[20:05] Okay, we're live.

[20:07] >> Then I will call this meeting of the be

[20:09] part of the board of education. Uh and

[20:12] we will begin

[20:18] now with the pledge of

[20:19] >> allegiance.

[20:24] To the flag of the United States of

[20:26] America and to the republic for it

[20:29] stands one nation under God indivisible

[20:33] with liberty and justice for all.

[20:38] » Okay. We will now move into close

[20:41] session for purpose of a strategy

[20:44] session to discuss pending or reasonably

[20:46] imminent litigation and to discuss the

[20:49] character professional competence for

[20:51] physical and mental health of an

[20:53] individual or personal uh can motion

[21:03] » one. Uh and then I believe this is wrong

[21:06] call. So Susan

[21:08] >> [laughter]

[21:09] >> Susan

[21:13] >> Kathleen.

[21:16] Yes,

[21:17] >> that was my I'm talking about

[1:27:05] our discussion

[1:27:07] items and we're gonna have Rich West and

[1:27:11] Paul Brown.

[1:27:16] » Hi, thank you. Is it okay if I stand? It

[1:27:19] feels odd.

[1:27:22] >> Um, so Rich West with the YMCA, uh, cool

[1:27:25] brand with Mercy Housing. um to lay the

[1:27:29] groundwork of why we're here. Uh I've

[1:27:30] been a resident from Park City for I

[1:27:32] don't know a long time, over 30 years,

[1:27:34] and my kids are in the school system and

[1:27:38] I really understand and know the needs

[1:27:39] here. Um and

[1:27:44] uh Mercy Housing and the YMCA are

[1:27:46] actually partnering on a project down in

[1:27:47] Salt Lake. And so we aligned what we

[1:27:50] felt some of the key needs in Park City

[1:27:52] are about youth services and affordable

[1:27:54] housing. And the project we're doing uh

[1:27:58] that's what brought us here today is to

[1:28:00] talk about um affordable housing and

[1:28:02] youth development in partnership with

[1:28:03] Park City School District and some

[1:28:05] property that you guys own. So that's

[1:28:08] where so Paul's going to start off.

[1:28:12] >> Thank you. Uh thank you Lindsay for the

[1:28:14] invitation. I'm extending that and

[1:28:16] thanks for being with us. Um I'm going

[1:28:18] to be super brief and turn the floor

[1:28:20] back to Rich for uh uh the majority of

[1:28:23] the presentation here. Um just quickly

[1:28:26] um yeah Mercy Housing we are a probably

[1:28:29] the national um nation's largest

[1:28:31] national nonprofit affordable

[1:28:33] annotainable housing developer. We were

[1:28:36] started some 45 years ago by Sisters of

[1:28:38] Mercy in Omaha. Today our national

[1:28:41] headquarters is in Denver and we are

[1:28:43] active in 24 states. So um in Utah we

[1:28:47] have um existing properties as well and

[1:28:49] we are under contract in for a property

[1:28:52] in the city city of Salt Lake. Um and

[1:28:55] that's where I got to introduce to Rich

[1:28:57] and yeah happy to be here. Next slide.

[1:29:01] Just a little bit more about our

[1:29:02] overview. Our over um mission is really

[1:29:05] to create stable vibrant and healthy

[1:29:06] communities by developing financing

[1:29:08] operating affordable and programri

[1:29:11] housing. So we really do that in a

[1:29:13] number of ways. We like to work closely

[1:29:15] with the community to identify housing

[1:29:17] needs um other community needs. We raise

[1:29:20] those funds. We build um a very high

[1:29:22] quality sustainable housing. We wrap the

[1:29:26] housing with services for the particular

[1:29:28] residents that we're housing. So if it's

[1:29:30] senior, we do senior related housing. If

[1:29:32] it's family focused, we do financial

[1:29:33] literacy, educational attainment, youth

[1:29:36] time with schools, um school age

[1:29:38] children, and financial literacy. Next

[1:29:41] slide. little just about our national

[1:29:44] footprint. So you can see um the dark

[1:29:47] navy blue are the states that we're

[1:29:49] currently active in. Um we have presence

[1:29:52] in um Denver, Utah, and Arizona, which I

[1:29:55] should say those are my region. I don't

[1:29:57] have oversight to the whole nation. I

[1:29:59] really oversee the Mountain West. Um and

[1:30:01] my key states are Utah, Colorado, and

[1:30:03] Arizona. So we have an active pipeline

[1:30:06] and um portfolio. Next slide, please.

[1:30:09] um in those states. And I just wanted to

[1:30:12] really touch on I'm not sure what the

[1:30:14] familiarity with with this board is with

[1:30:16] when we say attainable or affordable

[1:30:18] housing, what that means. Um we really

[1:30:21] typically mean um housing that has

[1:30:23] somehow been subsidized. So the the

[1:30:25] rents and we really focus on more rental

[1:30:28] housing um are bought down to a

[1:30:30] attainable or somewhat affordable range

[1:30:33] compared to what the market um rate rent

[1:30:36] would be in that particular area. Um,

[1:30:38] next h next slide, please. So, I just

[1:30:42] want to touch on kind of the

[1:30:43] partnerships and you know, Rich kind of

[1:30:45] brought me in this conversation. I'm not

[1:30:47] trying to be presumptuous. I understand

[1:30:49] the summit property may or may not be

[1:30:52] um, you know, intended for some educator

[1:30:54] focused housing, workforce housing by

[1:30:56] the district. Um, we certainly have a

[1:30:58] long history of creating partnerships.

[1:31:00] Um, we've done co-developer and joint

[1:31:03] ventures. We've done um basically land

[1:31:06] donation or land lease partnerships

[1:31:08] which is really a helpful way to help

[1:31:09] buy down some of those rents we were

[1:31:11] talking about. Um we've done colllocated

[1:31:14] attainable for sale housing with someone

[1:31:16] like a Habitat for Humanity and then we

[1:31:18] take a piece of that of rental housing.

[1:31:20] So we've kind of run a full campus of

[1:31:23] you think about the housing ladership

[1:31:24] being all the way from an entry level

[1:31:26] house to forale or even above that that

[1:31:31] campus approach. Um and then we have

[1:31:33] equity partnerships. Next slide, please.

[1:31:37] I just threw in a few examples. Um some

[1:31:39] of these are fairly urban. I don't think

[1:31:40] they would get the context of a summit

[1:31:43] um property. Um but I just wanted to

[1:31:46] show you, you know, kind of how

[1:31:48] creatively we have thought about

[1:31:49] partnerships in the past. So this is a

[1:31:52] Denver, Colorado property that I

[1:31:53] developed where we had a high need in

[1:31:55] this community for um early childhood

[1:31:58] education on the ground floor. It's an

[1:31:59] underserved community for that. So, we

[1:32:02] um built in five classrooms on the

[1:32:04] ground floor and then put 82 um family

[1:32:07] units on the um top five floors. Next

[1:32:11] slide, please. I want to um showcase

[1:32:13] this one because I think it's really

[1:32:14] pertinent to some of what I assume might

[1:32:17] be some of the goals here. Um we um just

[1:32:20] developed which is an educator focused

[1:32:22] housing. Typically, we have to avoid um

[1:32:26] discriminating and I use that in a

[1:32:28] positive sense towards housing just

[1:32:31] school staff. This was a really unique

[1:32:33] opportunity where we had a lot of local

[1:32:35] support. We partnered with five regional

[1:32:38] school districts to actually offer

[1:32:41] master lease and um targeted housing for

[1:32:44] their for their especially their

[1:32:46] entrylevel educator staff that were

[1:32:48] having um a really hard time finding

[1:32:50] that um housing stock in the market. So,

[1:32:54] we really did a lot of community

[1:32:55] involvement. It's really unique because

[1:32:57] it also offers a higher um income level

[1:33:00] that that a education staff might have,

[1:33:04] a teacher or um um just the school

[1:33:08] district staff may have. So, it really

[1:33:10] helped um frame the workforce housing of

[1:33:13] this. Next,

[1:33:16] back to what Rich um uh opened with. We

[1:33:19] are really excited to be working with

[1:33:20] the Y on a new um new development from

[1:33:23] the ground up in downtown Salt Lake.

[1:33:25] This one will be co-located with um the

[1:33:28] TBD um square footage. I know YMCA, but

[1:33:31] a really cool model where they're doing

[1:33:33] um some youth um achievement centers and

[1:33:36] other Y related um activity on the

[1:33:39] ground floor. And then we're stacking

[1:33:41] that with both attainable um housing

[1:33:43] that will really target a huge and large

[1:33:46] range of income um diversification at

[1:33:49] that for it. It'll also have 20 town

[1:33:53] home for sale town homes by the local

[1:33:55] Habitat uh for humanity consulting.

[1:34:00] Again, just some really quick ideas.

[1:34:02] nothing solid here and really just

[1:34:04] opening the hopefully what would be a

[1:34:07] future conversation um or thought

[1:34:09] exploration with you guys. Um so clearly

[1:34:12] you have land, you have a mission um we could look at different ways to phase

[1:34:18] and partner um if that was interest of

[1:34:20] you look at potential for a percentage

[1:34:23] set aside for PCSD teachers employees

[1:34:26] etc. Next slide.

[1:34:29] Um again just further I think this is in

[1:34:32] your packet. I'm not gonna read all this

[1:34:33] so I'll let um I think this is the next

[1:34:36] slide before I hand it over to you Rich.

[1:34:37] >> Okay perfect.

[1:34:39] >> Um thanks Jo. So when I was sitting

[1:34:44] thinking about the needs and really kind

[1:34:45] of what drove us drove this concept was

[1:34:49] we the YMCA has been operating a summer

[1:34:51] camp here in Park City for a number of

[1:34:53] years and the school district has been a

[1:34:56] great partner particularly the past few

[1:34:58] years in donating space to us um and

[1:35:02] subsidizing it at a low rate for us to

[1:35:05] be able to continue to operate summer

[1:35:07] camps. Um, I can circle back to that.

[1:35:10] But as we were listening to what the

[1:35:13] really the needs are of how can we

[1:35:16] provide more preschool youth services

[1:35:19] and affordable housing, it was like,

[1:35:21] well, the two of us should come together

[1:35:23] and bring this concept forward to the

[1:35:26] board and the school district to go, is

[1:35:28] this something that you guys would like

[1:35:30] to move forward with? So, uh, from the

[1:35:32] YMCA side, uh, if you want to advance to

[1:35:36] the next slide, um, who we are and what

[1:35:39] we're not, we're an organization. The

[1:35:41] YMCA has always been about nurturing

[1:35:43] potential for all kids, promoting

[1:35:46] healthy living, and fostering a sense of

[1:35:49] social responsibility. We're not just

[1:35:51] the gym and fitness center that most

[1:35:52] people think of when they think.

[1:35:56] >> Exactly. Cam.

[1:35:58] >> Who you are.

[1:35:59] >> Good. I know. Um, yeah. How many kids

[1:36:03] have How many of you sent your kids to

[1:36:06] Camp Roger Orville Hollow?

[1:36:08] >> Was there last week?

[1:36:09] >> Last week. Nice.

[1:36:11] >> Um, I hope they like the new bathrooms

[1:36:13] and showers we finally. I don't know if

[1:36:16] you know.

[1:36:17] >> Yeah. I noticed the the paints in the

[1:36:20] cabins as well.

[1:36:21] >> Yeah. Yeah. Um, so the Y has been around

[1:36:26] for a long time. In fact, Y USA YMCA of

[1:36:28] the USA is celebrating their 175th year

[1:36:30] this year. Um, the YMCA in Utah has been

[1:36:33] around before Utah was a state, 1893.

[1:36:36] Uh, Camp Roger in 48. We had a downtown

[1:36:39] facility in ' 63, which no longer

[1:36:41] exists. Uh we started we expanded into

[1:36:45] Ogden school district and a lot of our

[1:36:47] partnerships I have pretty much all our

[1:36:49] operations are with the school district

[1:36:51] and then we built two buildings on

[1:36:54] school district property granite and a

[1:36:56] school district. Um, we opened up summer

[1:36:59] day camp in 2015. And again, it's

[1:37:02] listening to the needs because those of

[1:37:04] you that have been around the community

[1:37:06] for a while, Park City kind of has a

[1:37:07] habit, a trend of offering day camps

[1:37:10] that are Monday through Wednesday, 10 to

[1:37:14] 2:00 p.m., which is great for that

[1:37:18] family that can afford that, but does

[1:37:20] not offer anything for all day for

[1:37:23] working families or single parent

[1:37:25] families or anything like that. So, and

[1:37:28] just so you like a little motivation, my

[1:37:30] kids were three and five at the time.

