[3:57] Make sure the blank is working.

[28:50] decision.

[28:57] Oh, shoot. Remember that?

[29:03] But it's pretty.

[29:04] >> Yeah.

[29:11] » It's going to be beautiful.

[29:20] » Yes.

[29:28] He graduated with an assist

[29:36] number

[29:45] where there

[29:49] » that's what we're wait until we're doing

[29:50] a walk for tomorrow

[29:52] walk where

[29:53] >> h dear valley you go for graduation And

[29:56] the kids are going to come in from

[29:57] >> the chair.

[30:01] » So they're going to load up and then

[30:04] download.

[30:05] >> So they'll have to go every other chair

[30:07] because of

[30:08] >> capacity.

[30:09] >> Oh yeah.

[30:10] >> So we're going to hopefully finalize all

[30:12] details tomorrow.

[30:14] >> That's very fun.

[30:15] >> Are you all coming?

[30:18] >> Yeah.

[30:19] How long do you think it will let this

[30:21] extend the time? Because

[30:22] >> we're going to start loading probably

[30:24] just before.

[30:26] >> Oh, so it's an hour.

[30:27] >> Uh to make sure we lock everybody down

[30:30] by start time.

[30:31] >> Yeah,

[30:32] >> it should be done then.

[30:33] >> Yeah. And we'll have some kids here

[30:35] going to be up there. That is up to you

[30:37] guys if you want to ride or not.

[30:41] Well, I mean,

[30:52] » just don't bring the course.

[31:06] » I call the order of this meeting of the

[31:08] Park City Board of Education. We will

[31:09] start with the pledge of allegiance.

[31:13] I aliance to the flag of the United

[31:16] States of America and to the republic

[31:19] for which it stands. One nation under

[31:22] God, indivisible, with liberty and

[31:25] justice for all.

[31:31] » The board will now session for the

[31:34] purpose of strategy session to discuss

[31:36] collective bargaining. in a society

[31:38] session to discuss pending or reasonably

[31:40] imminent limited litigation

[31:43] and to discuss the character

[31:45] professional competence or physical and

[31:46] mental health of an individual or person

[31:51] as well.

[31:51] >> Oh, and also property.

[31:54] >> I make a motion right

[31:58] second.

[31:59] >> All in favor?

[32:01] >> Roll call. Roll call. Meredith. Yeah.

[32:05] >> Yes. right now. Susan bro.

[1:43:25] Yeah. Anyone

[1:43:55] else?

[1:43:57] All right, welcome everyone.

[1:44:00] We are gonna start out our meeting now

[1:44:03] with a construction update from JD.

[1:44:08] » First is the best but

[1:44:14] I have a 4 group that I take care of

[1:44:16] every other day and that's what I in

[1:44:18] good hands. So, we're doing um just some

[1:44:21] graphics real fast here. We'll start

[1:44:23] with Treasure Mountain just so just a

[1:44:25] reminder of everything that's going on

[1:44:27] over there. So, uh obviously the

[1:44:30] softball fields gone. You've seen the

[1:44:31] baseball netting going up. They'll be

[1:44:33] moving over to the softball field. Uh

[1:44:36] next, um the soccer fields are rough

[1:44:40] graded. We're about a foot away from

[1:44:42] subgrade, which is would be on the north

[1:44:44] side would be the pad. So, we're about a

[1:44:47] foot away from that. uh 18 inches on the

[1:44:50] south side. Um you can see the concrete

[1:44:52] wall going up between the two there,

[1:44:54] which is where the press box sets for

[1:44:56] both sides of those fields. And then the

[1:44:58] bleachers uh and there's a separation

[1:45:00] wall that you're seeing forming right

[1:45:02] now so that when we plane we don't see

[1:45:04] the other field. Uh and so that's that's

[1:45:07] ongoing right now. The support building

[1:45:10] the foundation's up and so they got to

[1:45:12] do the underground then they'll pour up

[1:45:13] the slab and then they'll start at the

[1:45:15] CMU. That's the only building that isn't

[1:45:17] done over there.

[1:45:18] um the press box and the team rooms and

[1:45:21] the dugouts. They we've got the roof on

[1:45:24] the the team rooms, the metal roof.

[1:45:26] There's metal roof that goes on the

[1:45:28] dugouts. Um they've done the floors in

[1:45:30] the team rooms uh and they're working

[1:45:32] their way kind of around those

[1:45:33] buildings. They get a brick veneer that

[1:45:35] you've seen going up that's that's kind

[1:45:38] of covers that CNU that's more

[1:45:39] decorative. Um the sophets uh and those

[1:45:43] roofs are going to happen at the same

[1:45:44] time. Uh that probably you'll start to

[1:45:46] see that next week. You're starting to

[1:45:48] see where the batting cages are. We

[1:45:50] filled in the holes. The sewer's been

[1:45:52] repaired. All that's been fixed and so

[1:45:54] they're starting to grade that now. Um

[1:45:57] uh they're going pretty hot and heavy on

[1:45:58] that today. This south parking lot on

[1:46:01] that south soccer field is in subgrade

[1:46:05] just waiting to turn the corner, but

[1:46:06] that is the existing parking lot

[1:46:09] and that'll wait until um school's out.

[1:46:12] So, uh, all utilities except for the gas

[1:46:16] and, um, the electric are done. They are

[1:46:19] getting close on the electric. Um, so

[1:46:22] that's all the site there. The you'll

[1:46:24] start to see the poles go up for the

[1:46:26] soccer fields. And if we can get any

[1:46:29] squeeze in the tennis courts, I don't

[1:46:30] think we can, but we'll get all the

[1:46:32] lighting up for the soccer fields.

[1:46:34] They've staged, and mobilized, and ready

[1:46:35] to go there. Um, the, uh, tennis courts

[1:46:40] are tenatively scheduled. um to start

[1:46:42] mid July. That's when they'll come in

[1:46:44] and do the the concrete and the post

[1:46:46] tension on those. Um and the turf for

[1:46:48] the soccer field is scheduled July 6.

[1:46:52] The tanks that contain the sludge from

[1:46:54] the deatering operation should be

[1:46:56] offsite by next week. Um we started to

[1:46:58] haul that sludge off. Um we do have a

[1:47:02] couple tanks. We have one tank and a

[1:47:03] half of clean water that has to be

[1:47:05] discharged, but because we moved into

[1:47:07] May, we had to run some more tests on

[1:47:09] that. We got one back today. should have

[1:47:11] the next test back next week. And so

[1:47:13] then we'll discharge that. But those

[1:47:15] tanks, what's Tuesday? It'll probably be

[1:47:18] into Monday or Tuesday, but then they'll

[1:47:19] just roll them off and be out of there.

[1:47:21] We got about a week's worth of grading

[1:47:23] on the softball field to clean it up.

[1:47:24] The turf's there, then they'll come and

[1:47:26] turf that. So hopefully end of next

[1:47:29] week, probably the first of next, you'll

[1:47:31] start to see the turf go down on the

[1:47:33] baseball field. Um, so then, like I

[1:47:36] said, all the utilities are in there.

[1:47:38] Um, you're starting to see some sight

[1:47:40] grading going on. There are multiple

[1:47:42] piles of material out there. Some is is

[1:47:45] uh top soil, some is clean soil. Most of

[1:47:48] the majority of the contaminated soil is

[1:47:50] on that north side where the tennis

[1:47:53] courts are. So, um I don't know if you

[1:47:56] guys want have any questions about that

[1:47:58] or you want to move on to Doure, but um

[1:48:00] that's it for treasure. So,

[1:48:02] >> just one more question.

[1:48:03] >> Sure. Do we know yet when we're going to

[1:48:06] be actively using any of these bits?

[1:48:09] >> So, um I would say by the end of July,

[1:48:13] we could probably use the soccer,

[1:48:15] baseball, and the softball fields,

[1:48:17] right? The biggest thing that would be

[1:48:18] that would take to be finished is that

[1:48:20] piece of concrete in between the soccer

[1:48:22] and the and the baseball and softball

[1:48:24] fields. That's a big plaza, right? And

[1:48:26] it has some it has some architectural

[1:48:28] features that are like little uh I don't

[1:48:31] even know how to describe it. little uh

[1:48:33] architectural features I would imagine

[1:48:37] but but those may not be done but the

[1:48:39] big thing would be having that concrete

[1:48:41] done right so there was it was

[1:48:42] seamlessly in between each of those um I

[1:48:45] don't know about the restroom facilities

[1:48:47] the fields would be playable but I don't

[1:48:49] know that all the bathrooms would be

[1:48:50] done so they are you know they're in the middle of the mechanical

[1:48:54] in all those buildings so all the

[1:48:56] bathrooms are getting plumbed in all the

[1:48:57] HBAC's going in all that stuff's going

[1:49:00] in but by the end of July I would say be

[1:49:02] probably pretty close in those

[1:49:04] buildings.

[1:49:04] >> How does that phases?

[1:49:07] >> So yeah, I mean we'll we'll I think

[1:49:09] we'll be ready for fall. Um keep in mind

[1:49:12] the parking lot's going to be torn off

[1:49:13] as well. We decided we'd like to we'd

[1:49:16] like to not do the parking lot till

[1:49:17] after school is out. We lose all those

[1:49:19] spots where kids are parking there. Um

[1:49:22] but as far as getting on there for

[1:49:24] practice and whatnot, I'm guess some

[1:49:25] teams will be able to get on there for

[1:49:27] fall. Our football team's purposely

[1:49:30] scheduled later home games. So, um, but

[1:49:34] yeah. Yeah, I'm not worried about here

[1:49:37] at all. I think football team's in great

[1:49:39] shape. So, but the fields, the big thing

[1:49:41] will be that parking lot that that

[1:49:43] parking lot is going to be pushed into

[1:49:44] September just because we've waited till

[1:49:46] school is out. There's two big utility

[1:49:48] crossings that come across there and

[1:49:50] they're going to take a little bit of

[1:49:51] time, but that whole thing gets

[1:49:53] replaced, right? It's all new asphalt,

[1:49:55] all new subbase and everything else. And

[1:49:57] so it's going to take a little time, but

[1:49:58] it's right now the schedule showing not

[1:50:00] pushed into September. So, and along

[1:50:02] with the tennis courts, right, tennis

[1:50:04] courts will be, like I said, uh they are

[1:50:07] scheduled for mid July. Once that's

[1:50:09] poured, they have to set for about 30

[1:50:11] days, right, before they can surface

[1:50:13] them. So, as soon as that 30 days is up,

[1:50:15] they can surface them and stripe them.

[1:50:16] But there's also the sight fencing, and

[1:50:19] it does start that pretty soon here. But

[1:50:21] that whole thing gets re, you know,

[1:50:22] refenced and so you'll start to see the

[1:50:24] sight fencing going too. So, um, he's

[1:50:27] actually at Doure this week starting the

[1:50:30] fence at Doure. So, um, a lot of these

[1:50:32] subcontractors are working both of these

[1:50:36] fields, right? They're working treasure

[1:50:37] and doer at the same time. So, they kind

[1:50:39] of bounce back and forth,

[1:50:40] >> right? It's like a similar, right?

[1:50:42] >> Yeah. So, um, but

[1:50:45] >> looking forward to grand opening.

[1:50:47] >> Yeah,

[1:50:48] >> we are too.

[1:50:50] Nobody could. Maybe more than me, but

[1:50:54] he could. Maybe. I don't think so

[1:50:56] though. But and then you'll start to see

[1:50:58] the that north pile too start to

[1:50:59] disappear as that is incorporated back

[1:51:02] into the landscaping and everything that

[1:51:04] goes around these ball pits. So along

[1:51:06] the flange there along the on alongs and

[1:51:09] everything. So they're they've actually

[1:51:11] started some of that. So they're doing

[1:51:13] it right now actually as we speak. So,

[1:51:15] you'll start to see that they are

[1:51:17] actively working that pile, but I've got

[1:51:20] assurances from them that they're going

[1:51:21] to be double covering that now from here

[1:51:23] on out. Uh, you know, it's it's hard

[1:51:26] when you see that pile sometimes that

[1:51:28] with the wind and everything. It's it's

[1:51:30] a monumental task to keep that thing

[1:51:32] covered all the time, right? So, um, but

[1:51:34] I think that with a double cover that'll

[1:51:36] help. So,

[1:51:38] that's it for treasure unless you guys

[1:51:40] have any more there. So, we'll move on

[1:51:42] to Doure.

[1:51:44] So Goer's way is right on schedule. I

[1:51:47] mean, it's just tracking so nicely. The

[1:51:49] track demolition will be done the end of

[1:51:51] this week. So they will be completely

[1:51:53] out of there. They're going to start the

[1:51:55] regrading actually. Uh and they are

[1:51:57] scheduled to be in here. Let's see my

[1:52:00] notes here.

[1:52:04] June 15th.

[1:52:06] So they will start repouring that track.

[1:52:08] Um they've got about a month schedule

[1:52:10] for pouring. Um, so July 10th is kind of

[1:52:14] the finish date there. And then again,

[1:52:16] that'll set for a little while while it

[1:52:17] cures up. It'll be curing at different

[1:52:19] stages a little bit. But the um Westside

[1:52:23] Home bleachers are just kicking really.

[1:52:27] That's a whole concrete structure,

[1:52:28] right, with the concessions on the back

[1:52:30] side of it at ground level. Uh, and so

[1:52:34] they are about 70% completed the

[1:52:36] concrete there. They've already started

[1:52:37] the steel on the south end of that

[1:52:39] structure and the deck for the second

[1:52:41] level. And so and then they're just

[1:52:44] going to work their way across it north.

[1:52:45] Um and uh so and then the rest of the seating and everything is pre-cast

[1:52:51] and it is scheduled to be here the 8th

[1:52:53] right after. So you'll start to see them

[1:52:56] swinging that in there with the crane.

[1:52:58] They'll get all that seating done. The

[1:53:00] concessions have the slabs to be poured.

[1:53:02] The foundations are done. Um, but

[1:53:05] they're behind that structure. So, if

[1:53:06] you you're on the back side of the

[1:53:08] church, there you can see see that those little buildings coming up there.

[1:53:12] Um,

[1:53:14] there is that 8ft sidewalk that goes all

[1:53:16] the way around the track. The south

[1:53:18] side, I would say, is about 75% done,

[1:53:21] which has a retaining wall against the

[1:53:22] apartments there. And then there's a

[1:53:25] little railing going along the track

[1:53:26] there. This is to keep people off the

[1:53:28] track, right? so your your uh foot

[1:53:31] traffic can work its way all the way

[1:53:32] around the track both north and south.

[1:53:34] They've started the southside which is

[1:53:36] an ADA ramp partially and then it

[1:53:39] flattens back out as it gets back

[1:53:41] towards the west there. But they've

[1:53:42] started the footing for that and they

[1:53:44] started part partial retaining wall of

[1:53:46] that. Uh that's kind of incorporated in

[1:53:49] that 70%. Once they finish this south

[1:53:51] side, it ties right into that structure

[1:53:54] they'll move over to to the north side.

[1:53:57] Um most of the site utilities are done

[1:54:00] there. I would say the sewer and um the

[1:54:03] electrical is going hot and heavy right

[1:54:04] now. Uh Rocky Mountain Power is coming

[1:54:06] in to set a transformer here pretty

[1:54:08] soon. Um on that west on the east side,

[1:54:11] sorry. Uh all those buildings are up

[1:54:14] obviously. You can see the sighting

[1:54:16] going up on those. Um that's on both buildings. Um the roofs are done.

[1:54:21] They're inside doing all the mechanical

[1:54:23] and electrical and plumbing. Um uh they

[1:54:26] are getting ready to grade out the

[1:54:28] visitors bleacher pad. The bleachers are

[1:54:30] coming in the end of June. That's for

[1:54:33] both sites. They're going to again hop

[1:54:35] back and forth as to what's available,

[1:54:37] but we're going to pour that pad pretty

[1:54:38] soon for the for the visitor site

[1:54:41] bleachers there. Um and the fencing guy,

[1:54:44] like I said, has started. Uh the canopy

[1:54:46] is the footings are already in for the

[1:54:48] canopy. So, it's just a matter of

[1:54:50] finalizing that stuff. But, uh Doure's

[1:54:53] right on track. It's right on schedule.

[1:54:55] There ever was and we just been had good

[1:54:57] weather, good working conditions. Uh the

[1:55:00] last real big utility probably to go in

[1:55:02] there is the water which is a cut into

[1:55:05] Lucky John. I'm just going to tell you

[1:55:06] right now so you're aware of that. Uh

[1:55:08] we're trying to get that permitted now.

[1:55:10] We were able to keep originally the

[1:55:12] original design showed the sewer and the

[1:55:14] gas and the water being tied into Lucky

[1:55:17] John. We were able to not do the gas in

[1:55:20] the sewer through some design changes,

[1:55:22] but we cannot change the water over

[1:55:24] there. There was only a 3/4 inch line

[1:55:26] that ran that old concessions building.

[1:55:28] And this building is, you know, three or

[1:55:30] four, five times the size of that with

[1:55:32] bathrooms and everything else. So, uh,

[1:55:34] they're in the process of that, but

[1:55:35] there will be some work back on Lucky

[1:55:38] Jump. So,

[1:55:39] >> when was that?

[1:55:40] >> Uh, they have not issued the permit yet.

[1:55:42] So, they're in the permitting process

[1:55:44] right now. They they think they could

[1:55:45] get it done with a day closure, but I

[1:55:47] would highly doubt that the city would

[1:55:49] give them a day closure on the permit.

[1:55:51] They may I don't know. We'll just have

[1:55:52] to see.

[1:55:53] >> So, how long will it take just a day for

[1:55:56] them to do it?

[1:55:57] >> If they could close the whole road

[1:55:58] again, but if they have to do it in

[1:56:00] sections, right, you have to have oneway

[1:56:02] traffic both directions. And that's

[1:56:05] >> And would you have to turn the water off

[1:56:07] at the neighbors?

[1:56:08] >> No. Turn off at the neighbors. There's

[1:56:10] already an existing connection there. We might have it shut off for a minute

[1:56:15] or two while we make the new connection,

[1:56:16] but that's probably it. So,

[1:56:19] >> and then what's the time frame of this

[1:56:20] being finished?

[1:56:21] >> So, they will be finished. Uh they're shown about August, first part

[1:56:25] of August. So, there'll be some cleanup

[1:56:27] stuff that they'll have to do, right?

[1:56:28] The track striping may not be done, but

[1:56:31] the track surface would be done. Uh it

[1:56:33] just all depends on a couple of things

[1:56:35] falling into place, but the buildings

[1:56:36] would be done for sure. No question

[1:56:38] about it. In fact, they're scheduled to

[1:56:40] tie the the uh football field back in.

[1:56:45] I have written down here July 20th. So,

[1:56:49] they'll they'll be back in to tie that

[1:56:51] back into the track. So, most of that

[1:56:53] will be be usable other than there may

[1:56:56] not be the lines painted, a few things

[1:56:58] like that, but all the buildings should

[1:57:00] be done. So, uh they are really moving

[1:57:03] pretty quickly over there.

[1:57:06] >> Uh so, it's rolled back, right? which is

[1:57:08] it's a big carpet if you've ever looked

[1:57:10] at it and then they've taken all of the

[1:57:13] infill which is the rubber and the sand

[1:57:15] and they put they suction all that up

[1:57:16] and then set that on top of it. It's

[1:57:18] kind of weighing it down. So they'll

[1:57:20] just roll it back reo the infill stitch

[1:57:23] it back to the concrete. It's anchored

[1:57:25] to that concrete track where it's going

[1:57:27] to be. That's how they anchor these

[1:57:29] things around this whole the baseball

[1:57:31] field, softball field, soccer fields.

[1:57:33] You'll see this concrete curb and that's

[1:57:35] how that turf is anchored. So,

[1:57:38] >> so it'll be ready for for classes.

[1:57:40] >> Oh, yes. Yes. Yeah, for sure. I I can't

[1:57:44] see. Well, there I think they want to

[1:57:45] practice there. Is that right, Jamie?

[1:57:47] And so, I think that we'll they'll be

[1:57:49] able to practice there as well. And and

[1:57:52] uh they may have to walk across plywood

[1:57:53] to get onto the field while they're

[1:57:55] doing the track, but they should be able

[1:57:56] to practice there all summer. So, or

[1:57:58] when I think we coordinate the dates

[1:58:01] obviously, but yeah, they should be

[1:58:03] ready to go. So,

[1:58:04] >> dates. Absolutely.

[1:58:07] And I'm just curious, sorry about the 88

[1:58:10] ramp

[1:58:11] >> on the north side.

[1:58:12] >> Yeah. So that comes up to the

[1:58:15] >> So as you as you work your way to the

[1:58:17] west, so let's say you're walking to the

[1:58:19] north down that you know to you kind of

[1:58:22] see the sidewalk. You see the yellow

[1:58:23] dots? That's those are those are light

[1:58:25] poles, right? The sidewalk's right next

[1:58:27] to that. So as you're walking along that

[1:58:29] sidewalk, there you go. As you're coming

[1:58:30] around, it starts to ramp up right

[1:58:34] about there.

[1:58:35] >> Okay. somewhere right there. It starts

[1:58:36] to gradually ramp up to the so you can

[1:58:39] get to the level of the of those

[1:58:42] bleachers on that other side. So it

[1:58:43] walks right into it. So

[1:58:45] >> Okay. So it's actually raised on the

[1:58:47] west side. Yes.

[1:58:49] >> Yes.

[1:58:49] >> Yeah. If you go over behind the church

[1:58:51] parking lot, drive around there, you'll

[1:58:52] see how much we've raised it up. There's

[1:58:54] a a new block wall around there and and

[1:58:57] everything else. And so and you'll see

[1:58:59] those concession sides are what they

[1:59:01] call, you know, at that garden level

[1:59:02] there. So

[1:59:06] » progress.

[1:59:08] >> Yes. Yeah. And then the other side, just

[1:59:10] so you know, the south side's flat

[1:59:11] enough uh and then it's a natural ramp

[1:59:14] up. I think it meets the same

[1:59:15] requirements. So either way you go I

[1:59:17] think to make that

[1:59:26] » question

[1:59:38] he's joining us.

[1:59:48] My name is Jacqueline Nap. I'm your

[1:59:50] special education director and I have a

[1:59:53] short presentation for you on our new

[1:59:55] social skills adoption for the

[1:59:57] secondary. Um, this is the last piece in

[2:00:01] our improvement cycle.

[2:00:04] Since 2018, our graduation rates have

[2:00:07] improved from 72% to 92%.

[2:00:10] In terms of growth, we're no longer

[2:00:12] identified in any targeted support

[2:00:15] improvement category and our students

[2:00:17] are now making academic growth that is

[2:00:19] outperforming their general education

[2:00:21] peers across the state. For the last

[2:00:24] three years in a row, we have won awards

[2:00:27] for post high outcomes. So, we're top in

[2:00:30] our category for students enrolled in

[2:00:32] higher education, students who are

[2:00:34] competitively employed or otherwise

[2:00:37] employed. So, special education has been

[2:00:39] working hard um on our academic outcomes

[2:00:42] and our post high school outcomes.

[2:00:45] And

[2:00:47] now it's time for the next piece in our

[2:00:49] strategic plan for our social skills

[2:00:51] evolution.

[2:00:53] Several years ago, we adopted an

[2:00:55] elementary social skills set of

[2:00:57] programming and today we're ready for

[2:00:59] the evolution in our secondary content.

[2:01:02] Students with disabilities face complex

[2:01:05] emotional shifts and things are new. We

[2:01:07] have digital safety, complex peer

[2:01:09] relationships, and our students are

[2:01:11] navigating a transition from high school

[2:01:13] to college. They're managing all types

[2:01:16] of um regular student stress in addition

[2:01:20] to stress that comes from being

[2:01:22] disabled, which can include academic

[2:01:24] stress or emotional health. and they're

[2:01:27] working on mastering their workplace

[2:01:29] communication.

