[0:05] Have quorum. Thank you, Christy. Good afternoon, everyone. Today is Thursday the 13th of August. Not Friday the 13th, thankfully. It is 530 on the dot. And the board of St. George Academy is meeting for our board meeting in attendance from the board. We have alpapas. Pete, Shane LaRoya, and representing the administration.

[0:35] We've got Ms. Hall, Ms. Nash, and Roger, who keeps us honest.

[0:43] All right, we will get going now, entertain a motion to approve the minutes from our last

[0:52] board meeting, which was held on June 11th, 2026. Make a motion that we approve the June minutes.

[0:59] Wonderful. I second it. Wonderful. We have a motion to approve

[1:04] from Al and we have a second from Pete. All in favor, please say hi. Hi. Hi. Hi. Any opposed?

[1:16] Oh, welcome. Kerry. I got a little bit of business as well. Hearing and seeing none, motion to

[1:22] approve minutes passes unanimously, we will now open the form for public comment.

[1:30] Now, it's

[1:51] operating the

[1:52] school and the boardents and ability to continue to do that with her fantastic admin team.

[1:57] Just so you know the board real quick, on the board chair, Mayor Shane, with me, we've

[2:02] got Al Papis, Al is on our, he chairs our finance committee as well as our committee, as well

[2:07] as our enrollment committee, as well as our competition committee.

[2:10] So Al's a big part of the board and helping run a lot of stuff.

[2:14] We also have Jessica Davis, who keeps us on compliance with governance as she chairs our governance committee.

[2:26] We've got Dr. Willis as well on our board.

[2:30] Very grateful for the amount of time that she spends with us.

[2:33] She chairs the Strategic Vision Committee as well.

[2:37] And then I'm sure you're familiar with Mrs. Hall, Ms. Nash, and just around out the team.

[2:43] we've got, I haven't forgotten about you, Pete, we've got Roger, who is essentially our

[2:51] accountant keeps our finances in order. Pete is also a board member, a big part of the community

[3:00] here locally. We really thank Pete for the time that he spends contributing to the school as well.

[3:08] So just in terms of public comment, I just wanted to give you kind of a roundout and then we've also

[3:13] got Generator Joining Us, Ms. Raker, is our Gen Kidney Honest. You are our office administrator,

[3:20] correct? Is that the look I got it right? That got the titles right. Hey, someone ate their

[3:26] meaties this morning. I want that. So, we're, I think, almost their Halloween five years in,

[3:34] six years in now. It's been a while. I know that because I, I Shanghai view, I want to say, it's been five

[3:41] years out and seven on the board up and seven for six years. I think Dr. Willis, you've been around

[3:46] for five years. Yeah, this is four. Four? Yeah, so we've got a board that's that's been with the

[3:55] school for quite a quite a while as well. So welcome. We'd love to have more parents join as well.

[4:02] Again, we're a very open board. We are also a very fun board in that we joke a lot.

[4:11] We try to keep things formal, but also very informal.

[4:14] So forgive the humor or sardonic sense of it.

[4:18] All right. So wonderful. Welcome again.

[4:23] All right. We will move right into Chrissy or your report.

[4:28] Over to you.

[4:35] Okay. Can we see my report?

[4:38] Yes, we can.

[4:40] Wonderful.

[4:41] You can do presentation mode and then we can, you know,

[4:43] we can actually see it.

[4:44] I know I'm looking, there it is. So I don't remember how to use.

[4:49] There you go. There you go.

[4:52] All right. So this is my August 13th director's report.

[4:57] We have some actuals. Remember is only the third day of school.

[5:01] So we're still playing a little bit of catch up.

[5:04] But our current actuals is that we have 196 students in person.

[5:10] We have 153 online, closes October 167, of which are fully processed.

[5:19] Last year we had approximately 25% attrition, so of that 153 we still need to keep pushing that forward

[5:27] so that it can handle a 25% attrition.

[5:32] If you remember for the lean budget model that we adopted, we needed 195 in person.

[5:39] So, just so you know, last week we were at 203 in person.

[5:46] What we see is a dip on the first day of school, but then we catch up as the district starts.

[5:52] So we always see a really sharp dip and then over the next three weeks we really catch up.