[1:37:33] They're now 15 and 12. Goes to school

[1:37:36] with Nick's son. Um,

[1:37:40] so,

[1:37:41] um, by the way, he had a my oldest had a

[1:37:43] great first year, first ninth grade

[1:37:45] class at the high school. He had a

[1:37:47] really good year this year. So, good

[1:37:48] job, Caleb.

[1:37:50] >> Um,

[1:37:52] so this is the scope. We're in Salt

[1:37:54] Lake, Ogden, Davis County. You guys are

[1:37:58] familiar familiar with our overnight

[1:37:59] camps. We do preschool, after school,

[1:38:02] teens day camp, and overnight camp and

[1:38:04] excursions and destinations.

[1:38:07] So, what brings us here and why we're

[1:38:09] here today? Um, next slide. So the

[1:38:16] living here and being part of the

[1:38:19] community early childhood education

[1:38:21] there's a lot of pressure still even

[1:38:23] with all the resources that are being

[1:38:24] put into it with PC tops and expansions

[1:38:28] of you guys have even expanded your

[1:38:31] preschool dramatically there's still

[1:38:33] more need after school programs teens

[1:38:37] there's still not enough to keep teens

[1:38:39] engaged in summer day game Um, also the

[1:38:44] other driving thing, which I don't think

[1:38:46] you know anything about since I'm just

[1:38:48] kidding because you're building tons of

[1:38:50] it right now. Um, athletic resources,

[1:38:53] sports and recreation amenities, and

[1:38:56] there's just not enough field space. I'm

[1:38:58] not quite sure what the plan is, the

[1:39:00] current full plan is, so maybe part of

[1:39:04] this presentation may not really be a

[1:39:07] full name. but then also the affordable

[1:39:10] attainable housing. I click one more

[1:39:11] time. So, working together with Mercy

[1:39:14] Housing and the YMCA of a concept of

[1:39:18] building um a facility that would

[1:39:21] address all of those needs and uh go

[1:39:25] forward. Is that oh uh the regional hub?

[1:39:28] So, this would build a youth center. So,

[1:39:32] enough classrooms for preschool

[1:39:34] community rooms, after school programs,

[1:39:37] potentially a teen teen room, and then

[1:39:40] the bigger thing that looks more like a

[1:39:41] barn is called an arnesium.

[1:39:44] And the reason I feel like this actually

[1:39:46] could be a viable opportunity is because

[1:39:48] my kids play club soccer and they've

[1:39:51] been playing in middle of January at

[1:39:53] 9:00 at night out at Quinn's Junction.

[1:39:56] And if you can play out there with with

[1:39:59] the wind blowing, um if you just put a

[1:40:02] shelter on, I think that would create

[1:40:03] year-round use for programming. And we

[1:40:05] can do a lot of different things under

[1:40:07] this. We can do full athletic uh sorry

[1:40:11] turf or it can be hardcore services. It

[1:40:13] can be half and half depending on how

[1:40:15] big of a need is. We can do like one of

[1:40:18] these of turf, one of these of um

[1:40:21] hardcore and then mini pitch soccer. Um,

[1:40:26] next slide please. Um, this is just more

[1:40:29] of helping visualize what it would be.

[1:40:31] So that

[1:40:33] continue back to the right. Sorry. Um,

[1:40:36] number two is like the youth center. One

[1:40:38] is the arnesium and then uh four and

[1:40:42] three are outdoor. Um, and then also a

[1:40:45] field component to this. Next slide. So

[1:40:49] just this is just more of what it could

[1:40:51] be. Sorry to get your board again. Um,

[1:40:54] keep going.

[1:40:56] Um,

[1:40:58] so you get the idea that of what this

[1:41:00] could be. And it doesn't even have to be

[1:41:02] this. It could be something that is

[1:41:04] under a bubble, but I think this would

[1:41:06] be better for year round programming

[1:41:08] where during the summer it's not hot or

[1:41:12] you don't have to take down the bubble.

[1:41:14] So, um, to wrap it up, uh, essentially,

[1:41:20] oh, these are some visuals of what it

[1:41:22] looks like because some YMCA's have been

[1:41:24] building these around the country.

[1:41:26] That's what the Arnesium kind of looks

[1:41:28] like and feels like in the middle and

[1:41:29] slide to the right. Next one.

[1:41:33] So, you guys have seen plenty of this.

[1:41:36] Uh, next.

[1:41:38] So, just the outdoor mini pitch soccer.

[1:41:41] So [clears throat] if there is an

[1:41:43] interest in moving forward with this, if

[1:41:45] this is something the district would

[1:41:46] like to be a partner in moving forward,

[1:41:49] what we would need to do on our end is

[1:41:50] do a formal community needs assessment.

[1:41:53] Really validate what our what does the

[1:41:55] community want and need. Do a market

[1:41:58] research study which is what help us go

[1:42:01] would we have enough people willing to

[1:42:03] come join and be paid and participate in

[1:42:07] this programming and make it so that we

[1:42:10] could sustain it.

[1:42:11] um because we're what we're asking for

[1:42:13] is the school district's land, but we're

[1:42:16] not asking for the school district to

[1:42:18] help pay for the capital or the

[1:42:20] operations of this. So, um and then a

[1:42:23] campaign feasibility. Um obviously if

[1:42:26] the athletic amenities needed to go

[1:42:29] where something we want to go forward.

[1:42:30] My main vision for this is getting all

[1:42:32] the key stakeholders who want extra

[1:42:36] field space and hardcourt space and see

[1:42:40] is this something we would want to

[1:42:41] partner with and help with the capital

[1:42:43] campaign because it would be yes owned

[1:42:46] and operated by the YMCA but the whole

[1:42:48] point of the YMCA is partnering with

[1:42:50] everyone in the community. So, parking

[1:42:52] soccer club, lacrosse, basketball, um

[1:42:55] any of those amenities that you want to

[1:42:57] use the these resources

[1:43:00] and have them be involved in it. So, um

[1:43:03] we have additional slides, but that's

[1:43:05] really the bulk of our presentation. So,

[1:43:08] are there questions or what are your guys thoughts about the

[1:43:13] potential of moving forward with

[1:43:14] something like this?

[1:43:18] » I'm excited. [laughter]

[1:43:21] How Alpha site that served multiple

[1:43:23] school districts start on school

[1:43:25] district land or was it another

[1:43:28] >> Ala? Is that

[1:43:29] >> okay? Yeah, it it was a school district

[1:43:32] site. Um but then they it kind of

[1:43:35] reverted to a city and then the city RFP

[1:43:38] it and one of the qualifications was

[1:43:40] like if you can live below Michigan. So

[1:43:44] we thought a little outside the bubble

[1:43:45] and did that.

[1:43:46] >> Nice. And so then they were able to

[1:43:47] serve all the districts in the area.

[1:43:49] >> Yeah.

[1:43:52] Um, I was just sorry I was being rude.

[1:43:55] Um, I had the county did a economic

[1:43:58] impact study a year a year and a half

[1:44:01] ago on affordable housing and perks

[1:44:04] available that I can share with you

[1:44:06] guys.

[1:44:06] >> Oh, that'd be great.

[1:44:07] >> Um, as I getting started with the

[1:44:09] community needs assessment. Well, and I,

[1:44:11] you know, just from my perception, we've

[1:44:14] had several of these district

[1:44:16] conversations and especially high cost

[1:44:19] markets where various teacher retention,

[1:44:22] staff retention issues based on housing

[1:44:24] criteria and or extremely long commute

[1:44:27] times etc. So, we really are seeing a

[1:44:30] mission in some of the high cost

[1:44:32] markets.

[1:44:37] I am interested in particular in deep

[1:44:39] restricted housing that's available for

[1:44:41] purchase not just rental properties

[1:44:43] >> and I think that's a really that's we

[1:44:45] like to stay in our lane but we

[1:44:47] understand and get that and we do um

[1:44:49] value those partnerships so I think in

[1:44:51] this particular case absolutely we would

[1:44:53] want to look and see how that

[1:44:54] partnership would line up

[1:44:56] >> we have habitat and mountains both I

[1:44:58] mean it's very warm

[1:45:02] >> what's your timeline in terms of

[1:45:06] getting started

[1:45:08] capital campaign.

[1:45:11] >> So I would say from my perspective, he

[1:45:14] he's the developer, so he knows much

[1:45:16] more about this, but from the YMCA side,

[1:45:19] it probably would take from the time you

[1:45:21] said yes and then we would do that

[1:45:25] feasibility research. That would

[1:45:27] probably take less than a year to get

[1:45:29] through all of that feasibility

[1:45:31] research. And then if that continues to

[1:45:33] move forward then it would just be the

[1:45:36] um construction timeline. So I would say

[1:45:40] three to five years.

[1:45:43] No I I mean I think on the housing could

[1:45:44] be a little quicker than that. Um we I

[1:45:47] think there's a good period of due

[1:45:49] diligence that has to happen with

[1:45:51] understanding what the site can do but

[1:45:53] there's obviously some topography on

[1:45:55] that site. So we need to figure out like

[1:45:57] how cut and fill works and how you can

[1:45:59] you know still have the natural

[1:46:01] topography but still use what you can on

[1:46:03] the site. Um I would say probably around

[1:46:05] the same a year a half of due diligence

[1:46:08] pre-development and then probably a year

[1:46:10] depending on if it's phased or if it's

[1:46:12] in partnership with the deed restricted

[1:46:15] um attainable housing what their timing

[1:46:16] is etc.

[1:46:19] But do you have an idea at this point?

[1:46:20] What portion of that bag will we use for

[1:46:22] this versus Keith?

[1:46:25] >> We haven't yet had that conversation. I

[1:46:27] think when we initially spoke, you guys

[1:46:29] anticipated about 10 acres of that was

[1:46:32] just ballparking. Yeah. So 10 to 55.

[1:46:38] » There's 55 acres. There's some slope

[1:46:40] this summer been over there. Probably

[1:46:43] the best part of the acreage is around

[1:46:45] the easement that would provide the

[1:46:47] sharks.

[1:46:48] >> [clears throat]

[1:46:48] >> a road that's kind of absolutely there

[1:46:50] already.

[1:46:53] >> Have the school district been in

[1:46:56] conversation with the folks trying to

[1:46:57] get some senior housing? I know that was

[1:47:00] identified as a huge need.

[1:47:02] >> No, we have not.

[1:47:03] >> I would also be very interested.

[1:47:05] >> Yeah. Incorporating seniors as well

[1:47:07] because they're just growing as

[1:47:09] >> there's a

[1:47:12] screen as we saw we a lot of senior a

[1:47:14] lot of families.

[1:47:16] a little bit as well.

[1:47:18] >> And speaking of the cut, those of you

[1:47:20] that have lived in other communities and

[1:47:22] been involved with the YMCA, you know,

[1:47:23] the YMCA really is for, you know, cradle

[1:47:26] the great really. So if seniors became a

[1:47:29] part of it, senior program, building in

[1:47:31] senior programming is also something

[1:47:35] great part of it. It's not what we

[1:47:37] currently do now, but wise around the

[1:47:38] country definitely

[1:47:41] have a lot of senior delivery.

[1:47:43] >> And I would say there's not necessarily

[1:47:45] a preschool need for ages 3 to four.

[1:47:47] There's more that zero to three child

[1:47:50] care need

[1:47:53] >> for sure. Um, from a business

[1:47:55] sustainability standpoint really though,

[1:47:57] you need to like

[1:48:00] you have to have the whole pipeline

[1:48:02] approved

[1:48:03] because if you just have people come and

[1:48:05] go like parents tend to choose like once

[1:48:07] they're in a place they kind of stay

[1:48:09] there unless they have to change. So,

[1:48:12] you know, and I love the changes you

[1:48:15] guys made because back when my kids were

[1:48:18] we wanted to send our kids to the school

[1:48:20] district, but because it was Monday

[1:48:22] through Thursday and ended at 3 and my

[1:48:24] wife and I both work, but like our hands

[1:48:28] were tied, so we just couldn't use the

[1:48:29] district. But you guys saw that problem.

[1:48:31] >> So, your early childhood centers are day

[1:48:33] zero to four.

[1:48:35] >> Uh, we could. Okay.

[1:48:37] >> Uh, currently we do two and up.

