[0:00] Perfect. Well, I started the recording and I'll just trim it later so you're ready to get started. Thank you. I'd like to call order. The meeting of Maria Montessori Academy Board of Directors today is the 12th of March, 2026. And it is 4406.

[0:22] We're going to start with our consent items and board meeting minutes does I make a motion

[0:32] to approve January 28th, 2026 board meeting minutes.

[0:37] Thank you.

[0:40] Second.

[0:42] I'll second that.

[0:44] Thank you, John.

[0:45] All in favor say aye.

[0:46] Aye.

[0:48] Awesome.

[0:48] Aye.

[0:50] Okay. Okay. We don't have any. Do we have public comment?

[0:56] No, but he's in the Zoom for public comment. So.

[0:59] All right. We'll move on in.

[1:03] Administrative report. Casey, your director's report.

[1:11] Yeah, I couldn't pull that up or. Yeah. All right. Great.

[1:14] Well, it has been an eventful last couple of months.

[1:18] I wanted to kick off this meeting with a Montessori moment and just explain a little bit

[1:26] about the curriculum that we use at the Montessori School.

[1:31] Dr. Montessori referred to it as a cosmic education and essentially what that means is that everything

[1:38] is intertwined and that our purpose is just as important as our academic growth.

[1:47] And so we begin the year with the great lessons and these lessons are meant to inspire and

[1:59] promote questioning and creativity throughout the rest of the year.

[2:04] We constantly come back to these great lessons.

[2:06] These great lessons are the formation of the universe, the coming of man, the history of

[2:16] numbers, the history of writing. And so we really provide a lot of like visual timelines

[2:23] for students at the beginning of the year to help them kind of understand where they are in

[2:29] time and history and location. We do a lot of experience experiments about the natural

[2:37] laws. So students are learning about the water cycle and gravity. They're learning about

[2:43] about just the laws that are created to maintain order and cooperation.

[2:51] We talk about the needs of man, and everything in nature and human civilization has a role

[2:58] to play, and that all systems in the universe from ecosystems to human economies are interconnected.

[3:06] And so we really so throughout the year we're able to then dive deeper into the context of animal life, plant life, geography, more history and just helping students really understand and appreciate the world around them.

[3:29] And so that's the curriculum that the Montessori School uses, is the cosmic, cosmic curriculum.

[3:39] Any questions or clarifications needed on that?

[3:43] Nancy, want to expand it all?

[3:49] Thanks, Casey, that was really nice.

[3:52] I've never seen that cosmic education visual.

[3:56] That's really cool.

[3:56] One of the things about cosmic education that is so unique is that we teach a lot about

[4:04] respect and the three premises of Montessori's respect for yourself as an individual, respect

[4:14] for others and respect for the environment.

[4:17] So all of that is intertwined within this cosmic education.

[4:23] and so when we have these different great lessons, we don't leave out any aspects of a curriculum.

[4:32] I just feel like we add more to it by this intersection of topics and studies

[4:41] and then the focus on the human person and the respect we have for each one of our children at the school.

[4:48] So the teachers are really versed in how respectful language looks like, how to deal with conflict.

[4:57] I'll add one more thing, in case you'll maybe touch on this later, but Dr. Montessori was nominated for the Nobel Peace Prize for three years in a role because of her work in peace education.

[5:11] So that's a huge aspect also.

[5:14] So I will stop there.

[5:16] Great job, Case, thanks for giving us a little insight

[5:19] about what monasteries all about.

[5:21] I've asked her to do this every time.

[5:24] So I think you all need to know what we're doing here.

[5:27] Yeah, thanks, Nancy.

[5:29] All right, so we will move on to the school wide priorities.

[5:33] I messed with the format a little bit on the document this time

[5:38] so that I could connect the staff climate survey results

[5:43] to our school priorities, so our first priority was to deepen our collective understanding

[5:49] of Montessori philosophy through consistent, engaging, and inclusive community learning

[5:54] opportunities, and through our staff survey, the question that kind of covered this was

[6:00] about interpersonal relationships and respect for diversity.

[6:05] As you can see, the majority of people either agree or strongly agree that there is mutual

[6:11] will respect for individual differences, gender, race, culture, et cetera, at all levels

[6:16] at the school, student-to-student, adult-to-student and adult-to-adult, and that overall norms demonstrate

[6:24] tolerance and empathy. So, we feel like we're doing a really good job, deepening our collective

[6:31] understanding of monetary philosophy. In addition, I will be attending the National Center for

[6:36] in the public sector conference in April.

[6:41] And if it's as good as I hope it will be,

[6:45] there's a potential to possibly send staff to it next year.

[6:49] So they can continue to deepen their understanding of

[6:53] Montessori philosophy.

[6:54] We also are doing a mentorship through the State Charter

[6:58] School Board and the consulting firm West Ed.

[7:02] and we have been partnered with Walden Academy,

[7:06] which is another Montessori School in Provo.

[7:10] And so, Lois Bobo, who is my mentor through this program,

[7:16] we are really going to focus on engagement strategies

[7:21] and engaging curriculum and supporting the adolescent

[7:25] in the sixth through ninth grade realm.

[7:29] They do have a high school and part of this is going down to observe and then having them having lowest come up and observe and just provide us with feedback.

[7:39] So I'm really looking forward to that.

[7:44] And then our second priority is to enhance academic excellence through PLC's accountability, student ownership of learning and clarity around high quality work.

[7:54] And the dimension 4 on our school climate survey was teaching and learning, support for

[8:02] learning that the school has supportive teaching practices such as encouragement and constructive

[8:07] feedback, varied opportunities to demonstrate knowledge and skills, support for risk-taking

[8:12] and independent thinking, atmosphere conducive to dialogue and questioning and academic challenge

[8:17] and individual retention.

[8:19] and as you can see, we have a high amount of people who either agree or strongly agree

[8:25] that we are doing those things to support academic excellence.

[8:30] The other thing that we are doing is we are part of the change management cohort for

[8:36] literacy improvement and so we've been a couple of times to their workshops where they are

[8:42] walking us through how to create these 90 day plans that will really focus on a specific

[8:49] part of literacy acquisition and so that we can continue to provide our teachers with

[8:56] these kinds of experiences and support our students' learning.