[5:57] So we do still expect that 196 to grow.

[6:01] and then our goal for our budget is 150 for our online students that

[6:08] closes October 1st. Any questions just about the numbers?

[6:13] Not at all. The only observation I have for you, Christy, is you know if we

[6:18] need to talk to our partner given we had a commitment of 200 I think, right?

[6:25] Yeah, 200 was the top goal. Right, so we do need to have a conversation out

[6:30] about perhaps having another conversation with them about WPU if that falls beyond what we're looking

[6:38] at. But we'll get to that when we get to it in October, so we've still got a little ways to go

[6:45] to see where we go. Getting them into the doors then, keeping them in the door is awesome, right?

[6:51] That's the way I looked at it. That's the way it goes. So if you just wanted to break down of where

[6:56] those students are coming. We're at 58 new 128 returning six foreign exchange. So and once again,

[7:04] this is like highly fluctuating. I made this report this morning and our numbers had already changed,

[7:09] so I've been updating it all day long. So it's that variable at this time. So but just to compare,

[7:20] we're up 10 enrollments from where we were this time last year. So that's good news.

[7:25] Our attrition rate for returning students last year was 36% and so we're returning students

[7:33] is 22% this year so we're getting better at keeping those students and this number

[7:41] does fluctuate so the 36% that was a total for last year but because once again the

[7:48] district started sometimes in the next couple of weeks we'll see students who left try

[7:53] a district school decided to come back. So that number could still change even though we're

[7:58] three days into the school year. And then just to reiterate, in-house enrollment fluctuates

[8:03] between back to school night and August 21st, which is the second week of school, some families

[8:08] make last-minute enrollment changes. But our overall enrollment generally remains stable after the dip

[8:15] and then back, which also is true in a district school, which is why they don't do the count until

[8:20] October one. So there's all kinds of fluctuations in between then. And first

[8:25] time ever, we only had five no-shows. So that's that's a milestone. It's

[8:31] usually 10 or 15. So we attribute that to our partnership with

[8:36] Skola. Skola has been instrumental in keeping families informed, keeping us

[8:42] informed, helping us to really explain like what is our school and being

[8:50] being very proactive in communicating with parents, so there weren't surprises.

[8:55] We knew who was coming and we knew who was leaving, so that was great.

[9:01] Christie, I think it's also important to add that within those five no shows, they also

[9:05] helped us reach out to our returning students when we had not heard from some of those families.

[9:11] So the, and the 22% as far as our attrition rate, majority of those were people moving out

[9:17] state or moving some place with reason, it's not because they just didn't like our program.

[9:25] Yeah, so you have to remember that that's that's also part of that attrition rate.

[9:29] Moves out. We did not, however, include, of course, our foreign exchange students in the

[9:33] attrition rate because they're only here with us for a year. All right, any questions about enrollment?

[9:40] and where we are at this time.

[9:43] Not at all.

[9:44] Okay.

[9:44] Not going to need.

[9:46] Okay.

[9:47] All right.

[9:48] All right.

[9:48] We're for our reporting and compliance.

[9:51] Our financial compliance is currently up to date.

[9:55] June 30 is when most of our big reports are due and they are completed.

[9:59] Our bond compliance is up to date.

[10:03] And I have a meeting with our bond holders tomorrow just to update them on enrollment

[10:08] and to answer any questions they might have.

[10:10] And then our July reporting is complete.

[10:13] I'm sorry.

[10:14] I'm sorry to ask a good job.

[10:16] Thanks.

[10:16] Very good.

[10:17] Our upcoming projects, we still have our bi-weekly meetings

[10:21] with our online partners, School of Vertex, WAU.

[10:25] We will continue to push our enrollment and marketing programs

[10:29] until October, and then we'll switch to next school year.

[10:34] Even though we still accept students,

[10:35] since the marketing switch happens around October

[10:41] to fill the school for 2028.

[10:44] And then our really big project is the FY26 audit.

[10:48] So we have started with our new auditors,

[10:53] getting them the materials,

[10:54] and we will keep you updated as we move forward

[10:57] in that process.

[10:58] And Rodgers, there anything you wanna add at this point?

