[1:59] Mhm.
[3:54] » Mhm.
[16:11] » Mark. I am Don. All right, William. I
[16:14] will call the order of this meeting of
[16:16] the Board of Education.
[16:18] Uh we're about to go 2:35 on the center
[16:23] line phone. We will begin this special
[16:25] meeting.
[16:28] I pledge allegiance to the flag
[16:31] of the United States of America, and to
[16:33] the Republic for which it stands, one
[16:36] nation under God, indivisible, with
[16:40] liberty and justice for all.
[16:44] right.
[16:46] We hope you will now move into private
[16:48] session for the purpose of a strategy
[16:51] session to discuss pending or reasonably
[16:53] imminent litigation
[16:55] and to discuss the character,
[16:56] professional competence, or physical or
[16:59] mental health of an individual
[17:01] uh or personnel.
[17:04] Um
[17:05] I make a motion.
[17:10] Sir.
[17:12] Uh any other motion, Mr. President? Can
[17:14] I get a motion, please, to close?
[17:16] I will move
[17:17] to go into closed session. Mr.
[17:18] President.
[17:20] Wonderful decision. Second, third.
[17:29] One more time.
[21:09] » Mhm.
[1:46:48] » We are going to start.
[1:46:52] We're live. Okay, that's great.
[1:46:54] Wonderful.
[1:46:55] Thank you all for being here. We're
[1:46:56] going to get started with our Summit
[1:46:58] County Health Department
[1:47:00] um
[1:47:01] Phil Van Arsdale and who did you bring
[1:47:03] with you?
[1:47:04] Friends? Um you're going to sit back
[1:47:06] there.
[1:47:07] Do you want us to sit back there?
[1:47:09] No, you can join us.
[1:47:10] >> [laughter]
[1:47:11] >> He's just there for support. Yes.
[1:47:18] Yeah.
[1:47:20] Okay, thank you so much for having us.
[1:47:22] Phil will be watching from the
[1:47:23] background and be able to support us as
[1:47:25] needed. I'm Kendra Babbitt, I'm the
[1:47:27] deputy director of the health
[1:47:28] department, and this is Nancy Porter,
[1:47:30] she's our epidemiologist at the health
[1:47:32] department. And we are excited to be
[1:47:34] here, so thank you for having us because
[1:47:36] this is the last two efforts of the
[1:47:38] health last two years of efforts of the
[1:47:40] health department. And so, this has been
[1:47:43] a long time coming, and I'm sure a lot
[1:47:44] of you have been involved in this in
[1:47:46] lots of different ways. And we are
[1:47:47] excited to present these results to you
[1:47:49] today. So, we have our community health
[1:47:52] assessment and our community health
[1:47:54] improvement plan. So, grounded in the
[1:47:56] data from our community health
[1:47:57] assessment that many of you participated
[1:47:59] in in 2024, we were able to meet with
[1:48:02] our community stakeholders and to
[1:48:03] develop the community health improvement
[1:48:05] plan, which will guide the health
[1:48:07] department's efforts to make an impact
[1:48:09] in the community for public health over
[1:48:11] the next 5 years. So, we are really
[1:48:13] excited to present the findings of the
[1:48:15] community health assessment to you and
[1:48:17] what our road map looks like over the
[1:48:19] next 5 years. So, Nancy will kick us off
[1:48:21] with our community health assessment.
[1:48:24] All right, thanks.
[1:48:25] Um
[1:48:26] so, Kendra gave us a really good
[1:48:27] background. The community health
[1:48:28] assessment is commonly referred to as a
[1:48:31] CHA.
[1:48:32] Um you may remember seeing our survey in
[1:48:34] the mail, maybe ran into us at a
[1:48:37] community event, or participated in one
[1:48:39] of our focus groups.
[1:48:40] Um I hope this logo up here looks a
[1:48:42] little familiar. Um
[1:48:45] We wanted to make sure that this work
[1:48:46] was recognizable uh
[1:48:48] throughout the community when we started
[1:48:50] um so that when that survey did come to
[1:48:52] you in the mail, uh you knew what we
[1:48:53] were talking about. You'd seen us around
[1:48:55] town. Um and we also have another mascot
[1:48:57] up here, Chippy. Um
[1:49:01] Uh it's a mascot that we created, kind
[1:49:03] of a mix of Schoolhouse Rock um
[1:49:06] and Clippy from Microsoft, the you know,
[1:49:09] how to make a CHA into a chip. And it
[1:49:12] was a great way to explain the process,
[1:49:14] remove some of the jargon, and make sure
[1:49:17] that everyone in our work group was on
[1:49:19] the same page. Um
[1:49:21] Chippy's been in quite a few different
[1:49:22] videos uh
[1:49:24] that I've put together. One of them's on
[1:49:25] our website
[1:49:27] um that you can look at now. We'll
[1:49:29] Kendra will give us a little preview a
[1:49:30] little bit later, but
[1:49:32] he's just a a way to
[1:49:34] explain what a CHAW is, what a CHIP is,
[1:49:37] and what are some of these public health
[1:49:40] jargon terms that we're talking about
[1:49:42] with upstream drivers of health and
[1:49:44] things like that. So, he really walked
[1:49:45] you through the entire process and where we ended. Um
[1:49:50] So, we'll do Chippy today, I guess.
[1:49:54] Um
[1:49:55] So, the community health assessment
[1:49:59] and the CHIP report, they're not just
[1:50:01] reports. They're really community tools
[1:50:04] and a shared roadmap for improving
[1:50:06] health.
[1:50:07] Uh CHAW is a systematic
[1:50:10] process that is by lots of local health
[1:50:12] departments and hospitals do these. Um
[1:50:15] but they didn't analyze it for the
[1:50:16] health of our community. Uh typically
[1:50:18] these are done about every 5 years. I
[1:50:20] believe hospitals do them every 3 years.
[1:50:22] Um
[1:50:23] And this was our first real
[1:50:25] comprehensive one that we did in 2024.
[1:50:28] Um
[1:50:28] part of it also included a survey that
[1:50:31] we had over 1,700 responses for the
[1:50:33] survey as part of our our CHAW.
[1:50:36] Uh the CHIP is the long-term action
[1:50:38] plan. It takes the data that we gathered
[1:50:41] in the CHAW and turns it into action.
[1:50:43] So, it's sort of like that. We found out
[1:50:45] all this information, now what do we do
[1:50:46] about it? Um and it's really just a way
[1:50:49] to set some priorities, goals, and
[1:50:51] strategies for like the next 5 years.
[1:50:54] Um They're really two parts of the same
[1:50:56] cycle. The CHAW asks, "What do we need?"
[1:50:59] and the CHIP says, "What are we going to
[1:51:00] do about it?"
[1:51:03] Um on this timeline,
[1:51:05] you can see it like this is
[1:51:07] really been about 2 and 1/2 years of
[1:51:09] work that we've
[1:51:10] put in to get to this point. Um, kicking
[1:51:13] things off in 2024 with the CHNA CHNA
[1:51:16] survey. Um,
[1:51:18] and then we put out the report and we
[1:51:20] finalized it, started sharing it with
[1:51:22] our partners to help people inform their
[1:51:24] work. Um, we collected so much
[1:51:26] information about Summit County
[1:51:28] um, and from its residents. We really
[1:51:30] want people to be able to use this
[1:51:32] information.
[1:51:33] Um, and then we worked with our partners
[1:51:35] to develop our our community health
[1:51:36] improvement plan.
[1:51:38] Um, we put together the CHIP work group
[1:51:40] and had
[1:51:42] 40 depart four departments from
[1:51:44] different um, organizations help us
[1:51:47] identify what we wanted to do about it.
[1:51:49] Um, so now we're in that implementation
[1:51:51] phase. We're really starting to
[1:51:55] do the priorities that we talked about.
[1:51:57] Um, we identified all these priorities.
[1:51:58] Now we just need to work on them and
[1:52:01] then we'll kind of do the process over
[1:52:02] again and make sure that we are learning
[1:52:05] from our stakes and from what we're what
[1:52:08] we've gathered and and keep moving
[1:52:10] forward with this. Um, so it is a it is
[1:52:12] a cycle.
[1:52:15] Um,
[1:52:16] so why do we do this?
[1:52:18] Um, health us really look beyond what's
[1:52:21] loudest and understand what's driving
[1:52:23] health in Summit County. Summit County
[1:52:25] is a unique spot. Um, we need our own
[1:52:27] data to tell our story. Um, we don't
[1:52:30] want to rely on assumptions or outside
[1:52:32] comparisons and as a health department
[1:52:35] it's our responsibility to understand
[1:52:37] the needs of of the people that we
[1:52:38] serve. Um, talk gives us a great
[1:52:40] foundation for that. Um, it's also
[1:52:44] a great baseline for us to
[1:52:47] track our progress and where we're where
[1:52:49] we're going and
[1:52:52] really help
[1:52:53] use this as a resource for the
[1:52:55] community. Um, this isn't just the
[1:52:57] health department's data. Um,
[1:52:59] there were so many other people involved
[1:53:01] to help us collect all this information,
[1:53:03] put the report together.
[1:53:05] Um, and it's not just health information
[1:53:07] that's in here. There is lots of other
[1:53:09] um, um
[1:53:10] data points and questions that we asked,
[1:53:12] and still so much that we haven't tapped
[1:53:14] into, but we really want the community
[1:53:16] to be able to use this information.
[1:53:18] Uh, so we use multiple data sources. Not
[1:53:21] just one data source tells the whole
[1:53:22] story.
[1:53:23] Um, the census and health data along
[1:53:25] with some of our surveillance data
[1:53:28] it tells us who lives here, what are the
[1:53:29] major health trends, um, and how we
[1:53:32] compare to the state and national
[1:53:34] benchmarks as well. Uh, we looked at
[1:53:36] factors like housing, jobs, air quality,
[1:53:39] food access, transportation,
[1:53:41] um
[1:53:43] there were so many different topics that
[1:53:44] we really covered, that we looked at.
[1:53:46] Um,
[1:53:47] you know,
[1:53:48] what we did, you know, these focus
[1:53:50] groups helped
[1:53:52] give us more context to just data
[1:53:54] points.
[1:53:55] Um, we got to learn more about the why
[1:53:57] um behind some of these things, along
[1:53:58] with open-ended questions in the survey.
[1:54:01] Um
[1:54:02] it really brought more context to to a
[1:54:05] lot of it.
[1:54:06] Uh,
[1:54:07] and it really brought those lived
[1:54:09] experiences in um so we could see some
[1:54:11] of those barriers that might be in
[1:54:12] place.
[1:54:14] And then we saw same theme across a lot
[1:54:16] of these data sources. So we knew
[1:54:18] not one was more right than the other,
[1:54:20] but we really saw
[1:54:22] the whole story through all of it.
[1:54:25] Um
[1:54:26] and so the survey uh
[1:54:29] was one of the highlights of of this
[1:54:31] CHNA report. Um,
[1:54:33] a lot of work went into it. Um, here you
[1:54:35] see pictures of me all over town trying
[1:54:38] to get people to take my survey.
[1:54:40] Uh, and it worked. Uh, we had 1,700
[1:54:42] responses.
[1:54:44] The I did a statistical power analysis
[1:54:47] to see how many people we actually
[1:54:48] needed to take our survey
[1:54:50] to make sure that I wasn't just
[1:54:52] guessing. I wasn't just pulling out a
[1:54:53] number. Um, and we
[1:54:56] uh the goal was uh 1,000. We got 70%
[1:54:59] more. So uh 1,700 was really really
[1:55:01] great. And it gives a strong
[1:55:04] representative sample across um
[1:55:07] gender, ethnicity, geography.
[1:55:10] Um about 65% of the residents
[1:55:13] um
[1:55:14] have lived here for 10 years or more
[1:55:15] that responded to our survey. So, we got
[1:55:17] a really nice mix of
[1:55:19] um people who've been here for quite a
[1:55:20] while and those who maybe a little bit
[1:55:22] newer.
[1:55:24] And about 44% of our respondents were
[1:55:27] from Park City um
[1:55:28] and it was we really had someone well,
[1:55:32] not someone, but more than one person
[1:55:34] from every zip code answer answer the
[1:55:36] survey. So, we really
[1:55:38] got a nice sample from not just Park
[1:55:40] City, but North Summit and South Summit
[1:55:42] as well.
[1:55:44] We had really strong participation from
[1:55:46] our Hispanic community. This is a huge
[1:55:48] thanks to our partnership with People's
[1:55:49] Health Clinic and helping us get the
[1:55:51] word out about the survey. Our survey
[1:55:53] was available in English and Spanish in
[1:55:56] paper, online. It was every variation
[1:55:58] you could think of. Um
[1:56:01] but overall, we we had about 12%
[1:56:03] participation um with Hispanic community
[1:56:06] and 16% in Park City. So, we had a
[1:56:09] really nice representative sample there.
[1:56:12] Um the survey covered lots of topics um
[1:56:16] climate change, preparedness, sense of
[1:56:19] community. We asked questions about
[1:56:20] access to care, discrimination. Um
[1:56:24] it wasn't just
[1:56:26] those traditional health questions that
[1:56:27] you think of. We didn't include any
[1:56:30] behavioral health or mental health
[1:56:31] questions. Um
[1:56:33] I'm not sure if anyone has taken it, but
[1:56:35] the our behavioral health department has
[1:56:37] their own survey that they do every 2
[1:56:40] years. They just finished one up, so I
[1:56:42] hope some of you guys took that survey.
[1:56:46] So, we didn't want to duplicate efforts.
[1:56:48] They were already doing this. They have
[1:56:50] great data. Um
[1:56:52] so, why would we ask the same questions?
[1:56:53] We really wanted to make sure that we
[1:56:54] were
[1:56:56] being mindful of that.
[1:57:00] So, here's a few of the results that we
[1:57:02] found. Um
[1:57:04] we asked the question, "What do you
[1:57:05] think makes Summit County a healthy
[1:57:08] community?" And we had a whole list and
[1:57:11] here's kind of the top 10 factors that
[1:57:13] came out of here. Access to trails and
[1:57:15] parks and outdoor recreation was number
[1:57:17] one
[1:57:18] um
[1:57:19] overall along with Park City.
[1:57:23] And number two across the board for
[1:57:25] everyone was
[1:57:27] the safe neighborhoods and and our clean
[1:57:30] environment. Those were top
[1:57:33] priorities for everyone and
[1:57:35] you know, I think here those are things
[1:57:36] that we think of that make us healthy,
[1:57:38] but in traditional health sense, those
[1:57:41] aren't
[1:57:42] you know,
[1:57:44] it's more of the built environment
[1:57:45] that's around us and those social
[1:57:47] drivers of health. Um
[1:57:50] And I think it's it's it makes sense
[1:57:51] that we saw this and hearing about these and that they aren't
[1:57:56] clinical. I mean, we see some clinical
[1:57:58] factors on here and access to health
[1:58:00] care and and things like that, but
[1:58:03] uh here in Summit County and in Park
[1:58:05] City,
[1:58:06] everyone, you know, the healthiest
[1:58:08] factor that we have is our access to the
[1:58:10] outdoor recreation.
[1:58:14] Um so, we asked the counterpart, too.
[1:58:16] So, what do you think needs improvement
[1:58:18] in Summit County? And I'm not sure
[1:58:23] these are much of a surprise. We have
[1:58:24] affordable housing as number one across
[1:58:27] the board.
[1:58:28] Um
[1:58:29] and elder care options was number two
[1:58:31] for overall and in Park City along with
[1:58:33] South Summit.
[1:58:34] And this is this makes sense. We have a
[1:58:37] an aging population. Our
[1:58:40] um age group of 65 to 85 is the largest
[1:58:43] growing age group in Summit County and
[1:58:45] that's not going to slow down. So, we
[1:58:46] are going to see more of these elder
[1:58:48] care options being uh an option and and
[1:58:51] a priority that we need to set.
[1:58:53] Um, and for food options, that was
[1:58:55] another thing that showed up. Um, these
[1:58:57] are all social drivers of health that
[1:58:59] are showing up as things that need
[1:59:01] improvement.
[1:59:02] Um,
[1:59:03] and it was very consistent relatively
[1:59:06] throughout, um,
[1:59:08] throughout the county of what we saw.
[1:59:12] Here's a few other, um,
[1:59:16] results to highlight the good news.
[1:59:18] About 90% of residents rate their
[1:59:21] quality of life as good or very good.
[1:59:23] Um, this is really strong foundation and
[1:59:26] really speaks to the strengths of this
[1:59:27] community.