[2:01:32] Because of these ch complex challenges,

[2:01:34] we focused on finding programs that had

[2:01:37] research base, longitudinal research,

[2:01:39] and a really good clear track record of

[2:01:42] student improvement um and outcomes that

[2:01:45] focused on community transition and

[2:01:48] doing well in school. Our community, our committee included speech language

[2:01:54] pathologists, special education

[2:01:56] teachers, social workers, parents, and

[2:01:58] secondary administrators.

[2:02:02] Uh, as you can imagine, we have a

[2:02:05] diverse set of needs. And so, we

[2:02:07] actually adopted three different

[2:02:08] programs to make sure we've accommodate

[2:02:10] all of our learners.

[2:02:13] The first program we adopted is Everyday

[2:02:15] Speech. This has an expansive digital

[2:02:19] library and has a lot of modeling

[2:02:21] lessons specifically tailored for our

[2:02:23] students with significant cognitive

[2:02:25] disabilities. So these are easy to use,

[2:02:28] easy to understand, short and

[2:02:30] digestible. Um they keep even our most

[2:02:33] struggling learners engaged. And for our

[2:02:37] uh you know struggling learners, it does

[2:02:39] include some games and some worksheet

[2:02:41] components as well. So, this would be

[2:02:43] for our more significantly cognitively

[2:02:45] disabled students.

[2:02:48] The next one is for our older high

[2:02:49] school students. This is an

[2:02:51] evidence-based curriculum developed by

[2:02:53] UCLA called Peers. It's backed by

[2:02:56] research and shows even long-term gains

[2:02:59] 3 to five years after intervention. This

[2:03:02] is ideal for our populations that have

[2:03:04] average to high cognitive capability,

[2:03:07] but also have difficulty navigating

[2:03:09] social situations. You can imagine this

[2:03:12] would be for a student maybe with high

[2:03:14] functioning autism who does well

[2:03:15] academically but struggles socially. So

[2:03:18] those that profile of students this has

[2:03:20] a lot of modeling and it's best

[2:03:22] practiced in groups which is helpful for

[2:03:24] our social workers as they um help

[2:03:27] students combine their skills and and

[2:03:30] work together.

[2:03:32] The last one is social thinking. Um this

[2:03:36] focuses on the cognitive processes that

[2:03:38] drive social skills. In other words,

[2:03:41] this uh program teaches them to think

[2:03:44] about how other people are thinking. So

[2:03:46] those complexities um teaches them to

[2:03:49] initiate to listen to abstract what

[2:03:52] things mean getting the big picture and

[2:03:54] then doing so with humor and relatedness

[2:03:57] that's appropriate. So with these three

[2:04:01] different um curricula,

[2:04:04] we can provide IEP services that are

[2:04:07] researchbased

[2:04:09] um in the in the social skills and then

[2:04:12] support the whole spectrum of students

[2:04:13] with disabilities.

[2:04:17] Our rollout plan and training sequence

[2:04:19] timeline for is for this fall and then

[2:04:22] we will have a midyear review and

[2:04:23] analysis of the progress in January. At

[2:04:26] that time, we could do any future

[2:04:28] training that is needed.

[2:04:31] Tomorrow, we will hold a parent meeting

[2:04:33] um where parents can come and see the

[2:04:35] content, ask any questions they have.

[2:04:37] We'll hold that via Zoom from 4:00 to

[2:04:39] 5:00 p.m. and Colton has posted that on

[2:04:41] our website.

[2:04:44] I'm happy to answer any questions you

[2:04:46] may have.

[2:04:52] Dr.

[2:04:54] do parents have to opt in or is this

[2:04:56] part of the IEP?

[2:04:58] >> This would be um students who have IEP

[2:05:00] goals um that are based in in searches

[2:05:05] >> and do you have an idea or an estimate

[2:05:07] of how many of the high schoolers for

[2:05:09] example would be using this?

[2:05:11] >> So in high school alone we would

[2:05:13] probably have 35 students who are on

[2:05:15] IEPs accessing social skills. Um so so a

[2:05:20] variety of of disabilities actually

[2:05:23] access this this type of program.

[2:05:29] » I have one question. We go to the first

[2:05:31] slide.

[2:05:46] uh we have 92% of our

[2:05:50] state students who are graduating.

[2:05:52] >> Yes sir.

[2:05:54] >> What's the

[2:05:56] state graduation rate generally?

[2:05:59] >> Not that good. Um I believe

[2:06:02] >> I believe it is around 80%

[2:06:05] um for the schools who are doing well.

[2:06:08] Um, generally speaking, and some years

[2:06:12] that has been actually 100%. And

[2:06:14] >> what is it for old students? Say what?

[2:06:17] >> Um, I h I I'll have to look, but I'm

[2:06:19] happy to get that to you. I think it's

[2:06:21] somewhere between 70 and 80%.

[2:06:23] >> So either way, especially graduating at

[2:06:25] a high rate. That's

[2:06:28] >> Yes. And our students are also

[2:06:30] outperforming our general education

[2:06:32] students statewide. So, our special

[2:06:34] education students are making more than

[2:06:36] 50% growth every single year. That's

[2:06:38] outperforming all of the other general

[2:06:40] education students statewide.

[2:06:43] >> I wish these students should pay 21 or

[2:06:46] 22 that included in that.

[2:06:48] >> Um, so this is actually for RISE only.

[2:06:51] Are students with more complex

[2:06:53] disabilities taking alternate

[2:06:54] assessment? And we also outperformed the

[2:06:57] state there as well.

[2:07:01] So the state rate was 89.8%.

[2:07:04] Uh for the cohort of 2025

[2:07:08] recognizing that the way in which the

[2:07:11] state measures graduation and is a

[2:07:14] student who starts at that school in 9th

[2:07:17] grade and finishes in 12th grade.

[2:07:20] >> So we came in

[2:07:22] >> you would not be considered as part of

[2:07:24] that cohort.

[2:07:26] eager candidate against someone else's

[2:07:30] count.

[2:07:31] >> You get counted but not part of the

[2:07:33] state cohort. So they're looking for

[2:07:36] ninth to 12.

[2:07:37] >> Okay.

[2:07:37] >> Oftentimes we may report out we had a

[2:07:40] you know 98% graduation rate.

[2:07:43] >> Um that could be those seniors who

[2:07:45] started with us in August and finished

[2:07:48] with us in June, not necessarily started

[2:07:50] with us as a freshman.

[2:07:54] So, prior to open enrollment, all of our

[2:07:56] students would have have been with us

[2:07:58] and gone through the system.

[2:08:09] Any other question?

[2:08:11] >> So, yeah. Are you asking when we were

[2:08:14] asked to looking at the second slide

[2:08:17] that's in the agenda with the cost that

[2:08:20] you're asking for? Um, yes, Lori Pierce

[2:08:23] has the cost sheet for you and it is

[2:08:25] included in the budget request for this.

[2:08:46] » No, this is a just a presentation and

[2:08:48] discussion. I believe it's a decision

[2:08:50] item in June.

[2:08:53] >> Thank you.

[2:08:58] » Five.

[2:09:08] It is so much fun to get to come talk

[2:09:09] about Park State High School at the end

[2:09:11] of the year loaded with all of the

[2:09:13] incredible data and feats that our

[2:09:15] school has accomplished for what before

[2:09:17] presentation gets pulled up. I think as

[2:09:19] I was processing like Park City High

[2:09:21] School in a year, you what happens at

[2:09:23] Park State High School is because you

[2:09:24] take this incredible community, parents,

[2:09:26] students, board leadership, right? And

[2:09:29] then you have all these presentations

[2:09:30] from elementary schools and eer and

[2:09:33] you've seen all the good work they're

[2:09:34] doing. Put that all in a pot, add our

[2:09:37] worldass staff to it, and it is world

[2:09:40] class. Sprinkle some uh seasoning from

[2:09:42] the Ed Foundation, maybe some fairy dust

[2:09:43] from the Foundation, and you get this.

[2:09:45] And it's incredible. Um, it is so easy

[2:09:50] to brag about parks. I'll talk about

[2:09:52] what we're doing to improve, but I get

[2:09:54] to start by saying what a year and what

[2:09:56] we accomplished. So, if you want to go

[2:09:57] to the next slide, I I just uh well,

[2:09:59] that's fishing and vision. I hope you

[2:10:01] all know it, right? We're inspiring and

[2:10:02] supporting all students equally achieve

[2:10:04] their academic and social potential. But

[2:10:05] go to the next one. I wanted to capture

[2:10:07] some pictures that show how that came to

[2:10:09] life at Parksley High School. We'll

[2:10:11] start in the center. So excited. This

[2:10:13] year we brought on Unified Sports. Uh

[2:10:15] both a basketball team and a dance team.

[2:10:17] Uh and it was so much fun. Unified is

[2:10:19] for our students with complex needs or

[2:10:21] special needs get to compete in sports.

[2:10:23] It's the first time we've ever had it at

[2:10:24] Park City High School. Our basketball

[2:10:26] team won a state championship. Uh huge

[2:10:28] kudos to their coach, Zach Blazak, who

[2:10:30] is a special ed aid and they had a

[2:10:33] blast. I got to go down to games. It is

[2:10:35] the best day of the year only to be

[2:10:37] taught by our dance team uh dancing. Uh

[2:10:41] recent last Friday I was at watching

[2:10:43] them uh dance and it is a joy and a

[2:10:46] privilege. Miss Anderson helped start

[2:10:48] that program this year. So you want to

[2:10:50] talk about letting people reach their

[2:10:52] potential and giving them access. We

[2:10:53] were able to do that. Top left you have

[2:10:55] student council. Top right you have

[2:10:57] girls golf winning state championship.

[2:11:00] Uh bottom right you've got uh a student

[2:11:03] in a construction tech class which I

[2:11:04] love. Our CTE program is pretty good.

[2:11:08] >> We've had we got we've had pretty good

[2:11:10] leadership in that department for a

[2:11:12] while now. So by pretty good it's

[2:11:15] incredible

[2:11:16] like the best the best and uh and that's

[2:11:18] an example of that. Uh bottom left

[2:11:20] that's a that's where we should get

[2:11:22] funding from maybe like the board of

[2:11:24] realators because that's a signing day

[2:11:25] with Yale, Dartmouth and MIT. That's not

[2:11:29] abnormal to Park City. Um, signing days

[2:11:31] are such a celebration. I'd encourage

[2:11:33] anyone to go because you want to talk

[2:11:34] about kids reaching their potential,

[2:11:36] getting to go on and and play sports or

[2:11:38] be a part of activities in college. It's

[2:11:41] a special day. That one, I chuckled at

[2:11:43] that one and said that that the

[2:11:44] realators are going to like that one a

[2:11:46] lot. You can go to the next slide. I

[2:11:47] couldn't stop here. Uh, top left, we

[2:11:49] started the year off girls cross country

[2:11:50] winning a state championship. Bottom

[2:11:52] left, state band, performing arts. Uh,

[2:11:55] incredible. Uh there's one picture

[2:11:58] better than the rest. That's the LIA

[2:11:59] picture. That's cuz Colton took it. The

[2:12:01] rest of them are amateur with my iPhone.

[2:12:04] But uh that's our LIA uh Day of the Dead

[2:12:08] celebration to watch our students get to

[2:12:10] embrace their culture and heritage. It's

[2:12:12] as beautiful or more beautiful than the

[2:12:14] picture. Um debate in the middle bottom

[2:12:17] there. Listen to this. Miss Williams

[2:12:18] sent me this of the seniors uh going

[2:12:22] that are in debate. This is where

[2:12:24] they're going. Harvard, Yale,

[2:12:26] Vanderbilt, Uski, Boulder, U Washington,

[2:12:28] USC, Depal, Montana State, and UVU. So

[2:12:32] that's a little secret sauce for

[2:12:34] colleges. And in the right, we have

[2:12:37] Sterling Scholars, but we also have kids

[2:12:39] going to trade schools. We have kids

[2:12:41] going to uh on on religious missions. We

[2:12:44] have kids that are reaching their dreams

[2:12:46] out of high school at a profound level.

[2:12:49] And again, it's the pot. We're pouring

[2:12:51] all this in the pot. And we get at Park

[2:12:53] City High School to see it. And we see

[2:12:55] it more than any other school. And not

[2:12:57] that the elementary schools don't get to

[2:12:58] see it, but we literally get to see them

[2:13:00] walk across the line on June 5th and

[2:13:03] throw their caps in the air. And that is

[2:13:05] that's what we do. So, it's a privilege

[2:13:07] to be at Park City High School because

[2:13:08] that's what I see every day. I just

[2:13:10] watch the mission and vision come to

[2:13:11] life. These are just a few small

[2:13:13] examples of that and wanted to share

[2:13:15] some pictures with you. You can jump to

[2:13:17] the next slide. Um, academic success,

[2:13:20] you've got a lot of data from our school

[2:13:23] right now. We did receive number five

[2:13:25] ranking in the state. Uh and I'll talk a

[2:13:27] little bit more about that. Why we did

[2:13:29] is in the middle there. It show uh it

[2:13:31] shows our data. We're ranked number one.

[2:13:33] And college curriculum is really our

[2:13:36] bread and butter. Proficiency is where

[2:13:38] we have some work to do, but I'm going

[2:13:39] to highlight that in a moment. And then

[2:13:41] uh just some other data points. 270 AP

[2:13:44] tests given this year. That's not the

[2:13:45] most ever. That's the second most ever.

[2:13:47] Average ACT score 23.5. Although that

[2:13:50] might be going up because I guess AT

[2:13:52] screwed up uh how they scored and only

[2:13:55] scores are going up. 4,964

[2:13:59] concurrent enrollment credit hours

[2:14:00] earned for college in addition to the AP

[2:14:03] test. Huge shout out to Adrien Wley and

[2:14:05] her team. Uh one of the awards that

[2:14:07] we're most excited about this year is

[2:14:09] the right that's from the state office

[2:14:11] of education and that is for our ML

[2:14:14] students accessing college and career

[2:14:16] readiness courses as well as AP courses.

[2:14:18] So that is a huge shout out to our dream

[2:14:20] big program, Mel Moffet, Anna Williams

[2:14:22] and Sykes again, Adrian Woolly

[2:14:24] supporting concurrent enrollment and our

[2:14:26] AP teachers encouraging all students to

[2:14:29] take these rigorous classes that make

[2:14:31] Park City High School so special.

[2:14:33] >> Do we have the financial value

[2:14:40] just over 1.8 8 million in college

[2:14:43] tuition.

[2:14:44] >> That's in the concurrent enrollment.

[2:14:46] That doesn't include the AP and that's

[2:14:48] priced at UBU as an average rate. So

[2:14:51] could be more, but 1.8 million for

[2:14:53] concurrent enrollment through UVU alone.

[2:14:55] Uh let alone the 2170 AP test at a three

[2:14:58] credit hour. That's that's an additional

[2:15:00] 6,000 plus credit hours all accepted

[2:15:03] which is another two plus million

[2:15:05] dollars. It's a good day. It's a good

[2:15:07] day.

[2:15:08] >> We can jump to the next slide. So, I

[2:15:10] want to dive into that national ranking

[2:15:12] uh a little bit more. Um the the left

[2:15:14] scorecard, the 94.92, that's Park City

[2:15:17] scorecard. Um the the middle scorecard

[2:15:20] is uh the top ranked school in the

[2:15:22] state. That's Beehive. And uh you can

[2:15:24] kind of see how we compare. And then

[2:15:26] those numbers off to the right. So,

[2:15:29] spoiler alert or not, this is 23 22 23

[2:15:33] data. Um that's how we got ranked for

[2:15:36] this year. It's a little bit

[2:15:37] disappointing how slow it is to get to

[2:15:39] the data, but our current uh proficiency

[2:15:42] data, which we're really proud of, these

[2:15:43] are the highest scores Park Proxy High

[2:15:44] School's ever had on the Aspire test.

[2:15:46] Math 53%, reading 69%, science 70%. So,

[2:15:50] look out for our ranking in 2829. It's

[2:15:53] going to be really good, really good.

[2:15:55] But, you can do the math there. I think

[2:15:57] it'll be number one and we're proud of

[2:15:59] that. Um, so the the couple highlights

[2:16:03] on that on those Aspire scores just to

[2:16:05] give you an idea. Um, our math 10 score

[2:16:07] is 14% higher, breaking that down a

[2:16:09] little bit than the state average, and

[2:16:11] it's 4% higher than math 10 was last

[2:16:13] year. Our science 10 score is 22% higher

[2:16:17] than the state average, and 23% higher

[2:16:19] than it was the year prior. Our reading

[2:16:22] 10 scores is 21% higher than the state

[2:16:25] average and 1% higher than it was last

[2:16:27] year. Math 9 is 23% higher than the

[2:16:31] state average and 4% year-over-year. And

[2:16:33] math 10 n has been on a tear for the

[2:16:35] last five years they've been working on

[2:16:37] this and they're still making gains.

[2:16:39] Science uh in ninth grade is 78%

[2:16:42] proficient will certainly be the highest

[2:16:44] in the state in public schools as we

[2:16:46] were last year at a lower rate. Just 28%

[2:16:48] higher than the state average and 6%

[2:16:50] improvement from last year. And reading

[2:16:53] is 20 reading in nth grade is 24% higher

[2:16:55] than the state average. It is down 2%

[2:16:57] from last year. we were the highest

[2:16:59] performing school, but the fact that

[2:17:00] they've been able to stay at that bar in

[2:17:02] the 70% proficiency, I think is pretty

[2:17:04] commendable. Um, so that's kind of

[2:17:07] breaking down that 5369 and 70%. Uh, and

[2:17:10] we're really proud of that that

[2:17:12] movement. What that allows us to do now

[2:17:14] is this data is now what I would

[2:17:15] consider valid. Um, we took the test

[2:17:18] seriously. We did implement some

[2:17:20] instructional strategies to improve

[2:17:21] those scores, but a big part of it was

[2:17:23] simply taking the test seriously. Now we

[2:17:25] have valid and reliable data that we can

[2:17:27] attack next year. And and because that

[2:17:29] data is incredible compared to the

[2:17:31] state, it's pretty untouchable. But if

[2:17:33] you fall outside of that data, if my

[2:17:35] kids in the in the 30% that's not

[2:17:37] proficient, great. The data, what are

[2:17:39] you doing about my kid? Well, now we

[2:17:40] have valid and reliable data. So we put

[2:17:42] our teachers in PLC's and we have them

[2:17:44] strategically address the gaps and needs

[2:17:46] of kids. And you do that over and over

[2:17:49] again. And that's how personalized money

[2:17:50] comes to life. And that's how we keep

[2:17:52] meeting kids where they're at. because I

[2:17:53] love the data and I want to be number

[2:17:55] one, but I don't really care what US

[2:17:57] News and World Reports because I want

[2:17:58] every kid to leave Park City High School

[2:18:00] and say it's the best high school in the

[2:18:01] world because if they go that that way

[2:18:03] they they were loved,

[2:18:06] they were challenged, they learned, and

[2:18:08] they feel prepared. The data will happen

[2:18:11] as we continue to do that because it's

[2:18:12] already happening. But that's what we

[2:18:15] want every kid to leave. And we're not

[2:18:16] there yet. A lot of kids say it's the

[2:18:18] best high school in the state, best high

[2:18:19] school in the world. But there are kids

[2:18:21] that are not saying that right now. So

[2:18:23] that's what we have to why we have to

[2:18:24] stay on this journey of personalizing

[2:18:26] learning and making it more special. Um

[2:18:28] we're going to celebrate a heck of a lot

[2:18:29] along the way. Our staff deserves that.

[2:18:31] Our kids deserve that. You deserve that.

[2:18:33] This is a celebration of all of us.

[2:18:35] Celebration of the elementary schools.

[2:18:37] You can jump to the next slide. We

[2:18:38] talked about some of the things we do,

[2:18:40] some of the things that are fun about

[2:18:41] Park City High School. Um up there, we

[2:18:44] believe in PLC's at Park City High

[2:18:45] School. That's our tracking, those

[2:18:46] little dots and check marks. We're

[2:18:48] tracking every teacher. how many uh

[2:18:51] meetings they're in, how many meetings

[2:18:52] happen on a weekly basis on Friday. Uh

[2:18:55] we provide feedback on their meetings

[2:18:56] based on a tracker they submit. So it

[2:18:59] provides a level of accountability, but

[2:19:00] it's also uh the meetings are teacher

[2:19:02] run. They know how to deal with it. We

[2:19:04] just ask for feedback. Do they love the

[2:19:06] trackers? Probably not. Um but we want

[2:19:09] them to be in a small amount of

[2:19:10] discomfort. It's like exercise. We don't

[2:19:12] want them to kill themselves because

[2:19:13] then they can't get up for a week. We

[2:19:15] want just that slight discomfort to keep

[2:19:16] pushing. And then we pull back and feed

[2:19:18] them and make sure that they have those

[2:19:19] good days to rest and celebrate as well.

[2:19:21] Uh we have a building leadership team

[2:19:23] and uh and an operational leadership

[2:19:25] team made of teachers uh and staff. The

[2:19:28] high school is so special because we

[2:19:29] also have students in leadership role

[2:19:31] student council latinos in action. The

[2:19:33] minor athletic advisory committee,

[2:19:35] national honors society, all to name a

[2:19:37] few. Um culture as the superintendent

[2:19:40] will tell you strategy for breakfast,

[2:19:42] lunch and dinner. We could not be more

[2:19:44] aligned in that. Um, one of the things

[2:19:46] we do to try to keep things fun is we

[2:19:48] had a staff at Winter Games. During the

[2:19:49] Olympics, we were having Winter Games

[2:19:51] and uh, we had a lot of fun competition.

[2:19:54] You've got to smile. You got to make

[2:19:55] things fun for your staff. I want our

[2:19:58] staff to come to work and say, "It's fun

[2:19:59] to work here." And, um, not every staff

[2:20:02] member loves every little silly game we

[2:20:04] play, but if we do enough silly little

[2:20:05] things, we're going to connect with them

[2:20:07] somewhere.

[2:20:08] >> And then um, I don't pretend to be the

[2:20:10] best uh, at anything that supporting our

[2:20:13] MLS. That's an example of a PD that was

[2:20:15] led by our MLA teachers for our whole

[2:20:17] staff. And great thing about Park State

[2:20:18] High School is I don't have to be the

[2:20:20] expert in anything because I've got

[2:20:22] experts everywhere. So, we try to lift

[2:20:24] those experts up. That's an example of

[2:20:26] uh of the PD that uh was put on by

[2:20:28] staff, not by uh administrators. Go to

[2:20:31] the next slide for Drew. Um so,

[2:20:33] communication. Uh some of the highlights

[2:20:35] of how we communicate. Most people know

[2:20:37] me as the YouTube video guy. Um, I

[2:20:40] regularly go out and about and they're

[2:20:42] like, I think I know you. It's like you watch me on YouTube. My video notes.

[2:20:46] We also have a a weekly newsletter uh

[2:20:49] that goes out every week in

[2:20:50] collaboration with our PTO. We call it

[2:20:51] the silver scoop. We have a weekly

[2:20:53] calendar uh and notes that go out to the

[2:20:55] staff. That's a weekly calendar you see

[2:20:56] on the left. One thing we've done this

[2:20:58] year, Jamie Sheets, Chris Bear really

[2:20:59] helped us get this off the ground over

[2:21:01] the course of the last year. We've moved

[2:21:03] to a model where all of our athletics

[2:21:04] and activities communicate through one

[2:21:06] platform sports. No more figuring out

[2:21:08] different platforms. Uh sports you we

[2:21:10] also have access to everything in the

[2:21:12] background. We had to use it once this

[2:21:13] year. We need to see some messaging to

[2:21:15] verify that everything was above board.

