven't.

[38:47] Not the pay track.

[38:48] There's actually a dirt track across from the high school out there.

[38:52] But that would be a good area because then the other bikes could use that, the pay track,

[38:57] you know, it's going to have less.

[38:59] We probably wouldn't put them on a pay track because they, it's dirt instruction, but there

[39:04] is open land like that.

[39:06] I agree with you.

[39:06] Christy, I'm so sorry to interrupt. Stephanie and I have to run into the play.

[39:11] I bet you do.

[39:11] It's probably time for the play.

[39:13] So sorry.

[39:14] We just give our vote right now and then head out.

[39:17] I'm and then good luck.

[39:18] We could do more questions after.

[39:20] Maybe without, if you two leave, you'll still have a quorum.

[39:24] So you can just go ahead and go and then the vote will take place later.

[39:28] Act vote.

[39:29] Go be down for a vote.

[39:30] Yes, anyway.

[39:31] Me too.

[39:32] Thank you, ladies.

[39:33] Appreciate you coming.

[39:34] Thank you.

[39:35] I'm sorry, Ashley.

[39:35] Go ahead.

[39:36] What else do you have? But I agree. Actually, yes, we need that out there. So I know some

[39:42] wrong around. Yeah, right. Nancy's backyard. They're very steep right there. I can tell.

[39:48] I got some box B too. Others that goes flat. Nice. What about the kids that aren't listening?

[39:58] These are motorized vehicles. They're dangerous. So will there be a disciplinary action that's

[40:03] taken place of like you get one chance or two chances and then you're done because they're

[40:09] not listening like these again something yep so they can happen they're getting too close

[40:15] to other kids they're just being more reckless like there needs to be a very stern right there

[40:22] I know but my kids all have stuff and I mean I'm just very strict on what they can and can't

[40:30] do. I've seen other kids that just kind of are a little bit more mild. So will the parents have to

[40:35] be there to make sure that their child is abiding by these rules, as far as all the equipment and stuff,

[40:44] all the writing gear and stuff, we buy all of that stuff. And then they just I have a proposal

[40:51] to buy them, but they will have to be sure. We'll have to share stuff if you don't if your kids don't

[40:57] have the proper stuff. We'll have to the kids will have to share. That's the way it will be.

[41:02] But we are using experienced coaches for this. This is not like, you know, mom and dad coming out

[41:09] and coaching their kids. This is not. What's that? Kristi and I are not teaching this for the proper

[41:15] professionals. I could, but I'm not. No. Yeah, so they are, they're experienced and the safety is

[41:23] priority. The owner of edge power sports, he runs the race series and so he's very

[41:31] keyed into all of that. And icon athletics is the other one we were thinking of working with.

[41:38] So between the two, we'll have professional coaches out there. So last thing.

[41:46] Just to just to go off that, I think when we have coaches like that, Ash, I think

[41:51] what happens is they have an expectation and they hold that bottom line. I think that's what it is that they won't allow.

[42:00] And we'll be there, the staff will be there too. And I'm sorry, I didn't answer your question.

[42:05] We were hoping that parents in K through 6 will probably require them to stay. That will be the requirement.

[42:12] The older kids, you know, it's easier to manage them. They're not as, you know, not listening type, you know what I mean.

[42:19] But yeah, so we'll we'll probably require the parents to be there. That's the plan anyway. So

[42:26] What about transporting all the bikes to and from?

[42:29] Yeah, they're not for those

[42:31] Not pull those bikes. They're not gonna hold all of it. We're not anticipating

[42:37] The need for big bikes right now because we

[42:42] We're probably the bicycles, but we have you know, we can

[42:46] I mean, I have a trailer.

[42:48] We have other people who have offered,

[42:50] we'll figure out how to do that.

[42:54] So, right now I don't even know

[42:56] how many bikes I need, you know what I mean?

[42:58] So, and I would like some flexibility,

[43:01] I probably should have put a little bit of flexibility in that.

[43:03] So if we needed to buy a van, I mean a trailer we could,

[43:07] because one of our vans is already equipped to pull a trailer,

[43:11] we would just need to get one obviously.

[43:14] so that was all my question. Yeah, I hope your kids can participate. I think they will like you,

[43:22] I think they will. Awesome, very good.

[43:27] Okay. Oh, Jen, there she is. Okay. Jen, do you have any

[43:31] questions? I know I talked to you, but yeah, no, I answered everything I needed yesterday, so I'm

[43:36] good with you.