[11:03] Only that I'll be contacting you

[11:06] tomorrow is some information, but we basically have the numbers closed out to the year and will be

[11:12] transmitting to them whatever they need. Okay. Very good. Are they coming to the school for the

[11:19] audit, right? Yes, they do. So like two to three days they'll schedule that with us that doesn't usually

[11:27] happen until late, like early September, that time period. But we send all the materials

[11:35] over that to them first. So yep so you'll send the packet and then they come and they they check

[11:41] everything. If I'm in town I'd love to meet the orders as well so just like no I'm sure Al will too.

[11:51] Al does usually come and then yes I will let you know.

[12:00] And then just start upcoming events. Our school year has launched it launched on Tuesday.

[12:05] homecoming is on the 19th and then we do have an enrollment open house on the 24th and we've been working with our online partners to push that out as a media campaign and then we also will have local campaign with our students and send out flyers to families and put up flyers around the school and use our local channels.

[12:44] Yes, I have quite a bit actually. Chrissy, we pull up my, yes, I never trust my system

[12:51] to work as a secondary. So I always send it to Ms. Hall and ask her to click through

[12:54] it for me.

[12:57] I can't wait to manage up. That's what I said.

[13:02] I'll wait back. I just had a child fall.

[13:06] I'll be right back. I'll keep going.

[13:07] Next slide.

[13:14] School safety. We do have a school safety guard this year.

[13:18] We have paired up with a private security company.

[13:23] and we're thrilled. I met with the public safety department. I met with Sergeant Nash.

[13:30] He is the liaison that we work with. My contact did just so the board has some

[13:36] contacts as to why we chose a private company. Three years ago, when we were

[13:41] looking at getting an SRO, I want to say it was about $120,000, including benefits,

[13:47] salary, you know, all of the above. And then I contacted Washington City to see if I

[13:52] get an updated estimate and they were not willing to even give us an estimate because they don't have

[13:57] enough officers if we chose to engage to be able to fulfill it. So our options are one of three.

[14:06] There is hiring an SRO. They're using a private security company or there is the Guardian.

[14:12] With the Guardian also comes the liability that comes with that. The company that we have hired

[14:16] carries their own liability insurance, which is a bonus, and they employ retired policeman.

[14:25] So it had all of the training that we would have if we were to hire our own SRO,

[14:30] but we have the flexibility that works with having a small school.

[14:37] Do we have any questions on that piece of it? I know that's a big piece, but I wanted to make

[14:43] sure that you guys understood the why. Okay, so the wearable panic. Oh, I had one. Okay, go ahead.

[14:50] I was just curious. Has there ever been any security events? No. No, there was a piece of legislation

[14:57] that was past saying that all of the schools

[15:00] Had to have armed guards in some capacity. And they gave schools three different options and a deadline to make that happen. So we have had the guardians in the past where we have had an individual, an undisclosed individual within the school that has met that requirement as per the loss as we can. And so this year we're just doing it a little bit differently. And we're doing it in a way that can grow as we continue to grow. Is it an option for any of the teachers that have CFPs

[15:29] to bring again. They can but they have to go through the training in order to qualify for this.

[15:36] So and there's also there's no compensation provided to those individuals. So it's a lot

[15:42] of liability for the district and eventually I see them phasing it out because they don't really

[15:48] they they want an individual whose job is that job and so we have to fill out an alternate

[15:53] application to even qualify for that and you have to meet certain qualifiers in order for that to

[15:59] be the route that you use.

[16:02] Yeah, but we essentially want to want to make sure that we have the right folks doing

[16:09] what?

[16:09] Absolutely.

[16:10] And so the educators job is to educate and not police if we can help it.

[16:16] It's kind of our philosophy now.

[16:19] In the old in prior to this, we did have so the school guardian brat is essentially someone

[16:24] on that was a member of the faculty that obviously had a concealed weapons permit.

[16:33] But again, we've gone down that road, but it's also one of those where we don't really

[16:41] have a faculty that is comfortable fulfilling that.

[16:43] So I think that's what Ms. Jensen is exploring about.

[16:48] Yeah, yeah, it makes sense and I definitely understand the personal liability concern.