[2:21:17] It was actually um it wasn't we our

[2:21:20] staff specifically but you call sports

[2:21:22] you we immediately have access to all

[2:21:24] the messaging so we can see it offers a

[2:21:26] safety protection as well. So those are

[2:21:28] some of the examples of how we're trying

[2:21:29] to create efficient and effective

[2:21:31] communication. We'll jump to the next

[2:21:32] one. Community alliances are huge. Uh,

[2:21:35] I'd be remiss this year if I didn't give

[2:21:36] a huge shout out to Basin Recreation and

[2:21:38] Park City Recreation. We couldn't use

[2:21:40] our fields. Our girls just won the

[2:21:43] semi-finals of the state lacrosse game

[2:21:44] because uh both BAS and the and the PC

[2:21:48] Recreation said, "We're happy to help.

[2:21:49] Let us know what you need." And they

[2:21:51] went above and beyond. Uh, great

[2:21:53] partners. Community Foundation supports

[2:21:55] us through uh United and other endeavors

[2:21:58] like uh Live PC and Get PC. We're

[2:22:00] grateful for their uh we have the best

[2:22:02] SRO in the state. Uh he's incredible.

[2:22:05] Art is world class and we just feel like

[2:22:08] our students and staff are much safer

[2:22:10] because we have an SRO on the building.

[2:22:11] So we're grateful for the funding that

[2:22:12] you put into that um along with our

[2:22:14] partnership with the Park City Police

[2:22:16] Department. PC CAPS is our program, but

[2:22:18] one thing that makes it so unique is it we are uh interacting our students

[2:22:23] are interacting with so many different

[2:22:24] community partners because of CAPS. And

[2:22:27] then um you we're so excited about what

[2:22:29] the Go Miners Foundation is going to do

[2:22:31] for athletics because we've already seen

[2:22:32] how the Park City Education Foundation

[2:22:34] has exponential impact. I'm telling you,

[2:22:37] their dollar goes farther. It's like you

[2:22:40] get us where we need to be and then they

[2:22:42] can I I'm serious when I say it's that

[2:22:43] flavoring, it's that seasoning. It's

[2:22:44] exponential on the back end. So, um

[2:22:47] they're obviously a partner that every

[2:22:49] school's highlighted as well. So, that's

[2:22:50] a little bit of our community alliances

[2:22:52] and um excellent personnel. uh that some

[2:22:57] fun stories. We have a lot of excellent

[2:22:58] personnel. I want to share a fun couple

[2:23:00] fun stories. I'm at a Utah game and all

[2:23:01] of a sudden I'm like there's on the big

[2:23:03] screen Zack Giddings conducting the

[2:23:04] whole universe Utah that's a that's a

[2:23:06] band teacher. I'm taking pictures of the

[2:23:08] big screen and he didn't even tell me.

[2:23:10] So that was Zach Giddings and that's

[2:23:11] everyone knows how incredible Zach is.

[2:23:13] We got to honor two best friends who are

[2:23:15] retiring. uh Deb and Mary Sue and uh

[2:23:18] Joanna Andre uh won teacher of the year

[2:23:21] and uh you know I have the privilege of

[2:23:23] inviting two other staff members here

[2:23:25] today. They didn't know this but they're

[2:23:27] here to be told how awesome they are as

[2:23:28] well. So I want to talk about Ashley

[2:23:30] Jensen and Dave Feesler for a moment. Um

[2:23:34] Ashley uh it was uh formerly our

[2:23:38] secretary in the counseling and this

[2:23:40] year uh she stepped into a role we

[2:23:42] needed her. there were some shifts that

[2:23:44] needed to be made and uh wonderful Beth

[2:23:47] went to Eker and Ashley stepped up and

[2:23:48] became our admin assistant. That's a job in of itself because you

[2:23:52] have tolerate me all day every day. Um

[2:23:55] and then on top of that when I think

[2:23:56] about Ashley Ashley I think about you're

[2:23:58] you are a culture creator. The

[2:23:59] environment that you have made in the

[2:24:02] main office um you care deeply about

[2:24:05] people. That is what we want when people

[2:24:06] come in. We need them to know they're

[2:24:08] loved and cared about. That's what you

[2:24:09] do. You are always smiling. But my

[2:24:12] favorite thing about you is I can hear

[2:24:14] your smiling leg to see. So I wanted to

[2:24:17] honor you and thank you for the

[2:24:18] difference you've made in the main

[2:24:19] office. And uh

[2:24:27] » we got our second person I wanted to

[2:24:28] honor today is coach Dave Feesler. Um

[2:24:32] coach resigned yesterday as our head

[2:24:34] baseball coach. He's stepping down. Um

[2:24:36] and he has been our head coach for 10

[2:24:38] years. He's also, we'll talk about uh

[2:24:40] his teaching in a moment, but

[2:24:42] conservatively he's worked over 5,000

[2:24:44] hours, and that's a conservative number.

[2:24:47] I can assure you that as our head

[2:24:48] baseball coach, um that's 625 work days,

[2:24:51] nearly two years uh of of of work has

[2:24:55] been put into that. Two 365 day years

[2:24:58] have been put into the baseball program.

[2:25:00] Make a big difference.

[2:25:05] David, they say that 10,000 an hour

[2:25:07] makes you good at something, so you're

[2:25:08] halfway.

[2:25:12] You know, he is also an AP Econ and

[2:25:14] business teacher. Um, I'm very fond of

[2:25:16] the AP Econ program. That's a story for

[2:25:18] another day, but he's grown it. What was

[2:25:21] your pass rate last year, Dave?

[2:25:22] >> 90

[2:25:23] >> 90%. Uh, and it's, uh, it's grown year

[2:25:25] over year. Kids love his classes. He

[2:25:28] teaches PC caps. who's had an incredible

[2:25:30] impact in in our academic program as

[2:25:33] well. It was a lot easier to accept your

[2:25:35] uh resignation stepping down knowing

[2:25:37] you're going to stay on board as a

[2:25:39] teacher and assistant coach. So David, I

[2:25:41] want to honor you today. Thank you for

[2:25:42] your hard work.

[2:25:48] » Thank you Ashley for you guys to join

[2:25:50] us. Ingred from the Ed Foundation and do

[2:25:53] we have a veil epic promise?

[2:25:56] Yes.

[2:25:59] Uh first and foremost, uh I've known

[2:26:01] both of you for a long time. Caleb talks

[2:26:05] about a program known as CTE being good

[2:26:08] enough. Um it's an excellent program and

[2:26:11] Dave is one of the reasons that it is an

[2:26:13] excellent program. He teaches business

[2:26:15] and marketing uh in our CTE department.

[2:26:19] Um he is a Park City High School alumni

[2:26:23] and he chose to come back and work for

[2:26:25] us. and that I've known Ashley for many

[2:26:28] years as well as her spouse Nico and

[2:26:31] Aaron dynamic duno duo that give back to

[2:26:35] this community in more ways than I can

[2:26:37] count. So, thank you to the two of you

[2:26:39] for embodying what it means to be one

[2:26:42] park city. I'll turn it over to our echo

[2:26:45] promise representative to talk a little

[2:26:47] bit about what you two received.

[2:26:49] >> Yeah. Well, congratulations. Um super

[2:26:51] excited to be here. Um this is Steve.

[2:26:54] This is uh behalf of Bark City Mountain

[2:26:56] and Bonus.

[2:27:00] Thank you so much.

[2:27:07] » Get a $100 gift certificate either to

[2:27:10] one of their apparel stores, one of

[2:27:11] their restaurants, or a day pass.

[2:27:14] >> Every day pass. Yep.

[2:27:15] >> So you get a choice. So it's more than

[2:27:17] just paper.

[2:27:21] We're grateful to the Ed Foundation as

[2:27:23] well uh for partnering and sponsoring

[2:27:26] this award. Our educators, our staff

[2:27:29] give endless

[2:27:31] hours into our community, our kids, and

[2:27:35] it is oftentimes a thankless job. So,

[2:27:37] this is just a small recognition of

[2:27:40] their efforts that they put forth on a

[2:27:42] daily basis. So, thank you

[2:27:58] One, two, three.

[2:28:01] One more. One, two, three.

[2:28:04] >> Thank you. And since Jamie Sheets is in

[2:28:06] the audience, I'll take this

[2:28:07] opportunity. He is going to step in as

[2:28:10] the head coach of our baseball program.

[2:28:13] He has experience at the collegiate

[2:28:15] level. Dave will stay on as an assistant

[2:28:17] coach, but it helps bring continuity to

[2:28:20] our baseball program.

[2:28:31] All

[2:28:35] right, Caleb, you're still on.

[2:28:36] >> Yeah, well, I wasn't quite done. You

[2:28:39] only get and then I am still on, but I

[2:28:42] just wanted to touch base to what's next

[2:28:43] a little bit. Um, one of the uh, one

[2:28:47] thing one area that we know is a is a

[2:28:48] potential gap uh, is just the transition

[2:28:51] is so big now because we lost a stepping

[2:28:53] stone uh, of treasure which again I'm in

[2:28:56] full support of where we're at today.

[2:28:58] But uh, we know that our freshman and

[2:29:00] their transition. It's a it's a school

[2:29:02] community council goal for ours next

[2:29:03] year. We just want to set them up for

[2:29:05] success. One thing that our staff's in

[2:29:07] support of and we have a team plotting

[2:29:09] what could be is a freshman first day

[2:29:11] which would mean that the first day of

[2:29:12] school would be for freshmen and

[2:29:13] newcomers only at the high school. Not

[2:29:15] for all schools but Park City High

[2:29:17] School's first day. It wouldn't be a new

[2:29:18] first day. Um I do believe it would

[2:29:20] require a slight adjustment uh from you

[2:29:22] all to allow us to not to basically

[2:29:25] excuse sophomores seniors uh that are

[2:29:27] not new. That day would be uh a

[2:29:30] combination of culture building. think

[2:29:31] of it conference style sessions on

[2:29:34] supports on student success behaviors on

[2:29:37] rules and really to ensure that like

[2:29:40] they know what they're doing. Um there's

[2:29:43] a lot of other schools that do this. Our

[2:29:44] friends at Wasatch uh have done it for

[2:29:47] quite some time with great success and

[2:29:49] um our staff's in support of saying hey

[2:29:51] let's give the freshman the time they

[2:29:53] deserve. the second half of the day is

[2:29:55] going through the schedule and getting

[2:29:56] comfortable in the halls without um

[2:30:00] 1,200 other students and like the

[2:30:03] pressure of like holy cow that's that

[2:30:05] was a senior you know that just walked

[2:30:06] by me because they're substantially

[2:30:09] different in size especially at the

[2:30:10] beginning. So, um we would like to move

[2:30:13] forward with that with the board's

[2:30:14] blessing. Uh and um uh

[2:30:17] >> that'll be a decision item to adjust uh

[2:30:20] the calendar later this evening.

[2:30:23] >> And then um uh you know our PLC journey

[2:30:25] continues. We we spoke to what we're

[2:30:27] doing to improve data and really PLC's

[2:30:30] and PCBL in my opinion go together and

[2:30:32] we're talking about personalized

[2:30:33] competency based learning and we believe

[2:30:35] that PLC's are the avenue which that

[2:30:37] happens because we do believe what

[2:30:39] superintendent says in our tagline like

[2:30:41] learning is personal on every path is

[2:30:42] possible and that journey is going to

[2:30:44] happen through PLC's at RCIS you put

[2:30:46] staff together and you let them be the

[2:30:47] professionals using data to drive

[2:30:49] decisions is great and you can throw all

[2:30:51] the rest out because if we do not

[2:30:52] prioritize relationships first and

[2:30:54] foremost in everything we do. And again,

[2:30:56] that's why I want to honor Ashley and

[2:30:57] Dave because they did that and they do

[2:30:59] that. Um, all the rest of the stuff

[2:31:01] won't work. So, that's what we're going

[2:31:03] to continue to do. And now get to talk

[2:31:05] about sister city

[2:31:08] get for a bit longer.

[2:31:09] >> We're all in the relationship.

[2:31:14] » Okay. Go on to city. Uh, we talked a lot

[2:31:18] about achievement and it's amazing. How

[2:31:20] are we doing with demographic gaps? So,

[2:31:24] um there is an achievement gap period.

[2:31:27] Uh one of my goals is is both obviously

[2:31:31] you want to close the gap, don't get me

[2:31:33] wrong, but really we just as much as I

[2:31:36] want to close the gap, I want to tilt

[2:31:37] the gap. I want everyone to keep moving

[2:31:39] up. And what we what we're doing is

[2:31:41] we're tilting the gap on programs like

[2:31:43] Dream Big, etc. But is this gap getting

[2:31:46] reduced? Um and I'm thrilled if we can

[2:31:48] bring this gap up as long as this top

[2:31:50] doesn't go down, right? And that's why

[2:31:52] part of our focus is like let's just

[2:31:54] shift it and if everyone starts moving

[2:31:56] that direction we're keeping everyone at

[2:31:58] their full potential. Um our we exited

[2:32:00] several students in WEDA which is a

[2:32:03] celebration but yet we want to do

[2:32:05] several more. Um so we had two exits.

[2:32:07] We've had years where we've had no

[2:32:08] exits. We've had years where we've had

[2:32:09] three or four exits. When they lowered

[2:32:11] the precedent a couple years ago, every

[2:32:13] school had a ton of exits. Right. That

[2:32:14] was a good thing. So we had two exits in

[2:32:16] WEDA. um which we're very happy that

[2:32:19] students exited and we're we have not

[2:32:21] gotten uh the growth scores. Um our ACT

[2:32:25] scores are lower uh with our Latino

[2:32:28] population than they are with our

[2:32:29] Caucasian population. Um but they're

[2:32:31] climbing.

[2:32:33] So I think we're making progress, but

[2:32:35] it's not there yet, Nick. It's not there

[2:32:36] yet.

[2:32:38] >> We do have a national merit finalist.

[2:32:41] >> Yeah.

[2:32:41] >> Don't speak to that student. which

[2:32:46] national merit finalist

[2:32:47] >> finalist.

[2:32:48] >> Yeah, we've got a Oh, Parker K.

[2:32:51] >> Yeah,

[2:32:52] >> he's incredible, man. Parker is

[2:32:54] fantastic. He's going to be honored at

[2:32:57] the at our community scholarship awards.

[2:32:59] He's a national merit scholarship. You

[2:33:01] know, one of our kids that has a 4.5

[2:33:04] GPA. Um just an impressive young man.

[2:33:07] National merit finalists don't happen

[2:33:09] very often. Um so we're we're excited.

[2:33:11] We actually have another one that was

[2:33:13] just announced as well. So, um, exciting

[2:33:16] awards that that are available to some

[2:33:18] of our students. These are primarily

[2:33:20] based on the SAT um that some students

[2:33:24] opted to take in their junior year along

[2:33:26] with other qualifying factors.

[2:33:30] All right.

[2:33:36] » Um, different presentation, same person.

[2:33:39] Uh, I'd like to introduce I do have a

[2:33:41] partner on this one, actually.

[2:33:44] >> Nailed it.

[2:33:44] Uh, she is with this one of

[2:33:47] the representatives from the sister city

[2:33:48] association. Uh, Park City Sister City

[2:33:51] Association. We're going to kind of

[2:33:52] co-present and share a little bit about

[2:33:54] the two programs that they run and um my

[2:33:58] idea of of formalizing something that's

[2:34:00] maybe been operating in a slight gray

[2:34:03] area for a really really long time. So,

[2:34:06] I'll let Ash speak to the history and

[2:34:07] then I'll talk a little bit about the

[2:34:09] program.

[2:34:09] >> Thank you. And thank you guys so much

[2:34:10] for having me. Also, Gary, the

[2:34:12] presentation of the high school made me

[2:34:13] like very excited. I hope Caleb's the

[2:34:15] principal and my son starts there and

[2:34:16] he's four.

[2:34:17] >> So, just beware. I'm like looking for

[2:34:20] that trajectory. Um, a lot to be proud

[2:34:22] of. So, thank you guys so much for

[2:34:24] having me. Like Caleb said, my name is

[2:34:25] Ashley Bianu. Uh, for any frankones in

[2:34:27] the audience, that literally means

[2:34:28] welcome in French. So it's very appropo

[2:34:31] that I'm here on behalf of the sister

[2:34:33] city relationship with Corvelavel

[2:34:35] France. So Park City and Porscheel have

[2:34:38] been sister cities since 1984

[2:34:42] and we are uniquely each other's sole

[2:34:45] sister cities. So it is a very

[2:34:48] longstanding and very indepth

[2:34:50] relationship rooted in two really

[2:34:53] amazing ski communities. Um and the

[2:34:57] community that was started in the 80s,

[2:34:59] that kind of resolution still holds true

[2:35:01] today. Two small places who love what we

[2:35:05] do where we live and everything that can bring. And in so doing, we have

[2:35:11] actually created two youth programs

[2:35:13] specifically. So, we do things through

[2:35:16] the city. We do things uh for

[2:35:18] citizenships with Park Heights, but I'm

[2:35:20] going to obviously talk about

[2:35:22] specifically what we're doing with our

[2:35:23] youth here and our high school students.

[2:35:25] So, the first is what we call a winter

[2:35:26] summer exchange. This takes place over

[2:35:29] the February break. And we actually

[2:35:32] started this in 1989, so shortly after

[2:35:34] the association was founded. During this

[2:35:37] trip, we bring anywhere between a dozen

[2:35:39] and two dozen high school students to

[2:35:42] Corvel for 10 days during their February

[2:35:45] trip. They are actually hosted by French

[2:35:48] families in Cororche and then their

[2:35:51] French counterpart comes out here to

[2:35:52] Park City in July. We run this usually

[2:35:55] every other year. This year is a little

[2:35:57] bit unique. We're running two backtoback

[2:35:59] because just as we are gearing up to

[2:36:01] host the Olympics in 34, Coravevel is

[2:36:04] hosting them in 30. Um, so we don't want

[2:36:07] to above that too closely. Um, now it

[2:36:11] used to be, so I'm I'm here obviously

[2:36:14] not as a founding member, well maybe not

[2:36:16] obviously um not as a founding member of

[2:36:18] the sister city relationship, but as a

[2:36:21] board member here. So our relationship

[2:36:23] was originally um run by um a PCHS

[2:36:27] teacher, French, um Sue Galucha, and she

[2:36:31] just ran the whole show, including the

[2:36:33] student trips, which was amazing. our

[2:36:35] current president, Tina Quail, who

[2:36:37] unfortunately is traveling right now, so

[2:36:39] could not be here. She took over the

[2:36:41] nonprofit in 2009, although I do want to

[2:36:43] give her a shout out. She was also on

[2:36:45] the original signing documents, which is

[2:36:47] pretty rad. And then she took a little

[2:36:48] step back to raise her own family. Um,

[2:36:51] so she still runs the ship, is uh our

[2:36:53] leader here, and has been in Park City

[2:36:56] since the 70s. And I feel like it's just

[2:36:58] quintessentially Park City. Tina, if

[2:37:00] you're watching, hello. Um and then we

[2:37:03] kind of evolved our student programs.

[2:37:04] Winter summer um was so successful and

[2:37:07] we had so many students run through that

[2:37:09] program that we then created sort of a

[2:37:12] secondary program which we call our

[2:37:14] academic exchange. I actually run that

[2:37:16] program. That's essentially our study

[2:37:18] abroad. So instead of sending a large

[2:37:21] group of Park City High School students

[2:37:23] for a short period of time, we send a

[2:37:25] small group anywhere from one to five

[2:37:28] juniors or seniors to Corvel for up to

[2:37:30] three months. So we try to hit just

[2:37:32] under that three-month cap to not have

[2:37:35] to worry about visa complexities. Um and

[2:37:38] similarly, it is direct reciprocity

[2:37:40] report. So they are embedded in a host

[2:37:43] family there. Um, and they go to French

[2:37:46] high school every day, which I taught

[2:37:49] English in a French high school for a

[2:37:50] year. I can tell you it is wildly

[2:37:51] different than high school in America.

[2:37:53] Um, and that's our first year doing that

[2:37:55] started in 2012. And we have run that

[2:37:58] every year since then with a handful of

[2:38:00] students. So, our students go over in

[2:38:03] the start of the calendar year and we

[2:38:05] first welcome the French students at the

[2:38:07] start of this academic school year. So,

[2:38:10] I'm going to kick it back to Caleb to

[2:38:11] bring a little light to this.

[2:38:14] for you gears. I mean, this has been

[2:38:16] happening a long time and you can see

[2:38:18] these are big groups of students and

[2:38:20] what they report back is just the

[2:38:21] powerful cultural experience of being a

[2:38:23] part of it. Um, you can keep going,

[2:38:25] Drew. There's not a ton of special

[2:38:26] photos that happens both here, uh, one thing that makes it unique, right?

[2:38:30] Students are coming here. We're not just

[2:38:31] going there. So, there's a partnership

[2:38:33] the whole way. So, you can see up on

[2:38:34] Main Street, uh, we've got some students

[2:38:37] here at Park City as well. Keep going,

[2:38:38] Drew. And Utah Olympic Park as well. So

[2:38:42] it's not just again in France and of

[2:38:45] course you didn't keep jumping. Um and

[2:38:48] one of the one of the biggest fans of

[2:38:49] this uh was actually Bob O' Conor. He

[2:38:52] loved this program and would definitely

[2:38:55] uh I think he likes skiing of course

[2:38:57] quite a bit. So so uh he he was there uh

[2:39:00] from time to time. That's a two-minute

[2:39:02] video that a student made in 2017. Um

[2:39:07] >> do you want to click on it? and it kind

[2:39:09] of captures a little bit more of what

[2:39:11] this is the winter summer trip

[2:39:13] highlights of that trip. the wall open

[2:39:15] for you.

[2:39:16] >> Just give me a second.

[2:39:22] » Have to give me a second.

[2:39:28] » There it is.

[2:39:39] I'm new here.

[2:39:56] there. It's just a soundtrack that is a

[2:40:00] student produced.

[2:40:04] We were staying on

[2:40:06] to get away from your

[2:40:10] shot right now. I don't think we could

[2:40:12] work this out.

[2:40:16] I don't know. I thought how could I let

[2:40:19] you by yourself

[2:40:42] Let's

[2:40:45] show them

[2:40:51] how

[2:40:54] ocean

[2:41:10] has

[2:41:15] go down together.

[2:41:26] Okay.

[2:41:36] shirt.

[2:42:02] time.

[2:42:11] » I did verify that that was not a student

[2:42:13] of ours on the Paris sale. It was just

[2:42:16] they just happened to catch it and think

[2:42:17] it was worth filming so Randy could be a

[2:42:20] little bit more ease

[2:42:22] but that was produced in 2017 and you

[2:42:24] can just see it's a positive it's a

[2:42:27] positive relationship. You can jump back

[2:42:28] to the slideshow. We want to kind of

[2:42:30] talk about what makes it special and why

[2:42:33] uh I think that considering formalizing

[2:42:36] this uh instead of operating in a in a a

[2:42:39] gray space that we're in right now I

[2:42:41] think is in the best interest of our

[2:42:42] students. Um, one thing about this that

[2:42:45] makes it special is it's actually

[2:42:46] incredibly affordable because comparable

[2:42:49] programs for a for a trip are in the $5

[2:42:51] to $8,000 range run by for-profit

[2:42:54] companies. But for our students, it is

[2:42:56] the cost of airfare and we've been able

[2:42:58] to subsidize that or cover that in uh

[2:43:01] students in need situation. Um, and

[2:43:04] that's the only cost other than if they

[2:43:06] want to have some spending money because

[2:43:08] the host families will take on the rest

[2:43:11] of of the expense of hosting. There's no

[2:43:13] hotel costs. Um, so it's minimal despite

[2:43:17] uh current oil costs. That's that's the

[2:43:20] expense for the trip. And then if you go

[2:43:22] on the academic exchange, uh the the

[2:43:26] organization has a paid insurance that's

[2:43:28] $150 a day. It's a student insurance

[2:43:30] that just provides extra protection. So,

[2:43:32] you know, we're not talking about

[2:43:34] substantially more on that end. Uh

[2:43:36] there's been situations in which we've

[2:43:37] had students go in the past, has been

[2:43:39] described to me, I wasn't part of this

[2:43:40] specifically, where we've had to

[2:43:42] identify different host families because

[2:43:44] maybe a family didn't feel comfortable

[2:43:45] hosting a student and and sharing the fact that French students come back

[2:43:49] um for a variety of reasons and we're

[2:43:51] able to accommodate those types of

[2:43:53] things. So, one thing that makes it

[2:43:54] special is simply that it is so much

[2:43:56] more cost-effective. An academic

[2:43:58] exchange program with these for-profit

[2:44:00] and even nonprofit uh institutions that

[2:44:02] do this that are comparable oftentimes

[2:44:04] run in the 20 to $30,000 for that type

[2:44:07] of experience. And again, ours is uh

[2:44:09] this program that they offer is

[2:44:10] typically in the thousandish dollar

[2:44:13] range because that's the airfare. Um so

[2:44:16] that's something that really makes it

[2:44:17] special.