[9:03] We're already discussing improvements for next year.

[9:06] There's been a lot of talk about that just among teachers and hey, next year I want to

[9:10] do this and next year I want to do this. And we want to continue to refine the way that

[9:18] PLCs are being done. I think if you remember, correct or well, remember, this year I had

[9:24] all staff come together in the same area for PLCs and there's kind of some common steps that

[9:32] we go through together. The first one is writing a positive note home to students on a postcard

[9:37] that we send through the mail. And the next is to celebrate things that are happening.

[9:42] And then the next is to determine who's going to take on which role during this PLC,

[9:48] who's going to be the facilitator and the timekeeper and those kinds of things.

[9:51] And then we do a lesson study where they are presenting to one another either a material or a strategy

[10:00] that they're using. And then they talk about how they can all use it to improve student learning.

[10:06] And then the last portion of the PLCs is really where they're looking at standards and student work and how those things are aligning.

[10:14] So there's some simplification that I think we can do, but also it's going really well.

[10:21] And then coming up next week, we have our student-led conferences.

[10:25] And we all just love conferences, the energy that is in this building during conferences is just pretty incredible,

[10:34] because it's so fun to tell parents and families about their students and what

[10:39] they're learning.

[10:42] So Hannah, will you go back up to the number three?

[10:44] Thanks. Sorry. Okay. Number three is to strengthen family engagement and the staff

[10:50] survey dimension nine said that school connectedness and engagement that people

[10:57] feel positive identification with the school and norms for broad participation in

[11:01] school life for student staff and families. As you can see, the majority strongly agree and

[11:06] agree that we are having that strong home school partnership and meaningful opportunities.

[11:16] There is a call for family teacher association members for the upcoming school year out that's

[11:22] going out right now and we're hoping to get some new families of our kindergartners involved

[11:30] and some families who maybe haven't been involved but are now ready to jump in and support.

[11:36] All right, you can move on to four. Thanks, Hannah. So our fourth priority was to foster staff

[11:44] satisfaction and there were two questions that really focused on this on this survey. The first

[11:50] one was about leadership and it says that the school has an administration that creates and

[11:56] and communicates a clear vision,

[11:57] and is accessible to and supportive of staff

[12:00] and staff development.

[12:02] And as you can see, most people,

[12:04] let's see, 95% agree or strongly agree

[12:09] that that is in place.

[12:12] And then I mentioned 12 is professional relationships.

[12:15] The school fosters positive attitudes

[12:17] and relationships among the school staff.

[12:20] And you can see that that's a high,

[12:23] I also agree or strongly agree that there's shared expectations in manageable responsibilities

[12:34] and clear communication.

[12:38] You can scroll down.

[12:40] And then our final priority is to promote positive student behavior.

[12:45] And the staff survey question that went along with that is just safety, a sense of social

[12:52] an emotional security and the sense that students and adults feel safe from verbal abuse, teasing,

[12:58] and exclusion. We also are reporting on our positive behavior systems. Can you click on that link?

[13:10] Oh, I do need access. Let me request really quickly.

[13:14] Casey,

[13:21] when did the survey go out?

[13:27] It was in January and how many staff, how many people are on staff now?

[13:37] So we have 60 staff members and I believe we had 40 respondents.

[13:42] It is underneath the descriptions.

[13:43] It's great. Yeah. So 16, including paraprofessional assistance

[13:49] classroom. Yes. Yep. That's a really good number of responses.

[13:54] Yeah. Okay. All right. Did that come through?

[13:58] I haven't seen your request yet. Okay. But also I can.

[14:05] You know what? I could do. I think I can let you

[14:10] will take

[14:15] over my screen. Let me see.

[14:23] Can

[14:30] you have a be co-host? No? Yes. Sorry for my

[14:39] really close to the screen.

[14:46] Casey, do you want to try sharing from there? I will

[14:48] stop sharing. Yeah. Oh,

[14:55] I did get it. Oh, you got it now. Wait. You decide.

[15:00] I think I'm sharing. Am I sharing right now? I can see your screen, but not the behavior. The link. Yeah.

[15:10] I've got it. If you want me to take over. Oh, there you go. Is it there now? Okay. All right. Um, so just as a summary that for our tier one behavior, we have implemented a DBT steps instruction. And so every other Tuesday students are

[15:31] We're getting specific lessons targeted on empathy and emotional regulation and problem-solving

[15:39] and those kinds of things.

[15:41] We also in our classrooms have our peace tables and our peace corners and we focus a lot

[15:47] on grace and courtesy, even just as simple as pushing in your chair respectfully so that

[15:53] you don't disrupt the learning environment.

[15:56] We have a junior high student council as well as an elementary student council, same thing

[16:02] with Hope Squad.

[16:04] Our botvin skills is our health curriculum that fifth graders get and our junior high

[16:10] students get.

[16:12] We have regular community meetings, so if there's a problem in the classroom teachers are attempting

[16:17] to solve it as a community with the classroom.

[16:21] In our junior high we have advisory classes where it's like that's their home room and they

[16:25] know that's their teacher and that's their support. We've had assemblies addressing

[16:31] you know things like there's a problem with the bathroom. How are we going to fix it?

[16:38] And what I mean by that is there's a problem like with people not flushing toilets or

[16:43] leaving paper towels on the floor or something like that and so we come together and we say all right

[16:47] here's our problem how are we going to solve it. We also are using panorama surveys and behavior

[16:54] you're tracking, which is really helpful for us as a school.

[16:58] And then we do have a committee that meets to talk about specific students who might

[17:07] be struggling and the supports that they need.

[17:10] And that leads us into, excuse me, our tier two, which are targeted supports.

[17:16] And these are things like social skills groups.

[17:19] There is a girls group that, you know, as you might know, fourth and fifth and sixth grade girls can kind of be a little caddy and mean to one another.

[17:28] So anticipating that and providing them with the skills to figure out how to disagree respectfully and still have good relationships.

