[0:00] and highly impacted students there at Silver Peak and TEAK.

[0:04] » Um, is there any does the board want to mention? As I go through these

[0:08] celebrations, I open it to the board so they add their little two cents if

[0:11] they'd like to speak to that. We feel like that was our first major decision

[0:15] as a board. So, so to see it come to fruition for me was very

[0:22] just yay, we're doing it. we're we're on the right track to to provide a a place

[0:27] a safe place for those students who are highly impacted is I think it was a good

[0:31] first move for us. >> I think just for the staff that I've

[0:34] talked to, they look at it as an upgrade. They have more space. The

[0:39] building is full of light and it's just going to be a great place.

[0:43] » And it was with Alfa School Dist

[0:49] that was key, right? Because the last number of years that has been a specific

[0:55] ours was what would happen to the

[1:01] if we lost those right facilities that they said and yes so I just want to I

[1:06] was just waiting that be your first act that

[1:12] really calmed a lot of some of that that was put out there and I would say it set

[1:16] a tone well for you know how we're going to how we're going proceed.

[1:21] » That's Yeah, I just wanted to say the name

[1:26] wasn't fighting until the principal why he liked the name of silver uh

[1:32] silver key because silver is a metal but is refined and it looks brighter and

[1:37] brighter and that's kind of what they're doing with these young kids. And yeah,

[1:41] and it's hard to go through what they're doing just like it is when you're

[1:45] refining silver and reaching your peaks. and they just made me love the name

[1:49] more. It's hard for me to get away from it being Sharon El. So, if anybody can

[1:55] fit around and love the name.

[2:00] Great. Um, okay. We also signed our

[2:05] transportation memo under memo of understanding with the absentee school

[2:10] district. um that was done at our last board meeting and that was brought to a

[2:18] short-term end the discussion about where to place transportation

[2:22] facilities. So, we we're thrilled with that. It's a three-year agreement with

[2:27] the potential to extend. Um we think it'll be great that we have our

[2:32] transportation folks and their transportation folks working side by

[2:36] side and um and working through those issues together. It it was really

[2:42] interesting how that came about because initially there it was kind of this

[2:46] nogo. But as we hired people and these these people worked with each other and

[2:52] they were able to see a need and come together to come up with a solution uh

[2:58] was really really great. So um we're excited about that. Any any board member

[3:03] comments on that?

[3:07] » Um I've had some questions. Are you what is the flexibility with that? Are you

[3:12] guys still going to be able to dictate your start time and Yes. How

[3:17] » do you want to talk to that at all? How that's going to work with us operating

[3:22] the the trans transportation center >> ownership

[3:25] » ownership of our our own schedule? >> Yeah. So, uh they have about $2 million

[3:31] of inventory in parts. We have any interest in that a portion and for the

[3:35] first two years there's about equal value for it. We and we didn't even know

[3:40] where to start. We looked up the value of a parking space that's electrified

[3:44] for a bus and took the bottom end of that. And so we're giving up our

[3:48] interest in those parks.

[3:52] We just give our interest in the park. They're also going to move a trailer

[3:57] onto the property for because there's more office staff. So turn that into

[4:02] office space and then over that last year the value of that trailer is about

[4:06] what the rent would be for that last year. So we really don't pay any other

[4:11] than interest in the parts and giving up the ownership of that trailer over the

[4:16] three years we're there. So it's it's great for both. They're getting a little

[4:20] value out of the space they have plus the trailer they training in. If we

[4:26] uh the other talked about is as we opposed a two-year owners agreement

[4:31] perhaps we could even build a training facility on the property and then

[4:35] continue they can continue to take ownership of that training facility over

[4:39] the next decade but it may last for quite some time without really any back

[4:44] and forth just value for the parts and building. Renee tell me if I

[4:49] misunderstood your question but she was interested in the the operation of it.

[4:53] dependency independent of the

[4:57] » we'll get two we've hired our own maintenance staff mechanics and we'll

[5:02] take over two and a half bays and we'll just be independent

[5:07] uh the only thing that we'll share is the service so there's a custodian that

[5:12] will share it doesn't make sense

[5:16] there and then there will be a service full of service center people that will

[5:21] share those duties so they'll We ask them each employees but we'll share 40%

[5:26] about of their contracts. The rest we're apart from them. So we have our own

[5:31] mechanics, we have our own administration, our own routers that

[5:35] will work independent from that. Drivers, buses, all independent except

[5:39] for those service people in that custodian.

[5:42] » Yep. >> That answer great. And this is I'll

[5:45] introduce this is Dave Mau is our um who's assistant superintendent over

[5:50] operations. Was he were you at county? Yeah,

[5:52] » I was. Yep. Great years.

[5:58] » Um, yeah. So, any any other board member comments on our

[6:04] » I would just add it state the obvious. This is a win-win. This is this is this

[6:09] is something and that I hope that extend for ever. I I just don't see a need to

[6:16] have our own if right location wise services both of our districts really

[6:21] well. There's enough space. >> It's three blocks.

[6:25] » It's three block. Yeah. I mean, you know,

[6:27] » it it just I mean, it just is a it's a win-win. So, we're hopeful that we got

[6:32] any good things. >> Were your wise to do the

[6:36] » Yeah. carry out cleaning well >> and I would just add that one of the

[6:43] this particular is a big deal but I think an underlying current we find that

[6:49] is high levels of trust between us and Aspen Peak and they've been fantastic to

[6:54] work with if you watch the board meeting tonight we do another that's we've

[6:59] already signed one for the alternative schools we're going to sign another one

[7:03] tonight for the online portion of it years and

[7:07] » adult ed >> and adult ed and it just it just makes a

[7:11] huge difference that we have a great relationship with.

[7:15] » Yeah. So >> yeah, we're we're excited about those

[7:19] things. So um the other thing we have we have finalized things which is our

[7:25] vision and values and um we'll be talking about that a little bit later.

[7:29] So, I'm not going to spend a lot of time on that, but you I think we we shared

[7:33] that with you guys to to be able to review. And also, uh, in starting our

[7:40] discussion regarding school boundaries and consolidations, we did a I think

[7:45] we've done a really great job in involving our public early in this whole

[7:50] process. We started a we did a cluster meeting, four cluster meetings in each

[7:54] of the high schools to um solicit feedback and understanding and really

[8:00] have a conversation at tables with um our parents and teachers,

[8:05] administrators, um my uh at large constituents about

[8:10] what they would like to see the schools in our district look like, what what

[8:14] constitutes a robust and thriving school. So, we have kind of we've used

[8:20] AI to make this cute little graphic. Um, so this is kind of what what we've come

[8:27] up with in conjunction with our our community. So, we're excited about that.

[8:33] And we also announced our district office is going to be located at

[8:38] approximately 500 North State Street in London.

[8:42] that will it will it will allow us to create a campus kind of like you guys

[8:46] have done here, right? You have this this campus that houses so many of your

[8:50] services. We recognize the value of having the value of proximity and so

[8:56] having all of our departments in one building or on one campus is going to be

[9:03] phenomenal. If if you watched Alpine just because of their size, Alpine has

[9:07] had to um space things out. They have the this this special education office

[9:13] is where we're doing our board meetings. That's in Lynon. They have the port.

[9:17] They've got CTV and American sport now by the freeway. And so we are really

[9:22] looking forward to a campus that will address everything that we'll able to

[9:30] I think it's going to be a reduction in going to be an increase in use of time.

[9:35] There's not going to be as much time spent in the cars driving to different

[9:39] meetings and stuff. I could see it it it really saving us there and also

[9:42] » collaboration as well. >> And what

[9:45] » collaboration? >> Collaboration. Yeah. And the teams

[9:47] working together. Um you're I mean in in their own little

[9:53] pockets and also collaboratively as as a district. That's what we want to

[9:59] um model for our schools is collaboration. So we're hopeful that

[10:04] this is going to be excited about that. Also, I just wanted to mention we have

[10:09] done both of our hiring from Alpine School District and we have a couple of

[10:14] hires that we've done from outside the district, but um the way that things

[10:19] were set up, it it was a benefit to us to hire and we had a willing pool of of

[10:25] people to draw from that needed needed jobs. So, um I would say we're 80 or 90

[10:31] Joe 80 to 90%. Um, and these these employees who are concurrently um,

[10:37] working for Alpine School District, we have them for one day a week or about

[10:41] 20% of their time right now. And then at the at the turn of the quarter, we'll

[10:46] get them for an additional 20% or another day and then we'll just get at

[10:50] each we get an additional amount of their time and their jobs at AS are are

[10:57] winding down and things with us. So um to kind of get the folks at Alpine

[11:04] School they are paying out. Yeah. So that's kind of fun now. Yeah.

[11:12] And kind of this is kind of a a more of a shout out than a direction. Um but I

[11:17] feel like the last few years the ORM has done really well and this person right

[11:22] back here Carrie has done a great job of this is um always looking for

[11:27] efficiencies. Just recently, we had a manager um quit and

[11:34] we split up her job to three people to just see if that will work before just

[11:39] automatically.

[11:43] We've done that a few times. Sometimes it works, but it doesn't.

[11:47] But if it comes through more of these strategies

[11:59] well and I think we did that I mean early days Joe did that with his

[12:03] creating his cabinet team. We recognized the the value of having our assistant

[12:09] superintendent uh have more direct contact with the school. So we

[12:13] eliminated the layer of supervisors. Yeah, I noticed that that was a

[12:17] reactive. So, so we are that also um in the recent days we've been talking with

[12:25] the other districts about actually doing our own print shop and in our district

[12:30] um in Alpine, they've had a a higher level admin in charge of the print shop.