[2:44:17] >> Yeah, thank you. Um, so the partnership

[2:44:20] aspect of course, you know, this is

[2:44:21] incredibly long-standing and so this is

[2:44:24] something that when you go to Porsche,

[2:44:26] if you tell them I'm from Park City,

[2:44:28] they know exactly where that is and they

[2:44:30] know exactly who we are. So we are able

[2:44:34] to give that experience to students that

[2:44:37] they wouldn't otherwise get in just a

[2:44:39] generic study abroad program. They're

[2:44:42] it's very white glove. They're going um

[2:44:44] they're doing things that are just a

[2:44:46] little bit more special. Um I'll also

[2:44:49] say and a plug out to anybody who does

[2:44:51] love to ski or not. Um we brought 12

[2:44:54] citizens to to park city citizens this

[2:44:57] year. It was wildly successful. We're

[2:44:59] planning another trip next year. They

[2:45:01] roll out the red carpet for us anytime

[2:45:02] we come in whatever capacity. So we're

[2:45:05] talking doing first tracks in the

[2:45:06] largest ski resort in Europe, dinners

[2:45:09] with the mayor, which we, you know, also

[2:45:11] do the same here. Um we are backed by

[2:45:14] the city. Um we are a 501c3 but we are

[2:45:16] funded by the city. Um and because of

[2:45:19] that true deeprooted partnership it

[2:45:22] gives our students an experience that is

[2:45:24] far beyond what they're getting from an

[2:45:26] offtheshelf program like Caleb

[2:45:29] mentioned. Um obviously the immersion

[2:45:32] right particularly for academic where

[2:45:34] they are there for three months and they

[2:45:36] are in school. they are truly living the

[2:45:40] life of a French teenager. It is

[2:45:43] unparalleled what they get to

[2:45:46] experience. Um and that can be from an

[2:45:49] extracurricular perspective. We try to

[2:45:51] facilitate if there are specific things

[2:45:52] that they are interested in outside of

[2:45:55] school and that's taking that exists in

[2:45:57] France and is taking place during the

[2:45:59] time they're there. We try to facilitate

[2:46:02] that. Similarly, and thank you to the

[2:46:03] high school who's done a great job doing

[2:46:05] the same for the French students that

[2:46:07] come here. So, they really get to

[2:46:09] experience what it's like to live in

[2:46:12] France, not just visit France, which are

[2:46:15] two intrinsically different things. And

[2:46:17] then, of course, that cultural aspect.

[2:46:19] Um, if any anybody been to France

[2:46:21] before. Okay. All right. So, good

[2:46:24] opportunity then for anybody who this

[2:46:25] may be interested in citizenship. I

[2:46:27] lived there for almost a decade. It

[2:46:29] truly changed who I was as a person.

[2:46:32] Mainly, I came home and my mom said,

[2:46:34] "Why don't you smile as much?" I grew up

[2:46:36] in the deep south and so we tend to

[2:46:38] smile a lot there and I moved to France

[2:46:40] when I was 21. So, it was a very

[2:46:41] formative portion of my early adulthood.

[2:46:45] Um, but jokes aside, it is very

[2:46:48] different and it gives our students the

[2:46:50] opportunity to open their eyes and see

[2:46:53] something that is wildly outside of

[2:46:55] their comfort zone, but in a way that

[2:46:57] pushes the boundaries in a safe fashion

[2:47:00] and an exciting one. Um, and then I

[2:47:02] actually we have a parent here who has

[2:47:04] um been a part of our winter summer who

[2:47:06] has had two of her daughters participate

[2:47:08] in winter summer. We were chatting

[2:47:09] before this, so I'm going to use some of

[2:47:11] the things we chatted about. It's also

[2:47:13] an amazing experience for our host

[2:47:14] families here. So, they might never be

[2:47:16] stepping foot into France, but having a

[2:47:19] French student come for 10 days or three

[2:47:22] months and them learning from that

[2:47:24] experience, siblings learning from that,

[2:47:26] it's truly something that you can just

[2:47:28] not get inside the classroom walls.

[2:47:32] No, obviously disrespect to the

[2:47:34] classroom walls. And I'm going to kick

[2:47:35] it to you for the education

[2:47:37] >> as a French minor. Guess where we go.

[2:47:39] This is this is education experiences

[2:47:42] are are some of the best learning

[2:47:43] opportunities and that's why I'm a fan

[2:47:45] of this with kids that are able to go

[2:47:46] and that were able to open the door and

[2:47:48] have the partnership. I'm grateful for

[2:47:49] it. Uh we realized in the process that

[2:47:52] we we crossed some wires unintentionally

[2:47:55] of like we can't market this if it's not

[2:47:57] our trip. But we want to let kids know

[2:48:00] and be dealing with that. And that's why

[2:48:02] we felt it was time to Hey, the last

[2:48:04] time this presentation of any kind

[2:48:05] happened, we believe was in

[2:48:06] approximately 2009. Um, so it was time

[2:48:10] to come back, share what it is with you,

[2:48:13] and and look at steps to potentially

[2:48:15] formalize because we think it's great

[2:48:16] education, a great opportunity for some

[2:48:18] of our students. Um, so we do have a

[2:48:20] couple proposals uh to be considered. Go

[2:48:22] to the next slide. Um, do we want to

[2:48:24] formal formalize this partnership and be able to own it a little bit more

[2:48:28] as as a district program, meaning that

[2:48:30] we would we would be able to market it.

[2:48:32] Um, it would it would likely have some

[2:48:34] risk insurance uh ramifications. We'd go

[2:48:37] through the trip process and we'd be

[2:48:39] able to say, "Hey, it's something that

[2:48:40] we are behind and sponsor. We'd make

[2:48:42] sure we had a chaperone or two on the

[2:48:43] trips, not the academic exchange, but

[2:48:45] the winter summer trip. We make sure we

[2:48:47] it was a regularly chaperone trip."

[2:48:49] Sometimes someone goes, sometimes they

[2:48:51] don't go. We also give uh school related

[2:48:53] absences which has occurred in the past.

[2:48:55] Uh I've been told this year it was like

[2:48:57] no your parents have to excuse the trip.

[2:48:59] It's not our trip. As we we pondered

[2:49:01] that and then the academic exchange um

[2:49:03] is an incredible incredible experience

[2:49:06] for the one two four students that do it

[2:49:09] every year. But how it's been ran on the

[2:49:11] back end has been a little bit complex.

[2:49:12] So I put together a proposal on how we

[2:49:14] can formalize that exchange process so

[2:49:16] the students um the parents everyone has

[2:49:20] expectations that are managed and

[2:49:22] reasonable from our end on what they're

[2:49:24] supposed to do and uh what a realistic

[2:49:26] experience is to keep them on track for

[2:49:28] graduation and credit uh and credits but

[2:49:31] also not putting undue burden on our

[2:49:32] teachers who are like I haven't seen you

[2:49:33] in three months and I'm just supposed to

[2:49:35] be okay with that. Um so we have a

[2:49:37] couple different models that we believe

[2:49:39] could be worked. I don't think it needs

[2:49:40] to be presented here, but we've that's

[2:49:42] more of a teaching and learning process

[2:49:44] that we've started that dialogue. I said

[2:49:46] this is how I believe in model it would

[2:49:47] be very sustainable for a long time.

[2:49:51] Is this if you have any questions for

[2:49:52] us?

[2:49:56] » Is there an existing

[2:49:59] between the school district?

[2:50:00] >> Um between not between the school

[2:50:03] district and the association.

[2:50:05] >> No. And we have created far more

[2:50:07] structure over the years. Um just well

[2:50:11] I'll say I particularly love structure

[2:50:14] and operations. So partially because of

[2:50:15] my OCD um but also the learnings the

[2:50:17] rinse and repeat right we've been doing

[2:50:19] this for over 40 years and we have

[2:50:21] learned a lot and we we have launched

[2:50:22] and iterated. So there is a lot more

[2:50:24] structure but to Caleb's point and the

[2:50:26] reason that we're here is there is so

[2:50:28] much more opportunity to set the school

[2:50:31] up for success the teachers and our

[2:50:33] students. And so it's really being able

[2:50:36] to give that that formality and that

[2:50:39] enhanced structure so that everybody's

[2:50:41] really extracting the maximum value from

[2:50:43] you know once in a lifetime experience.

[2:50:47] >> I I have a question. First question is

[2:50:49] do you need board members to chef?

[2:50:53] >> Yes.

[2:50:54] >> Because I'm happy to go hang out with

[2:50:57] >> I've seen you do YSA. You're good.

[2:51:05] I mean a lot of the detail questions,

[2:51:07] right? I mean what what does it look

[2:51:10] like if we uh if we do formalize this?

[2:51:14] Um how do we select the kids uh detail

[2:51:18] what it looks like academically for

[2:51:19] that? I mean those um just a lot to talk

[2:51:23] about.

[2:51:24] >> Yeah, great questions. in the proposal

[2:51:26] it speaks a lot to the academic process

[2:51:28] for the academic exchange in terms of

[2:51:31] selection you know that I would we would

[2:51:34] lean on they currently there's

[2:51:36] application processes for all of it um

[2:51:38] if in informalizing it I've already

[2:51:41] talked with Tina if that were to be

[2:51:42] something like we would we would need to

[2:51:44] cover the expenses of our fee waver

[2:51:45] students which informally has already

[2:51:48] happened um between in the past again I

[2:51:51] was not a part of this directly but in

[2:51:52] the past we've had students in need that

[2:51:54] we feel like this is they want to go.

[2:51:56] It's been beneficial and between the

[2:51:58] school and the association

[2:52:01] sundance fund which is going away but

[2:52:03] there's been other ways the school has

[2:52:04] helped fund these things in the past and

[2:52:06] the association is able to generate a

[2:52:08] little bit of revenue and it's like and

[2:52:09] again because it's reasonably affordable

[2:52:12] they can we can get the money together

[2:52:14] for the flight and those would be things

[2:52:15] that we would still want to be able to

[2:52:16] offer in my opinion um is a benefit to

[2:52:19] formalize that process and say yeah

[2:52:21] there's there's a process for this to

[2:52:22] occur um especially we open it up atou

[2:52:26] type situation where we said like,

[2:52:28] "Yeah, this is something." And then we

[2:52:29] could market it and promote it and tell

[2:52:31] kids we want to go. There would

[2:52:33] inevitably be caps and thresholds that

[2:52:35] we can't send 150 kids over break unless

[2:52:38] the whole board wants to go and our

[2:52:39] whole staff

[2:52:41] take over.

[2:52:44] >> I don't think that's families.

[2:52:45] >> Yeah, push is much smaller than we are.

[2:52:49] >> Um, I'm happy to talk through how our

[2:52:51] application process works now if you're

[2:52:53] interested. Obviously, we're very

[2:52:54] amenable to change for academic. Now,

[2:52:57] students are made aware of the program

[2:52:59] through the French teacher, um, Bernard.

[2:53:02] Um, this year, we actually, Tina and I

[2:53:04] went to present as well, um, just to

[2:53:06] talk a little bit about the

[2:53:07] opportunities. They then receive a

[2:53:09] packet of sort of our our program

[2:53:12] structure and frequently asked

[2:53:14] questions. In that packet is a written

[2:53:16] application for those academic students.

[2:53:18] It's a handful of short answer

[2:53:20] questions. Um, we also want to know sort

[2:53:23] of, you know, what's like the living

[2:53:25] scenario. So, if they're going to host a

[2:53:27] student, does the student have a room by

[2:53:29] themselves? Is it shared? Is it same

[2:53:31] gender? Etc. So, getting an

[2:53:33] understanding of that. We also want to

[2:53:34] ensure that the parents have signed off

[2:53:36] and are aware that their kids are trying

[2:53:37] to go to France for three months. Um,

[2:53:40] from there, we then bring those

[2:53:42] applicants into an interview pool. Um,

[2:53:45] and we typically receive every year, I'd

[2:53:48] say between three and eight academic

[2:53:51] applications. Corabell receives far

[2:53:53] fewer because they are smaller. Um,

[2:53:56] those applicants interview with myself

[2:53:58] and Tina. Um, so we get to know them a

[2:54:01] little bit beyond the paper. We ensure

[2:54:02] that AI has not written those responses.

[2:54:04] Um, and we also test their French. We

[2:54:06] speak to them in French as well. Um,

[2:54:08] less so for winter summer where the

[2:54:11] language isn't critical. it is an

[2:54:13] academic because you have to be able to

[2:54:15] sit through French classes. Um, not only

[2:54:18] just getting through your day-to-day,

[2:54:19] but you know, you don't want to just be

[2:54:20] inundated sitting in a classroom and not

[2:54:22] having a clue what's being said. So, we

[2:54:24] test their French skills and then from

[2:54:26] there we sort of give the stack rank and

[2:54:29] we wait for France to let us know how

[2:54:31] many applicants have passed through

[2:54:33] their pool and then we can make our

[2:54:35] final cut to give that direct

[2:54:37] reciprocity pairing. Um usually the

[2:54:40] French principal is ruthless. She is

[2:54:43] just like no this you shall not pass. Um

[2:54:47] it is her last year she was retiring. So

[2:54:49] uh we are optimistic for some fresh

[2:54:51] exciting uh blood there. Um but for

[2:54:54] example France only had three applicants

[2:54:56] this year and there's a very very strong

[2:54:59] chance that their principal will only

[2:55:01] allow two. Um so they go through a

[2:55:03] similar you know vetting process

[2:55:04] slightly different but we do uh we also

[2:55:07] welcome feedback from the school. So our

[2:55:09] French teacher obvious obviously knows

[2:55:10] these students um and so that's helpful.

[2:55:13] Um we last year we're also getting

[2:55:16] counselor feedback just to get a better

[2:55:18] understanding. We provided a survey of

[2:55:20] you know give us a ranking on this scale

[2:55:23] of um you know ability to navigate

[2:55:25] ambiguity, ability to stand problem

[2:55:27] solve, ability you know to to overcome

[2:55:29] adversity those sorts of things. Um, and

[2:55:31] that allows us to sort of create that

[2:55:33] stock breaking knowing that then we need

[2:55:34] to be able to pair with friends.

[2:55:36] >> And you said the academic program is

[2:55:38] juniors and seniors.

[2:55:40] >> That's correct. Yes. We also kids that

[2:55:42] go for the February and then go again.

[2:55:47] >> Absolutely.

[2:55:48] >> Academics.

[2:55:48] >> Absolutely. Um, and it's also really

[2:55:50] cool. One thing I was remiss in not

[2:55:51] mentioning from the immersion

[2:55:53] perspective, we're hearing more and more

[2:55:54] of our students now say, "I've been DLI

[2:55:57] since first grade. this is literally the

[2:55:59] culmination of everything I've been

[2:56:01] working for. And I think that is just

[2:56:03] such a truly remarkable experience that

[2:56:07] these things that they have been

[2:56:09] studying on the pages and with their

[2:56:12] teachers are now coming to life. And

[2:56:14] when I tell you I am beyond impressed by

[2:56:17] the level of French of the students

[2:56:19] coming out of this high school. I'm

[2:56:20] fluent in French, but I learned the hard

[2:56:22] way as an adult. Um, and it it is

[2:56:25] astonishing. Um, and so for many of

[2:56:28] these students, they've gone on winter

[2:56:29] summer and been on appemic because they

[2:56:32] said 10 days wasn't enough. Um, and

[2:56:34] they're just so drawn to again this

[2:56:36] thing that's been sort of novel, but

[2:56:38] they've been so immersed in. And you

[2:56:40] know, it's now the last several years,

[2:56:42] few years that we've kind of seen that

[2:56:44] come full circle of the students that

[2:56:46] started DLI in first grade that now are

[2:56:48] old enough to participate in one of

[2:56:49] these programs. Um and then you know we

[2:56:52] have the families that have multiple

[2:56:54] children and they send them all right

[2:56:56] they they all apply the winter summer

[2:56:59] for academic. Um we had one academic

[2:57:01] student last year. He has two younger

[2:57:03] siblings who are twins. They've applied

[2:57:04] for a winter summer for this coming

[2:57:06] year. Um it's just one of those kind of

[2:57:09] unparalleled

[2:57:11] experiences that you don't get from a

[2:57:13] large for-profit company like Caleb

[2:57:16] mentioned.

[2:57:20] Um, if we do this for the for our French

[2:57:23] kids, what we do for our Spanish kids?

[2:57:26] >> Great question. I mean, we don't we have

[2:57:30] to find a partnership and if you were to

[2:57:32] pursue it, where do you want to go,

[2:57:34] Nick?

[2:57:35] >> So, honestly, French.

[2:57:43] » No, I I just I just think, you know,

[2:57:45] it's almost an incredible program. It

[2:57:46] could be supportive. you know, there is

[2:57:48] a case for thinking about what we do for

[2:57:51] uh similar opportunity for people who

[2:57:53] are in Spanish.

[2:57:57] » There is a a outside of school program

[2:58:00] that some of our students do an exchange

[2:58:01] between us in Costa Rica. Um uh Nikki

[2:58:05] Arnstead, one of the teachers at

[2:58:08] Treasure, formerly Treasure Mountain

[2:58:10] High School, has has facilitated some of

[2:58:11] those in the past. So there's been

[2:58:13] opportunities, but those are kind of

[2:58:14] the, as Caleb mentioned, like the office

[2:58:16] shelf more service opportunities to

[2:58:19] travel and do that. And then those

[2:58:20] students would come and do some

[2:58:21] shadowing. Um, this was when I was a

[2:58:23] branch of treasure. So been a couple of

[2:58:25] years, but those have existed in our in

[2:58:27] our system.

[2:58:29] I'll say in the context of sister city,

[2:58:31] I won't obviously speak on behalf of the

[2:58:33] city, but they have said before they're

[2:58:34] very expensive. So there is, you know,

[2:58:37] there's the investment that's been in

[2:58:38] this for over four decades. And I think

[2:58:41] there's something special about us being

[2:58:43] each other's unique sister cities. Um,

[2:58:46] so obviously plenty of opportunity of of

[2:58:49] language immersion, but I think this

[2:58:51] sister city relationship is something

[2:58:53] that goes above and beyond just what

[2:58:56] we're doing with our students, right?

[2:58:59] >> You talk about um the fact that both

[2:59:02] cities are having the Winter Olympics

[2:59:04] and maybe having kids who are interested

[2:59:06] in leadership and in government.

[2:59:09] >> Yes. going and seeing how our different

[2:59:12] leaders prepare for that. Our Park City

[2:59:16] folks are going back and forth.

[2:59:18] >> Back and forth talking a lot.

[2:59:19] >> Absolutely.

[2:59:20] >> Um Tina and I actually just met um with

[2:59:24] Ryan and Adam two weeks ago even to talk

[2:59:26] about structuring a formal mayoral visit

[2:59:29] um particularly in prep for the

[2:59:30] Olympics. So there's so much that the

[2:59:32] association does outside of our youth. I

[2:59:34] would say our youth is really our core

[2:59:36] focus and I love this idea of um and I

[2:59:39] immediately think PC caps of this

[2:59:41] opportunity of like that professional

[2:59:42] aspect and this incredibly unique

[2:59:45] overlap um of of back-to-back Olympics

[2:59:49] and all of the learnings there and we're

[2:59:51] always looking for ways to increase the

[2:59:53] learnings across the town holistically

[2:59:55] even outside of our students. So you

[2:59:58] know whether that's grooming or snow

[3:00:00] making and all sorts of things. So

[3:00:02] absolutely yes. I think that would be

[3:00:04] phenomenal um for us and and if Tina

[3:00:08] were here I think she would like stand

[3:00:10] on the table and like shout big yes to

[3:00:12] this. We want to leverage this

[3:00:15] relationship that we've had with

[3:00:16] Gorchelle and how deep it is to further

[3:00:20] the town period. Right. And there's so

[3:00:23] many things that we can share learnings

[3:00:25] on like Corchel shuts down in the

[3:00:27] summer. They don't believe they can be a

[3:00:29] fourseason town and we try to

[3:00:32] consistently point them to Park City and

[3:00:35] how Park City didn't used to be a

[3:00:36] four-season town and its evolution. And

[3:00:38] so I think there's so so much

[3:00:40] opportunity here. Um we've got a stellar

[3:00:43] board. Um we're all volunteers

[3:00:45] obviously. Again, we're a 501c3 and so

[3:00:48] at you know at some point we're like our

[3:00:50] bandwidth is stretched but we all have

[3:00:52] that appetite and fire to do more. So, I

[3:00:55] feel like that would be such an amazing

[3:00:56] thing to explore. One thing I think

[3:00:58] first time I came knocking on your door

[3:01:00] right when you started your new job

[3:01:01] like, "Hello, welcome. I have some

[3:01:02] things I'd like to talk to you about."

[3:01:04] Um, was a culinary exchange with the

[3:01:06] high school. Um, so France French high

[3:01:08] schools are interesting. You almost pick

[3:01:10] a major in high school, much like we do

[3:01:12] at university here. And the culinary

[3:01:15] programs that they have there are

[3:01:16] tremendous, just like ours, and of

[3:01:18] course, very different. Um, the high

[3:01:20] school that we do the exchange with

[3:01:22] actually has a fullervice restaurant on

[3:01:25] site, open to the public that is

[3:01:27] entirely cooked by students and staffed

[3:01:31] weight post staffed by students. I ate

[3:01:34] there last year when I was there.

[3:01:36] Phenomenal food. So, you know, as we

[3:01:38] think about these more specific niches,

[3:01:40] I think there's so much opportunity that

[3:01:43] formalizing the relationship would allow

[3:01:45] us to continue to grow into these

[3:01:47] specific verticals.

[3:01:49] How do we make it work academically? I'm

[3:01:52] pretty familiar that educational systems

[3:01:54] outside of the US are quite different.

[3:01:56] So, how do we make it work academically?

[3:01:57] >> How have we in the past?

[3:01:59] >> How haven't we in the past and how how

[3:02:02] >> in the past which I do not believe is a good path forward and it happened

[3:02:07] 2012. I didn't actually know that the

[3:02:09] academic exchange very few people knew

[3:02:12] that the academic exchange was happen.

[3:02:13] Everyone knows about the February break.

[3:02:15] >> I was like, whoa, we've got an academic

[3:02:17] exchange. I didn't know that. um and I

[3:02:19] was assistant principal while the high

[3:02:20] school was happening. I didn't know

[3:02:21] that. It wasn't something that everyone

[3:02:23] was in tune to, but um currently the

[3:02:25] students stay enrolled in their courses

[3:02:26] and they do their best to follow along

[3:02:28] via Canvas or Mountain online school.

[3:02:30] It's uh they're enrolled in all your

[3:02:32] courses there while attending a full day

[3:02:33] of school there. Um it's brutal. It's

[3:02:36] not it's not a successful model. Not to

[3:02:38] mention our computers. Now, the sister

[3:02:40] city association does they know this.

[3:02:42] So, they provided computers, but um but

[3:02:45] our our computers don't work. it's not

[3:02:46] necessarily reliable to be on Canvas.