[16:53] It just in a growing dangerous environment, you know, I just know the guardian can't be everywhere

[17:00] all the time. So I was just curious. Yeah, well, that's also one of the benefits of having an individual

[17:06] who that is their job. Right. And so that we do have more coverage.

[17:12] Do we have any statistics from the other schools with regards to guards and I don't like

[17:18] any incidents that they may have faced?

[17:22] So yes and no is the data available absolutely all it is.

[17:26] I can put it together and I can send it to you, but I don't have it currently.

[17:30] Got it.

[17:31] Okay.

[17:31] I like to see that.

[17:32] Okay.

[17:33] I can put that together and send it out.

[17:34] I can.

[17:35] You're welcome.

[17:36] Any other questions?

[17:38] No.

[17:39] So for me.

[17:40] Okay, so the wearable panic devices we've talked about for a while, they weren't exactly

[17:44] sure how they were going to fund it.

[17:47] Part of the safety legislation says that all of the adults in the building have to wear

[17:51] something that in the event of an emergency, they can use it and they can call 911 and they're

[17:59] funding that for the next three years, which is also something that we need to be aware

[18:02] of because that funding may not continue after that three-year period.

[18:07] So the way that it is currently written is there are two vendors that we get to choose from and that the state has approved and they will do the install and the training and the initial purchase along with the software and then they will continue the service for three years.

[18:26] What happens after that three year period is still up in the air and we don't know.

[18:31] So, as I get more information on the companies, we'll let you know, I did send that information

[18:40] within the two companies to Shane and asked him to take a look at it as security is more

[18:45] his, his purview as far as like larger companies and those types of things.

[18:49] And he's given us the green light on either company.

[18:52] I was also talking to Sergeant Nash yesterday and he was telling me that they, he went to

[18:58] a safety conference and they gave him a demo of some of the panic devices from one of the

[19:03] companies and so he was going to bring that over so we could actually physically look at it

[19:07] before we decided to purchase it.

[19:12] Do we have any questions on the wearable panic devices?

[19:15] So we're going to issue those throughout all the fact that he is the plan. That's correct.

[19:22] Well, I was speaking with Sergeant Nash. He said that he will be visiting soon for our annual

[19:28] will visit with the public safety inspection.

[19:31] So I will keep the board apprised when that happens.

[19:35] We also spent this summer making sure

[19:38] that all of our employee background checks were up to date.

[19:41] So everything has been cleared.

[19:43] They have to be renewed every five years

[19:44] and we have completed that process.

[19:48] And our front door, we have installed a buzzer button.

[19:52] So now all of the doors on the school are locked

[19:55] minus the front office, which is not connected to the academic piece of the building.

[19:59] But all of the doors leading into where the students are locked from bell to bell.

[20:06] Do we have any questions on the school safety portion?

[20:12] No, not me.

[20:14] Okay, perfect.

[20:15] So, student services.

[20:17] I had talked to you guys briefly about getting the survey results from Scola,

[20:21] but I wanted to actually show you what our families are saying about our program.

[20:26] We had, next slide please, we had a 194 families surveyed and we had a 30% response rate.

[20:35] Sorry,

[20:38] I didn't expect it to be that impressive.

[20:44] Next slide please.

[20:48] So what they had to say about teachers and staff, they described as caring, amazing, brilliant, genuinely invested in student success.

[20:54] staff and faculty, treat students with respect and provide meaningful support.

[20:59] In Spanish speaking families echo the sediment calling teachers and staffs second to none who love what they do and help students achieve their potential.

[21:07] It's great.

[21:09] Next slide.

[21:11] With student safety and acceptance, families value the safe, inclusive environment and acceptance of all students and the strict anti-bullying policy is frequently highlighted as a major strength.

[21:21] So I also want to point out here that the last time our students took the

[21:25] sharp survey and we will be taking that again this year. So it's been a few

[21:28] years but we had like a 2% bullying rate coming from the students. So like that's

[21:36] echoed in what the parents are seeing as well and it'll be interesting to see

[21:39] what happens when they take the sharp survey this go around. Multiple parents

[21:44] also shared that their children who previously felt unsafe or unwelcome elsewhere

[21:48] now feel that they belong.