[12:36] that so we will house that under a different department and so those admins

[12:41] will handle that and you can hire um less high operations there like that say

[12:49] I didn't I didn't I didn't want to say that we're very aware of any because I

[12:53] have seen you doing that but I just wanted to kind of more of a shout out to

[12:56] some of our folks >> and kind of what we have to do nowadays

[12:59] with our budgets >> that's all I have

[13:04] » yeah I was just going to mention on the district office that we're starting. The

[13:08] funding from that is coming from a building fund that Alpine has kind of

[13:13] built up. So, it's not from any new bond or it's money that's available only for

[13:18] capital that we're utilizing from the federal.

[13:21] » Good point. Thank you. >> Yes.

[13:23] » Thank you. >> We're not having the bond for that. It's

[13:26] great. >> We're going on to the next item.

[13:30] Um just because I know almost everybody here doesn't mean everybody else does.

[13:34] Okay, let's do quick introductions. Let's start. I'll start and then we'll

[13:38] just go around and then

[13:43] I'm car by the mayor

[13:52] at school district assistant superintendent over teaching and

[13:55] learning secondary and communications. See, we're combining.

[13:58] » There you go. I knew it. Karen Carter,

[14:04] » Joe Jensen, superintendent, Tempogus. >> Jason Sunberg, business administrator.

[14:09] » Excuse me. Tyler Bigu, director of communications and foundation.

[14:12] » Pete Wley, city of board communications. >> And Dave Mau, operations,

[14:18] » Rex, school board. I represent form area.

[14:21] » David Smith, school board, and I represent the west of the freeway orum

[14:26] and all of Vineyard. Wilson, uh, school board. I represent

[14:32] kind of the Mountain View area and the surrounding elementary

[14:46] board member representing South

[14:52] Korean

[14:55] school board and I represent

[15:00] [clears throat] >> Jman

[15:01] um board president and I represent all of Lynden and RPG that guy doesn't

[15:08] represent South >> Jon Myers assistant fire chief for fire

[15:13] department

[15:30] office,

[15:33] community services for lawy >> Steve Earl, city attorney.

[15:39] » Brandon Nelson, CFO begin, director of community.

[15:45] » Harry, deputy city manager. >> Ryan Clark, assistant city manager.

[15:54] I took a bite. So did I. [laughter] >> Okay.

[16:00] » Yeah. Actually, we're going to change this

[16:02] value. We're going to turn the time over to Sterling.

[16:05] » Oh,

[16:08] sorry, Teresa.

[16:12] » So, we're gonna have um Sterling Hilton um talk about our vision and values.

[16:17] Um yeah, so we we we've distributed our our current mentioned our living

[16:24] document over present values and we just think it's worth taking a minute or two

[16:28] to share with you um our process as well as some of the

[16:33] content of this vision of value because it really is

[16:39] more than just a document that is nice. It's really guiding everything that we

[16:45] do, how we approach things and what things we approach. And so I think it be

[16:52] um it might just be worth noting that we created this vision of value statements

[16:57] over how long months, seven months. Um we

[17:04] board members actually started talking about vision.

[17:08] That was actually one of our first conversations after we were sworn in.

[17:12] Um, we realized that we needed some kind of a vision to help guide our efforts as

[17:15] we were looking to who were we going to hire as our superintendent and as our

[17:19] business manager. We we didn't have anything nearly as

[17:23] well developed together, but we did start talking about what's important to

[17:26] us. What where are our commonalities? Where do we go? How are we going to be

[17:31] working together? And we had the luxury of this year and a half of we're

[17:35] creating something. So we really aren't like or city coming into having a vision

[17:40] that's already been established or that sort of thing that adopt. We we have the

[17:46] responsibility but also the luxury of saying who are we? What do we want to

[17:51] be? And so that's that's what this captures for. I think it captures very

[17:55] nicely about how we see ourselves and what we want to accomplish and what's

[17:59] important to us. Um it wasn't just us. Uh as we drafted this uh our first

[18:05] draft, um we then went out and felt that it was really important that we speak to

[18:12] all of our stakeholders. And so we met with every single school except one.

[18:18] That was simply because of timing and arrangement. But 28 of our 29 schools,

[18:23] we went to those schools. We met at four meetings. We met with

[18:30] parents. Um we met with the students. We met with the teachers and we met with

[18:35] the administration and we spoke to them and gave them our draft, invited them to

[18:42] give a badge to share what them did that 28 times over 100 meetings and we then

[18:51] took all of that information and revised and input and

[18:58] then through study sessions finally came to a point where I say finally pulled.

[19:03] There's no longer a draft written across fence. It's now voted on it. It is a

[19:08] it's approved, but it is living. So, we're not it when we when we find things

[19:14] that we want to add to or tweak or whatever, we are very willing to do

[19:18] that. So, I think that process that I just

[19:23] described um really represents and shows if you look at the last bullet point on

[19:29] the values, I think it illustrates that we truly do value the perspectives and

[19:35] experiences of students, educators, parents, and community. Um, and it

[19:39] illustrates that these values aren't just words, but they guide

[19:44] who we are and how we operate and how we plan to operate and interact. and that

[19:48] it's not just us as a board. This isn't just our board's vision and values, but

[19:53] it is our district's vision and values.

[19:58] » So, it's a collective. I think it'd be really interesting

[20:03] before I open up to any questions that you might have, but I would love for

[20:07] each of our board members, they wouldn't mind to just quickly, and I know I say

[20:12] that quickly because I've been in study sessions with us,

[20:16] but if you would quickly identify any aspect of the vision or values

[20:22] [clears throat] that is that resonates with you that

[20:26] this really is important and it captures valuable. Could we do that?

[20:32] » Yeah. Grace. >> Grace, do you want to start?

[20:36] » Um, I really like the joyful, thriving students. I think we all want our kids

[20:41] to be happy and joyful and but it means more than just um [clears throat]

[20:47] because like some teachers, we got some feedback of, oh, you can't make somebody

[20:51] be happy. But if they're really learning and they're really I think they joyful

[20:58] is is something that just goes a long way. So that's I I think everybody

[21:04] works. >> Uh I'll take two if that's okay. The

[21:09] sixth bullet point at the bottom the back end of that sentence always assumes

[21:14] goodwill. I think it's so easy to make a judgment in your mind and

[21:18] » assume goodwill. That's going to be a value that we hold. The other one is in

[21:22] the rectangle. The first part of the rectangle under

[21:26] no. I'm a former math teacher. It resonates with me always.

[21:33] Have a little tickle in my throat, so I'm going to test my voice here. But I

[21:37] really love continuous learning and improvement. I think when whenever we're

[21:42] standing still, um it's not a good place to be. So I'm just I think as a board

[21:49] we're interested in continuously finding new ways to do things better both

[21:54] professionally and for us.

[21:58] My value that stands out to me is we value collaboration and accountability

[22:03] and uh with our and especially with our cities

[22:08] within our boundaries. That's why we're here today.

[22:13] I I'm going to speak. I I love the high levels of genuine learning. For me, that

[22:19] is an articulation of something that we are aspiring to um achieve and to work

[22:26] towards for our students. It's all about those high levels of learning for and

[22:32] belonging. That's a new that was a phrase that came in and belonging for

[22:36] each. see what

[22:41] » I really like the fact that yes, children need to know things and school,

[22:48] but we're really working to help them become and um these uh character traits

[22:54] and citizenship um traits are going to help them in

[22:59] their lifelong learning and um lifelong living in in society.

[23:06] » [clears throat] >> It's always nerve-wracking to go last

[23:08] because I was afraid you guys were going to steal mine, but um we have shared

[23:11] ones. >> Mine is together. We That's That's my

[23:15] favorite part of the whole vision and value statement is those first two

[23:19] [laughter] >> because it just speaks to the fact that

[23:22] we recognize as a board that this is a this is a community effort. It's not

[23:27] just us. It's not together, but it can be. It's together. We the board, but

[23:31] it's also together. We our district together. we are community and together

[23:36] we um and so I've really embraced that idea that education is a community

[23:44] effort and needs to be um supported by the community but also it needs to be

[23:50] shaped by our community. So grateful for that

[23:53] » and Joe and Jason and anyone else. Now I I didn't intentionally believe that

[23:59] comprehension

[24:10] and I've been here for a couple of months but it's been really fun for me

[24:12] to watch this started before me and it hasn't changed a lot. They might feel

[24:17] like it changed a lot because they were really doing a lot of work with it. But

[24:20] as new people have joined the team, you know, really in some cases because they

[24:24] made a commitment to join the team later. But I reflect on these with them

[24:28] because what I make sure they know is that this group believes it and lives

[24:33] like they actually do. I try to emphasize that within the team and I

[24:38] think in public service, right, you feel the same thing. Sometimes people move

[24:40] out. They're like, "Oh, who are these people? What are they trying to do to

[24:42] us?" And we are saying together we and and we emphasize these elements of like

[24:47] always assuming goodwill and collaboration and and it's just very

[24:50] impressive like I said to join later in the process but I can just want to full

[24:55] text right they live by these values and all the meetings and interactions I've

[24:58] had with them. >> Great. Yeah. So any questions around our

[25:03] vision and values or comments? We'd love to

[25:07] collaborate with you around. >> Um it's it's very impressive. I I can

[25:11] tell how much you care about it and I I just think setting that intentionality

[25:16] right up front uh has all kinds of positive music

[25:20] that been happening with you. I particularly love the motto the

[25:27] I think that's very clever. My question is

[25:30] » we'll give credit to Sterling for that. I love it.

[25:37] My question is um with that process of stakeholder engagement which I'm has

[25:42] multiple purposes I'm sure but one of those purposes was to receive feedback

[25:46] and to change uh things for that um what changed because all that

[25:55] you >> specifically

[25:57] » high level >> high level yeah high level belonging and

[26:01] that's where I stumbled genuine uh through high levels of genuine

[26:04] learning. That's what he added and belonged and that our

[26:11] visit to those schools and the students added that really really important to

[26:16] the students that that they that was there and so we that was added.