[1:59:29] We also asked about climate change. Are
[1:59:30] you concerned about it or not? Um, and
[1:59:33] of those concerned,
[1:59:35] um,
[1:59:36] about 80% said they were somewhat or
[1:59:38] very concerned about climate change. And
[1:59:40] so we followed up, well, what is it? Um,
[1:59:43] and it was a lot of environmental
[1:59:45] impacts. Um, things like our changing
[1:59:47] weather patterns, wildfire risks, air
[1:59:49] quality, drought. Um,
[1:59:51] you know, we've seen
[1:59:53] some of this with our recent species
[1:59:55] and, um,
[1:59:57] and so you can see, you know, we
[1:59:59] categorized all these um,
[2:00:02] responses. These were all open-ended uh,
[2:00:04] what people were concerned about and
[2:00:07] these results were fairly consistent
[2:00:09] across all of the different school
[2:00:10] districts.
[2:00:11] Uh, we also asked about vaccinations.
[2:00:14] Um, are you concerned about childhood
[2:00:16] vaccinations? Why or why not? Um,
[2:00:20] and about 40% of people said that they
[2:00:22] were concerned or somewhat concerned
[2:00:23] about childhood vaccinations.
[2:00:26] Um,
[2:00:27] the majority of these concerns though
[2:00:29] were all about the population impact of
[2:00:32] being concerned that others aren't
[2:00:33] having vaccinations or how how we might
[2:00:35] see some diseases that we don't normally
[2:00:37] see being spread.
[2:00:39] Um,
[2:00:40] but one thing is
[2:00:43] that really stood out with this one is
[2:00:44] that this is very consistent across all
[2:00:47] of Summit County. These years um, um
[2:00:50] there wasn't a huge stark difference
[2:00:52] between in our areas on on a lot of
[2:00:55] these concerns.
[2:00:57] Um these are just a few to highlight
[2:00:59] here. Um
[2:01:01] there's a lot more in the CHA report and
[2:01:05] a lot more that we asked about that we
[2:01:06] haven't done. Um but one thing I want to
[2:01:10] really stress is that this isn't just
[2:01:11] our our data. This is everyone's. We
[2:01:14] want this to be accessible, transparent,
[2:01:16] and useful. Um and we're here to help
[2:01:18] with interpretation, applying it, or if
[2:01:21] you want the raw data, we're we're here
[2:01:23] to share it. Um there's so much more to
[2:01:25] look into. I really want others to use
[2:01:28] this. Um it's a big project. And then
[2:01:31] Kendra's going to talk about our trip.
[2:01:34] Thank you, Nancy.
[2:01:36] So as Nancy mentioned, we have a lot of
[2:01:38] data here and this is for communities
[2:01:39] data. And we want people to feel
[2:01:41] comfortable accessing it and you could
[2:01:43] all access this on our website. Um we
[2:01:46] have some printed copies of reports here
[2:01:48] that we're happy to share, but you can
[2:01:49] access it all virtually on our website
[2:01:52] as well as you'll see at the end of the
[2:01:53] QR code for that. Um and there's
[2:01:55] opportunities to request that through
[2:01:57] our website as well.
[2:01:58] So as Nancy mentioned earlier, the CHA
[2:02:00] and the CHIP are two halves of the same
[2:02:02] cycle. So the CHA identifies the needs,
[2:02:05] she talked a little bit about the
[2:02:06] highlights there, and the CHIP tells us
[2:02:08] what we should do about it. So now that
[2:02:11] we've identified some of those needs, um
[2:02:13] what do we do? How do we create this
[2:02:15] strategic plan for the communities for
[2:02:17] the next 5 years? And we did not want to
[2:02:18] do that alone. As she mentioned, this is
[2:02:21] the communities data. We want this to be
[2:02:23] a community effort. And so features that
[2:02:25] you see in some of these slides are from
[2:02:27] our CHIP work group. So we invited all
[2:02:29] of our community partners, stakeholders
[2:02:31] to participate in this. And she also
[2:02:34] mentioned we had over 40 partners that
[2:02:36] were participating in that and over 2
[2:02:38] days with the help of a contractor that
[2:02:40] we've used with CDC Strategies.
[2:02:42] We were able to guide the creation of
[2:02:45] the chip for the next 5 years. So, we
[2:02:48] wanted to make sure that all voices were
[2:02:50] heard, and one of the reasons we wanted
[2:02:52] of this slide by a facilitator that is
[2:02:54] not part of the health department is we
[2:02:56] did not want to bias what this looked
[2:02:58] like. We wanted this to be something
[2:03:00] that the community created that was not
[2:03:02] just the health department's community
[2:03:04] health improvement plan, but the
[2:03:05] community's health improvement plan. Um
[2:03:07] and so, that really helped us to be just
[2:03:10] a participant and not someone who was
[2:03:12] leading the entire effort.
[2:03:14] So, we also want to make sure you see up
[2:03:16] here that the root causes of health was
[2:03:18] something we wanted to focus on. Nancy
[2:03:20] mentioned those upstream social drivers
[2:03:22] of social determinants of health. And
[2:03:24] those are things that affect all the
[2:03:25] health outcomes that we track and that
[2:03:27] we care about at the health department.
[2:03:29] And so, by working in those upstream
[2:03:31] areas, we can impact health. So, we're
[2:03:33] excited to
[2:03:34] present to you the chip.
[2:03:38] Now, see if the video might work. I'm
[2:03:39] not sure if you clicked on to the Okay.
[2:03:42] That's okay. I'm going to go
[2:03:46] You're good.
[2:03:47] So, you see Chippy again here. Um the
[2:03:49] little clip isn't by any means
[2:03:52] necessary. It was just our way of
[2:03:54] introducing what a chip is, what it
[2:03:55] does, and what the focus is for the
[2:03:57] group.
[2:03:59] So, we had Chippy tell us and the group
[2:04:01] who participated what the CHA is, what
[2:04:03] the chip is, and help people understand
[2:04:06] that we use the CHA data, the
[2:04:07] participants read the CHA. They came
[2:04:10] with their own understandings of the
[2:04:11] community, the struggles, the strengths,
[2:04:14] and brought that to this 2-day workshop
[2:04:16] to help us identify what should our top
[2:04:18] three priorities be for the chip, what
[2:04:20] should those goals be for the chip as
[2:04:21] well.
[2:04:26] We mentioned this is guided by community
[2:04:28] voices, and we had partners from all of
[2:04:30] the sectors in those upstream drivers
[2:04:32] that we care about. So, not just health
[2:04:34] care that is a traditional partner of
[2:04:35] public health, education,
[2:04:38] social services, environment, local
[2:04:40] government, and we had those external
[2:04:42] facilitators do the workshop for us so
[2:04:45] that we were not the authority, but a
[2:04:47] partner in the process.
[2:04:48] And this was really helpful as we took
[2:04:51] all of that into account to define our
[2:04:53] priorities and get the community to
[2:04:55] support our business plan going forward.
[2:04:59] So without further ado, here is our
[2:05:01] one-page summary of the chip.
[2:05:03] This is what the workshop defined for
[2:05:06] us. We have the three priority levels
[2:05:08] and then we have the two goals
[2:05:10] underneath them. So we It goes deeper
[2:05:12] than this and we decided that when it
[2:05:14] comes down to how we implement this, the
[2:05:16] health department will be spearheading
[2:05:18] some of these efforts and we wanted all
[2:05:20] of their input on what this should look
[2:05:22] like. So when you read the full chip,
[2:05:24] you will see objectives and action steps
[2:05:26] that are much more detailed and
[2:05:28] time-bound and those were were created
[2:05:30] in conjunction with health department
[2:05:32] staff. So you can see priority one,
[2:05:34] strengthen partnerships to impact
[2:05:36] community health drivers. This is huge
[2:05:38] and broad. And this is where we really
[2:05:40] have an opportunity to work with
[2:05:42] partners and identify some of those
[2:05:44] upstream policy areas, systems change
[2:05:47] areas that we want to work on. And so
[2:05:50] this will be a new effort for the health
[2:05:51] department to get involved in policy
[2:05:54] work with partners. So we are really
[2:05:55] excited about this.
[2:05:57] Priority two gets a little bit more
[2:05:58] narrow, improve food and nutrition
[2:06:00] access for the whole community. You saw
[2:06:03] in Nancy's highlight that was one of the
[2:06:05] important factors that people were
[2:06:06] concerned about, access to affordable
[2:06:08] food. And we know that there's a lot of
[2:06:10] discrepancy throughout the county in
[2:06:12] access to healthy and affordable food.
[2:06:14] And this is an area that us as the
[2:06:16] health department can really help lead
[2:06:18] and support. And so we get a little bit
[2:06:20] more specific here. And then priority
[2:06:23] three, we get probably the most specific
[2:06:24] in our priorities. Again, another
[2:06:26] highlight is straight from another
[2:06:28] channel that increased immunization
[2:06:29] coverage to reduce preventable disease.
[2:06:32] And so this is a very traditional area
[2:06:33] to work in for public health where we
[2:06:35] partner with health care partners
[2:06:37] and be able to hopefully reverse the
[2:06:40] trend that we're seeing in child obesity
[2:06:42] admissions
[2:06:43] and continue seeing that work to do.
[2:06:50] So this process was successful for us
[2:06:52] for quite a few reasons.
[2:06:55] The chip priorities you saw reflected
[2:06:57] with our child data, they're
[2:06:58] statistically grounded in that data, but
[2:07:00] we also bring in the lived experience
[2:07:02] from the partners and help us create it.
[2:07:04] We have strategies that address real
[2:07:06] barriers rather than assuming needs with
[2:07:08] both of those pieces coming together.
[2:07:10] And then we have the community buy-in.
[2:07:12] We had a lot of feedback from
[2:07:13] partnership participated that this was
[2:07:15] something they felt was really engaging
[2:07:17] where they could have a meaningful
[2:07:18] impact. And so we're excited to spread
[2:07:21] the word about this and bring them to
[2:07:22] the table and start making some of these
[2:07:24] things happen.
[2:07:25] Um we are excited to have this as a
[2:07:27] shared vision for the community to
[2:07:30] collaborate.
[2:07:32] So just in summary, our key takeaways
[2:07:34] here.
[2:07:35] We have the child and the chip and they
[2:07:36] provide us that data-driven
[2:07:37] understanding of community health and it
[2:07:40] is extremely powerful and as Nancy
[2:07:42] mentioned because it is the most robust
[2:07:44] community health assessment we've ever
[2:07:46] done. It takes our national data
[2:07:47] sources, our state data sources, and all
[2:07:50] the work Nancy did to compile lived
[2:07:52] experience from our community residents
[2:07:54] into a data set
[2:07:56] that we are sharing and hopefully
[2:07:57] everyone will want to use and request
[2:07:59] from the community.
[2:08:01] And then we have our partners involved
[2:08:02] to use that to
[2:08:04] create the chip, help us move forward
[2:08:06] with that over the next 5 years to
[2:08:08] create this long-term improvement in
[2:08:11] health and well-being for Sarasota
[2:08:12] County. So we are very excited for this.
[2:08:14] is our second time presenting to a
[2:08:16] group and we hope many others will want
[2:08:18] us to come and present and we can share
[2:08:19] this resource.
[2:08:22] So acknowledgements, like we mentioned,
[2:08:24] many partners participated in the work
[2:08:26] group um, Park City School District was
[2:08:28] represented there, so we are very
[2:08:30] excited to have input, um, and are very
[2:08:33] grateful for our partners who made this
[2:08:35] happen, including all of our staff who
[2:08:37] have been very involved and we are very
[2:08:39] grateful for their level of excitement
[2:08:41] and passion to move this forward. MCV
[2:08:43] Strategies as well that we worked with
[2:08:45] to have this facilitated.
[2:08:49] So, thank you again. Um, we also want to
[2:08:51] make sure we acknowledge these are
[2:08:53] county dollars that supported this
[2:08:54] effort and so we are grateful for our
[2:08:56] county administration and county council
[2:08:57] for funding and supporting this and for
[2:08:59] all of you for being here in the
[2:09:01] community to help support these efforts
[2:09:03] as well.
[2:09:04] Thank you.
[2:09:07] And this is our very last slide where
[2:09:08] you have the QR codes to directly link
[2:09:10] you to either of these reports, um, and
[2:09:13] to learn more about them, um, as well as
[2:09:15] to request data or connect with Nancy or
[2:09:18] myself about any how we can best support
[2:09:20] you in these efforts. So, with that, um,
[2:09:21] we are happy to take questions.
[2:09:24] One wondering I have is how can we
[2:09:26] leverage our existing partnership to
[2:09:29] realize some of these priorities,
[2:09:30] specifically our food pantries, vaccine
[2:09:33] clinics and those things are embedded
[2:09:36] into your three priorities.
[2:09:39] And we have a pediatrician at our child
[2:09:42] clinic.
[2:09:47] Yeah, so for your I mean, these are two
[2:09:49] different priorities, right? Um, and if
[2:09:51] you and you're I'm open to discuss these
[2:09:53] or not to if you'd like to see. So, if
[2:09:55] you go to our full chip,
[2:09:58] we have our goals and then as I
[2:10:00] mentioned earlier, we have the
[2:10:01] objectives and action steps, which are
[2:10:03] really over the next 5 years, how do we
[2:10:06] break this out into bite-size chunks so
[2:10:08] that we can address the vaccination
[2:10:10] piece and the nutrition piece. And two
[2:10:13] things came out with the nutrition
[2:10:14] piece.
[2:10:17] So, do this.
[2:10:19] So, one of them was ensuring access and
[2:10:22] also the other pieces reducing stigma.
[2:10:25] And so we are actually starting to
[2:10:27] implement this with an intern that just
[2:10:29] started last week who is doing sure her
[2:10:32] graduate degree and she's a dietitian
[2:10:34] correct? Yes, she's with our Wick
[2:10:37] program that she's doing internship with
[2:10:39] and and she's very excited about trying
[2:10:41] to reduce some of the stigma and make
[2:10:46] healthy food more accessible
[2:10:48] and one of the things that we're
[2:10:49] starting to work on are developing
[2:10:52] some videos on
[2:10:55] what's it like to go to the food bank?
[2:10:57] What's involved? Like let's make it just
[2:10:59] easier.
[2:11:01] You can watch a video of how you do it.
[2:11:02] How how you go and and what's needed but
[2:11:05] also
[2:11:07] making
[2:11:09] healthy meals from from food that's
[2:11:10] available and what that looks like and
[2:11:13] shopping for those recipes within the food bank
[2:11:17] and our other local food resources that
[2:11:20] we have and putting together seasonal
[2:11:22] recipes that are on on on a budget but
[2:11:24] also healthy and another
[2:11:27] area that we've talked about is
[2:11:31] trying to build recipes and easy things
[2:11:33] to cook for kids that are maybe home
[2:11:35] after school and need a healthy meal
[2:11:38] rather than the easy mac or something
[2:11:40] like trying to find
[2:11:42] kid-friendly healthy meals and and
[2:11:43] making
[2:11:45] videos and putting those together and really trying to create some content
[2:11:48] to make things a little more accessible
[2:11:50] to people so they can watch rather than
[2:11:53] having to go and and read it. Good
[2:11:55] thing.
[2:11:56] Another piece to that too is we know
[2:11:57] that there are a lot of commercial grade
[2:11:59] kitchens, a lot of facilities that
[2:12:01] aren't used all the time that we could
[2:12:02] potentially partner and connect people
[2:12:05] who could learn cooking skills, learn
[2:12:07] nutrition.
[2:12:08] As well as the videos so there's a lot
[2:12:10] of opportunities for some joint use,
[2:12:12] collaboration there.
[2:12:14] The other goal around nutrition
[2:12:16] specifically is a little bit higher up
[2:12:18] in the systems level. Um so it focuses
[2:12:21] on thinking about what the system looks
[2:12:23] like.
[2:12:23] Um so you can see this one over here is
[2:12:26] really focusing on a sustainable food
[2:12:28] infrastructure and food system here in
[2:12:30] the county. Um trying to see if there's
[2:12:32] opportunities to alleviate food deserts,
[2:12:34] ensuring we have sustainable
[2:12:36] agricultural practices that we can
[2:12:39] continue in the county. So it moves up
[2:12:41] to that level as well.
[2:12:43] Um for the vaccination piece, um there's
[2:12:45] a lot that we can partner on. It's all
[2:12:46] there. I was just saying that probably a
[2:12:48] little bit more close to what we've been
[2:12:49] discussing.
[2:12:50] I will say
[2:12:52] >> [laughter]
[2:12:54] >> If you haven't been into the new CTE
[2:12:56] wing, uh we do have two
[2:12:59] uh one commercial kitchen and one just
[2:13:01] your traditional kitchen. We'd love to
[2:13:04] look at ways and look at like partners
[2:13:07] to provide
[2:13:07] >> a tour of that. That sparked an idea for
[2:13:10] this, Leslie.
[2:13:11] You know, this could be such a great
[2:13:13] resource to be able to to use in with
[2:13:15] community and and the different things
[2:13:17] that we could really really use with
[2:13:19] that. It's a absolutely beautiful
[2:13:20] building. Yes. And our CTE director's
[2:13:22] sitting in the audience.