[21:50] Hmm.

[21:53] Next slide.

[21:53] Do we have to stand against other schools in that regard?

[21:56] I'm in which regard out?

[21:59] The bully, especially.

[22:00] And bullying, well the average is about 22%.

[22:03] Wow.

[22:05] So, and again, that was the last,

[22:07] it was probably two or three years ago

[22:08] that we took the Sharp survey.

[22:11] And that's coming from the students perspective.

[22:13] So that's not anything that we have recorded

[22:15] from the admin side.

[22:16] that's the student's perspective of what's happening in our building.

[22:22] Time. Yeah. So for individualized attention and small class sizes parents say that small class

[22:29] sizes allow for personalized learning and individual attention and that their children feel seen and

[22:34] that their unique needs and experiences are considered and the teachers sit down one-on-one with

[22:40] students who are in need. So I mean this is all the information that we know because we're in the

[22:45] trenches of it, but I love that this is also the way that the parents are

[22:50] feeling about the program.

[22:53] For student growth and development parents feel

[22:56] that we focus on both academics and character development and families noticeable

[23:00] academic improvements and an increase in their student's confidence. Students

[23:05] who have struggled at other schools are thriving at SGA and again these are all

[23:09] coming from parent comments.

[23:13] Communication and engagement, open communication,

[23:16] between staff parents and students that we are willing to listen and engage and it's genuine

[23:21] that it's not performative. And Spanish-speaking families note that the school is accessible and

[23:26] open and administration and teachers take the time to meet the parents when it's needed.

[23:36] As far as our electives and the unique programs families rave about the variety of elective offerings

[23:40] including course like courses like cosplay and game development that are not found at other schools

[23:45] this year. We also have a

[23:51] course

[23:58] though and again we just every year we ask the students what

[24:01] they want in the following year we try to build electives based on student needs and our families

[24:05] are seeing this. So our unique program provides students with hands on opportunities to develop

[24:10] their talents. Next slide. So improvements, communication and organization. One of the things that

[24:19] was talking about inconsistency through our how we're communicating regularly.

[24:25] We do send weekly newsletters. One of the things that we are going to do is we've changed our parent communication system.

[24:31] We were using school messenger, which was kind of hard to use.

[24:34] So call now is or now call one. So I always get the name of it wrong, but we've switched to a simpler platform.

[24:41] So that it's easier to communicate with parents. We do send weekly newsletters

[24:45] and we are also going to now communicate that through a link, just texted to them and we're

[24:51] working to better communicate with our families about our pathway requirements as our pathways

[24:55] have become better developed but we now have better ways to communicate that as we move forward.

[25:03] Next slide.

[25:05] Okay, so programs and electives, we've added a rock band class and we're really excited about that.

[25:11] And yes, and we have expansions of our after-school program.

[25:28] So we hear our parents and we're doing the best that we can to add those classes.

[25:38] Next slide.

[25:40] Facilities and student resources parents would really like us to have lunch five days a week.

[25:45] We currently provide it three days a week, with fundraisers.

[25:59] So,

[26:02] we know that it's not a shit in the back and that was up their concern, and it's

[26:06] on a phrase to help raise money to be able to correct that, and we're still working

[26:11] with that goal.

[26:12] Next slide.

[26:22] One of the other concerns was the complicatedness of the fees we're working on streamlining this.

[26:30] We know how our students store where it's easier to be able to pay those fees and we

[26:34] no longer accept cash in the office so that again it is streamlined through that online

[26:39] payment system trying to make it easier for parents so that it's all in one working place.

[26:44] So we're aware of this and we are doing our best to try to rectify this in a way that

[26:49] makes sense.

[26:50] So as fire is not exactly user-friendly for fees and that's the SIS system that we are

[26:54] are using and so we're trying to integrate what we can where we can.

[27:00] Next slide.

[27:03] And improvement for staff and school culture, they ask that we maintain a positive and

[27:08] empathetic environment, additional staff and teachers to support the student population.