[26:22] Um and then also safety. If you look down to the first bullet point, we value

[26:27] student and educator safety and well-being. safety was not a word there

[26:32] through a lot of the other things wasn't there and again that was another thing

[26:35] that came from students and stakeholders that said nope this is really important

[26:40] to us and so that came into it and then >> empathy

[26:44] » yeah and then we then if you want to look under the B column there were

[26:48] several things that um changed several there were things that changed there we

[26:52] added selfmastery that was there we added empathy um

[26:56] » this was it it was interesting because that was at every junior I think we went

[26:59] to the kids, >> junior high kids were the ones that said

[27:02] there's not kindness that's here >> that's missing.

[27:06] » And so we phrased it as empathy instead of

[27:09] » had a great discussion around that and felt like empathy captured, you know,

[27:13] what we were what >> it was great. It was great to see

[27:15] especially the students. I think the students

[27:19] sessions were >> I love this. Can I just say I love this

[27:22] and I have to tell this just funny little game. did junior high. My kids

[27:26] when they first went, my oldest, we were at Canyon View, which the main hall can

[27:31] be a little packed between classes, right? And I went in the office to check

[27:35] out one of my kids and the the aid the the office staff um said, "Well, I'll

[27:41] just go out and watch for said to me, oh, I don't think you want to go out."

[27:47] And my kids would come home and say, "I don't get it. for bumping into each

[27:52] other and not saying excuse me, you know, and it just that whole little

[27:57] empathy for for just those simple little things. And I see this reflected in your

[28:01] goals here, right? To teach that kindness. And I love it because yeah,

[28:07] you you have to learn that sometimes you forget. So, thank you.

[28:12] » And I liked that you went to 28 schools and talked to the students. Okay. I'm

[28:20] picturing and I'm going I know a kindergartener isn't going to say a

[28:23] whole lot now just but but the idea of how respectful that is even if

[28:30] [clears throat] the students were younger junior high and high school I

[28:33] you talk and that's very respectful recognizing who you truly serving and

[28:38] and I really appreciate that you took the time at the each school to visit

[28:42] with student or maybe did I okay >> students at each students at each at

[28:48] each school >> it was kind fun as when students figured

[28:51] out who was there >> and that we had

[28:54] » well they started to talk and it became very clear the number one thing was

[28:58] bring back true moo milk [laughter]

[29:02] » fruit moo milk did not make it to our vision

[29:05] our >> so we pass that information we'll pass

[29:07] that information along >> nutritional

[29:10] pizza or Chick-fil-A nuggets >> that's awesome and I really appreciate

[29:14] you taking the time to engage the students as well thank you

[29:20] » and Joe, this had you written. I worked with Joe at school community council at

[29:23] Tim. I really appreciate I can see I mean I know it was the board for

[29:28] » make it clear it was the board for the board

[29:33] who was eight or nine we were sworn in.

[29:36] » I guess I feel like I guess I [laughter] >> like you'll mesh well because I see a

[29:41] lot of Joe in this too and so I think you hired the right guy then for for

[29:45] what >> I think you did the I think we did.

[29:50] Okay, I'll let you discuss that after.

[29:55] » Thank you. This you can hold us to this. This can inform you. This is this is who

[30:00] we are. This is what we're about and it is living and as we improve and find

[30:05] ways that we can improve upon it, we're going to change it as well. But it will

[30:09] guide us. >> All right. Thank you.

[30:15] Next item is uh Jansen Robust School. >> Okay. Uh Len, it's it's interesting you

[30:25] say that because I only applied for one district. Um and that's because of this.

[30:33] I I hired was kind of amazing. But I only I only applied for one district

[30:41] because of who was elected. Um, and this board genuinely lives these. I'll echo

[30:48] what Tyler said. Yeah, I what I've observed it really is together we. Not

[30:53] just together we the board, not just together we keep in schools, but

[30:58] together we that's why we're here today, right? It's why we're trying to make

[31:03] sure we have great relationships with all four horse cities, but also with

[31:08] parent as well that that parents, you know, can can trust what we're doing,

[31:13] that kind of thing. So, I'll just point to the last value actually even the last

[31:18] three uh inherent transparency, open communication, and valuing the

[31:24] perspectives and experiences of students, educators, parents, and

[31:27] community members because that's what drove this document. If you look at this

[31:31] document, we after we did the 28 visits during the summer, we started to say

[31:38] we're not going to start our massive boundary study, right, with asking the

[31:44] question, what schools need to close. We're going to start our boundary study

[31:48] by saying, what do we want our schools to be, right? What do we want each

[31:55] student to experience in their school? And so we actually went out to the

[32:02] community again. We did a cluster meeting at each of the high schools. Um,

[32:07] and we had great attendance. There were upwards of 250 people between those four

[32:12] cluster meetings. And really it was workshop style. It was not us telling

[32:18] them what they want. It was us asking what do you want in your schools? Right?

[32:25] And this is kind of a compilation of that. We also then took it to our

[32:29] principles and said, "Okay, what do we really want our schools to be?" Um, and

[32:37] so with all that feedback, it came back and we we divided it into two parts. And

[32:41] we've represented this here as a as a building, right, of a school, but on the

[32:46] bottom is kind of the foundation, you know, teacher quality, effective

[32:50] leadership, school culture, and then school safety policy and operations.

[32:54] Those are things that have to exist in every school no matter what in order to

[32:58] be robust and effective. And then everything above the foundation were the

[33:03] things that are related to size and physical facilities and and those types

[33:09] of things that are more related to a boundary study type thing. And so we're

[33:13] obviously going to pay really close attention to the foundation.

[33:19] But in our boundary study, we're going to really look at these what's driving

[33:24] us are these things. Um, when a school gets too small, comprehensive offerings

[33:29] become difficult. At the elementary school, it's hard to have four

[33:32] specialties if it's a tiny school. At the high school, it's hard to have a

[33:36] full array of AP and all the other uh offerings if it's too small. And so,

[33:44] and then you can kind of look through those other things as well. um at a

[33:48] really tiny elementary it's it's hard to have an assistant principal from a from

[33:54] a cost standpoint. It's much more doable if the school's 600ish rather than

[34:00] 300ish, right? And so these are kind of proxies for size, but the it's not

[34:06] necessarily about size. It's about getting to truly robust schools. And

[34:10] over on the left or the right hand side, you can see there kind of where we we

[34:15] got to with optimal school sizes based on different configurations. And so, uh,

[34:22] Jason's going to then talk about kind of where we are with our massive boundary

[34:26] study. Um, but this is really what's driving those questions. And today's a

[34:30] big day because uh well and I forgot to mention there we actually split into two

[34:35] parts because there were really two distinct parts and they wanted to not

[34:41] be confused with the public. So in in July already the board has voted to put

[34:47] in study the configuration funds which is the newly nth graders to the high

[34:53] school and then if we do that likely moving the sixth graders to the middle

[34:58] school and having 85. Um so there's that part. That part's

[35:03] officially open already. Today in our board meeting, uh we anticipate that

[35:08] we'll vote to study the actual schools that would be affected significantly by

[35:15] um any kind of consolidation or closure. Um again, one one thing I would point

[35:21] out as far as the transparency part, we're approaching this different than

[35:26] normal. uh normally one school is named as a closure

[35:33] and we don't name any other schools that are affected heavily by that closure.

[35:38] So, you know, the the most obvious example of that is Sarah Park and

[35:42] Hillrest. When that happened, only Hillrest was

[35:48] studied as a closure. But for those of you who are familiar with that

[35:53] situation, did Sarah Park close? >> It was renamed.

[35:57] » Oh, but it was it no longer exist. >> But if you think about it, it was a new

[36:01] building. It was a new name. It was a new student body. they were they were

[36:06] affected just as much as Hillrest. And so we're we're saying we're going to

[36:10] name Sarah Park and Hillrest situation. Um, one other thing that's I think

[36:17] valuable about looking at the whole district is it gives us better solutions

[36:24] because sometimes we think of closures in terms of this school and this school

[36:29] coming together. by looking at it holistically, we actually have a lot

[36:33] more options to make better decisions long term. So with that, I'm probably

[36:38] stealing a little bit of um anyway, so that's robust school

[36:44] criteria. That's what's driving what we do. You can obviously see the echoes

[36:48] from from the vision of values in what we've done and how we

[36:53] » is that is this document available on your website? I'm just thinking people

[36:57] who might be watching. Yes, this this document looked a lot like this document

[37:02] just this week even. Um we're working on making this one more than just text.

[37:07] » Okay. >> But this you posted it yesterday on

[37:10] » our Facebook page. I saw it online. >> Tyler, is it on our website?

[37:13] » I haven't added to the website. >> We do have a um boundary study

[37:17] frequently asked questions web page. >> Um so please go to that with any

[37:22] questions. >> It's not this. It's the text one I think

[37:24] is there right? The robust scroll. >> We have access. Yeah. Yeah. Yeah.

[37:28] and and that frequently asked questions page might be a good thing link or

[37:33] provide a QR code in the in the ORM city communications those types of things so

[37:38] we can get out to more than just people who might be following

[37:44] » okay thank you yeah I just want to make sure that those who might be tuning in

[37:47] have a place they can go to look at the document that we're talking about

[37:51] » and I appreciate you saying that mayor because I I actually had a list of

[37:54] questions people gave me to ask y'all I don't think it's necessar I've asked a

[37:57] few of them just so it would get out on the airwaves, right? Not necessarily

[38:01] appropriate right now, but I appreciate you're referencing that because that's

[38:05] kind of why a lot of people are listening in.

[38:12] » Well, thank you. >> Joe, can I ask you a question about

[38:16] number two? >> Yeah.