[17:39] and then we also have, in our tier three supports,

[17:46] we have partnered with AmeriCorps, and so we've got,

[17:52] I think, 30 students are so seeing a young lady

[17:58] who is also just building social skills on those kids

[18:01] who need it most.

[18:06] and let's see. So overall, I feel really, really good about the behavior approaches here in the

[18:18] building. For example, today there were there were some six graders who became frustrated with one

[18:28] another in PE and one of them threw a ball at the other one's head and then that one tripped

[18:33] the other one and and then they were brought to the office for fighting and I said what

[18:37] are we going to do to solve this you know what what what do we need to do and they said well

[18:41] we just we need to talk about it and we need to apologize and we need to not do it again and so

[18:47] that was how we solved the problem and it was it was super healthy so all

[18:56] right Hannah you I'm

[18:57] I'm going to give you, I think I'm back on.

[19:00] Can everybody see my screen?

[19:03] Oh, yes.

[19:04] Yep.

[19:04] OK, perfect.

[19:05] OK.

[19:08] So enrollment currently, we're at 398.

[19:11] For next year, we have 432 enrolled.

[19:17] We are with this number of kindergartners, hoping

[19:21] to get like five more kindergartners and preschoolers.

[19:25] but we are planning an open-of-fourth classroom for early childhood, which is exciting.

[19:33] And so we're currently doing interviews for that early childhood teacher as well

[19:38] as interviewing for PE, College and Career Awareness, Math and Science.

[19:46] We only have one, our PE teacher is moving away

[19:53] and college and career awareness will be a new class and math and science is

[19:59] really just to distribute the load between those teachers who are teaching math

[20:03] for four grade levels at once and same thing with science so we're excited about

[20:10] that though and and the retention of students is also a celebration you know we've

[20:19] We've got a couple of students in each grade level who have moved away or planning to move away or that have chosen a different schooling environment, but the majority of our kids are staying and that's exciting.

[20:35] You can scroll down to marketing.

[20:37] We are going to be hosting the 2027 Utah Montessori Conference in January of 2027 and we're all really excited about that.

[20:47] That would mean that we'll have hopefully upwards of 200 to 300 Montessori educators from

[20:57] across the state and also surrounding states here in our school building on a Friday

[21:05] and a Saturday to just do some networking and professional development and just support

[21:11] one another.

[21:12] So, that will be very exciting, I think.

[21:15] and then like I said we're looking to fill a couple more kindergarten spots. School

[21:20] land trust I believe that I've got another update on that later on the agenda. Preschool

[21:25] program we already have 15 students enrolled for next year. They're super excited about it

[21:31] and we're hoping to get some more. Our testing is going to begin in April and so we're gearing

[21:39] up for that. Girls basketball just wrapped up and they did amazing. They did not go to

[21:48] the semi-finals or anything, but they did so good. Our sound of music performances are

[21:55] going to begin in April, and tomorrow for our family teacher association they have organized

[22:02] the imaginary and we sold 75 tickets to it and we've got all kinds of beautiful artwork

[22:11] up for auction and it should be a really great community builder tomorrow night so if you don't

[22:16] have anything going on. And then like I said we're soliciting leadership and members for next year's

[22:26] FTA, the National School Lunch Program.

[22:30] We've got actually the Food Service Manager

[22:33] from Promontory is going to be coming

[22:35] into our building to support Alex

[22:37] in learning how to manage the ordering system.

[22:43] So that's been really nice to have people reaching out

[22:48] and being willing to support us

[22:49] because it is such a huge endeavor.

[22:51] Are we doing with them all the equipment we need?

[22:56] We're doing really well with all the equipment we need.

[22:59] We have the major equipment to start.

[23:04] So is it still planned to start in the fall?

[23:07] Yes.

[23:09] We would like some things like reusable stainless steel trays instead of the ones that you throw away.

[23:16] we would like to have a couple of really nice mixers and but for the most part

[23:23] everything is I think we're still waiting on a few like plumbing things and

[23:28] a couple of backflow preventers which I don't really know what that is but we're

[23:34] waiting on those but we are moving forward in August so yeah our gifted and

[23:42] talented. We have 50 students currently in our gifted and talented program, and they're

[23:48] doing lessons with Miss Candace. We had 15 students attend the University of Utah

[23:54] math contest, and we're awaiting their scores. And in addition, Miss Candace provided a professional

[24:01] development for everybody about gifted and talented, just addressing myths and facts of gifted

[24:07] education and ways to support our higher capable students in our classrooms.

[24:16] And there is a newsletter there if you're interested in taking a look at that.

[24:20] The students help put it together. So, as far as safety goes, I have had two staff members

[24:28] step forward and ask to be school guardians.

[24:34] So we are currently looking into

[24:38] that and kind of moving forward with that. Facilities we are we have almost

[24:46] completed the installation of the privacy fence on the kindergarten side. We are

[24:51] anticipating a carpet replacement which we'll talk more about later and the

[24:57] really exciting thing with the carpet comes the fact that teachers have to totally break

[25:05] down their classrooms and declutter and reorganize and so I'm looking forward to that I don't

[25:10] know if they are but and then fundraising we're still just kind of working on the cookbook

[25:16] and the micro economy and then the upcoming events are there for you to take a look at.

[25:23] questions or comments.

[25:32] If somebody wants to buy tickets for Imaginarium Steel, can

[25:35] they do that? Can they buy it in the door? Yes.

[25:41] We're getting close to capacity though

[25:43] so I would purchase them soon. Where's it at again? So it's at the Union Station.

[25:50] It's called Ogden Union? No Union Studio. Union Studio. It's where the

[25:58] Trains are right. Yeah, so it's at the very south end. Yeah, that's it. Okay.

[26:08] Okay. Thank you, Casey. That was awesome report financial report.

[26:14] I'm grabbing it done.

[26:21] Okay. Is this what you want, or do you want the excel sheet?

[26:28] I think we'll start with this. Okay.

[26:32] So at this point in the year, you guys are, we're looking here at the January, so that means

[26:41] you're two-thirds of through the fiscal year.

[26:46] So your revenues are pretty much right where they're supposed to be, 66, 67 percent.

[26:56] Scroll down just a little bit, you know.

[26:58] like to the next page.

