[0:00] Okay. North Star Academy's Board Meeting held April 6th, 2026, is called to order at, oh, held

[0:09] at North Star Academy in BLEFdale, is called to order at 4.32 p.m., those are in attendance

[0:15] are me, Sydney Warnick. Tom Archer, Director. Diocidal Assistant Director. Camila Figger,

[0:22] Board Member. Jordan Shields, Board Member. Kathy Hirst. Bob Bell, Board Member. Bart Sloan,

[0:28] board member.

[0:31] Okay. Welcome everybody. Let's get started with our public comment.

[0:40] Yep. Yep.

[0:46] Okay. Just first off my name is Eric Cooper. I know several of you personally my wife works

[0:53] here as well. So before I say anything I just want to say thank you to all of you. I really appreciate

[0:58] everything you do. Having my kids here has been a blessing. It's been an answer to

[1:04] hers. So please just know that. I hope that my comments today don't affect your

[1:09] relationship with my wife at all. She loves everyone.

[1:15] That being said, I have

[1:16] significant concerns regarding a recent assembly back in like March, which a

[1:21] self-described LGBT artist and activist was invited to perform a 2D entire

[1:26] school without notice being given to parents. This content available online is riddled with

[1:33] sexual undertones, cross-dressing, nudity, and pretty much everything you'd expect in

[1:38] this day and age. My personal views aside about that community, I have deep concern and

[1:44] anger at the clear lack of judgment leading up to and after the event.

[1:49] Leading up to the event seems either one or two scenarios are true. One, the artist background

[1:54] was not properly vetted prior to the assembly for two.

[1:58] His background was vetted and deemed worthy of putting

[2:01] on display in front of kindergarten through 9th grade

[2:03] age students who, without no disappearance,

[2:06] all scenarios were unacceptable in my opinion.

[2:09] After the assembly was over, no attempt

[2:11] was, at least to my knowledge, was made

[2:14] to inform parents regarding the individual that performed

[2:16] his message, content of his show, or why he was invited.

[2:20] Nothing.

[2:20] I find this just as infuriating as a decision

[2:22] to allow him to perform.

[2:23] In my opinion, the school and the admin should communicate out to parents who this person

[2:29] is, and who their children are exposed to, in full regarding his social media accounts

[2:35] and other online, online footprint that may be available, and the reason the school felt

[2:40] the content of the show would be appropriate and worthy of the children's time and attention.

[2:44] Parents should have this info so they can decide anyone if there's anything that they need

[2:49] to address at home with their kids.

[2:50] I fear that in the name of tolerance and inclusivity, we are rapidly sacrificing and compromising

[2:55] our principles and morals in sacrificing our children's innocent, childless, to things

[3:00] that are worthy of that sacrifice.

[3:03] I realize certain people view my stance or may view my stance as bigoted or close-minded,

[3:08] irrespectfully, and wholeheartedly disagree and say to each of you that our children's

[3:13] are the best, that we can give them, and we need to make sure that's what we're offering

[3:17] them.

[3:18] Thank you.

[3:19] Okay. Thank you, Eric. I appreciate that. So just so you know, we won't respond now

[3:24] in a moment unless someone has any clarifying questions, we will respond in writing.

[3:30] Absolutely.

[3:31] Okay. Thank you. Appreciate that. All right. Do any of you have any questions at the moment?

[3:37] It'll take a little bit of time to hold them together, but no problem with reference.

[3:43] So I'm excited tomorrow.

[3:44] Yeah, it's only interesting.

[3:46] OK, thank you.

[3:48] All right, appreciate that.

[3:50] All right, so board training is next.

[3:55] We're not going to actually, I just

[3:57] were opening up the floor just for any comments or questions

[3:59] on the student conducting discipline policy

[4:02] or the SPED policy manual just in general.

[4:05] Having looked through those, do you guys have any specific questions?

[4:09] OK.

[4:10] So let's move on to our director's report.

[4:14] All right.

[4:15] Well, let's start with our incredible guests.

[4:20] Because we have so many amazing students.

[4:23] But I'm going to scroll down a little bit on the director's report to bring up the students who came today.

[4:27] Miss McKinnell, do you want to come on up and introduce these students that came?

[4:31] No, you don't.

[4:31] Just like, no, I just want to share them on.

[4:33] All right.

[4:34] Could I have you for come on up?

[4:35] Do we get out four of them to you're just the three?

[4:39] Just the three?

[4:40] Okay.

[4:40] Here's Wayne, come on out.

[4:41] Appreciate you.

[4:43] Do you see the bubble bottles too?

[4:44] They're over there.

[4:45] Okay.

[4:45] Oh, thank you, Bart.

[4:47] Thanks.

[4:48] All right.

[4:48] So, we had 10 students who went from the charter school fair,

[4:55] from North Star to the next one and got to advance.

[4:58] And of those 10, we had, thank you so much.

[5:01] Thank you so much.

[5:02] We had these three and another one,

[5:05] and who all received five.

[5:08] Well, six got special awards, right?

[5:10] Was it a, see I told you Monat, you should've said it.

[5:13] Because they also loved to be the science stem long names.

[5:16] But these guys did amazing.

[5:18] I want to talk specifically about the four in a second.

[5:20] Go ahead.

[5:20] So we did have five students on awards.

[5:25] Four of them earned additional awards.

[5:28] Very good.

[5:28] And the three that are here, I would like them to share.

[5:32] Yeah, I'm going to have them talk about their project.

[5:33] So these are three of the four, though, that not only were achieved a special award, but it went on to there's it's called a STEM award that they're asking for them to submit their projects now, and they're being considered for finalists because they're in the top 6% in the nation to go to DC.

[5:51] Like this is incredible.

[5:54] It's incredible the 10 that went it's made that the others got awards, but these four it was a new opportunity that I wasn't even aware of and so

[6:01] I would love to hear if you don't mind tell them the board that I just want to celebrate with you guys if you wouldn't mind just saying your name and what was the award you

[6:11] Tells about your project

[6:12] And who's going to win Nationals?

[6:15] No pressure.

[6:17] Am I going to start?

[6:19] Go ahead.

[6:19] Um, I'm Dean White.

[6:21] My project was on like,

[6:23] bacteria around the school,

[6:24] basically I have bacteria

[6:26] and skulls from around the school.

[6:27] That makes me nervous.

[6:29] Oh.

[6:30] We got another result.

[6:32] And I watched the growth of them

[6:34] and the ones that had the most

[6:36] were the boy-battery falset handle

[6:38] from the office film.

[6:42] Oh, you know what? That does not surprise me either, though.

[6:45] Exactly. This is type three. So as I'm going around,

[6:50] I'm meeting with the kids and I'm talking with them.

[6:52] And I'm so impressed with so many projects.

[6:54] Came back and I was like, oh, one second.

[6:55] So I went and got our building off person.

[6:57] Come here. We got to make sure you know that we got to

[6:59] spass us on them.

[7:00] Because kids are calling home sick.

[7:03] The calling home sick. Exactly.

[7:04] And then the bathrooms may or not.

[7:06] Yeah, you're turning on the faucet after you've done.

[7:08] Yeah, we need some signage in there.

[7:13] I'm curious how you got the idea to do that for what was the reason you decided to have

[7:19] that as interest.

[7:20] I like watching the growth of bacteria so I kind of wanted to do something with that and

[7:25] this told me something about the school that I know.

[7:30] Awesome.

[7:30] Thank you.

[7:31] Awesome.

[7:31] Thank you.

[7:32] My name is Anaea. My project was about how, like, about oil-leading bacteria and how a group of bacteria would

[7:41] they degrade more oil than just a single bacteria. My results were that the single type of bacteria degraded more oil over 30 days than the group of bacteria.

[7:53] Wow! That's awesome. That's awesome. That's awesome.

[8:00] Oh, I got a NASA Earth and Science Award and I won Grand Champ.

[8:06] Amazing! Congratulations!

[8:08] Nice to meet you.

[8:11] How about you? Go ahead and start yours.

[8:14] My name is Ethan Wu and for my project I did some testing on fencing shoes.

[8:20] Fencing is a sport where like it's a good shortplay sport

[8:24] and I compared a specialized fencing shoe with other

[8:28] other shoes and performed test to see if the specialized fencing shoe was

[8:33] actually better than other shoes. And

[8:36] based on my results it was. The

[8:41] material used to make it was very lightweight so you could easily move around in it

[8:45] and it has the right amount of the coefficient of fiction so it has

[8:49] not too few grip or not too much grip.

[8:58] And so do you feel like you'll be able to use the information you gained from your science

[9:02] experiment and your fencing?

[9:04] I'm crushing to some of the things that you've used to face so much.

[9:09] Awesome.

[9:13] All right.

[9:13] Well, I just think we talk about, I'm going to show you, we talk about students and I just love

[9:17] start in these meetings off with some of the kids that there's so many across the board

[9:21] talents and interests that kids are doing well but I mean this is like stuff that's like

[9:24] this is top top when you're at that high of a level and being invited to do these type

[9:29] of opportunities. One of the things they asked me said you know as a seventh grader you know

[9:32] you can next year it's an optional if you want to participate or would you want to do it

[9:35] and it was neat each was like yeah I kind of learned what I wanted to on this I'd like to do something

[9:39] different next time so I think that was kind of neat too to see but again. You guys cheer each other

[9:44] We're on to see if one of us can win nationals.