[2:13:26] Now we're talking.
[2:13:30] We could just eat something like after
[2:13:32] school
[2:13:36] Well, maybe we could get their camera
[2:13:37] >> That's how you I mean even though it's a
[2:13:38] camera and it wouldn't have to be a
[2:13:40] stand alone thing. You could just do
[2:13:41] that. Come and cook after school. Right.
[2:13:44] That's not before you go. Exactly. And
[2:13:46] different ways to maybe have more like
[2:13:48] free stride
[2:13:50] options to take some healthy food and
[2:13:52] then make it last a little bit longer
[2:13:53] and um just make some things a little
[2:13:56] more accessible.
[2:13:59] Well, as you get things rolling and off
[2:14:01] the ground, please reach out. We'd love
[2:14:02] to partner cuz this is our community as
[2:14:05] well and
[2:14:06] extend the resources to them and make
[2:14:09] sure that we're meeting our families at
[2:14:11] their legal need. Thank you.
[2:14:15] You're welcome. Thank you. Thank you.
[2:14:22] You're welcome.
[2:14:24] Do you want my physical copy? I would.
[2:14:28] Do you want one now?
[2:14:36] Thank you. Thank you.
[2:14:44] Okay, next up
[2:14:47] Mrs. Spellman.
[2:14:49] >> [clears throat]
[2:14:49] >> We've got our focus on Jerry Ranch
[2:14:53] Elementary.
[2:14:54] One of the four best elementary schools
[2:14:56] in the district.
[2:14:58] >> [laughter]
[2:15:00] » It is our turn to focus. Well, thank you
[2:15:03] for having me. Yes, I'm My name is
[2:15:05] Jackie Spellman, the principal at Jerry
[2:15:06] Ranch Elementary. Um
[2:15:08] along with some of my amazing staff and
[2:15:10] family members here are joining us
[2:15:12] today.
[2:15:14] Um so I'm going to talk you through um
[2:15:16] of course some of the factors of
[2:15:19] regarding our academic success, the
[2:15:21] personnel, leadership, and
[2:15:22] communication, what a lot of this is
[2:15:24] looking like and at uh Jerry Ranch
[2:15:26] Elementary. So if I go to the next
[2:15:28] slide, our mission and vision, if this
[2:15:30] might look very elementary style to you,
[2:15:33] because you can see some of my
[2:15:35] presentation slides that I've used
[2:15:36] previously. On this slide, I'm really
[2:15:38] focusing on um the academic portion of
[2:15:41] our mission and vision. Um you can see
[2:15:43] that we have three of our goals
[2:15:45] outlined. Uh the first one tied to
[2:15:48] reading performance, and the second math
[2:15:50] performance, and the third our
[2:15:51] multi-language learner performance.
[2:15:54] However, I knew going into this new role
[2:15:57] as a principal at Jerry Ranch Elementary
[2:15:59] after having an administrator that had
[2:16:01] been there for 17 years, you can't just
[2:16:03] jump in and expect that things are going
[2:16:04] to be okay without first building you
[2:16:06] know those relationships with the staff.
[2:16:08] And so, you can see a great quote I have
[2:16:10] there from my buddy Barack Obama that
[2:16:12] says, "Leadership is all about building
[2:16:14] relationships, understanding people, and
[2:16:16] inspiring them to be their best."
[2:16:19] So, I knew I had that ahead of me,
[2:16:21] right? So, during the summer, I offered
[2:16:24] to have staff, if they wanted to, to
[2:16:26] come volunteer to meet with me
[2:16:28] one-on-one. I had some guiding questions
[2:16:30] to help build those relationships,
[2:16:31] understanding what's happening at the
[2:16:33] school.
[2:16:34] Um one of them was, you know, "What's
[2:16:35] your What's going really well at Jerry
[2:16:37] Ross Elementary? What do you feel sets
[2:16:38] us apart from the other elementary
[2:16:40] schools?" Um some of the themes that
[2:16:42] came up that they feel were strong
[2:16:45] climate teachers, we have great
[2:16:46] coaching, and uh support staff. They're
[2:16:49] hard working, it feels like a family,
[2:16:51] and committed teachers with low
[2:16:53] turnover, and I continue to see that,
[2:16:55] too, which is really awesome. The next
[2:16:57] one was, "What areas do you think we
[2:16:59] need to fine-tune?"
[2:17:01] Uh some things came up in regards to our
[2:17:02] master schedule, or tiered instruction,
[2:17:05] accountability, and vulnerable
[2:17:06] conversations. Some things around
[2:17:09] student behavior, um
[2:17:11] teacher um lunch pick-up procedures were
[2:17:14] some things there. And then, just "How I
[2:17:17] can best support as the incoming
[2:17:18] principal" was my last guiding question,
[2:17:20] and they just asked to ensure they're
[2:17:23] having collaborative PLCs with all
[2:17:24] players, they have trust and autonomy,
[2:17:27] um observations and feedback um with
[2:17:30] coaching, which equals an instructional
[2:17:32] leader, and we have follow-through, um
[2:17:34] communication, and having teachers'
[2:17:36] back.
[2:17:37] So, I felt like that really helped give
[2:17:38] me a solid understanding of where I
[2:17:40] needed to go, and I was able to put that
[2:17:42] out at the beginning of the year um at
[2:17:44] my open house.
[2:17:46] Our next one, this is kind of a fun
[2:17:47] bragging slide. I'm looking at our
[2:17:50] social potential. Um so, the first
[2:17:52] little picture you see is some of our
[2:17:53] friends who won. So, they had a
[2:17:55] read-aloud competition that was created,
[2:17:57] and that involved Trailside, Butler
[2:18:00] Elementary down in Salt Lake City, and
[2:18:02] Jeremy Ranch Elementary. And the we
[2:18:04] really this um bonded. We during fourth
[2:18:07] grade they're in first, second, third
[2:18:09] place, fifth grade first, second, third
[2:18:11] place. And this was a read aloud
[2:18:12] competition in the French language. Um
[2:18:15] and we have some very high level French
[2:18:17] speakers as the judges. Um so we're all
[2:18:19] very pretty excited about that.
[2:18:21] Um I am noting here performing arts as
[2:18:23] well. Um Sharon McDonald does such a
[2:18:25] fantastic job as our music teacher. I
[2:18:28] continue to be very impressed about um
[2:18:31] the
[2:18:32] statement Um I'm not going to say the
[2:18:33] word correctly.
[2:18:35] Um
[2:18:36] I'm not saying it correctly. Um but she
[2:18:38] just has so many elements of elements in
[2:18:40] regards to acting, the movement, and the
[2:18:41] plays, and the parts, and um it's really
[2:18:43] wonderful. We also have Harmonic Hawks
[2:18:45] that um are practicing in the morning as
[2:18:48] well as Jump Rope Club. Um
[2:18:50] In the other section over here, we hit
[2:18:51] the park record for a positive note,
[2:18:53] right? That Jeremy Ranch Elementary
[2:18:55] student beats two-time champion sister
[2:18:58] uh to win the regional spelling bee
[2:19:00] title. So Wesley is really did a great
[2:19:02] job, and he's going to the national
[2:19:04] competition in Washington, D.C. in May.
[2:19:07] Um so that was a very proud moment for
[2:19:08] our school.
[2:19:10] And then the next one, if I move on to
[2:19:12] academic success,
[2:19:13] um so right here you can see some of our
[2:19:16] reading um stats, right? In Utah, 70% of
[2:19:19] third grade students reading at
[2:19:21] proficiency by 2027 is a Utah reading
[2:19:24] goal. Um
[2:19:25] you'll see that Jeremy Ranch uh sorry,
[2:19:28] Park City School District has 90% of
[2:19:30] Park City students will read on grade
[2:19:32] level on or above grade level by the end
[2:19:34] of third grade. And if you look over at
[2:19:36] our school results, last year they had
[2:19:38] 94.4%
[2:19:40] reading on or grade on or above grade
[2:19:42] level in reading. So that was
[2:19:43] phenomenal, and you can see some of our
[2:19:45] third grade teachers there. All of them
[2:19:47] were invited to the capital at the
[2:19:48] beginning of the year to be honored. Um
[2:19:51] and then our little bottom box that you
[2:19:52] see there is looking at our 2024-2025
[2:19:54] student proficiency on RISE or the DLM
[2:19:57] test Um and language arts, math, and
[2:20:00] science and you can see um right just
[2:20:03] the high scores that beat the other
[2:20:06] elementary averages as well as the state
[2:20:08] results. So, we've got some pretty
[2:20:10] strong teachers at Jeremy Ranch and I
[2:20:11] think that's been well-known. One area
[2:20:14] though where we're continuing to work on
[2:20:16] is
[2:20:18] right ATSI right working on the target
[2:20:20] support for our multilingual learners.
[2:20:22] And so, our goal with Park City School
[2:20:24] District as you know is that 80% of our
[2:20:26] English language learners will reach
[2:20:28] English language profi- proficiency
[2:20:30] within 5 years. And so, that is then
[2:20:33] some initiatives and work that they have
[2:20:35] been striving for for quite a long time.
[2:20:36] You can see some of the trends right
[2:20:38] here. This is from the state
[2:20:39] accountability data.
[2:20:41] Um there was a quite a bit of a drop in
[2:20:43] 2024 but they were very hard they were
[2:20:45] very intentional last year and saw
[2:20:47] significant increase up to 7.10 points
[2:20:50] going towards
[2:20:52] our overall score.
[2:20:55] And then next, okay, so leadership. As
[2:20:57] you can see here where you can kind of
[2:21:00] see the part where it says our life,
[2:21:01] right? And this is where we've been
[2:21:02] really focusing on the work with our
[2:21:04] multilingual learners. Understanding
[2:21:06] that we making sure we understand the
[2:21:07] exit criteria when students are taking
[2:21:10] the WIDA assessment in regards to the
[2:21:11] reading, writing, speaking, and
[2:21:13] listening.
[2:21:14] And so, right here we really dove back
[2:21:16] into the SIOP strategies, right? Which
[2:21:18] are best practices for all learners. And
[2:21:20] right here you can see two of our
[2:21:22] teachers presenting and I looks like on
[2:21:24] that one they're presenting about
[2:21:25] comprehensible input.
[2:21:27] Um then if you go over to the far side
[2:21:30] of the right, you know this is very
[2:21:31] familiar to a lot of us, the dignity
[2:21:32] index.
[2:21:34] I was a part of that team that went to
[2:21:35] the conference early on in the year and
[2:21:38] my previous administrative experience
[2:21:40] down in Salt Lake City School District
[2:21:41] we were using the dignity index as well.
[2:21:43] So, I started to kind of share some of
[2:21:45] this information with our staff and then
[2:21:48] we as we know one of the breakout
[2:21:50] sessions on the 20th when we all met was
[2:21:52] to look at our hot spots. And so,
[2:21:55] we brought that back and Miss Hedman and
[2:21:57] I, my dean, looked at the trends that we
[2:21:59] saw in hot spots and kind of diggy that
[2:22:01] out and we got to work and on our
[2:22:04] professional learning Fridays and kind
[2:22:06] of identify where is the hot spots, why
[2:22:07] do we feel it's a hot spot, and then
[2:22:09] what are some possible solutions to
[2:22:11] address that, right? And those hot spots
[2:22:13] are when somebody is experiencing
[2:22:16] possible contentment, right? As opposed
[2:22:18] to meeting somebody with dignity. So,
[2:22:20] that's been some great work there. And
[2:22:21] then last part, you're seeing some
[2:22:23] things just to be in relation to
[2:22:26] some automatic autonomic nervous system
[2:22:28] or the AN state, right? So, we've been
[2:22:29] looking at educator brain states or
[2:22:31] different brain states of our students
[2:22:34] and how to support them. This is just in
[2:22:36] relation to I'm in an applied education
[2:22:38] neuroscience graduate program. So, this
[2:22:40] is just some work, right, around
[2:22:42] philosophy or just
[2:22:44] empowering the
[2:22:46] teacher to know how to help
[2:22:47] self-regulate to then then be able to
[2:22:48] co-regulate the students and students
[2:22:50] identifying the brain state that they're
[2:22:52] in and then what tool they can use to
[2:22:53] help um
[2:22:56] become more regulated and be functioning
[2:22:58] in a a state where they can progress.
[2:23:01] All right.
[2:23:02] Okay, communication. So, some of our
[2:23:04] communication pathways include
[2:23:06] Instagram. Of course, we have a PTO
[2:23:08] Instagram page. We can also have one
[2:23:10] specifically for our school. We utilize
[2:23:12] the bright arrow, of course, for email
[2:23:14] or text messages. We have a from the
[2:23:16] Hawks Nest email communication that I
[2:23:19] send out to the zone. And then to the
[2:23:21] staff, there's just a weekly staff
[2:23:23] communication which goes out every
[2:23:25] Sunday on the week at a glance of the
[2:23:27] branch.
[2:23:28] So, look. Yeah, lots of
[2:23:30] opportunities to connect later.
[2:23:34] And then okay, so community alliances.
[2:23:36] This is pretty fun, too, right? We have
[2:23:38] awesome partnership education
[2:23:40] foundation. You can see to the left all
[2:23:42] the areas in which they're supporting us
[2:23:43] as one of our community partners with
[2:23:45] their after school program, our
[2:23:47] classroom grants, our daylight support,
[2:23:50] PBIS, preschool, so many ways.
[2:23:53] And then we also have our upper hill
[2:23:55] middle school LIA, so our Latino in
[2:23:57] Actions. Right, we have language buddies
[2:23:59] or language partners. They can get
[2:24:02] office or teacher assistant and then
[2:24:03] work on school projects with us.
[2:24:06] We've also partnered with Matt Museum in
[2:24:08] addition to people.
[2:24:10] And then also our PTO and of course as
[2:24:12] we know about masterpieces in our art
[2:24:14] technology. Watching students in regards
[2:24:16] to their art pieces has been really fun.
[2:24:19] Okay, this is pretty exciting. So some
[2:24:21] excellent personnel that we get to honor
[2:24:23] today. So I have Mindy Marks in here. I
[2:24:26] just you just you get to come up right
[2:24:28] here.
[2:24:28] >> Yes, we can go past.
[2:24:37] So tell me a little bit about Mindy,
[2:24:39] right? So obviously she's a kindergarten
[2:24:40] teacher. She's been with our school
[2:24:43] district for 18 years. And she's also a nationally board certified
[2:24:47] teacher. She's also part of our PCBL or
[2:24:51] silt committee, right?
[2:24:53] So that's kind of some of the work that
[2:24:54] you see right here is some of the
[2:24:56] science Fridays that she's integrated
[2:24:58] that has been really neat where the
[2:24:59] kindergarten students have the
[2:25:00] opportunity to decide which
[2:25:04] Friday science experiment they want to
[2:25:06] engage in. And then you can also see
[2:25:08] some of the learning progressions that
[2:25:10] she's created to be able to make
[2:25:11] personalized learning accessible to even
[2:25:13] kindergarteners. Where that can be very
[2:25:15] challenging for some teachers, she is a
[2:25:17] wizard at it and is doing such a great
[2:25:18] job. She also is very much a thought
[2:25:21] partner. She's very solution based,
[2:25:23] right? She will see a hot spot and wants
[2:25:26] to dive right into and figure out ways
[2:25:28] for us to move beyond that. Another part
[2:25:30] I just want to her little project
[2:25:32] spotlight, a listening library that
[2:25:34] she's been working on for quite a while
[2:25:36] is um
[2:25:37] with her literacy program, right? So she
[2:25:39] has physical picture books that she's
[2:25:41] paired with a custom QR code where the
[2:25:43] teacher is reading the story reading the
[2:25:45] book and the students can check that
[2:25:47] out, right? Being able to hear that
[2:25:48] fluency, the automaticity, the
[2:25:50] intonation, right? As the students are
[2:25:53] learning how to read.
[2:25:55] As it as it says, it exposes the
[2:25:56] students to more complex story lines and more than just that traditional take
[2:26:01] home reader.
[2:26:03] Pretty exciting. She's also partnered
[2:26:04] with Miss Erin at
[2:26:07] What is this one we're at? Oh, and that
[2:26:08] National Junior Honor Society. Yes, at
[2:26:10] Everhill Middle School. And so the
[2:26:12] students have then also been reading and
[2:26:14] doing some reporting to help support the audio for that part. So now all of
[2:26:20] our kindergarten classrooms are able to
[2:26:22] engage in that as well. So really
[2:26:25] excited to honor Mindy. She's been very
[2:26:26] welcoming, very collaborative, and so
[2:26:29] Thank you. Thank you.