[27:03] Yeah, so if you if you look at let's just go to the Excel sheet.

[27:09] If you guys want to look through these financials, that's great. Also kind of like we discussed

[27:16] at the last word meeting on that Excel sheet is just meant to kind of explain these and

[27:24] kind of go over any areas that might be considered high or problematic, but so just to go through

[27:37] this on your statement of financial position which is your balance sheet, your cash and

[27:46] your investments are both up year over year, which didn't change from last month or the last board

[27:52] meaning that was the case and as well. And then your current liabilities have decreased

[27:58] year over year. So that leads to an overall increase in both your fund balance and your

[28:06] net income. The difference, the fund balance is money that you've earned or accumulated

[28:14] since inception of the school and that income being how much money you've made, I mean, not necessarily, you know, made, but you have a positive net income, meaning for the current year, meaning that your revenue is exceed your expenditures.

[28:39] Is that on, are we looking at that?

[28:42] So this is the so we can go down so they're included in that. I don't know if you guys haven't pulled up on a computer so that you can see the financial statements.

[28:56] Can you see my screenshot of my in the right place?

[29:00] Yeah, you're on there.

[29:02] Okay.

[29:03] You're on there.

[29:04] But go scroll back up or go back to the financials just so I can kind of walk through what we're

[29:13] looking at there.

[29:14] So this is your statement of financial position, Nancy.

[29:18] So basically when I say your cash, if we look at your operating cash, this is a comparative

[29:25] between this time last year and this year as of February 28th and so you can see that your operating

[29:34] cache is up and that your scroll

[29:42] down just a little bit. So, okay,

[29:51] this doesn't break it out.

[29:53] So that operating cache, if you were to drill down into that.

[30:00] Also includes your PTIF and your investments. Those are also up year-over-year. Okay. And then your liabilities, when you go down there, you can see that your current liabilities have decreased,

[30:19] right there, and

[30:24] long-term liabilities have decreased. So your net income, you see the fund balance right there of $1,996,000.

[30:35] thousand that's the fun balance that's accumulated since the inception and then you have the net income

[30:43] and that's just for this year that we're ahead that amount so yeah yeah and we're always ahead that

[30:56] just means we're ahead of budget so what we had budgeted versus the actual expenditures we are

[31:02] we're doing well with that.

[31:06] Okay. That's good.

[31:08] So if you want to just go back to that spread sheet now, I don't know.

[31:17] So when you guys have time to look through this, I mean basically all this sheet is doing it.

[31:25] There's a little text up here at the top basically just saying what we just went over.

[31:31] It also lists your total revenues and total expenditures percentage of budget.

[31:38] So like right now your revenue is at 66% your total expenditures are at 59.4% of budget

[31:46] which leads to that positive net income number that we see.

[31:52] And if you want to scroll down just a little bit, I don't know how in depth you want to

[31:58] to go into these. A lot of these are similar to the last one we went over. Those little blue

[32:05] areas, like on utilities, if you just want to hover over that little blue section, Hannah,

[32:13] they have notes, you know, and it'll say, okay, well, what do we consider utilities in the

[32:19] from a budget and expense perspective?

[32:23] That's mean we need to adjust the budget for next year.

[32:25] to. Yeah, and we do. I try not to do that too often just because it does require full

[32:32] board approval. So we definitely will do that before the end of the year just because

[32:38] it does help with when you roll over to next year that your numbers are closer. We vote

[32:46] on that. Is that in the next meeting? It's typically in the last meeting of the year.

[32:50] So I believe we have a main meeting and a June meeting. So it will most likely be in June. Okay. Yeah.

[32:58] Um, and down under there, Nancy, you'll kind of see, you know, that some of these were

[33:04] scrolled down just a little bit. There Hannah.

[33:09] Um, so anything in red there was areas where I thought we needed to address, but like down here,

[33:16] I'll just say no budget was initially included for rental of equipment and vehicles and rental

[33:23] of computers and related equipment. This will be adjusted during the budget amendment process

[33:27] prior to year end. Okay. So we will adjust those as needed because some some categories you know are

[33:41] you know you're really scrolled just a titch so okay so like right there you can

[33:51] see textbooks 641 well we're low there but then on e-textbooks non-line

[33:58] curriculum we're over budget you know and if you add those together you know we

[34:03] we have a budget of 36,000 and we've only spent 17 so we're really okay it's just

[34:08] the line item type issue when you're really break it out.

[34:15] You'll notice when we do look

[34:18] at budgets at your end,

[34:22] you'll be looking at that rolled up number. So right now, some

[34:30] of these line items are high, but if you look at the total supplies and materials, we're

[34:37] not that far off. Thank you for explaining that. It makes it makes more sense when you do look at

[34:44] the total. Yeah. So total supplies and materials were at 69.3. Yeah. So and then there's just a

[34:54] little narrative under there. You know, I'll let you guys kind of go through that. So is this, well,

[35:00] we'll get there later. Never mind. Go ahead. Okay.

[35:09] I guess do you have any questions on any of these

[35:12] line items? Not currently, I don't. Anybody else have questions? Any other board members?

[35:20] John? No? No questions here. Okay, great.

[35:26] We can move forward.

[35:28] So yeah, I think what I kind of like to do is just send this out there. It provides a much more

[35:35] in depth look at the budget to actual and any variances that I feel like need to be explained.

[35:43] And this gives you ideas of what's in those budget categories when you hover and then there's

[35:48] a little narrative underneath. Yeah. So. Thanks, John. This is a lot easier to understand.

[35:55] Yeah. Yep. And Nancy, if you would like that, that the reason we usually do it in that last

[36:05] meeting is because we usually do next year's budget and the amendment of this year's budget at the

[36:11] same time. And if you're okay with that, we'll continue to do that. If you do feel like the

[36:16] budget needs to be adjusted earlier, we can also comment on that. No, I'm absolutely fine. I just

[36:21] want to, I mean, as long as we take into account any changes that need to be made, I'm fine with

[36:26] Yeah. Yeah. All right. Thank you so much. Yeah.

