[0:01] All right, welcome everybody to the study session on August 6th, a special one, because there's just a lot to do. So welcome back. I hope everybody had a good summer. Well, and it feels like it's still going back. We're back to this. This is normal. And I just want to extend a special welcome to our new business administrator that's with us today on day four. And he's come back. So that's great news.

[0:31] And then just this facility planning that we're jumping right into at the end, I was in

[0:42] a training when before you do something hard, it's always good to express gratitude.

[0:47] So I think, you know, we're about to go into a really hard phase.

[0:51] And so I just want to express gratitude to all of the adults that care about the kids

[0:57] and what a wonderful place we have here in Murray, where we're just very well connected

[1:03] to our people and very grateful for that.

[1:06] And so with that, we'll go into the study items and first up, we have PS417.3, the emergency

[1:13] safety interventions.

[1:15] Great, so thank you.

[1:17] So I'll probably kind of take these for a minute and then anybody jump in.

[1:21] These first two we've already looked at, we looked at them in our June study session, PS4

[1:26] 17.3. And let me just bring this up right here. Is the emergency safety intervention? We haven't

[1:35] changed anything since what we talked about in our June study session. If you recall there was

[1:40] some changes and it's been fluid and we needed to update it. So the one thing that we did update,

[1:47] and right now the Utah State Board of Education is working on writing rules around the seclusion rooms.

[1:52] we are already very aware of it. Director Bird is already very aware of it

[1:57] along with facilities with Director Taggart and our maintenance department.

[2:02] But in order to bring our policy into compliance with what those

[2:06] seclusion rooms have to include, this could event like another six pages because

[2:10] there's so much. So I wrote it this way and I want to just see if everybody feels

[2:15] comfortable with this. So existing seclusion rooms shall be brought into compliance

[2:20] with the standards, forced occlusion rooms set out in Utah code according to procedures

[2:25] and milestones established by the Utah State Board of Education.

[2:28] So right now they still don't have the milestones, they still don't have their, it's going,

[2:32] I think they started talking about it today, I didn't watch the state board meeting yet.

[2:37] And then all new construction and includes plans for seclusion rooms shall comply with the,

[2:42] with Utah code 53G8301.

[2:45] And then I work really close to the time they are behavior specialists on updating our

[2:50] Murray Policy and Procedure ESI Manual. So if you'd like to see that updated version when

[2:56] we have the stipulations that get that updated, I'm happy to bring that in and show you guys

[3:02] that. So for our staff, how easy is it for them to get to these two Utah codes? I mean, so

[3:10] they wanted further information we that's all in the ESI policy manual and so

[3:16] really the seclusion room as far as for this part the seclusion room all of

[3:21] this is about what size it must be what ventilation it must have and I we can

[3:26] go there I can show you that really quick just that's a great question the door

[3:30] So it's more of the physical structure.

[3:33] Correct.

[3:34] This is the belonging of the public in the prison.

[3:38] Correct.

[3:39] That makes sense.

[3:40] So let me bring this up in section 14 down here.

[3:44] So this we've been really, what do you think

[3:46] close to a Scott Tagger, where we paid some money

[3:49] and it's a kind of an air been fantastic,

[3:51] helping us get based on this, I took home.

[3:54] And do we have just a conclusion in that every

[4:05] We do have a space at all of our elementary schools, but some of them do not need our

[4:14] new compliance for those terms.

[4:16] And so that's what we're prioritizing with an instant permit on which schools and

[4:26] So, Board Member Anderson, this is where it starts and you can see it's like it has to

[4:31] meet the following physical standards, it has to meet the following lighting requirements.

[4:36] So, essentially we would just be fetching it twice.

[4:40] Correct.

[4:40] Well, and there's just a lot in here and these are really as far as the structure, the building

[4:45] itself, making sure that we're in compliance this way.

[4:48] So rather than putting it all into our policy just saying we need to follow this code.

[4:56] The other thing is there is still some question, because we, Director Bird, I think I mentioned

[5:03] this in the June study session, Director Bird did a great job and brought out people from

[5:07] the State Board of Education to look at our rooms, and we had some questions like, okay,

[5:13] well, this code says this, but fire code says this.

[5:16] So there's still some things I think they're trying to reconcile as well, so if that ends up getting updated in this code

[5:23] We don't have to rewrite or update our policy. We just refer to this policy

[5:30] That's the only thing that we've I've updated in this since our June study session

[5:36] Are we good with that?

[5:39] Yeah, okay

[5:44] We will be bringing it and bringing it and bringing it and that's okay.

[5:48] All right, so that will go for a first reading next week at the board meeting next week.

[5:53] That's a first reading.

[5:55] Moving right along, employee dress code.

[5:59] And so this is also one that we talked about in our June meeting.

[6:03] I have not done any updates on this.

[6:05] We did go over it with our principles in our beginning meetings.

[6:09] And they had a couple of things they wanted to ask to see if it would be considered.

[6:15] So it would be down here on section B, and directors, please chime in if you, if I didn't

[6:23] get capture everything that the principal said, on this employees may wear section right

[6:31] here.

[6:32] And we said logo t shirt hoodies or sweatshirts with logos from any Murray City School District

[6:36] or School of Sponsored Activity.

[6:38] So we were talking about if they wanted to wear a T-shirt, a hoodie, or a sweatshirt,

[6:42] it needed to be logo. It was kind of the thought.

[6:44] They ask a lot of times teachers will buy things, shirts that say like be kind.

[6:50] T-shirts that say that, or they wear grade level T-shirts like, you know, the kindergarten crew.

[6:55] So they were wondering, like, is it strictly with this?

[6:59] Our T-shirt's okay.

[7:01] Do we want to be this restrictive that in order to wear a T-shirt, a hoodie or a sweatshirt,

[7:05] it has to have a logo or if it has a positive message and I don't know how you

[7:09] can cap, absolutely, all of that in a policy. So one thing for consideration there.

[7:15] Let me tell you all the things and then we can talk. And then on C, so shorts

[7:23] athletic attire and hats only when directly working with students during

[7:27] physical education classes and when coaching are two, they call them, what do they

[7:35] called Balden Bearded.

[7:37] The Balden Bearded, the new administration at Verizon,

[7:39] I think that's what they're calling themselves.

[7:42] They're Balden Bearded.

[7:44] And they said, what about if we go out for recess?

[7:47] Or, you know, and having a hat, if you go out for recess.

[7:50] So perhaps we can encapsulate something

[7:53] with outdoor recess.

[7:56] And then they also said, what about field trips?