[2:26:55] Okay, um
[2:26:57] all right, next staff member is Nicole
[2:27:00] Parhi. She's the runner up.
[2:27:06] So Nicole is one of our special
[2:27:08] education instructional aids. She works
[2:27:10] in our complex needs classroom. She's
[2:27:13] been with the district 5 and 1/2 years.
[2:27:16] So as you can see here, I really
[2:27:18] appreciate how she builds trusting
[2:27:19] relationships with our students. They
[2:27:21] feel very safe with her, right? With
[2:27:23] their routines, and she creates that
[2:27:24] predictability that they need.
[2:27:27] She's very collaborative with her partner, who's actually here today.
[2:27:32] There she is.
[2:27:33] Her staff teacher partner and our
[2:27:35] general teachers.
[2:27:37] Just so fantastic with the collaboration
[2:27:39] that she has in that communication. And
[2:27:40] then of course supporting our students
[2:27:42] in reaching their IEP goals and ensuring
[2:27:44] that they have all of their
[2:27:46] modifications and their accommodations
[2:27:48] to help support them. But it's just it's
[2:27:50] fun to see her throughout the day cuz
[2:27:52] she will jump in and support wherever
[2:27:53] she is needed. She's very, as I already
[2:27:56] said, collaborative with the classroom
[2:27:57] teachers and will find any way to help
[2:27:59] make sure that the learning is
[2:28:01] accessible with the students. So,
[2:28:04] congratulations to
[2:28:15] Goodbye to you.
[2:28:17] And then did he come back out? Ingrid
[2:28:19] and the representative from Hershey
[2:28:21] Medical Center and Resorts.
[2:28:23] You'll just stand over there and we'll
[2:28:24] set up here and grab a picture.
[2:29:00] Thank you both for embodying the Hershey
[2:29:03] spirit on behalf of Hershey School
[2:29:05] District, the Foundation, Hershey
[2:29:07] Medical Center and Resorts.
[2:29:09] Uh we commend you for your dedication
[2:29:11] and expertise
[2:29:13] in the classroom and both with their
[2:29:15] students and with the parents.
[2:29:17] And I will let you explain a little bit
[2:29:18] more about the big gift that Hershey
[2:29:21] has for us.
[2:29:22] >> part. Um yeah, nice to meet everybody.
[2:29:24] Chris Singel, Vice President of Hershey
[2:29:26] Entertainment and Resorts.
[2:29:27] Congratulations to both. Um really
[2:29:29] excited to be here on behalf of Hershey
[2:29:31] Entertainment and Bell Resorts.
[2:29:33] I'll keep this brief because the
[2:29:35] exciting part is to give.
[2:29:37] >> [clears throat]
[2:29:38] >> So, yeah, as a as a nomination for
[2:29:41] teacher of the month, we offer
[2:29:44] either a lift pass, $100 credit for
[2:29:47] dining or retail. So, whichever is your
[2:29:49] preference.
[2:29:59] On
[2:30:00] you know, from from Bell Resorts, we're
[2:30:01] really excited to be a partner in the
[2:30:03] Park City Education Foundation. It's a
[2:30:05] great community.
[2:30:06] You know, we've been partners for about
[2:30:09] 11 years and we've seen a lot of money
[2:30:10] go into PCEF and we're so really proud
[2:30:13] of the relationship we have and it's
[2:30:14] just really cool to see
[2:30:16] teachers honored in this way. Happy to
[2:30:18] be a part of it. So, thank you both.
[2:30:20] Congrats.
[2:30:24] No, in other words, yeah. Thank you.
[2:30:26] Brad.
[2:30:28] I'm really proud of the work you do with
[2:30:29] the Park City Education Foundation. part
[2:30:30] of this and and Jackie Bird, you know,
[2:30:32] elevating the work you guys are doing
[2:30:33] every day with our students. It's
[2:30:36] incredible and it's a really small way
[2:30:38] to thank you. So,
[2:30:39] yeah.
[2:30:43] You guys aren't welcome to leave.
[2:30:50] Thank you, Brad.
[2:30:59] I'm going to keep it rolling.
[2:31:01] Good job. Um,
[2:31:02] thank you, Jackie. Thank you, Brad.
[2:31:04] Cheryl Best and next up
[2:31:07] we've got Tracy and Brad. Um,
[2:31:10] Tracy Fight and Trip Martin. And Brad.
[2:31:13] Brad and Cheryl are here.
[2:31:16] They're going to
[2:31:18] talk to us about the PCEF website.
[2:31:22] Sure.
[2:31:27] All right. Well, thank you for having us
[2:31:29] here today. I'm excited to share back in
[2:31:33] the fall we brought new course proposals
[2:31:36] to you. And so, two of these go along
[2:31:39] with the course proposals that you
[2:31:41] approved last fall.
[2:31:43] Good to see we've made progress and
[2:31:46] so, now we are in the adoption phase of
[2:31:49] what we are going to be teaching in
[2:31:50] those new courses and then we have Brad
[2:31:52] as well that are just
[2:31:54] two very innovative teachers. So,
[2:31:57] which is awesome. I feel very fortunate
[2:32:00] that they're willing to put in work and
[2:32:02] think outside the box and continue to
[2:32:05] find great opportunities for our
[2:32:07] students. So,
[2:32:08] it creates more work for them, but it's
[2:32:10] so appreciated that they're willing to
[2:32:12] do that. So, we're going to start out
[2:32:15] with
[2:32:17] we're going to go to Tango Flight.
[2:32:19] All right. Kirk, take it away.
[2:32:21] Um so, as part of our course proposal to
[2:32:24] have an aviation maintenance program
[2:32:25] here,
[2:32:26] we've we've looked at different virtual
[2:32:28] things like that and one that we are
[2:32:31] moving forward with or pushing forward
[2:32:33] is one called Tango Flight.
[2:32:35] is
[2:32:38] a hands-on aviation maintenance program
[2:32:41] in that it has a full curriculum that
[2:32:43] takes care of without getting too much
[2:32:45] in the weeds what's called your
[2:32:46] generals. If you're going to be an
[2:32:48] aviation maintenance technician, you
[2:32:49] have to go through your generals. It's
[2:32:51] basically like your classroom stuff. So,
[2:32:53] it covers
[2:32:54] the first year of that.
[2:32:56] So, students will be be completing with
[2:32:57] that. The
[2:32:59] hands-on experience comes with that. It
[2:33:01] does come with an aircraft actually
[2:33:03] build and and work on.
[2:33:06] And um
[2:33:08] the the curriculum is absolutely
[2:33:10] fantastic. It was written by a gentleman
[2:33:12] who was a teacher for 19 years before
[2:33:14] starting this nonprofit organization.
[2:33:16] And they specify they they they
[2:33:18] specialize in high school programs. The
[2:33:21] last number I heard was that they have
[2:33:23] built 60 airplanes in the last 10 years
[2:33:27] and 12 different schools
[2:33:30] um in different states, several other
[2:33:32] states.
[2:33:33] Um, they the thing I like about this
[2:33:35] also is that
[2:33:37] uh we have a lot of students currently
[2:33:38] in our aviation pathway that are wanting
[2:33:41] to be pilots whether it's for fixed-wing
[2:33:43] aircraft, uh you know, future airline
[2:33:45] pilots or corporate pilots, commercial
[2:33:47] pilots, fire fighters, things like that,
[2:33:49] or drone pilots. Um, the maintenance
[2:33:51] part is really nice because there's a
[2:33:52] lot of students out there fascinated
[2:33:54] with aviation who love to do that, but
[2:33:56] they're beginning a pilot pathway
[2:33:57] program in the morning and um
[2:33:59] they would rather do something where
[2:34:01] they work on things. They they rather
[2:34:02] work in maintenance of some kind whether
[2:34:04] it's auto,
[2:34:05] aviation, or or what have you. Um, but
[2:34:08] also we have a lot of students who go
[2:34:09] into engineering from our school as
[2:34:11] well. So, students who love they talk
[2:34:13] about aerospace engineering. I think we
[2:34:15] have our student going to Purdue next
[2:34:16] year for that actually. Um, but this
[2:34:18] would So, this would pull in these
[2:34:20] different students. Uh, the students who
[2:34:21] want to be pilots who want to learn more
[2:34:23] about aircraft, students who want to be
[2:34:24] working in maintenance as well, students
[2:34:25] who want to be engineering. Which I
[2:34:26] think is very very exciting about to
[2:34:28] have those students in one one program
[2:34:30] together. I think that they they it's
[2:34:32] going to be a fantastic mix of
[2:34:34] individuals. It does uh the college and
[2:34:36] career readiness component is something
[2:34:37] that I always think about in CTE
[2:34:40] um because we always want to look at
[2:34:41] high-demand, high high-wage pathways.
[2:34:44] Um, that's what we want to put in front
[2:34:45] of our students um to help lay the
[2:34:48] groundwork for their future so after
[2:34:49] they leave and go into post-secondary
[2:34:51] life. And um this this curriculum
[2:34:54] combines all a lot of career readiness
[2:34:57] and a lot of those who want to go on to
[2:34:58] college. Typically aviation maintenance
[2:35:00] degree program is about two to two and a
[2:35:02] half years. Um, I've talked to SUU for
[2:35:05] preliminary talking to the head of their
[2:35:07] maintenance program. They have a
[2:35:07] fantastic aviation maintenance program
[2:35:09] down there. The guy who works there
[2:35:10] actually helped write write regulations
[2:35:12] for the FAA. And he said, "This looks
[2:35:14] great." He's like, you know, preemptive
[2:35:16] you know, without going too much in
[2:35:18] detail, he's like, I could probably
[2:35:19] distribute some of the credit. So, they could they could shortcut their time to get their licenses with
[2:35:24] that.
[2:35:25] Um
[2:35:26] it's really
[2:35:27] it's it's really hard to beat when it
[2:35:29] comes to that that college and career
[2:35:30] readiness program, I'd say.
[2:35:33] Um [clears throat]
[2:35:34] it covers lots of different strands. Um
[2:35:36] these were just some of the ones that we
[2:35:38] highlighted here. Um but it isn't just
[2:35:40] about working on airplanes. It's really
[2:35:42] about learning to run a shop, working in
[2:35:44] a shop, be safe in the shop,
[2:35:46] um be able to understand drawings,
[2:35:48] technical drawings, follow plans.
[2:35:51] Um
[2:35:52] I had a friend who built an airplane
[2:35:53] who's built a few airplanes. And he
[2:35:55] said, you know, 10 years ago he couldn't
[2:35:56] put a drawer on an airplane. And his
[2:35:58] wife was impressed when he did that one
[2:35:59] time. Now he's building full airplanes.
[2:36:01] And he said, you know, an airplane is
[2:36:02] just 13,000 small projects. That's all really it is. So, it really
[2:36:05] is going to help these kids kind of work
[2:36:07] on those detailed um kind of things with a lot of precision. But yeah,
[2:36:12] obviously tons of strands covered. It It
[2:36:13] aligns
[2:36:15] extremely well with with with the state
[2:36:17] of the state office.
[2:36:19] Um so, there is of course some materials
[2:36:22] and costs. The The tools are about
[2:36:24] $8,500. The kit and deliveries $57,000.
[2:36:27] $10,000 for professional development.
[2:36:29] That includes training for uh the
[2:36:31] teacher, which is probably going to be
[2:36:32] me at this point, as well as for five
[2:36:34] other mentors. These could be community
[2:36:36] members. These could be people within
[2:36:38] the school, uh Mr. Mann or something
[2:36:39] like that, who can actually come in and
[2:36:41] help out with this classroom kind of
[2:36:42] time. And so, they'll they'll train
[2:36:44] those people. They do do the training on
[2:36:45] site, which is great. So, they actually
[2:36:46] come to us, inspect our facility, make
[2:36:48] sure we're doing things the right way.
[2:36:50] Um there's a year subscription of
[2:36:51] $16,000 or $17,000.
[2:36:55] And this includes all the curriculum for
[2:36:56] the teachers, students, and all the
[2:36:57] materials. It's very much a turnkey type
[2:37:00] program for for aviation maintenance.
[2:37:02] And this was paid We already have the
[2:37:04] grant funding for this. So, um
[2:37:07] Yes. Yeah.
[2:37:08] I have to ask you for anything.
[2:37:10] So, last fall we wrote for a college
[2:37:13] grant, for the college center grant,
[2:37:15] which we got. New legislation is now
[2:37:17] called the Apex grant. So if you hear
[2:37:19] that it changed, it's now Apex. But so
[2:37:22] yeah, this is funded by that with also
[2:37:25] building a structure to house our
[2:37:30] Yes.
[2:37:31] Uh yeah, so that's
[2:37:32] >> Where will it go? It's out in the
[2:37:33] construction yard.
[2:37:37] Have we had
[2:37:38] students and parents reach out that are
[2:37:41] interested? I have.
[2:37:43] Oh yeah. I mean And we had enough kids
[2:37:45] ready to go for the program. Yeah, we
[2:37:47] already have students.
[2:37:48] So the class is
[2:37:49] running in full now here. It'll be
[2:37:51] second semester just to give us time to
[2:37:55] make sure everything's ready to go. So
[2:37:57] we don't have to panic in August that we
[2:37:58] don't have anything.
[2:37:59] >> [laughter]
[2:38:00] >> So is it a class that we do for several
[2:38:02] years in a row? That's a great question.
[2:38:05] Um not to get too much in the weeds with
[2:38:07] it, but the way that they do tangle
[2:38:08] flight curriculum is there's a part A
[2:38:10] and part B. It's technically your own
[2:38:12] program, but students don't have to do
[2:38:13] the training. But they don't get credit
[2:38:14] for the general education. And what's
[2:38:16] really nice about A and B program is you
[2:38:18] don't actually have to start with A. So
[2:38:20] if a student can't take it next spring
[2:38:21] and they take it in fall, they can take
[2:38:22] part B and then take part A the
[2:38:24] following spring. So if they say it
[2:38:26] really doesn't matter which one you take
[2:38:27] first, but if they want to complete all
[2:38:28] their generals, it should be a one-year
[2:38:30] program
[2:38:31] for students for a typical student. Will
[2:38:33] they I mean you may have mentioned this,
[2:38:35] will they get a certificate or
[2:38:36] something? Yeah, so they're working
[2:38:38] towards first of all the big level one
[2:38:40] is they're working towards what's called
[2:38:41] the AMP certificate there is a rank and
[2:38:43] power management thing.
[2:38:44] And really they just changed the law the
[2:38:46] FAA did in November. I'm still digging
[2:38:47] through those laws, but there's
[2:38:48] something called Mosaic, which actually
[2:38:50] has a certificate in it called the light
[2:38:52] sport repairman certificate, which a
[2:38:53] light sport aircraft is an aircraft
[2:38:55] under I think 2300 lb and has so much
[2:38:58] horsepower.
[2:38:59] But I've talked to a guy who owns a
[2:39:01] light sport dealership at Heber and he
[2:39:03] said this would be a great certificate.
[2:39:04] He's a power plant guy I suppose to this
[2:39:05] light sport certificate to help me do
[2:39:07] oil changes and all stuff like that. So
[2:39:10] they could do one pretty pretty quickly.
[2:39:12] The AMP takes another year of training
[2:39:14] investment.
[2:39:15] And you have to be over 18. So, I'm
[2:39:17] [clears throat] still checking for high
[2:39:18] school students in my district.
[2:39:21] All right. One last question.
[2:39:23] Have the yearly subscription costs for
[2:39:25] all the curriculum materials. How does
[2:39:27] it work with the airplane kits?
[2:39:29] >> [clears throat]
[2:39:31] » So,
[2:39:33] this is very it's kind of nuanced, but
[2:39:34] this is very interesting. This is I told
[2:39:36] the guy that we found this company. I
[2:39:37] was like, "I don't know if you guys have
[2:39:38] called me a genius. This is pretty
[2:39:39] genius." What he does what we do is
[2:39:41] actually we we put the cost of the the money out for the
[2:39:45] point of the kits. This is an airplane
[2:39:47] kits. This is going to the South African company.
[2:39:51] Um and they um
[2:39:53] uh it's basically a deposit and we every
[2:39:57] time we want a new kit, we get done. It
[2:39:59] takes about 2 years to build one. So,
[2:40:00] every 2 years we'll get a new kit. And
[2:40:02] then at any time if we decide to cancel,
[2:40:04] we get I think up to 100. It's like
[2:40:06] $99,000 of that back. And so, that
[2:40:09] that's So, basically the yearly
[2:40:10] subscription basically helps cover their
[2:40:12] professional development, sending us
[2:40:14] parts, tools, things like that.
[2:40:17] Yeah, so that it just basically keeps us
[2:40:19] kind of in contact with them. But they
[2:40:21] said anytime you want to cancel,
[2:40:23] you know, we'll we'll we'll we'll we'll
[2:40:24] get you this deposit back. Um so,
[2:40:27] Is it buy the kit every year or two?
