[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