[9:48] Like are you guys looking at each other, the projects,

[9:50] and you can be back?

[9:53] Awesome.

[9:54] All right, well, their advisor, Ms. McKinnell,

[9:57] great job to you.

[9:57] We sure appreciate your help with that.

[9:59] We're fantastic.

[10:00] And we were talking, because we hadn't seen this award before.

[10:03] I was like, this isn't new.

[10:04] If I look at it, it looks very historic.

[10:05] Like it's been around.

[10:07] So we had didn't recall any of our students ever advancing.

[10:10] And this year four, it was pretty neat to see.

[10:12] So cream the crop right there. We get a picture of you guys with the board members. All right, and then we just have from we'll get have a little something for each of you. Okay.

[10:25] How did you mind taking that photo for us?

[10:29] Miss McKellin, do you want to join?

[10:32] I'm just trying to speak out. Yeah, we see you. Come on. You ended up talking anyway. So where does look?

[10:40] Come right right in the front. We'll come turn around right here. Yeah, come towards me.

[10:45] Yeah, stand right here back against the dust.

[10:49] Thank you. Try to cover me.

[10:51] Thank you. Thank you.

[10:53] All right. You can tuck it in there.

[11:00] All right. All right. All right.

[11:01] All right. I'll see you happen.

[11:04] All

[11:08] right. You guys, congratulations.

[11:10] All right, thanks guys, you're always welcome to stay, but it's their lawn and they're not always that fun

[11:15] So you're welcome to stay and know what that might be and they're always fun. What is she talking about?

[11:24] All right, that

[11:28] is so exciting

[11:30] Love it the 10 moving on, but I mean when this came in I got their certificates asking if they'd be interested in submitting to be considered for it

[11:38] I was like I had to go to miss a can of it

[11:39] I've not seen this before.

[11:41] Drought on it.

[11:42] Anyway, she's like, no, it was.

[11:44] And then grand champion that she'd mentioned.

[11:46] We have a young lady that wasn't here also was a top winning

[11:49] award.

[11:51] I wasn't sure there was two that were in a partial place

[11:53] in their division.

[11:53] So that's amazing.

[11:55] That's not a word.

[11:56] They should get to go.

[11:57] Because I know some of the ones that won that.

[11:58] And like the Jordan School district level got to go like,

[12:01] get to go back Easter with them or is that that one?

[12:03] I didn't get the information that that was the case

[12:06] because they didn't know.

[12:06] But if they gave it to, they may have there.

[12:08] but some of them got cash prizes too, like they do.

[12:11] So I was going to ask his NASA to get a prize

[12:14] or a school, a huge grant, so that we can improve our stamina.

[12:18] Yeah, wouldn't that mean that?

[12:19] Yeah, the school doesn't get anything.

[12:21] We pay, they're intrigued, but yeah.

[12:24] Yeah, that's cool.

[12:25] Anyway, it's right here.

[12:26] So someone will listen in.

[12:29] No, that's so proud of them.

[12:31] So that's amazing.

[12:32] Yes, so continuing though with celebrations,

[12:35] as we talked about, we had the Constitution,

[12:36] the winning group of Bluffdale City. Since we met last, that group that won at Bluffdale City took

[12:42] first at the Capitol. We had 28 teams and they were tough. They had to go into play for points at

[12:48] the end and go in our other team that got to, we got to take, ended up taking private of it in

[12:56] seventh place. The first six got awards and they had to, they went into a playoff with that team that

[13:02] it took six with the tide point.

[13:04] And then that went into another elimination one.

[13:06] So it was really by one question

[13:08] that they didn't place on those top, which was all.

[13:10] And this was application of the constitution.

[13:14] Like it was inspiring as an adult to be there

[13:17] to go, our future is in good hands.

[13:18] Like these kids are really knowing their step

[13:20] and able to talk in the sketch

[13:21] that which I was really proud of.

[13:23] And one of those in that is a fourth grader.

[13:26] It was one fourth grader, one fifth grader,

[13:28] and two sixth graders.

[13:29] We did not stack these teams.

[13:30] It was just as they came in and said hey, I would like to do it all study with you and I said all right

[13:34] I'll do it over ledge. Okay the first four you're on this team the next four. We really didn't I thought that was interesting, too

[13:40] All right, then

[13:43] Yeah, so then we had six of the so the seven graders. We just talked about them as we said there was the grand champion

[13:49] There was there was two first place and then there's other three that got special awards

[13:53] Jack also wasn't it was one that was enabled to make it tonight, but also back in March

[13:58] We have the annual showcase. I don't know if all of you got a chance to suck some of you

[14:02] But I came home. It was fun to see a lot of those those opportunities and see the kids is they were showing off their

[14:08] Projects

[14:09] I like it when they have the carnival version of it like in it's mostly in the gym because it's like crazy chaos

[14:15] But everyone's so engaged and looking at stuff. It's so fun to watch the kids be super into it

[14:20] I love that because I'm always over like try to you put so much planning into it for safety reasons, right?

[14:25] I mean it's because you got kindergarten and ninth graders and but it was a couple of things that were really neat

[14:30] Just this time because I have my my cluster was so little I really had to focus on them

[14:34] But I wanted to make sure I got around to see all the kids and this one of my kindergarten parents the mom

[14:40] Just sat down and just filmed because she was so amazed at watching him

[14:45] Mm-hmm present and talk to people and the girl and going here come here and talking about hydroponics

[14:51] you don't have to do it. And I'm just like I mean it was it was precious because it was

[14:56] and I mean it was almost like you're like it was been prompted but it was like

[15:00] And then somebody walked by, no, come here. Do you want to stay here? Look at this magnifying glass and look at the root and the plant cycle. And so it wasn't just academic language, but this gal was into it. I didn't say anything. And these were kindergarten first graders teaching about. It really, like it was like, oh, if everybody could see this moment. And anyway, I thought it was cute when the mom just sat down the gym, like, I was going to go around and look at everybody. But I cannot believe my little girl. I'm like, I think she's going to be a teacher.

[15:30] But it is chaotic, it can't be, this is the only way I love it, the energy is so high and it's so happy.

[15:36] It also wasn't too overstimulating because there's some kids constructed with that too.

[15:40] So there was, we tried to pull it out so that it was out literally on the black top.

[15:46] But they're just so excited.

[15:48] Everyone's so excited about everything, it's amazing.

[15:50] Yes, March 25th, kindergarten signing day.

[15:53] This was that we kind of switched off from kindergarten

[15:55] round up to find the kindergarteners,

[15:57] because we've already done that, typically.

[15:59] And we just, we switched to make it a little bit more

[16:01] of a fun event.

[16:02] We give them baggies with laugh a bit,

[16:04] large-sized pencils, scissors that are dual-shaped,

[16:06] so to begin playing and having fun,

[16:09] but working and developing fine motor skills,

[16:11] even between now and then.

[16:13] And when they start school in August,

[16:15] we did have a great turnout.

[16:16] We have a nice big banner that's been in SA logo

[16:19] go and balloons next to it, these large pencils with where the kid gets to try to write their

[16:23] name for their signing. Like, it's a big event. Like when you're going to call it, right?

[16:28] Or whatever, when you're, since we're a school of choice, they're choosing to come. And so

[16:32] you try to make it more fun for the kids. Great. And then we had a good meeting with the parents,

[16:37] so introducing kind of what North Star's all about. The next one there, April 9th, we had a record

[16:43] number of students in grades 4, 5, and 6 this year that wanted to sign up for a math competition

[16:48] and they would take place over spring break.

[16:51] Many of them attended a Saturday review session

[16:54] at a math tutoring company near the tours.

[17:02] They came and there was a connection with school.

[17:04] They were like, hey, we'd love to help the kids study

[17:05] for this.

[17:06] So they came and helped them with a couple of their last

[17:08] study sessions and they spent that Saturday.

[17:10] But again, a day on spring break.

[17:11] And so this is they.

[17:12] On the spring break, on a Saturday.

[17:14] Wow.

[17:15] So the Saturday was before spring break, they gave up.

[17:17] And then it was the Saturday of spring break, yes.

[17:21] Oh my gosh.

[17:22] I wondered what those shirts were about.

[17:24] So they voted on.

[17:25] They wanted their names to be Apple Pies.

[17:27] North Star Academy, Apple Pies.

[17:29] You could, I love that.

[17:29] And so they ended up having t-shirts made.

[17:32] They had seen the Constitution shirts.

[17:34] They're like, hey, we look like shirts.

[17:36] I'm sure.

[17:37] You want me to get through spring break?

[17:38] There's some of those t-shirts.

[17:39] We get it.

[17:39] We get a shirt.

[17:40] And you get the volume of lunches.

[17:42] You get a t-shirt.

[17:43] That's right.

[17:44] So thank you.

[17:44] A lot of fun is the main thing.

[17:45] A couple of pictures.

[17:46] You can see a lot of the students, not everybody's on spring break, but it is still a Saturday, so that is there.

[17:52] So a lot of celebrations, and again, it's constantly looking for those ways to provide opportunities for talents and interests, right?