[38:17] » Um, I mean, we all want healthy environments. We all want collaborative

[38:21] environments, but I I guess I'm not entirely sure how you're measuring. Uh

[38:25] you've indicated here that you would like to have three five classes per

[38:29] grade. And I can understand reasons why being able to make students of as they

[38:35] go through classes might make a lot of sense, but um

[38:42] so much of learning is relational. Um, and so I have to imagine that in

[38:47] that bucket you care about the quality of relationships that students have with

[38:53] each other, that they have with their mentors and their instructors.

[38:57] Um, and I I know sometimes as size gets

[39:01] bigger, it's easier to fall through the cracks

[39:06] and that some of those relationships that

[39:10] might feel fractured or fragmented over time. And so I was wondering um if you

[39:16] could speak a little bit how you measure that healthy collaborative environment.

[39:22] » Yeah. So and what you're talking about really is the bottom left as well,

[39:26] right? It's it's high quality teaching, right? And right in the middle of that

[39:30] it says ability to build relationships with students. Um so so I think you're

[39:36] exactly right. That's one of those foundational pieces that that can be

[39:41] related to this somewhat, but really what we're talking about regarding

[39:46] five classes per grade is that when you get down to one or two classes per

[39:52] grade, it's much harder. It the student experience actually suffers a little bit

[39:58] because sometimes there's a group of students you need to break up and if you

[40:01] have nowhere to put, you know, if you can't break them up, it's hard. Um it's

[40:06] a same thing for teacher collaboration. Uh we believe that that teachers are

[40:11] much better when they're collaborating and it's hard to collaborate with

[40:16] yourself on a team of one or maybe a team of half. And another way that

[40:22] starts to look is sometimes if you don't get to that three to five classes, the

[40:28] class sizes get really wonky or you end up with grade splits, which are not a

[40:33] it's not ideal to have a second, third grade split. Um, and if you have 38 kids

[40:41] in a class and that's all you've got for your first grade, then we have schools

[40:45] that that are in that situation. Logistically, it's really hard to split

[40:51] into two classes of 19 from a financial standpoint, right? And so then you end

[40:56] up with with you have enough students to justify at

[41:01] least three teachers. A lot of those things get in and out. But to your

[41:07] point, it's still every student needs to have those types of relationships with

[41:13] with and when it's not just teachers. It's also that a teacher fosters a

[41:18] culture of connection between students, right? And even a connection between

[41:22] what they're learning and the student and all of those kinds of

[41:27] » Yeah. I just want to point out that school

[41:30] size does not necessarily translate to large school size doesn't translate to

[41:36] large class size. As a matter of fact, we have more options uh with a bigger um

[41:43] overall enrollment to reduce class size. So the we're still targeting the same

[41:50] numbers of per grade per classroom. So this is not about increasing class size.

[41:57] when we're talking about perhaps increasing this size as this

[42:02] is I was going to also add when Dr. Jensen visited with us, visited all 29

[42:08] um schools. This is feedback we got from parents who probably want a choice

[42:13] between teachers and students and uh principles of the the elementary saying

[42:21] we 300's hard. We need 500 600 and teachers who said we want somebody to

[42:26] collaborate with. We want to be able to have a learning partner or several

[42:29] learning partners. That's where we got kind of this this what we're thinking is

[42:33] from that group saying this is maybe just on this one more comment. I

[42:39] appreciate those responses. I think they're great and um it makes good sense

[42:45] to me. Um, one of the things that's not here, it

[42:50] doesn't necessarily belong here that becomes a really big issue whenever we

[42:54] start talking about consolidation is um, identity and a person's identity

[43:01] is so wrapped up in the school they go to, right?

[43:05] um schools, good, you know, good schools

[43:08] that foster community also foster an identity around that school and pe

[43:14] people grow up. I still of course have an identity of the elementary school I

[43:19] went to um because it shaped much of who I

[43:23] developed uh into. And so I just encourage you as you start thinking

[43:29] about this tonight and and beyond that there is an identity track here is

[43:36] how do we ensure that all of that great identity work that has gone into schools

[43:41] over time is maintained in some way and celebrated. I just don't want that to be

[43:47] neglected. >> Absolutely. And maybe Jen and Grace can

[43:50] talk to this because they've both experienced a consolidation.

[43:54] Um, and one of the things we've talked a lot about and we'll we actually have

[43:58] scheduled some focus groups with patrons that will be in any of these schools

[44:03] that are involved is the transition. How we go about that transition matters,

[44:09] right? Being really intentional about bringing PTSAs together, bringing uh

[44:13] SEC's together, doing any kind of consolidation. Um making that student

[44:20] experience, uh even allowing for time and space to both celebrate and mourn

[44:25] the school that that might be actually shuttering its doors. We've talked about

[44:31] what's going to be our policy. do we rename or no or why or do we like leave

[44:35] that up to those community members and all of those types of things because it

[44:39] does matter how and you guys have both experienced it.

[44:43] » Yeah. So, um with the valid you know there was um

[44:48] the time there was a time issue and there was a lawsuit against the district

[44:53] about it and so every they couldn't officially do things until I think it

[44:57] was June 1 or June 51. I don't remember when it was, but it made it so that

[45:02] every knew we were closing, but we couldn't do

[45:05] anything that the district wouldn't support us in any type of celebration.

[45:10] The teachers couldn't move their classrooms until the middle of the

[45:14] summer. And it it to me it just it it cemented in my in my mind that we need

[45:21] to we need to mourn. We need to honor that identity. you will even if your

[45:27] school closes, you will I my kids are still Valley View Hawks and the the ones

[45:32] that have graduated from there and I I don't imagine that that's going to

[45:36] change that they can have that identity. Just because the school is closed

[45:39] doesn't mean that that is gone and we need to celebrate it and and and

[45:45] mourn it and move on and recognize that we can take what's good

[45:51] and let's let's let's bring that and and create something great.

[45:56] Yeah, I my kids were at Sarah Park when it was combined with Hillrest to make

[46:02] Centennial. And I would say the majority there might still be a few people who

[46:06] really didn't like the combo, but in the end it was a really good school to be in

[46:11] a a better facility. There were severe safety issues with his part and and also

[46:18] having more grades and kids and more options have been something that parents

[46:23] overall have really liked. What didn't go over well was the transition. And

[46:28] that's where I would like to see things go differently. And a lot of that was

[46:31] because um I think the district, bless their hearts, really

[46:37] tried to do things well and do it right, but they didn't get enough community

[46:41] input of what the community wants. And they did a lot of and it was just kind

[46:46] of thrown in this is how it's going to be and this is how it's going to be done

[46:49] and we just swap off and I think that can be done differently and the

[46:54] community coming together and likening each other before they come together

[46:58] when

[47:05] » um I just want to kind of explain to them I lived here 35 years ago there

[47:11] people lived here my whole life but I'm just going to tell you my impression

[47:15] from having been here 35 years something I truly appreciated is the identity of

[47:21] the areas of forum I knew that when I was by Windsor

[47:26] Elementary, I could find Windsor Park, I could find the Windsor softball fields

[47:32] when that was the assigned play place for my child to go do their wreck um

[47:37] games. Um and that was one of the the things that we have these regional

[47:43] whoever set that up years and years and years ago I thought was so wise to put

[47:47] the facilities next to the community acres of the schools. So, we've had

[47:52] these these women builders and um so to me, and I've voiced this before,

[48:00] but to me, those names are really almost sacred. We have congregations that are

[48:05] also recognized. If I know that someone tells me the predominant religion,

[48:11] someone says, "Oh, I'm in the the Windsor the Northridge stake. We're

[48:15] we're meeting in Northridge Park. We're going to Northridge Elementary." I know

[48:19] exactly where that is because of those things that were set up years and years

[48:24] ago, that identity, that community identity. I kind of um mourned the loss

[48:30] of Sarah that we're doing our heart of Orum at the Sierra Park. So, I would

[48:35] have loved to have had that school continued to be called Sierra Elementary

[48:39] to keep that community anchor there because we as a city are going to really

[48:44] be improving that area. Um, so I guess I throw that out there to say, um, I

[48:51] understand the morning of one, you know, if you have to do it, you can only have

[48:57] one name. Maybe you could hyphenate, I don't know, but that's for you to

[49:01] decide. But, um, it is okay to keep tradition

[49:07] and to just become the new the new. We know that some of the people can become

[49:13] the new, the new you keep the mask out of one but keep

[49:17] the name. That's kind of my almost um what I find valuable to take here in ORM

[49:24] is that identity know right here Cherry Hill Park. I know

[49:29] where to go and wow I know that school's right there.

[49:33] » Anyway, that's just from an or perspective something I've valued. So

[49:36] I've moved here because I haven't seen it anywhere else. I would just say you

[49:40] could pass as a Norm native and the reason I know is because you called it

[49:43] Sierra Parker

[49:47] has been coaching me. You've been coaching me for the past month. Every

[49:50] time I say Sarah, it's not Sarah. >> Sarah,

[49:54] » it's not hurricane. It's hurricane. >> And really the the whole history there,

[49:57] right? That was a community gathering place. Surah the center for Yeah. So

[50:02] history that I focus

[50:06] » impressive.

[50:09] Oh, can I ask one more thing about this paper? I don't uh because I've had

[50:13] questions. Um feeder schools is that part of your conversation

[50:19] » outcome that would be an outcome of of things

[50:25] is aligned with your school pattern. >> Okay. I just didn't see that on here.

[50:28] So, >> Jason's going to talk more about that.

[50:30] » Okay. >> That goes along with identity, right? I

[50:33] mean, I I identify probably more with my elementary school than my junior high

[50:38] just because I kind of want to forget some of the [laughter]

[50:44] » uh but cub. >> I am an or cub. I can sing you still.

[50:49] » You're a Jaguar. Jaguar. >> I am.