[2:40:29] Every Not every 2 years. Every 2 years
[2:40:31] we'll get a new kit, but we don't have
[2:40:33] to pay the deposit again. The deposit is
[2:40:35] good.
[2:40:38] And what happens to the airplane that
[2:40:39] gets built? So,
[2:40:41] >> [laughter]
[2:40:42] >> it's another thing that I forgot.
[2:40:45] Uh
[2:40:46] what's interesting about it is we
[2:40:48] technically as as school district as
[2:40:49] school,
[2:40:50] but you want to say it? Okay.
[2:40:53] I'd like for you to
[2:40:55] Uh so, they they
[2:40:56] Sorry.
[2:40:57] Um is they um they technically own the
[2:41:00] airplane. We never actually own it.
[2:41:02] Which is kind of nice because then our
[2:41:04] name's never on it.
[2:41:07] From a liability standpoint. And
[2:41:08] [clears throat] and
[2:41:09] so what happens is we build 95% of the
[2:41:12] plane.
[2:41:13] I should say a project because
[2:41:15] technically it's not an airplane till
[2:41:16] it's been inspected by the FAA. We build
[2:41:17] 95% of the project. They actually come
[2:41:20] in, they arrange for a local hanger.
[2:41:21] Actually I have some contacts that I've already found and started
[2:41:24] inroads for that. They They take the
[2:41:26] wings off, put on a flatbed, take it out
[2:41:27] to Heber or Morgan or wherever, finish
[2:41:30] the last 5%, inspect it, get the FAA to
[2:41:32] inspect it, and they fly away and they
[2:41:33] send us another bill.
[2:41:35] And they said that our superintendent
[2:41:36] should take a ride in it.
[2:41:40] Might not come back.
[2:41:45] » [laughter]
[2:41:47] >> But anyways, yeah, no, that's that's really helpful.
[2:41:50] >> like it's a vulture, right?
[2:41:51] >> No, this is a two-seat trainer. It's
[2:41:54] Like an assassin? It's It's more like a
[2:41:55] low low-wing
[2:41:57] light sport airplane. I wish I could put
[2:41:59] a picture up now, but I It's It's
[2:42:02] a a Sling S2.
[2:42:04] It was a bad You guys can hear.
[2:42:08] Anybody If you want to know, I'll tell
[2:42:09] you. Don't Don't get me started. That's
[2:42:11] a good way.
[2:42:13] Yeah, that's the Sling 2, yeah.
[2:42:15] And so yeah, it's two-seat, very
[2:42:17] comfortable airplane, pretty quick.
[2:42:19] [clears throat]
[2:42:20] >> airplane, too.
[2:42:22] It's built for superintendents,
[2:42:23] actually.
[2:42:26] So in safety, yes, sir.
[2:42:28] Do I go first? Do I go first? Yeah, you
[2:42:30] go.
[2:42:31] Yeah.
[2:42:32] Take that to the deal. All right. All
[2:42:34] right.
[2:42:35] Okay. Yeah, but yeah, it's a fantastic
[2:42:38] uh all the way around. I I can give you
[2:42:40] a little background. I grew up on the
[2:42:41] airport. My dad was a
[2:42:42] mechanic. He showed me how to fly
[2:42:43] planes.
[2:42:44] Uh it's not uncommon. It sounds like
[2:42:46] something like okay, there's a plane
[2:42:48] that I let go. It's like we need a plane
[2:42:49] like this. It's very common. It's
[2:42:51] actually way more common than the
[2:42:53] general public would actually know. And
[2:42:54] so I'm a super excited person. We have a
[2:42:56] building to build for in?
[2:42:58] No. That was part of the grant. Yes. So,
[2:43:00] we have received approximately $390,000
[2:43:03] as part of the state Apex grant that
[2:43:05] Tracy and Trip wrote. So, that will help
[2:43:09] construct a building as well as purchase
[2:43:11] the curriculum and the materials that
[2:43:12] are necessary. And where is this
[2:43:14] building?
[2:43:15] >> land, yeah. The The ideal spot would be
[2:43:18] inside the construction yard over in the
[2:43:21] CTE wing. Okay.
[2:43:23] Yeah, that's that's another What was the
[2:43:25] next camera we were doing? Yeah, Colby's
[2:43:26] working. They're working on them. So,
[2:43:28] We're trying to keep those separate at
[2:43:29] the moment, but yeah, yeah, we've we've
[2:43:32] looked long and hard quite a year for
[2:43:35] trying to figure that one out.
[2:43:37] Oh, cool.
[2:43:38] Yeah, interesting.
[2:43:39] That was the first one. Keep going,
[2:43:41] Trip. All right.
[2:43:43] I'm [laughter] going to help somebody
[2:43:44] complete
[2:43:44] >> This will be like totally different.
[2:43:46] This is a little little more
[2:43:47] straightforward. Uh we're looking at uh
[2:43:50] we we would like to adopt curriculum
[2:43:51] from cyber.org. Um we're going to have a
[2:43:54] cybersecurity class. It's introduction
[2:43:57] to cybersecurity. Um cybersecurity is
[2:43:59] probably if it's not number one, it's
[2:44:01] probably close to the fastest growing
[2:44:02] career fields in the world. Um like a
[2:44:05] normal growth for a career is like 4%
[2:44:08] year after year, and it's growing at
[2:44:09] about 20 to 20 uh sorry, 28 to 29% year
[2:44:12] after year with 16,000 new jobs for the
[2:44:15] cybersecurity layer. And so,
[2:44:16] cybersecurity is something we wanted to
[2:44:18] do for a while. We couldn't quite make
[2:44:20] it work for some reasons, and this year
[2:44:21] seems to be really coming together
[2:44:23] nicely. Cyber.org is a well a
[2:44:25] well-recognized um nonprofit
[2:44:28] organization that puts curriculum
[2:44:29] together for various levels of of school
[2:44:32] for cybersecurity. The reason why we
[2:44:33] we've chosen this one is it has a very
[2:44:35] low barrier. It's not a lot of hardware
[2:44:37] that's needed. It's It's virtual. Um
[2:44:40] it has the the experience. You can run
[2:44:42] simulations instead of
[2:44:45] if you need to um
[2:44:47] teach cybersecurity, you have to have
[2:44:48] access to terminals, computers, and
[2:44:50] things like that. And we don't
[2:44:51] necessarily want to uh have that in
[2:44:53] students' hands. And I don't
[2:44:58] » [laughter]
[2:45:03] » This allows us to run the simulations
[2:45:04] and so that they get the same experience
[2:45:06] but instead of using our actual
[2:45:08] hardware, they can do it in a safer
[2:45:09] environment.
[2:45:11] Um it has a direct alignment to our
[2:45:12] industry standard. Also, we we did a a
[2:45:14] comparison with the state standards and
[2:45:16] it hits every single state standard for
[2:45:17] the course.
[2:45:18] And we're still looking at this as a
[2:45:20] more of supplementaries
[2:45:22] um level of curriculum with CodeHS,
[2:45:25] which has already been adopted by the by the district. And so we're we're
[2:45:29] looking at using that but honestly, the
[2:45:30] more I look at it, the more I'm like
[2:45:32] this could be a really strong curriculum
[2:45:34] for us. The holistic system development
[2:45:37] part basically has a great module on how
[2:45:41] to be like cyber citizens and things
[2:45:42] like that, which is something our kids I
[2:45:45] don't I think we we try to do a lot with
[2:45:47] them but they could use more of it, I
[2:45:49] think. So it has that good component to
[2:45:51] it as well. So it's not just about
[2:45:52] keystrokes and and looking at networks
[2:45:54] and things like that. Um
[2:45:58] Yeah, okay. So the
[2:46:01] um
[2:46:02] This is like some of the strands that we
[2:46:04] on Wednesday we identified here. They
[2:46:07] Um the biggest one is how to look at
[2:46:09] these essential concepts. A lot of stuff
[2:46:11] covered in the strands and standards
[2:46:12] from state are also covered in the science some other classes but
[2:46:16] this is a lot more hands-on class. So
[2:46:18] we're trying to move more in that
[2:46:19] direction for the students so our
[2:46:20] students are craving a little bit more
[2:46:22] of
[2:46:22] uh
[2:46:24] I
[2:46:25] feel like this has been a long time
[2:46:27] coming and and and we're glad to be able
[2:46:28] to finally offer it and to help round
[2:46:30] out our our computer science pathways.
[2:46:33] Um there's actually a free teacher
[2:46:35] version for this which I'm going to be
[2:46:37] looking at this quarter
[2:46:39] but the the we might Yeah, we we have
[2:46:43] computer science
[2:46:45] grants as well. So we requested a quote
[2:46:48] for what the upgrade cost may be. But,
[2:46:51] we have funds that are allocated to the
[2:46:53] high school for software. So, if we want
[2:46:55] to choose the upgrade option, we can use
[2:46:57] the Fusion family. Yeah, we've had one
[2:46:59] teacher,
[2:47:00] Ms. Henderson, go and actually talk to
[2:47:02] these people and work with them at a conference. I've had an opportunity
[2:47:06] to do that personally, and what she said
[2:47:08] was absolutely fantastic.
[2:47:10] And she she has a pretty good eye for
[2:47:11] quality Fusion stuff.
[2:47:14] Last name of what now?
[2:47:16] And
[2:47:17] because that makes sense.
[2:47:19] Any questions on that on Fusion?
[2:47:21] That was a little more straight.
[2:47:26] All right, Mr. Gannon. And they need to
[2:47:27] be generally three or four too.
[2:47:30] Rev Robotics, we've worked with Vex
[2:47:32] Robotics for the past three years, and
[2:47:33] we decided to upgrade to Rev. They're
[2:47:35] more more aligned with our
[2:47:38] First Tech and team for the last decade.
[2:47:41] We've had an FTC team here with the
[2:47:42] district, and we're hoping to align our
[2:47:45] robotics program more with that after
[2:47:47] school club and program.
[2:47:49] It's industry relevant, it's modern,
[2:47:52] scalable, open source. We can we can
[2:47:54] pull parts from multiple companies for
[2:47:57] the different robots that we can build.
[2:48:00] And it's just more flexible all around
[2:48:02] for our kids.
[2:48:05] Uh lots of strengths. Safety is number
[2:48:07] one, and that's across all my
[2:48:08] engineering and construction and
[2:48:09] robotics courses.
[2:48:11] And then
[2:48:13] the focus on society, like robotics
[2:48:15] automation is in our future.
[2:48:18] We're going to see it every day,
[2:48:20] especially in the next three to five
[2:48:21] years. You're going to see it in all
[2:48:22] your restaurants and where you drive to.
[2:48:25] That's the future of our world we live
[2:48:26] in now.
[2:48:27] Uh talking about components,
[2:48:28] electricity, that'll go to the next one,
[2:48:30] too. But, also programming. It'll be
[2:48:32] mainly block-based programming with
[2:48:34] introduction to Java.
[2:48:39] Uh and I'm hoping via Perkins grant to
[2:48:41] work with group 15 years. We have two
[2:48:43] classes next year
[2:48:45] uh, of roughly 20 to 30 students. And
[2:48:47] the 15 kids allowed for us to keep on
[2:48:49] that program without having to buy all
[2:48:51] the materials for about 3 years. Um,
[2:48:54] obviously things break, things break
[2:48:55] down. We have to replace those as we go.
[2:48:58] You doing battle bots? Uh, that's They love the idea of battle bots. They
[2:49:02] don't have They They They run into each
[2:49:04] other at times, but we try and avoid
[2:49:07] them right now.
[2:49:08] >> [laughter]
[2:49:09] >> We pop wheels. But we pop wheels.
[2:49:11] There you go. Those are the two things.
[2:49:12] That's like the simple things. Almost
[2:49:13] the same thing.
[2:49:18] Any questions on uh, grants?
[2:49:20] The real system is through our Perkins
[2:49:22] grant.
[2:49:23] The wolf
[2:49:25] We requested it for our consortium. So,
[2:49:27] we'll know in the next month or so
[2:49:28] whether we have the full funding or not.
[2:49:30] And how long is that grant for? 3 years
[2:49:31] you said?
[2:49:33] This is I think this is just for It's an
[2:49:34] annual grant. So, we are hoping for the
[2:49:37] full cost to be covered.
[2:49:39] >> It's consortium now versus individual
[2:49:42] school districts within our region. So,
[2:49:44] there's a pool of money and each
[2:49:46] district can apply and then they
[2:49:48] prioritize the requests based on the
[2:49:50] quality of the region.
[2:49:55] So,
[2:49:55] And then uh, next up is uh,
[2:49:59] And in addition, we have right now we
[2:50:00] have a switch vehicle, electric vehicle.
[2:50:03] Um, this is one of our capstone course
[2:50:05] uh, for our PC caps. Uh, we're in our
[2:50:06] second iteration of building right now.
[2:50:09] Our building of the vehicle, but this is
[2:50:10] like more of an introduction to
[2:50:13] electrical safety, uh, battery safety,
[2:50:16] uh, hands-on and practical. It's a
[2:50:18] battery lab. And then I'm hoping to use
[2:50:20] it with my introduction uh, freshman
[2:50:22] engineering tech class. So,
[2:50:24] the modern sustainable
[2:50:26] um, and using working batteries.
[2:50:30] Again, safety, um, engineering mindset,
[2:50:33] uh, using that design process. Um, and
[2:50:35] with that design process and engineering
[2:50:37] fundamentals, talk about series and
[2:50:39] parallel circuits and how things work
[2:50:41] together and the importance of talking
[2:50:43] about voltage and amperage and where
[2:50:45] things flow uh throughout the electrical
[2:50:47] matters.
[2:50:50] And this this includes five battery
[2:50:52] labs. Um, so there's about six batteries
[2:50:55] in each battery set battery lab uh
[2:50:57] includes the voltage meter. It also
[2:50:59] includes all the uh curriculum and also
[2:51:02] uh the meters that we will do all our
[2:51:04] wiring with them.
[2:51:06] Um, it's a nice little kit I put
[2:51:07] together um from Switch Labs in the base
[2:51:10] in uh Northern California. And it's a
[2:51:13] Rocky Mountain Power Wagon.
[2:51:15] Um, we will be shipping that in two to
[2:51:18] three months.
[2:51:21] So, are you are you guys engineers? I I
[2:51:25] am not an engineer. No, I have a degree
[2:51:27] in technology and engineering education.
[2:51:29] So, is this going to give them a hands
[2:51:32] up
[2:51:33] for engineering if they wanted to go
[2:51:34] into that? Absolutely. Yeah. And
[2:51:37] anything even even for like the switch
[2:51:38] purposes, switch vehicles, like
[2:51:41] sustainability, uh the future of our
[2:51:43] world, or even going into something
[2:51:45] really really hard to build.
[2:51:47] Right. Thank you.
[2:51:50] I have a quick question. Okay, so what
[2:51:52] happens with the kit Sorry. Sorry.
[2:51:54] Your next.
[2:51:55] Um, the car that gets built, does it
[2:51:58] just get disassembled and then
[2:51:59] reassembled? It's not disassembled right
[2:52:01] now.
[2:52:01] >> yeah.
[2:52:02] It's on our It's on our development
[2:52:04] right now. Okay. Kids are working on the
[2:52:06] brake lines today. They're not even the
[2:52:08] last thing we're working on the brakes
[2:52:09] today. So, that doesn't have to go on.
[2:52:12] There's been schools that have been
[2:52:14] building it for uh about 10 years now.
[2:52:16] Is it drivable? Okay.
[2:52:19] I remember I was like how many years ago
[2:52:21] that you were trying to get that going?
[2:52:23] Our students are allowed to drive it.
[2:52:25] They have a waiver. We keep it governed
[2:52:26] about 20 mph. Um,
[2:52:29] it will be We're hoping to do a showcase
[2:52:32] event this May um
[2:52:34] along with the uh the program. The RC
[2:52:36] car club with the all electric
[2:52:39] It was a good way to highlight it when
[2:52:41] it was bad weather when it Yeah, it was
[2:52:44] when it finished it was early early
[2:52:46] December.
[2:52:47] So the kids got a chance to have a
[2:52:48] chance to get around the track. We got
[2:52:49] some more of that easy. Yeah, the girls
[2:52:51] kids There's good traction on the track.
[2:52:53] The kids put it in the car and stuff
[2:52:55] like that.
[2:52:56] Love that.
[2:52:58] Now we were very intentional we selected
[2:53:01] this particular vehicle because it was
[2:53:03] not cheap and so we wanted to be able to
[2:53:05] take it apart and rebuild it over
[2:53:07] multiple years to give kids that unique
[2:53:10] experience. And they love it. And they
[2:53:13] and the company's been really good too.
[2:53:14] Like if a part goes down like within two
[2:53:16] days we have a new part without a cost.