[18:00] I mean, you don't have 27 kids show up for a math competition unless they're interested in math.

[18:05] I mean, some might have some real eager parents, but these kids that were having fun and laughing and enjoying themselves, which is neat.

[18:12] All right, then we'll kind of jump into the,

[18:17] oh, I think this just got a little out of order there,

[18:19] that APR determination that we'll come back to.

[18:22] Other one, we have our middle school,

[18:28] or I don't even think it got there

[18:29] because we just announced it yesterday morning.

[18:33] So every other year, we do it a little different

[18:36] for a teacher of the year at North Star,

[18:38] just like with fact, it's hard to know

[18:40] whatever teachers are doing, if I'm in special ad or if I'm in a niche group like first grade

[18:48] or the peer lab. So the teachers nominate each other and then they vote on those based

[18:53] on the nominations. And then there was a one year where they said, you know, it just

[18:56] feels like sometimes it's like the loud outspoken one. It's just that their job makes

[19:00] it so everybody knows about it. So we switched it so every other year, I don't know, three

[19:04] or four or five years ago, to where every other year admin then takes the last few years

[19:09] and then also adds in and comes up with those.

[19:12] So anyway, this one wasn't one of those years.

[19:14] And Wendy O'Neill was the one that was selected

[19:17] and a lot of applause and praise.

[19:19] I mean, just an outstanding teacher

[19:21] and so just to share a little bit.

[19:24] She's not only a education, what was said about her.

[19:27] Exceptional educator deeply committed

[19:29] to success of every student.

[19:30] She builds strong, trusting relationships

[19:32] consistently challenges each learner

[19:34] no matter where they come in starting out.

[19:36] Her dedication extends beyond the classroom.

[19:38] She's valued by her mentor as a mentor to the new teachers.

[19:42] She serves in that role.

[19:43] She generously shares time, expertise, and encouragement.

[19:47] She's widely respected, often sought after as a model educator.

[19:51] As a PLC team lead, she supports colleagues

[19:53] through data analysis, implementing best practices,

[19:56] and then joined the Technology Achievement

[19:58] to Action Co-Wort on how can you use AI

[20:00] for best practice within the classroom.

[20:03] So she's helping with that and the training with teachers.

[20:05] And then she's been here 13 of her 14 years of teaching,

[20:11] but before that was a teaching assistant,

[20:13] before that a PTO president when her own kids came through.

[20:15] So, anyway, outstanding examples.

[20:17] We're excited about that one.

[20:19] Just didn't get the photo in there.

[20:22] Next one that I wanted to just...

[20:24] I think it's a celebration too, which is part of the Director's report.

[20:28] One of the things we look at, you're there with middle school electives.

[20:31] Sorry, middle school electives.

[20:33] We know the students in middle school, that's one of the areas.

[20:35] right? What is do I have more opportunities if I leave to go to another school or if I as well as then in kindergarten, right?

[20:42] Those are our two big polls middle school. We were sort of constantly looking at this and obviously teachers need to be endorsed.

[20:48] They need to have an endorsement and be experienced in these areas. That is the list of that's, you know, we're always looking to expand that through different areas.

[20:55] So that's hard. That's a really nice variety of highly qualified teachers with endorsements of the eighth and ninth graders will get to choose for next year.

[21:05] And so you'll see some that are added from 3D printing and design to marine biology,

[21:12] oceanography, and engineering STEM.

[21:15] We're seeing more with the map and science.

[21:16] We see the students that are having that interest trying to provide those opportunities.

[21:20] We mentioned this a little bit last time to history through film, drawing athletic skills

[21:24] very popular.

[21:25] And then with some of that expansion, we'll be able to expand that facts, exploration

[21:30] with foods, nutrition, anyway, it's hard.

[21:32] I'm trying to do a variety.

[21:35] What would be about AP courses?

[21:38] I said, oh, you're going to have to talk to the administration.

[21:41] But I know that my daughter has said that there's a couple options

[21:46] in whatever way.

[21:47] Can you tell me if I need to?

[21:49] Yeah, no.

[21:50] Good question.

[21:51] In ninth grade, I don't know.

[21:53] I don't know.

[21:54] I don't know.

[21:55] I don't know.

[22:03] where it really blows, opens up, yes.

[22:05] So to make sure we had at least an offering of that

[22:07] to get a start on it, we do AP human geography.

[22:11] So for their geography class, they can choose AP

[22:13] or they can choose geography

[22:15] or they can choose geography honors.

[22:17] So we give three options there for it

[22:19] to give them that taste of that college course as a ninth grader.

[22:23] The other thing we have is the honors

[22:25] and the advanced math being the full year ahead.

[22:27] So one of the things we'll try to help support students with

[22:31] is you may be an outstanding great student and ninth grade you what you sign up for AP

[22:37] human geography you're at least a year ahead in math or summer two years ahead in math

[22:42] and then you want honors English and then there's the biology or earth systems kind of track

[22:48] for science neither is considered honors or biology but they'll either consider that the

[22:54] biology will force you to take higher level ones if you start there they'll put all of those

[22:58] on their schedule. That's for four or five of their blocks, right, because maths two of the eight,

[23:03] that then we're kind of like, this might be a little bit much for anybody. And so sometimes we're

[23:07] trying to pull kids back at that. It makes sense. My daughter is in all of those. Yes. Maggie

[23:14] cried her way through an energy shoot. And sometimes we cannot talk to a student out of it. I mean,

[23:18] that is their thing sometimes. So with the parent and the student. So it's one of the reasons why I don't

[23:24] I don't think it'd be very advantageous to look for any other AP one, and I can't

[23:28] know which one it is, is it the digital, there's an AP computer science.

[23:32] That's the computer science one, that's an environment of science one.

[23:35] Yeah.

[23:35] Which we're not even, that'd be another science, like, which we'd have our time in the numbers.

[23:39] But that's why we don't really need to do probably more, because we're already-

[23:43] Mostly because you can't.

[23:44] It's only ninth grade.

[23:46] You can't really do it in eight, so it's, yeah, so ninth grade, but again, you want students

[23:49] to still be a kid and enjoy the social aspect and stuff, and so at the beginning

[23:54] of that ninth grade year, you're trying to talk them into that, or not talk them into

[23:58] that.

[23:58] You're trying to go, which, what is your career path, what do you really want to do?

[24:01] And that's part of what she does, she, many are a counselor in the PCC yards of eighth

[24:05] grade.

[24:06] There's, if you're not wanting to go into that industry, maybe that's not the one.

[24:10] But if you really want to try this college course, which is what APU and geography is, maybe

[24:15] don't do these others so much.

[24:17] But yeah.

[24:18] Does that answer your question?

[24:19] The teacher here does a really good job, I feel like, of giving them a taste of what

[24:23] it's like two. She doesn't come too much, but she does. Yeah. Oh yeah. Yeah. I think

[24:28] I think it's really it. It's just a lot of work, which is also good. A lot of

[24:33] reading and that's like leather every night. I knew there was a reason there was only

[24:37] a couple. I just didn't know that it was because of the night. Yeah. That's where

[24:43] the credits start, right? I mean, you've got seventh and eighth. You're still in that

[24:47] middle school band credits for high school or ninth or 12. So that's where it

[24:50] It becomes advantageous sometimes if you can handle it to take that a more advanced course

[24:55] route.

[24:56] I would end up causing a lot more parent involvement trying to help them, trying to help them.

[25:05] Like I don't know, is that when you raise experience, like you have to get involved where maybe

[25:10] you wouldn't have to do that.

[25:12] I mean, not from like an academic standpoint, I would say, but like a stress management.

[25:17] Right.

[25:18] That's absolutely.

[25:18] What I do think it's good preparation, it's good to kind of, you know,

[25:23] We'll talk about the record. Yeah. I got plenty.

[25:29] Thanks. Thank you. Yeah. No, it's good. Good questions there. All right.

[25:34] So going into personnel, our special Ed Middle School teacher will be leaving us this year,

[25:39] as she's returning back to Florida. She was only going to be here the year.

[25:42] Well, the first time really initially to mentor, then came on to mentor for another year

[25:46] and then came on the last two years actually as our

[25:50] student teacher but she'll be leaving and so we actually have an in-house move that will be happening in that area

[25:55] and which opens up some SEM stuff so looking at some positions there tonight we'll be talking a little bit about possibly a new staff member based on

[26:03] another couple of house bill and some other stuff but we'll talk about that when we get to a little bit later.

[26:08] As far as our enrollment right now we're at capacity and plus one because of when you draw that last one

[26:16] you're just not going to do that so we have convenient for them. It's hard enough on families,

[26:25] twins on my own. We can't do that. So we have, we had, I probably, I can switch over to

[26:30] chat, but we're 531 registered for next year. In those classes, we have six that have accepted

[26:35] that just needed to finish the office paperwork for you by birth certificate, but not. So that's

[26:41] including kinders. Sorry. What school did they

[26:45] have the students that are twins? They're just

[26:47] gathered. Oh, I don't know. Sorry. I couldn't. I know. It's been a while because we've been

[26:52] full for a while. Yeah, it's going to say it's. I don't remember. I think it actually was kindergarten,

[26:58] though. That I'm saying that. I'm thinking that it was actually kindergarten. So yeah, so it wouldn't

[27:01] be coming from if it would be a preschool. Yeah. So again, of those six that have accepted and not

[27:07] completed register registration, only two are kindergartners because we just see kindergarten

[27:11] in sighting day, so the majority to care that.