[1:48:42] because um anyway I won't get into each

[1:48:46] >> but yeah

[1:48:47] >> there's just a gap currently right yes

[1:48:49] >> you have lots of options for three four

[1:48:52] but zero to three

[1:48:54] >> not as you know many options you know

[1:48:59] >> I first came to a district with my

[1:49:00] oldest child who just graduated college

[1:49:03] kindergarten was a half day

[1:49:05] >> yeah I know I was lucky it started

[1:49:07] school day right when my kids came

[1:49:09] >> and I was like What? [laughter]

[1:49:12] >> Not bad.

[1:49:13] >> Yeah. So, just I mean, as you could see,

[1:49:16] that's like the need of like how can we

[1:49:18] make sure that families have places to keep their kids engaged,

[1:49:23] active, um, and then the housing issues.

[1:49:27] We all know that living in Park City

[1:49:29] definitely is not

[1:49:32] that attainable.

[1:49:35] So yeah, so I think if there was

[1:49:37] interest, you know, we would love to

[1:49:39] continue that conversation even as a

[1:49:40] thought partner, you know, like, hey,

[1:49:42] maybe it's not us ultimately that does

[1:49:44] it, but we would just love to stay

[1:49:47] there. So yeah, I think that was kind of

[1:49:48] the purpose of being in front of you

[1:49:50] guys. I know it's taking a lot,

[1:49:51] [clears throat]

[1:49:52] >> but yeah, or if you have, you know, we

[1:49:55] would love to know if there's timeline

[1:49:57] or other plans on, you know, the

[1:49:59] development of that part, etc.

[1:50:02] state of rest.

[1:50:03] >> Currently, there are no plans to develop

[1:50:05] that property.

[1:50:06] >> Okay. Okay.

[1:50:08] >> Yeah. So, keep us in mind if this is

[1:50:09] something like you're like, "Yes, we

[1:50:11] want to do something." um some of the

[1:50:13] other moving pieces because we were um

[1:50:16] the first time we were going to present

[1:50:17] was back in November but since November

[1:50:21] um you know uh Bas and Recreation has

[1:50:25] gotten a new executive director that has

[1:50:27] also made some decision changed

[1:50:29] decisions that they currently weren't

[1:50:31] doing that now they are moving

[1:50:33] potentially in a direction that may have

[1:50:35] some overlap here. So we'd have to

[1:50:38] figure out how that would fit into all

[1:50:39] of this. Um, it's definitely not a

[1:50:41] dealbreaker, but none of us want to like

[1:50:44] duplicate

[1:50:45] things that are already being done. And

[1:50:49] it's a lot harder to fund raise against

[1:50:50] somebody that goes to toworth

[1:50:53] fundraising

[1:50:55] [laughter]

[1:50:56] bonding. So,

[1:50:59] >> thank you. One more question. Yeah.

[1:51:01] >> YMCA. When you do early childhood

[1:51:03] development or education, do you always

[1:51:06] provide that or do you ever partner with

[1:51:08] other groups who provide it?

[1:51:10] >> We do that.

[1:51:11] >> Yeah. So, we Yeah, we have um

[1:51:16] two classroom two classrooms in Salt

[1:51:18] Lake and a number in Weaver Davis

[1:51:20] County. Um and we we are fully licensed

[1:51:26] childcare.

[1:51:28] Yeah.

[1:51:30] All right, so what you thought?

[1:51:34] >> I think we need to talk about

[1:51:37] what that might entail.

[1:51:45] » Sometimes typically what we do is like

[1:51:47] dealing between time like if that was

[1:51:51] something of interest. So like, hey,

[1:51:54] we're just setting this at a certain

[1:51:55] time to look further into this. No one's

[1:51:57] on the hunt for anything. It's just

[1:52:00] a package or something. They're very

[1:52:02] light agreements.

[1:52:06] » Sure.

[1:52:06] >> It sounds like you have to internally

[1:52:09] understand that larger strategic uh

[1:52:13] things.

[1:52:14] >> Sure.

[1:52:15] >> Very much appreciate your consideration

[1:52:16] and

[1:52:18] economic impact.

[1:52:19] >> That would be great. That'd be great. Um

[1:52:21] and I did not put my contact up there,

[1:52:23] but if I give it to you, could you?

[1:52:25] >> Yeah, I can circulate it.

[1:52:26] >> Perfect. So if any questions or other

[1:52:29] comments

[1:52:33] are about the Y and about the regional

[1:52:35] hub concept. Um so

[1:52:39] >> and also I'd be remiss if I didn't say

[1:52:42] thank you very much for partnering with

[1:52:44] us. Currently we're using Trailside

[1:52:46] Elementary for our day camp. That's also

[1:52:49] one of the motivations for this is so we

[1:52:51] have a permanent home for day camp. But

[1:52:53] I really appreciate the school district

[1:52:55] continuing to work with us, let us

[1:52:58] operate, etc. Thank you.

[1:52:59] >> Thank you.

[1:53:04] » All right. Next up, we got JD.

[1:53:08] >> I'm gonna set.

[1:53:12] >> How's 4, baby?

[1:53:14] >> What's up?

[1:53:14] >> How's going?

[1:53:16] >> Uh, I'm missing tonight, but that's

[1:53:17] okay. They're in good hands. So,

[1:53:20] actually, we're getting bumped. I think

[1:53:21] you guys have your bus drivers or

[1:53:23] something going on at Jeremy Ranch.

[1:53:25] What's the thing they do over there?

[1:53:26] >> Yeah, it's a transportation bumper.

[1:53:28] >> Yeah, they rented part of the facility

[1:53:30] where we do our 4 at. So, they they're

[1:53:33] kind of bumping us anyways a little bit.

[1:53:34] So, all right. Uh let's I said I'm

[1:53:40] starting to treasure. Okay.

[1:53:43] >> No, that's good. No, let's go. We have

[1:53:45] two slides. [laughter]

[1:53:47] >> We could just

[1:53:49] >> Excuse me. So, I don't have any

[1:53:51] pictures, but I'd welcome anybody that

[1:53:53] wants to come take a tour. I'm happy to

[1:53:55] walk them through things. We're

[1:53:57] approaching about the 65 to 70% range of

[1:54:00] being completed. So, um there are just

[1:54:03] the end pieces here that are happening.

[1:54:05] The probably the biggest at treasure

[1:54:07] would be the tennis courts, but we'll

[1:54:09] get into that here shortly. So, you

[1:54:12] know, the dewatering's done, the tanks

[1:54:14] are off the field. We've got the turf

[1:54:16] there for the softball, but the turf

[1:54:18] company wants to do the soccer and the

[1:54:20] baseball fields at the same time. So,

[1:54:22] their schedule tentatively sometime in

[1:54:25] July is kind of how their schedule

[1:54:27] rolls. They're very busy. So, but we're

[1:54:30] on their list. And so, they're telling

[1:54:32] me sometime in July. My guess would be

[1:54:35] the end of July. That's how that usually

[1:54:36] works, right? So, but they're ready. The

[1:54:39] only thing that is not ready in the

[1:54:41] soccer fields is the final little the

[1:54:43] fine lift that goes in and then

[1:54:45] obviously the shop pad, but they're

[1:54:46] pouring the wall that goes around it,

[1:54:48] which is what the turf attaches to. Uh,

[1:54:51] and then there's the fencing that goes

[1:54:53] on top of the concrete around that as

[1:54:55] well. So, they're doing that, but there

[1:54:57] you don't see a lot of work there

[1:54:58] because they're there. They're subgrade

[1:55:00] right now. Uh currently all the excess

[1:55:03] soil on site is being moved to the

[1:55:05] landscaping areas and being shaped

[1:55:07] around the baseball and softball fields.

[1:55:09] So that big pile of soil that you've

[1:55:11] seen there I would say is 75%

[1:55:15] >> and put in place there. Um I would

[1:55:18] anticipate by the end of next week we're

[1:55:19] already

[1:55:21] so which is a big that's that is big

[1:55:23] milestone for that site. Right. Um the

[1:55:26] support building is about 50% up right

[1:55:29] now. They they've done the one side up

[1:55:31] almost to the top out. They're pouring

[1:55:34] the slab in there tomorrow. So, they

[1:55:36] left the one wall down. You can kind of

[1:55:38] see from the road, but you can see it's

[1:55:39] kind of offset a little bit, but that'll

[1:55:41] go pretty quick once they pour that.

[1:55:43] They're pouring that tomorrow. The

[1:55:45] parking lot is rom tomorrow and the

[1:55:48] restroom is we just finished the

[1:55:50] asbestous survey yesterday and so it's

[1:55:53] 10day notices filed. So, it'll be coming

[1:55:55] down probably in the next probably next

[1:55:57] week, I would say. uh when they knock

[1:55:59] that down. So, they're pouring all the

[1:56:01] sight concrete around the press box,

[1:56:04] concessions, the team rooms. So, all

[1:56:06] that sight concrete's going down now.

[1:56:08] They've got everything done to the west

[1:56:11] side of that press box. Um the batting

[1:56:14] cages will be going in as soon as we're

[1:56:16] done finish moving the dirt there. Uh

[1:56:18] and those are not on concrete, so

[1:56:20] they're on a substrate base. So, and we

[1:56:22] have all that there. Um, and then we

[1:56:25] have some big utilities tie-ins in that

[1:56:27] parking lot. Uh, and so they'll roto

[1:56:29] mill that and then start those

[1:56:31] utilities. And then we have a big tiein

[1:56:33] in commtop by the bus by the bus stop

[1:56:35] there. And that that'll be happening.

[1:56:37] So, um, schedule for the tennis courts

[1:56:41] is still on for the middle of July. Once

[1:56:43] that materials moved, we'll grade that

[1:56:45] out and get those that subgrade brought

[1:56:47] up. Um, the bleachers are coming in

[1:56:50] July. Bleachers are coming for both

[1:56:52] projects, right? So for the soccer

[1:56:54] fields, for the baseball, softball,

[1:56:56] everything, tennis, everything over at

[1:56:59] Doure as well. They're all shipping in

[1:57:01] July. Those guys are just going to hop

[1:57:02] between the bull projects and get those

[1:57:04] in. Um we're doing light pulls right now

[1:57:08] around the soccer fields and then we'll

[1:57:10] hop over to the tennis tennis courts.

[1:57:12] That finishes it out and then get new

[1:57:14] lights in the parking lot as well. Um

[1:57:18] I think that's pretty much it for over

[1:57:20] there. We've got most of the site

[1:57:22] utilities in. Like I said, we're working

[1:57:24] on the gas that's coming in in the next

[1:57:26] week or two, but we're doing those water

[1:57:28] tieins and the power and that's that's

[1:57:30] pretty much there. I would say that

[1:57:33] again what's probably behind schedule at

[1:57:35] Treasures the tennis courts, right? He

[1:57:38] gets them formed up board in July. They

[1:57:40] have a 30-day cure time and then then

[1:57:42] the surfacing. So, we'll see how that

[1:57:44] all kind of shakes out. But as far as

[1:57:46] soccer, baseball, everything else should

[1:57:48] be finished, I would say, by middle of

[1:57:51] August somewhere in there. So, it's

[1:57:53] looking great.

[1:57:54] >> What's [clears throat] in the support

[1:57:55] building?

[1:57:56] >> So, sport's got a whole bunch of

[1:57:57] bathrooms and changing rooms. So, it

[1:57:59] kind of supports both the soccer and the

[1:58:02] tennis courts. So,

[1:58:03] >> that different than a walk room. So,

[1:58:05] they're just for those baseball and the

[1:58:07] >> That's right. They have team rooms for

[1:58:09] the baseball and softball for home and

[1:58:11] visitor side where the teams can go in.

[1:58:13] They have a little bathroom in there.

[1:58:14] has benches and stuff like that.

[1:58:16] >> And is it public office?

[1:58:18] >> I you know I I guess that would be up to

[1:58:20] you guys. I don't Nobody's ever talked

[1:58:22] about whether the team rooms would be

[1:58:24] public. The support building I would

[1:58:26] think if

[1:58:27] >> the support building like where's the

[1:58:28] restrooms for people that come here?

[1:58:30] >> Okay. So off the concessions building

[1:58:32] that see that it's kind of hard to see

[1:58:34] the print there, but there's all

[1:58:35] bathrooms right there.

[1:58:36] >> Okay. So that's for the public.

[1:58:38] >> Yeah, that's all those are all bathrooms

[1:58:39] right there for the public. So, if

[1:58:41] you're watching the baseball game,

[1:58:42] softball, you'd go there. Soccer, you

[1:58:45] may want to walk across to the support

[1:58:46] building or

[1:58:48] >> it'll be a substantial upgrade from what

[1:58:50] our public is used to do on that side.