[43:40] Okay, dude, is that, I think I see everyone. Does anyone have any questions further?

[43:46] or should we move on to voting, maybe Christy, can we go back to the calendar real quick?

[43:55] Do you want the agenda? Sorry, I'm in the agenda when I show you my line.

[44:03] Here we go. Okay. So really quickly, before you create a motion,

[44:09] sorry. Well, I can't create a motion because I need to know the exact number.

[44:14] Yes, that's what I am pulling up right now can mean once I can't handle while you're pulling that up. I have a question.

[44:22] Christie asked like if she could have been more flexible in that since it's not exactly spelled out here.

[44:28] Can they approve this amount and like edit it to say also a trailer if funds are available like in this budget?

[44:36] Or would it have had to have been on this paper?

[44:39] No, no. As long as it's related to this program, they can approve up to whatever they want.

[44:46] This paper just is a guide.

[44:48] Perfect.

[44:48] What do you think is, like, what do you want to include? Sorry, I'm just a little confused.

[44:56] No, so she just said she might want to, she might.

[45:00] Wish you have the flexibility to get a trailer. I don't even have an idea what a trailer would cost, but I'm sure she does, but maybe just to say, like, whatever the amount is. And then if let's say she doesn't end up getting something on here, but does get a trailer, like, is that okay? Or does she need to have it? No, because because the motion will just be for this program up to whatever the board says. So whatever is related to the program and then below that amount is free game. Perfect.

[45:30] What are we slated to have for surplus this year?

[45:34] It's just a rough estimate right now because anything can happen between now and the end of the year.

[45:37] But it's over 300,000 of surplus right now with how it's going.

[45:43] Thank you, Don.

[45:47] Sorry.

[45:48] Oh, no, go ahead, Ashley.

[45:49] So with the MotorCross program and then wanting to do the ski and snowboarding one on top of it,

[45:59] is there going to be enough or are we voting on the ski and snowboarding one later?

[46:04] Later.

[46:05] Yeah.

[46:06] Although I will tell you probably be in April just because I didn't realize this but you,

[46:13] if you participate in those programs, you actually have to pick up all the gear,

[46:17] the equipment and everything from the ski resort in June. So you know I'm not

[46:23] sure I haven't gotten to that yet to that level but okay. So what which one is

[46:32] our total the total cost for the season or the total startup expense? What are we

[46:36] looking at? Is it both of them together Kristi? So it would be both of them together

[46:42] but one will come out of next year because I won't be able to prepay for instruction

[46:48] in track time, right? Like that's not going to work. So that's why I split it out because

[46:53] that'll be the 4,300 will be April through June and then 4,300 for July through September

[46:59] for instruction in track time.

[47:03] So since this is all part of one conversation, I think I would suggest the board just approve

[47:10] both of the amounts together, which is 236,000 are may I can work with it in the

[47:17] trailer. That would be the totals for both without the extra trailer. So you

[47:25] could round up, I don't know how much trailers are, I want to say. It depends on

[47:31] what you're special. If we get one that's long enough, you're probably looking more

[47:37] them that probably get 15 at least, I would say, because we want to have a ramp on us, you know?

[47:43] We'll use like a construction tape. I have an enclosed trailer myself at 14 foot and it was,

[47:51] I mean, back then it was 5 grand, so I think you could easily buy it now for $7,000.

[47:56] Oh, perfect. And let's be careful on, I don't know what your payload is on the van, so they might

[48:02] You have to tow that much right that's something to think about though if you have an enclosed trailer

[48:07] And that's a place you can store your

[48:10] Year two. So anyways, that's why I was thinking five to ten because that's what we get our trailers for usually

[48:15] So that's great, but

[48:18] Want to just

[48:21] You also don't need to add it

[48:23] Just because Christy does have the ability to make purchases. Oh

[48:28] Under 16,000

[48:30] with the board chair and the financial coordinator signing off on them. So you

[48:35] could just leave that out, approve this, and then do that as a separate thing

[48:41] later. Does that work John? Yeah. Yeah, you could do that, but I think if you're

[48:46] don't mind, let's just do it now so I don't have your attitude to like, you know,

[48:50] because this is coming up soon. So yeah, the season starts on the first, but we're

[48:57] But it makes sense for us just to do 250,000 and that will cover any

[49:02] fluctuation that might have in there.

[49:06] I think that would make sense based on the

[49:08] conversation but I don't want to be the final word. Can you clarify? Can you clarify for me?