[27:14] We have a ninth grader and eighth grader

[27:15] and a fourth grader that are, that fourth grader's a sibling.

[27:18] It's more waiting to get in,

[27:19] and they just needed to bring by a form.

[27:23] So yeah, so we're really, we're doing,

[27:25] where we need to be.

[27:27] Middle school, SM, so our school wide and rich model,

[27:30] what does the compacting and some things look like?

[27:32] A lot of to just share a little bit

[27:33] of those other developments and who's choosing to compact.

[27:36] Sometimes students say, no, I don't really want to,

[27:38] I want to stay in there, I like this,

[27:39] I do know the material, but I want to stay in here.

[27:41] students have that opportunity as well. So you see the middle school compacting

[27:45] opportunities there from a variety of different things, from career exploration,

[27:51] music theory to ecosystems, and then also into talent development. So then

[27:59] continuing on that elementary term three, you see a good little variety, fifth,

[28:03] sixth, a lot of kindergartners compacted out this time, which is exciting.

[28:06] They were writing a script and working on a little puppet show as kindergartners.

[28:10] Yeah, and then some art and math making a board game in their third grade advanced math students

[28:15] So those students are already a full year ahead in math, but also we're really doing in this particular unit

[28:20] But maybe not so much the entire book and course to go to the next grade level, but that unit they really knew and so they've been making a board game

[28:30] Oh, and a machine. That's fun. Anyway, next one. I think as you scroll down, field trips type

[28:40] one opportunities, right, or a big part of SCM, they do cost. We do invest there, want to make sure

[28:46] students have an opportunity to learn and have fun learning and understand that it can be engaging.

[28:51] And so you can see a wide variety. This is just type one field trips to give you an idea of this

[28:56] year, what some of the different things that students have been doing. Some of those are grade level ones,

[29:00] where the entire kindergarten class went to Oklahoma Zoo and then you'll see

[29:03] others where the cluster filled trips. I probably if I went back one more month

[29:08] into November, for example, we went there was the broadcasting group went to

[29:12] one of the news channels and watched them actually put on the new segment segment

[29:17] and so anyway some great opportunities there and a good variety. I think there's

[29:21] also going to this is the place. The 29th yes that is the right. Yes thank you

[29:28] Yes, we just we just corrected that in the office yesterday, but I didn't it's already been submitted

[29:34] As the third grade teacher went, hey, that's actually us and so

[29:38] Office managed yes, we got it. Thanks. Thank you. Thank you guys

[29:41] All right, continuing on so another neat opportunity are we are middle school teachers embraced

[29:49] Some there was there's an opportunity that came out from the state where you could work as a

[29:55] collaborative effort

[29:56] through integrating your language arts, your language arts.

[30:00] February media standards and your art. And they asked us, are any secondary programs and schools that would be interested in this? And they sent it out to ours. And our library, librarian, our art, middle school art teacher. And two of the language arts teachers are like, yeah, we'd love to do that. Like let's go sit this about. So when they got there, they also found out they were each then given $1,000 to spend on their projects. So they got $4,000, which we always love that, right? And what they needed to do is come up with a call.

[30:29] collaborative, and you want to worry about coding this one?

[30:36] Because you buy it straight through USB.

[30:39] Rarely do we get to do that, but anyway.

[30:40] So they wanted to, they had to come up with a collaborative

[30:44] effort, and they could spend this $1,000, so seventh grade

[30:47] language arts teachers said, hey, I think it would be cool to do

[30:50] watershed down. Pictures are really, are interesting that we

[30:53] may have some interest for students.

[30:55] Bring that graphic novel into seventh grade, and then

[30:58] and the seventh grade art foundations teacher

[31:00] and the librarian would be working on their own issues

[31:02] as well with a similar theme.

[31:05] And then they already read Romeo and Juliet

[31:07] in eighth grade as a play, obviously Shakespeare's hard.

[31:11] And so she, the language arts teacher said,

[31:13] you know, a graphic novel with Romeo and Juliet

[31:16] might be a really strong scaffold

[31:19] that would interest people not excited about reading that.

[31:22] So if I had a graphic novel that I could do,

[31:25] obviously you have to have visual literacy

[31:26] the art piece, right? But that's side-by-side. So she came up with one that, as well as a book

[31:33] that's completely wordless, and I actually meant to bring these examples, because this one's

[31:37] the picture I'd never read this book. It's called The Arrival. Oh, I shouldn't say red. It's all

[31:42] it's wordless, but I never visually looked at this book. But the pictures are amazing. And it's all

[31:49] about, it would go with the Frederick Douglass poem that they read, with history, and people

[31:56] people coming over to Ellis Island and coming over to the nation, so they, so we quickly

[32:00] put together curriculum committees to read these over-spring break, wonderful parent staff.

[32:05] We had great number of people that reached out to us, it's hard, we'd do it.

[32:08] And definitely wanted to.

[32:10] So supplementing curriculum, and then, and in getting that done, that happened on Monday.

[32:15] And here's the reasons why I were excited to add those as options to supplement the curriculum

[32:20] that's in those grades.

[32:22] Alright, the next one goes to Comfortute and just kind of walks through what the expenses

[32:28] would look like this year as we go take staff out there and obviously, we're watching

[32:33] gas prices and airlines and whatnot, so I want to get a number tonight to prove for that

[32:38] so we can book those, I don't foresee them going down in the future, so filling that,

[32:45] all right?

[32:46] The only thing that I did, I proved over, because it wasn't necessarily a celebration.

[32:49] I mean, I guess it could be, but it's our APR determination letter.

[32:52] It's a completely different attachment in the board documentation, but this is the kind

[32:57] of evaluation the state does on your program improvement plan regarding special education

[33:02] students.

[33:03] There's very specific things they look for, participation rates in opt-outs, where they're

[33:10] trying to make sure you're not encouraging students with disabilities opt-out, for example,

[33:14] of tests.

[33:15] What's the percentage?

[33:16] What are you increasing?

[33:17] anything. Anyway, we did really well on those. Um, again, some of them are not applicable.

[33:22] I don't see. I looked through that and I thought, I don't, where's the, like, I didn't know where the result was.

[33:27] Like, okay, I don't know. I don't get it. It's very standard. Whether you're a K three school or you're a secondary school, right?

[33:35] That's why. And I don't, and why do they pick certain numbers? I, I, and it changed the format again this year. So as far as what do we see?

[33:43] Yeah, I need you to tell me where the answer is. Students often with students with special needs learning disabilities

[33:52] Sometimes don't pass the state test sure which if they were it might be a little bit harder to pass the state test

[34:00] If they didn't have the lift they have a learning disability, so but they want to make sure that you're not just saying well

[34:05] He or she has an ip so they're never going to pass it don't put the effort in so they still want to see the growth

[34:10] That's really what this is looking at, both metrics, but passing that

[34:14] proficiency, not always. And as Bob started said, you know, sometimes for

[34:18] different reasons, they might opt out. And if they opt out, those opt-outs, as

[34:23] you'll see, they want that to, we were at 3.3%, which is incredible, you know, and

[34:28] then 0%, but the goal is 11. If we were at 13%, we would have a finding kind of a

[34:34] thing on that to need them, which is very interesting because in this state, you

[34:38] can tell me I need to improve it, but I support parents'

[34:44] choice. We need to support that. So how would I? How would you do that?

[34:48] And ethically, right? So it's an interesting one. There's, but the

[34:50] rest of the metrics, I would say more, I shouldn't say that. I guess

[34:54] they're all valid. But it feels like they're doing some tests to

[34:59] make sure that you're not just putting people in IEPs to avoid tests

[35:03] like state. Yes, or right. And also so we're not saying,

[35:07] And hey, we want our scores to look good so that would be an ethical practice, or discriminating.

[35:16] Yes, exactly.

[35:18] Right, thank you.

[35:19] I think we hit each of them.

[35:22] We're going to go to the fund financial review, Ms. Capping.

[35:26] I don't know if I can be nearly as fast as the tunnel is.

[35:31] Did everybody, but again, stuck the financial review in there, so you could read it, and amazingly, it didn't change very much from last time.

[35:43] As you can tell, it's like things that were about at the beginning of the year that are still more expensive.

[35:51] I mean, it's like they're only one-time purchases, and so then they'll just be there until...

[35:55] Budget will catch up with the leader here.

[35:58] Yeah, yeah, budget will be there at the end.

[36:00] And then, that's my financial statements.

[36:05] But overall, everything is really good.

[36:08] And we've tried to just keep as much in the PTAF as possible.

[36:15] And there's no other hidden surprises.

[36:19] The biggest problem is, okay, the biggest joy is

[36:22] we get to start budgeting soon.

[36:23] Oh, you budget come on, can't you budget like this year just started and we're doing budgets, but I know it's gone by fast

[36:34] Well, there is a federal grant for this year that just became available for us to even get that we would for all year, right?