[3:02:48] Um, so we ran into like some pains where

[3:02:51] kids are going and then they come back

[3:02:52] and teachers are in a tough spot where

[3:02:54] they're like, how am I sp like it's

[3:02:56] unfair on the teacher, it's unfair on

[3:02:58] the student. Um, so the model that I

[3:03:00] would like to move forward with focuses

[3:03:02] on uh reducing and it comes at a

[3:03:05] sacrifice for a student on academic

[3:03:07] exchange. No, you don't get to stay in

[3:03:08] all your AP classes live, right? there's

[3:03:10] a there's a choice and that's okay

[3:03:13] because this experience might very well

[3:03:14] be worth your junior year or your senior

[3:03:16] year taking a lighter course load but um

[3:03:19] there's a couple different platforms we

[3:03:20] have available which includes our Utah

[3:03:22] student online students selecting some

[3:03:24] critical classes they need there

[3:03:26] possibly depending on curriculum

[3:03:27] adoption using egeneuity our platform

[3:03:29] for remediation for past failed credit

[3:03:32] in some core areas pairing down the load

[3:03:34] here potentially accepting some credit

[3:03:37] from France depending on what they bring

[3:03:38] back because it's accredited and and and

[3:03:41] working in partnership to say, "Hey,

[3:03:43] let's see what we can do." Additionally,

[3:03:44] we have a lot of juniors who can afford

[3:03:46] to leave for a quarter and just not take

[3:03:49] anything and just go all in on France

[3:03:51] and that experience is worthy and

[3:03:52] worthwhile. We support them. Our

[3:03:53] counselors can help, but we do want to

[3:03:55] keep them enrolled even if they're not

[3:03:56] in any classes in this unique situation.

[3:03:58] We want to say we in a in a partnership

[3:04:01] like you're still our kiddo. We're not

[3:04:03] saying get out in the next year in our

[3:04:05] current model. I've informed the sister

[3:04:07] association that we do not have a a

[3:04:09] formal MU or any process. So this is a

[3:04:11] beautiful program that I do support and

[3:04:13] the student is going to underroll in

[3:04:14] parks high school. They cannot still be

[3:04:16] at parks high school unless we formalize

[3:04:18] a relationship because I didn't know I

[3:04:20] can't I can't it's not for the teacher

[3:04:21] as a student and students are still

[3:04:23] going to probably go if that's the case

[3:04:25] because again that model is it can work.

[3:04:28] It's what all the other programs do and

[3:04:30] they'll come back with what they come

[3:04:31] back with and our counselors will work

[3:04:33] to to get them back online. But we're

[3:04:34] not going to have these teachers being

[3:04:36] like, "Yeah, I've got this kid on my

[3:04:37] roll that doesn't come for three months

[3:04:39] and uh and and then it's like 16

[3:04:41] classes. So, you're in school all day

[3:04:43] and then you got like figure out Park

[3:04:44] City High School all day." We're going

[3:04:46] to pair that down substantially uh and

[3:04:48] try to create a

[3:04:50] experience for the kids that can go that

[3:04:52] just changes their life.

[3:04:54] Reaching our mission.

[3:04:56] You even have a project based curriculum

[3:04:58] like PCAST or culinary based or you know

[3:05:02] something else French that the kid is

[3:05:04] especially interested in based on what

[3:05:06] they've taken here

[3:05:08] >> or what they would get

[3:05:09] >> for when they're there. So French class

[3:05:11] is one area that's going in a carve out

[3:05:13] in the proposal that says you can still

[3:05:14] there a caveat to live classes is we

[3:05:17] might keep them in live French but for

[3:05:19] sustainability right now like the first

[3:05:21] evolution my proposal is we just keep it

[3:05:24] really clean and what they want to do is

[3:05:25] truly asynchronous online and so and

[3:05:28] then I do believe that those are the

[3:05:30] progressions that we can make but given

[3:05:32] where we're at the the fact that this

[3:05:35] exchange is happening next year as of

[3:05:37] today the kids that are going are

[3:05:39] expecting to unenroll and no longer be

[3:05:40] our student because I've had to say we

[3:05:42] got to clean this up

[3:05:44] >> because we can't have you be our kid

[3:05:45] when it just doesn't it's not allowable,

[3:05:47] >> right?

[3:05:48] >> Um but then I would love to explore that

[3:05:50] in the future. Uh potentially some

[3:05:52] project based learning experiences that

[3:05:54] they could come back and we could issue

[3:05:55] some other credits, but it would not be

[3:05:58] a live teacher on Canvas saying like

[3:06:01] it's unfair. The student came back this

[3:06:03] year, the teachers are in a bad spot and

[3:06:04] the kids in a bad spot and you're like h

[3:06:07] >> it doesn't feel good. So, I probably

[3:06:09] talk about this all night, but what do

[3:06:11] you need from us?

[3:06:13] >> I think that right now, um, I think that

[3:06:16] we need to get an MU drafted that will

[3:06:19] go to the board for approval in June so

[3:06:22] that we can then then I can say, okay,

[3:06:25] sister association, keep running your

[3:06:26] thing. Yes, we're going to help you

[3:06:27] screen applicants. Yes, we will um

[3:06:30] advertise um and and yes, we will build

[3:06:33] on the academic exchange side. We'll

[3:06:36] make sure we have a plan. will support

[3:06:37] it with their counselors. That proposal

[3:06:39] exists. On the February break trip, the

[3:06:41] winter summer, again, most of our school

[3:06:43] calls it the February break trip. We'll

[3:06:45] give you two school related absences and

[3:06:47] we're going to send two chaprons or

[3:06:48] we're going to send a chaperon every 10

[3:06:50] kids because and another nice thing

[3:06:52] about uh the winter summer trip is if

[3:06:54] it's our trip and we have a level of

[3:06:56] ownership, we can hold students

[3:06:58] accountable to behaviors we expect. We

[3:07:01] expect kids to go and make decisions

[3:07:02] that are healthy to high school and

[3:07:04] regardless of laws that apply there. um

[3:07:07] is not a trip to go drink and that's not a trip we're endorsing. I

[3:07:12] don't care if you're 18. I understand

[3:07:13] the culture in France is different, but

[3:07:15] this is not a party trip. It's a

[3:07:17] cultural exchange trip. It's a it's a fun trip. It's exciting.

[3:07:21] You will laugh, you will cry, you'll

[3:07:23] play, you'll get to ski, you get to do

[3:07:24] all the things, but it's not a party

[3:07:25] trip. Um, and I'm not saying it has been

[3:07:27] a party trip, but there have been a few

[3:07:29] outlying situations over the course of

[3:07:32] four years where they've ran into issues

[3:07:35] and then we're kind of like, is it our

[3:07:37] thing to like jump in and help or not?

[3:07:39] And like, and now it's clean. And with

[3:07:41] the parents, it's going to be clean and

[3:07:43] we're going to say, "Mom and dad,

[3:07:44] grandma and grandpa, whoever the

[3:07:45] guardian, these are the expectations."

[3:07:47] And yeah, if they don't follow, we're

[3:07:48] going to send them home.

[3:07:49] >> Um, because we don't we're not trying to

[3:07:52] generate a party trip. That is not the

[3:07:54] goal. In fact, we're combating against

[3:07:55] that by becoming a partner. Um, this

[3:07:57] last trip was great. We heard no reports

[3:08:00] of of

[3:08:01] behavior of concern, but we would want

[3:08:03] to send chaprons and make sure we do it

[3:08:05] right.

[3:08:06] >> I think the should a board member has to

[3:08:08] be

[3:08:16] » in between now and June. There are some

[3:08:18] logistical things we need to figure out.

[3:08:20] If we move forward with eenuity and

[3:08:23] offering original credit, it does have

[3:08:25] to go through a formal curriculum

[3:08:27] adoption. We need to look at uh

[3:08:30] liability and insurance. If we're going

[3:08:32] to formalize this partnership, so

[3:08:34] there's a couple logistical things we

[3:08:35] need to sort out before we move forward.

[3:08:38] I really like to look into the credit

[3:08:40] they get from actually taking French

[3:08:42] classes

[3:08:44] as well.

[3:08:44] >> And there the French school is one thing

[3:08:47] that they've been working on. Uh because

[3:08:48] I told them like if they come back with

[3:08:50] a a transcript as long as the French

[3:08:52] school produces a transcript for us, we

[3:08:54] will acredit French high school. We will

[3:08:57] accept that and give as many parallel

[3:09:00] credits as we can. Sometimes it might be

[3:09:02] like, you know, if we have a kid come

[3:09:04] from a private school and they have

[3:09:05] Bible class, even though it's a credit,

[3:09:07] there's nothing there like that that

[3:09:09] credit doesn't transfer to Parker High

[3:09:11] School and those and it won't be viable

[3:09:12] from France. But they might be a class

[3:09:14] where it's like we have nothing

[3:09:16] comparable to offer. Um, so that

[3:09:18] situation could exist, but if they come

[3:09:19] back with math credit, we're going to

[3:09:21] align that to the best of our ability to

[3:09:23] issue math credit on a quarter basis,

[3:09:25] even in a semester system, we'll have

[3:09:26] the ability to do that. So that's that

[3:09:28] is a that's a phase that's happening.

[3:09:30] Ash's been working on it. It's in

[3:09:32] process. We started talking, had a

[3:09:33] discussion.

[3:09:34] >> We've got the green light from France

[3:09:35] now. They'll provide that transcript. Uh

[3:09:37] there's the complexity that our students

[3:09:39] don't get to choose the courses they

[3:09:41] take, Wilston, France. They mirror what

[3:09:43] their post student is doing. Similarly

[3:09:46] to what our French the French students

[3:09:47] do when they're here. Um we are working

[3:09:50] with the high school there to see can

[3:09:52] they even shuffle a couple of classes if

[3:09:54] they'd like. Um the French academic

[3:09:56] system is incredibly uh rigid, very very

[3:10:00] rigid. Um as is their principal as I

[3:10:03] mentioned. So I think that is less

[3:10:05] likely to happen than like real

[3:10:08] complexities that we all understand here

[3:10:10] of just caps and the number of students

[3:10:12] you know the actual like hours of

[3:10:14] classes mapping up etc. Um but that's

[3:10:16] something we would also love to

[3:10:18] eventually get to a spot where you know

[3:10:20] hey this Italian credit does me no good

[3:10:23] while I'm in France. Can I maybe swap

[3:10:25] that class for something else? So,

[3:10:27] that'll be a longer conversation, but we

[3:10:29] do know from a French high school they

[3:10:30] will issue him a transcript to be able

[3:10:32] to bring back to PCHS.

[3:10:36] » Any other questions?

[3:10:41] Thank you guys.

[3:10:58] » Sorry, Randy. You got to follow.

[3:10:59] >> I didn't want to follow. So, it's all

[3:11:02] right. Um, we're gonna shift things up a

[3:11:06] little bit just because we're so far

[3:11:08] past.

[3:11:10] Um, do we have any go to public comment?

[3:11:13] If anybody here

[3:11:16] public comment

[3:11:23] » just wanted to create that opportunity.

[3:11:27] Someone was waiting. All right. Now

[3:11:29] you're after France.

[3:11:32] got to learn to schedule better.

[3:11:33] >> I'm sorry.

[3:11:34] >> Yeah,

[3:11:35] tough u tough situation. All right, I'm

[3:11:38] going to give you uh this month's just a

[3:11:41] snapshot of where we are budget-wise,

[3:11:43] kind of what went into it. Just some

[3:11:45] high level stuff. Uh and then the

[3:11:48] proposal would be come June. Uh our June

[3:11:51] meeting will adopt the final budget for

[3:11:53] the current year as well as the budget,

[3:11:55] new budget for the following year, 27

[3:11:58] year. And so that's kind of where we're

[3:12:00] at. We do have to post a book. Um,

[3:12:05] and the book's going to be read this

[3:12:06] year. This is we haven't quite changed

[3:12:08] the color. I just actually ran the copy

[3:12:10] and they got the color change for us.

[3:12:11] But, um, we we do have to post this book

[3:12:15] before June 1. So, when we have that

[3:12:18] final draft done, we're relatively

[3:12:20] close. Uh, we'll make sure we send out

[3:12:22] the board members as well for you guys

[3:12:23] to take a look and then please provide

[3:12:25] any feedback. uh it's not a final

[3:12:28] product until we approve it and resume

[3:12:30] it. So

[3:12:32] um going to celebrate the biggest thing

[3:12:34] on the next slide that's no tax increase

[3:12:38] uh Lindsay myself and we we've come

[3:12:41] through we've uh built a budget that uh

[3:12:43] worked through a budget a lot of pieces

[3:12:45] to it that's allowed us to not have a

[3:12:47] tax increase for our local taxpayers.

[3:12:50] That'll be two years in a row. Property

[3:12:52] tax wise I will tell you we will

[3:12:53] anticipate about a 1% growth. We're not

[3:12:55] expecting a lot. Still kind of adjusting from the big

[3:13:01] raises two, three, four years ago and

[3:13:03] assessed value that the county went

[3:13:04] through. Every county went through that

[3:13:06] and so kind of adjusting to that, but uh

[3:13:08] we'll we'll see how the growth comes in.

[3:13:11] Um the property tax information is not

[3:13:13] available to us until June 8th. Our

[3:13:16] county is really pretty good about

[3:13:17] getting that to us on time. So, we

[3:13:19] really won't have any concrete property

[3:13:22] tax information until uh till the next

[3:13:24] meeting. Uh the basic levy rate's not

[3:13:26] set yet. That's the evil rate for

[3:13:30] >> and so that's not set. And then our debt

[3:13:32] service rate will relatively be the

[3:13:34] same. The debt service rate is what pays

[3:13:36] our general obligation bonds does not

[3:13:38] pay the lease revenue bonds and the go

[3:13:40] bonds and that's set based on what our

[3:13:43] interest in principal is for next year

[3:13:46] uh going forward. So just to kind of

[3:13:48] give you an overview of the property tax

[3:13:50] rate history where we've been you can

[3:13:51] see five years ago FY22 we were up in

[3:13:54] the four point range now we're down to

[3:13:56] the three this current year we're at the

[3:13:58] 35 range and I anticipate this going

[3:14:00] down a little bit more barring anything

[3:14:03] weird the basic levy I'm assuming the

[3:14:04] basic levy will most most places I think

[3:14:07] assess value so we kind of see a trend

[3:14:10] over there as it as it falls

[3:14:14] these are the rates you have control of

[3:14:15] the first one is the voter local levy

[3:14:17] rate. So that rate is at 518 this year.

[3:14:20] We generally will be placed through the

[3:14:22] same next year. It will ratchet down

[3:14:23] based on the certified tax rate process.

[3:14:27] Uh something you can share with your

[3:14:28] constituents. That's 25% of the allowed

[3:14:31] rate. That's what we charge here. And so

[3:14:34] uh pretty pretty good shape there. The

[3:14:36] other rate is the board local levy that

[3:14:38] you have control over as a board. And

[3:14:40] we're 51% of the allowed rate there. And

[3:14:43] that's based on the current year uh

[3:14:46] rate. I also think that'll ratchet down

[3:14:48] as well. So service levy we kind of

[3:14:51] instead of the same the board does set

[3:14:54] that rate. That's rate set again based

[3:14:56] on principal and interest that's due for

[3:14:58] the geo geo bonds. Um we start the

[3:15:02] budget with student enrollment. So you

[3:15:03] can see here projection wise uh based on

[3:15:07] our latest numbers were 39.94.

[3:15:10] Uh that's a 1.3%

[3:15:12] decrease in current year enrollment.

[3:15:15] We're kind of in that time right now

[3:15:18] where with the open enrollment and how

[3:15:20] many kids have been accepted, how many

[3:15:22] kids will end up not coming, how many

[3:15:24] will come. We're kind of in that area

[3:15:26] where we're a little unsure where that's

[3:15:28] really going to be overall. Uh obviously

[3:15:31] the the students that have been accepted

[3:15:33] within the staff and and and space that

[3:15:35] we have um this number actually would

[3:15:38] only affect us in the new budget year if

[3:15:41] in fact we had growth. If we have growth

[3:15:44] we get that in that year. But otherwise

[3:15:47] this number would not affect us till the

[3:15:49] 28th fiscal year. And so that's why I'm

[3:15:52] not real concerned about the student

[3:15:54] enrollment number where we're really at

[3:15:56] here. This is a loss of 55 kids. that

[3:15:58] AVM would actually fund us in 28. So we

[3:16:02] worry more about it after October one to

[3:16:04] see.

[3:16:04] >> But that number does include open

[3:16:07] enrollment is as best guess.

[3:16:10] >> Yes. Based yes. Yeah.

[3:16:12] >> Yeah. I would say without that because

[3:16:14] I've run some numbers over the years

[3:16:15] without the open enrollment I figure it

[3:16:17] probably 50 to 100 lower just based on the trend and how that focus on

[3:16:24] >> the hope is to maintain to stay that

[3:16:26] 4049. That's really our hope right now.

[3:16:28] Um and may maybe we'll make that, you

[3:16:31] know, several times. All right. Next

[3:16:33] sheet is our revenues just to give you

[3:16:36] an over overview of those. Uh and this

[3:16:39] is talking just the operational fund.

[3:16:41] We'll talk about the other funds here in

[3:16:42] a minute. Uh from local sources, uh I

[3:16:45] think we we've shared this before.

[3:16:47] Property tax growth 1%. It's about

[3:16:49] 650,000. We have been able to repurpose

[3:16:52] existing money in our budget to the tune

[3:16:55] of $2.5 million and then we are using

[3:16:58] some one-time funds of $3.3 million.

[3:17:01] Keep in mind in that 3.3 million 2.5 of

[3:17:04] that was dedicated for doer the doer

[3:17:06] project right previously and so we'll

[3:17:09] show you fund balances and show you

[3:17:10] we're still really healthy o overall

[3:17:13] state sources the 4.2% 2% increase on

[3:17:15] the WPU generates about $700,000 and

[3:17:18] that's just simply an unrestricted

[3:17:20] money. Any restricted money goes into

[3:17:22] those programs. So special ed, CT, those

[3:17:24] types of programs that does not include

[3:17:26] that. We do have on here at Senate Bill

[3:17:29] 241 reallocation. So that's the reading

[3:17:31] intervention bill. It came came about.

[3:17:34] We're about $148,000 is our allocation.

[3:17:37] It's there's not a supplant clause in

[3:17:39] that funding. And so we believe a lot of

[3:17:42] that we're offering already and would be

[3:17:44] able to absorb some of that. So that

[3:17:45] would help our budget out. Um obviously

[3:17:48] if that's off just a little bit, it's

[3:17:49] not a deal breaker. So we'd still be

[3:17:51] able to manage that. So total revenue uh

[3:17:54] changes 7.3 million. Keeping in mind

[3:17:57] again we're using 3.3 million in one

[3:17:59] time money from there. Next page shows

[3:18:01] you some of the things uh we're

[3:18:03] proposing to approve operational

[3:18:05] requests. There's been a funding change

[3:18:08] with the Park City Ed Foundation. Uh

[3:18:10] they've got programs that they've

[3:18:12] graciously sponsored for a long time in

[3:18:15] our district. Uh we're trying to offload

[3:18:17] those so it makes room for more programs

[3:18:20] for them. Some of these programs have

[3:18:22] been around for a little while. Uh for

[3:18:24] example, Leninos in action recly or RC

[3:18:27] league, excuse me, debate theater.

[3:18:29] There's some special ed supplies in

[3:18:30] there. So those are things we'll take in

[3:18:32] our operational budget and allow the

[3:18:35] foundation to have that bandwidth to use

[3:18:37] those funds for other other requests.

[3:18:41] Overall, we do have there's two

[3:18:43] elementary visual actually four

[3:18:45] elementary vis visual arts positions on

[3:18:47] here. Two of them we're classifying as

[3:18:49] ongoing funds. Two of them we're

[3:18:51] classifying as one-time funds. So two of

[3:18:54] those will come back next year. Still

[3:18:56] going to be an ongoing position. We're

[3:18:58] not we don't have any intent to cut that

[3:18:59] obviously the next year even though it's

[3:19:01] onetime money. It just gives us a way to

[3:19:03] easily manage the budget a little

[3:19:05] easier. And then if this year comes in

[3:19:07] higher revenue-wise or the new year then

[3:19:10] we we change that to an ongoing budget.

[3:19:12] Right. Overall uh we have budgeted

[3:19:15] $60,000 this year. Superintendent

[3:19:18] Huntsman allocated dollars to each

[3:19:21] school and department for culture

[3:19:22] building. Uh that was $50 per employee.

[3:19:26] uh as well as the administrators as part

[3:19:28] of their administrative uh compensation

[3:19:31] agreement, they received $25 for culture

[3:19:34] building at at the school level. So,

[3:19:36] we're combining those two. We're taking

[3:19:38] the piece from the administrators,

[3:19:40] putting it all in the school supply

[3:19:41] budget, department budgets, and that'll

[3:19:43] be a total of $75. They continue on uh

[3:19:47] with however they want to use it to

[3:19:48] build a culture uh within their

[3:19:50] department. So, you want to comment on

[3:19:52] that one? No, it's just a way to provide

[3:19:56] swag for teachers and staff, a way if

[3:19:58] they want to sponsor a lunch, um,

[3:20:02] however they choose to use it to build

[3:20:04] culture within their buildings or within

[3:20:06] their department, they can do so at

[3:20:07] their discretion.

[3:20:09] >> The nice graduation funding, so the high

[3:20:11] school is graciously paid for graduation

[3:20:14] every single year out of their coffers.

[3:20:16] Uh, we've determined that's a board

[3:20:17] responsibility or pay for that. And so

[3:20:20] they've asked for some reprieve on that.

[3:20:23] We granted that. Uh there were also some

[3:20:25] adjustments during the year, right, that

[3:20:27] contributed to some of that. So we've

[3:20:28] allocated $30,000 for that for

[3:20:30] graduation funding. Drivers ed

[3:20:32] contingency. We'll be the proud owners

[3:20:34] of a driver's ed program next year at

[3:20:36] Park City High School thanks to Tracy

[3:20:38] Fartwood.

[3:20:40] Um and so we put in a contingency there

[3:20:44] as we signed up. It's the first year the

[3:20:46] state has cut money for capital and for

[3:20:49] covering waivers. So that was part of

[3:20:51] the the carrot to say, "Hey, we'll cover

[3:20:54] your capital. We'll recover your

[3:20:55] waiverss," which they've done for years.

[3:20:58] Uh but the legislature took that money

[3:20:59] from them, so they're unable to do that.

[3:21:01] So we've set aside a contingency just in

[3:21:03] case that's needed. We've also um set

[3:21:07] aside $50,000 between school supplies.

[3:21:10] These are things for schools, capital,

[3:21:12] textbook budgets, those types of things.

[3:21:14] since they have more students that come

[3:21:16] in, especially with the open enrollment.

[3:21:18] We'll we'll make them whole on those

[3:21:20] supply budgets. I've also got on here

[3:21:22] some custodial supplies. We're we're

[3:21:24] evaluating that right now. I think we

[3:21:26] may be a little bit under what we're providing some of our

[3:21:29] custodians and they should have some

[3:21:31] more supply money there and we're

[3:21:32] evaluating that especially with the new

[3:21:34] square footage at the schools. So

[3:21:37] attract and retain employees uh medical

[3:21:39] insurance increase equates to about

[3:21:41] 1.73%

[3:21:43] uh as the base it's 1.3 million that

[3:21:46] we're taking out of the operation

[3:21:47] account or increases around 1.8. We are changing our benefit manager

[3:21:52] pharmacy benefit manager but we'll

[3:21:55] realize some savings there we believe uh

[3:21:57] as well as we're taking some from fund

[3:21:59] balance in our self insurance fund which

[3:22:01] is still pretty healthy overall. So, uh,

[3:22:04] we were able to navigate through that.

[3:22:06] We had a bad year insurance wise. It's

[3:22:07] not a secret. Uh, you're going to when

[3:22:09] you're selfinsured, you're going to have

[3:22:11] a bad year every four or five years.