[49:15] So the total cost for the season or which are all are you expecting all of this to come out of the

[49:23] $300,000 surplus or is this the total cost for the season how much of that would come

[49:33] out of next year's budget?

[49:35] So the track times, that's always talking about track and instruction because I'm not

[49:40] paying, it's not something I'm buying and pre-paying for, that's not going to come out

[49:44] of our surplus, that's going to come out of next year's budget.

[49:47] Is that the only thing?

[49:48] Um, I mean, there could be some insurance in this dental. Yeah. Some things that like, you know, come up that could come in there, but it shouldn't be the bulk of it will be this.

[50:02] Um, off of this surplus. I would say like the gas is obviously going to be spread out. Right. That's going to be spread out shop supplies.

[50:10] And insurance, is that in addition, that $16,000 added to the insurance, the umbrella policy or whatever that you already have?

[50:20] So that is a high estimate to cover the bikes only. So like you would have insurance on a car, it's the same thing like that, so a bike.

[50:27] That's a really high estimate because I was just going off of like, if we went out in the free market and got it, but we should, it should be a lot less than that.

[50:36] And then the umbrella insurance, I wasn't able to get a quote on how much that is, but

[50:41] I was told it shouldn't be too much, but I don't know what that is, there was no qualifying

[50:49] what that means.

[50:50] But I did go all the way around with full, we're not supervising it, the vendors are doing

[50:57] it, and it was crazy, so we moved back to, hey, we're supervising everything, so they said

[51:04] it shouldn't really be much is just to cover some additional liability to make sure the school has

[51:11] appropriate liability. So that's all I have for you. I'm sorry. I wish I... it's... they're very slow.

[51:19] I'm sure it's people. So I'm sure they want to just, you know, make sure we get the right

[51:23] information. So just going back to it, um, are we saying 250,000?

[51:33] That would be great for me. But

[51:35] Yeah, I think that's what we should do, and especially if like, gas costs and everything

[51:42] else going up right now, they're probably needs to be a little bit of oil reminit.

[51:47] So that is going to leave $50,000 surplus?

[51:53] That's just an estimate.

[51:54] I mean, it's kind of a moving target, right?

[51:56] If we buy something tomorrow that's still within her approval limits, that could go down,

[52:00] but that's, as of right now, that's what it looks like it's going to be, about $300,000.

[52:04] And so yeah, you should, if everything else stays the same, it would be about 50,000.

[52:10] Except that not all 250 of this would be this year's budget.

[52:13] That's true too.

[52:14] Yeah, that's what I'm trying to wrap my brain around.

[52:17] Like is 50,000 dollars surplus and appropriate amount or really is like, that's why I was

[52:27] trying to figure out how much of this is actually not going to be taken out of that surplus.

[52:31] plus. And then I guess I would reiterate the question realistically adding all these

[52:40] programs seems like huge amounts out of the future budgets.

[52:47] And is that sustainable?

[52:51] So what's that?

[52:54] We present the budget. We'll let you know.

[52:59] So we have, I mean, there's going to be some changes to our payroll budget reduction in that.

[53:07] I'm feeling confident in that, but I do think it's sustainable.

[53:12] We currently spend, I'm just estimating, don't be able to give you a really firm number.

[53:17] But on if she had time to come up with it not putting on the spot on but we spent about 25,000 on the play

[53:24] Every year and so even if I had to you know reduce it and we were doing it at an open field. We'll do that

[53:31] Like you know as long as we have the the tools. They'll come from this startup for that. We'll we'll make it work

[53:38] I'll make it work. We'll figure it out

[53:41] So I don't I don't really know because I don't know how many kids are gonna be in

[53:46] I don't know how many, you know what I was saying, it's kind of like Dawn saying it's kind

[53:49] of a moving target.

[53:50] I don't know how much support we'll get yet, you know, all of that.

[54:01] Are we ready to vote Laura and Jen?

[54:04] I just want to make sure Laura, I want to make sure that, you know, try to do a guess what

[54:09] your concerns are, but I don't know that we did.

[54:13] And Chris, you mentioned there were some things that you were going to put off to make this

[54:17] works so that we don't have like the extra remodeling and

[54:20] coming out right. We are definitely putting off the remodeling

[54:23] for now. We're just not finding that we're using the building

[54:26] enough at the moment and we'd rather have it be for something that

[54:30] you know these other programs. So you made it? Yeah I just thought that was something

[54:35] worth mentioning because I know we talked about it in

[54:37] previous meetings. Yeah thank you I appreciate that.