[36:41] I mean, it is interesting when everyone's a little behind.

[36:44] You guys don't have because you're so amazing for the CSI stuff, that one just dropped for this year.

[36:51] and I'm like, we're trying the foundations in right now.

[36:55] And I do.

[36:55] But you hate to be able to, let's be able to,

[36:57] Ironic care when it's a school,

[36:59] if a school's in turn around,

[37:00] I'm pretty sure they could really use that funding

[37:03] before the last quarter.

[37:05] I actually know how much it is.

[37:06] And to be able to have a step by the time it expires.

[37:10] So it is kind of a solution.

[37:12] I'm with you.

[37:13] I agree.

[37:14] You have to be placed.

[37:15] I think I don't know them, luckily.

[37:17] but we, you've done a really good job. I think in the finance meeting we've just tried

[37:24] to cover everything and make sure we know where we stand and we'll start budgeting

[37:27] soon since you guys have your board meeting in early this year. So budgets have to be

[37:36] noticed two weeks before the board meeting, but no later than May 31st. And so we will,

[37:46] And that's just noticing to the board what potential budget will be and it isn't even the final we can change the budget up until it's approved until it is approved

[37:53] You can change any numbers in there. So

[37:56] We will we will be working on that in your future and

[38:00] I don't know did you guys have any any questions the only thing I don't like about the financial review like just the summary is I don't get to ask

[38:11] questions are saying, hey, who knows?

[38:14] We'll have Bob ask a question or answer it.

[38:17] I have a quick question.

[38:19] See, there you go.

[38:20] So there's a number of costs, particularly I'm looking at the

[38:24] school expansion costs which we're going to need to document later in

[38:27] the agenda.

[38:31] Our budget right now doesn't include that, but some of that

[38:46] We were actually talking about that in our finance meeting and not only were we talking

[38:50] about when the costs were going to be covered, we were talking about our bond covenants

[38:54] going to still be met.

[38:55] What will our days cash on hand look like if we spend that, what will we have any issues.

[39:02] And so one of the problems, one of the things I appreciate you bringing that up because one

[39:06] One of the things we were talking about that I was asking would it be a possibility is

[39:11] a quick electronic meeting near the end of June to just to approve the budgets or

[39:17] re-approving as we already have because we won't know how many costs.

[39:20] We won't know when the contracts can start and how much work because we would really like

[39:23] to as much as possible do as much expense in this year so that we can kind of have it divided

[39:30] between years.

[39:31] Some expense this year and then if it started in June anything before June 30 gets to come

[39:36] in this year, anything after that in July has to go in the next budget and it's so nice

[39:42] to be able to offset both years with some of the expense. But we won't know that until

[39:46] we get really close to the end of June. So, within a really early board meeting and with

[39:51] possible construction and not knowing how much will fall into the budget, then we might

[39:56] need an additional five minute. Here's the new budget and we approve it.

[40:01] Yeah. And I think we might need other ones as well. I think, you know, construction doesn't

[40:05] always follow our timeline. So I think you might need to be prepared for a couple random

[40:10] five-minute electronic meetings just to when things come up just to be prepared emotionally

[40:16] for that. But you know, it shouldn't take a long time, right? It should just be quick stuff that

[40:21] falls between our board meetings. So I think it really depends on the permits. When the permits

[40:27] get approved, that's what's going to be indicated. Like we're one who will start as soon as school gets

[40:32] out, but if the permits not approved to late, that's why we can't win.

[40:35] It has to made how much of this will go into this year.

[40:38] Hopefully as much as possible.

[40:40] Like we want as much as we can.

[40:43] Oh, it's cross something.

[40:45] Yeah.

[40:46] If we end up proceeding with an expansion, that we would need to amend a budget before the

[40:53] fiscal year ends in order to cover and cost up at the curve.

[40:58] Yeah.

[40:59] Well, and I think yeah, absolutely I think that's good to set up and I think you know, just being prepared for the things

[41:05] We can't control in the meantime

[41:10] All right, yes, I mean you just never know it's gonna be fun to see how how things fall out

[41:19] All right, any other

[41:22] Questions

[41:23] Oh come on Kathy needs one more over there ladies

[41:30] There will be more there will be more financial discussion coming up because it's just kind of what it's all about today, so

[41:37] Okay, no other financial review questions

[41:41] Okay, let's move on to our consent. Oh, I can't read this hold on. Let's move on to our consent items

[41:47] Would someone like to make a motion?

[41:49] I move to approve the March

[41:52] 2026

[41:53] Jordan meeting minutes.

[41:54] Oh, Jordan was fastest.

[41:56] Oh, and Kami.

[41:58] Okay.

[41:58] It's sturdy.

[42:00] Okay.

[42:02] Jordan moved and Kami seconded to approve the March 5th, 2026 Board Meeting.

[42:08] Board meeting minutes.

[42:10] All in favor?

[42:12] Aye.

[42:13] Any opposed?

[42:14] Okay.

[42:15] Voting was unanimous.

[42:16] Let's move on to our business and discussion items.

[42:19] Okay, Carnegie, math curriculum invoice.

[42:24] That's pretty straightforward.

[42:26] Now, this is the one-way approval.

[42:28] A year ago we're adding from 7th grade now in that 8th grade.

[42:31] We want to make sure we can get the supplies here in time.

[42:35] And since we go through that mountain stakes depository,

[42:37] it might be nice to order this now as opposed to waiting to the July 1.

[42:40] So, fair enough.

[42:41] Okay. That's in there early.

[42:43] Okay.

[42:46] Are you worried for this year?

[42:50] This one would be as far as coding, good question.

[42:54] Price will be the same whether it comes out of this year's budget or next year's budget.

[42:57] Once we get this, we can process the PO and then we'll see what mountain stakes, how long it's going to take.

[43:01] If we need to place this now, so it's here in time, we'll just go to that order.

[43:05] It'll hit this year.

[43:07] Depending on when we get it and when it arrives here.

[43:11] If we order now and it arrives, that means it'll come in July, then we'll go ahead and place it now but it'll hit next year and we'll watch that.

[43:21] I don't know how many schools are adding Carnegie if that makes sense, I don't know.

[43:26] Do we need to go above that amount?

[43:28] Do I?

[43:29] Approval-wise?

[43:30] I would do 20,000.

[43:32] How much can I often help and there's an issue?

[43:35] Yeah.

[43:35] Okay.

[43:36] For the most part, though, with them, if our numbers change, we just switch it from a this

[43:40] grade to this grade kind of a book because we're already full and our numbers stay consistent,

[43:43] but I would recommend at least doing 20,000.

[43:46] Okay. So, anyone have any questions? Comments? Concerns.

[43:51] Sorry, you might be how that's working. I know what you're talking about.

[43:54] You're leveling them in a little at a time, right? And so, that's why there's another invoice.

[43:59] Sorry. Right? Yes.

[44:01] So, more groups are... Adding eighth grade next year.

[44:04] Seventh grade current, we have Carnegie. Next year, we have eighth grade, on grade level, eighth graded fans.

[44:09] Okay. There is a little bit of talk. Should we just go ahead and do next grade then?

[44:12] But, it would be another teacher that would be learning two grades at the same time.

[44:15] So we're the plan though is the rollout. So this is for 7th and 8th to have it next year, okay?

[44:21] Did I don't remember does Carnegie have any like consumables?

[44:25] Well, there's so there's an invoice every year no matter why

[44:29] I can remember they don't not doing just tech. Yeah, okay gotcha

[44:35] Okay, would someone like to make a motion?

[44:43] Okay, I'm just going to keep score really quick.

[44:47] Okay, moved by Bob and seconded by Bart to approve the Carnegie Math Curriculum invoice,

[44:54] not to exceed $20,000.

[44:56] All in favor.

[44:57] Hi.

[44:58] Any opposed?

[44:59] Okay, voting with...

[45:00] unanimous. I'm just marking down on two. Okay. Okay, the I'd Bailey statement of work, which

[45:06] used to be called something else. What do you know? Okay, that was on the tip of my tongue.

[45:13] So, we called the engagement letter. This is the very first year. In fact, this is for the

[45:18] last 30 years that I've been working in the CPA. It's always been the engagement letter when

[45:25] I was in school it was. It's the statement of work and there's actually two different forms

[45:29] Because one of them is the master agreement, which is only signed once, period.

[45:34] And I think you may be signed at the end of last year, if not, you will be signed in

[45:38] the beginning of this year.

[45:39] Great.

[45:40] But then the statement of work is basically the engagement letter.

[45:44] It looks like it did before.

[45:47] And so I was kind of comparing the prices as we saw it to last year's.

[45:52] It looks like the price went up about $650 for the audit.

[45:56] And by the way, your 990s are just barely getting done.

[46:01] Thank you, Sid, for signing the eFile form.

[46:04] And I will be sending that out to the board soon.

[46:09] Just for review, it doesn't matter.

[46:11] It comes right off the audit.

[46:12] So it's not questionable or voted on.

[46:14] It's just here for your purposes.

[46:18] And so, anyway, if you can approve this so that they will be able

[46:24] to do your audit again this year, and then we engage them to do the 990. Last year

[46:31] this had the 990 wearing in it, this year they have to send a separate SW for the 990.

