[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.