[2:53:20] We we had the initial cost and they sent
[2:53:22] us a new free controller this past week.
[2:53:24] So you mentioned drones. Where do drones
[2:53:26] fit into these programs? Uh they're sort
[2:53:30] of they're they're in the aviation
[2:53:31] pathway.
[2:53:33] Um so
[2:53:34] we we like the aviation pathway is you
[2:53:37] know all things flying so to speak but
[2:53:39] then we try to like separate it out cuz
[2:53:40] kids have little different ways of
[2:53:42] being. Some kids take all of them. I
[2:53:44] have kids take the second class. Um as
[2:53:46] far as this curriculum goes um
[2:53:49] the drone curriculum sort of satisfied
[2:53:50] at this time. We really don't need any
[2:53:52] expand on that in any in any ways. We do
[2:53:55] have a drone building class where
[2:53:56] they're actually building drones and
[2:53:57] things like that. And the cool thing
[2:53:59] about the car that's what I brought up
[2:54:00] is that the car was driving around and
[2:54:02] we actually used a drone that we built
[2:54:04] to film it. And uh the kid flew it and
[2:54:07] it was one of the best drones I've ever
[2:54:08] seen.
[2:54:09] It was fantastic. You're going to have
[2:54:11] to slow down. But there's really uh
[2:54:13] other than it being part of the aviation
[2:54:14] pathway there's really no time to
[2:54:16] discuss it per se.
[2:54:18] Other than
[2:54:19] the kids learn about the batteries and
[2:54:21] they it's kind of cross curricular in
[2:54:23] that they they learn about batteries or
[2:54:24] they learn about you know things that
[2:54:26] use batteries and kind of cross those
[2:54:28] lines.
[2:54:31] Will there ever be I'm sorry. Children
[2:54:33] do you have a No, I just said nice No,
[2:54:35] it's nice work. Okay.
[2:54:37] Um
[2:54:38] So, the aircraft maintainer
[2:54:41] project that you're getting Will there
[2:54:43] ever be air traffic control? Yeah, we
[2:54:47] um currently
[2:54:49] I have uh what is I don't know if
[2:54:51] there's actually There might be a class
[2:54:53] in the pathway for that.
[2:54:54] Um
[2:54:55] the space and cost necessary for that um
[2:55:00] we just currently aren't ready for that
[2:55:02] yet. Because we need the air traffic
[2:55:03] control space. To to to get around the
[2:55:06] air traffic control
[2:55:08] issue of not having
[2:55:10] our kids be able to participate in that
[2:55:12] is we're using AI currently on our
[2:55:14] software on our system.
[2:55:17] simulators. And it's been pretty good.
[2:55:19] We actually had the CEO and programmer
[2:55:21] of that come visit our class to watch us
[2:55:22] use it cuz we got nice little goodies
[2:55:24] again. Wow. And uh he he he he just he
[2:55:27] went on and made a
[2:55:29] bunch of new features just based on us.
[2:55:30] So, that's really cool.
[2:55:32] Um but that's how we're doing it now.
[2:55:34] But yeah, you're right. I mean, the the
[2:55:37] pilot there's pilot shortage globally.
[2:55:39] There's a maintainer shortage globally.
[2:55:40] And there's air traffic control.
[2:55:41] Currently, I think we're at around
[2:55:43] 500,000 air traffic control shortage in
[2:55:46] this country right now. And they hired
[2:55:48] We were 16,000 short last year. I think
[2:55:49] they hired nine and or some of them
[2:55:51] washed out at the time. So, yeah, it's
[2:55:53] definitely a need. Absolutely a need.
[2:55:55] You think it's a hard profession? It's
[2:55:57] definitely a hard one. Yeah, it's
[2:55:58] tricky. It's tricky business.
[2:56:00] And can you go into that with a high
[2:56:02] school degree or do you need a college
[2:56:03] degree to get in? Uh yeah, you can
[2:56:05] actually have to be 19 years old and
[2:56:07] have at least two years of full-time
[2:56:09] work experience. If you have a four-year
[2:56:11] degree, you don't have to have the work
[2:56:12] experience and then you have to pass the
[2:56:13] test and then they send you to training.
[2:56:19] » [laughter]
[2:56:20] >> Well, thank you.
[2:56:24] Wait, wait.
[2:56:31] Thank you all for
[2:56:56] Okay.
[2:56:58] I got a lot of moving parts, so I'll try
[2:57:00] and I'll try to be
[2:57:02] quick.
[2:57:03] Um okay, you can start the dozer. That's
[2:57:06] fine. So
[2:57:07] No, that's good. Let's start here.
[2:57:09] Uh maybe go to the first slide though,
[2:57:11] so this is just kind of kind of a
[2:57:12] refresher of what's going on over there.
[2:57:16] you go. Okay. So this is what was
[2:57:19] settled on when we finally got through
[2:57:20] all the CUP process, right? So there's
[2:57:22] the new entrance on the east side, and
[2:57:25] then there's the redo of the west side,
[2:57:28] which includes all of the team rooms and
[2:57:30] everything underneath the bleachers, the
[2:57:31] plaza up on top for concessions, and and
[2:57:35] that kind of stuff. So
[2:57:36] uh and now you can go through the
[2:57:37] slides. So the buildings on the
[2:57:41] west side are um
[2:57:44] halfway up, right? So half of the
[2:57:47] concrete foundation, all the footings
[2:57:50] have gotten over there, but the
[2:57:51] foundation wall of this thing is built
[2:57:53] on the structure for the bleachers is
[2:57:56] halfway done. They are pouring the other
[2:57:59] side Friday, and then they are doing the
[2:58:01] slab on Monday in there. So that
[2:58:04] structure will be done, then you'll
[2:58:05] start to see the precast sections of
[2:58:07] concrete come in there, and then
[2:58:09] everything's built up underneath that.
[2:58:12] Um what you're seeing here is the south
[2:58:14] end retaining wall.
[2:58:16] Um this is on the end zone side, which
[2:58:19] creates a wall so that there's a
[2:58:20] sidewalk that goes all the way around
[2:58:22] the track so people can get around the
[2:58:23] track. Um, that's what you see there.
[2:58:26] You can go to the next one. So, this is
[2:58:28] there's quite a bit of utility stuff
[2:58:30] that has to happen. This is the new new
[2:58:32] power that's coming over to that west
[2:58:34] side. Um,
[2:58:36] you can see that and then kind of in the
[2:58:37] background there, sorry for the light,
[2:58:39] but the both the buildings on the
[2:58:41] entrance side on the east are done.
[2:58:44] So, they're up. They're putting the
[2:58:46] roofs on right now. Um, and they're
[2:58:48] working on all the mechanical and
[2:58:50] electrical and plumbing that goes inside
[2:58:51] those. They're mostly bathrooms. There's
[2:58:53] a visitor
[2:58:55] uh
[2:58:56] referee room there or officials room in
[2:58:58] the one building and then the other
[2:58:59] building's a lot of uh maintenance
[2:59:01] storage. Uh, but they're up and and
[2:59:04] going. This is where the canopy would go
[2:59:06] that goes over between these two
[2:59:07] buildings right there. You can go to the
[2:59:08] next one.
[2:59:10] This is that half of the
[2:59:13] uh west side. You can kind of see the
[2:59:15] steps going up there. That's kind of how
[2:59:18] you'll see that that gradation goes as
[2:59:20] that's going.
[2:59:22] Um,
[2:59:22] move to the next one. And then this is
[2:59:25] just kind of that important. And this is
[2:59:26] actually a fairly big structure. So, the
[2:59:28] pictures don't really do it justice, but
[2:59:31] uh it's very big and that wall in the
[2:59:33] back is built. All that's built up
[2:59:35] behind that. There's a retaining wall
[2:59:37] back there that you can see from the
[2:59:38] church parking lot if you've been over
[2:59:39] there, you'd notice that. Um, and then
[2:59:43] one more, I think. That's kind of inside
[2:59:45] that building. So, that'll all be slab.
[2:59:48] All the rebar that you see there will be
[2:59:49] walls, individual walls, that separate
[2:59:52] all the rooms that are underneath that,
[2:59:53] which is the team rooms and everything
[2:59:55] else. They just finished up the
[2:59:56] underground today. Like I said, they've
[2:59:58] got the gravel. They're going to go on
[3:00:00] the south side of slab and then they'll
[3:00:01] pour the foundation on the on the north
[3:00:04] side there. So, um we pulled the track
[3:00:06] back from the or not the track, excuse
[3:00:10] me, the turf back from the football
[3:00:13] field to demo the track. That's slated
[3:00:16] for May 1st. So, the track will come
[3:00:19] out, they'll regrade that, and then
[3:00:21] you'll start seeing them pouring that in
[3:00:22] sections. So, I would say go there's
[3:00:25] going very well. The sewer is about 95%
[3:00:29] complete. We've got it to all the
[3:00:31] buildings, so it just needs to be
[3:00:32] connected. All of the underground's been
[3:00:35] done. It's really just finishing up the majority of the concrete. And again,
[3:00:39] this is a precast structure, so it will
[3:00:41] sit on top of this. So, that will be
[3:00:44] coming in and then craned in on top of
[3:00:46] this, and then finishing off the other
[3:00:48] buildings and obviously the track. So,
[3:00:51] I would say we're we're on on schedule
[3:00:53] over there, and that's looking pretty
[3:00:54] good.
[3:00:55] So, and that's that's the ticketing
[3:00:57] buildings that's on the south side of
[3:00:59] the entrance there on the east side. So,
[3:01:01] that all the sides, you know.
[3:01:03] So,
[3:01:04] um
[3:01:07] This is
[3:01:10] Treasure Mountain, obviously. So, um you
[3:01:13] know, over there the softball field is
[3:01:15] turfed. All the fencing is done around
[3:01:17] both baseball and softball. You've seen
[3:01:19] the slats go in. You've seen the
[3:01:21] batter's eye kind of go in over there on
[3:01:22] the baseball field. Um obviously, we're dealing with the dewatering, so
[3:01:27] you see some change setting on the
[3:01:28] baseball field right now.
[3:01:31] Um they're subgrading.
[3:01:33] Um we are approximately 50% on the north
[3:01:36] soccer field right now. So, all that
[3:01:39] subgrade that goes underneath the
[3:01:40] support turf artificial turf is going in
[3:01:42] there right now. Um and then we are got
[3:01:45] a lot of utilities that were going in
[3:01:47] there. We've got the sewer done to the
[3:01:49] support building. You can go through the
[3:01:51] service side there. So, this is the
[3:01:53] support building. That is the last
[3:01:54] building that needs to be done over
[3:01:56] there.
[3:01:57] Um we ran into some more peat
[3:01:59] and some more bad soils over there that
[3:02:01] had to be dealt with. And so, we
[3:02:03] excavated this down till we hit solid
[3:02:06] ground, and then we're bringing it back
[3:02:08] up. So, uh and they're done with that,
[3:02:11] and they're bringing it back up right
[3:02:12] now. So, that's the last building.
[3:02:13] There's the the north soccer field, so
[3:02:15] you can see that that's coming into
[3:02:17] place there.
[3:02:19] Um
[3:02:20] we Yeah, this is just more pictures of
[3:02:22] them in the subgrade of that. So, really
[3:02:26] the This is the building the press box
[3:02:28] and concession stand. So, all the
[3:02:29] buildings there other than the support,
[3:02:32] press box, the team rooms, and the
[3:02:34] dugouts are all done. It's just now all
[3:02:37] the finish, right? So, the roof is on
[3:02:39] this building. They're finishing the
[3:02:40] roofs the rest of this week on the
[3:02:43] uh team rooms and on the dugouts. Um and
[3:02:46] then they're obviously doing the
[3:02:47] mechanical inside. This is same thing.
[3:02:49] We're doing hot and heavy on the
[3:02:51] utilities. Um so, this is all new
[3:02:53] pressurized water, uh irrigation,
[3:02:56] uh the sewer's in. Um We're just
[3:02:59] finishing up the the fiber that was
[3:03:00] already there this week. Um so, you can
[3:03:03] kind of see that. So, there's a lot of
[3:03:05] that going on. Those are the team rooms
[3:03:07] on the baseball and softball side. All
[3:03:10] of the netting fencing's in. The light
[3:03:12] poles are in around those. They've been
[3:03:14] doing the side electrical
[3:03:16] um to
[3:03:17] connecting all of the poles kind of in
[3:03:19] the background. There's been some
[3:03:20] landscaping going on.
[3:03:22] Um
[3:03:23] and then they're starting all the
[3:03:24] bleacher pads this week.
[3:03:27] Uh and so, they'll start doing that. And
[3:03:28] that just kind of gives you a view from
[3:03:29] the back end of that softball field to
[3:03:31] see the team room on the one side,
[3:03:33] dugout, press box, that kind of stuff.
[3:03:36] Um
[3:03:37] Traders have some challenges, obviously,
[3:03:39] but um I think we're we've worked
[3:03:41] through most of those. Um
[3:03:43] uh
[3:03:45] And it's moving forward pretty quickly.
[3:03:47] Um to save on some of the soils there,
[3:03:49] we raised the grade a foot
[3:03:51] uh so, that we could keep everything
[3:03:53] that's stored there on site. So, that we
[3:03:55] We're going to incorporate it back into
[3:03:57] the landscaping. A lot of it's going to
[3:03:58] be a buried there. Uh so, there will be
[3:04:00] no more export of soils off that site.
[3:04:03] Um
[3:04:03] and that's been really that's been
[3:04:05] pretty helpful. So
[3:04:07] um
[3:04:08] I think I've covered just about
[3:04:10] everything. I mean there's a lot of
[3:04:11] minutia obviously, but
[3:04:13] uh any questions I'm happy to
[3:04:14] >> No.
[3:04:15] Are we ahead or we I wouldn't say we're
[3:04:17] ahead. I would say
[3:04:20] we're a little behind on some things and
[3:04:21] then ahead on some other things. So for
[3:04:23] instance, we were going to shut down for
[3:04:25] the winter.
[3:04:26] So we weren't going to they weren't
[3:04:27] going to work January, February because
[3:04:29] of the soil conditions. They didn't want
[3:04:31] to track a lot of mud out and have to
[3:04:33] deal with that assuming that we would
[3:04:34] have a lot of snow.
[3:04:36] That didn't materialize. So we're ahead
[3:04:38] as far as the grading goes on the soccer
[3:04:40] fields, right? So we were able to demo
[3:04:41] that building, get the slab out, get the
[3:04:44] foundation out and start the grading on
[3:04:46] that. And so we're ahead there, but
[3:04:48] we're behind on the baseball field, on
[3:04:51] some of the other other components,
[3:04:53] right? Maybe a little bit on the tennis
[3:04:54] courts.
[3:04:55] Um we elected to leave the parking lot
[3:04:57] alone until school's out, so there'll be
[3:04:59] a rush kind of there at the end to
[3:05:01] finish the new parking lot because
[3:05:03] there's a few utilities that tie in over
[3:05:05] there by McPoland and so that will have
[3:05:07] to be dug up, the utilities tied in and
[3:05:09] it's basically the same parking lot that
[3:05:11] we're doing parking lot on.
[3:05:13] So there's a few things. It's just kind
[3:05:14] of balancing there. So I would say we're
[3:05:16] ahead at Dodger for sure.
[3:05:19] Okay. What's the timeline on Dodger?
[3:05:21] I I I think we'll well be well
[3:05:25] finished before football season starts.
[3:05:27] So I'm thinking probably the end of July
[3:05:30] somewhere in there. So early in the
[3:05:31] summer?
[3:05:32] Uh
[3:05:33] and then the turf on the baseball field?
[3:05:35] Turf on the baseball fields here, it's
[3:05:37] sitting on the field right now. Um it's
[3:05:39] scheduled to go in the end of April. No,
[3:05:42] end of April. So yeah, once the freight
[3:05:44] takes leave the site, which is I
[3:05:46] anticipate will be sometime in next
[3:05:48] week, the end of next week, um then they
[3:05:52] I've already talked to I just talked to
[3:05:53] them last week. They would be they'll be
[3:05:55] mobilizing to put that
[3:05:57] field in. So, we've got to touch it up,
[3:05:59] obviously, but it was already graded
[3:06:00] out, right? And we haven't really messed it up too much,
[3:06:03] so it it should be pretty reasonable.
[3:06:05] So,
[3:06:06] It looks like the temperature is not
[3:06:07] going to be that much of an issue.
[3:06:08] >> No, temperature's not an issue, and and
[3:06:10] it I mean, you'll be surprised at how
[3:06:12] fast it does go down, but yeah, it is
[3:06:14] scheduled for the end of April. So, are
[3:06:16] we playing some games on that field?
[3:06:18] They said On the baseball field?