[46:39] And single audit is listed in here again. You guys will not need a single audit because

[46:44] they actually bumped that threshold of you don't need one unless you spent over a million

[46:50] $1 million, and it's spent to not receive, but it's spent $1 million in federal expenses.

[46:56] And so, say something, you know, that's because it was last year and so that this probably

[47:04] didn't get updated.

[47:05] So the summary needs to say $1 million because it's now $1 million, not $7.50.

[47:13] Anyway, you guys never even made $750, even with COVID funds, and so you will not need a single

[47:22] So how would we, how would you like us to approve this?

[47:27] I would.

[47:27] No, I know.

[47:28] But like within a mound or as listed as.

[47:32] I would just say as presented because it's we've got this in the document.

[47:36] And this is just a summary.

[47:37] This isn't an individual.

[47:39] Um, just that you would, you would prove to engage I'd Bailey with the, what's it called?

[47:50] I'll give it a shot and you're ready.

[47:55] Okay.

[47:56] All right.

[47:58] Go ahead.

[47:59] I move to approve the I Bailey Statement of Work as presented in the left hand.

[48:04] Authorize Tana to execute it on behalf of the school.

[48:08] Okay.

[48:09] Okay, moved by Bob and seconded by Kami to approve the I'd Bailey Statement of Work as

[48:17] presented and to authorize Tana to sign for the school. All in favor. Hi. Any opposed?

[48:26] Okay, voting was unanimous. Is what did we miss something? Oh, okay, got it.

[48:33] You did awesome.

[48:33] You did a great job.

[48:35] Yep.

[48:35] That was excellent.

[48:37] Okay.

[48:37] Work expansion costs.

[48:42] You worked really well.

[48:44] Okay.

[48:44] That's a good name.

[48:45] That's a good name.

[48:48] You're out.

[48:50] Okay.

[48:52] All right.

[48:53] So, has anyone had a chance to look at the statement, the estimate that we have going on

[48:58] right now?

[48:59] Are we cool with that?

[49:00] Any questions on that?

[49:01] It's a little higher than we initially looked at in January,

[49:06] but that's because we've made some changes and adjusted things.

[49:10] Does it give you everything that you want and need?

[49:19] A lot of questions.

[49:20] Well, so I think we'll answer to your question is yes.

[49:24] Everything that we ask for, this is including, this is that.

[49:27] Yes. One of the things we have a little bit of issue with,

[49:30] that may cost, that would change these costs,

[49:32] or we have to reduce these costs, it doesn't include,

[49:35] like we've got to have a spot for these for two classes to start the year depending on

[49:38] when this building is finished. That's actually not built in. The other one that it wasn't

[49:42] quite sure and I forgot for us to follow up on that one was the is this the construction

[49:48] the moving of the playground. Do you see that one on that? I don't know what any of the things

[49:53] mean to them. So that's what the problem is, right? So that's why when you ask the questions like

[49:58] is that all encompassing though we just got this back from them but they'd be in this week

[50:02] and those are the questions. We did have to get another bid on if we were to do

[50:06] some about rooms. We really don't want to spend portable. You're looking at

[50:10] $100,000. Even if we don't have it for more than a few months, it's like a

[50:17] yearly contract. And it's getting it here and it's setting it up. That's what

[50:22] so the bid that we got is $80,000. We're not increasing enrollment and we have

[50:30] that many students here today. Why would we do anything different during

[50:36] construction? Then we are doing like we've made it work for how many years?

[50:44] Well that's a good point but some of them but there's an interior remodel.

[50:48] My point is occupancy isn't going to change. We may be able to set up like

[50:53] something on the stage. We're brainstorming. That's why that was my

[50:57] Your question on that one is like, is everything we want?

[51:00] Right now, we may have, for example, the two rooms that would be converted to the family

[51:07] consumer science and the art, those two are housing 50 students.

[51:12] Where do those 50 kids go during the construction?

[51:17] And so we began brainstorming as we looked at that bill and went, oh, I don't want to waste

[51:21] that.

[51:22] I just felt like it was that wasteful.

[51:23] That's that's that's a lot of money to bring in a room to put these two classes in, but so what could we do?

[51:30] Could we and again, we're not in a final session. So we take everything out of this room, and this becomes a classroom

[51:37] depending on this timeline and we move this

[51:42] Room 102 that room that houses very small groups the small groups go into different spots

[51:48] So the class goes into that room and this room. So when you said does it include everything

[51:52] I want I'm like I'm having a hard time spending that but I was

[51:56] That's why there's no expectation that it's going to go like smooth as glass

[52:01] No, I never do, right? Yeah, but no

[52:04] But at the same time if that timeline's all year. Let's say that let's say that construction goes till January

[52:09] That would be a long time to be in a temporary right. Yeah, or if someone's like if something but if it was like a week

[52:17] Tom, drop the curtain and I'll have it in the half of the gym.

[52:20] That's a big difference on the timeline.

[52:22] So that's the one expense you're not seeing on this one, but you do see the other attachment.

[52:30] That's the thought.

[52:31] But we're still problem solving, we want to come up with a different solution, but I don't

[52:37] want to get students to have half a year with less than adequate.

[52:42] And I think the environment.

[52:44] Yeah.

[52:44] So I think.

[52:45] And the playground I saw.

[52:46] Oh, yes.

[52:51] Yeah, I don't know what all falls under those different heading so you know, that's where I'm at but I think for me

[52:59] I think we're spending this much money. I think doing portables if we need to do I think we can do it

[53:05] But what I rather put the money somewhere more fun. Yes, I think we can do that. I think I'd rather do that

[53:11] So we're figuring it out. Yeah

[53:15] So that amount's not on that one or so.

[53:17] You also have to put the poor one on the black top.

[53:19] So I think that is a recess issue as well.

[53:22] And I think that takes away a lot of where the kids are

[53:25] hanging out during the day.

[53:25] Plus it's like it's not accounting for age back.

[53:28] It's not accounting for like just three years.

[53:30] No, it would be inconvenient for sure.

[53:33] But you know, you can solve some of that by being like,

[53:36] okay, we're going to just really have a crossing guard

[53:39] cross us across the street to the park or whatever, right?

[53:42] like for recess. Anyway, we can figure some stuff out. We have a lot of options. We're

[53:48] all brave. We're still afraid of storing that. That's the one that I'm like, I wish I had.

[53:52] So are they making a commitment to work by a certain day like it or the contracts being

[54:00] written in such a way that there's motivation for them to complete on time. That was in our last

[54:08] meeting I was asking should we could we build that in the one concern I think they will hold them up

[54:12] right now as it's all they're like we can't do anything until this permits so if the permits

[54:17] are ready in May so we have a start date that's the one that I think is a little bit I think I've

[54:22] once we get a permit right I think that's what they can control that's what we talk I guess I was like

[54:28] they're pretty old they're pretty old right then put it towards a if I could build it in if they could

[54:33] get this but the permit was the pass right now I that would that was what the next conversation we

[54:36] I would want to have is if you can guarantee by this date we'd rather give you some additional

[54:41] funds as opposed to a wasted space portable that I've got to worry about security and safety

[54:46] as student like we want to make sure you yeah and their fees like their developer fees and stuff

[54:51] on a percentage basis they're not that high they're gouging us I mean the prices seem pretty reasonable

[54:56] to me so when you suggested that and the finance being a thought it was great because I didn't think

[55:02] The permit is the one, yeah, like I said, that's the start of the three month three model being the best nine years of your life, right?

[55:11] You know, I just don't want it to turn into something where we've got to go a full school year in some year, you know, like...

[55:20] Limbo, yeah. I totally agree. I think I'm being reasonable about how construction works. I think I'll say,

[55:28] Okay, the takes an extra month, I'm not going to be that mad, but we're going to discuss it.

[55:33] You know what I mean, but I don't think we'd let that go on that long, plus as a company

[55:37] that primarily does school construction, I think they're pretty understanding of the need

[55:44] of this.

[55:44] Yeah.

[55:45] And that was some of the references that we also talked about, but we did just have the exact

[55:50] thing you're thinking of.

[55:51] That was the conversation.

[55:52] I'm like, you can give this, but the permit, it would have to be from that, what would

[55:56] be.

[55:57] And that's what they laid out, and we're looking at, unfortunately, around in that early fall,

[56:03] if we get the permit, where they expect to finally get the permits approved.

[56:06] But I know you talked about these portables being hard to get.

[56:10] Do we have to sign a commitment early on that, or can we see?

[56:13] I mean, like, we'll have an idea by June how close they're going to be, right?

[56:16] If we decided we wanted that this isn't going to happen on time and we're worried about it, can we get it then?

[56:20] Or is this something we have to look ourselves into now?

[56:23] Well, right, and that was one of the questions that were like we wanted to get more people's opinions on some just to and you know

[56:29] Like are we thinking of all of the questions? We don't know. We're gonna those are some of the things we're gonna ask about

[56:35] But I wrote that one now. That was one of my concerns, but I haven't had an answer

[56:39] Yeah, I've added portables to a school. They're your

[56:42] model

[56:44] It was a long process

[56:47] To your point

[56:49] So if we think we need to do that we need to get a line for that

[56:52] it was hard to find them and it was a mess. Okay, how long is long just from your

[57:02] recollection? I mean this is going back 10 years in my brain and I don't even know what happened

[57:07] earlier this week. I hear you. And it's such a supply and demand that right now there is there's some

[57:13] some romance down. I think I took us a couple of months to find some. So he responded back I was shocked.