[50:53] » You remember that? >> Huh? [laughter]

[50:55] » I I but I am a Mountain View Bruin. Definitely that. So I think the

[50:59] identities are a lot stronger with those high schools and as we look at um

[51:05] keeping those relationships. I think that is a priority of the board to keep

[51:09] those true feeders which we don't have now. We have I mean

[51:14] » split >> I was split from my elementary. I went

[51:16] to elementary here 35 36 years ago. Uh but we yeah

[51:22] half of our elementary went to Lakeidge, half to ORM Jr. And then [clears throat]

[51:27] half of my worm junior experience or half of us went to well all of us at

[51:32] Mount View but then Tibanogus came our junior year right Jason and then that

[51:37] split >> two times over

[51:38] » and if you look at Tibonogus that's >> literally three rivers feed into that

[51:44] » and so it I think that's the priority of the the board to say let's keep these

[51:51] communities together there might be some ident like identity changes for those

[51:55] middle schools. But as far as high school boundaries, it'll be interesting

[52:00] to see what the board decides um on how they're going to make those work. I'm so

[52:05] glad doing it.

[52:11] » Well, you one thing that has become apparent as we've really been studying

[52:16] this really since April. Um in the north you can see that there's consolidation

[52:21] when Sharon closed Valley View

[52:25] » and then there's been fairly significant consolidation in the south and east

[52:30] right with Sharon Geneva and Hillrest. And so really what you'll see tonight

[52:38] likely depending what the board does for sure is really we're addressing that

[52:44] center part where you can actually look there's a there's a circle of I think

[52:49] six schools within a mile and a quarter of each other. None of them are more

[52:54] than a mile and a quarter from each other and they're all in the 300s soon.

[53:00] And so it's it's partly just an evolution of the city of Oram as well,

[53:05] right? And we can talk birth rates, we could talk affordability, we could talk

[53:10] charter schools, all of those affect that, but um it's it'll be a fascinating

[53:17] study moving forward. Mayor, may I may I just uh throw out

[53:22] there, please see uh ORM as a resource for trying to figure out how to use any

[53:30] properties that are consolidated. We can be helpful in in

[53:35] making sure they maintain identity, community gathering, park, recreational

[53:39] uses. Obviously, we've done that really really well with

[53:44] » I I need to go I need to go view that. I've heard that time and time again and

[53:48] I'm like yeah that's what I'd love for us to because we we are looking at some

[53:53] maps as we as we are just um I wore makeup today so I can't rub my eyes but

[53:58] I've been rubbing my eyes a lot um talking about this is that concern about

[54:04] h that's kind of that's leaving a large area without something. So that's what

[54:09] we would love to do is be able to partner not just with you but like I'm

[54:12] thinking United Way. There's a lot of community partners that we

[54:16] [clears throat] um

[54:19] I mean not just not just us us but multiple people that we could bring

[54:24] something to a community that will continue to serve um and maybe address

[54:31] other needs that that those areas have. So we're excited about that.

[54:36] If you can spell or several times with all the letters in here [laughter]

[54:51] » always visionary as the communications team says ORM is

[54:57] very cool. >> Warm gives you more. You rearrange ORM.

[55:01] [laughter]

[55:05] » All right. I'm just looking at the clock. We've got about 25 minutes.

[55:10] » I told him we had five minutes. >> And so just we're good. Just so you know

[55:14] that we we'll just [clears throat] just we're shooting end at two, but it looks

[55:18] like we might don't want to cut anybody short. And so we'll just move right

[55:23] along. And to Jason, steady. >> Thank you.

[55:27] » And I told you five minutes.

[55:30] » Five minutes to start the clock. First, um, President Lman and I are going to go

[55:34] check out the Hillrest Park. We're going to play pickle ball there tomorrow,

[55:37] right? [laughter]

[55:41] » Pickle ball. It's great. >> I'll come watch it. I'll come I'll come.

[55:46] » Um, one thing I wanted to point out here with those optimal school sizes, um, to

[55:51] see the K6 and the K5 are different. So, if there is some movement of 912, 68,

[55:56] it's not to be able to say, well, now there's more elementaryaries to close

[55:59] because it's not having to do with that. It's the 3 to five. So, there's going to

[56:02] be one last grade if that's the way it goes, but it's still looking at the

[56:06] optimal sizes there. Um, a little background on why we're looking at this.

[56:11] Some things we've shared before, but the elementary number of elementary students

[56:16] we had in our schools. There's 20 elementary schools

[56:20] in the area right now of the four cities. So, the total enrollment last

[56:24] school year was the same as in 1980. In 1980 there were 17 schools. There's

[56:31] 20 of those schools now. So that kind of helps a little bit seeing that. Also,

[56:36] um, going back to 1980 is really when enrollment in the area started taking

[56:41] off. So, elementary enrollment peaked in 1988 and has gone down since 1988.

[56:46] Junior high peaked in 1992 and has now gone down. And then high school 1998

[56:53] with the overall when you put them all together was in 1996.

[56:57] So declining enrollments since 1996 overall. Um and so that's what we're

[57:02] we're looking at. That's why there's been consolidations closures already. Um

[57:06] when we're looking at these numbers, even the K6 numbers to get to the three

[57:11] grade three classes per grade, it's about 590 students. So by this last

[57:17] year, there were seven schools of the 20 that were above that mark. Um in 27

[57:23] there's uh five and in 2030 only five. So 15 schools are below that mark of the

[57:31] having the three on average. So a lot of them have two or one and a half like Dr.

[57:36] Jensel was talking about. Um some other things to note um as we've started this

[57:42] boundary we've had boundary committees which have been really great. We've

[57:45] brought in principles. So the elementary and the secondary ones have had four

[57:48] principles that have been consistent throughout with staff with three board

[57:52] members in each as we've just been kind of planning this for many months of

[57:57] different brainstorming sessions figuring those things out the cluster

[58:00] meetings focus groups. Um one one option for the high schools was brought is it

[58:05] more favorable to have to close a high school and have three high schools that

[58:09] robust size or to bring the nth grade up. You can probably imagine the

[58:14] reactions there. people want their high schools, their identity up there. So

[58:18] that I think is a big reason as the 912 is being considered and is felt pretty

[58:24] favorable from the community along with the transportation of students that are

[58:29] on main activities trying to get from the junior high to the high school. Um

[58:34] let's see what else. Uh so yeah, we're looking at many different options

[58:40] tonight. We'll just present um a little bit about some of the things

[58:44] we've been looking at in the boundary committees looking at numbers as

[58:48] different configurations. Um we have a couple different secondary options.

[58:53] Uh and those we do want to try and get to as much possible pure feeders. So

[58:57] right now there's four high schools and five junior highs. If a junior high were

[59:01] to close it would be four and four which makes it a lot easier to get that pure

[59:04] feeder. Um, and then even with the elementaryaries to be able to see if

[59:08] there's a possibility to get it's it's a pretty pretty difficult to get

[59:14] everything, but there's some that we looked at where maybe one school that

[59:18] already is split does that and if there is a split between it. We're trying to

[59:22] get as close to a 50/50 for that to be able to make that,

[59:26] » you know, they're going with friends and then it doesn't where they come back.

[59:29] So, if they split the elementary, they're going to two junior highs, two

[59:32] different feeder systems, and staying together from there on out. So, anything

[59:37] I missed or any questions? >> Instead of like splitting the junior

[59:42] high, splitting the high school. Yeah, >> the the we've been looking at is that

[59:46] the junior highs and the high schools have identical boundary.

[59:50] » Some of that makes it a little difficult because

[59:54] » but but it should work, but some would need to be a little bit larger than

[59:57] others. Um, Oram High is the smallest square footage of the four high schools.

[1:00:01] So, trying to keep it um a little bit smaller, but even that with having 912

[1:00:07] high schools and in 2030 they're all under 2,000 for the number of high

[1:00:13] schools with ORM around 1,600. Uh there's another thing why we're looking

[1:00:18] at that too. So the

[1:00:22] Pleasant Grove High School in 2020 was at its highest and it was about 2200

[1:00:26] students. They're now at 1,800 and projected to be at 1450 in 2030.

[1:00:32] So that's where we're seeing a big decline right now in that area where

[1:00:35] where ORM Lynon have had that also. Um looking out to 2030 if there were no

[1:00:41] changes. I mentioned the elementaryaries where there'd be 15 of the 20 less than

[1:00:47] about 530. So they'd be anywhere from 230 students to 520. But the junior

[1:00:53] highs in 2030, the five of them there would be three of them less than less

[1:00:59] than three of them less than a thousand. Next one at right around 1,000 one at

[1:01:03] 1,200 and then the high schools all around uh averaging about 1350 or so.

[1:01:10] So the high schools right now to have that robust program, Alpine has has put

[1:01:15] a lot of extra teacher FTEEs to the schools to be able to have that where

[1:01:21] that works for a district of 85,000 students. It will it'll be more

[1:01:26] difficult for a smaller district um unless there's more revenue through

[1:01:31] property tax increases. So that's some things we've been asking too like we can

[1:01:35] get to some of these robust things by just raising taxes or we can this way or

[1:01:40] combination. So that's really what we're studying is is how that can all

[1:01:44] together. >> Can I say speak to that?

[1:01:47] » It has been amazing to me because you know we are doing a truth in taxation.