[7:58] I guess a lot of elementary teachers

[8:02] wear shorts on field trips.

[8:03] So that was one thing that they asked as well.

[8:08] So was there anything else that was asked in that meeting

[8:12] that anybody can remember?

[8:13] Was there the two things I have written now?

[8:16] Cut.

[8:19] For your information, we have asked our principals

[8:21] to start talking about this now.

[8:23] Like this is the policy for consideration,

[8:25] begin getting ready for this, but.

[8:27] I'm fine with that number, would you

[8:31] see with wearing hats to recess and shorts on the filter, it's totally fine. Also, we're

[8:38] talking about A. That's kind of one of the things that I have in mind like being so limited

[8:46] on what kind of shirts you can wear because there are some really cute elementary or teacher

[8:53] being shirts out there, but I don't want to exclude, because usually there are positive

[8:59] messages and I kind of like that. I want some for myself. I mean with the border, I don't

[9:05] care about the outdoor house, I think that's the goal when they're out on recess and, you know,

[9:12] it's bright and protected stuff. And the field trips, I hope. I mean, that trips as long as it's

[9:23] I think they would use the...

[9:26] Well, that's a big question.

[9:28] The short is on a filter, but none understands.

[9:31] Because I would want the teachers to stand out on a filter separate than the rest of the public.

[9:36] But I know what they can hold on to.

[9:40] But if they go to my coals, is that...

[9:42] Well, even...

[9:44] Well, I'm just saying...

[9:46] I know they go to holes and why not they go to...

[9:54] But the nature center, the difference on that is they're usually for like an hour.

[9:59] So what they change into shorts and then change that, I mean, I can see when they do

[10:05] the all-day trips, they're maybe like looking like nobody's supervising, they're doing

[10:19] Director Dean might have some perspective from the elementary side of it. That was an elementary thing and I don't know

[10:25] Sorry, I'm putting you on the spot. I'm just asking

[10:38] Happen, okay

[10:41] Difficult to find the time to change in an out of course

[10:46] As an elementary teacher because you've got no time

[10:56] But I think that we have some confusion here.

[10:58] Will the decades be over?

[11:01] Not really.

[11:03] And we can't do it like that.

[11:04] Like I mean.

[11:04] That there were some days that we're hoping it might feel bad.

[11:08] When it horizon to kids, to these games.

[11:12] And it was 90-something, it's very awesome.

[11:16] It's an interesting course.

[11:17] It can be fun

[11:26] to talk.

[11:26] Like I find with it, if you need to put some language in,

[11:30] like not to disrupt pretending to leave the school,

[11:37] but I think it's, I think we're in joy.

[11:42] Especially if it's just getting hotter outside

[11:46] every year, so I have to adapt to it.

[11:50] I do know a principal's law has talked to me this,

[11:52] when she's had a couple of her teachers come to her

[11:55] just on a different thing,

[11:56] and they're like, what about nice call shorts?

[12:10] I think whatever line we draw, we have to just stay with that, you know, we can't say

[12:17] short to typical, short, we can't say, you know, we have to just stick with whatever line

[12:23] we do.

[12:27] So what I'm hearing, let me just see if I'm hearing right, maybe strike A, we'll just take

[12:32] out like they have to be or the problem with a for me, I wouldn't mind it but

[12:41] saying other local shirts but where does the line draw you know like there's

[12:46] going to be so many little shirts that some are 100% appropriate there's

[12:52] going to be a small percentage that isn't and those are going to be ones that are

[12:56] going to be hard to say no to you.

[13:00] Have we seen that?

[13:03] Was that been with, because right now,

[13:08] are they wearing these shirts right now?

[13:11] Yes.

[13:12] Some are.

[13:13] And is there any questionable ones that have come up?

[13:18] Well, you just have to wear my concert.

[13:22] Exactly.

[13:22] I'm wearing my...

[13:25] Mm-hmm.

[13:26] How do you say anything?

[13:28] Okay, and not okay.

[13:29] That line is very slippery to me.

[13:32] That's what I was going to say.

[13:33] I've seen the concert T-shirts.

[13:36] Even right here in the street.

[13:38] You know, with some weird local things going on there.

[13:42] I'm forced to wear them.

[13:48] That would be...

[13:49] You know, but yet...

[13:51] Can we immense that to include educationally themed shirts?

[13:57] I don't know because I thought the people that wore interesting shirts.

[14:03] So that's why I would stand or behind that.

[14:06] But I get exactly what Elizabeth said.

[14:09] A lot of cute, you know, fashionable things out there.

[14:13] I don't know, take a talk shop right now.

[14:15] What?

[14:16] You said they're all over the place.

[14:17] Take a talk shop right now.

[14:18] I don't have a card of discatement, I don't know.

[14:25] I like the, I like that there may be an occasional thing,

[14:28] some like a science teacher might work very out of table.

[14:32] Yeah.

[14:32] I mean, there's a call up for you, like you're looking for it.

[14:39] Can you interpret that to me, not?

[14:41] Well, I'm sure somebody will try.

[14:44] You know, this can help place, but.

[14:46] So maybe you can add a section that like t-shirts with positive or education messages are acceptable or something like that.

[15:00] Sure, it may be positive to me. Yeah,

[15:04] I'm thinking of a lot of the, I don't know, but I once that could be controversial, where one group within that is perfectly fine and very appropriate. And another group would say that's, you know,

[15:21] and that's where I think the challenge comes.

[15:25] Is that real?

[15:32] Here's a question to teach her all is important. Their job is hard.

[15:40] So I'm trying to

[15:41] quantify how big of a deal this is.

[15:45] If we leave it as written, is that going to be heavy on them?

[15:52] Is it?

[15:54] I don't know how to ask or how.

[15:57] That question could be answered.

[15:59] But do you know what I'm saying?

[16:01] I understand what you're saying.

[16:03] And I think I agree with what you're saying.

[16:06] So I think if we, so if we leave it

[16:11] like this that we need to be very explicit that all those other shirts are not okay, because

[16:18] if we're going to hold to this policy and then we have people that are coming in with

[16:22] other, you know, even with the kindness or those kinds of things, it's a T-shirt, it's

[16:28] not a Murray logo. I can see that being challenging for the principal, because the principals are

[16:32] the ones that are going to enforce this. So, see I don't want to restrict those things,

[16:36] So that's where I'm at.

[16:38] But I just think that we have to have a policy that's

[16:42] enforceable.

[16:43] Yeah, I know.

[16:44] And I think I don't know how many more outside of the

[16:49] party will go without being a little on the judgment side.