[57:20] Well they have quote yeah 24 hours and a quote which I thought if that's that's pretty

[57:25] quick for in construction where I don't know how but I don't know how much leeway do I have

[57:29] to sign this before again it says long as they're available. I know at my local school they

[57:34] just don't take them out now because it was such a pain to get them in and out. That's where

[57:37] this expense as you saw in that. I mean look at that quote yeah.

[57:43] I thought you said I've

[57:44] got a truck there for this. Wow.

[57:55] I'll bring water bottle.

[58:02] I love it. Okay so

[58:07] that's what we're looking at. We're going to try to give answers to those

[58:10] questions as quickly as possible. So I think for today I think we'll maybe just

[58:15] approve the estimate about where we're at now what we know for you know we

[58:20] know is going on and then those kind of follow-up meetings that we talked about

[58:24] maybe quick meetings might be when changes come. Are you guys have any other

[58:28] questions or concerns about that? We looked at you know some of that coming from

[58:33] our surplus from this year and next year but also coming from largely from the

[58:37] PTIF and we have close to 4 million there and so I think we're good I think we'll be I think we'll be good

[58:45] I think weren't we're gonna be in good shape, so I'm excited about that

[58:53] So any questions so does that mean anytime there's like a change order or something that takes us out from this estimate

[59:00] We'll have to approve that in a meeting

[59:03] We're gonna have to approve the final

[59:07] So what are, so yes, so what should we approve today?

[59:10] So how much she said on that one, if you did this at, I think one of the things we were

[59:13] talking about from a accounting perspective, where would you be comfortable with and kind

[59:18] of goes, I don't think you're having a problem at all if you went to the 2.2, if you went

[59:21] to something like that.

[59:23] You, you need some cushions so that that's a change order.

[59:25] Can our subcommittee kind of think, can we form that so that we're not going new, another

[59:30] meeting, let's bring it back, bring it back, they won't, they won't execute or order the

[59:34] things or whatever it is until a change order has been signed and submitted and so it's

[59:38] like I don't want to hold up the process because we need to have a meeting to approve every

[59:43] change order that comes through.

[59:44] Right and this is really just so that we have the funds approved so that one thing start moving

[59:49] we can start moving.

[59:51] Okay.

[59:51] So it seems like I think buffer is a great idea.

[59:55] Anyone?

[59:55] one.

[59:56] I got this.

[1:00:00] Okay. I am happy, happy to move that we approve the school expansion costs now to exceed $2.2 million. Second. Oh, okay, moved by Bob and seconded by Jordan to approve the school expansion costs, not to exceed $2.2 million. All in favor. Aye. Any opposed? Okay, voting was unanimous. Oh, that's so exciting.

[1:00:26] I've never approved anything that high before.

[1:00:29] Okay, so excited for that to be worthwhile. Okay, this is less exciting now, but we need to approve

[1:00:43] to come for two.

[1:00:50] It's just about

[1:00:51] perspective.

[1:00:56] Okay.

[1:00:59] What is where are

[1:01:01] we called for two cars? So yep, this

[1:01:05] one. And again, I just was I'm

[1:01:06] grabbing examples of what's

[1:01:08] available at the time they would

[1:01:09] have to take care of that. This

[1:01:10] would include not only the air

[1:01:13] estimated airfare. I just that's

[1:01:15] So that's a real wild card right now.

[1:01:17] Registration as well as the stipend for the teachers to attend

[1:01:20] on non-agreement days per dem on their travel dates

[1:01:23] because all the food is included while they're there.

[1:01:25] And then as well as the transportation

[1:01:28] because we have to get into Yukon.

[1:01:31] So if we, this year, it's a little bit of a little bare group,

[1:01:36] but if you have a couple working out schedule,

[1:01:39] so it would be this or less.

[1:01:41] I'm gonna leave it up, I guess.

[1:01:42] There's a couple that are still trying to figure out,

[1:01:44] As you know, just stuff that's happening.

[1:01:47] And so, but if we were to take seven, there was seven of them.

[1:01:53] Wait, that's what it is.

[1:01:54] Seven people to go, then it would be just under 24,000,

[1:01:57] based on those estimates.

[1:01:59] So you're okay if we just padded on the private property.

[1:02:04] Title two, repurpose funds.

[1:02:06] We would be using school land trust.

[1:02:07] We would be looking at using, we'd already

[1:02:09] wrote that into the plan, and then any of the remainder

[1:02:12] would talk in general. All right. Any questions, comments, concerns? No. Okay. Great. You would like to make a motion. I make a motion. Oh. I would like to know that we approve. Convertute costs. Not to exceed $25,000. Second. Okay. Move to buy Bart and second to buy Bob to approve the Convertute costs. Not to exceed $25,000. All in favor.

[1:02:42] any post. Okay, voting was unanimous. All right. Oh, there you go. Lovely. Okay, you did an excellent job.

[1:02:54] You always want to do it. So we just like it. Okay. All right. Employee conversation.

[1:03:01] Arch conversation. Compensation. See, I mess up all the time. It's fine. Let's have a conversation

[1:03:08] about a play compensation.

[1:03:10] All right, let me just switch back to that.

[1:03:13] Excuse me.

[1:03:14] Does that have anything to do with any of your closed session stuff?

[1:03:17] No.

[1:03:18] Out of the moment.

[1:03:19] No, I think so.

[1:03:20] So on this one, looking at...

[1:03:22] I apologize.

[1:03:24] I don't know why I don't feel like I've already forgot.

[1:03:26] We talked about in the financial review.

[1:03:28] Did you talk about the WPU and stuff already, Kathy?

[1:03:31] You didn't, did you?

[1:03:31] We've talked about so much in the last three days.

[1:03:33] Oh, today, okay.

[1:03:34] So the WPU and look at that in the local replacement,

[1:03:37] investment looking at that based on our numbers for next year and what we estimate on which we try to estimate conservatively with our students on those looking at that revenue also considering there's image also we need to make sure we're maintaining our teachers while we're doing these improvements that we're not spending money for this and pulling it from existing right raises stuff so what we're looking at meeting that financial meeting was continuing with their step and there are 3% for the salary to employees.

[1:04:07] so that we're staying consistent with those years,

[1:04:09] our prior years, increasing that benefit stip

[1:04:12] and up another $55 a month to help offset

[1:04:14] if they are, yeah, for, I'm sorry, what?

[1:04:18] For gas.

[1:04:20] Oh, wait, after they have a truck.

[1:04:24] On that stipend as far as for medical and stuff,

[1:04:27] those, we just see those go up each year.

[1:04:28] So, and we didn't embrace those in the last couple of years,

[1:04:30] so it'd be nice to do that for the teachers as well.

[1:04:33] And then the eights would continue to follow their pay scale,

[1:04:35] remaining in line with a step and a cost of living increase as well

[1:04:41] but we

[1:04:42] kind of talked about going that by doing that we would be pretty close to

[1:04:46] using up what we have in that WNWP and local replacement. Yes, so it would be kind

[1:04:57] of with each of those additional. We were being conservative but you know keeping up

[1:05:03] with exactly what we're being given. So what is the proposed

[1:05:07] percentage? Step there are step which they go up on that one based on their

[1:05:12] year of experience so you have a naturally amount and then a 3% and then the

[1:05:19] benefit stipend is outside of that percent is the additional 50-5 a month.

[1:05:24] And then we do do we do the salary? I mean the hourly. hourly is sorry hourly would

[1:05:29] be they have a pay scale as well so we would remain in line with them moving up a

[1:05:33] step as well as their cost of living from the hourly pace.

[1:05:36] Do we offer benefit packages to fades and part time employees just or just salary at

[1:05:41] late for the day?

[1:05:42] 40 hours.

[1:05:45] Yeah.

[1:05:46] What?

[1:05:47] 30 is a 35 or 30?

[1:05:49] There's some things, I think.

[1:05:51] So they can participate like in 401K, but it doesn't get matched, so they can participate

[1:05:56] and they can participate in supplemental, as far as the packages that we do.

[1:05:59] So that's more based on the, I think it's right that it's more it's, so you just do

[1:06:05] that in normal levels, you know, something you especially offer.

[1:06:08] That was my-

[1:06:09] I got several lots around, down to 30 or 35%.

[1:06:11] Thank you, 30.

[1:06:12] It is 30.

[1:06:13] Is it 30?

[1:06:15] The thing that's odd with that one is around one on nine months scale, so it really ends up

[1:06:20] on the 70 beat closer to 40.

[1:06:22] Right.

[1:06:23] So that makes sense.

[1:06:24] They are salaried, all salaried do, even if they're seven, eights.

[1:06:30] So I should say that currently, if they're half-time, then a lot of them are kind of happy.

[1:06:35] That's it.

[1:06:36] Thank you.

[1:06:39] Okay, so any questions, any other thoughts, questions on that concerns?

[1:06:44] Feelings you'd like to share?

[1:06:46] Okay.