[1:01:52] is that um it as I've had those conversations with

[1:01:57] people, it has been very interesting to me to have people be against what ORM is

[1:02:02] doing trying to raise taxes and yet at the same time saying they're willing to

[1:02:07] support education if y'all went out for a bonus some kind. So, I think that

[1:02:13] speaks a lot to what our I don't want to say what our community values, but kind

[1:02:17] of that but that they value children is what the point is, right? So, just I

[1:02:22] wanted to make sure I communicated that to you today. That was very interesting

[1:02:26] for me to hear back because some of the people I talked to are just anti-ax no

[1:02:30] matter what. >> But, um yeah, I just want to acknowledge

[1:02:34] that we're both dealing with the same pocketbook, you know. Um so we need to

[1:02:39] be cognizant of your needs as well and not you know put the pressure on unduly

[1:02:45] and that's I think this is not our main purpose but certainly one of the

[1:02:50] purposes to demonstrate to our public that we are doing what we can to uh not

[1:02:55] be a burden >> right and to you

[1:03:02] » Jason do you ever feel like you're living a giant story problem

[1:03:07] One lives in a green house, one has a purple house. And who owns the parakeet?

[1:03:11] » Jason loves

[1:03:15] [laughter] >> I was talking to Dr. I was working on a

[1:03:19] bunch of stuff this morning. I don't have a lot of time where I have three

[1:03:23] hours all open and I did this morning, but really didn't come up for breath and

[1:03:27] just get into Excel and it's >> he was into it. [laughter]

[1:03:31] » Wow. Well, thank you. I just I don't know who owns the parakeet and I don't

[1:03:36] know who lives in the houses, but I'm I'm glad that you you all [laughter] are

[1:03:39] going to be figuring that out. Thank you. Um all right, next item. John,

[1:03:46] you're up. Safe routes and bus routes.

[1:03:54] » Could I just give you handouts? I would, but

[1:03:58] I'll show you some of here. Take Pete's chair.

[1:04:13] Um, a few things have changed just in the

[1:04:17] last few days of talking with David and a little bit with Joe. Um, the last two

[1:04:22] years I've been working on establishing um, what bus stops will be closing. And

[1:04:28] this is the Alpan School District website. Really good about showing kind

[1:04:32] of the school boundaries. Um we'll take Lacorage for an example. There used to

[1:04:36] be a a layer that talked about in the bike routes. We removed or as a city

[1:04:43] because if you look at the marquee down here in the bottom it says students come

[1:04:47] first. And that's kind of how we approach it

[1:04:52] from a traffic transportation point of view. busing that we want them to be

[1:04:56] first in safety to get to and from school. So that

[1:05:02] link no longer exists. However, the last couple years I have actually taken some

[1:05:08] screenshots and shown what those are and it was a little more

[1:05:13] alarming literally up to a couple days ago where I thought, "Oh man, the school

[1:05:17] district's going to close all these routes." And I have all this data of how

[1:05:21] many. We had a table that's saying there's 70 not routes, I should call

[1:05:25] them bus stops. There's 70 stops you're now going to have to walk.

[1:05:31] What I'm finding out is that when the boundary changes

[1:05:36] Dave that we're not going to make kids walk across State Street and so it's a

[1:05:41] motive to run. [laughter]

[1:05:46] » Delete that part. Okay. David [laughter]

[1:05:54] So this slide here lot there's a lot of data in there but what I wanted to point

[1:05:59] out with my praise the laser if I don't steal somebody's eyeballs work up there

[1:06:04] each one of these little dots represent a bus stop and this is last year's

[1:06:08] school um not this year not this is the 25 26 scene and so we were kind of going

[1:06:15] forward going how do we get all these kids across to lacage how do we get all

[1:06:20] these kids across Lacorage and

[1:06:23] » is that University Park? Yes. >> So, I I added um these roads for State

[1:06:28] Street, University Parkway, I15. There's actually two two stops west of I-15 that

[1:06:33] are closing. I say were because I think that you as a district now have the

[1:06:39] option to it's a little closer to me. Um but the previous organization of the

[1:06:44] school district published this. So, it kind of got blurry. Um, and our biggest

[1:06:49] thing is safety of the kids and how do we get them there? And you know, this

[1:06:53] from here to here is about 1.3 miles and there's another score is 1.79 1.8 miles.

[1:06:59] » So, it's pretty far away.

[1:07:04] » And so, um,

[1:07:07] what we want to do is remind the school district we're here to help. Um, we've

[1:07:13] met with community school community councils. Um I have a meeting with ORM

[1:07:18] junior high assistant principal um coming up. Um what happens is I think I

[1:07:25] have UD do what happens isn't even correct me is

[1:07:29] that this safe routes to school program is kind of managed through the state

[1:07:34] grants you can get to to do improvements. This is what they put out

[1:07:38] there. Um I only showed nine bus stops. Um over here they

[1:07:44] actually have 19 and 20. I think I had nine and 10 or nine and 15. This is the

[1:07:49] most current safe route to school for Lake Range. Um, and so there's

[1:07:54] potentially a lot of stops and a lot of kids and families. And so,

[1:08:01] um, we can go through other schools, but I think you get the point. I've got all

[1:08:05] the other four or five schools. They're all junior highs, right? The elementary

[1:08:09] um, then we're going to take any of the of

[1:08:13] the buses from the elementary and high school. So, um, I really wanted to get

[1:08:17] the point across is that we're here to help. We're here to work together. I do

[1:08:22] have other versions of of other schools

[1:08:26] records here as John finds that just to we talked

[1:08:32] yesterday and we were concerned that maybe there were some stops going. I've

[1:08:35] confirmed with the current director that in Oram no stops have been is the same

[1:08:42] stops as last year year >> and so nothing's been taken away. Now

[1:08:46] caveat to that is we have we're short 20 to 30 bus drivers. So there's actually

[1:08:53] buses that we're not driving and that's creating some double runs and

[1:08:58] some differences in timing but all the stops are in place in Orum Vineyard.

[1:09:03] There's a couple that have been taken away and DG1 and Lynon one but Orum

[1:09:10] remains the same. >> So that was [clears throat] comforting

[1:09:13] and yeah we um two years ago is when I started this process and the direction I

[1:09:19] received was that the school district is going to close these. So it's going to

[1:09:24] happen this month and now it hasn't. >> This is an example of the this is like

[1:09:28] from the school down to the bottom is seven miles. This little green line

[1:09:34] represent it's this is the safe route to the current safe route to school plan

[1:09:38] here. You were to take that school and

[1:09:42] superimpose it there at the same location. This bottom line is this

[1:09:47] bottom line which shows you the current boundary of the safe route program for

[1:09:51] this school. That means none of these areas and none of these stops currently

[1:09:57] have a safe route. Now we thought it was going to happen August but it's going to

[1:10:01] be next August. So I propose correct me if the steps are wrong but once you

[1:10:09] decide on a boundary in which schools stay in which change you have I believe

[1:10:15] access to age of students when you talk about by 20 30 or 40 these things will

[1:10:21] happen based on ages. I'm sure you know of clusters of students population and

[1:10:26] where they live. That's not public. Once you decide upon that, it's the school

[1:10:30] community councils to establish these safe routes. And each

[1:10:35] um school has a what do they call them? A

[1:10:39] safe route to school administrator that works with them. And then that's item

[1:10:43] three, work with the cities to physically walk

[1:10:48] or drive or both. >> I'll make David run it. [laughter]

[1:10:55] Who said David? Not Dave. >> Believe you're David.

[1:10:57] » I'll run her. She walked the paths. You'll get the feeling what the kids do.

[1:11:02] And sometimes it's it's uh evergreens growing way out on Northridge on there

[1:11:07] was these bushes that you literally couldn't walk down where there's sight

[1:11:11] distance or vehicles that can't see the kids. So, we really need to figure out

[1:11:17] what that safe route is. We want to work with you to do it. will help to do it.

[1:11:21] There's tripping hazards, there's sight distance. Um, and the important thing is

[1:11:25] the timing of improvements. We did a I think it's Bonavville

[1:11:30] school. We did a a hawk signal, right? Push button hawk $160 $170,000. It took

[1:11:37] months to get it designed, get it built. So, we need to get ahead and work

[1:11:41] backwards from we have an August 1 deadline of kids not being bust. We need

[1:11:47] to start in December this year to get stuff designed. And we do a lot of

[1:11:52] design in house. So you're you're getting a a deal there. You'll we'll

[1:11:56] design most of the stuff if we can. And we even construct some of the concrete

[1:12:00] if we can and do that. We do have a kind of an ongoing I don't know if it's

[1:12:04] written, but it's usually a 50/50 split of improvements with the school district

[1:12:07] in the past. So we've had we usually have small, medium, and large projects.

[1:12:13] 20,000 60,000 about 100. So depending on the crossing type [clears throat]

[1:12:20] kind of range from that um and then once the administrator

[1:12:25] updates the website UD do looks at it and approves it and it goes to the

[1:12:29] website. So I just encourage that we work together

[1:12:34] and we get ahead of it so that we don't show up August 1st. We have this unsafe

[1:12:39] » and John that will be a fairly tight timeline for us. On December 2nd, the

[1:12:44] board will decide which schools will change and then hopefully close to that

[1:12:50] time, we'll have some boundaries ready and then it will be up to the existing

[1:12:54] school community council to look forward to instructing the routes and about

[1:12:59] December. So that'll be a very tight >> well in in a perfect world if it was a

[1:13:02] very large infrastructure usually hawks. >> Yeah, that would be good. Clearly we can

[1:13:08] do other things faster. Um, but the sooner the better to help us get ahead

[1:13:12] of it and whatever mechanisms of monitoring and you know taking a walk

[1:13:15] and saying if I was a kid in this neighborhood, how would I get to a

[1:13:18] school? >> Yes.