[16:54] You know, I'm not going to say that one's not OK.

[16:57] I don't want them to have to make the judgment call.

[17:00] If we say, or educational teams, shirts, is that too broad, because like,

[17:13] I don't know

[17:14] that you can say that wearing a slime shirt is an educational shirt, you know what I mean?

[17:26] And then this policy to be became, I'm sorry, provide principles of the ability to say

[17:36] okay as a school or celebrating by, so I'm sensitive like getting sometimes the concept

[17:43] of spirit day could that be extended into a greater sort of breadth for principles to say

[17:48] like you're going to think you know I'm just thinking of the types of things that I know.

[17:53] I think that could very well be, that's a one day, so.

[17:57] Yeah.

[17:58] That way, we're doing kindness today.

[18:02] Right.

[18:03] That's a great way to think about it.

[18:06] The board wants to maintain A, but also wants to create some ability to add some of those other sorts of things, like,

[18:13] all right, what's the one?

[18:19] 100 days rule.

[18:20] 100 days rule.

[18:20] Yeah, you know what I mean because I mean from a secondary spirit they always, I just think of like, I think a lot of, I just think the team is right.

[18:29] I know spirit is different than the elementary.

[18:31] And they have the theme days in the dress of day, and yes.

[18:36] Yeah, maybe that's a way to think about it and use that to manage those other types of teachers.

[18:43] You know, it could be like that, maybe they do have a where you're periodic table of teaching.

[18:52] Or where something associated with school or something home to it.

[19:00] So are we saying that they could know where the university of Utah is?

[19:04] That does that is, unless it's a spirit day.

[19:08] But they also can't want to be like you, so it's good.

[19:10] I know, but I do remember I went out and I had school with a kid and that was his entire work.

[19:17] Well, the teachers, anybody you know,

[19:21] so.

[19:22] Well, they can wear a month's fair days, but they don't need to.

[19:25] Thank you, those college students all the time.

[19:31] Do you want me to make any changes to A before we bring it?

[19:35] It's going to come for a first reading next week, so we still have some time.

[19:41] It is much as we have some time.

[19:43] I want to think about it.

[19:45] You know, let's do the first three scenes where it goes.

[19:48] I'm okay to be in a A, but maybe we ask the principals that if it does get heavy, then we would be willing to read it a bit.

[19:58] And if they have some language idea, because the principals have to enforce it, if they have an idea of some language,

[20:06] because we're not unanimous on leave A as is if there's some language that would work.

[20:15] They give a little more flexibility.

[20:18] I will put that in my admin-married memo tomorrow and say we've discussed this.

[20:25] The board is meatable to looking at the hats for outdoor recess.

[20:28] That's very understandable.

[20:31] But how would you like, do you have any ideas of how to write that

[20:35] to encapsulate what they had said with some of those other shirts.

[20:38] Okay, so we're not pinning them in a spot where they have to make adjustments.

[20:41] I think that's a good idea.

[20:43] You could add college.

[20:47] As I'm saying, there could be some other things that are a little more open than that.

[20:58] Do you want me to put college in university and now or just wait and let us do the first 3D?

[21:03] I'm not sure yet because it's a slimmer slope and I don't know.

[21:06] So it might be easy to say college university but then they might say well what about other

[21:14] entities and we have a process to say yeah or no or we just say we're never going to go

[21:20] there because we just create that so we slow it yeah well let me let me do a few things

[21:28] on it then and we'll bring it for the first reading and then we may have some strong opinions

[21:33] from employees and you might hear those and then we'll go from there so this this shouldn't

[21:39] be too much of a shock because we started this last year and we actually announced this

[21:44] like we did say no shorts and we did and then we put a pause on the policy because we

[21:49] felt like, especially for our ESPs, some of them, we wanted to make sure they were able

[21:55] to get the entire fit for those types of things so but we'll continue moving forward with

[22:01] I mean with our principals are talking about this at the compliance day on August 11th.

[22:08] So our teachers will have a chance to see what's being considered as well.

[22:13] This is specific to just t-shirts and please.

[22:16] Yes.

[22:17] So A, they can wear polos with a college in New York.

[22:22] Yeah, this is just t-shirts, goodies and sweatshirts.

[22:25] Yeah, but I don't think it's your work t-shirts.

[22:27] These are clothes.

[22:28] These are t-shirts.

[22:29] Yeah.

[22:30] T-shirts by New York.

[22:31] I'll take the problem for this.

[22:32] Yeah, so they could, I mean, your shirt would make it.

[22:38] would make it.

[22:42] Anything else you want to talk about with on that? Everything else is the same hasn't been changed.

[22:51] Where could we land on in a short time? I don't

[23:00] know if it's a half day or longer.

[23:18] Well, I'm going back to the days of the dress code policy when I was just a parent on that committee and it was shoes appropriate for the days activities.

[23:28] Is there a way to have that to say, um, but something like that where, like, that translate

[23:40] over to, I don't know how you would say, or may wear clothing appropriate for the, for

[23:49] any special activities.

[23:50] at the school day because I agree I don't well I think that Mr. Roberts may

[24:01] wear his three-piece suit to the zoo I don't know. Mr. Kauffman would

[24:07] definitely wear his tie and white shirt to the zoo. But he might wear shorts

[24:12] what it's is dying, not..I think go is never gonna haunt

[24:28] I can't remember what it was.

[24:31] So perhaps I can also ask principal since this was an ask that they ask, do you have

[24:36] language that you think would be appropriate for that?

[24:39] And if it's a full day field trip, I don't have a problem with that, but a half day or hour, how do you want them to

[24:52] be in the whole day and then Jane or how do you want them to do that as a person?

[25:02] Let me ask them for some feedback on those two and see if we get anything.

[25:06] Okay. If that's the way you can message us and we'll maybe add a bit on the group on the thing for the next meeting.

[25:18] Okay. Anything else on that one?

[25:22] Okay. Let's see. The next one is PS401, which is attendance. And this is an update.

[25:30] It's being updated because there is a new part of state code that allows a secondary teacher. So in grade seven through 12

[25:39] this how they define that to include up to 10% of a student's grade based on attendance.

[25:48] And so we did update the disclosure policy in the June meeting that's been done, that

[25:55] they have to just close that in their disclosure, but we needed to update it in here as well,

[26:01] so that attendance can be used for the grade.

[26:05] So this is our attendance policy, but we also, I felt like needed to have in here, that attendance can be counted towards your grade.

[26:12] So I just copied exactly what is in the code for courses in grade 7 through 12.