[1:58:52] >> Yeah.

[1:58:52] >> And then there's a fence around the

[1:58:54] whole thing.

[1:58:55] >> The whole thing. Yeah.

[1:58:56] >> Yeah.

[1:58:57] >> But not individually. Is it individually

[1:59:00] on inside also?

[1:59:01] >> Yes. So, the soccer fields are

[1:59:03] individually split by the concrete wall

[1:59:05] you see kind of going down the middle

[1:59:06] there. And those you can set on those

[1:59:07] steps. That's what they're there for.

[1:59:09] And then there is two sets of bleachers.

[1:59:11] There's a press box that goes in the

[1:59:13] middle of that, right? But it's made so

[1:59:15] you set and watch the north field or you

[1:59:17] set and watch the south field. But they

[1:59:19] all have an individual fence. It's there

[1:59:21] for safety as well, right? So if they

[1:59:24] there's a net that goes along that as

[1:59:25] well. But yeah, those are individually

[1:59:27] fenced. Obviously the baseball field is,

[1:59:29] the softball field is, and then the

[1:59:31] tennis courts are fenced in groups of

[1:59:34] four.

[1:59:35] >> And is that red part the fence? The red

[1:59:38] part is kind of the boundary of the work

[1:59:40] we're doing, which is really that wooden

[1:59:43] fence, that existing fence there that

[1:59:45] kind of separates that north 40 from

[1:59:46] there. That's kind of what we always use

[1:59:48] as the boundary line. And that's what

[1:59:50] you're seeing with that red line right

[1:59:51] there.

[1:59:52] >> So that's the existing fence. So

[1:59:56] >> what about the wetlands that are on the

[1:59:58] other side of the other side of that?

[2:00:00] >> They are on the other side of that.

[2:00:02] Yeah, exactly.

[2:00:03] >> Yeah. So

[2:00:06] that's always been the boundary line

[2:00:08] when we went got the core on the

[2:00:10] wetlands there. That's what we used as

[2:00:12] our stop for construction. So

[2:00:17] >> thanks.

[2:00:17] >> Yeah,

[2:00:18] >> J. I know we delayed the parking lot.

[2:00:21] When do you anticipate that being at

[2:00:24] full completion?

[2:00:25] >> It should be ready for school, start of

[2:00:27] school. Um they I don't I all they're

[2:00:31] doing really is roto milling that up.

[2:00:33] They're putting the utilities in and

[2:00:35] then they are redoing the sub rate and

[2:00:37] then it's just painting, right? So I I

[2:00:39] fully expect it to be ready for sure and

[2:00:41] they know that as well too. Obviously

[2:00:43] goes on.

[2:00:45] >> Yep. Um like I said, if anything, it'd

[2:00:47] be the tennis courts be a little slow.

[2:00:50] So

[2:00:56] » uh and we I think anything else treasure

[2:00:59] we'll move on to.

[2:01:00] >> We'll be playing sports. Yes.

[2:01:04] >> In August.

[2:01:05] >> Yes. No question about that. Um they're

[2:01:09] a couple weeks.

[2:01:10] >> It be August. I don't know when in

[2:01:12] August, but if they come at the end of

[2:01:14] July, Hold on. Hold on.

[2:01:17] >> If they come at the end of July, you're two weeks probably of them laying

[2:01:20] the turf, right? And getting everything

[2:01:22] in there. But they won't commit to a

[2:01:24] date. Uh and I can't push them any

[2:01:26] harder than I've pushed them, right?

[2:01:27] Because they're so busy. So

[2:01:32] Do you have a grand opening date?

[2:01:35] >> August 1st.

[2:01:36] >> August.

[2:01:39] » Nick's gonna throw out the first pitch.

[2:01:40] >> Yeah. Very happy.

[2:01:42] >> Okay. Uh on to those.

[2:01:48] >> I'll be honest. I am nervous about

[2:01:50] >> Everybody is. I just had a conversation

[2:01:52] with Caleb. He's nervous, too. I

[2:01:54] >> So record it.

[2:01:57] I've been I I've done this a long time

[2:02:00] and it I I feel good actually. I feel

[2:02:02] really good about what's going on. So

[2:02:04] now obviously there's things that aren't

[2:02:06] in my control but but uh Doer is doing

[2:02:09] very well, right? They are currently

[2:02:11] grading the track out right now. They're

[2:02:13] forming it next week and they're pouring

[2:02:15] that in one shot. The real issue with

[2:02:18] the track is we have to be completely

[2:02:20] off of it and we still have things

[2:02:22] coming in that we have to unload. Like

[2:02:24] today they were mounting the AV system

[2:02:27] upgrade at the south end zone for on top

[2:02:30] of or right next to the scoreboard. So

[2:02:33] they had to have access in there today.

[2:02:35] We had a bunch of dirt or sand delivery

[2:02:37] today. So there's just a few things. But

[2:02:40] as of next week they're going to start

[2:02:41] forming that and then when they get

[2:02:43] ready they're pouring it in one shot. So

[2:02:44] they'll pour the whole thing. It

[2:02:46] probably'll take them I don't know how

[2:02:47] long they're estimating it's going to

[2:02:49] take but they're going to pour it all

[2:02:50] over. So, uh, and he has a date for that

[2:02:55] of

[2:03:00] » he is, um, end of June. He's saying he's

[2:03:04] going to be done for that. So, that's

[2:03:07] what he's telling.

[2:03:08] >> Looks like a lot of heavy machinery is

[2:03:10] still going to be needed around.

[2:03:11] >> Well, the good thing about the truck was

[2:03:13] is that most of the substrate was there,

[2:03:14] right? So, it was just clean up at this

[2:03:16] point. And then we had a couple soft

[2:03:17] spots we've already corrected and and so

[2:03:20] I feel pretty good about that. He had he

[2:03:22] had a pretty good layout today when I

[2:03:23] was there. The east the west side um uh

[2:03:31] home bleachers are just about complete

[2:03:33] inside. They've got one wall left to

[2:03:35] pour that they'll pour next week, but

[2:03:36] the pre-cast is coming next week and

[2:03:38] they are setting that next week. So,

[2:03:40] we're doing that from the east side.

[2:03:43] crane will be there in that green

[2:03:45] triangle space and then we're going to

[2:03:47] lift from the church parking lot and set

[2:03:49] all the pre-cast. So that will be done.

[2:03:53] The south end zone sidewalk and wall is

[2:03:56] done and tied in. They're working on the

[2:03:58] north one. I'd say they're about 75%

[2:04:00] done with that one. The buildings on the

[2:04:04] east side are um the tiles going in, the

[2:04:08] ceilings are done, all the fixtures are

[2:04:10] in, they're painted. Um they're saying

[2:04:13] they'll be delivered by the end or the

[2:04:15] middle of July and they uh the steel

[2:04:18] production is in production from canopy

[2:04:20] right now. So uh once the steel gets

[2:04:23] here that'll work fairly quickly as

[2:04:24] well. So um doers uh all of the site

[2:04:29] utilities are still going in. We

[2:04:32] actually came up with a better plan that

[2:04:34] keeps us out of Lucky John for the water

[2:04:35] tie in. So that seems to be penciling

[2:04:39] out right now. And so we're not going to

[2:04:40] affect lucky John at all with that water

[2:04:42] t like I I mentioned last time. So we're

[2:04:45] going to come across that uh north end

[2:04:47] of the trap. So I think that's a good we

[2:04:50] come up with a good solution there.

[2:04:51] Again, the bleachers coming in the

[2:04:53] middle of July. Um I do not see any

[2:04:56] issues with Doure. We have the turf

[2:04:59] scheduled to tack back to the track uh

[2:05:02] the end of July. So, uh, I think we're in pretty good shape there. So, I

[2:05:08] know it looks rough,

[2:05:10] but

[2:05:11] >> August 28th.

[2:05:12] >> Yeah. And like I said, I'm happy with

[2:05:15] anybody. August 28 moved already. So,

[2:05:18] >> Oh, that's the first time football.

[2:05:19] >> Yeah. No, I know that I'm not worried

[2:05:21] about the football game at all. If

[2:05:22] anything that wouldn't be done would be

[2:05:24] the striping. He told me it take a week

[2:05:26] to stripe it, but they want an extra

[2:05:28] time. So uh you have the curve time

[2:05:31] which would be all of July. So he would

[2:05:34] be he would theoretically and and if

[2:05:36] everything falls into place he would be

[2:05:37] doing that surfacing the first part of

[2:05:40] August. So yeah no I'm aware of the date

[2:05:45] Kaylin's buying me a hot dog. Did you

[2:05:46] forget about that? [laughter]

[2:05:48] So anyways but that's that's a doer. So

[2:05:51] I feel pretty good there. So, but like I

[2:05:53] said, if anybody wants to come walk, I'm

[2:05:55] happy to walk you through and show them

[2:05:57] the progress and everything else. I know

[2:05:59] it's hard to see from kind of the

[2:06:01] outside looking in, but it I would feel

[2:06:03] good about what's going

[2:06:06] >> to be

[2:06:08] come over. I'll walk you through

[2:06:26] I I know I just got my phone out and

[2:06:29] hold is a pretty good photographer. It

[2:06:30] turns out

[2:06:34] excited to share a couple of

[2:06:35] accomplishments. I talked a lot about

[2:06:36] some of these in my commencement

[2:06:39] presentation of graduates, but I thought

[2:06:41] superintendent asked me to give you a

[2:06:43] little bit more detail and go a little

[2:06:44] bit deeper. I mentioned 24.5 ACT score,

[2:06:47] which uh I'm not aware of a class with a

[2:06:49] higher average. Um it actually is likely

[2:06:52] a little bit higher than that. That's

[2:06:53] their junior year performance. Seniors

[2:06:55] that retake it typically perform even

[2:06:57] higher because they're like trying to

[2:06:58] get those high achieving. But the way

[2:07:00] ACT breaks it down, I cannot uh

[2:07:02] guarantee an average, so I have to go

[2:07:04] with the lowest. Um through 2025, they

[2:07:07] passed 1,114 tests. We don't know 2026

[2:07:10] until July. A safe estimate would be 450

[2:07:14] tests. Um, and if that's the case,

[2:07:16] that's conservatively 4,692

[2:07:20] college credits are earned through AP

[2:07:21] alone. That's incredible. Um, that that

[2:07:23] is I don't believe there's another

[2:07:25] school in the state uh reaching those

[2:07:26] numbers. We're the only platinum public

[2:07:28] school in AP and continues to be

[2:07:30] incredible. 16 Sterling Scholars. Um, I

[2:07:33] was at the Sterling Star presentations.

[2:07:35] These are just worldclass uh students.

[2:07:38] Uh, and it was a lot of fun to watch

[2:07:40] them compete uh against their fellow

[2:07:42] schools. They actually go to a

[2:07:43] competition compete against other

[2:07:45] Sterling scholars of other schools. So

[2:07:47] there's subject area Sterling scholars,

[2:07:48] there's a general, there's math, there's

[2:07:50] uh CTE, there's musical uh vocal, all

[2:07:54] about all these sterling scholars. It's

[2:07:56] a lot of fun to see. We have multiple

[2:07:58] full-on winners, but all of them were

[2:07:59] honored. Uh seven national merit

[2:08:01] scholars are finalists um including one

[2:08:04] of the top award winners, Parker. Just a

[2:08:07] phenomenal young man to do that with

[2:08:09] concurrent enrollment. um they do not

[2:08:12] break down the concurrent enrollment

[2:08:14] credits by grade, but if you estimate

[2:08:16] their share throughout the course of the

[2:08:18] four years, a conservative estimation is

[2:08:21] 4,000 concurrent enrollment credits. Um

[2:08:24] I remember when Lindsay brought this

[2:08:25] program to the high school. Um and you

[2:08:28] know, where were we 15 years ago when we

[2:08:31] were chipping away at this? Hundreds.