[1:13:19] » Well, let's keep talking as we say one thing right down to Cascade. Remember

[1:13:24] John? So Cascade was designed for two drop off an hour, you know, later

[1:13:28] gators, early birds. And when it was consolidated with Sharon and it was a

[1:13:33] one drop off there there were traffic, there were safety issues. I saw John I I

[1:13:37] went to the school community council watched our traffic team handle those

[1:13:41] just expertly and quickly but truly to do that before school started would be

[1:13:47] ideal [clears throat] signal there you'll see pylons you'll see red curb

[1:13:52] you'll see crossing guards just the city does pay for the crossing guards too

[1:13:56] that happens I don't know what they cost per year but that's on us 100%

[1:14:03] » and you'll see the Friday bike bus >> Friday

[1:14:06] Yes. >> And we we I was I was really happy when

[1:14:10] I asked Dave about um bus drivers because we do have these double routes

[1:14:14] and I said, "No, do we not have enough bus drivers?" And he says, "We're fine.

[1:14:18] We've got enough bus drivers." And then I I said, "Well, with the double

[1:14:21] routes," he's like, "Oh, ASD doesn't in a bad shape." And I think that speaks

[1:14:27] to people want to work for this district. And so I I'm hopeful that that

[1:14:31] means that we'll be able to have enough bus drivers. Now, that being said, they

[1:14:36] the state only reimbures us for eligible routes. So, everything that's an

[1:14:40] ineligible route that we're paying for 100%. That's going to impact our our

[1:14:45] budget and our bottom line. That's a >> priority eligible and not eligible as

[1:14:48] far as >> distance is 1.5 miles for a elementary

[1:14:52] and two miles for secondary. >> What Jen's talking about was

[1:14:57] people asked where they wanted to be. lion share of the bus driver wanted to

[1:15:02] be a lot of these communities but because it's the student counts. So we

[1:15:09] got all the bus drivers pretty short 30. [laughter]

[1:15:13] You got any buses liner.

[1:15:18] » I'll just say John and transportation and traffic

[1:15:22] are the line. So

[1:15:26] we want to be creative. We want to look at things from all angles. We want to be

[1:15:30] as helpful as we can. um even to other uh cities in the district if we don't

[1:15:37] have the same kind of rationale and sophistication that we do.

[1:15:42] So we just see this as a resource. We get the solutions that you perhaps

[1:15:49] wouldn't be able to just on your own. We can address we can't say by August 1st

[1:15:53] we got everything done you know we can we can react stuff and help stuff. Just

[1:15:59] was curious. Do do you have an idea of how many crossing guards we have?

[1:16:05] » I Yeah. Through the >> police 2030.

[1:16:14] » Just noting how important they are to our communities. I mean, we value them

[1:16:20] so much [clears throat] and appreciate training. And

[1:16:23] » thank you. >> Didn't realize the city footed the bill

[1:16:25] on that. I thought the school district did. city history.

[1:16:29] » What happens? >> Thank you very much.

[1:16:31] » So, I live in Oram, west of the freeway, but

[1:16:36] the school that's closest to me is Vineyard Elementary, which is in

[1:16:40] Vineyard, and uh I I've seen the crossing guards, and the c one of the

[1:16:44] crossing guards uh is in Oram crossing over to the sidewalk that goes right by

[1:16:51] Vineyard. One of them's in our soccer park that's crossing over to Vineyard

[1:16:56] Elementary which is in V. How do you guys do that with Vineyard? Is it you

[1:17:01] pay for the morning they're coming from or worm to vineyard [laughter] in the

[1:17:04] afternoon that they're going from vineyard to ORM or how does that work?

[1:17:09] » We just

[1:17:12] give them a few library cards. [laughter]

[1:17:17] » Been here is building us a new signal at the Lakeside Park. So

[1:17:20] » Oh, yes. I I've been here for that 100%. So I think

[1:17:24] » it would have been great to have that done and the other construction in ORM

[1:17:28] done. I can't get out of my neighborhood without I mean it's there's two ways out

[1:17:33] without going all the way down to >> but that's another issue another

[1:17:35] meeting. >> Oh, [laughter]

[1:17:37] you know the arms were on >> that the signal arms were on back order.

[1:17:42] That's the delay. I just learned about that

[1:17:45] » coating. Huh? >> Thanks John L. Are you here for chief?

[1:17:50] Yes. >> All right. You're up, Chief.

[1:17:56] » Well, that's the guy who puts out the dumpster fires.

[1:17:59] » Y >> 65. I can see over the top [laughter]

[1:18:05] video.

[1:18:14] » Sure.

[1:18:18] Welcome back. Students in the Alpine School District have always learned

[1:18:21] math, science, and history, right? Well, now a new class will teach students how

[1:18:26] to put out fires and save lives. It is a new partnership with the ORM Fire

[1:18:30] Department. New specialist Alex Guerrero live for us at the ORM Fire Department

[1:18:34] tonight. And Alex, this is an opportunity for those imagined to get a

[1:18:38] head start on a potential career. >> It sure is, Mike. You know, it is one

[1:18:43] thing to learn about firefighting in a textbook. It is something else to go out

[1:18:46] on actual real calls. It's what some high school students in the Alpine

[1:18:50] School District are doing with the ORM Fire Department. But for as much as it

[1:18:54] helps them get experience for a potential career, it could also help the

[1:18:58] fire department in the future. >> You ready for this?

[1:19:01] » Even though it's an easy part of the job,

[1:19:04] » you got it. >> Leila Bonum still wanted to be perfect

[1:19:06] at it. >> Okay, go.

[1:19:08] » Meaning putting on all this firefighter turnout gear in less than 60 seconds.

[1:19:14] She had no problem with it and couldn't wait to do more and learn more about

[1:19:19] being a firefighter. >> I love it so much. Just like everything

[1:19:23] about it, putting my life out for other people, saving them, comforting them

[1:19:27] even. It's just so amazing. >> Bonum is still a junior in high school,

[1:19:31] but thanks to a new program between the Alpine School District and the ORM Fire

[1:19:35] Department, she's getting a head start in her future career. I think that like

[1:19:39] more kids should know about these programs cuz I didn't know about them,

[1:19:43] but it's truly amazing. >> This is only the second class. There's

[1:19:47] one each semester. Students get credit for it.

[1:19:51] » They even go on fire and medical calls, learning about what it takes to be

[1:19:55] successful in this career. >> On my left shoulder,

[1:19:58] » even learning tasks seemingly as simple as getting a water line off the fire

[1:20:02] train

[1:20:05] of it all. >> Really tough. And I'm I love a good

[1:20:08] challenge, so I'm willing to work for it. And it cuz it's really hard, but

[1:20:12] it's going to be a great reward in the end.

[1:20:14] » Blood pressures, heart rates, oxygen saturations.

[1:20:16] » For the ORM Fire Department, the class is a great way to help with recruiting.

[1:20:21] Departments have had challenges with recruiting since the state changed the

[1:20:24] retirement plan covering first responders back in 2011.

[1:20:28] » The numbers just aren't there um the way they used to be. prior to the change in

[1:20:32] the uh retirement system. It's really thinned out.

[1:20:36] » Classes like this one can help. >> We'd love to hire these kids at some

[1:20:39] point down the road. >> Bonum would sign up now if she could,

[1:20:43] » but she's excited to know when she can she'll be better prepared.

[1:20:47] » It's just so amazing and I love the adrenaline rush.

[1:20:52] Now, both Bonum and Anderson, the students we interviewed, say after high

[1:20:55] school graduation, they're planning on going to the firefighter academy at Utah

[1:20:59] Valley University. They say though that the skills they are learning now will

[1:21:03] only help them in college, ultimately leading to this kind of a career. Mike,

[1:21:08] » it's fun to see how excited they are about the whole thing and hopefully more

[1:21:11] will be just excited. All right, Alex, great story. Thank you.

[1:21:17] » Start with company and a conversation worth waking up for. We love our

[1:21:21] cadetses. We love the program. As you can see, it's got energy, right? It's

[1:21:26] it's a true symbiotic relationship in that we both mutually benefit. As Chief

[1:21:32] first talked about, numbers have been a little lower than they were back in the

[1:21:36] day when when I was testing 30 years ago. We'd have 60 70 people show up for

[1:21:41] one one career firefighter position. These do these days, the numbers are not

[1:21:45] like that. And so our intent through community outreach is to target these

[1:21:49] these kids, these students and to offer them this cadet program where they can

[1:21:53] come and they can smell the smells of the smoke on the turnouts and put them

[1:21:58] on and we put them in uniforms and put them on the fire trucks on the

[1:22:01] ambulances and it is just it's amazing and it's a hoot and I think

[1:22:05] [clears throat] you could see by the interviews of both Ila and Ben they're

[1:22:08] they're very excited and and that's what we're after.

[1:22:11] » When was this last semester? this video was this last winter. It was,

[1:22:17] I think, two semesters ago going last fall. So, we've had to that point, we've

[1:22:21] had uh >> the fall of 24 was our first class.

[1:22:26] We've run four. We're about to start our fifth. We usually try and get between

[1:22:29] eight and 10 students per class in there, so we keep it manageable. But

[1:22:33] these students are assigned crews. They're they're assigned um just like if

[1:22:37] they're if they're working. And they get to go out and they get to know these

[1:22:40] people. You saw firefighter Whipple in there talking to some of them. And so

[1:22:44] it's it's really a lot of it's about coaching. It's about mentorship. And I I

[1:22:49] don't know your name, but you you talked about with regards to the development of

[1:22:53] these students to become. I love that because that's what we're doing for

[1:22:57] those students that are that have an interest in firefighting, we that this

[1:23:02] is a physical manifestation of that path. We bring them on and they and they

[1:23:06] continue to grow and they develop. And what we get from it is

[1:23:11] candidates that we can hire. And in fact, some of these these cadets have

[1:23:15] actually already received jobs in uh on fire departments and surrounding areas.