[26:18] A teacher may face up to 10% of the student's final grade on the student's attendance.

[26:24] Whether the student's absence is excused or not excused, and that comes straight from code.

[26:29] So, and that just puts that as part of our attendance policy as well.

[26:34] The choice, that is up to the teacher.

[26:38] No, it is up to the teacher, so they're not required.

[26:41] They're not required.

[26:43] So, and I think, I don't know, I haven't heard how many are going to exercise that or

[26:48] not.

[26:49] I think there's probably a handful of teachers that may, but yes, that is up to the teacher's

[26:54] discretion.

[26:55] That is not anything we get to say, no, you can't or yes, you can't, I mean, we just say,

[27:00] you may do this.

[27:01] So, that's the only update on this part of the public.

[27:06] So that is something we're asking them to update in code for the 27 legislative session because it does say in code in grade 7 through 12.

[27:15] We would like them to say in secondary school so that it doesn't encapsulate that because that was something that was brought up after this was passed.

[27:23] because many, many schools are six through 12 and secondaries.

[27:27] So I know that that is something they're looking to do

[27:30] and refine in the 27 session to stick with that up.

[27:36] Kids are correct, wait.

[27:38] We would struggle plaster.

[27:41] All right, and then we needed to update policy PS403,

[27:45] which is student enrollment eligibility

[27:47] and registration requirements.

[27:50] This is also due to legislation that was passed.

[27:54] And so where this is updated is right here, and we have already talked about this with

[28:00] our principals director Dean did a great job of that, that says encode a school may not

[28:07] enroll a student unless the student record from the previous school is received, or the

[28:13] school administrator or designee reviews the date and gateway, I should probably capitalize

[28:18] that because that is an actual program on capitalized the DNG data gateway for any safe school

[28:23] violation, reintegration, or threat assessment.

[28:27] So this is now in state code that before we enroll someone, we have to either receive

[28:32] the records and just so you know, new state law says that we have to transfer records

[28:38] within five days, used to be 30 days.

[28:40] So it's going to be our secretaries, our registrars are going to be really busy and we'll see if

[28:46] all the other schools get that done.

[28:49] and we have to receive it from the other school.

[28:52] They can't bring in copies.

[28:54] We have to get the file from,

[28:55] it has to be transferred from the school.

[28:58] Or we can check the data gateway.

[28:59] So currently the data gateway,

[29:01] Darren and I have been checking,

[29:02] I just checked before we came in this meeting,

[29:04] does not have the safe school reintegration

[29:09] or threat assessments listed in there yet.

[29:12] So I think they're working on that through the Utrecht's process

[29:15] that will pull from our databases

[29:16] is when we entered that into our aspire system,

[29:19] but we're just waiting for that to happen.

[29:21] But our principles are very aware.

[29:23] We just feel like there's probably

[29:25] a tangent to all the questions.

[29:27] Is that a big issue?

[29:30] I don't know if it's a big issue.

[29:32] I think what they're trying, I think,

[29:35] what maybe the the genesis of the law was,

[29:38] is for individuals who have had a safe school

[29:40] or a threat assessment moving to a new school

[29:44] and hoping that nobody knows about that.

[29:46] but sometimes those problems follow that.

[29:48] What we see more often, those of us who've been secondary

[29:52] administrators probably versus Scott and I,

[29:55] we see kids who are on a safe school violation

[29:58] and they're suspended for six months.

[30:00] They try to re-enroll in a different school.

[30:05] Our secondary administrators are pretty good at calling and saying, hey, tell me about this kid, because a lot of times parents are just looking for a place for them to be schooled. But if we have always honored a safe school violation from another district. So if they are out for 60 days because they had a safe school in Jordan district, we would not allow them to enroll in Murray School District until they have fulfilled that safe school violation.

[30:25] But just because they have those definitions on your record doesn't mean that you don't

[30:29] know what it just means we need it.

[30:30] We have to review it.

[30:31] Correct.

[30:32] We have to review it.

[30:33] And then there can be a conversation with the administration.

[30:36] I have the question.

[30:38] What happens when kids who transfer from out of state with these things that have different

[30:43] laws?

[30:44] How does that work?

[30:46] That is a great question.

[30:48] I think we're going to just have to work the best we can with that one.

[30:51] Or even internationally.

[30:53] Yeah.

[30:55] That's a great question.

[30:57] When I first read this, I was thinking of that same thing

[31:00] that if a parent's just looking for somewhere

[31:03] for their typical, if it's like a full family move

[31:06] and they're moved within boundaries.

[31:12] So we still have to check it, but if they're legitimately ours

[31:15] and they're not out on a safe school violation, but if they

[31:19] are, we'd still honor it.

[31:21] Oh, we've had that before.

[31:22] They've moved in and we're like, no, we're

[31:23] to honor the safe school violation. I've done that before as an administrator because it says

[31:28] we can't enroll them as a student so they're just not on record anywhere and tell that they need

[31:37] to finish up their safe school violation in the previous district okay where they've received it

[31:42] okay and then once that's taken care of then we enroll them here okay interesting are we as charter

[31:50] charter schools and part of this process too, so they.

[31:53] Charter schools are considered public schools

[31:55] and they get public funding, so they absolutely

[31:58] should be in the same.

[31:59] But are they, by the tenets of, yes.

[32:04] They are to follow all board rule and state code

[32:07] just like a LEAs.

[32:10] Are they in the data gauges?

[32:12] Yes, their systems are supposed to connect

[32:16] with you Trex, is where it is.

[32:18] So the Utrecht system is a system that pulls from all the different whatever their SIS system is and puts it into the one central spot.

[32:27] I can't answer more beyond that.

[32:29] I can't ask you thoughts, but...

[32:33] So that is the only one in this one that was updated.

[32:36] And again, that'll come for our first reading.

[32:39] Next week.

[32:42] And then PS443, we have this in a couple of places, so we have to update this one as well.

[32:48] This is the inter-district,

[32:52] scroll down, inter-district non-resident,

[32:54] and for an exchange student.

[32:55] And so we have this in a couple of places right here.

[32:59] Oh no, this is different, sorry, this is different.

[33:01] So there has been an update to Utah Code 53G6404

[33:07] on when we can deny enrollment for a student

[33:11] who wants to permit in.

[33:13] So this is not our students who are legitimately

[33:15] who live within our boundaries.

[33:18] These are permit students.

[33:19] So the first three were the only ones that were in code originally.

[33:24] This has been added, and this is kind of part of all that school safety legislation that they've been trying to make sure.