[54:40] Yeah that is that's that's good to insert there.

[54:45] Yeah, real quick. I think something that Laura brought up, so you're saying that to start up the

[54:53] schemas, I know we're not talking about that right now, but just something to think about, but if

[54:57] we're going to be talking about it in a month, I know that's not going to have the same expenditures

[55:01] as this one. This one's going to have a lot more. I think that's a valid thought that doing two

[55:06] start-ups of this sort really close together and just having the you know the financial flexibility

[55:15] in such a significant way and being able to carry the load on both of them but I think I don't

[55:24] even know will we even really know in a month I mean we really I mean maybe would we have a head more

[55:30] of a head channel for people who are going to be part of it. Do you think in a month?

[55:35] Yeah, I definitely think we will know how many kids are signed up because I mean, it's already start you know, I mean like there a season is starting April 1st. We're not going to be able to start on April 1st. We'll have to start on the Tuesday after we get back from spring break, which is the 14th at the earliest.

[55:51] So, okay, so by our next board meeting, we will have an idea as to how much it's all come out to and the thing is there's no, I mean, I'm still working with the ski resorts and maybe we won't have to tell them, you know, what we're doing for the, for the, maybe they'll give us more time. I don't know.

[56:12] I just haven't gone far enough into that yet.

[56:15] So. Okay. Great. And if I can just add about the question about, is that a good enough surplus,

[56:23] right? So you have over 3 million in the bank, like that's great. The problem becomes when you

[56:30] can't spend that because if you have all this money in the bank, right, it just sits there. Then

[56:35] every year you get revenue and then you have expenses. And the difference between those is your surplus.

[56:40] Well, if you spend money from before, like let's say you use two million of that surplus

[56:45] this year to go buy a building or something, a tiny building, then it looks like you

[56:50] went negative, right?

[56:51] Because you spent more than your revenue.

[56:53] So it's easier to spend it when it's in the current year's revenue.

[56:57] So it's easier to spend that revenue right now than to put it in the bank and spend it

[57:01] in the future.

[57:01] It looks better to spend it this year than to go in the negative in the future.

[57:06] Thank you.

[57:07] Thank you.

[57:07] Okay.

[57:11] Any other questions?

[57:15] Okay. Then, I'm going to make a motion. Wait, can we go back to? I make a motion to approve the motocross program purchase of $250,000.

[57:33] A second.

[57:35] Okay. Motion made by Nancy. Seconded by Lara. And I myself am a yes.

[57:41] Jen? Yes. In Lara? Yes. Okay, motion passes unanimously. Thank you.

[57:51] You guys, this is so exciting. Do you realize that you just did the first

[57:56] school in the nation to offer this? Like, we're cool over here. Okay? This is very cool.

[58:03] I just have to say I'm glad this wasn't the thing when I was in high school because I never would have

[58:07] I met my husband because he all those motorcycles so much and I met him at school.

[58:11] And there is no way he would have been in my school.

[58:16] I'm really excited about this.

[58:18] I'm really excited about our new teachers.

[58:20] I think we're very, very good.

[58:24] We have a very good directive.

[58:27] I just want to keep us seeing not equal, obviously, education number one.

[58:34] And you know, I've kind of drilled that over and over and I don't stop, sorry, but no, but I feel the same way, trust me, we're, we talk about it every day.

[58:43] So local times per day, I might add.

[58:46] Right. That's true.

[58:48] Well, thank you.

[58:49] Oh, calendar.

[58:52] Wait, there's more, but wait, there's more.

[58:54] Just to mention that the next board meeting hasn't changed. It's April 16th at three o'clock.

[59:02] Can I ask just a question unrelated do you want to adjourn the meeting first really quickly. Yes. Okay. That'd be great. Nancy. Do you want to do that? Yeah. I moved to adjourn the meeting.

[59:18] second. Hey, motion made by Nancy, seconded by Lara, and we don't vote on that.

[59:24] Um, do I need to vote on that? It's kind of a gray area. Just go ahead and vote.

[59:29] Okay. I myself am a yes, Jen.

[59:33] Yes. And Lara. Yes. Oh, thank you. Motion passes unanimously.

[59:39] and it's 203.

[59:41] Let me post this.

[59:43] Stop this recording.

LSI Board of Directors Meeting

Transcript