[1:23:20] And so they're they're still really young. And so it's going to take a while

[1:23:23] to ramp them up because um they're they're they're 17 and 18 years old. So

[1:23:29] as far as the high schools go, just to kind of give you some

[1:23:34] uh quick idea, we we have them

[1:23:39] Participating high schools have been Orm, Tempenogus, Mountain View, Pleasant

[1:23:43] Grove, Cedar Valley, Skyidge, and Carl Maer. And this fall, students are coming

[1:23:48] from Provo, Lehi, American Fork, and Pacin high schools. And so we're we're

[1:23:53] pulling back from that. Uh program costs a student $200, which we do a physical

[1:23:59] down at workmed, and we out them with some basic uniform needs. Um and we

[1:24:05] invite the graduates, the alumni back to help us with fire prevention night and

[1:24:10] and programs that we do. And uh that's it. We think it's a wonderful

[1:24:16] program. Like I said, it's we love community outreach and we we love our

[1:24:19] students and we it's it's a way that we can really tap in and and provide

[1:24:24] resources for them. You guys have any questions for me?

[1:24:28] » Are the classes taught during the school day or is it after hours? It's it's they

[1:24:33] they show up in the afternoon and they go into the in later on that night and

[1:24:40] they and they get credits as well. So it's

[1:24:43] » Yeah. I'm just wondering it's part of the internship.

[1:24:45] » Yeah, that's exactly what it is. >> Internship.

[1:24:50] » And so they get to come and hang out and get school credit. So any other

[1:24:53] questions?

[1:24:57] » It's fun. I went to the graduation of the last one and and I same group I

[1:25:02] believe in January. I met them like on their first day and to just see the the

[1:25:07] difference and confidence. >> I don't think you know what I'm talking

[1:25:10] about. I do. Yes. And they're all kind of sheepish. You want to do this and

[1:25:14] then by the April they're ready to conquer the world. So yes, thank you.

[1:25:18] It's a great program. >> Dumpster fire.

[1:25:21] » Yes. >> Sorry. How do you recruit quick?

[1:25:25] » Social media these days, right? We get the we get the word out and um these

[1:25:30] kids they're they're um it travels like wildfire. They they hear about this

[1:25:34] program and we we get we get a lot of response.

[1:25:37] » I see what you did there with your description.

[1:25:40] » Wildfire. Okay.

[1:25:44] » All right. Thank you. All right. Last item on next to last item on the agenda

[1:25:48] is our police chief, uh Chief Robinson. We're going to talk about school

[1:25:52] resource officers. Welcome. So tremendously proud of our program and

[1:25:57] the community uh relationship that we have with uh our current principles um

[1:26:02] and what we do with our school resource officers. We have five full-time uh

[1:26:07] school resource officers, a sergeant and four detectives uh that are permanently

[1:26:11] assigned to our three high schools and our three junior highs.

[1:26:16] » We met the one at Lakeidge. Very impressive.

[1:26:20] » Is it Loridge? So they're I would say excellent

[1:26:25] examples of who you want in school of being that blend of uh Mr. Friendly but

[1:26:30] yet being able to be there when the the worst happens. And so uh my child uh

[1:26:36] goes to one of these schools and I'm very confident with the people that we

[1:26:40] have in these. I feel comfortable with my own kid going uh there with the the

[1:26:45] type of officers that we train and these schools. So um we take that

[1:26:50] responsibility very seriously. Um they follow the national NASRO uh national

[1:26:55] association school resource officers model. Uh first and foremost they're law

[1:26:59] enforcement officers. Uh secondarily they are uh educators. Uh many of them

[1:27:05] all of them in the high school teach a class. Um uh as wanted by the high

[1:27:10] school and then informal mentors. And so making that a you know you talked about

[1:27:15] kindness and empathy and things like that. uh building relationships with the

[1:27:20] the students so that we hear about problems before they are problems. If I

[1:27:25] feel uncomfortable enough to go to the school resource officer to say, "Hey,

[1:27:29] this is this fight's going to happen behind uh uh the

[1:27:34] what are they called now? >> Yes. I was thinking of the uh

[1:27:40] the >> um and so

[1:27:44] back to uh Bren's uh initial we are innovative. We we do things good. We're

[1:27:51] always looking to do things better. And so our our school resource officer

[1:27:56] probably more than a decade ago found a weakness

[1:28:00] in our ability to communicate inside these schools. And you go into a hot

[1:28:04] scenario and you're like, "Hey, I'm at Mr. Mr. Wilson's math class. Well, our

[1:28:08] officers don't know where Mr. Mrs. Wilson's math class is. Or a mass uh

[1:28:14] officer response. Pleasant Grove officers, county officers don't know

[1:28:17] where that is. And so came up with like a grid system. Um imagine

[1:28:22] [clears throat] battleship if you're old enough to remember battleship. Uh B3 U.

[1:28:27] That's where we're at. And so, uh, that was, uh, codified in state law, uh, and

[1:28:33] that's now a state, uh, mandated thing that came from one of our officers and

[1:28:38] looking for ways to to be better. >> Um,

[1:28:43] I it's just beginning of the new year.

[1:28:47] Your your school year starts next uh, you know, a year from now. And so I

[1:28:52] would just say let's get together, figure out what your expectations of

[1:28:56] school resource officers are be so we can meet those and we can uh be prepared

[1:29:01] to meet those uh from personnel and a a budgetary standpoint so we can make

[1:29:07] those things >> questions.

[1:29:12] Your your training has that been on an alpine district visible or is it bigger

[1:29:17] than that? your where your SRO training >> meaning what so are every officer goes

[1:29:23] to the NASRO class uh it starts in June so everyone goes to that are you talking

[1:29:30] about the grid system search or just their initial training

[1:29:33] » just just training over in general >> so every one of them attends that class

[1:29:38] uh that's offered every June uh >> is there any type of collaboration with

[1:29:42] the other SRO's throughout ASD >> yes so they're they've got their own

[1:29:47] little network. They got their own little group chats, uh, communicating

[1:29:51] and doing that training. So, like in the summer months, we utilize your buildings

[1:29:55] to train all our officers in the police department.

[1:29:58] » I walked accidentally into one of your trainings and I was like blown off

[1:30:02] [laughter] >> blown away. Now, do we have

[1:30:05] » a good not a good description like >> but I just didn't know if you'd have the

[1:30:12] conversations about whether it's they continue training in on that level after

[1:30:17] the splits. >> Uh let's talk about what your

[1:30:20] expectations are. My intent would be to continue that and if there's room that

[1:30:25] we can improve then yeah I'm always open for that. a different model that you

[1:30:30] want to follow or something besides NASRO. Um, I'm open to those as long as

[1:30:36] it's moving us forward better and safer. >> So, I have two questions. The first when

[1:30:43] they're so one to one at each of the secondary schools, do they also have an

[1:30:47] elementary they're over go to? >> Yeah. So if something a request those

[1:30:54] there's assignments that those so that the sergeant and the other

[1:30:59] detectives split their time amongst the three junior highs and then the 11 or 12

[1:31:05] uh elementarymentaries they're all assigned to that and so if there's a

[1:31:09] request that come in uh that officer that SRO would respond there unless

[1:31:14] they're unavailable then somebody would uh fill

[1:31:18] » and the other question is during the school year is they their time that

[1:31:22] they're working is it 100% at the school or is it 90% and they're doing

[1:31:25] » 40 hours they work 58s they're they're from 73 and and after dealing with these

[1:31:31] are parent problems or teacher questions or principal questions and they're 100

[1:31:36] those five are 100% dedicated to >> and in the summer have more help with

[1:31:41] the department then >> they come back that's usually when they

[1:31:44] take their vacations the teachers um so yeah

[1:31:49] » you Do you work extracurricular events as well?

[1:31:52] » They do. The high school like football uh games is probably the most apparent

[1:31:57] one. Um trying to think of some of the other ones where the overtime pages come

[1:32:02] out are usually for the football uh games.

[1:32:05] » You don't have time to teach an internship class, do you? [laughter]

[1:32:09] » Personally, no to uh

[1:32:13] » I'm just thinking of the fire department. They do have the law

[1:32:17] enforcement class at the high schools that that the green force officer

[1:32:21] generally teaches. It's a four credit >> usually first period TET

[1:32:27] class. >> Oh, I didn't

[1:32:30] I'm not just bragging. This is reality. Our school resource officers are

[1:32:34] literally award-winning as part of this national association.

[1:32:40] » I forgot about that. In 2024, we were recognized as the what's the term?

[1:32:46] » Good. >> Very cool.

[1:32:50] » One of the one of the things too I think you can't you can't measure is what

[1:32:55] doesn't happen because they're there. That's right. It's it's a huge support

[1:33:00] as a secondary principal especially to have them there in certain things that a

[1:33:07] little bit tenuous but it also prevents so many things from

[1:33:11] ever happening. I >> mean View we we don't have to imagine

[1:33:17] the worst case scenario. we we experienced the the worst case scenario

[1:33:21] and so >> um

[1:33:23] » yeah the model agency award is what they received in 2024

[1:33:27] » right >> um so proud of our officers and the work

[1:33:31] that they do in school it's important it's needed

[1:33:34] dedicated

[1:33:39] gladly send my kid to the school >> thank you thank you

[1:33:43] » yeah thank you >> leads us to our Last item that is to

[1:33:49] adjourn. So I don't know when our next meeting's scheduled, but I I imagine

[1:33:54] » Aaron probably knows >> probably.

[1:33:58] » There we go. >> And eventually we're going to host you.

[1:34:02] » Yes. In our new district office. >> New district office.

[1:34:05] » We'll have room to host you. >> Your course you're always welcome here.

[1:34:12] » Thank you. Thank you all for coming. It's good to see all of you. And

[1:34:14] » thank you for all of you and >> take care. Good luck with

[1:34:23] » my support.

[1:34:36] Great meeting. Thanks everyone.

[1:34:49] name.

[1:35:16] Yeah. Yeah.

Orem City Council | Timpanogos School District Joint Meeting | 8.26.2026

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