[33:30] So we can deny a permit if the student has committed a serious infraction of the law or school policies, including policies of the district where they were.

[33:40] And all of this should be able to be found in the data gateway too, so this is another reason we need to check.

[33:45] The student has been guilty of chronic misbehavior, which would, if it were to continue after the student was admitted,

[33:52] in danger of persons or property, caused serious disruption to the school, or placed unreasonable burdens on the school staff,

[33:58] or if the student has had any safety incidents or safe school violations.

[34:05] So that has been updated in code.

[34:07] It doesn't mean that we will revoke it.

[34:10] It just means these are reasons we can't, because there's a lot of reasons why we can't deny a moment,

[34:15] but they have added these in based on all of the safety

[34:19] legislation.

[34:21] These follow our special and students.

[34:31] Do they get any of these kind of, do they get,

[34:35] when you say that, I guess maybe you know,

[34:37] do special and students sometimes get,

[34:40] school, they do, they do.

[34:42] Now there are provisions and protections in place

[34:44] for our students with individual education plans where there has to be

[34:48] manifestation determinations and some of those those things as well.

[34:51] I can think of I can.

[34:52] No, that's okay. Yeah so yes but we do we do have students who are on IEPs who do

[34:59] have you know they have some fractions of the law or they've in danger of

[35:03] persons or properties so yes and like I say there are provisions that are

[35:07] built in for those students there's some additional things that have to be

[35:10] done but they definitely can have these same things.

[35:15] any questions on that?

[35:21] Okay? All right, which brings us to the facility planning? Okay, so in our June meeting

[35:32] we get this put up here. In our June meeting we looked at the original like kind of the first blush

[35:39] that Murray City did for us. So this was the map that we looked at. And if you recall there were a couple

[35:48] comments that the board made that wanted to look at. So the first one was right over here in

[35:58] this this is a grant section and then I'll bring up the new one that Murray City's done for us.

[36:03] This is the grant section. The board asked it to make the boundary I-15. And so we in the new map,

[36:12] we've moved all of these kids in this section into the long view boundaries and I'll show you that.

[36:17] So that was one of the comments.

[36:18] This right here was kind of having the bifurcation between long view and grant the I-15.

[36:27] Rather than, what is this?

[36:30] The Gulf of the Midwest.

[36:32] 300 West.

[36:33] This right here?

[36:34] The Gulf of the Midwest.

[36:35] This is 59th right there.

[36:37] I can probably say that.

[36:39] Is that one line?

[36:41] That one line is 300 West.

[36:43] Yeah, it was 300 West.

[36:44] So what you had asked was, let's make I-15.

[36:47] I'm assuming it's not going to happen.

[36:49] I'm sure a lot, but there are a couple of little pockets

[36:52] of neighborhoods.

[36:53] And yes, so that will move into the long view boundaries.

[36:59] That's a long view.

[37:00] That's what, anyway, we'll look at the new map in a minute.

[37:04] We had this, sorry, need to look at this.

[37:09] Let me zoom back out.

[37:10] Another feedback that you all gave was on this map currently the parkside, this is parkside elementary right here where the green orange dot is and they were taking everything south of 59 or 53rd and moving it to McMillan.

[37:32] But we talked about that these kids are literally across the street from parkside.

[37:36] And so keeping the parkside boundaries, the, you know what, the fly, the fly, it's everywhere.

[37:47] Keeping that, not, not adjusting that.

[37:50] And then similarly, the McMillan boundary, sorry, this is parkside, the McMillan,

[37:58] it was going to take, McMillan boundary was going to extend,

[38:04] Let me just see here really quick.

[38:08] Oh, taking this, move this section right here

[38:13] into Longview, but McMillan is literally

[38:16] across the street right here.

[38:18] So keeping this with McMillan.

[38:21] So just those minor adjustments.

[38:24] So with that, here's what,

[38:26] and I've got your big maps over here.

[38:28] So Murray City, hot off the press today,

[38:31] got those printed for me.

[38:33] So, and you've all seen this,

[38:34] I sent it to you until we got, this is kind of how that lays out.

[38:40] And I'll give the commentary because we, if you recall, have to make the motions next

[38:46] board meeting for the boundary alignments.

[38:48] We typically don't have to do it until 90 days before the end of the year, but I think we

[38:51] just want it for the sake of all of our public.

[38:54] Get them announced and do all of it in December when we do the voting on the closure as well.

[39:00] So I don't know why this is kind of the rule.

[39:03] No, this is the right one.

[39:06] So here's how that looks then.

[39:08] So we've taken that section, if you recall, over here, all of this was all going to go

[39:14] to grant.

[39:15] It's now all in Longview.

[39:18] We've kept this little portion that was, it's just this section right here, just this section

[39:23] that was going to be moved into Liberty, we've kept that with McMillan.

[39:28] And then it was the 53rd bifurcation, this section right here that was going to be put into Parkside, we kept it, or was going to be put into McMillan, we kept it with Parkside.

[39:42] So what that means is the boundary changes for elementary are students living west of I-15 along the Winchester Street, so that is over here.

[39:56] Anyway,

[40:02] it's over here, okay, that we're being in the long view boundary will go to grant

[40:06] elementary.

[40:07] So this is that section, it's that blood section, essentially, going up Winchester Street.

[40:12] These guys that were being bussed to long view, because that's grant was full, when that

[40:17] was done, will now be in the grant boundaries.

[40:21] Long view, we'll have a change, we'll have an addition to their boundaries.

[40:26] So students living east of I-15 to state street, okay, so that's this whole area right

[40:35] here, and between 59th South, which is here, and the southern border will now attend

[40:43] Longview.

[40:44] So this section was all liberty, we'll now go to Longview, so they'll pick those guys up.

[40:50] The other section of Liberty for students living east of I-15 in state street between 53rd

[40:58] and 59, who were in Liberty, will go to McMillan.

[41:03] So that's this section.

[41:04] So this was the Liberty right here, corridor that I'm kind of doing.

[41:11] The Parkside students living north of 4,500 south between brick oven way and the northern

[41:20] in eastern boundaries, so that's the section right here that was attending

[41:23] Parkside that we had moved to Liberty, they will go back to Parkside. So that

[41:29] section, so that's the elementary. So, Holize, and if you might have no change.

[41:35] Horizon has no change, if you might have no change, correct. Just I just want to make

[41:39] sure that those boundaries that were a kind of dips in for both of those schools

[41:45] that are across the street, that's how it is right now, right? So there would be no

[41:48] Which schools are you talking about?

[41:51] I'm excited.