[3:06:20] Uh no, I mean, they can They'll be done
[3:06:22] by the time
[3:06:23] >> The season put it on there in the middle
[3:06:24] of May.
[3:06:27] It doesn't mean other sports couldn't
[3:06:29] enjoy the use of them for that, but
[3:06:31] so.
[3:06:36] Yeah. All right.
[3:06:38] Thank you. Thank you. Thank you, Cindy.
[3:06:42] You can step out. Bye. Thank you for
[3:06:44] starting probably a few minutes late.
[3:06:47] You can just take our room. We'll try to
[3:06:49] be
[3:06:51] Yeah, yes, we will.
[3:06:53] Do we have We We're going to jump around
[3:06:55] a little bit. Do we have anyone here for
[3:06:56] public comments today?
[3:07:00] Just stand up.
[3:07:01] Okay.
[3:07:01] Um did you fill out one of these blue
[3:07:03] forms?
[3:07:05] Thank you. So, uh you can come down to
[3:07:07] the front and then fill out the blue
[3:07:08] form and hand it to one of our staff,
[3:07:09] please.
[3:07:11] So, I would like Yeah, come up. I'll
[3:07:12] talk first. 3 minutes.
[3:07:15] >> [laughter]
[3:07:16] >> And state your name clearly.
[3:07:21] Okay. Um hello, my name is Milady
[3:07:23] Berman. I'm a ninth and junior at the
[3:07:25] Quincy High School, and I would like to
[3:07:27] address the food in the cafeteria during
[3:07:29] lunch.
[3:07:30] Um and my issue is that the food uh
[3:07:33] that's being served in the cafeteria is
[3:07:35] processed food, um which has great
[3:07:37] negative effects on both of the
[3:07:39] students.
[3:07:40] And I've become aware that the Quincy
[3:07:42] School District has a policy on what is
[3:07:44] being offered, and the policy claims
[3:07:46] that the food is locally sourced, of
[3:07:48] course, whenever possible. And however,
[3:07:51] the main policy I'd like to address is
[3:07:52] how the are supposed to be made from
[3:07:55] scratch.
[3:07:56] Um Percy School District has a
[3:07:58] multi-definition for scratch cooking.
[3:08:00] The policy says our Percy School
[3:08:01] District defines from scratch cooking as
[3:08:03] follows, such as fresh, expertly sourced
[3:08:06] ingredients with an emphasis on single
[3:08:07] ingredient minimally processed food.
[3:08:10] However, if you were to do a research on
[3:08:12] what is considered processed food,
[3:08:13] minimally processed food,
[3:08:15] you got the result of altered for
[3:08:17] convenience or safety with little no
[3:08:19] additives. Examples include bagged
[3:08:21] salads, salad greens, roasted nuts,
[3:08:24] pasteurized milk, and frozen fruit.
[3:08:26] However, if we were to do a research on
[3:08:28] what a frozen food is considered
[3:08:30] processed,
[3:08:31] we would get the result that frozen food
[3:08:33] is technically considered processed
[3:08:34] because it is altered from its natural
[3:08:36] state.
[3:08:37] And most of the school Most of the lunch
[3:08:39] that's provided during school, such as
[3:08:40] the chicken tenders, pizza, frittatas,
[3:08:43] cheeseburgers,
[3:08:44] and the orange chicken, it is processed
[3:08:47] food.
[3:08:48] Um we also know that the school
[3:08:52] making it clear that the school
[3:08:55] uh that's the food that's being
[3:08:57] processed the Sorry. That the food
[3:08:59] that's being served during the school
[3:09:01] time is processed cuz it falls into the
[3:09:03] category of processed or ultra-processed
[3:09:05] food, and it is clear that it is
[3:09:08] processed such as the pizza bread,
[3:09:10] pasta, and all the other frozen meals.
[3:09:12] And there are a great number of kids in
[3:09:14] the lunch in the school who would rather
[3:09:16] not eat lunch, and this is a concerning
[3:09:18] issue. And I feel like the solution to
[3:09:20] this would be to cook more from scratch,
[3:09:22] just have a culinary class and do
[3:09:25] Um I don't want to cause any more work
[3:09:27] towards our lunch staff, but on the long
[3:09:29] term, it would have a strong benefit in
[3:09:31] on the resources, such as money, and on
[3:09:34] the ingredients, and it would be more
[3:09:35] efficiently, and it would have better
[3:09:37] health impacts on the students.
[3:09:40] That's all
[3:09:41] I'm saying.
[3:09:42] >> Thank you.
[3:09:46] What about the gallery? Yeah.
[3:09:49] >> [laughter]
[3:09:50] >> They don't have a sympathetic ear over
[3:09:51] here. That's That's for sure. But like
[3:09:54] you said to my son, I can agree with you
[3:09:56] on that on the face of it. Maybe we can
[3:09:58] pick up
[3:09:59] uh the
[3:10:00] nutrition at another time. Timely for
[3:10:02] the
[3:10:03] health department. Yes. Uh today. All
[3:10:05] right. Um okay, let's go back. I believe
[3:10:09] we are up to uh F437 school fees second
[3:10:13] reading ready to go.
[3:10:15] Yes, this is also under the decision
[3:10:17] category. Uh we had the first reading at
[3:10:19] the last board meeting.
[3:10:20] Uh so we can wave any questions there.
[3:10:23] We do have to have a separate hearing.
[3:10:24] It doesn't look like it's going to be
[3:10:25] well attended, you don't think?
[3:10:27] Uh I think we're okay, but uh we'll need
[3:10:29] a motion to enter the swim gear decision
[3:10:31] category.
[3:10:32] Uh nothing has changed from first
[3:10:34] reading. Everything is still in the
[3:10:35] status quo that we talked about. There
[3:10:38] is a There is a piece of the fee that's
[3:10:40] going towards our new school accounting
[3:10:42] system,
[3:10:43] uh which is called SchoolCash, which
[3:10:45] went out April 1st,
[3:10:47] and will be in full swing for next
[3:10:48] year's fees. So.
[3:10:53] Uh
[3:10:54] okay.
[3:10:55] I mean, do you want to look at this in
[3:10:57] detail or do you want to just come back
[3:10:58] to
[3:10:59] the decision?
[3:11:01] Can we just vote on it now?
[3:11:04] That's fine.
[3:11:07] Yeah, I mean, yeah. No changes. Uh Yeah,
[3:11:10] no changes. Okay,
[3:11:12] can I get a motion to accept the school
[3:11:13] fee? Accept the Sorry, we have to have a
[3:11:15] hearing first. Oh, we have to have the
[3:11:16] hearing first. We have to have it on the
[3:11:18] record that we opened up for public
[3:11:21] comment.
[3:11:22] Okay.
[3:11:24] So I need to suspend the current meeting
[3:11:26] to go into
[3:11:26] >> No, we just ask You just say, "Are there
[3:11:28] any comments on Okay, so do we have any
[3:11:30] comments on
[3:11:32] uh on the fee schedule?"
[3:11:38] Nothing. Good. Everybody good?
[3:11:41] Okay, I'll put it
[3:11:43] Uh
[3:11:44] put a motion to
[3:11:45] Okay.
[3:11:46] Can I get a motion to approve the school
[3:11:48] fees? I get a motion to approve the
[3:11:50] school fees. I second the motion.
[3:11:52] Uh
[3:11:53] wonderful. Do we have any further
[3:11:54] discussion on the school fees? No, no.
[3:11:58] Uh
[3:11:58] then
[3:11:59] all in favor. Is there a roll call or is
[3:12:01] it show of hands? All in favor. I. I.
[3:12:14] Um okay. We
[3:12:17] uh we are at the
[3:12:18] consent agenda. And consent agenda
[3:12:22] has regular session minutes of February
[3:12:25] 24th, closed session minutes of February
[3:12:27] 24th, preschool curriculum adoption,
[3:12:31] uh FY27 land trust and DSA plans, FY26
[3:12:36] land trust and DSA plans and
[3:12:38] memorandums, easement approval, and
[3:12:40] travel requests,
[3:12:42] and
[3:12:43] personnel. Oh, and board revenue and
[3:12:44] expenditures from February and March
[3:12:47] 2026.
[3:12:50] And before you make the motion, I need
[3:12:51] to add one more item, personnel. I'd
[3:12:54] like to recommend Elaine Despori for
[3:12:56] hire as the next principal of Cherry
[3:12:58] Street Elementary School effective July
[3:13:01] 1st.
[3:13:03] >> [laughter]
[3:13:11] » It'd be great if that wasn't a surprise.
[3:13:14] What did you say? It'd be great if it
[3:13:16] wasn't a surprise.
[3:13:21] Uh okay. With that addition,
[3:13:24] uh can I get a motion to approve the
[3:13:27] consent agenda? I make a motion to
[3:13:30] accept the consent agenda. Perfect. And
[3:13:33] I second.
[3:13:34] Uh wonderful. All in favor. I. I.
[3:13:45] Student comments.
[3:13:47] Hi, thank you. I'd like to thank the
[3:13:49] executive board for the opportunity.
[3:13:50] Absolutely. I loved listening to Jackie
[3:13:54] and I think I
[3:13:55] second the most important thing was
[3:13:57] building those relationships. So, I'm
[3:13:59] excited to get back to the elementary
[3:14:01] world.
[3:14:03] I have told many of my students with the
[3:14:05] high school presentations that I'm
[3:14:07] following them to the high school and I
[3:14:08] probably scared most of them.
[3:14:10] >> [laughter]
[3:14:11] >> But we're not going to do that. So, I'm
[3:14:13] just really excited to get back to my
[3:14:15] elementary school roots and join this
[3:14:17] amazing team of dynamic principals and
[3:14:21] I'll try to say you become just this you continue to be this amazing school.
[3:14:25] So, I'm very excited. Thank you.
[3:14:34] Wonderful. I think we can skip ahead a
[3:14:36] little bit later. We covered the student
[3:14:38] fees. We covered public comments. So,
[3:14:41] we're to
[3:14:42] monthly reports. Let's start with our
[3:14:45] student on the board.
[3:14:51] This week we are starting state testing,
[3:14:53] which is not fun time, but
[3:14:56] we're all doing it.
[3:14:57] Um this Thursday freshman hide and seek
[3:15:00] is finally happening from 6:00 to 7:00.
[3:15:03] Um the donkey dodge ball is scheduled
[3:15:05] for May 29th, which is seniors only as
[3:15:08] always. And then the prom theme has been
[3:15:11] decided. It is La La Land and it's still
[3:15:14] May 30th at Deer Valley.
[3:15:16] Um graduation has been announced that it
[3:15:18] is at Deer Valley and
[3:15:21] grad events are
[3:15:24] coming, but they're not finalized yet.
[3:15:26] Um I don't think we will have a meeting
[3:15:29] until after teacher appreciation week.
[3:15:32] So, that is the first week of May and
[3:15:34] we're really trying to step it up this
[3:15:36] year. I'm kind of leading it. So, we're
[3:15:39] going to have the Lucky Ones coffee
[3:15:40] truck come, puppies and popcorn. So,
[3:15:43] Mrs. coming soon with a popcorn bar.
[3:15:47] Then we're doing cake making and then
[3:15:50] maybe goats and beer floats. So, I don't
[3:15:52] know if we're doing that.
[3:15:56] » [laughter]
[3:16:07] » And when is this? Um
[3:16:11] This is on what day? When is
[3:16:14] Monday the 4th is the Lucky Ones coffee
[3:16:16] truck, the 5th is puppies and popcorn,
[3:16:18] the 6th is the cake making, the 7th is
[3:16:21] goats. So, you have to swing by on what?
[3:16:27] The 8th is going to be they're all
[3:16:29] everything sure and most of the stuff
[3:16:31] always get a handwritten note from us
[3:16:33] and then a small gift of that. And then
[3:16:35] they're also getting a catered lunch
[3:16:36] that day. Uh and then
[3:16:39] You you guys have raised the bar.
[3:16:44] It's also how fun that treasure box
[3:16:46] year. And I'm kind of used to higher
[3:16:48] standards. So, I'm trying to step it up.
[3:16:52] I have to say I appreciate that.
[3:16:55] Then on Thursday Mr. Fine and I are
[3:16:58] going to keep the CW to talk about it
[3:17:01] and then try to encourage community
[3:17:04] involvement as well. And so, that
[3:17:06] episode will probably air the week of
[3:17:09] April 17th.
[3:17:11] And then
[3:17:12] election results for the new student
[3:17:14] council members are not coming out until
[3:17:17] tomorrow. So, tomorrow we will know who
[3:17:19] our new student body president is and
[3:17:21] then all of the elected positions. And
[3:17:24] then appointed positions will be
[3:17:26] announced week.
[3:17:28] And then, spring break is coming and we
[3:17:31] are all so excited.
[3:17:34] Thank you. Thank you.
[3:17:37] How is the reaction to graduation at
[3:17:39] Deer Valley? People like that? Um I
[3:17:42] haven't heard that much about it really,
[3:17:45] but I think they're excited to you know
[3:17:46] ride a long chairlift and
[3:17:49] change of scenery that only they will
[3:17:51] get to experience. So, I think it'll be
[3:17:53] special for them.
[3:17:55] You'll be careful when you send them a
[3:17:56] standard too.
[3:17:57] >> Yes.
[3:17:59] I'll not hopefully the snow won't allow
[3:18:00] us to in the future.
[3:18:04] Um
[3:18:05] all right, when's when's next student
[3:18:08] council? It must be a couple of months
[3:18:09] out now, right? Cuz we just had a
[3:18:11] meeting.
[3:18:12] I think May.
[3:18:19] Is it the 6th?
[3:18:23] Yes. Yes, May 6th.
[3:18:29] Um it was May 6th.
[3:18:32] I wouldn't mind going.
[3:18:33] So, Susan and I are going.
[3:18:35] Okay, great.
[3:18:40] You know, that's what I'm looking
[3:18:41] forward to.
[3:18:43] >> [laughter]
[3:18:45] » With this group, there's so many things.
[3:18:47] That's teacher appreciation week, right?
[3:18:50] That first week of May, is that?
[3:18:51] >> Yes. So, what day is that? May 6th? What
[3:18:54] is the day after? That's May 4th and
[3:18:56] then Wednesday is we can meet again.
[3:18:59] Okay. So, not go to votes. That
[3:19:03] is the 7th. I'll make sure to send out
[3:19:06] the newsletters in it.
[3:19:08] Thank you.
[3:19:17] The topic we need to discuss.
[3:19:20] Okay, do we have any employee group
[3:19:23] reports to them?
[3:19:25] Hi Mary. Hi Mary. I'm back. I'm Mary
[3:19:28] those of you that don't know me. I am
[3:19:30] actually the vice president and our team
[3:19:32] folks are in
[3:19:33] and
[3:19:34] are in another meeting. So,
[3:19:36] Um, on behalf of PCA, we would like to
[3:19:39] thank the school board and the district
[3:19:41] for our uh, including us in our
[3:19:44] discussions and continuing discussions
[3:19:46] on our um, licensed professional
[3:19:49] agreement as well as our compensation
[3:19:50] negotiations.
[3:19:52] These conversations are never easy and
[3:19:54] we are grateful for the professionalism
[3:19:56] and respect shown throughout the
[3:19:58] process.
[3:19:59] We appreciate your openness to teacher
[3:20:01] concerns and your commitment to finding
[3:20:03] collaborative solutions.
[3:20:05] Our shared goal remains student success.
[3:20:08] We recognize that achieving this
[3:20:09] requires providing teachers with a
[3:20:11] stable, supportive, and well-resourced
[3:20:14] environment where they can do their best
[3:20:16] work and help students thrive.
[3:20:18] As the district reviews this year's new
[3:20:21] legislative bills, we hope teachers have
[3:20:24] meaningful opportunities to provide
[3:20:26] input throughout the process.
[3:20:28] Uh, House Bill 273 may have significant
[3:20:31] classroom implications. It is important
[3:20:34] that our teachers have a voice in
[3:20:35] shaping how these changes are in
[3:20:38] implemented. Decisions made at the
[3:20:40] legislative level can profoundly impact
[3:20:43] day-to-day instruction. Teachers'
[3:20:45] perspectives are valuable in navigating
[3:20:48] these changes effectively. As the
[3:20:50] district develops its plan, we strongly
[3:20:52] encourage ongoing collaboration with
[3:20:55] especially with K-3 teachers to create
[3:20:57] implement implementation strategies that
[3:21:00] are practical and effective for
[3:21:02] students.
[3:21:03] Employees appreciate district office
[3:21:05] visits. Um, these interactions help
[3:21:08] build trust and open communication
[3:21:10] between staff and leadership. Having the
[3:21:13] district office available and listening
[3:21:15] to employees shows that voices are
[3:21:17] valued and concerns are taken seriously.
[3:21:20] We look forward to the continued
[3:21:21] positive outcomes emerging from these
[3:21:23] decisions. Thank you. Thank you.