[3:22:12] That's just the nature of these. So,

[3:22:14] we're hoping this is the one time and

[3:22:16] not a two time deal. So, uh, staffing

[3:22:19] changes. This is a culmination of a lot

[3:22:21] of different changes, a lot of partial

[3:22:23] FTEs. It includes the arts integration.

[3:22:26] Uh, includes other needed positions that

[3:22:28] are coming in as well as cuts to some

[3:22:30] positions or through attrition. Uh the

[3:22:33] total is 2.45 FTDES that that we're

[3:22:36] saving. It's about $750,000.

[3:22:39] So that's part of the changes that have

[3:22:40] been going on as well. Uh with that we have we have added 75,000 for the

[3:22:46] educator salary adjustment. They did add

[3:22:49] um they did add 3% to that. We typically

[3:22:52] don't get fully funded all the way and

[3:22:55] so we'll build some in. Plus they've

[3:22:56] added nurses to that as well which our

[3:22:58] nurses are already there and and have

[3:23:01] that. We have a workers comp insurance

[3:23:03] increase of 25,000 and then of course

[3:23:05] I've got the doer project down there to

[3:23:07] help us balance because as accountants

[3:23:09] everything's got a balance right so any

[3:23:12] questions on those oper

[3:23:20] list so that started coming before you

[3:23:22] before that so okay last page here is

[3:23:25] our fund balances that really tells

[3:23:27] paints the picture where we're at. So if

[3:23:28] you look on the first line, general

[3:23:30] fund, you can see under the 2425 year,

[3:23:33] we're at 48 48,279.

[3:23:36] 2526 year, 455. It's a $2.7 million

[3:23:40] decrease. Remember, we passed a budget

[3:23:42] for this year at a deficit. I think it

[3:23:45] was 2.6 in the original budget. I really

[3:23:47] believe through a year-end process,

[3:23:49] money that's not being spent in certain

[3:23:51] areas, we're going to be closer to break

[3:23:53] even. So, I'm really not concerned about

[3:23:55] that number being down. We do have to

[3:23:58] make sure we cover our full expenses so

[3:23:59] there's not an audit finding. Whatever

[3:24:01] you whatever you approve expense-wise as

[3:24:04] a board is what we can exceed otherwise

[3:24:06] the auditors aren't too keen on that.

[3:24:08] So, uh we we we are aggressive on that

[3:24:11] especially at the end of the year.

[3:24:12] That's why you still see this deficit

[3:24:14] here. I really don't think we're going

[3:24:15] to be there. Uh 26 27 you can see we're

[3:24:18] at 42.1. That difference is at 3.3

[3:24:21] million of one time money. So onetime

[3:24:23] money is really a fancy way of saying

[3:24:24] I'm taking what's in my savings account.

[3:24:26] I'm using that to cover some of these

[3:24:28] expenses moving forward.

[3:24:30] >> So and that includes the do the 2.5

[3:24:33] million.

[3:24:34] >> It does.

[3:24:34] >> So if we didn't have that, we wouldn't

[3:24:37] be taking that much out.

[3:24:38] >> Correct. Yeah. And like any any budget

[3:24:41] going into the year, we'll be aggressive

[3:24:42] with expenses. We'll be a little

[3:24:44] conservative with revenues. It puts us

[3:24:45] in a good place at the end. Uh, and so,

[3:24:49] uh, I will have questions from whoever

[3:24:51] saying, hey, you're worried about this

[3:24:53] deficit, use onetime money. I'm really

[3:24:55] not concerned at this point. We have a

[3:24:56] health department.

[3:24:58] So, that's where we are operationally.

[3:25:00] Capital outlay, you see a big change

[3:25:02] between 26 and 27. That's because of

[3:25:05] construction because we can't exceed

[3:25:07] expenditures. We don't know how many

[3:25:09] draws we'll have between now and the end

[3:25:11] of the year for these projects going on.

[3:25:13] Uh so we have to cover those expenses in

[3:25:15] two fiscal years in the beginning and

[3:25:17] that we adjust once the year starts and

[3:25:19] we know the prior year in closes. So the

[3:25:21] big change there you see is really the

[3:25:24] construction money that's coming from

[3:25:26] the bonds that that we passed previously

[3:25:29] and other money that were put in there.

[3:25:31] So again not concerning overall that 21

[3:25:34] million that's in the 2627

[3:25:36] projected fund balance would be totally

[3:25:39] unrestricted money. We will set aside

[3:25:40] some money for TUR. We're going to start

[3:25:42] setting aside money for church going

[3:25:44] forward. So as these fields and do those

[3:25:47] have to be replaced in the future, we'll

[3:25:48] have money set aside for that instead of

[3:25:51] just steal from that current allocation.

[3:25:54] Overall debt service, this uh is showing

[3:25:57] up a little bit in the fund. Uh debt

[3:25:59] service was a new thing until we had a

[3:26:01] general obligation bond here in Park

[3:26:02] City. And so what we typically like to

[3:26:05] do with the debt service fund, we

[3:26:07] typically have a payment due in August

[3:26:08] or September, excuse me, September,

[3:26:11] whatever that payment is in September

[3:26:13] because we haven't received our property

[3:26:14] taxes yet. We like to have fund balance

[3:26:17] available to pay that September payment.

[3:26:19] And so slowly, gradually, we'll we'll

[3:26:22] build that up. Uh we're probably four or

[3:26:24] five years away from having that totally

[3:26:26] built up, but we'll let that build up

[3:26:28] little by little until we get to that

[3:26:29] honest pain. So that's why you see a

[3:26:32] plus there. Food service um we show a

[3:26:35] loss in food service right now. We are contributing money uh to food

[3:26:40] service from the operation program. And

[3:26:42] then the the other one that's got the

[3:26:44] negative there is the self insurance

[3:26:46] that's due to the 18% increase. We're

[3:26:48] taking some fund balance of the self

[3:26:50] insurance fund. Um and so that's that's

[3:26:52] again where our fund balance is healthy

[3:26:54] there. So we're concerned about

[3:26:57] and that's where we're at right now. us

[3:27:01] >> and blessings

[3:27:03] not as friends. Sorry.

[3:27:12] » Um I know that was so much work to cut

[3:27:15] that $2.5 million

[3:27:19] a lot of choose to climb and find puzzle

[3:27:23] pieces that

[3:27:24] >> Thank you. Thank you.

[3:27:28] I'm going to speak quickly, okay, to

[3:27:31] Friday release times. Uh, we would like

[3:27:34] to propose an adjustment to all four

[3:27:37] elementary release times on Fridays only

[3:27:41] as well as Eert Hill. There would be no

[3:27:43] change to Park City High School. Um,

[3:27:47] we're not quite sure how we landed on

[3:27:49] these Friday release times previously.

[3:27:52] My best guess is several years precoid.

[3:27:56] Um the high school had Monday early

[3:27:58] release and Akran Elementary had Friday

[3:28:01] early release and then for a year or so

[3:28:05] the high school had Monday and Friday

[3:28:07] early release and then we converted to

[3:28:10] all Friday early release. By shifting

[3:28:13] these release times, it allows

[3:28:16] elementary schools to release at 1210

[3:28:19] instead of 12:30. And then it allows

[3:28:22] Echer Hill to release at 12:50 versus

[3:28:25] 135. So, it's getting 20 minutes back uh

[3:28:29] for planning and prep time for our

[3:28:32] elementary teachers and 35 minutes of

[3:28:35] prep time for our Echo Hill students.

[3:28:38] Our bus drivers need approximately 40

[3:28:41] minutes between each school release

[3:28:44] time. That is why it is staggered.

[3:28:48] What this will do, it will provide

[3:28:50] approximately 11 additional hours to

[3:28:53] elementary staff over the course of the

[3:28:55] school year and an additional 19 hours

[3:28:59] to our middle school staff. Uh so we

[3:29:02] have worked with transportation as well

[3:29:04] as child nutrition and our community

[3:29:06] partners. there is no negative impact on

[3:29:09] the services that they provide or afford

[3:29:11] our students. So my recommendation which

[3:29:14] this is a decision item later would be

[3:29:17] to adopt these new release times for EC

[3:29:20] Eertale and all four elementary schools

[3:29:23] Friday release times only. We are not

[3:29:26] touching Monday through Thursday.

[3:29:30] » Are the parents aware of this at the

[3:29:32] elementary school level?

[3:29:34] >> Not yet. uh this would be shared. Um

[3:29:38] anecdotally we spoke to a couple of

[3:29:40] parents and just what impact might this

[3:29:43] have. The biggest concern was having no

[3:29:46] change to the high school because oftent

[3:29:48] times our high school students are

[3:29:50] caring for their younger siblings. Uh we

[3:29:52] will still provide afterare and our all

[3:29:55] of our afterchool programs. None of that

[3:29:57] programming is going to change. It is

[3:29:59] simply shifting the release time to

[3:30:02] earlier for elementary and middle

[3:30:04] school. That would be my only concern.

[3:30:06] We're not causing issues for parents

[3:30:09] with inflexible schedules. I know it's

[3:30:12] not a big change, but

[3:30:17] » and we certainly could postpone the

[3:30:20] decision and push this out to community

[3:30:23] first and get some feedback and then

[3:30:25] make the decision in June.

[3:30:28] I think that would be know that Rick

[3:30:31] considered that because

[3:30:33] >> some kids don't go to our after school

[3:30:36] program other after school program is

[3:30:38] that task for them or how are we going

[3:30:41] to get there?

[3:30:43] >> Yeah, we will uh push this communication

[3:30:45] out ask for some public input before

[3:30:47] making a decision. We'll just delay the

[3:30:49] decision to June

[3:30:54] for that.

[3:30:55] >> Yes. Um because one thing we

[3:30:57] consistently hear, it doesn't matter if

[3:30:59] you're at elementary or high school, is

[3:31:00] we need more time. That we do not have

[3:31:02] enough time to plan.

[3:31:09] » Okay, next up we've got middle school

[3:31:11] supporters. We've got Chris Bear and

[3:31:14] Max.

[3:31:27] Uh so what we're going to do is we're

[3:31:29] going to go over uh kind of what our

[3:31:32] mission is and and what it's been over

[3:31:34] the last year. Uh the success that we

[3:31:36] had this year in our first year and then

[3:31:40] go into what our goals are moving

[3:31:42] forward uh including a partnership with

[3:31:45] City Week uh and the great things that

[3:31:47] they're going to help build for us.

[3:31:52] So our mission is to incorporate

[3:31:54] education based athletics to foster the

[3:31:56] holistic development of students by

[3:31:59] prioritizing wellness, ensuring

[3:32:01] inclusion and supporting academic

[3:32:03] success for all students who have the

[3:32:06] desire to compete. We want to make sure

[3:32:09] that every student has the ability to

[3:32:12] play a sport if they want to. Right? Uh

[3:32:15] clubs are getting more and more

[3:32:16] expansive. Um and less reachable for

[3:32:21] every single family in our community.

[3:32:23] So, if we can create an opportunity at

[3:32:26] our schools uh to give every kid an

[3:32:29] opportunity to play organized sports,

[3:32:31] we're doing something pretty special.

[3:32:33] Um, not many school districts in our

[3:32:36] state are doing this and looking for

[3:32:38] ways whether it's intercolastically or

[3:32:40] interally uh to get kids involved at the

[3:32:43] middle school level.

[3:32:47] So this year uh we had two sports that

[3:32:50] we ran. We originally had a plan of

[3:32:52] trying to talk to other schools in the

[3:32:54] Wasach back about intercolastic sports

[3:32:58] didn't work out that well. We reached

[3:33:00] out to uh three or four other school

[3:33:02] districts and we got very little

[3:33:05] feedback from them. They just said it

[3:33:06] wasn't something that they were needing

[3:33:09] currently. So we pivoted. Uh we had a

[3:33:13] lot of conversations between Jamie and I

[3:33:14] in the athletics office. What are we

[3:33:16] going to do? How are we going to make

[3:33:17] this work? And um we decided an inter

[3:33:20] mural program was the best thing that we

[3:33:22] could do this year. Uh so we did co-ed

[3:33:25] basketball at the one and will be uh

[3:33:28] boys and girls basketball coaches. They

[3:33:30] said, "Let's get them together. Let's

[3:33:32] have them competing against each other."

[3:33:33] The girls were incredible. Uh much

[3:33:36] better than the boys, even though they

[3:33:38] were very good, too. Uh we had 55

[3:33:40] student athletes, seventh and eighth

[3:33:41] graders. They spent five weeks with

[3:33:44] seven incredible uh district employees,

[3:33:48] uh Ever Hill and high school teachers

[3:33:51] who came out and uh supported these

[3:33:53] kids.

[3:33:55] Uh we culminated the entire season with

[3:33:57] a really cool uh tournament at the high

[3:34:01] school where we had three games going on

[3:34:03] at one time. We had the high school

[3:34:06] players and the high school coaches uh

[3:34:08] refereeing the games. We had Scott

[3:34:09] Chester in the big gym uh announcing the

[3:34:13] game as well as our cheerleaders were

[3:34:16] there to support them in the main gym.

[3:34:18] So, it gave that high school experience.

[3:34:20] Uh tons and tons of feedback from

[3:34:22] parents saying how cool of an

[3:34:23] experience, how much the kids liked it.

[3:34:25] Uh then we tried to make sure that we

[3:34:28] were not taking field space in the

[3:34:30] spring from other community programs. Uh

[3:34:33] so we stayed in the gym. We did team

[3:34:36] handball which is not a sanctioned sport

[3:34:39] in the state of Utah where we really

[3:34:40] played uh that ball but

[3:34:44] anybody know

[3:34:49] everybody that it's team

[3:34:50] >> handball team not handball. So uh we had

[3:34:53] 35 kids sign up which is not a surprise

[3:34:55] that not as many kids signed up. It's a

[3:34:57] new sport not many people know. Um, but

[3:35:01] the uh the three coaches that we had uh

[3:35:05] said how much the kids loved it, how

[3:35:08] they were into it, how they were just

[3:35:09] wanting to learn how to play and then

[3:35:11] they were competing against each other

[3:35:12] and got real into it and real

[3:35:14] competitive. So that's that's a huge

[3:35:15] plus that we had what nine kids able to

[3:35:19] play a sport at the middle school level

[3:35:21] at an inter mural level.

[3:35:25] So our goals moving forward are a more

[3:35:28] robust programming for middle school. We

[3:35:32] wanted to make sure that we add some

[3:35:34] intercolastic options where they are

[3:35:36] playing other schools and competing

[3:35:38] against other schools in whatever way we

[3:35:40] could. Again, we are struggling to get

[3:35:42] the Wasach back to jump on board, but we are going to get them at some point

[3:35:47] hopefully. Uh we are going to add more

[3:35:50] inter murals as well. Um the question I

[3:35:53] get all the time from parents is can my

[3:35:55] sixth grader play? He he wants to play

[3:35:57] so bad. Uh we had not allowed sixth

[3:36:00] graders to play because there is

[3:36:01] somewhat of a leveling. Seventh and

[3:36:03] eighth graders typically play together.

[3:36:05] Five to six usually play together in

[3:36:07] sports. So we didn't want to put a sixth

[3:36:09] grader who looks like might still be in

[3:36:12] elementary school and an eighth grader

[3:36:14] who looks like he's ready to walk into

[3:36:16] you know the varsity level. So, uh, so

[3:36:19] we wanted to make sure that we are

[3:36:21] offering sixth graders an opportunity to

[3:36:23] participate in some of the non-cont

[3:36:25] activities for leveled programming,

[3:36:28] which is where CityB will come in a

[3:36:30] little bit. And we also want to make

[3:36:32] sure that we can partner in in order to

[3:36:35] offer as many opportunities for kids to

[3:36:37] participate. And City League has done an

[3:36:39] incredible job in our community at

[3:36:42] building up programming for kids. Uh and we just want to make sure that we

[3:36:46] bridge that gap uh that exists which is

[3:36:50] sixth grade currently uh but really

[3:36:52] seventh and eighth grade too where

[3:36:53] there's no like sports in our community

[3:36:56] that allows them to participate. So uh

[3:36:59] partnering with city to make sure that

[3:37:00] we we get those kids as well close that

[3:37:03] gap. Uh so here's the idea for next

[3:37:07] year. We'll have soccer with city

[3:37:09] league. City league is already doing an

[3:37:11] incredible job in our community with

[3:37:12] soccer. So, we're going to partner with

[3:37:14] them. Uh cross country, we are going to

[3:37:17] add cross country. We have two Edgar

[3:37:19] Hill teachers who are ready to go uh and

[3:37:22] do cross country. They will do uh at

[3:37:26] this point the idea is three meets

[3:37:28] against other programs in the state. Uh

[3:37:31] Wasach just put up that they are having

[3:37:34] a cross country program running through

[3:37:37] the summer. So, we'll start after Labor

[3:37:39] Day. Uh and then we'll do uh a couple of

[3:37:44] uh runs in Utah County at this point.

[3:37:47] That's that's the hope is is get those

[3:37:49] family participate in those uh runs as

[3:37:52] well as uh we have a run at uh Round

[3:37:55] Valley uh that the high school puts on

[3:37:58] and we'll have them participate in that.

[3:38:00] And then we also want to make sure that

[3:38:02] we are offering flag football to girls

[3:38:04] to

[3:38:06] increase the number of student athletes

[3:38:08] that are signing up for that as we see

[3:38:11] that as an emerging sport with the USAA.

[3:38:15] >> I bet that was offered this year.

[3:38:17] >> It is offered this year not to the not

[3:38:19] to the middle schools but to the high

[3:38:21] school

[3:38:21] >> as a club as a club.

[3:38:23] >> Yeah. But we believe it's highly likely

[3:38:26] that it'll be the next sanction by Utah

[3:38:29] High School association.

[3:38:33] >> I just I'm sorry. I have two kids at

[3:38:35] Echard and so my sixth grade daughter I

[3:38:38] was trying to encourage. I thought there

[3:38:40] was something.

[3:38:43] Okay.

[3:38:47] » Go back.

[3:38:49] Would

[3:38:52] cross country be something that the

[3:38:53] sixth graders could do?

[3:38:54] >> Yes. Y So cross country would be sixth

[3:38:56] grade.

[3:38:58] >> Um so in the winter we'll do basketball

[3:39:00] again. Uh city league will help us run

[3:39:03] that. Wrestling. Dan Gallery uh at

[3:39:06] Hecker Hill really wants to try and

[3:39:09] build a wrestling program and continue

[3:39:11] to add some recruitment into the high

[3:39:13] school by showing them how to do it at

[3:39:15] the middle school level. Um, so we're

[3:39:18] looking at the option of of putting that

[3:39:20] together. Essports is something else

[3:39:22] that we're considering trying to put on.

[3:39:25] Um, and uh, just earlier today, someone

[3:39:28] reached out from Eker Hill saying that

[3:39:30] they would be willing to run a

[3:39:32] cheerleading program so we could we

[3:39:34] could add cheerleading.

[3:39:35] >> I think we need a coach at the high

[3:39:36] school.

[3:39:37] >> No, we got one. We got one.

[3:39:39] >> Okay. Don't post it.

[3:39:42] You

[3:39:42] >> take that down. Uh, yeah. But so we uh

[3:39:45] we have we have two teachers at Eer Hill

[3:39:47] who want to run that cheerleading

[3:39:49] program. So that could be a great

[3:39:50] theater for the high school uh which

[3:39:52] would be

[3:39:55] >> um

[3:39:56] uh spring sports baseball and softball.

[3:39:59] City league said that they wanted to try

[3:40:01] and provide that for us and again

[3:40:03] bringing in handball um with uh coach

[3:40:07] Tori and coach Mayor running that. So

[3:40:11] that's what we have moving forward. So,

[3:40:13] uh, we are trying to partner with City

[3:40:15] League. So, City League is here. Max is

[3:40:17] here to, uh, kind of give an overview of

[3:40:19] what they're doing and how they can

[3:40:21] provide for our districts.

[3:40:23] >> Awesome.

[3:40:25] Great job, Chris. And thank you. Thank

[3:40:27] you all for for having us in. Um, just

[3:40:29] first I want to start by just saying

[3:40:30] thank you to everyone for for what you

[3:40:32] do. The Park City School District is the

[3:40:34] main reason my family moved to Park

[3:40:35] City. We have three kids uh, in the

[3:40:37] district and are so happy, super excited

[3:40:40] about everything. Um, so let me just

[3:40:42] tell a little bit about what we've done

[3:40:45] in the past year. Um, we had over 800

[3:40:47] athletes in in our first full school

[3:40:51] year. Um, and just to kind of paint the

[3:40:53] picture, uh, what happens a lot of

[3:40:55] times, you know, with young families,

[3:40:57] you start with bas do intro to sport,

[3:40:59] maybe do some soccer, some basketball,

[3:41:02] little dribblers. Um, then, you know,

[3:41:05] you start to say, okay, my kid really

[3:41:07] enjoys this. What's the next level? The

[3:41:09] next level most typically club in

[3:41:10] America um if you have kids felt this

[3:41:14] possibly um next thing you know you have

[3:41:17] eight-year-olds and you're traveling to

[3:41:18] Mosqu Nevada ne Nevada Nevada you're in

[3:41:20] Boise Idaho you're at tournaments with

[3:41:22] three kids all over the country I was a

[3:41:24] club coach for multiple sports and and

[3:41:26] you know we never had dinner together it

[3:41:28] was you know we were in this beautiful

[3:41:30] mountain town to mountain bike and ski

[3:41:32] and we didn't really we weren't ever

[3:41:33] here for the weekends

[3:41:35] so u some parents got together we were

[3:41:38] club coaches and we said, "Hey, look,

[3:41:40] we're in Mosquite, Nevada at a

[3:41:42] tournament and the two Park City teams

[3:41:44] are playing against each other and then

[3:41:45] the other two teams are like Heber and

[3:41:46] Salt Lake. So, why are we leaving our

[3:41:49] town, much less our state to to do

[3:41:52] this?" Um, we thought that there had to

[3:41:54] be a better way. We launched with

[3:41:55] baseball last year. There were 75 kids.

[3:41:58] Um, we went into soccer. We had 330 kids

[3:42:01] from first to fifth grade. Um, 16 teams,

[3:42:05] just a a really high level of play. We

[3:42:08] had over 42 soccer coaches. Some were

[3:42:11] professionals from Spain, ex- division

[3:42:13] one athletes. And we thought that, you

[3:42:15] know, can we have, you know, the cross

[3:42:18] between wreck and club, but all local in

[3:42:21] town, always in Park City. So, we have

[3:42:24] paid trained coaches and our whole

[3:42:26] development philosophy is collusion, no

[3:42:29] cut, and fun. I mean, sports are

[3:42:32] supposed to be fun. What's the point of

[3:42:33] these sports is so that when you're in

[3:42:35] your 40s or 50s and the new sport of

[3:42:37] pickle ball comes out, it's like, hey, I

[3:42:39] can just kind of do that in Willow Creek

[3:42:41] and it's fun. Um

[3:42:42] >> Oh, no. You're very mean.

[3:42:44] >> Yeah.

[3:42:46] Um I play tennis in high school. But so, that that's really the point of

[3:42:51] sports. So, we've done this. It's gone

[3:42:53] really well. There was a video there,

[3:42:55] but if it's not, maybe you click one

[3:42:57] more. It'll load. Just so you can see

[3:43:00] something in the background. There's no

[3:43:01] audio. If it plays, it plays. If not, um

[3:43:04] it's fine. It's just uh there was over

[3:43:08] 800 athletes in the first year. We did

[3:43:10] soccer, basketball, baseball.

[3:43:13] We we took so many of the people from uh

[3:43:16] BAS Rec that Basin Rec partnered with

[3:43:19] us. We're now working with BAS. I wear

[3:43:22] their logo on my my other sleeve. Um and

[3:43:25] so we took over little dribblers and now

[3:43:27] that is city league basketball. And

[3:43:30] there's a stat that's thrown around a

[3:43:31] lot. It's hard to site, but 70% of kids

[3:43:34] stop um playing any form of uh sports uh

[3:43:39] by the time they're 13 in America. So

[3:43:42] trying to see if we can make Park City a

[3:43:45] little microcosm where that doesn't

[3:43:46] happen. Um where kids can continue to do

[3:43:50] multisport because a lot of times what

[3:43:51] happens is you focus on a single sport

[3:43:53] by the time you're 12. It's like pick

[3:43:55] your sport. you you're either a hockey

[3:43:57] player or basketball player or a soccer

[3:43:58] player who you have to pick which is

[3:44:00] crazy.