[41:52] Yes.

[41:54] Yes.

[41:54] That's how it is right now.

[41:55] Okay.

[41:56] That's how it is right now.

[41:57] There's no changes there.

[41:58] Every challenge I see with the long view.

[42:01] Well, so those people that long view went that way before, right?

[42:10] What was the long view before?

[42:11] This is the long view before with the addition of all of this.

[42:16] It ended at State Street.

[42:17] So they're not really losing any east, they're gaining the west, they're gaining this whole section right here that was going delivery.

[42:28] So those streets, if I remember correctly, they don't have a direct access into the rest of the neighborhood.

[42:36] that they have some streets that can go on 50, 700's out in the third west, and so the

[42:43] only answer is, the answer is closer to McMillan, and that's why they're always chosen

[42:48] to go there, because they don't have interest.

[42:51] They don't have interest.

[42:54] I'm curious to know how many students are in that particular section.

[42:59] Which are you talking this section right here?

[43:01] Yes.

[43:02] Okay.

[43:03] We can put back into the norm versus what we can capture with the additional portion of

[43:11] by IKTM's kind of gears.

[43:13] I can do that analysis.

[43:15] We can do that.

[43:16] I can have, it may take just a couple of days, but I can work with Jeanne.

[43:21] She can help me with that on that one.

[43:23] So let me just make myself a note.

[43:25] Number, end, end.

[43:27] Okay.

[43:27] Yep.

[43:28] I can do that and maybe get that data for you.

[43:30] And this is tricky because we had our, I

[43:36] don't even know what to call them, our guiding

[43:38] principles were to the end.

[43:42] We had several and one of them was to write size of the schools, but then we also have

[43:47] the human factor.

[43:49] And yeah, that one right there is a little bit tricky because my guess would be that those

[43:56] families right in that pink part would probably want to stay and especially if they're separate

[44:05] from that.

[44:06] I feel like the ill part.

[44:09] The last disruption advocates the better and so keeping them in their current boundaries

[44:14] which was also one of our guiding principles.

[44:18] Exactly.

[44:19] All of the pieces going to the right and that's an issue when you get a person because we took

[44:25] that group moved to delivery. Now we're moving it back.

[44:28] Yeah, absolutely.

[44:30] And I've already received a few phone calls that say,

[44:32] no, is this for real?

[44:33] Is this for more than five minutes, you know?

[44:37] And I say, yeah, you know, we made what we thought was best

[44:40] at the time, and now we're trying to make it, you know.

[44:42] And we also knew that that was probably very temporary.

[44:45] Right. Well, we didn't convey that.

[44:47] Yeah.

[44:48] Anyway, just wanted you to know that attitudes out there.

[44:51] I would say that human factor is important because, again,

[44:54] And if you're living right along here, and you get moved into the long view boundary, but literally a...

[45:02] I think we have to consider that human factor as well.

[45:08] And they can, they can, so they can permit based on them or so, even if we say you have to go to the law, they're going to. Right, because we have to have that.

[45:20] And we weren't able to understand this.

[45:22] This mainly just moves the liver.

[45:26] It mainly moves, yes, absolutely.

[45:29] It's just moving liberty and then it's moving those

[45:31] bloodskits.

[45:32] There's a couple small exceptions,

[45:33] with the left and the bar.

[45:36] Yes.

[45:36] So it's just taking, we've basically taken liberty

[45:39] and we've moved half of them into the log view,

[45:42] half of them into the gnoi.

[45:44] And then the bloodskits, we've moved over into grant.

[45:49] and then just that we did up here with Parkside,

[45:53] we're just putting them back.

[45:56] So do you have the numbers?

[45:58] I sent those to you.

[46:00] Last, I'll get it.

[46:02] It's, they're pretty good.

[46:04] They're pretty even.

[46:05] So I'll send that to you.

[46:06] I don't have it.

[46:08] And again, who knows the numbers could all change

[46:11] because they were based on last year's numbers.

[46:15] And we're getting new enrollments.

[46:16] and so yeah they were on the sheet I'm sorry I don't have a cute up with this one in June or

[46:24] June or July when I sent it. Let me do the the element or the junior high and then for the board

[46:32] I've got these maps over here that we can look at. I didn't hang them on the wall I'm going to get

[46:37] them framed somehow so that they can be for next week so that they'll be up and people can see them

[46:42] right now they're so big and so heavy.

[46:44] When I tried to use painter's tape,

[46:46] they would not stay on the walls.

[46:48] And I want them to stay nice too,

[46:49] because this was an, I'm sure this was an expense

[46:52] for Murray City to print them in color in this bag,

[46:55] and it's got all of the streets on it for it,

[46:56] like we can look.

[46:58] So for the junior highs,

[47:00] which will be the middle schools in 27, 28,

[47:04] the change will be,

[47:08] so this is how it would look.

[47:10] So it cleans up that who goes where, depending on what elementary.

[47:16] So if you go to Grant, Viewmont, or Horizon, you're going to go to Riverview.

[47:22] If you go to Longview, McMillan, or Parkside, you're going to go to Hillcrest.

[47:30] And so the change is this section right here.

[47:33] So I15 has been the dividing line for the junior high school, which was weird.

[47:39] It wasn't that I'm not weird. I guess it's not weird. That's just how it was done at that time. This was the dividing line for junior high and

[47:47] So this section right here

[47:50] Was going to Hillcrest now. I'm going to be honest with you a lot of them permitted over to Riverview because all the rest of their friends

[47:57] From horizon we're going to Riverview

[48:00] That's just how it was more of an industrial

[48:03] It is there's song in there when you look at this map over here you can see their song, but

[48:09] So what that does is that just cleans it up.

[48:11] So you know, if you go to Horizon, do you want Grant,

[48:16] you're feeding into Riverview.

[48:18] If you go to Longview, McMillan, or Parkside,

[48:21] you're feeding into Hillcrest.

[48:23] And is it only that area because they're

[48:25] none over on the, because Liberty all went

[48:28] to Hillcrest as well?

[48:29] So it's no change along that other road.

[48:33] The only challenge is not challenges.

[48:35] The only things that we saw, and I'm

[48:36] going to say this from my perspective

[48:38] as one is the principal at Hillcrest.

[48:40] We would have to call every year to horizon

[48:42] and they'd have to ask every family that was in sixth grade.

[48:46] Are you, that was in this section right here?

[48:48] Are you going to go to Hillcrest or do an interdistrict permit

[48:51] to go over to Riverview?