[36:33] Voting, we're going to look at the 2026 27 fee schedule and the land trust plan. Are

[36:42] we going to do these all before we make a vote? Whichever you'd like. I mean,

[36:51] can we group them

[36:52] kind of by is there any? Yeah, you could do the fee schedule, school and trust together and then there's

[36:57] quite a few purchases after that.

[37:00] The Fee Lands Fee Schedule and the School and Trust Plan,

[37:03] they will vote on those.

[37:04] OK, perfect.

[37:08] Casey, do you want to talk about this?

[37:11] Yeah, sure.

[37:15] So the Fee Schedule for next year,

[37:20] we wanted to make it a little bit more clear and supportive of the budget

[37:29] that we're actually expending on.

[37:32] So for example, this year we did not charge an art fee

[37:35] or a musical theater fee.

[37:37] And so musical theater, the costumes,

[37:42] and the production equipment has been a cost

[37:48] that we didn't necessarily take into consideration.

[37:51] So hopefully with this fee schedule,

[37:54] we will be able to bring in a little bit more money

[37:58] on the student side so that we're not

[38:01] expending so much money on the

[38:03] student side. In clarification I was

[38:07] not aware of this and it's only for

[38:10] middle school that we have fees

[38:13] correct?

[38:17] Yes. Yes. It's an after-school

[38:20] club or something like that. Yeah. Okay.

[38:27] That makes a lot more sense when we have

[38:29] those explanations. Thank you. Any big changes?

[38:38] Well, we increased our basketball and soccer fees by $10, but we decreased our cross-country

[38:44] and our flag football and our track costs. We did not charge this year a student council

[38:52] or a Latino as an action fee and we will be in the next year just for their t-shirt.

[39:00] The strings, well, that's something that pair down.

[39:05] Dan, can you scroll down? Is there anything? Okay, there we go, thanks.

[39:09] So the parents weren't necessarily made aware that the elective of strings was going to cost them

[39:18] anything. I mean, they haven't complained or anything, but this way they recognize that

[39:23] it's going to cost them some money and that they pay that to a third party to rent the

[39:27] equipment. But overall, it's not a big change.

[39:34] Was the end of the year feel trip for these guys in here last year?

[39:38] It was. Yeah. And we kept it at $500.

[39:41] dollars.

[39:44] Are we going back to T. John's science? I don't know the answer to that. They they go April

[39:54] 14th or 13th and so after they go we'll kind of discuss what the how that went and what we

[40:01] want to do. Okay.

[40:05] All righty. I want to talk about school

[40:11] land trust. So our school land trust we have decided to really just focus on math and

[40:19] we decided that our goal and this is the same as our goal this year and so far we are making

[40:28] great progress towards our goal this year, so we kept it the same for next year, but

[40:33] that students' scores from beginning to end of year on accadians would increase by 5%.

[40:41] And we want to do that by increasing academic intervention and instructional coaching, specifically

[40:51] to fund a math interventionist and or a math coach to support the salaries and

[41:03] benefits cover. It is. And then we wanted to do some professional development

[41:09] just to support teachers and understanding you know what that abstract piece

[41:13] looks like at the end and what they're going to be assessed on and then how we can

[41:17] use our monastery materials to get them to understanding and so we want to spend some

[41:24] money on professional development.

[41:27] And then the other funding that we would like to use is just to do a record keeping program

[41:35] that will also serve as a parent communication and this program is really pretty cool in

[41:42] that teachers can take a picture and then it sends it to the parent and they can hop on

[41:46] and they can see where their child is in the whole scope and sequence of the standards and the

[41:52] lessons that are being presented. We want to continue to use panorama to help us really consolidate

[41:59] where the information, all of the information and just put it into one place. And then we want to

[42:06] continue to utilize I Ready. And then the junior high math and science teacher has asked for a new

[42:16] curriculum called seed scopes, and it really ties math and science together. So our total allocated

[42:25] budget thus far is 76,219 and 83 cents. And I feel like we have a really good plan to

[42:35] increase student learning and move forward. I'm delighted about transparent classroom. You know

[42:42] So I feel that way. So thank you.

[42:43] It makes me so happy.

[42:46] I'd like to see.

[42:48] Yes.

[42:48] I asked a quick question and I'm just asking.

[42:51] I'm curious on that.

[42:53] Go back to that last screen.

[42:54] We're just on.

[42:55] Yeah.

[42:56] Yeah.

[42:57] So just out of curiosity.

[42:59] You've got things in there each $8,000.

[43:01] Are they really $8,000?

[43:02] Or is that just we're just estimating?

[43:04] Do we know what one coming home or one coming high?

[43:08] And do we know that we're getting $76,000?

[43:10] Yes. We do know that we're getting 76,000. They did give us that number. The transparent

[43:16] classroom, that is $2 per student per month. So that's about $8,000. The panorama, the

[43:27] state actually has told us that they are going to pay for half of it. And so no, it will not

[43:34] be $8,000. I believe that we will only have to pay, it's only $4,000 because the state has

[43:42] some contract and then the state is going to pay half of that, so it will only be $2,000

[43:46] for the panorama. And then I ready, if we continue to use it K9, it will be about $8,000, but if

[43:54] we implement the seed scopes thing, it would be less than that. And so any of that access,

[44:03] and would be put into the professional development cost to added to that.

[44:10] Does that make sense?

[44:11] So land trust funds can be moved.

[44:13] Once you submit, it's not like it has to be for that.

[44:18] Yeah, once I submit, no.

[44:20] I mean, I can't do an amendment.

[44:22] But this is, I haven't submitted it yet.

[44:26] and it's not due until Priscilla, can you remind me?

[44:30] Yeah, I think it's April 1st.

[44:32] April 1st.

[44:34] So, hopefully, before April 1st,

[44:37] I will have a better understanding

[44:39] of those specific numbers.

[44:41] And then what we would do is not necessarily break it out

[44:44] in the land trust plan on the website

[44:50] to each of these individual softwares.

[44:55] we would just say software and then put the amount for software.

[45:01] And just to kind of further address that, as long as you're using the funds for the stated goals that you've already set out, like you don't have to hit every one of these budget categories right on and have to do like a budget revision of any kind though, they do give you some wiggle room for amounts and things like that as long as. You're using the funds for your stated objectives. And they they know the question.