[2:08:32] >> Yeah. Hundreds to now to now where we're

[2:08:35] almost earning as many concurrent

[2:08:37] enrollment credits as AP. And what I

[2:08:39] love about that is our kids have

[2:08:41] options, right? It's not one is not

[2:08:44] superior to the other. It's really about

[2:08:45] their path. So when we talk about every

[2:08:47] path is possible, the fact that we can

[2:08:49] offer the best AP program in the state,

[2:08:52] better in my opinion than any private

[2:08:54] school, let alone public school and a

[2:08:55] concurrent enrollment program that there

[2:08:57] are programs that offer more credits

[2:08:58] than we do. But that amount of variety

[2:09:00] is uh is incredible. I'm not aware of a

[2:09:03] class that's earned more credits between

[2:09:04] the two, though. This was a very

[2:09:05] impressive academic class. Um, extra

[2:09:08] quick, our six state champions, uh, we

[2:09:11] started with girls cross country, uh,

[2:09:13] that was followed by, uh, girls

[2:09:14] swimming, uh, at BYU, that was a super

[2:09:16] fun. Our boys team lost by 02 seconds in

[2:09:20] the final relay. It was heartbreaking,

[2:09:22] but they're a young group of boys and

[2:09:23] look out for them next year. And our

[2:09:25] girls team with coach is on on pace for

[2:09:28] a potential repeat as well. Hockey. Our

[2:09:30] boys hockey team won. that is a club

[2:09:31] sport, so it doesn't count uh for UHSA,

[2:09:35] but we very much are proud of our boys,

[2:09:36] and that's one of our six. Uh and then

[2:09:38] girls golf won the first ever. This was

[2:09:41] a final to remember. Um they were

[2:09:43] announced the winner. We were down

[2:09:45] there. I was on the green celebrating

[2:09:46] with the girls and I had to run to state

[2:09:49] region track. I left. I'm 15 minutes in

[2:09:52] the car and all of a sudden George

[2:09:53] Murphy, our head coach and assistant

[2:09:54] [clears throat] principal is calling and they say, "Hey, Kate Champ." And he

[2:09:58] says, "They messed up.

[2:10:00] We didn't win. We're going to overtime.

[2:10:02] And this is like after and I was like,

[2:10:04] you're kidding. And and I'm in the car

[2:10:07] driving away, but needless to say, they

[2:10:08] went into overtime after that level of

[2:10:10] emotion. Still won their first ever. So

[2:10:12] they won, they tied, and then they won

[2:10:15] again. Girls lacrosse and boys lacrosse,

[2:10:17] which have been some of our most premier

[2:10:20] programs. If you go to the next slide,

[2:10:22] highlight uh some of the community

[2:10:23] involvement. This is something I didn't

[2:10:25] get to touch on. So we generate this

[2:10:27] data from an end ofear survey that all

[2:10:29] the seniors take. Most of this data is

[2:10:30] survey based. So note that it is as

[2:10:33] reliable as the kids are honest. They're

[2:10:34] pretty honest though. Um but uh 60% uh

[2:10:38] participated in JV or varsity sports,

[2:10:40] even more if you consider all levels.

[2:10:42] 33% participated in athletic club or

[2:10:45] sport outside of school. 12% were in our

[2:10:47] musical programs. 15% were members of

[2:10:50] National Honor Society. 44% engaged in

[2:10:53] community service or volunteer service.

[2:10:55] and 73% had a part-time job during high

[2:10:57] school. And I think people don't realize

[2:10:59] how busy our students are. Um, but it is

[2:11:01] worth noting that even in a highly

[2:11:02] affluent community, many of our students

[2:11:04] are working um for various reasons, but

[2:11:07] 73% had a job, a formal job for part of

[2:11:11] their time. So, a lot of community

[2:11:13] involvement in this class. We go to the

[2:11:14] next slide. Um, I talked a little bit

[2:11:16] about this, but I wanted to break it

[2:11:18] down further for you. Life after high

[2:11:19] school. So, 79 almost 80% of our

[2:11:21] students are planning and going to

[2:11:22] four-year universities. 5% go to two are

[2:11:25] planning on a two-year college and 4%

[2:11:27] are doing a trade school or

[2:11:28] apprenticeship style program. I

[2:11:30] mentioned this is at 109 universities or

[2:11:33] colleges, 36 states, five countries

[2:11:35] including the US. Um we have four

[2:11:37] students going uh directly into the

[2:11:40] military and then a little bit more of a

[2:11:42] breakdown on our first generation

[2:11:44] students. Um you can see uh that uh 54%

[2:11:47] are attending a four-year college, 17%

[2:11:49] two year 3% will be attending trade

[2:11:52] school or internship. This is just an

[2:11:53] incredible number. I think of our bright

[2:11:55] futures program, the foundations

[2:11:57] involvement. I think of our dream creek

[2:11:58] program. You have to give a shout out to

[2:12:00] Melmouth at Anna Williams, Nan Sykes,

[2:12:02] our MLL teachers. This doesn't happen

[2:12:04] with those types of people. Jake Jober,

[2:12:05] our Latino and action adviser, Dr. Job.

[2:12:08] This doesn't happen without those

[2:12:09] investments uh and those kiddos opening

[2:12:11] doors. Pepper Elliott taking kids on

[2:12:14] college tours because when you're first

[2:12:15] gen, just the exposure to college and

[2:12:18] like figuring out the system is such an

[2:12:20] intimidation. So, um, uh, that's that's

[2:12:23] incredible. And, uh, scholarships being

[2:12:26] put to use is something reported this

[2:12:27] year. It's slightly different than what

[2:12:28] we've done in the past, but, um, uh,

[2:12:31] scholarships earned is one thing, but

[2:12:33] sometimes we have kids that earn

[2:12:35] scholarships to four different schools,

[2:12:37] and you only used one of them. Um so in

[2:12:39] the past uh this if it was scholarships

[2:12:42] earned I don't have the exact number

[2:12:43] calculated but it's approximately 2.5

[2:12:45] times that number pushing 18 million but

[2:12:47] scholarships but that's not all being

[2:12:49] put to use again because a lot of school

[2:12:50] kids earn a lot of scholarships and uh

[2:12:52] don't use that. This is not like grants

[2:12:54] from the government etc. This is pure

[2:12:56] scholarships. So uh think community

[2:12:58] scholarships, think general scholarships

[2:13:00] that are available to students and then

[2:13:02] school-based scholarships or athletic or

[2:13:04] academic scholarships. So, uh, just

[2:13:07] incredible $7 million. Um, before we go

[2:13:10] on, I think that one thing that we did

[2:13:11] in the survey, and I only have five

[2:13:13] minutes, so I'll wrap this up pretty

[2:13:14] quickly. Um, we added a couple

[2:13:16] questions. Um, one was, uh, what was the

[2:13:19] most impactful or memorable part of high

[2:13:21] school? We wanted to get some

[2:13:22] qualitative data on that. And, um, 60%

[2:13:26] of the students said it was athletics.

[2:13:28] It was by far and away the number one.

[2:13:30] If you add performing fine arts like

[2:13:32] band and theater, you get over 80%. And

[2:13:34] I think the message there is what you're

[2:13:37] doing and how you're investing in these

[2:13:39] projects is money well spent because

[2:13:41] it's expanding access to the most

[2:13:44] impactful part of students. And as we

[2:13:46] consider phase three to me when you

[2:13:48] think of 80% of our students are saying

[2:13:50] and and that encompasses performing fine

[2:13:52] arts when and if that ever becomes that

[2:13:55] is where kids are saying this was the

[2:13:57] most impactful part of my life. So it's

[2:13:59] money well spent when you continue to

[2:14:00] invest in those areas. Um and then the last question we did and I was

[2:14:05] expecting different answers uh and I

[2:14:07] hope to someday get this answers is we

[2:14:10] did a question uh a sentence starter u

[2:14:12] which is a basic strategy but it was

[2:14:14] dear admin or teacher or counselor or

[2:14:17] coach etc. I wish you would have known

[2:14:20] and blank and I wanted feedback on like

[2:14:23] what what are we missing? Um and we did

[2:14:26] get a few comments on yonder pouches but

[2:14:28] they're not fun. that was okay with me.

[2:14:30] But what I wasn't expecting um and was

[2:14:33] really fun is the amount of named

[2:14:35] teachers and counselors that changed

[2:14:37] their lives. And I knew it existed, but

[2:14:39] I was thinking they were going to give

[2:14:40] us feedback on things to improve. But

[2:14:42] the last message seniors wanted to say

[2:14:44] to us by name was, "Dear teacher," and I

[2:14:47] was able to go and read these quotes to

[2:14:49] teachers. Because I wasn't expecting it,

[2:14:50] but I went around and started saying, "I

[2:14:52] want you to hear what a kid said about

[2:14:53] you. Um you changed my life. You're the

[2:14:56] reason I'm doing what I'm doing. That's

[2:14:58] the last word. It wasn't advice on how

[2:15:00] to improve, which was kind of the

[2:15:02] intention of my thought is what what how

[2:15:04] can we improve. It was the relationship

[2:15:06] changed my life, which we know, but it

[2:15:09] was really fun to get a surprise that

[2:15:11] they focused on a relationship ending

[2:15:13] because that's how powerful it was over

[2:15:15] the opportunity to say, "I wish you

[2:15:18] would do better here." Um, and the vast

[2:15:20] majority of the comments were

[2:15:22] [clears throat]

[2:15:22] individual teachers, counselors, coaches

[2:15:25] getting called out by name for making an

[2:15:27] impact in their life rather than here's

[2:15:29] how you improve outside of a few give

[2:15:32] complaints and so wasn't up for debate.

[2:15:36] Uh, but it was a great class and those

[2:15:38] are the highlights I wanted to share

[2:15:40] with you. Any questions about the class

[2:15:42] that we didn't address?

[2:15:44] >> Are you going to surpass?

[2:15:48] Do you feels really good?

[2:15:51] >> But it's not Deer Valley.

[2:15:54] >> It's not Deer Valley. I requested a

[2:15:55] graduation line item with a budget.

[2:15:57] Maybe we could keep doing Deer Valley.

[2:15:58] No, we Deer Valley happened because of

[2:16:00] bad snow. And uh I'm glad that this

[2:16:03] class who got so disrupted by so many

[2:16:05] things gets that unique memory. Doure is

[2:16:08] special. Uh and if we go back to Doure,

[2:16:10] which is the intention, these kids

[2:16:12] aren't suffering in Doure. It is a

[2:16:14] beautiful facility. We have a new AV

[2:16:15] system coming in that we don't even have

[2:16:17] to rent a whole AV system moving

[2:16:19] forward.

[2:16:22] » Our neighbors might

[2:16:25] >> that will be the next

[2:16:28] results are all are so astounding. What

[2:16:31] can we do to maximize and and what are

[2:16:35] the opportunities that we may have we

[2:16:37] getting out to the various community

[2:16:40] leaders groups? I have an idea how

[2:16:42] different we are and this is what we're

[2:16:45] producing. This is amazing.

[2:16:48] >> Well, our community is remarkable. Um I

[2:16:50] hope it's super affirming for you all as

[2:16:51] a board for our superintendent, right?

[2:16:53] Your leadership, right? You're

[2:16:54] stewarding our money and our resources.

[2:16:55] Well, this doesn't happen by accident.

[2:16:57] It starts with a board who stewards

[2:16:59] money well, develops good policy,

[2:17:01] positive leadership, the trick

[2:17:02] management. Our teachers are our secret

[2:17:04] sauce. Um they're really good. in our

[2:17:07] community. I mean, we've put a we've had

[2:17:09] success for a long time. Um, but but is

[2:17:12] this

[2:17:12] >> this is extraordinary.

[2:17:14] >> Yes, I I agree. Um, and I think we just

[2:17:16] have to continue to to talk about what

[2:17:18] we do and and then um it's hard in the

[2:17:21] grind of the year and we challenge our

[2:17:22] teachers and I I challenge myself.

[2:17:24] Unfortunately,

[2:17:26] there are still people that don't have a

[2:17:27] positive experience in varsity church,

[2:17:29] right? And that is what that is why we

[2:17:32] have to just continue an iteration cycle

[2:17:35] of improvement and we have to continue

[2:17:37] to look to make tweaks. But the good

[2:17:38] news is we don't have to like start from

[2:17:41] scratch in our system. I would no one's

[2:17:43] asked us to do that and that's probably

[2:17:45] that would be foolish. But we can't be

[2:17:48] satisfied with these results. Um we just

[2:17:51] got to continue to tweak instructional

[2:17:53] tweaks PCBL personalized confidence

[2:17:56] based learning. How can we give those

[2:17:57] little tweaks and connect with one more

[2:17:59] kid? We're definitely at the one more

[2:18:00] kids stage though where it's like our

[2:18:02] goal is to grab one more. Um we're not like scooping up huge buckets

[2:18:06] because we don't have buckets kids to

[2:18:08] scoop up but we do have kids that are

[2:18:09] falling through cracks still. Um you

[2:18:12] know

[2:18:12] >> we still have demographic achievement.