[48:53] And then the other one was the Longview,

[48:55] the kiddos that lived in the bluffs

[48:57] who were boundary to go in junior high to Riverview,

[49:03] but they always been with their Longview peers

[49:05] and so a lot of what interdistricted into Hillcrest.

[49:09] And this doesn't, I mean any kid can interdistrict

[49:12] if we have space.

[49:13] But this just kind of cleans up that trajectory

[49:15] of where they go.

[49:17] I love that.

[49:18] And that helps with busing and stuff like that too,

[49:21] for the kids to spend even.

[49:22] It does. And speaking of busing,

[49:24] so Director Taggart has been working on that.

[49:28] And he is unable to be here tonight.

[49:30] He had a previous commitment.

[49:31] He's been taking some vacation days.

[49:33] but he's been working on the bus scene.

[49:36] We do know that the gloves was kind of one of those things.

[49:39] I actually did drive over there.

[49:41] There actually is a sidewalk that comes all the way down

[49:44] from 13th West.

[49:46] And then when you get to Winchester Estates,

[49:48] the sidewalk kind of goes into the parking area

[49:52] of Winchester Estates.

[49:53] And then there's a sidewalk in Winchester Estates actually.

[49:57] It's not a, on Murray City property,

[49:59] I think it's on the Winchester Estates,

[50:01] but there's a sidewalk that goes all the way down to 7th West.

[50:05] So I thought that was interesting.

[50:07] So none of the blasts will be bust.

[50:09] No, they will.

[50:10] They will.

[50:10] There it is.

[50:11] So I'll get that information for you.

[50:14] Scott Taggart's got all of that.

[50:15] There's some play.

[50:17] Buster Grant, depending on where they live in the Bluffs.

[50:20] But we can also do one courtesy stop.

[50:22] So which means we're going to have to go all the way to Bluffs.

[50:29] You can go all the way to Bluffs.

[50:30] You can go all the way to Bluffs.

[50:32] We get a bigger vehicle. He's going to drive the districts suburban every day.

[50:38] One courtesy stop for the low district. One courtesy stop for route.

[50:43] And we can't do that over at the fireclaim because it's too many.

[50:48] Correct. Just one bus. Correct.

[50:51] And it fits. Yes. You can't add a bus. It can be on the existing route.

[50:54] you can't have.

[50:58] I don't know how they have changed this will be because like you said most

[51:03] of them aren't coming where they want to go anyway. I think. But I don't know maybe it will

[51:09] be a change. At least it will help some of the permit processing. But board members do you

[51:19] want to come over here and look at these maps for a minute? Like these are the same maps they're

[51:22] There's more and you're looking at all of these

[51:25] matches, but I think there's questions that you have.

[51:27] I don't know the district, the tech staff has any questions

[51:31] that you look at.

[51:34] So these are all of the stuff that I'm going to do.

[51:45] I am so excited about these right here.

[52:40] That's what we said to make this section is the granite section that is in Maurizio when you get the big map

[52:55] it is. And we'll just go on record saying that if granted would like us to take that into

[53:01] Murray City School District we would be more than happy to shore up our boundaries to match

[53:06] the Murray City boundaries with Murray City School District. And we can take over Woodstock

[53:16] Right in the back.

[53:18] Right in the back.

[53:19] Right in the back.

[53:25] No, but they're just rebuilding that.

[53:27] I can do it.

[53:28] We can do it.

[53:39] This is so cool, okay, so what happens if we have somebody say my house is right here and

[53:47] I want the land to go this way.

[53:49] That is something to work and consider I think, but I think that's what we're going to

[53:54] to do through those open meeting processes.

[53:56] The good news is, is that we aren't really moving

[53:59] the boundary.

[54:00] Now, what we're doing is taking the liberty,

[54:05] and we're putting them, like I said, really.

[54:07] We're taking half of liberty and putting them

[54:09] in the long view, half of liberty and putting them

[54:11] into McMillan, and then the blocks going over grant.

[54:15] As we do these town hall games, yeah.

[54:21] We're going to get input by our committee, which is what we want, but I'm also just

[54:28] going to use our way to create a template or structure where we can record those things

[54:33] so that when they're starting to talk about specific streams, we can see that versus

[54:43] oh yeah, I remember them talking about this on the stream when I came up with exactly where

[54:46] I went.

[54:47] So maybe we have something that a form like for any feedback that you have.

[54:52] Right.

[54:53] Or changes that you would suggest.

[54:57] Because I can't, yeah, I would be able to.

[54:58] I think we should.

[55:00] I would say maybe feedback.

[55:03] Feedback is changes.

[55:05] We won't be able to accommodate every change.

[55:08] And again, there's lots of data points that have gone into this.

[55:10] So I think feedback.

[55:11] Share with us your feedback on what we see.

[55:13] And then if they say, well,

[55:14] Well, my street is right here and I would like the ballot.

[55:18] We're just going to know what exactly is referencing in the store.

[55:21] Right, I think absolutely.

[55:23] Well, I think that we would be working for as well as in the law.

[55:27] Right.

[55:28] If our note paper, if we had a way to take notes when they talk,

[55:31] because some people were really talking and writing down.

[55:35] We had some type of a form we could fill out.

[55:38] I have some ideas of how we can read the structure though,

[55:41] so we can get that good feedback.

[55:42] I think we'll want to talk about that in our August studies or yeah, and our we're going to have another study session in August.

[55:49] I think it's on the 27th, kind of talked about how we want those set up.

[55:54] And I think it also gives us a record of okay, how many conversations we may have had, and what kind of how much in the way of feedback.

[56:01] Right.

[56:03] Yes.

[56:03] That a lot of feedback or we got a lot of feedback from this issue.

[56:07] And Principal Echimura, Echimura, which Principal Mondragon got married over the summer, so she is now

[56:13] Principal Echimura. You're not going to do that, that kid.

[56:17] It's okay, it's great. So Principal Echimura has requested that I give her one of these maps to have

[56:23] the changes are all with Liberty families for the most part. So she can talk to families as they are

[56:29] coming in to and say, look at this, make sure you look at this, see where you know are you going to be going to

[56:36] McMillan, are you going to be going to Longview?

[56:40] I am going to reach out to the, at the Murray Police,

[56:45] who is over crossing guards.

[56:47] I'm going to start that conversation

[56:48] because we are going to need a crossing guard

[56:50] on State Street for those kiddos who are going

[56:54] to be going to Liberty, or to be from Liberty

[56:57] to Longview, which is McMillan.

[57:01] I wish we could do that.