[3:44:02] >> Eric Heiden who lives in town, two time

[3:44:04] gold medalist speed skater was talking

[3:44:05] on a panel and we chatted after and he's

[3:44:07] like it's crazy the amount of

[3:44:09] reconstructive knee surgeries that we're

[3:44:11] seeing for high school athletes. It's

[3:44:13] unprecedented. All sports psychologists,

[3:44:16] physiologists are all about you should

[3:44:18] be a well diversified athlete playing

[3:44:21] multisport up until at least 12 if not

[3:44:23] 14 if not all the way through. And so

[3:44:26] we've created a compelling case for that

[3:44:28] first through fifth. And a lot of people

[3:44:29] are, you know, leaving the clubs, not

[3:44:32] because clubs are bad, but because it

[3:44:33] works better for their family to have

[3:44:35] family dinner if it's always Monday

[3:44:37] through Thursday. We have weekends back

[3:44:40] and um we're typically done by 5:30. So

[3:44:43] you have family dinners. And so the

[3:44:45] community is really really um enjoying

[3:44:48] this. We're 501c3 and uh you know, our

[3:44:51] board is entirely volunteer based. I've

[3:44:52] been at every single city league event

[3:44:54] until the one today that I was not at,

[3:44:58] but every other one where we're all

[3:45:00] volunteer with the exception of our paid

[3:45:01] coaches. You can go to the next slide.

[3:45:03] But the number one question is we love

[3:45:04] City League, but what happens in middle

[3:45:06] school? Um, we obviously continue to do

[3:45:09] City League up through middle school.

[3:45:11] Um, but we've been in close contact with Jamie and with Chris uh since the

[3:45:15] inception of City League and there is a

[3:45:18] strong strong desire for a compelling

[3:45:22] middle school sports uh situation in

[3:45:25] town. And so we could obviously do city

[3:45:27] league, but I think would be more

[3:45:30] compelling for a sense of belonging, for

[3:45:32] athletes, for a sense of identity, for a

[3:45:34] sense of kind of being part of the

[3:45:36] community is to be on a possible no cut

[3:45:39] basketball team.

[3:45:40] >> I'm on the basketball team. I'm on the

[3:45:43] Heart City Middle School basketball

[3:45:44] team. There's something really really

[3:45:46] strong about that. Um especially when

[3:45:49] people are possibly taking a step

[3:45:51] outside of club doing city league but

[3:45:53] then they're like oh if I want to have

[3:45:55] any chance of making the high school

[3:45:58] soccer team I have to go back to the

[3:46:01] clubs and then I'm traveling and then

[3:46:03] playing a single sport then I can't do a

[3:46:05] multisport option. So um if you can go

[3:46:08] to the next slide the our our goal is

[3:46:12] just to to help lift soccer, basketball,

[3:46:14] baseball and softball for this next

[3:46:16] year. Our simul methodology is we order

[3:46:19] pretty nice uniforms and then they're

[3:46:22] returned at the end. Um instead of

[3:46:24] paying $600 for club uniforms every two

[3:46:27] years, we pay for them and then we wash

[3:46:31] them and then they're returned. Like um

[3:46:34] I feel like most of us live in your

[3:46:35] kids. Um,

[3:46:38] it will start by being a local league

[3:46:41] with games and playoffs completely

[3:46:43] intramural in town. But the uniforms I'm

[3:46:46] proposing would be minors or Park City

[3:46:50] and we can wear armbands where you the

[3:46:52] typical city league teams are the

[3:46:54] mountain or chair names. If you have

[3:46:56] kids in titty league, Ontario versus P5

[3:46:58] versus Jupiter versus Monkeys. uh we

[3:47:01] will probably still do that uh with

[3:47:03] armpits, but this allows us the

[3:47:05] opportunity to not have to reorder

[3:47:07] uniforms in year two or year three if

[3:47:09] and when there is a strong desire in

[3:47:12] town and and for for us to, you know,

[3:47:16] harvest a representative team to play

[3:47:18] against North Summer or South or if we

[3:47:20] can't get to to play ball, we can just

[3:47:23] enter an AA basketball tournament and

[3:47:25] bring an A, B, and a C team and enter in

[3:47:28] different divisions. We can do a sixth

[3:47:30] grade, seventh grade, eighth grade team.

[3:47:32] Um, we can do this at the the soccer

[3:47:35] tournaments around town. And wouldn't it

[3:47:37] be cool if there was a part middle

[3:47:39] school team playing against some of the

[3:47:40] club kids? And I'm telling you what

[3:47:42] we're seeing in in the development of

[3:47:45] the first year of city league is a lot

[3:47:47] of those the the city league teams could

[3:47:51] be very competitive and it would be very

[3:47:53] cool to have the the middle school team

[3:47:55] be competitive at a a club if they don't

[3:47:58] maybe want. So that's the proposal. Um

[3:48:01] and we're working on anou um with with

[3:48:04] Lindsay and you know our our only goal

[3:48:08] is to support you all. We obviously have

[3:48:10] done it at City League. I think it'd be

[3:48:12] much more compelling to have it be Park

[3:48:14] City Middle School and we're just in the

[3:48:16] background. We have the coaching staff.

[3:48:17] We have over 100 coaches that work with

[3:48:20] us um that are paid and trained and in

[3:48:22] our philosophy of love of sport and high

[3:48:25] development, high rep count because our general philosophy which seems to be

[3:48:29] working is it's it's not about telling

[3:48:32] the kid that they need to commit or they

[3:48:34] need to go home and practice if they

[3:48:36] want to be like messy. It's like, "No,

[3:48:38] let's make this so fun that it's they

[3:48:41] just go home and they we've heard

[3:48:43] reports that at McPoland there's a

[3:48:46] basketball games going every recess at

[3:48:48] both recesses. There never used to be

[3:48:49] basketball.

[3:48:52] Man, you'll the kids are going to get

[3:48:53] really good at basketball. Not because

[3:48:54] of any sort of thing we're teaching them

[3:48:57] about keeping their elbow in. It's

[3:48:58] because it's super fun. And now they're

[3:49:01] all playing recess. And now we got like

[3:49:03] a lot of ballers in town and on top of that, what we also do,

[3:49:09] this is just on the side, we do um

[3:49:13] chaperon drop in stuff. So, for example,

[3:49:15] a week and a half ago, Willow Creek, we

[3:49:17] had like 60 kids just playing pickup

[3:49:19] basketball in Willow Creek. And so, the

[3:49:21] goal is to not have kids specialized,

[3:49:24] but have well-rounded athletes in town.

[3:49:27] And by doing the middle school sports, I

[3:49:29] think it also allows some kids, we have

[3:49:33] so many kids that their parents have

[3:49:34] said, they would have stopped

[3:49:36] There was a Aspen Institute um some

[3:49:40] study that just came out that said like

[3:49:42] the year that kids stop playing is when

[3:49:45] the middle school years are when kids

[3:49:47] stop playing sports.

[3:49:49] >> They move inside and go on screen.

[3:49:51] >> Yeah.

[3:49:54] So next did City just start here in Park

[3:49:57] City or is it from somewhere like y'all

[3:49:59] just came up like you were like

[3:50:02] >> well yeah was it was that honest

[3:50:04] >> it's not where we want to be.

[3:50:06] >> It wasn't totally

[3:50:08] >> let's just

[3:50:09] >> I saw my I love family dinner with my

[3:50:11] three kids and then I was a club coach

[3:50:13] and we're in all all over the country

[3:50:15] and it was just untenable and my kids

[3:50:18] are really big into team sports. were

[3:50:20] also big mountain bikers and skiers, but

[3:50:22] it was just I could see the future was

[3:50:25] not going to be good for our family and

[3:50:27] the amount of people at some of these

[3:50:29] club games and people everyone's talking

[3:50:31] like why are we what are we doing with

[3:50:33] our lives? This is so

[3:50:37] hard for the family, but yet it's what

[3:50:39] everybody's doing in America.

[3:50:41] Um,

[3:50:43] this was just it was born out of

[3:50:44] necessity for

[3:50:46] >> I can't tell you how relieved I was when

[3:50:48] my eighth grade now eighth grader did

[3:50:51] one season at Divos ski team and then

[3:50:54] didn't want to do it again. I was like

[3:50:59] » I love this so much.

[3:51:01] I have a couple questions. Will base and

[3:51:03] rec still be part? So that is the

[3:51:07] current

[3:51:08] >> that would be the current plan because

[3:51:10] right now we have a framework with them

[3:51:11] for first and fifth. Um it's also been

[3:51:14] super we did soccer by ourselves

[3:51:16] >> and we were a user group with the town

[3:51:19] and we we did it all twins and straight.

[3:51:21] Um we've done basketball and baseball

[3:51:24] the last two seasons with basin. It's

[3:51:26] just been really nice to have the

[3:51:27] flexibility with this crazy weather over

[3:51:29] the last couple weeks and just go

[3:51:31] indoors to the fieldhouse. It's just so

[3:51:34] convenient to be able to have that sort

[3:51:35] of flexibility. The other thing is

[3:51:37] having the flexibility to possibly have

[3:51:40] the fifth graders play with the sixth

[3:51:41] graders. Um, so that would be the current framework. It's actually not

[3:51:48] inou

[3:51:51] yesterday and they have a keen interest

[3:51:53] in in continuing to work with us through

[3:51:55] middle school. But my strong desire from a branding and marketing standpoint

[3:52:01] is that it is Park City Middle School

[3:52:03] athletics

[3:52:05] subtext powered by coaching and basic

[3:52:08] rails in the sense that they sign up on

[3:52:10] the basic website through their app.

[3:52:13] >> But um

[3:52:16] >> logistical backing stuff, right? There's

[3:52:18] only so many sixth through 8th graders

[3:52:20] here in town and we don't want to be

[3:52:22] competing for the same kids. So how do

[3:52:24] we ensure this is a collective effort

[3:52:26] amongst

[3:52:30] » Brian Hazel Sam and Logan in the basin

[3:52:33] yesterday they we asked them to take

[3:52:35] down their sixth through eight they

[3:52:37] didn't have any signups yet um the first

[3:52:39] through fifth so that just a they posted

[3:52:42] sixth through eight soccer and first

[3:52:44] through fifth city league soccer the

[3:52:47] same at the same time two days later it

[3:52:49] was 200 city leagues from zero six

[3:52:52] through eight

[3:52:53] >> yeah And so I'm like, can you take that

[3:52:55] down because we're gonna go talk to the

[3:52:57] school board. And um but then I'm sure

[3:53:01] when we announced this, everyone's

[3:53:03] waiting for

[3:53:06] >> what's going to happen.

[3:53:07] >> Okay. I have another question. So, if

[3:53:10] you're going to have coaches who are

[3:53:13] paid for, you know, owned by affiliated

[3:53:16] with someone other than the district,

[3:53:19] how do we make sure we're all aligned in

[3:53:22] terms of coach training when it comes to

[3:53:25] safe sport? So, um that would all be

[3:53:29] outlined in theou. It'll be in the

[3:53:32] >> want to ensure we're not comingling

[3:53:34] funds but also aligning professionalism

[3:53:38] and training for our coaches.

[3:53:41] >> Yeah. So we have like background check

[3:53:43] safe sport compression training and then

[3:53:46] there's the city league training which

[3:53:47] is like don't yell at the kids.

[3:53:51] You'd be surprised how

[3:53:56] » joystick

[3:53:58] >> but there's a philosophy but we do do

[3:54:01] the um safe sport and back object but

[3:54:06] any any additional requirements

[3:54:09] we're happy just yeah

[3:54:12] >> okay my last question because I love the

[3:54:14] idea so much of having a community based

[3:54:16] lead and all these things sounds like

[3:54:19] you want to go to nearby communities

[3:54:21] too. Then we start having more travel

[3:54:23] and it starts getting more complex.

[3:54:25] >> Do you do you feel like your MO is

[3:54:27] really to stay in Park City Park?

[3:54:31] >> I mean a lot of people have said we I

[3:54:32] mean I' I've built a a company um that

[3:54:36] was a global company and everyone's like

[3:54:38] well you got to do that with this is a

[3:54:40] Park City thing. I'm not there's no

[3:54:43] interest. If anything, we'd make a white

[3:54:45] paper and let other communities help

[3:54:48] somebody in Aurora, Colorado about it.

[3:54:50] I'm just advising them, helping them do

[3:54:52] a similar thing, but we have no interest

[3:54:54] in in replicating this in other other

[3:54:57] towns. Um, with the on the question of

[3:55:00] travel, we think that to to be a to be a

[3:55:04] propelling athlete that has a chance of

[3:55:08] participating in a varsity sport at some

[3:55:10] point in high school, we think that

[3:55:12] there is an element of

[3:55:16] possibly playing against another town.

[3:55:18] Um, it would only always be in the

[3:55:21] season. So, never round sports. It's basketball season. It's the winter.

[3:55:27] Um, in the first year, I could see maybe

[3:55:30] taking three teams to a tournament in

[3:55:34] West Jordan. One thing down the line, if

[3:55:37] we can get the other towns to play, then

[3:55:39] maybe there's a game against North

[3:55:41] Summit, a game against South Summit.

[3:55:42] There's two exhibition games. And until

[3:55:44] an actual league, middle school league

[3:55:46] in Utah were to be born. It's just like,

[3:55:49] wait, it's it's propped up on the

[3:55:51] foundation of an intramural, highly

[3:55:53] compelling intramural thing. It's not

[3:55:55] this is a no cut thing, but the bottom

[3:55:57] third get no actual sport and it's like

[3:56:01] just culture being on a team. The

[3:56:04] primary thing is a is an intramural

[3:56:06] thing where we have you're you're put on

[3:56:09] a team. You're on this team of 12. You

[3:56:11] have a dedicated coach and assistant

[3:56:13] coach. You're playing in a tournament

[3:56:16] that's entirely at eer or at one of the

[3:56:20] basin fields. there's, you know, little

[3:56:22] tournament group trophies and it's like

[3:56:24] totally self-sufficient. If we can

[3:56:29] uh have some sort of travel component

[3:56:31] that will be completely secondary and it

[3:56:34] will never be like a

[3:56:36] >> a barrier.

[3:56:37] >> Yeah.

[3:56:38] >> The larger school districts grant for

[3:56:40] example, they have uh middle school,

[3:56:42] junior high athletics because they have

[3:56:45] the enrollment to do so. When I went to

[3:56:47] Chris probably this time this year and

[3:56:49] said or last year, hey, I want to

[3:56:52] develop some sort of middle schools. We

[3:56:54] emailed superintendent ads across the

[3:56:56] wall such back. None of them are

[3:56:59] interested. Uh I know there's a need

[3:57:02] despite what they have shared. Um but

[3:57:04] they were not interested in joining

[3:57:05] forces. That is why we went with this

[3:57:07] intramural model.

[3:57:10] >> So you I'm gonna stop talking. I really

[3:57:12] am.

[3:57:13] There's so much good data about how

[3:57:15] important it is to keep kids during

[3:57:17] multiple sports their whole way through

[3:57:19] at least middle school and up. And

[3:57:21] there's actually there were two really

[3:57:22] cool articles that came out in general

[3:57:24] pediatrics and then there was one in the

[3:57:25] New Yorker about how the quality of play

[3:57:28] that we're seeing in the NFL and then um

[3:57:32] the NBA is not as good as maybe it used

[3:57:35] to be because kids aren't having this

[3:57:37] time not being so supervised and having

[3:57:40] hours upon hours upon hours upon hours

[3:57:42] to get creative and figure out way.

[3:57:44] >> Yeah. I mean, I think what happens is we

[3:57:46] overschedu our kids and expect that

[3:57:49] like, oh, because I'm paying the $2,000

[3:57:52] for the club thing, then they're getting

[3:57:54] an hour here and an hour there. But my

[3:57:56] father-in-law grew up or in Argentina

[3:57:59] and used to play for six hours every

[3:58:01] day, every

[3:58:03] soccer player ever seen. He didn't play

[3:58:06] any any didn't have any fancy anything.

[3:58:08] And

[3:58:09] >> if they love it, they'll do that.

[3:58:10] >> Right. So, our goal is to to have

[3:58:12] seasonal sports, but then also

[3:58:15] >> have these chaperon drop in things where

[3:58:18] there's pickup ball, there's pickup

[3:58:20] soccer, there's home run derby, sandlock

[3:58:22] baseball happening

[3:58:25] every single day at Willow Creek at

[3:58:27] Trailside and Bas supportive of that.

[3:58:30] maybe city league is now taking

[3:58:33] over a lot of the sports, but how can

[3:58:36] BAS still provide their mission to to

[3:58:38] the town? And we believe it could be

[3:58:40] through a lot of this sort of chaperon

[3:58:42] and dropping stuff. And if you think

[3:58:44] about it, the an athletes like time

[3:58:48] playing sport just goes way up. There's

[3:58:50] less time in the car and more time just

[3:58:53] playing with their friends and figuring

[3:58:55] out cool moves,

[3:58:56] >> being silly, you know.

[3:58:57] >> And there's nothing better than a

[3:58:58] playground with like 50 to

[3:59:01] >> Yeah. outside.

[3:59:04] >> So, uh,

[3:59:06] absolutely love everything about this.

[3:59:09] uh multisport athlete uh degree and

[3:59:12] masters in sport science. It drives me

[3:59:15] nuts how early kids specialize in the

[3:59:19] states. It's getting worse everywhere

[3:59:21] states and kids should be playing

[3:59:23] multiple sports like through through

[3:59:24] high school. Um any my question is not

[3:59:28] about those kids because we know a lot

[3:59:31] of kids start very very young and by 12

[3:59:34] they'll stop or whatever. What about the

[3:59:36] kids we miss when they're very young?

[3:59:38] What about the kids who uh you know for

[3:59:41] whatever reason don't pick it up in

[3:59:42] elementary school and then want to and I

[3:59:45] know you say it's no cut. I know you say

[3:59:48] it's fun but how do we pick up those

[3:59:51] kids who are missed at the youngest age

[3:59:53] and then when they're in middle school

[3:59:56] want to try? How do we avoid those kids?

[3:59:59] How do we get rid of the barrier to

[4:00:01] entry for them and the kids who have

[4:00:04] been for years?

[4:00:06] >> Yeah. So all of our practices are camp

[4:00:09] style and everyone's there. And so for

[4:00:12] example for soccer we had 170 kids at a

[4:00:15] time. I'll never go back.

[4:00:17] We have stations and all of our stations

[4:00:19] are designed such that an elite top

[4:00:23] level kid coming from club is getting

[4:00:25] the reps and the development. But also

[4:00:28] for some reason we call him Timmy. Timmy

[4:00:30] who has never played with and is just

[4:00:34] scared of the ball or this or that. For

[4:00:36] example, we will not do this with middle

[4:00:38] school, but to show you some more

[4:00:40] flexibility, we designed a a station on

[4:00:42] a baseball that has yoga blocks and it

[4:00:44] was like a carnival game.

[4:00:46] >> And so this just incentivizes that maybe

[4:00:47] a high rep count of throwing a ball. The

[4:00:50] brain is a beautiful thing. It will

[4:00:51] selfoptimize.

[4:00:53] We don't need to say, you know, get your

[4:00:54] elbow here, do this. We get one cue. You

[4:00:57] need to drag him back there. bring the

[4:00:59] ball back and they just try to knock

[4:01:01] down as many yoga blocks as you can and

[4:01:03] they're throwing 200, you know, actually

[4:01:05] 200 is too many, but 75 per

[4:01:09] >> Yeah. 75 balls and they're playing and

[4:01:12] before you know it, they start to get

[4:01:14] it. And what's also cool about this town

[4:01:15] is we live in a town of incredibly

[4:01:18] athletic parents. So, if I see a kid and

[4:01:21] I know it's it's kind of weird. I know

[4:01:23] all the kids in town and the parents are

[4:01:25] like that.

[4:01:28] >> But so I know all the kids in town and I know that when I see someone who okay,

[4:01:33] I know this kid, I know the parents, he

[4:01:36] can't can't really play soccer very

[4:01:38] well. If I can get this kid somehow

[4:01:40] through fun and not like randomization,

[4:01:43] but just may how can we design something

[4:01:46] for this one kid so he kicks the ball a

[4:01:49] thousand times in the next two weeks.

[4:01:51] We've had kids that have never played

[4:01:53] the soccer by the end just

[4:01:56] incredibly strong athletes and so we can ramp people up really quickly.

[4:02:00] That's something I saw in club. I was a

[4:02:01] club soccer coach. We were doing threeon

[4:02:03] two-onone drills and this kid is so

[4:02:06] fastest kid could not kick. So it's like

[4:02:09] we're asking him to cross the ball the

[4:02:12] whole length of the field. He can't do

[4:02:13] it. And he was like I don't like soccer.

[4:02:15] I'm not good at it. We had him in city

[4:02:17] league the next year and he's one of the

[4:02:19] allstars because we have 10 radar guns

[4:02:22] and it's like kick the ball up against

[4:02:23] the fence and you have a feeling of

[4:02:26] success like the radar gun if you're

[4:02:28] only kicking it at 10 miles an hour next

[4:02:30] to the kid who can kick at 45 you don't

[4:02:32] feel you're doing very good but if you

[4:02:34] can kick at 10 then 12 then 14 again the

[4:02:37] brain will selfoptimize

[4:02:39] you're having a feeling of success we

[4:02:42] can get those kids up to speed and also

[4:02:45] we can teach

[4:02:47] kind of really really good kids that

[4:02:49] it's not about winning. It's about how

[4:02:50] can you be a leader? How can you elevate

[4:02:52] your teammate? Wow. Like do you see how

[4:02:55] you can maybe help this kid? just the

[4:02:57] leadership development alone from from

[4:03:01] having like even teams as opposed to um

[4:03:05] you know having like the the hey team

[4:03:07] here team there which we may have if we

[4:03:10] go down to a tournament but the the base

[4:03:13] thing is completely even teams after

[4:03:15] assessments and so I think we can get

[4:03:17] those kids up.

[4:03:21] » So you needed

[4:03:26] for We don't we don't we're not we don't

[4:03:28] want to stop at at middle school. The

[4:03:30] goal is the biggest need in town is is

[4:03:33] like first through the eighth grade but

[4:03:34] eventually we know of uh like 15 someone

[4:03:38] reached out to 15 girls who are perhaps

[4:03:40] from the high school volleyball team. We

[4:03:42] want to create like a a compelling

[4:03:45] >> for that even kids who go through

[4:03:46] college. I mean

[4:03:48] even if you play then you suck. You got

[4:03:50] pro you suck.

[4:03:51] >> Yeah. But there isn't for adults.

[4:03:55] >> No. And we've I've looked a lot at like

[4:03:58] what's going on in Dallas. Obviously a

[4:04:00] much larger market than Park City, but

[4:04:02] Dallas is an incredibly compelling,

[4:04:04] very competitive intramural

[4:04:07] sports uh situation for every single age

[4:04:10] up through seniors 65 plus. And I think

[4:04:14] that we can continue to do that. We're

[4:04:15] very tight with Basin. They are very

[4:04:18] supportive of everything we're doing.