[2:18:14] >> Yes, we absolutely do. Absolutely do. So

[2:18:17] those are you know we're not

[2:18:18] >> we're not we're not done but but yeah I don't lose sleep over this. This data

[2:18:24] puts you in sleep and actually with a

[2:18:26] smile and you're not devastated by this.

[2:18:28] Most most principles would love to come

[2:18:30] present to the board this

[2:18:33] >> you can use these as talking points for

[2:18:36] those families who reside within our

[2:18:37] boundaries that are choosing Friday

[2:18:39] schools

[2:18:40] >> um or charter schools or other entities

[2:18:43] to educate their child.

[2:18:48] » Well, congratulations.

[2:18:49] >> Thank you.

[2:18:50] >> Congratulations. Everyone should be

[2:18:51] affirmed. Everyone should feel good

[2:18:53] right now. [clears throat]

[2:18:55] >> Thanks.

[2:18:56] was a lot of fun.

[2:19:06] » I do want to publicly acknowledge and I

[2:19:08] know Caleb did in his speech. Katherine

[2:19:10] Bradley was instrumental in allowing us

[2:19:13] to pull this off at Deer Valley. She

[2:19:16] rolled out the red carpet for us.

[2:19:20] very

[2:19:27] » happy

[2:19:30] for graduation.

[2:19:35] » She is not.

[2:19:40] » We're her off the edges.

[2:19:44] >> She has blood in her hand.

[2:19:46] She had

[2:19:55] » all right.

[2:19:58] » We can skip. We can come back to

[2:20:00] confirm.

[2:20:23] No, I'm waiting for

[2:20:46] Do you

[2:21:08] We're gonna do

[2:21:14] so.

[2:21:18] We should not

[2:21:24] » refresher that the board wants to hear

[2:21:26] live input from our community members at

[2:21:28] our meetings, but in order to respect

[2:21:30] and preserve the time allotted to each

[2:21:32] presenter,

[2:21:33] each speaker will be limited to three

[2:21:35] minutes. And so

[2:21:39] T, you're the only one that we have for

[2:21:41] public comment, but you can come up.

[2:21:43] Okay, fine. But you only have three

[2:21:45] minutes.

[2:21:48] » Well, I'm actually really excited after

[2:21:50] that last presentation, my public

[2:21:54] comment is even more relevant.

[2:21:56] Um, let me know when you're ready or

[2:21:58] just do you want me to dive in? Okay.

[2:22:01] So, good evening to all the members of

[2:22:03] the board and superintendent. I've never

[2:22:06] met you in person, so nice to meet you.

[2:22:08] Um, my name is Kimberly Gunlock and I

[2:22:12] live about eight minutes away. I'm in

[2:22:14] the Park City area and um, I love some

[2:22:18] of those stats that were just given

[2:22:19] because it's relevant to what I'm about

[2:22:20] to say. Um, but my husband coaches

[2:22:24] Parker City youth football. um which for

[2:22:27] any of you who have coached, I don't see

[2:22:29] my husband July until October um because

[2:22:32] he's coaching every single night and

[2:22:34] every Saturday um for all the future

[2:22:36] miners and I actually serve I just love

[2:22:40] board meetings. I'm on the Wyman School

[2:22:42] of Discovery which is a charter school

[2:22:44] by um Woodward. You guys know where

[2:22:47] that's at. So I am on that board. Um,

[2:22:49] but I really paid attention to the stat

[2:22:51] that said 80% of students said sports

[2:22:54] was the most meaningful. So that just

[2:22:56] like made me really think about what I'm

[2:22:58] about to kind of share with you guys

[2:23:00] tonight,

[2:23:01] which is regarding a severe open

[2:23:04] enrollment equity issue for my rising

[2:23:07] sixth grader, Luke, which I detailed in

[2:23:09] a letter yesterday. Um, I copied all of

[2:23:12] the board members. So, if any of you

[2:23:13] didn't get a chance to see it, I did

[2:23:14] bring copies, which I'm I'm not sure who

[2:23:16] the secretary is, but I'm happy to pass

[2:23:18] that out. Anyone? Okay.

[2:23:21] >> Okay. Um, so last year, the district

[2:23:24] explicitly instructed the public that

[2:23:26] out of boundary elementary placement

[2:23:29] would not grandfather students into Eert

[2:23:31] Hill Middle School because sixth grade

[2:23:32] enrollment was strictly closed.

[2:23:35] relying on the integrity of that public

[2:23:38] directive, I chose not to place my son

[2:23:40] in a PCSC fifth grade class last year.

[2:23:43] And when the district opened enrollment

[2:23:45] for Ever Hill this year, we followed the

[2:23:47] rules and applied legally, but were

[2:23:49] denied due to capacity.

[2:23:51] I'm also just going to add this. I don't

[2:23:54] think it's healthy for kids to disrupt

[2:23:56] them. So, my biggest concern as a mom

[2:23:57] and parent was moving him into PCSD and

[2:24:00] then having his dreams crushed. If I

[2:24:03] moved him and then through the open

[2:24:04] enrollment process, he didn't get in.

[2:24:06] So, I also just felt like it was a

[2:24:08] better um option for him to stay where

[2:24:11] he was at and then wait for this to

[2:24:13] potentially open up. So, however, now

[2:24:16] I've confirmed that the cohort of

[2:24:18] outofboundary current fifth grade

[2:24:19] students that are being transitioned

[2:24:22] directly into Edgar Hill sixth grade

[2:24:24] were not subjected to the same open

[2:24:26] enrollment process for all of the out of

[2:24:28] boundary kids. The administration is

[2:24:31] saying that this is continuing students,

[2:24:35] but under the Utah code section

[2:24:36] 53G-6-43,

[2:24:40] there's no statutory exemption for

[2:24:43] continuing non-resident student. The law

[2:24:47] explicit explicitly mandates that open

[2:24:49] enrollment procedures be administered

[2:24:51] fairly and without prejudice to any

[2:24:54] student or class of student. So by

[2:24:57] completely waving the open enrollment

[2:24:58] process for preferred class of out of

[2:25:00] district students while enforcing a hard

[2:25:02] barrier against families that applied in

[2:25:04] good faith, the district has created

[2:25:06] profoundly a profoundly inequitable

[2:25:07] system. If Becker Hill has the

[2:25:09] opportunity

[2:25:10] >> Thank you. Okay.

[2:25:12] >> That was it. I was much done. Thank you

[2:25:13] so much.

[2:25:17] » I added too many personal comments.

[2:25:33] I'll go back to the consent agenda.

[2:25:37] So for the consent agenda, we have the

[2:25:38] regular session minutes from May 19th.

[2:25:41] We have the closed session minutes of

[2:25:43] May 19th. We have the PBIS report, the

[2:25:46] Park City transportation easement, the

[2:25:49] Tyler accounting software approval, the

[2:25:52] superintendent contract, the business

[2:25:53] administrator contract contract, the

[2:25:56] license compensation agreement, the ESP

[2:25:58] agreement and compensation, the admin

[2:26:01] agreement, personnel information and

[2:26:03] board revenue and expenditures for May

[2:26:05] 26.

[2:26:07] Anybody?

[2:26:08] >> I make a motion to approve the consent

[2:26:10] agenda. Good.

[2:26:11] >> Second. All in favor?

[2:26:14] >> I

[2:26:19] do. We have anybody from just me.

[2:26:22] >> Oh, you. Okay.

[2:26:26] >> So, I'm going to give you guys an update

[2:26:28] on our district strategic plan goals.

[2:26:31] Um, just know that this data is

[2:26:33] preliminary based on our testing

[2:26:35] platforms.

[2:26:37] uh ETA for most assessment data to be

[2:26:40] finalized by USB is August and then

[2:26:43] we'll get the graduation rate along with

[2:26:45] our report card in October.

[2:26:48] It's a reminder that these are our five

[2:26:50] strategic plan goals. 80% of our

[2:26:54] multilingual learners reach language

[2:26:56] proficiency within five years. we did

[2:26:59] pivot. Uh we really want to focus on

[2:27:02] those students meeting their adequate

[2:27:04] progress goals each year because if

[2:27:06] they're meeting their goals, then they

[2:27:08] will exit language services. Uh this

[2:27:11] goal was not realistic because as of

[2:27:14] last fall, we're sitting below 50% in

[2:27:18] those students exiting within five years

[2:27:20] of being with us. 90% of third grade

[2:27:23] students will reach or exceed benchmark

[2:27:25] in reading as measured by their reading

[2:27:27] assessment which is currently a

[2:27:28] cedience. 90% of eighth grade students

[2:27:32] reach proficient in math as measured by

[2:27:34] rise. 75% of our graduates will meet the

[2:27:38] ACT college and career readiness

[2:27:40] benchmarks for English and reading and

[2:27:42] we will reach a 100% graduation rate.

[2:27:46] So where are we might you ask? So for

[2:27:49] our multi-ingual

[2:27:51] learners, uh we tested 316 students this

[2:27:56] year and 46 exited. So that's about 15%.

[2:28:01] So now you can see why we needed to

[2:28:03] shift that goal. Um number of students

[2:28:06] taking WEDA in this school year by

[2:28:09] grade, see it's heavily concentrated in

[2:28:12] K through five. um dips a little bit and

[2:28:15] then trends back up in grades eight and

[2:28:18] nine. This test tests four different

[2:28:21] domains, reading, writing, listening,

[2:28:23] and speaking. And there are six

[2:28:25] different proficiency levels that range

[2:28:27] from entering to reaching.

[2:28:33] Next slide. 63 students were in their

[2:28:36] baseline year, meaning they were new to

[2:28:38] Utah. 40 of them were kindergarteners.

[2:28:42] Um, so third year, if you look at this,

[2:28:44] that is mostly our third grade students.

[2:28:47] However, you might have a ninth or a tth

[2:28:49] grade in there because they may have

[2:28:52] only been with us for three years, but

[2:28:54] the majority of our of those are third

[2:28:57] grade. Fourth year is mostly fourth

[2:28:59] grade and fifth grade is mostly our

[2:29:02] fifth grade. You'll notice in our fourth

[2:29:04] year, we saw uh a significant increase

[2:29:08] with those making adequate progress. Uh

[2:29:11] the fourth grade cohort has had the new

[2:29:14] English language arts curriculum for two

[2:29:18] full school years. So we do attribute

[2:29:20] some of that growth to the new ELA

[2:29:22] curriculum.

[2:29:24] What's tricky about our MLL data is we

[2:29:27] have low in sizes. So it makes it much

[2:29:29] more volatile um when you start to break

[2:29:33] it down into grade and year cohorts.

[2:29:42] Looking at the percent of MLL students

[2:29:44] achieving English proficiency or making

[2:29:46] adequate progress. Again, you can note

[2:29:49] the highlight of our fourth year MLL

[2:29:51] students which is mostly make made up of

[2:29:54] our fourth grade students. There are a

[2:29:56] handful who are not in fourth grade. Um

[2:30:00] but continuing from last year, they grew

[2:30:04] 11% in proficiency and then 18% in terms

[2:30:08] of meeting their adequate progress

[2:30:10] goals.

[2:30:15] Third grade reading, if you follow along

[2:30:17] with legislation, uh they've moved the

[2:30:20] mark. Uh so the old goal

[2:30:24] um was measuring above benchmark. To

[2:30:27] those kids who were reading above grade

[2:30:29] level, the new goal is at or above

[2:30:33] benchmark.

[2:30:34] These test results are as a result of

[2:30:37] oral reading fluency along with retail.

[2:30:40] And overall, 81% of our students based

[2:30:43] on the most recent Aadian data from this

[2:30:45] school year are at or above benchmark.

[2:30:48] So, we're already surpassed that goal

[2:30:51] for the state that's set for 2030. But

[2:30:54] our goal for 2028 is 90%.

[2:30:59] Um, and what it means to be at or above

[2:31:01] at is those students who are green,

[2:31:04] above is blue. What we are seeing is

[2:31:07] that we we've done a really good job of

[2:31:09] growing our greens to blues, but not so

[2:31:12] great at growing our yellows and reds to

[2:31:15] green. Um, so really starting to focus

[2:31:17] on that for more of kids.

[2:31:21] If you want specific school year or

[2:31:24] school data, um, let's see, Jeremy Ranch

[2:31:28] was 87%

[2:31:30] at or above. McN was 79%, Farley's Park

[2:31:34] was 87% and Trailside was 71%.