[3:21:28] Uh,
[3:21:29] this is it for the bully bridge talk.
[3:21:36] Uh,
[3:21:37] okay. And I think we are back to Randy
[3:21:41] with some happens on the outline of
[3:21:43] this. Okay. So, you have a list of
[3:21:47] requests as well as revenue estimate
[3:21:51] for FY27. So, without going into great
[3:21:54] detail on the revenue estimate, you can
[3:21:56] see the totals on there that do balance.
[3:21:59] Keep in mind that we committed to 1 and
[3:22:00] 1/2 million dollars towards the Dozier
[3:22:02] project. With that budget coming through
[3:22:04] and the 1.9 million that we typically
[3:22:07] would put in towards the other six
[3:22:08] construction program projects, the four
[3:22:11] elementaries and the middle school, the
[3:22:12] high school, that 1.9 we're using
[3:22:16] towards helping pay the bonds on the 38
[3:22:19] million dollar bond payment. So, we're
[3:22:21] going to have a thin year with the
[3:22:23] contribution to Dozier with 3.2 million.
[3:22:26] We've been able to balance within that.
[3:22:28] Haven't been able to do everything.
[3:22:29] We've had a lot of requests, but I think
[3:22:32] we have a good game plan for money that
[3:22:34] we have available this year
[3:22:36] to do some of these things and we're
[3:22:38] hitting the critical areas overall. So,
[3:22:41] um, on the on the sheet don't look at it
[3:22:44] on your phone cuz it's completely laid
[3:22:46] out now. It's a lot of information, uh,
[3:22:48] but there are two columns towards the
[3:22:50] right hand side. One says amount
[3:22:52] requested and the other says amount
[3:22:54] recommended. So, you can see there's a
[3:22:55] lot of zeroing in the amount
[3:22:56] recommended. Uh, and there's some notes
[3:22:58] as well that if it wasn't some some
[3:23:01] items were coupled with another request
[3:23:04] and it covered that way, but um,
[3:23:08] I'd be happy to entertain any questions
[3:23:10] on the requests we're asking for uh
[3:23:12] approval of these projects. The area
[3:23:14] that's coded in blue or colored in blue,
[3:23:17] those are projects that we need to get a
[3:23:19] head start on. Um but when school gets
[3:23:22] out, there's no kids in schools, we
[3:23:23] might be able to get these projects
[3:23:24] done. If we wait till July, then if the
[3:23:27] to start doing some of the work, then we
[3:23:29] fall behind and it's not even done
[3:23:30] before school starts. So, some of those
[3:23:32] we would pre-fund, we call it. If we
[3:23:34] spend some of that this year, uh which
[3:23:37] we take it from reserves, then next year
[3:23:39] we don't include it in the ability for
[3:23:41] them to spend it cuz they've already
[3:23:42] spent it. So, it's just kind of a kind
[3:23:44] of a pre. So, we're asking for approval
[3:23:47] on these projects for the FY 27 capital
[3:23:50] budget.
[3:23:53] Okay.
[3:23:55] All right.
[3:23:56] Can I get a motion and then we'll
[3:23:58] have time for discussion on it?
[3:24:03] I motion that we discuss this.
[3:24:05] You got any adjustments?
[3:24:08] Okay. Well, let's uh
[3:24:12] Kathleen, looks like you have
[3:24:14] >> I'm looking at the social What was the
[3:24:15] second?
[3:24:19] Uh
[3:24:21] No, I I was just asking if you It looks
[3:24:22] like you have things to say. No, I
[3:24:23] already talked to Randy about it. Now I
[3:24:25] understand it better. So, the things in
[3:24:27] blue are the things we are doing.
[3:24:29] So, the things in blue are the things we
[3:24:31] would pre-fund in this current fiscal
[3:24:33] year.
[3:24:33] >> Okay. So, we can get a head start. And
[3:24:35] many cases, that money we fund this year
[3:24:38] really gets rolled over to the next
[3:24:40] year. It just gives us the chance to
[3:24:41] start that process.
[3:24:43] Uh and then
[3:24:45] otherwise, the colors have no indication
[3:24:47] whether it's approved or not approved or
[3:24:49] recommended, I mean. The blue obviously
[3:24:51] is recommended. It'd be that third to
[3:24:53] last column would be the amount
[3:24:55] recommended. So, if it says zero, it's
[3:24:57] not being recommended or it might be
[3:24:58] coupled with another request. But
[3:25:00] there's an amount in there, that's the
[3:25:01] amount we're estimating to spend.
[3:25:04] And this comes out of the M&O? This all
[3:25:06] comes out of capital. Out of capital?
[3:25:08] Yeah, this is all part of our capital
[3:25:10] levy. Okay. That's generated through
[3:25:12] property tax. Again, not in not
[3:25:14] anticipating any kind of tax increase.
[3:25:16] We have to start preparing that early
[3:25:18] now. Any legislation um that goes into
[3:25:21] effect next month, but uh yeah, based on the assessment that we get from
[3:25:27] property tax right now, we would be
[3:25:29] capped we capped through a little bit of
[3:25:30] growth. Uh those dollars coming in is
[3:25:33] what is what pays for the school. It's a
[3:25:35] wholly separate fund from the
[3:25:36] operations.
[3:25:38] So, some of these
[3:25:40] we do this if it's a maintenance thing,
[3:25:42] but and it's okay to come out of capital
[3:25:44] out of it?
[3:25:45] If it's a If it seems like it's
[3:25:47] maintenance like to repair things and
[3:25:49] stuff, is that considered maintenance?
[3:25:50] >> Yes, we do have a repair budget. So,
[3:25:52] when it comes to facilities, we are
[3:25:54] allowed to use capital money for
[3:25:55] repairs.
[3:25:56] >> Oh, you can? So, so outside this, we do
[3:25:58] have money set aside for repairs. Okay.
[3:26:01] It's not as much as we've set aside in
[3:26:02] the past. I think we'll okay with that
[3:26:04] one school.
[3:26:05] Uh obviously, they're an older school.
[3:26:07] Um so, yeah, I'm not really concerned
[3:26:09] about where we are. We're we're kind of
[3:26:12] we're spending less on projects now than
[3:26:14] we have say 3 years ago. Okay. Yeah.
[3:26:19] A question?
[3:26:20] You have a question?
[3:26:23] And some of the large
[3:26:24] uh
[3:26:25] price tags are due to like our phone
[3:26:27] system. It hasn't been replaced in 15
[3:26:30] plus years. So, that's a $250,000
[3:26:33] investment.
[3:26:35] I didn't read any of this. Do we have
[3:26:37] anything on here about
[3:26:41] Oh, there's a lot. AirMed, you know, so
[3:26:43] that we can just log in and through the
[3:26:45] internet to get into the TVs to present
[3:26:48] things like that.
[3:26:49] All the Apple TVs. We can do that just
[3:26:52] through some of our supply budgets.
[3:26:54] Yeah. Okay. We can make that up.
[3:26:56] Yes, the technology does get So, we
[3:26:58] there is a transfer from operations to
[3:27:00] capital. It's been going on for years.
[3:27:02] Helps support capital long term
[3:27:03] technology asset budgets, which are
[3:27:05] outside of these requests, which is why
[3:27:09] I mean the budget overall is $11
[3:27:10] million.
[3:27:11] We're using 3.2 million to do these
[3:27:13] requests, right? Because others are tied
[3:27:15] up in bonds and tied up in Dozier and
[3:27:18] other technology. That's for the
[3:27:20] repairs, so
[3:27:22] um
[3:27:24] Yeah. Any concerns or anything
[3:27:27] that we should be doing in funds or
[3:27:30] anything like that?
[3:27:31] So,
[3:27:33] um
[3:27:36] So, the unforeseen things are the
[3:27:37] emergency type things, which is why we
[3:27:39] keep back
[3:27:39] >> Well, I mean partly partly that, but I I
[3:27:41] meant more whether any requests for
[3:27:44] things that that we've denied that
[3:27:47] really should be done. I mean, is there
[3:27:48] any So, not from a financial standpoint.
[3:27:51] I mean, if you talk with the individual
[3:27:54] that made the request,
[3:27:56] they still got right now.
[3:27:58] Um
[3:27:58] so, we work try to work through all
[3:28:00] those.
[3:28:02] Um yeah, I mean, we'd love to do
[3:28:03] everything, but just for a limited
[3:28:05] budget. We're hitting the critical
[3:28:06] areas.
[3:28:07] Uh we're hitting some things that need
[3:28:08] to be done on the phone system. We're
[3:28:10] buying a wheelchair wheelchair bus,
[3:28:12] which right now I think we're
[3:28:13] transporting uh in the in the van
[3:28:16] our vehicle.
[3:28:18] Um
[3:28:18] Carolyn and I have talked about
[3:28:20] developing a five-year plan. Everything
[3:28:22] can't happen at once, so we can stagger
[3:28:24] it.
[3:28:25] Um
[3:28:26] you know, from elementary they're
[3:28:27] saying, "Hey, we need a bit of a face
[3:28:30] lift." You walk into Apple Hill and the
[3:28:31] high school, we have these incredible
[3:28:33] spaces. You walk into the community
[3:28:35] center preschool, and you walk into our
[3:28:37] front office main entrance at our four
[3:28:39] elementary schools, and they look dated.
[3:28:42] Um so, those are one of the areas we're
[3:28:44] going to look at and develop a plan. It
[3:28:46] just can't all happen at once.
[3:28:50] Is this number consistent with what we
[3:28:52] did last year? I don't remember last
[3:28:53] year.
[3:28:53] >> This number is actually less than last
[3:28:55] year because we are contributing to the
[3:28:57] Dozier
[3:28:59] project and we're contributing some of
[3:29:00] the money to not construction but to
[3:29:03] bonds being paid.
[3:29:04] So, so yeah, the actual requested amount
[3:29:07] that we're and and it'll go up next year
[3:29:09] just the way we committed some things. I
[3:29:11] mean, the Dozier project is a one-time
[3:29:13] cost, right? So,
[3:29:15] in a year we won't have that that
[3:29:17] expense, but
[3:29:19] it's just a lean year this year, so
[3:29:22] but if we you know, we have a
[3:29:24] contingency we have a contingency built
[3:29:25] in. We also have repairs built in.
[3:29:28] So, if there's some things that need to
[3:29:29] be fixed at schools, we also have fund
[3:29:32] balance. So, if we have a roof issue or
[3:29:35] we have a boiler go down or some of
[3:29:36] those things that are high ticket items,
[3:29:38] we can still cover those.
[3:29:40] And some of these requests are aligned
[3:29:41] to the facilities and we kind of said,
[3:29:43] "Let's proceed with all this until the
[3:29:45] facilities come online and we are able
[3:29:47] to identify the need." We don't know
[3:29:49] what we don't know until we start
[3:29:51] utilizing these on a regular basis.
[3:29:54] So, what kind of there's some things
[3:29:55] there for facilities that are not open
[3:29:57] yet.
[3:29:58] Uh so, like look at the custodian on
[3:30:00] athletic UTB, right? Um we funded one
[3:30:06] um
[3:30:07] out of
[3:30:08] district funds, but there's a request
[3:30:10] for an additional one. It's like, "I
[3:30:12] don't know. Let's wait till the
[3:30:13] facilities come online so we can see if
[3:30:15] that's really necessary."
[3:30:18] What is our phone system? What are you
[3:30:20] guys looking at? Zoom actually has a a
[3:30:24] phone platform now and it will actually
[3:30:27] um
[3:30:28] allow you to assign a unique phone
[3:30:30] number that you can use to text and call
[3:30:33] without having a cell phone plan per se.
[3:30:37] Um but Zoom is the one that options
[3:30:38] really do that because of the cost walk
[3:30:40] to walk talkie.
[3:30:43] So,
[3:30:44] are we looking to do handheld phones
[3:30:47] still or do it through our computers?
[3:30:50] Uh handheld still. I'm going to I'm
[3:30:52] going to jump in and say that more than
[3:30:54] likely
[3:30:57] we will still need desk phones in every
[3:30:59] single room.
[3:31:01] And and and that is because you never
[3:31:04] know who's going to be in that, right?
[3:31:06] If you've got a community member using
[3:31:08] that space, but the only phone is tied
[3:31:11] to the teacher's computer and the
[3:31:12] teacher left,
[3:31:14] but they have a medical emergency, they
[3:31:15] still need to be able to call. So, I
[3:31:18] would guess, having been part of any of
[3:31:20] the discussions,
[3:31:22] um that the phone system they're looking
[3:31:25] at would be a way to combine the two,
[3:31:28] right? Like,
[3:31:30] if you, as a school board member, needed
[3:31:32] to have a district phone,
[3:31:35] having a setup that would allow
[3:31:38] physical phones in the classroom, but
[3:31:40] also allow you to have a virtual phone
[3:31:42] number assigned to you, would probably
[3:31:45] be what we're going for. Does that sound
[3:31:48] decent?
[3:31:49] >> Yes. I'm just jumping in. I'm going to
[3:31:51] put any comments in writing because you
[3:31:53] know because
[3:31:56] my experience is hand phones are
[3:31:57] expensive to replace to in the new
[3:32:00] system.
[3:32:01] And so, where possible that you could
[3:32:03] just do it through people's computers in
[3:32:05] a district level
[3:32:07] where you're not with students,
[3:32:09] would would you consider doing a hybrid
[3:32:13] kind of situation, or is it all or none?
[3:32:16] But I guess you don't know until you
[3:32:17] guys start going through the essential
[3:32:19] Joe staff has done a lot of research on
[3:32:21] this and worked with a lot of districts
[3:32:22] in the world to know what the best
[3:32:24] practices are. I do think there'll be
[3:32:26] areas where we can be more efficient. I
[3:32:29] just don't know what that will look
[3:32:30] like. Joe will lead that process and
[3:32:33] then it out.
[3:32:35] We switched over
[3:32:37] state level to no hand held and saved
[3:32:40] each department a lot of money.
[3:32:43] And it was you just talked to people
[3:32:45] through the year computer through the
[3:32:47] year.
[3:32:48] Would save It saves a lot of money cuz
[3:32:50] the hardware is what costs so much.
[3:32:53] Yeah. It depends on the system.
[3:32:56] Yeah, I mean yeah.
[3:32:58] That's I'm saying, you know, not It does
[3:33:01] It's not ideal for all situations, but
[3:33:03] if you can save on hardware in some
[3:33:05] situations, especially in this building
[3:33:09] um where you don't have the public
[3:33:10] coming in and to use a phone. So, say in
[3:33:13] your office.
[3:33:15] That would be great.
[3:33:17] I can speak for myself. I rarely use my
[3:33:20] desk phone,
[3:33:21] right? And I say that's true for most
[3:33:23] executive leadership because we're very
[3:33:25] mobile. Yeah. Right.
[3:33:28] And so, if you had your laptop with you,
[3:33:30] nobody calls you at the landline that we
[3:33:32] currently have, it would come right
[3:33:34] through your computer.
[3:33:39] You just There's lots of
[3:33:41] Let's just say that we know that there
[3:33:43] are lots of options and lots of research
[3:33:45] will be done before any decisions are
[3:33:47] made.
[3:33:51] Yeah, Joe Joe was part of this entire
[3:33:52] process technology wise. He was very
[3:33:54] helpful. There was a lot of things he
[3:33:56] said, "Hey, I have another way I can do
[3:33:57] this." and
[3:33:59] the whole the whole team was really good
[3:34:00] about getting down to that 3.2 minute.
[3:34:02] So. Great.
[3:34:04] Yeah, we'll get about over there.
[3:34:08] Um so, I think it would be great to see
[3:34:10] it up front on this. I mean, I think
[3:34:12] we're pretty much aligned on uh being
[3:34:15] responsible with taxpayer money
[3:34:17] here. Um but at the same time, some
[3:34:19] things have to happen, right? It would
[3:34:20] be great to see a
[3:34:23] um
[3:34:23] defined plan for what we're doing over
[3:34:25] at Fair Haven phone.
[3:34:29] And anything else on any of this All
[3:34:31] right, can I get a motion to approve the
[3:34:33] capital outlay for FY 2027?
[3:34:36] I motion to approve capital outlay for
[3:34:38] the 2025 years. 2027 is it? FY
[3:34:40] 2025-2027. FY 2026-2027.
[3:34:44] I second.
[3:34:45] All in favor?
[3:34:46] Aye. Aye.
[3:34:49] All right. And with that, I believe we
[3:34:51] have covered everything we had to cover
[3:34:52] today. Can I get a motion to adjourn the
[3:34:55] sale of our next regularly scheduled
[3:34:57] meeting?
[3:34:58] I'll just adjourn the meeting. Second.
[3:35:00] All in favor? Aye.
[3:35:02] Fantastic.