[1:06:47] Okay, the people.

[1:06:48] Wish we'd have more.

[1:06:49] Yeah.

[1:06:52] Okay.

[1:06:53] Would someone like to make a motion?

[1:06:55] I move to approve the employee compensation as discussed.

[1:07:02] Okay, moved by Jordan and seconded by Kami to approve the employee compensation as discussed.

[1:07:10] All in favor?

[1:07:11] Aye.

[1:07:11] Any opposed?

[1:07:13] Okay, voting was unanimous.

[1:07:15] All right, 2026, 2027 Sex Education Committee Membership.

[1:07:19] And this is just where we're listing who is on that committee again, right?

[1:07:24] and then review it to the decision if the curriculum comes back.

[1:07:29] Okay, so who's on that committee?

[1:07:31] And so on this one, is it, remind me if it's parents,

[1:07:35] even or more, it has to be more.

[1:07:38] It has to be equal to.

[1:07:40] Equal to or more, right?

[1:07:41] Okay, so on this one, so again, all of our board members are also parents,

[1:07:45] but looking at three parents on that as well as with the school nurse,

[1:07:49] the health teacher, and the administrator.

[1:07:51] So it'd be equal to on this one, with ours, you know, so sometimes naturally the way of that one works, one that is also apparent.

[1:08:03] Yeah.

[1:08:04] So it actually ends up being over, but I'm going to make sure it's still just so there's no concerns.

[1:08:09] It'll still be the equal too.

[1:08:11] But then again, we'd love to have at least one board member on that.

[1:08:15] If there's anyone that's interested, it'd be great to serve as that parent.

[1:08:18] or if there's two, I'll have two of you on that,

[1:08:21] whichever you prefer.

[1:08:22] I do that last year.

[1:08:23] Okay.

[1:08:24] Dan, I'm happy to do it.

[1:08:26] Dan, I don't have lots of years.

[1:08:28] Reviewed those lots of times.

[1:08:30] You like an expert?

[1:08:32] Yeah.

[1:08:33] So are we just approving the makeup?

[1:08:35] You're approving the makeup.

[1:08:38] So three parents and three staff members.

[1:08:41] Okay.

[1:08:41] I'd like to add men to help to turn nerves, but.

[1:08:45] Okay.

[1:08:45] All right, let's prove that.

[1:08:47] But if we all agree, someone like to make a motion.

[1:08:52] I move that we approve the 2026, 2027 sex education committee membership as discussed.

[1:08:59] Okay, moved by Jordan and second by Bob to approve the 2026, 2027 sex education committee

[1:09:08] membership.

[1:09:09] All in favor?

[1:09:10] Aye.

[1:09:11] Any opposed?

[1:09:12] Okay voting was unanimous.

[1:09:14] And then just to clarify did you are you both are you both are you both are you gonna

[1:09:18] can we? I'm happy to do it if you want me to, if you sound like you're an expert so I know

[1:09:23] but I think but you're also, well you can also have both of you on it and then I would just have

[1:09:27] and then I just want my, in the past there's been two people, in the past there's been two co-chairs

[1:09:32] but there's not, okay so just can we, I just don't know if we do it quickly. Yay can we, good job.

[1:09:39] Okay all right so the policies that we need to discuss are the amended wellness

[1:09:47] this policy and the amended administration of medication policy. Does anyone have any

[1:09:52] questions or concerns on the changes to the either of those policies?

[1:09:57] Your state mandated changes, right? State mandated changes.

[1:10:01] So the one, so the wellness is the one that we made some adjustments to and then the state

[1:10:05] mandated the other one. So I just comment, not the other. I did send the amended administration

[1:10:12] medication policy to our nurse just to make sure and got her feedback and she said that

[1:10:16] That looks great. Thank you. It needed to be updated. So this is where, and this was

[1:10:20] right in mind with what she would, she liked it. So she gave her stamp of approval,

[1:10:25] I guess, as well.

[1:10:26] Can we take the pre-separate? Because on the, I think, based off of, there may be some interesting

[1:10:36] discussion on this one.

[1:10:37] Okay, so we can do a separate. That's not like you didn't want to do a separate one.

[1:10:40] I don't want to, but I think it would probably show up.

[1:10:42] Okay, all right so you oh going forward you mean or like right now? No, no, like look so okay, I'm gonna I

[1:10:52] move to

[1:10:54] approve the amended administration of the medication policy

[1:10:58] Okay, okay move by Bob and seconded by Kami to approve the amended administration of medication policy all in favor

[1:11:06] Hi any post okay voting once unanimous

[1:11:12] Stay for the record was changing. Okay. Absolutely. Oh, like read the red line. No, no, just like the summary. Oh, okay

[1:11:22] Jordan, will you read the summary? Do you have that?

[1:11:27] It's worth

[1:11:29] No, can you read all the way over to there? No, but I have it right. Okay

[1:11:36] So you just want me to read the amended wellness policy summary?

[1:11:41] I think that's correct, I think that's right, okay, the school would like to make some adjustments and clarifications to its wellness policy, including with respect to the sections of physical activity and recess.

[1:11:57] The changes to the physical activity section focus on the distinction between withholding recess as a punitive disciplinary consequence, which is not allowed under the policy.

[1:12:07] and implementing restorative or natural consequences during recess time under certain circumstances such as when a student's behavior creates safety concerns for others, which is allowed under the policy.

[1:12:19] The changes to the recess section add additional detail and guidelines regarding the conditions, whether environmental and environmental under which outdoor recess is appropriate as well as explain how indoor recess will be handled when outdoor recess is not appropriate.

[1:12:35] Thank you very much.

[1:12:37] Okay.

[1:12:37] Would someone like to make a motion?

[1:12:39] I move that we approve the amended wellness policy.

[1:12:44] Second.

[1:12:46] Okay.

[1:12:46] Moved by Kami and seconded by Jordan to approve the amended wellness policy on favor.

[1:12:52] Hi.

[1:12:52] Any opposed?

[1:12:54] Okay.

[1:12:54] Voting was unanimous.

[1:12:59] Okay.

[1:13:02] All right.

[1:13:03] So, calendaring.

[1:13:06] We are moving right along.

[1:13:07] Okay, so just coming up on May 20th at 6 p.m. in the library right here where we are, we're

[1:13:15] going to have our SIG meeting. We've done our board training throughout the year at our

[1:13:20] board meeting so we're not going to have to worry about our annual board training and I think

[1:13:25] that's a change that has worked out nicely and I think it's a little more convenient for everyone.

[1:13:30] But we do need to meet to discuss the school improvement goal for next year with our administration

[1:13:35] and our PTO leaders for next year.

[1:13:40] Tanya, you're okay to still provide some options kind of to help guide us along.

[1:13:45] Sure.

[1:13:45] And that.

[1:13:46] Jordan, are you still okay to facilitate that?

[1:13:50] Yeah.

[1:13:52] Okay.

[1:13:53] So it's almost like an evil laugh.

[1:13:55] But sure.

[1:13:58] You did a great job.

[1:14:01] How long will you budget?

[1:14:02] How long?

[1:14:04] Well, should I block out?

[1:14:05] Um, I feel like two hours max, but we will also provide dinner so but last time it was pretty fast

[1:14:13] I don't remember how I don't remember last year or you know, I don't remember last week

[1:14:17] So do we remember how long that took?

[1:14:20] That's probably because it went faster because we were back in Carpool

[1:14:25] Okay, so I think two hours max should be fine because we'll we'll give some food and then we'll

[1:14:31] We'll eat and discuss at the same time

[1:14:33] That's for all board members.

[1:14:35] For all board members, yep, in Hannah.

[1:14:39] And Edmund Smith, so Hannah's excited.

[1:14:42] And we are going to go at this six o'clock.

[1:14:44] Uh-huh, sure.

[1:14:45] Let's do six o'clock.

[1:14:46] I did email the PTO to see if there was a time that was best, and I shouldn't get one.

[1:14:50] Okay, and let's just do six.

[1:14:56] Okay, and then our next board meeting is June 4th.

[1:15:00] At 2026, at 4.30 p.m., and that will be our annual board meeting. And I'm not entirely sure what makes it annual versus regular, but it's at the end of the school year. That's the only way I could figure that out because of the budget. All right. Well, then that makes sense. And two weeks before that one, before your annual board meeting is when you have to have that posted right. Well, there you go. I learned something new.

[1:15:28] Okay, let's get ready.

[1:15:30] Let's see if we can move into a closed session with someone

[1:15:33] like to make a motion.

[1:15:35] I move that we answer a closed session to discuss the character

[1:15:42] professional conference, which is a core mental health

[1:15:44] from an individual.

[1:15:45] I code 52 for 205.

[1:15:49] Second.

[1:15:50] Okay, moved by Bob and seconded by Jordan to move into a closed session

[1:15:54] to discuss the character, professional competence or physical or mental health of an individual,

[1:15:59] pursuant to code Utah Code 52-4205-IA. All in favor. I'll buy roll call.

[1:16:07] I, Sydney Warnick.

[1:16:09] I can hear it either. I, Jordan Shields.

[1:16:14] Hey, voting was unanimous and we are moving into a closed session at 5.48 pm.

North Star Board of Directors Meeting

Transcript