[2:31:38] Uh what we're noticing is those teachers

[2:31:40] who were very intentional and

[2:31:43] implemented the new ELA curriculum with

[2:31:45] fidelity and integrity and used it as it

[2:31:49] was intended saw growth uh amongst their

[2:31:52] students and that's starting um to be

[2:31:56] realized through this rise or I should

[2:31:59] say a cadence data.

[2:32:03] Next slide is 8th grade math.

[2:32:07] um we're above the states but still have

[2:32:10] a lot of work to do to get to that 90%

[2:32:13] goal by 2028. When you look at math data

[2:32:17] for 8th grade, there's really two tails.

[2:32:21] Um the average proficiency percentage

[2:32:23] for regular math 8 is around 30 to 35%

[2:32:27] whereas the percentage for honor

[2:32:29] students is 85 to 90%. So you can see

[2:32:32] the discrepancy and that doesn't just

[2:32:34] start in sixth grade. If you look at

[2:32:36] math six where there is not a separate

[2:32:39] track, everybody's in math six. There's

[2:32:41] not an honors math six and a math six.

[2:32:44] Um the math six rise proficiency rate

[2:32:47] for the past several years has been

[2:32:48] between 42 to 46%.

[2:32:51] And then what happens is those two

[2:32:53] tracks split in seventh grade. So, we've

[2:32:57] got an action plan to address uh some of

[2:33:00] those concepts that maybe our sixth

[2:33:02] graders are not mastering to help impact

[2:33:06] that eighth grade rice for for math.

[2:33:13] » Do you really think it's doable to go up

[2:33:16] 18%.

[2:33:18] >> I do in the math eighth graders.

[2:33:21] >> I do because we're talking about a

[2:33:22] handful of kids that we're trying to

[2:33:24] move, right?

[2:33:26] um and really focusing on the concepts

[2:33:29] that our kids are not scoring proficient

[2:33:31] with because it's not all concepts. It's

[2:33:34] a it's isolated concepts that they need

[2:33:36] more practice with.

[2:33:42] » Do you think the split starts

[2:33:45] did the split start at sixth grade

[2:33:47] because of those isolated concepts

[2:33:48] getting introduced that year?

[2:33:50] >> Yes.

[2:33:53] but they're all together. And then in

[2:33:55] seventh grade, they can choose a track.

[2:33:58] >> And that's where we allow students to

[2:34:00] start to accelerate.

[2:34:02] Um so when they reach high school, they

[2:34:04] can reach the highest level of science

[2:34:06] and or math.

[2:34:10] » And the state is in the middle of

[2:34:14] standard rewriting math standards. And

[2:34:16] there's some differing opinions on

[2:34:19] integrated math, which is the secondary

[2:34:21] math one, two, three, or should we

[2:34:24] revert back to the algebra geometry

[2:34:26] trick? So there there's some discussion

[2:34:30] happening. Um, and those standards are

[2:34:32] out public comment right now.

[2:34:38] 11th grade ACT, this is according to the

[2:34:42] ACT that our 11th graders take in March.

[2:34:46] um at the high school. It is not the

[2:34:47] ones that they sign up for by

[2:34:50] themselves. So the benchmark for college

[2:34:52] in readiness for English is 18. Reading

[2:34:56] is 22. You can see for English we

[2:34:59] surpassed our goal. And for reading we

[2:35:02] have a bit of work to do. Um and this is

[2:35:06] indicative of how successful a student

[2:35:08] will be their freshman year at college.

[2:35:14] and our graduation goal. Uh we

[2:35:17] anticipate the state releasing our final

[2:35:19] percentage for the class of 2026 in the

[2:35:22] late fall because students have until

[2:35:24] September 30th uh to complete classes if

[2:35:27] they haven't already done so. And we

[2:35:29] always have a handful of students who

[2:35:31] are working towards that. So this is

[2:35:34] based on last year's results. um we had

[2:35:38] a 95% graduation rate while the state

[2:35:41] sat at 90%.

[2:35:44] Um you'll see a bit of a dip. We believe

[2:35:48] that's due to the number of dropouts. We

[2:35:50] had approximately 4%.

[2:35:53] Um in 2024 we had 13 who were

[2:35:57] categorized as dropouts and then in 2025

[2:36:01] we had 17. And dropout can take on a

[2:36:06] couple different definitions. So the

[2:36:07] true dropout expelled, they exited to

[2:36:10] take the GED, their graduation is

[2:36:13] pending. Um unknown means they never got

[2:36:17] picked up by another school district. So

[2:36:20] they have a state uh SID, student ID,

[2:36:24] and that number follows them. So when

[2:36:27] they exit from us and they don't get

[2:36:29] picked up elsewhere by the time they're

[2:36:31] supposed to graduate that that counts

[2:36:34] against us as a drop out.

[2:36:36] >> So do we have a sense of how this

[2:36:39] compares the kids who stayed here versus

[2:36:44] those kids who did leave us

[2:36:47] >> once they leave us. We don't necessarily

[2:36:49] track them.

[2:36:53] We when someone say moves out of state

[2:36:56] their number or does it

[2:36:58] >> they'll get picked up um by their new

[2:37:03] >> but this is this is counting for those

[2:37:05] kids who left

[2:37:07] >> and didn't get picked up.

[2:37:09] >> So but we must know our own rate.

[2:37:15] >> These are kids who started with us in

[2:37:16] ninth grade. This is the fourth year

[2:37:18] four year cohort. Remember, we've

[2:37:20] counted graduation rates in two

[2:37:22] different ways.

[2:37:23] >> The four-year cohort, meaning they

[2:37:25] started with us in August of their ninth

[2:37:27] grade year and finished with us as a

[2:37:29] senior in June. There have been other

[2:37:32] graduation rates that have been reported

[2:37:34] previously. And that was a senior who

[2:37:37] started with us in August and finished

[2:37:39] with us in June.

[2:37:42] So how do you reach 100% if you go to

[2:37:46] have some students that drop out?

[2:37:50] >> We ensure they don't drop out.

[2:37:52] >> Well, if you look you meet them at their

[2:37:55] level of need, right? Not every

[2:37:58] >> that's a lot of students. But what if

[2:38:00] somebody leaves here?

[2:38:01] >> See if they don't like you said they

[2:38:03] don't get picked up. Then what if we

[2:38:05] can't?

[2:38:05] >> Yeah. It will still count. Right. So if someone moves to Montana and they

[2:38:10] finish their year and you're there,

[2:38:12] >> they don't count against us.

[2:38:13] >> They don't care. We know that they need.

[2:38:16] >> Okay.

[2:38:17] >> And if they move

[2:38:18] >> I think that's what I was asking.

[2:38:20] Okay. So

[2:38:23] >> as long as they enroll elsewhere, they

[2:38:26] are picked up and not counted against

[2:38:28] that time frame. Okay.

[2:38:31] Doesn't the number automatically is in

[2:38:33] it in a database their SFI number or

[2:38:37] does if they move say Park City 10th or

[2:38:41] 11th grade say

[2:38:44] are we thinking that Alan's making a new

[2:38:46] number for them and that's why we're

[2:38:48] looking at drop

[2:38:50] >> no

[2:38:51] >> same number but how then does it you

[2:38:54] said it doesn't pick up that number and

[2:38:56] you said a school district it means that

[2:38:58] the kid may never enroll again. All

[2:39:01] right. So, it's counting against us

[2:39:02] because they withdrew and never

[2:39:04] reenrolled.

[2:39:06] >> Now, there have been instances where

[2:39:08] kids have had duplicate SSIDs, but we

[2:39:11] have try to resolve those with

[2:39:15] » just to clarify, say someone does leave

[2:39:18] their junior year and go to Alpine,

[2:39:21] where are they graduating from according

[2:39:23] to the number? Alpine is where they

[2:39:27] should be graduating from.

[2:39:28] >> And yet the number will be different for

[2:39:30] the start of senior year. No.

[2:39:32] >> End of senior year and starting at Park

[2:39:34] City as a ninth grader.

[2:39:37] >> No, they'll get picked up with Alpine's

[2:39:39] graduation rate.

[2:39:41] >> So they also

[2:39:44] start with us counsel start with Alpine

[2:39:47] and they're with Alpine finish. Yeah.

[2:39:52] Five out of everyund kids are not

[2:39:55] graduating from school.

[2:39:59] » No, that's what

[2:40:02] >> Yeah.

[2:40:03] >> So he graduated 370

[2:40:06] >> ish. Yeah. We're in that bubble where

[2:40:08] we're 34 plus. Yeah. Um once

[2:40:14] >> so we had about another

[2:40:17] sling

[2:40:28] that hasn't helped it that it should.

[2:40:31] Yeah.

[2:40:32] >> Right. And I think this this percentage

[2:40:34] would be much lower if we didn't have

[2:40:38] that option.

[2:40:43] I think the other thing other influences

[2:40:46] and ice for example I bet some kids have

[2:40:50] dropped out and gone back to wherever or

[2:40:53] just not gone to school you know

[2:40:58] » I there's instances where a student may

[2:41:01] be working full-time sport

[2:41:06] » are we able to track things like people

[2:41:08] who are leaving school very early.

[2:41:16] » I mean, a lot of times that's short of

[2:41:17] math,

[2:41:18] >> right?

[2:41:24] » Eight type kids.

[2:41:26] >> I know. It's a lot of kids.

[2:41:27] >> It's a lot of kids.

[2:41:30] >> I can tell you every story is different,

[2:41:33] right? They'll have 15 different stories

[2:41:36] as to why they didn't complete

[2:41:40] >> the story.

[2:41:44] » What's that?

[2:41:45] >> The story of like the dropout rate in my

[2:41:47] district.

[2:41:50] » I've only looked at the last three

[2:41:52] years.

[2:41:53] Um, but I can get that from Leah.

[2:41:58] So there's not really

[2:42:06] » no records.

[2:42:11] » Depends on the situation. It it really

[2:42:13] is a case by case basis based on

[2:42:17] whatever is happening in their life at

[2:42:20] any given time.

[2:42:27] I'm just thinking of all the scenario

[2:42:29] where the state responsibility for them

[2:42:32] whether it's foster care or they move in

[2:42:35] with a grand when that grandparent

[2:42:37] applies to assistance with raising them

[2:42:39] and all the ways that they'll get care

[2:42:42] later. Do we know what percentage of

[2:42:45] possibly awful stories are getting?

[2:42:50] >> It's such a small for us.

[2:42:54] We pull out every stop possible to get

[2:42:56] our kids across the finish line.

[2:42:59] And ultimately it comes down to their

[2:43:03] want, right? Our want can't be greater

[2:43:05] than their want to walk across that

[2:43:07] finish line. And that work's being done

[2:43:09] by the counselors.

[2:43:10] >> Counselors, teachers, learning centers,

[2:43:13] social worker. We have NTSS coordinator.

[2:43:17] Uh we have Andrea Payne who managed the

[2:43:19] blacks learning lab.

[2:43:22] How long will we continue to try and

[2:43:24] stay in contact if we

[2:43:28] >> until September 30th? So those kids who

[2:43:31] didn't make it to June 5th, counselors

[2:43:34] are still working with them to ensure

[2:43:36] they complete the credits.

[2:43:38] >> But after that, we

[2:43:41] >> they usually they usually will

[2:43:42] transition to take their GED or they

[2:43:45] fall out of contact. Like some of them

[2:43:48] will just stop responding.

[2:43:54] So in our community ed programs that we

[2:43:57] have and have for the GE

[2:44:00] >> do we

[2:44:02] is it mostly older adults we have some

[2:44:05] students that come back for that?

[2:44:06] There's a handful of students who will

[2:44:08] come back.

[2:44:11] So there's prep classes to get them

[2:44:13] prepared for the actual GE 10.

[2:44:38] But I agree that all should be 100%.

[2:44:43] » It's painful to know that our influence

[2:44:48] is enormous and yet we're never I don't

[2:44:51] know how we ever achieve 100%.

[2:44:53] And sometimes it's just lack of

[2:44:55] connection to school

[2:44:58] um

[2:45:01] social impacts and we all know that's

[2:45:06] reality for our kiddos.

[2:45:09] Um, supporting their family

[2:45:12] takes priority.

[2:45:15] Politically, some of what we've seen

[2:45:18] play out has impacted attendance

[2:45:23] and sometimes it's mental health issues.

[2:45:25] I just can't manage it.

[2:45:32] » Yeah. If there was a illness or

[2:45:36] people went for extreme treatment or

[2:45:38] something,

[2:45:40] would there be a possibility?

[2:45:42] >> There's still that. There's almost

[2:45:44] always a way for

[2:45:46] >> us.