[4:04:20] And I think there's a way to keep doing

[4:04:22] it where like there's we can provide

[4:04:25] more no cut options where I mean one

[4:04:30] last anecdote we talk to Jamie about

[4:04:31] this. He's heard this story like three

[4:04:33] times. I was I would not have made the

[4:04:37] basketball teams but my town was small

[4:04:40] and I didn't grow till I was a junior

[4:04:42] then senior year. I could dunk the ball

[4:04:45] and was the leading scorer and I don't

[4:04:48] play basketball in 2026. I was the

[4:04:51] shortest kid who tell me you're not good

[4:04:53] at that. You should probably do

[4:04:56] something else. If we can have something

[4:04:58] where our kids can play a high level of

[4:05:00] sport because city league is it's a

[4:05:03] pretty high level sport that is being

[4:05:05] played in town and with in a kind of a

[4:05:08] wreck environment. If we can keep that

[4:05:10] going through high school, I I guarantee

[4:05:13] you we will see kids who don't make the

[4:05:15] freshman team, don't make the JV team,

[4:05:18] and then develop and they've been

[4:05:20] playing high level sport for 10 weeks, a year, and then both they're

[4:05:24] your allstar,

[4:05:25] >> right?

[4:05:33] » Get ahead of it. So, we send emails out

[4:05:35] ahead of time and we actually, this is

[4:05:37] going to sound crazy, but we have eight

[4:05:39] soccer games going. We go and talk to

[4:05:41] each parent ahead of time. Are you

[4:05:43] talking about the parents being crazy on

[4:05:44] the sidelines?

[4:05:45] >> Yeah. Or or that they expect, you know,

[4:05:47] my child's going to be in the Olympics.

[4:05:49] you know,

[4:05:51] >> you know,

[4:05:52] >> they they know what they're getting into

[4:05:53] with this because they've chosen it.

[4:05:56] Like, look, this is a different concept

[4:05:58] of probably what you're used to, which

[4:06:00] as you heard Max say, that's what a lot

[4:06:03] of the parents are asking for. We're

[4:06:05] already overwhelmed. Our kids are

[4:06:06] overwhelmed. We'd love to get back to

[4:06:08] just what this community model looks

[4:06:10] like that most of us grew up on to where

[4:06:13] you did that through, you know, up until

[4:06:15] high school where now it's like, oh,

[4:06:17] we've got these kids with $1,000 worth

[4:06:20] of gear and uniforms and they're six and

[4:06:22] they're going to somewhere in Louisiana

[4:06:24] to play the six national championship.

[4:06:26] Um, and so the parents know what they're

[4:06:27] getting into because they've asked for

[4:06:29] it. Um, not that we don't have issues

[4:06:32] from time to time, but

[4:06:34] >> So, is this like I saw your thing of

[4:06:36] cost on there. So, this is more cost

[4:06:39] effective for these parents that that's

[4:06:41] why they don't do these leagues and they

[4:06:43] don't do these travelers myself when my

[4:06:46] children were young. I couldn't put $200

[4:06:48] to join a club and that was 15 years

[4:06:52] ago. So, I can only imagine what it is

[4:06:54] now. So, do you do you have options for

[4:06:57] children that can record lunch?

[4:07:00] >> Yeah. So, it will be um basically if

[4:07:03] you're on free lunch, free school lunch,

[4:07:05] you can get believe it's 75% off. Um

[4:07:08] with that said, we also

[4:07:11] on the side with City League, anyone can

[4:07:13] just email us anytime or we'll cover the

[4:07:15] whole thing. and or for example in

[4:07:18] baseball we provided the jerseys and we

[4:07:21] asked for people to buy $15 gray pants

[4:07:25] but said no questions asked anybody who

[4:07:29] um can't doesn't can't afford that or

[4:07:33] put any financial strain just let us

[4:07:34] know and we just drop ship Amazon to

[4:07:36] their house so it's um

[4:07:40] yeah we wanted to be totally inclusive

[4:07:43] for for everyone yeah for the for the

[4:07:46] home school programs. We want it to be

[4:07:48] very affordable. We want we don't want

[4:07:50] anybody to email and say like, "Oh, we

[4:07:52] can't afford it. Is there everything is

[4:07:54] very affordable and and we did have some people because this year basketball

[4:07:59] was $30 a person." Um, and we had a

[4:08:02] couple people say, "Oh, you know, I I I

[4:08:05] had to wait until today and I'm just

[4:08:08] wait the kid got to got to play." So,

[4:08:11] it's it's every kid who has a desire to

[4:08:14] compete.

[4:08:16] >> The long-term goal of City League as the

[4:08:18] 501c3 is was, you know, not to be somewhat of like a sports version

[4:08:25] of PCF in the sense that like can we

[4:08:28] we're going to kick off our fundraising

[4:08:30] season this year. We want something

[4:08:31] sustainable and wouldn't it be cool to

[4:08:33] just make it free um down the line? Um

[4:08:37] >> so, it's just great for everybody.

[4:08:40] Where do you play handball?

[4:08:42] >> We played it in the gym decorating.

[4:08:44] >> I mean, I grew up playing handboard at

[4:08:46] least. So, I used handball like nothing

[4:08:49] bad in the west hand.

[4:08:52] >> They're running around throwing these

[4:08:55] little tiny soccer balls at each other.

[4:08:57] It's fun.

[4:08:59] >> We're excited about this partnership.

[4:09:00] We're in the early stages of directing

[4:09:02] theou. It is highly likely we will come

[4:09:05] back in June with a finalou.

[4:09:08] Um, thanks to Chris, Max, and Jamie.

[4:09:10] Chris especially for running with this

[4:09:12] idea mostly sports because that I just

[4:09:14] said, "Hey, in casting, I have this idea

[4:09:16] about school sports. You know how

[4:09:18] passionate I am about athletics." And he

[4:09:20] has ran with it. And I would say we have

[4:09:23] been wildly successful in year one

[4:09:25] despite the iterations

[4:09:27] um and just the evolution to inter

[4:09:29] murals because we couldn't get

[4:09:31] partnerships with the one back school

[4:09:33] districts.

[4:09:35] I don't use for that. I

[4:09:38] know how I feel about now that I know

[4:09:40] that.

[4:09:43] » I know. I know what I'm texting now.

[4:09:48] » Well, thank you so much.

[4:09:55] » Lori,

[4:09:56] >> right

[4:10:00] here.

[4:10:04] Yeah, that is so

[4:10:20] counselors

[4:10:23] » for the kids that they have connection

[4:10:29] » teach

[4:10:31] >> and we even utilized some of our high

[4:10:33] school teachers who have been willing to

[4:10:34] go down and coach these inter murals.

[4:10:37] So, it's creating that connection to the

[4:10:38] high school very early.

[4:10:42] >> And then they can even

[4:10:48] » Okay, now consent agenda.

[4:10:54] » Lord, I think we're

[4:10:57] >> we talked about France for a long time.

[4:11:03] Okay. So for the consent agenda, we have

[4:11:06] the regular session minutes of April

[4:11:08] 7th. We have the close meeting minutes

[4:11:10] of April 7th. Travel request health

[4:11:13] assurances approval of Rocky Mountain

[4:11:15] basement by holding

[4:11:17] >> that

[4:11:18] >> we're doing Rocky Mountain.

[4:11:20] >> Yes.

[4:11:20] >> Right. But not the next.

[4:11:23] >> We have Tango Aviation Curriculum

[4:11:25] contract approval, the Rev Robotics

[4:11:28] contract, cyber.org or contract EV

[4:11:31] battery lab contract

[4:11:34] site elementary land trust amendment

[4:11:36] personnel and board revenue and

[4:11:38] expenditures are ready to go 2026

[4:11:42] >> I make a motion to approve this

[4:11:45] >> I'll second and then do we need to

[4:11:47] formally pull something out or

[4:11:50] >> she did she did not yeah read

[4:11:56] >> all and Hi

[4:11:59] TDP services.

[4:12:02] >> We already skipped the right. So monthly

[4:12:04] reports

[4:12:07] our student on the board is the only

[4:12:17] » you're like oh my god I'm never gonna go

[4:12:19] home.

[4:12:21] >> Um I'll try to be quick. Um, kind of

[4:12:24] like find girls will win their state

[4:12:27] championship and girls lacrosse just

[4:12:30] under their semifinals today. Um, the

[4:12:33] minor film festival is coming up May

[4:12:35] 21st, 700 p.m. It's free for all

[4:12:37] students and it's going to be in the Um,

[4:12:40] everyone is super excited about Memorial

[4:12:42] Day weekend. A nice little break for

[4:12:46] school that's out.

[4:12:47] >> Do they know they don't have school on

[4:12:48] Friday? I know.

[4:12:53] » Just making sure.

[4:12:56] >> Was that a smoothie?

[4:12:57] >> Yes,

[4:12:57] >> it was. We built it there. Makeup. We

[4:13:00] needed it,

[4:13:01] >> but we don't.

[4:13:06] » Yeah.

[4:13:06] >> The NHS memorial 5K. It's the 26th

[4:13:11] Tuesday. It's at 1:15 during school. All

[4:13:14] kids are let out on an assembly

[4:13:16] schedule. Everyone's encouraged to come,

[4:13:18] but nobody's staying forced. Obviously,

[4:13:20] there's going to be kids who don't want

[4:13:21] to go and are going to go home, but

[4:13:23] everyone is encouraged to come when they

[4:13:25] run, walk, or just play the field games.

[4:13:28] Um, Tuesday, May 26th, there is also the

[4:13:32] multi-generational book club um coming

[4:13:35] together at Parks in the Senior Center

[4:13:37] from 3 to 4 p.m. to discuss Remarkably

[4:13:40] Bright Creatures by Shelby um Van Pelt.

[4:13:43] The second and fourth of June laptop

[4:13:46] collection volunteers are needed as

[4:13:48] well. The sign up can be found on the

[4:13:50] silver spoop spook or by emailing Ali

[4:13:53] Gallagher.

[4:13:54] Um all senior walkthroughs are on June

[4:13:58] 4th at 12:00 p.m. All um schools in the

[4:14:01] district are participating as well as

[4:14:02] the base school.

[4:14:04] Senior brunch is the 5th right after

[4:14:07] that 8 to 10:30 a.m. practice. The

[4:14:10] fundraising goal is almost met. I think

[4:14:12] we're almost at 5,000 for student

[4:14:14] council and the goal is I think 6,000.

[4:14:18] Um, grad night after graduation is 10 to

[4:14:21] 2. Donations are welcome and much

[4:14:24] appreciated by the PTSO. The easiest way

[4:14:27] to do this is in the PTSO section of the

[4:14:29] PCHS website. Um, checks can also be

[4:14:32] dropped off at the office if it's

[4:14:34] easier. Um, there is a raffle as well.

[4:14:38] questions or comments can go to the PCHS

[4:14:40] grad night email. Um and the list can

[4:14:44] also be found on the silver scoop.

[4:14:46] Volunteers are needed for grad night. It

[4:14:49] is encouraged that um all adults

[4:14:53] participate um not just senior parents,

[4:14:55] especially not senior parents because

[4:14:57] they're busy celebrating their seniors.

[4:15:00] Um you don't even need to have kids to

[4:15:02] volunteer.

[4:15:04] All healthy hands are welcome and

[4:15:09] That sign up can also be found on the

[4:15:11] silver scoop as well as emailing me my

[4:15:14] email. Um the

[4:15:18] this event is going to be super fun.

[4:15:20] There's a DJ, a photo booth, there's a

[4:15:22] pigmentist coming, characteristic

[4:15:30] because statistically it is a very

[4:15:31] dangerous night for girls. So, and

[4:15:35] they're literally just handing out money

[4:15:37] at the end of the night. Like, they're

[4:15:38] just like, "Take it." So, I really do,

[4:15:41] you know,

[4:15:45] » it's true.

[4:15:48] >> I can't There's not enough attendance.

[4:15:50] >> Exactly.

[4:15:51] And then we are working in student

[4:15:53] council on serving the students on

[4:15:57] school lunch and food served at PCHS and

[4:16:00] working with the lunch staff to see how

[4:16:02] they're feeling. So far it hasn't been

[4:16:06] moved along a lot, but that is something

[4:16:07] I'm working on this week and in the

[4:16:09] upcoming weeks. So hopefully we can have

[4:16:11] that data for the first board meeting of

[4:16:14] next year. And then the school mascot,

[4:16:18] another survey was sent out. Um there

[4:16:21] was almost 400 people who responded to

[4:16:23] this one instead of 30. So that's

[4:16:26] >> a little bit more data. The main

[4:16:29] consensus was 38.1% people are

[4:16:33] encouraging Manny 2.0. Um the second

[4:16:36] most supportive one is the moose and

[4:16:39] then the third is the Yeti. I think it

[4:16:42] hasn't been communicated very

[4:16:44] effectively and there has been some

[4:16:46] confusion among students. We will always

[4:16:49] be the minors and we're not getting rid

[4:16:51] of Manny. Manny just may have a friend

[4:16:54] um a friend that smells better and

[4:17:04] was damaged extensively last year during

[4:17:08] shipment.

[4:17:09] >> Yes.

[4:17:12] So hopefully we can get that going. We

[4:17:15] do still have conversations

[4:17:18] um in student council that need to

[4:17:19] happen and with administration as well,

[4:17:22] but right now I think people are still

[4:17:24] feeling very um loyal towards Manny. So

[4:17:28] yes, but I think we will move ahead with

[4:17:30] any a friend,

[4:17:32] >> but we'll have to see who that friend

[4:17:34] is.

[4:17:35] >> A yeti, a sad spot.

[4:17:39] The only thing with the moose

[4:17:42] is

[4:17:43] >> so I think if we do move ahead with the

[4:17:45] moose, we will talk with Nolan

[4:17:48] administration just to see how they

[4:17:49] feel. But

[4:17:52] conversations start to be had in student

[4:17:54] council and among the administration to

[4:17:56] see where we're moving forward with

[4:17:58] this.

[4:17:58] >> Marth

[4:18:05] conversations about the Yeti. Maybe he

[4:18:08] could wear sheet or anything. Can wear

[4:18:11] ski goggles. Um, but we are keeping

[4:18:14] Manny. Manny's not going in the trash

[4:18:15] anytime soon.

[4:18:18] >> Noted.

[4:18:23] » Okay.

[4:18:24] >> How was the goats and floats?

[4:18:26] >> So good. I got out of my test in time to

[4:18:29] go out and say hi. We thought that um

[4:18:32] they might have babies just because of

[4:18:33] the season they would be a little older,

[4:18:35] but they were babies and they were so

[4:18:37] cute.

[4:18:39] >> Yes. I think for next year,

[4:18:41] >> teacher appreciation week isn't going to

[4:18:43] be the national week just because of AP

[4:18:46] testing. And from a personal standpoint,

[4:18:49] since I was kind of a lead on that, it

[4:18:51] was very difficult to try and manage.

[4:18:53] And I think the main not necessarily

[4:18:56] complaints but feedback from teachers

[4:18:58] were it would just be a lot smoother and

[4:19:02] easier if it was not AP testing time.

[4:19:06] >> Who brought the

[4:19:07] >> I have a go guide. His name is

[4:19:08] Francisco.

[4:19:10] >> She got the guy.

[4:19:15] » Francisco brought the goat.

[4:19:17] >> I know. My mom told me about

[4:19:19] >> I found him on Facebook and I messaged

[4:19:21] him. I was like, "Can they travel?" He

[4:19:23] was like, "Yes, let's do it."

[4:19:26] >> Actually, a park center graduate. So, it

[4:19:28] was amazing that we could partner with

[4:19:37] » somewhere. Will you continue with us

[4:19:39] next school year?

[4:19:41] >> Oh, yes.

[4:19:48] » I have one question. Can we survey the

[4:19:50] kids about their lunch as well?

[4:19:55] run that show.

[4:19:56] >> Well, he tried. So, he he tried putting

[4:19:59] together a document that that everyone

[4:20:02] could sign, but here's what's happening

[4:20:03] at Echo. Kids keep trying to do that and

[4:20:06] some other kid will just go in and ruin

[4:20:07] it.

[4:20:08] >> So, that's that's what happened. So, he

[4:20:10] had he had a few thousand signatures and

[4:20:12] then he got ruined.

[4:20:13] >> Do you guys work with Ed's leadership

[4:20:16] class? We don't. But I think that we I

[4:20:20] can definitely optimally about creating

[4:20:22] maybe a team building or mentorship

[4:20:25] >> even like quarterly guys that got

[4:20:27] together.

[4:20:29] >> Okay. And I have a for the Memorial Day

[4:20:32] service on Monday at the Park City

[4:20:34] Center. I have Coen Nelson is our high

[4:20:38] school. We'll be playing trumpet for

[4:20:40] them

[4:20:43] at 10. At 10.

[4:20:49] Thank you.

[4:20:51] >> She's got a goat guy like that.

[4:20:57] » That was worth saying

[4:21:03] goat.

[4:21:06] >> Okay. because we

[4:21:08] are pulling the release time to get a

[4:21:10] little more feedback from parents at

[4:21:13] elementary schools or just make sure

[4:21:15] that they're aware that we need to make

[4:21:16] this adjustment.

[4:21:18] >> We've got two decision items. The board

[4:21:21] meeting calendar for

[4:21:24] the next school year and so should we do

[4:21:29] these separately? Yes.

[4:21:30] >> Yeah. My question is on the calendar

[4:21:33] um as I've been sitting here, do we want

[4:21:35] to survey parents of rising 10th through

[4:21:41] 12th graders because this would impact

[4:21:43] their students first day of school. So

[4:21:45] their first day of school wouldn't be

[4:21:47] until August 20th.

[4:21:49] Freshman or I should say prek to

[4:21:52] freshman would be August 19th.

[4:21:58] Oh,

[4:21:58] >> I don't know that that needs as much

[4:22:03] as a change in

[4:22:06] 15 through 18 year olds.

[4:22:09] >> They're self-sufficient.

[4:22:12] » They just need to know about from your

[4:22:15] perspective as a Well, I guess you went

[4:22:19] to ninth grade at Treasure, huh? Would

[4:22:24] picture yourself entering the new high

[4:22:26] school with 1500 kids, would a day just

[4:22:30] with your peers in ninth grade have been

[4:22:33] helpful?

[4:22:34] >> I was talking to Miss Luke about it and

[4:22:36] I think yes, because even going from

[4:22:39] Echer to Treasure was really scary for

[4:22:41] me. Not necessarily because it was like

[4:22:44] a different school. Well, that too, but

[4:22:46] just like you're thrown into a

[4:22:48] completely new group of kids. And like

[4:22:51] they touched on earlier, like

[4:22:53] developmentally you're so different. And

[4:22:55] walking in as a fresh ninth grader,

[4:22:58] staring up at a senior who's like a full

[4:23:02] grown adult, you're just like, I have no

[4:23:04] idea what to do. You're trying to find

[4:23:06] your class and like even though I had

[4:23:09] experience at the high school because I

[4:23:11] walked back and forth, this year with

[4:23:13] the new addition, I was like

[4:23:15] overwhelmed. And I think letting them

[4:23:17] walk through and get to know the layout

[4:23:21] and the culture of the school is a

[4:23:23] really amazing idea.

[4:23:28] >> It's very common across high schools.

[4:23:30] This is not seems like a big

[4:23:32] >> Don't we do it for the elementary going

[4:23:34] into ether?

[4:23:35] >> We do not.

[4:23:36] >> No, there's several

[4:23:39] >> now. They do they do structure how they

[4:23:42] spend the first couple of days of school

[4:23:44] with uh sixth graders. They're with

[4:23:48] their advisory and they spend a lot of

[4:23:50] time te building helping them navigate

[4:23:52] the school according to their schedule.

[4:23:55] But they don't excuse seventh and eighth

[4:23:57] graders on that first day of school.

[4:23:58] They don't start

[4:24:02] their own

[4:24:06] nth grade orientation.

[4:24:09] Great idea.

[4:24:11] >> So,

[4:24:14] » yeah. So, the motion would be that the

[4:24:17] first day of school for prek to 9th

[4:24:21] grade. First, we have the board learning

[4:24:24] calendar.

[4:24:27] » There's two decision items.

[4:24:30] First, we have the board meeting

[4:24:31] calendar,

[4:24:32] >> which I would propose we shift the

[4:24:35] August board meeting from the 18th

[4:24:37] through the 20 to the 25th

[4:24:40] >> because the first day of school is on

[4:24:41] the 19th.

[4:24:43] >> Oh, yes.

[4:24:45] >> Yeah.

[4:24:46] >> And I don't want to be here till 7:00 on

[4:24:49] the evening.

[4:24:49] >> We don't want to bring teachers in the

[4:24:51] 18th. approval.

[4:24:53] >> So that so approving the calendar would

[4:24:55] that change of the August date?

[4:24:59] >> We change November 17th to the 24th,

[4:25:01] please.

[4:25:05] » No, Tuesday is 2027.

[4:25:15] » 26. So it be August 18th.

[4:25:18] >> Yeah. from the 18th to the 25th because

[4:25:22] the first day of school is Wednesday the

[4:25:24] 19th.

[4:25:31] » Okay.

[4:25:35] » There was another one that originally

[4:25:38] that you that Lori had sent out that

[4:25:40] were different than what was on the

[4:25:42] calendar.

[4:25:43] >> I think it was February maybe. Was that

[4:25:46] because of break?

[4:25:49] February and the April one are kind of

[4:25:51] launching because of any breaks. So we

[4:25:53] can either have it before or after

[4:25:55] whichever. I just kind of what

[4:26:01] if we go the week before break

[4:26:04] um

[4:26:06] we just get into this weird cadence of

[4:26:09] the 30-day posting period if we have

[4:26:13] curriculum adoptions and

[4:26:15] >> etc.

[4:26:16] >> This is the one in February.

[4:26:20] » Which one was it that was different? It

[4:26:22] was

[4:26:22] >> February 9th would be different. Yeah,

[4:26:24] February 9th. We'd go that Tuesday of

[4:26:26] February. Um or it would be the 23rd of

[4:26:30] February because right now it's not I

[4:26:32] have from what you found out last year

[4:26:34] was on the 16th.

[4:26:36] >> That's the middle

[4:26:38] of the night. Okay.

[4:26:48] » We can always adjust these as we need,

[4:26:50] right? You just have to send it in as

[4:26:52] our adopted calendar.

[4:26:54] >> Yeah, because we have

[4:26:56] >> Yeah, it's just not the current.

[4:27:01] » So, I make the motion to approve the

[4:27:04] board meeting calendar with the August

[4:27:07] meeting moved

[4:27:09] >> from the 18th.

[4:27:13] » That's it.

[4:27:13] >> I second.

[4:27:15] >> All in favor? I I Okay, now it's your

[4:27:19] turn. Okay. So, I believe the motion

[4:27:23] would be the first day of school would

[4:27:25] remain on Wednesday, August 19th from

[4:27:29] prek to 9th grade. We would ship the

[4:27:32] first day of school for grades 10

[4:27:34] through 12 to Thursday, August 20th.

[4:27:38] That still keeps us within the window of

[4:27:40] the required

[4:27:42] um

[4:27:44] school days for students.

[4:27:51] Will this affect any?

[4:27:59] » No, they would still report. Um, and

[4:28:02] speaking with Caleb and his team, they

[4:28:04] want this to be an all mans on deck. Um,

[4:28:08] so staff would report as if 9 through 12

[4:28:12] was in the building.

[4:28:18] Motion to approve the freshman first

[4:28:19] session.

[4:28:21] >> Second.

[4:28:23] >> All in favor?

[4:28:28] » We're scratching 723 for right now.

[4:28:30] >> Correct.

[4:28:31] >> Okay. We have

[4:28:34] the following policies for posting.

[4:28:37] These policies have been reviewed by the

[4:28:38] policy committee and are now before the

[4:28:40] board for posting. Policy 7097,

[4:28:44] nepotism. Policy 7160, orderly

[4:28:47] termination. Policy 9025, wellness.

[4:28:52] >> I make a motion to approve

[4:28:55] policies for closing.

[4:28:58] >> One second.

[4:28:59] >> All in favor? I.

[4:29:01] >> Okay. Squeaking in under the wire here

[4:29:05] before 7 p.m.

[4:29:08] Oh, I need a motion. Yes. I'd like to

[4:29:10] adjourn to our next meeting.

[4:29:12] >> I have a second. All in

[4:29:13] >> favor.

PCSD Board Meeting | 2026.05.19

Transcript