[45:29] asking yeah they're asking these you to fill out these plans pretty early for next year so they know

[45:35] I mean even on their website it says estimated cost so they know they aren't going to be exact numbers.

[45:45] Before we move on we talked about restructuring our school and trust what are we doing that case or we

[45:53] just gonna stay with what we've got going now or what? Well we're going to need to restructuring

[45:58] next year. The parents that are currently on the Community Council, they are not, their

[46:03] children are not returning. And I, I would like to bring the school land trust back to

[46:11] the board and have the board be the school land trust council.

[46:17] Well, currently we don't have enough members on the board, correct?

[46:20] Currently we don't have enough parents on the board, right? So I do need to solicit some

[46:24] parents and I have some ideas of some some people that would be great board members. I just need

[46:31] to reach out to them. But if we get a couple more parents on the board then we can do the school

[46:36] land trust in board meetings which I think will be that good because you know we understand the

[46:42] mission in the direction and the vision here and it seems like a whole separate well yeah it's just

[46:50] a whole separate thing to have to do a community council, but not have to do. But it's difficult

[46:56] to get more parents involved, you know. And that's the one. I just want to remind you Casey

[47:03] that you are supposed to have five to seven members. And I think right now you have six.

[47:09] So just FYI on the board. Yes.

[47:15] So I need we need one more person. Yes. Got it. That

[47:22] that would give us that two pair of majority.

[47:24] That's what we need.

[47:28] Okay.

[47:29] So we need to vote on these items.

[47:33] Okay.

[47:35] I need a motion to approve the 2026-27B schedule

[47:40] and the school land trust plan and the budget affiliated with that.

[47:46] I make a motion to approve the 2020.

[47:48] the fee schedule and the land trust plan.

[47:54] Any second.

[47:56] All right.

[47:56] All in favor?

[47:58] Aye.

[47:59] Aye.

[48:00] All right.

[48:02] Let's move on.

[48:03] We've got the ratified bar green Ellis, whatever that is, purchase.

[48:08] So this is the, we had originally ordered a reach in fridge and then the health department

[48:16] told us that that was not going to meet our needs and that in order to be approved, we needed to have

[48:21] a walk in fridge. And so we went ahead with the kind of exchange process which they gave us all

[48:28] of our money back for the reach in. We just had to pay additional money for the walk in.

[48:33] We did move forward and so it's already installed. We just need you to approve that it has been

[48:42] purchase. That big purchase. Okay. Help side professional employer agreement.

[48:48] Um, a facility you want to talk about this one? Sure. Or Hannah, Hannah, do you?

[48:54] Sometimes Hannah does this. Uh, so it's just a, it's the help side agreement that you guys do

[49:01] every year. It's, I think it's about every five years. They, um, internally, they'll do a cost

[49:09] comparison and oh what's the call oh benefits cost and benefits analysis and so

[49:19] they're still saying that help side has the best benefits for the cost to do

[49:24] the employer agreements and payroll and all the different things so yeah

[49:31] Mainly the employee benefits. Yes, platform and this is a five-year agreement. I

[49:39] believe yours maybe expired like a couple of days ago, so obviously not a

[49:44] big deal, but just one of those things you got to look at again. Okay, but we

[49:50] just want to assure you that we we do the due diligence every five years and

[49:54] make sure they're still the best deal.

[49:58] Okay, and they are still the best deal.

[50:00] You're still the best deal. They're a local company, so that always helps a little bit.

[50:05] Yeah. Okay, carpet purchase. Let's all turn a cartwheel over this one.

[50:10] Yep, let's hear it.

[50:12] Well, I'd love to see it, Nancy.

[50:13] I know, but I can't.

[50:15] I said everybody else. I should've said everybody bet me turn a cartwheel.

[50:19] So we need to discuss an up-to amount of how much we would like to invest in carpet

[50:27] this coming year. It's been 16 years in the original elementary building and it's

[50:34] definitely showing. We got some quotes last year. We haven't gotten updated quotes this year, but

[50:44] it's a significant amount of money to do the entire elementary building of carpet.

[50:51] How many quotes did we get?

[50:53] Um, well, last year, I'm sorry, I don't have that pulled up by apologizing.

[51:02] So I believe there is only one quote pulled right now with the intent to get more quotes.

[51:08] At this point, I think the board just needs to discuss how much they want to spend.

[51:15] And then obviously they'll find the best thing about that.

[51:18] We did great to know how much we want to spend, but what's it going to cover?

[51:21] You know, we're talking, yeah, we can get the hallways done and half the one side of the buildings done

[51:28] or what do we think in here? So here's the one call that I have that might

[51:33] have a little more context. Okay, dokey.

[51:39] Main HW, whatever that is. Hallways.

[51:44] But our main hall, are you talking about down the Kiva sides?

[51:48] So this would be the entire elementary.

[51:55] Let's see.

[51:56] 96,000?

[51:58] Oh, yeah.

[51:59] At least.

[51:59] That's in the wrong business.

[52:05] That's what I said, Nancy, because they charged this amount to move the furniture.

[52:11] Like I should be more furniture on the weekend.

[52:14] No, that teachers have to do it anyway.

[52:19] Yeah, the teachers will move a lot about themselves.

[52:22] Yeah, they're on wheels.

[52:24] You have to remember that they're going to do this over the summer.

[52:27] And so the teachers will probably do the initial move, but then somebody has to move it

[52:32] during the summer out of the way, because they can't put everything outside

[52:39] for the entire summer. So just remember that.

[52:42] Yeah, that's why we do this piece by piece since yeah, maybe can we get another quote?

[52:53] So Nancy, these are old quotes.

[52:55] This is essentially what you're doing is you're looking, you're looking at this old quote

[53:00] just to kind of give you a basis to approve an up to amount just because we want to be able

[53:06] to move forward and get things ordered.

[53:08] but they will reach out and get additional bids okay okay okay we're moving to the squares

[53:18] correct Casey yes yeah yep and I would mention that you know carpet is a petroleum product it's

[53:26] gonna be higher hmm can we just not oh gosh yeah so that wouldn't cost to go to a different product

[53:36] instead of carpet.