[2:45:54] So, we'll have our class of 2026 data in

[2:45:57] October.

[2:45:58] Um,

[2:46:02] and my hope is that it's improving and

[2:46:06] there's

[2:46:07] less kids that were not helping them

[2:46:10] shine.

[2:46:17] All

[2:46:24] right, release time.

[2:46:29] » So, we sent out a survey. We had 848

[2:46:33] total responses, 224 open-ended

[2:46:37] comments.

[2:46:39] And here is the slip for change. So in

[2:46:43] elementary 582 respondents

[2:46:47] um you can see 35% support versus 38%

[2:46:51] propose. So it's almost a

[2:46:55] equal split and 27% were neutral.

[2:47:06] And then in middle school we had 450

[2:47:08] respondents. That means they had a

[2:47:10] student who was entering Eerville or

[2:47:12] already there. 63% support or strongly

[2:47:16] support. It's much stronger um than

[2:47:20] elementary. 18% neutral, 6% oppose, and

[2:47:24] 14% strongly oppose.

[2:47:28] And the priorities were very different

[2:47:30] based on

[2:47:32] whether we were talking elementary or

[2:47:34] secondary. Elementary it was work

[2:47:36] schedules, child care arrangements,

[2:47:38] instructional time, after school

[2:47:40] activities whereas for secondary

[2:47:42] families after school activities uh were

[2:47:45] number one and then work schedules,

[2:47:48] sibling coordination, teacher planning

[2:47:50] time, instructional time and child care

[2:47:52] arrangements.

[2:47:56] Key themes from those 200 plus written

[2:48:00] comments. Um many parents are concerned

[2:48:02] about losing more instructional time.

[2:48:04] There's requests to avoid further

[2:48:06] reduction when students already have the

[2:48:07] shortened Fridays. Uh for our working

[2:48:11] families,

[2:48:12] uh they felt like if both parents are

[2:48:14] working, 12:30 is already a strain. So,

[2:48:19] walking it back even earlier creates

[2:48:21] compounding child care, more schedule

[2:48:23] challenges. Um there was a vocal segment

[2:48:26] that strongly supports giving teachers

[2:48:28] more planning time especially to improve

[2:48:30] instruction during Monday through

[2:48:33] Thursday.

[2:48:35] Multiple parents requested a 4-day

[2:48:37] school week. Blake start models or

[2:48:39] keeping early release but adding pool

[2:48:41] days elsewhere to offset the time.

[2:48:43] Parents want evidence the planning time

[2:48:45] will be used effectively on Fridays.

[2:48:47] Some expressed concern about the timing

[2:48:49] communication of the survey itself,

[2:48:51] which I will acknowledge it was, you

[2:48:54] know, that last week of school where is

[2:48:56] very chaotic and families are just

[2:48:58] trying to get to that last day of

[2:49:00] school. And then Eerill families note a

[2:49:03] large gap with PCHS release. Earlier ERL

[2:49:06] release would help coordinate sibling

[2:49:08] pickup and allow Friday activities, new

[2:49:10] programs, etc.

[2:49:13] Some key takeaways just from that quick

[2:49:16] snapshot. 63% of Eker Hill families

[2:49:18] support the change primarily to close

[2:49:20] that gap between when the high school

[2:49:22] releases and Egill gets out. Elementary

[2:49:26] is very divided. Uh working parents and

[2:49:28] childcare concerns drive most of the

[2:49:31] opposition.

[2:49:32] Instructional time is a top concern

[2:49:34] across all groups. Parents want

[2:49:36] assurance that reduced instructional

[2:49:38] minutes will actually translate to

[2:49:40] improved instructional quality and

[2:49:43] working families need continued afterare

[2:49:45] support. to maintain affordable reliable

[2:49:47] app Friday after care programs is

[2:49:50] critical for our families who cannot

[2:49:52] accommodate early

[2:49:57] » question.

[2:49:59] Did we collect demographic data on the

[2:50:02] people who responded to this? And I

[2:50:04] asked because I'm wondering if the vocal

[2:50:06] support happened to be people employed

[2:50:08] by school district.

[2:50:10] >> Yeah, we did not. We just asked for

[2:50:12] where their kids attended.

[2:50:16] Um, what I thought, next time we do

[2:50:19] this, we need to take out the middle

[2:50:20] neutral. We need to force people.

[2:50:28] » Yeah.

[2:50:32] I think given the split, my

[2:50:35] recommendation would be we pause and

[2:50:38] look at this a little more closely. Uh

[2:50:40] given the timing of the survey, uh we

[2:50:43] did not get the response I had hoped

[2:50:45] for. Um and it's almost impossible to

[2:50:49] change one schedule without impacting

[2:50:51] the other. We recognize families have

[2:50:53] kids in their two schools.

[2:50:56] Um so there's no harm in pressing pause

[2:50:58] and moving into this a little more and

[2:51:02] being more thoughtful with time next

[2:51:05] year.

[2:51:08] >> Thank you. I'm just gonna say again. If

[2:51:09] you have a gap between high school and

[2:51:12] DEA, one way of closing that is to make

[2:51:15] the high school finish.

[2:51:20] » Yeah.

[2:51:24] I I I was concerned that your

[2:51:26] elementary school parents would have

[2:51:28] that response. Just from my experience

[2:51:31] as a virgin parent,

[2:51:34] when my kids got home that hour or so

[2:51:36] during Monday through Thursday by

[2:51:38] themselves, that was doable. We could

[2:51:40] extend even more on a Friday where you

[2:51:42] might be staying home for a longer time

[2:51:44] by themselves

[2:51:46] and add a little bit more chaos.

[2:51:49] >> I'm very fortunate. I work from home.

[2:51:51] Like it is it is a pain in the rear when my kid comes home because then he

[2:51:56] wants attention and whatever.

[2:51:58] Even for someone who works from having a

[2:52:00] kid at home is not

[2:52:02] >> working.

[2:52:05] I'd say in the comments the biggest

[2:52:07] concern was child care after

[2:52:11] um school lets out and then continuity

[2:52:14] of the turnaround whether it be YSA or

[2:52:16] the after we're providing.

[2:52:20] Yeah, I think some

[2:52:24] the case.

[2:52:27] >> Yeah.

[2:52:29] >> Well, obviously for the after school

[2:52:30] care that we're providing that's easy.

[2:52:35] >> Um and we could certainly coordinate

[2:52:38] with family

[2:52:41] schedule. So, let's see. That was

[2:52:43] >> Yeah, there was no impact. Um they would

[2:52:47] just come in earlier.

[2:52:50] Um, but I think just the timing of the

[2:52:52] decision of the survey was

[2:52:55] um not adequate for for families to

[2:52:57] provide input and then make plans for

[2:53:00] next school year if they needed to do so

[2:53:03] as it relates to child care.

[2:53:07] » Yeah, there's some be interesting to

[2:53:10] understand from people what they would

[2:53:12] have to change to make this work. Would

[2:53:14] they have to get additional child care?

[2:53:17] Would they have to leave work? Like what would what is the action each would

[2:53:22] have to take this? Would they just leave

[2:53:24] the kid at home?

[2:53:27] >> Yeah.

[2:53:29] That's a good question

[2:53:33] because of course

[2:53:35] you're still

[2:53:36] >> there

[2:53:38] seems but

[2:53:40] if you just have a seventh or eighth

[2:53:42] grader

[2:53:44] you may trust them to stay home alone

[2:53:48] whereas if you have a second grader

[2:53:50] supervision

[2:53:54] also argue that it's our responsibility

[2:53:56] to answer number three which is the

[2:53:58] instructional time. So we have the

[2:54:00] teachers how they plan to show the

[2:54:01] parent that they will improve their

[2:54:02] instructional time.

[2:54:10] » Yeah.

[2:54:12] some more work to be done on our end um

[2:54:15] to ensure that this is not the

[2:54:18] perception that our teachers are working

[2:54:20] very hard on Fridays whether it be

[2:54:23] planning diving into student data PD

[2:54:27] mandatory trainings that we have to

[2:54:29] offer um and we know teachers need more

[2:54:34] time and we can be more intentional with

[2:54:36] how that time is allocated.

[2:54:42] So our decision is to postpone the

[2:54:44] decision [laughter]

[2:54:49] to moving that day to a different day in

[2:54:54] >> we did that already.

[2:55:03] » That wasn't like split. That was very

[2:55:06] No. Okay.

[2:55:11] » Yeah.

[2:55:13] Not moving Friday early out to be

[2:55:17] >> Can we be more thoughtful about how our

[2:55:19] time is spent? Yes.

[2:55:22] Which we started that process this year.

[2:55:24] We continue to evolve that next year. Um

[2:55:28] giving principles more autonomy within

[2:55:31] their building in terms of writing AP

[2:55:35] with their staff.

[2:55:37] because each building has a a different

[2:55:40] need based on the population they're

[2:55:41] serving.

[2:55:46] » Okay,

[2:55:49] they have

[2:55:51] move on to

[2:55:55] Okay, the following policies have been

[2:55:57] reviewed by the committee and are now in

[2:55:59] the board for posting. Policy

[2:56:01] 911 0 acceptable use. Policy 9046

[2:56:06] competitive sports clubs. Policy 100046

[2:56:09] cell phones. Policy 110000A

[2:56:14] FPA. And policy 11006 student privacy.

[2:56:23] You can make a motion to approve

[2:56:25] policies

[2:56:27] as written.

[2:56:31] » All in favor?

[2:56:33] Okay.

[2:56:35] >> We have the following policies for

[2:56:37] adoption. They've been posted for 20

[2:56:39] days and are now before birth for

[2:56:40] adoption. Policy 7097, nepotism. Policy

[2:56:45] 7160, orderly termination. And policy

[2:56:48] 9025

[2:56:49] lungs.

[2:56:51] Make a motion to approve the set

[2:56:53] policies for adoption.

[2:56:56] >> Second,

[2:57:04] we have to can start

[2:57:17] comfort.

[2:57:20] You should have put some of the things

[2:57:21] on your

[2:57:29] or not.

[3:19:37] Okay. I now declare the public hearing

[3:19:40] on the final budget for fiscal year 2025

[3:19:43] to 2026 open.

[3:19:45] We'll now have public comment.

[3:19:54] being none [laughter]

[3:19:56] hearing none.

[3:20:02] So do I just go through? Sorry,

[3:20:04] >> just go just read as a way to show the

[3:20:06] minutes. So be a challenge.

[3:20:07] >> Declare the public hearing on the final

[3:20:09] budget for fiscal year 2025 and 26

[3:20:13] closed.

[3:20:14] I will entertain a motion to approve the

[3:20:16] final budget for fiscal year 2526 as

[3:20:19] amended and included in the budget

[3:20:21] document.

[3:20:22] I make a motion to

[3:20:26] approve the for budget for fiscal year

[3:20:28] 2526

[3:20:30] included in budget button.

[3:20:33] >> All in favor?

[3:20:35] >> I

[3:20:39] now I will declare the public hearing

[3:20:41] for the proposed budget for fiscal year

[3:20:43] 2627

[3:20:45] open.

[3:20:48] We will now have public comment.

[3:20:53] If there is none,

[3:20:55] I declare the public hearing on the

[3:20:57] tenative budget for fiscal year 2627

[3:21:00] closed.

[3:21:02] I will entertain a motion to approve the

[3:21:04] proposed budget for fiscal year 2627

[3:21:07] with a recommended tax rate of 0.002157.

[3:21:12] This recommended rate does not include

[3:21:14] the basic levy or the charter levy which

[3:21:16] are both finalized by the Utah State Tax

[3:21:18] Commission. If the certified tax rate is

[3:21:20] adjusted, the board of education

[3:21:22] reserves reserves the right to adjust

[3:21:24] the final tax rate to yield the tax

[3:21:25] dollars currently proposed in the budget

[3:21:27] as presented. Otherwise, as presented,

[3:21:30] this will be the final rate set by the

[3:21:31] board of education.

[3:21:34] >> Uh I make a motion to approve the budget

[3:21:37] for 2627 as read.

[3:21:40] >> Second.

[3:21:41] >> All in favor?

[3:21:46] Okay,

[3:21:48] that was was the part of our agenda,

[3:21:50] right?

[3:21:50] >> That was Yeah. Thank you.

[3:21:52] >> We're active. And the last thing I will

[3:21:55] now take a motion to

[3:21:59] >> make a motion to adjourn until our next

[3:22:02] regularly scheduled meeting in August.

[3:22:07] Fantastic. Okay. All in favor? I

PCSD Board Meeting | 2026.06.16

Transcript