[57:02] The problem is, is State Street is owned by you dot,

[57:04] So that would have to be you don't do we met oh, but we can we can connect with them

[57:09] There are granite has those down on state street. So we'll start with we'll get that

[57:15] I think we're gonna want to be very clear on where the crossing spot is

[57:20] Probably 59 I'm thinking would be 59 is probably okay

[57:27] There's like the banks right there and 7 11. It's a lot of people use that spot for crossing state street

[57:33] It is quite, and if we have crossing guard, I mean, we have to have crossing guard.

[57:37] I know, it's still so scary to me to send a little kid to cross state street, even with

[57:42] a crossing guard.

[57:44] I mean, I had to deal with them with Westwood, just super scary to you, you know, and just,

[57:49] I think it's been our challenge.

[57:52] In our next coordinating council, I'd like this to be a topic of discussion with them.

[57:57] If you're okay, if I put that on the agenda, just so we talk about it, the city council

[58:01] was well seen. Here's what we're looking at. Here's where we, you know, we are going to need

[58:08] a way for these students who are on the west side of State Street to cross over to get to the

[58:13] McMillan and Longview because they are not bust, so it's not far enough. I don't know how to pass

[58:18] along.

[58:21] They, they, they couldn't so.

[58:25] So, do you guys feel like we're in a spot where we can make the

[58:30] preliminary the proposed motions again that has to happen we've put that on

[58:34] that that would be next week and these would be 1 2 3 4 5 6 actually it's only

[58:41] five motions because we will be moving some integrand we will be moving

[58:46] some in the long view we'll be a summit to McMillan and moving the Liberty

[58:50] to Parksideback and then this the junior high middle school one.

[59:05] I feel like it's pretty clean. I do think we're working on the right sizing but we're also

[59:15] minimizing disruptions as well for kids and families, which was one of the guiding

[59:22] principles. Well, we're not moving much. I mean, Longview's losing a little team

[59:27] chuck, but they weren't having a big chart. It's not like they were going there

[59:33] before. Yeah, they're not losing anything. They're actually gaining. Yeah. So

[59:36] they're not losing anything. Longview is not losing anything. Millen is not losing

[59:40] anything. They're gaining. Both of those schools are gaining. Well, they are losing

[59:44] the plus. They're, Longview's losing the plus, but they're gaining that half of

[59:49] the caliber data. A lot of the plus per limited grant anyway, though. I mean not all of it, but they're really big and there's a big amount of data.

[1:00:00] So, yes, I'm sorry, it was not that is correct. So that is they are losing that part, but they are gaining from 59th to the 7th order of Murray. This is a pretty big chunk. Yes, kids. This whole section right here is what they're gaining.

[1:00:20] Okay, we're good with that. Okay, I won't get these somehow. I might build some frames for it. I've got some ideas for some wood. Anyway, and so we can have them displayed next week.

[1:00:35] I'm going to see if we can put them on this wall.

[1:00:39] They're very big.

[1:00:40] You have a new instruction bag.

[1:00:42] I do have a new instructor saying,

[1:00:44] but you'll fill me something for this.

[1:00:46] But again, and I just want to...

[1:00:48] I think hanging them on that wall is a little bit good.

[1:00:51] Yes.

[1:00:52] I just want to make sure they're sturdy and structured

[1:00:54] because again, you want to keep these nice

[1:00:55] because this was a huge, huge.

[1:00:59] Now, the challenge is, I will put this updated map out on the website

[1:01:04] tonight. Like this is what's being considered. This level of detail, you cannot do online.

[1:01:11] It's that you can't see it. We tried that. Brook did a great job. We were playing with it.

[1:01:16] You could see nothing. So I think that we'll encourage people in the communication that I send out to come to those open houses.

[1:01:23] We'll have the one at Liberty that we have to have because that's the school that's being considered for closure.

[1:01:28] And then the two others that they can come and look at these maps. It's just, yeah, it's just a number.

[1:01:32] What's up?

[1:01:33] Yes, they are.

[1:01:35] We have one on our website.

[1:01:38] Do we have any data told when they put in their address and it tells them what they're

[1:01:42] about?

[1:01:44] Well, we have that currently.

[1:01:46] We have the finder for that.

[1:01:50] So I don't know if we let me ask Jeannie if there's a way to do another one where they could

[1:01:55] do that.

[1:01:56] We have the rebels.

[1:01:58] Yeah.

[1:01:58] I can ask you if there's a way to do that.

[1:02:02] I want you to, if Doug could make a video

[1:02:05] or something because if you just kind of followed

[1:02:07] with it on a video, this nice big map

[1:02:10] with that just to remove the barrier

[1:02:15] of having them have to come and look

[1:02:17] if they could just, I don't know what that,

[1:02:21] if they would be able to, they'd be able to tell.

[1:02:26] Because you can't get a map to look clear

[1:02:27] but this is pretty clear. So if you do the kind of, kind of talk to and watch through the streets and the boundaries that they can see where their house is, they're close to the lane.

[1:02:40] Make it. We'll have Doug bring his drone in and hold it over it.

[1:02:46] Which actually if you look at these maps, they actually have the new construction and everything that's going on.

[1:02:50] Like they, Murray City, up, did a huge update for us on these to make sure that they were as updated with the topographical as possible.

[1:02:59] I could help too if it makes more sense for me to just with my cell phone.

[1:03:06] Let me let me look and see I think the best would be if InfoFinder that's what it's called could do that.

[1:03:13] Yeah, for sure.

[1:03:14] Because then they could just plug in their address and it would show them.

[1:03:17] And if we could actually have the bus routes also on there it would show them from there in the busing zone and what the route would be.

[1:03:24] I think that's actually a great idea.

[1:03:27] So let me see if that's a possibility.

[1:03:29] I don't know if we can clone what we have,

[1:03:30] if you can run two of those.

[1:03:32] Even if there's a cost, I think that might be worth it

[1:03:35] to have another company running.

[1:03:37] Just so our families have a tool that they can use.

[1:03:39] I think that's a good idea.

[1:03:42] Okay.

[1:03:43] Okay, I think.

[1:03:44] All right, and then with that, I would like to ask

[1:03:47] that we go into closed session to discuss personnel

[1:03:51] and legal, and I will ask if director Dean will stay

[1:03:55] and the system superintendent, Lee Hong, you will stay.

[1:03:59] Hi.

[1:04:00] Yes?

[1:04:01] Yes.

[1:04:02] Yes.

[1:04:03] I'm a yes.

[1:04:04] Yes.

[1:04:04] I'm a yes.

[1:04:06] I'm a yes.

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