[53:39] I mean I guess we could we could certainly look into like

[53:42] VCT but it's also a petroleum product right? I think VCT is actually a little

[53:50] more expensive just because the install is more expensive. I'll do it. No just

[53:56] kidding. Okay. Well cute. Okay. What do you think is a reasonable amount?

[54:06] Director

[54:07] I would suggest that we approve an up to amount of like $90,000, and that will hopefully

[54:21] get us half of the building.

[54:22] That's somebody's house, no, not in a long time ago, but okay.

[54:28] What are your thoughts, John?

[54:30] Well, so I'm looking at this bid, is this for the whole building or half the building?

[54:36] It's for the whole elementary building so the reason that what these quotes were for because these quotes are

[54:43] Looking more like a hundred and fifty-ish the top one

[54:47] Right exactly. Yeah, I mean, I think there's two different grades of carpet here two different brands

[54:54] Yeah, so there's a option one and an option two there

[55:01] Yeah, would be a hundred and fifty thousand dollars to do the entire elementary building

[55:06] I don't know.

[55:09] We're not trying to buy the building again.

[55:13] Yeah. I mean, I think if we did half of it this year and half of it next year, that would be okay.

[55:20] Unless we do have $150,000 just kind of sitting there waiting to be spent and then we could do the entire building,

[55:27] knowing that it's probably actually going to be more than that anyway because of, you know, the nature.

[55:32] Let's hurry up. Oh good night. John, what do you want us to do? Tell us and we'll don't say

[55:40] nothing. I think just I think the point is well taken that it could be more expensive. So

[55:51] I would do it just because you do an up to amount doesn't mean that's what you have to spend.

[55:56] But what we don't want to do is give an up to amount that's way too low and then have to come

[56:01] back and say, oh, just kidding. Now we have to do it all over again to get you guys to approve

[56:05] the amount. So, I mean, I would just do the the full amount key fee that would be my recommendation of

[56:16] the 100 and 150,000 or 160,000. We have that kind of money. Well, it would it would definitely bring

[56:28] money out of your, you have a couple of options. So you've got a PTIF fund for these types

[56:39] of projects, but what ends up happening is if you use that money then they just take money

[56:47] out of each of your allotments over time to build that back up because you have to have that

[56:53] at a certain level per your loan agreements and things like that or you know

[56:59] that the amount just comes out of your PTIF account. Would it be above you know

[57:08] what our level is on the PTIF account you know the percentage that we have to

[57:13] have. So you have a couple of PTIF so you have a couple of PTIF accounts the one

[57:22] One is mainly just for like, let me see exactly what they call it.

[57:28] It's more like for your building repairs.

[57:30] It's much smaller than your regular PTIF account.

[57:33] So let me pull up your PTIF really quickly.

[57:42] Oh boy.

[57:43] You know.

[57:45] Do we have any voucher business?

[57:47] business. Did we, um, also, we, at one point we talked about redoing the roof. Did we ever

[57:57] determine what we were going to do with that and do the parts of what part of it or?

[58:03] I thought they already did some of that. I can't remember. I can't remember.

[58:07] I don't think they've done it yet. Nothing's been done with the roof and I, I haven't been up there,

[58:14] but I would think that it's in much better shape than the carpet is.

[58:18] That's what I believe too.

[58:20] Yeah, I mean, I think it looks like nevermind.

[58:24] If John says we could prove an up to amount of $160,000,

[58:31] then I support that.

[58:32] So I would ask that the board approve up to $160,000

[58:37] for the installation of carpet over there.

[58:39] And again, not all of that would have to come out of your,

[58:43] you know, as we budget for next year, we'll put some into the budget, but part of that money

[58:49] would need to come out of your PTIF, but not likely the entire amount, either. You know,

[58:57] so right now, right now, you have a PTIF, what you have three PTIF accounts. You have one that's

[59:04] called a reserve, which is required by the state, which is 167,000. That's just a, you know, if

[59:12] If something drastic happened, do you have enough money on hand to operate?

[59:16] That's a rainy day.

[59:18] That's a rainy day, it can't be.

[59:20] Yeah, then they have a PTIF Capital Improvements fund,

[59:23] which is the one I was talking about. That's 195,000.

[59:28] But again, that would, then if we used that, they

[59:37] would give us

[59:45] each month, just a percentage of that, and you have like five years to build that back up.

[59:53] Did we? Is it possible to do half? Like out of the PCIF and...

[1:00:00] Off out of the budget, or do we not have that? Yeah, I think that's probably doable. Again, we do have to weigh it against other competing potential projects. So we do want to keep that in mind. But your regular PTIF account. Your larger one has 1

[1:00:23] ,542,000. That makes me feel a little better.

[1:00:31] So yeah, I mean what's the larger one for like is it more specific yeah so no it's

[1:00:44] those are funds that you can use you know they're considered unrestricted funds but those are

[1:00:52] There are also, again, those are for some of these projects or kind of one-off expenditures

[1:01:01] like this that are not frequent, but that you need a lot of time.

[1:01:07] Like a 16-year carpet that needs to be replaced is like exactly it.

[1:01:13] So which I think is fine, but again, some of those, like that capital improvement, like your

[1:01:19] roof could end up costing $150,000. Do you want to use the capital improvement or do you

[1:01:30] just want to use the regular PTIF? We like to have a pretty good size buffer in that

[1:01:37] PTIF account just because the size of those rainy day funds are not very substantial.

[1:01:44] We're not huge. I agree with that April that if we could do half out of PTIF and half

[1:01:50] out of the operating budget, that would be a, in my opinion, pretty, I mean, this, yeah.

[1:01:57] Yeah. And I think that's probably doable. The other thing is, is we're trying to get these

[1:02:05] up to amounts and whatnot, but we don't want to use that. I don't know if this goes on

[1:02:12] next year's budget. So in other words, we could get the, we could let them know what we want,

[1:02:19] get it ordered, but then they wouldn't come and install it until after July 1st, the beginning

[1:02:25] of the fiscal year. That way, this is getting next year's budget as opposed to this year's budget.

[1:02:31] That would be a good idea. I also hope we can get it installed enough that we don't have,

[1:02:37] you know, we want that carpet down for an, it's a period of time before school starts that we don't

[1:02:41] have the fumes that are coming off of it. Yeah. Yeah. I think they can do it pretty quickly once

[1:02:48] they have a day. We had a couple of kids that had a reaction to when we put the carpet in the first

[1:02:55] and so it was because it was so quick. So we had a couple of kids that had an allergic reaction

[1:03:03] to some of it. So if we have a little bit more time, I think we put it in two weeks or so before

[1:03:08] We got in about three weeks maybe last time it was way too tight, but if we

[1:03:13] Yeah, and I think it is settled that like early July it'd be done by mid July and I'd give you a month or

[1:03:20] Yeah, I think you know for kids to start showing them. That should be okay

[1:03:25] I would add in my experience that carpet is something that can vary wildly in costs

[1:03:31] So if we're going to get several more quotes especially somebody who's local maybe in this area

[1:03:35] um

[1:03:37] that will make a difference.

[1:03:41] Okay.

[1:03:41] Maybe it will be shocked.

[1:03:42] Leave quick.

[1:03:43] So we got to vote.

[1:03:44] Keep, let's move on.

[1:03:46] So we have him here.

[1:03:48] Thanks, John, for letting us know.

[1:03:50] Okay.

[1:03:51] We've got Alison's Montessori Quote.

[1:03:53] Is that for the math and materials?

[1:03:55] So this would be for a new classroom of early childhood materials, just math and language

[1:04:02] only along with for tables and chairs. It's I think 15 about $15,000. It does

[1:04:13] not include the science or cultural materials because our plan is to kind of

[1:04:18] create like a rotation of the things that we already have so that we don't have

[1:04:23] to buy duplicates. But this would get all of the materials for another early childhood

[1:04:31] classroom. And my intent would be that, you know, with the materials money that we have brought

[1:04:41] in from the preschool students this year that we could just purchase it outright. That's a good

[1:04:53] idea, especially with this carpet. So that's a great idea if we could do that. Okay, thanks Casey on

[1:05:01] that we have. We get that speech therapy contract. So we love our speech therapy. Consultants,

[1:05:09] they're amazing. We've been with them for 16 years. They do excellent work and we'd like

[1:05:13] to continue with them. So that is the contract to stay with them for next year. Okay.

[1:05:20] The policies, the AI policy, let's go ahead. Do we have to, do we wait to do the policy

[1:05:26] separate hand or we go in and vote on these. You can do them all at once if you'd like.

[1:05:30] Hey, just talk about the AI policy. John's got to get out of here.

[1:05:35] Casey, was this one you asked for? Do you want me to just talk about it?

[1:05:38] If you want to talk about it, that's fine.

[1:05:41] All right, so the AI policy is just the...

[1:05:48] It's pretty standard. It's a high-level

[1:05:51] policy that essentially you're meeting that policy through other policies that you already

[1:05:58] have in place, but it goes along with the ad.

[1:06:05] Sorry, did someone say something? Sorry,

[1:06:07] I phoned it. Sorry. Okay, that's okay. I'm just making sure I didn't miss a comment.

[1:06:13] So we've got that covered. Is it just basically a protection policy? Yeah, that's exactly what

[1:06:19] it is. It's just the use of specific AI tools and technologies that the class can use and it aligns

[1:06:26] with the AI framework established by the Utah State Board of Education. Okay, the fee waiver policy.

[1:06:32] Okay, the fee waiver policy that had to be amended so that there could be non fee courses and fee

[1:06:36] courses and all of your non fee courses have to be anything that's required for students to take

[1:06:42] and then you can have fee courses which are your elective courses but you must have at least one

[1:06:48] path way through from beginning to end that a student doesn't have to pay any fees. So that means

[1:06:56] there's an art class or there's the choir class or something like that that doesn't have a fee

[1:07:01] so that somebody could, if they choose just the right classes, they can go all the way through

[1:07:07] your school without paying a fee. That's it. Thank you so much. Okay. I would ask that we have

[1:07:17] a motion to approve the ratified bar green Ellison purchase, the Helpside Professional

[1:07:24] Employee Agreement, carpet purchase, up to $100,000, did we say $50,000?

[1:07:31] $160,000, Ellison's Montessori quotes, speech and therapy contract, the two policies, the

[1:07:38] AI and the fee waiver policy.

[1:07:42] We need a motion to approve.

[1:07:43] Okay, I make a motion to approve the ratify bargreen

[1:07:50] Ellington purchase, the help side professional employer agreement,

[1:07:56] the carpet purchase up to $160,000, the Allison Montessori quote,

[1:08:04] the speech therapy contract, and the AI policy and the fee waiver policy.

[1:08:11] Thank you April a second a second. Okay. All in favor. Aye. Aye. Good. All right. Thank you very much. Our next board meeting is May 14th, 2026 at MMA. Yes, and we'll look forward to seeing you there.

[1:08:36] Any other concerns or comments that any of the board members would like to bring forth?

[1:08:44] I'm just happy when we're being forward with carpet.

[1:08:47] I am. I could jump up and down, but I won't do it.

[1:08:50] Thank you.

[1:08:52] Yeah.

[1:08:52] Very happy.

[1:08:54] Okay.

[1:08:57] We'll need a motion to enter in.

[1:08:59] No, we're not doing a closed session.

[1:09:00] We need a motion to close the meeting, though.

[1:09:03] to adjourn the meeting.

[1:09:04] I'll make a motion.

[1:09:05] I'll make the motion to close the meeting.

[1:09:08] Thank you, John.

[1:09:09] All in favor?

[1:09:10] I second.

[1:09:11] I'll second.

[1:09:12] All in favor.

[1:09:13] Hi.

[1:09:14] Hi.

[1:09:15] Thank you.

[1:09:16] Thank you.

[1:09:18] Board meeting is now adjourned.

[1:09:20] I'll stay on.

[1:09:22] Bye-bye, everyone.

[1:09:24] Bye-bye.

[1:09:24] Thank you.

MMA Board of Director's Meeting

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