[27:13] Part of the concern was that families don't want the school to grow and to lose those small

[27:17] ratios and the culture and all of the one-on-ones and I know we have talked about that continually

[27:23] through the Mission and Vision Committee, along with the rest of the board, is to make sure

[27:30] that we can maintain the integrity of the program as we grow, along with increasing visibility

[27:35] and engagement of the administration with parents and students, and really the addition of

[27:40] the school guard will help us with this because it's an additional body so that we can be out

[27:46] with the students and the parents. Can I ask a quick question there?

[27:51] Absolutely. What exactly does that mean maintain a progressive environment?

[27:55] So we have a very positive school culture and a lot of it is based on growth.

[28:00] So within the survey students were concerned that if the school were to continue to grow that we

[28:06] would lose the personalization that comes with knowing all of our student's names and knowing all

[28:11] of them as individuals and they wanted to ensure that we were paying attention to that as we are looking

[28:16] to grow. That makes sense. Do you try not to lose the culture as you scale? Absolutely.

[28:22] Absolutely. We want to keep the integrity. Okay.

[28:27] Could you do we have any other questions?

[28:33] Okay. That's all I have. Thank you. Very good. Very good, Jordy. All right. Over to you, Roger.

[28:45] Get off mute first and then financials. Oh, you got to let me in there to share

[29:03] this.

[29:06] Okay. Everybody see it?

[29:10] Yeah. All right. So we're looking, we're talking about July financials here and just a quick reminder because of the school accounting rules.

[29:24] The early months of the year are going to look extremely positive and extremely flush because although the money coming in is maybe the same as every other month and money going out, maybe the same as every other month.

[29:35] much of that money going out is charged the last year's budget because the

[29:40] teachers are being paid over the summer, which is money that they are in last

[29:44] year. Also you've got a couple of grants in in advance in July so so the

[29:53] cash is a little higher which I'll show you in a minute so the ratio of the

[29:57] Here as they always are, but um...

[30:00] You know, sort of a wink and a nod on those. Your guide is your budget. That's where we think we're going during the year. And you want to always compare those numbers to the budget numbers rather to the enrollment numbers that you heard a couple of minutes ago. So here's the balance sheet. You can see that the cash is up significantly from last month. That's also partially due to the fact that the state didn't pay the June money until July.

[30:30] So, you didn't get it last month, instead you got two months of it this month, so it's up about 400 times.

[30:37] You've seen Brad's note about zooming out a little bit more on the slide.

[30:47] It's difficult to see the details.

[30:51] Okay. Right, Brad?

[30:53] Yeah, well, I can see this one a little bit better, the first one was a little better.

[30:57] Sorry, the KPIs would be a little bit tough.

[30:59] Yeah, I got you. There you go. But there's the balance sheet. So you got the cash on top.

[31:09] Receivables are not that much. They really shouldn't be. They're going to be limited to the grants.

[31:15] That may have been spent, but not paid yet as of June 30th. This is the building.

[31:23] And payables are generally very low. They pay the bills as they get them and they flow through

[31:28] fairly quickly, the accrued payroll is what I was referring to before, which is drawn

[31:37] down by 50,000 as the summer wages are paid. Deferred revenue refers to monies received

[31:45] in July that weren't spent yet. So instead of just throwing them into income, we're

[31:50] deferring it for a couple of months and when they are spent, we'll put it back into income

[31:57] so that the income sort of equals the expenses against it.

[32:02] And the accrued interest is related to the bond.

[32:09] Is that a 30-year bond?

[32:13] Yeah.

[32:16] This is the P&L, or the budget versus actual.

[32:22] First column being the budget.

[32:24] This is the budget for the entire year.

[32:26] Actual is one month,

[32:28] and therefore the amount of the budget that remains is in column three.

[32:37] percent expended or received and you know we're at about eight percent of the year for one month so

[32:43] the stuff will normalize later as the year goes on and this gives you a look at last year

[32:52] so you can see where the budget had left us where we expected and this is where we actually ended up.

[33:00] But this is, as Chris said before, subject to audit will be going through that process in the coming weeks.

[33:09] After that, we show the same numbers, but we break them up and sort of explode each of the lines into the various components that make them up.

[33:25] And this is a seeing budget, right?

[33:27] Sorry, Roger.

[33:28] This is the conservative budget that has been selected.

[33:34] Yep.

[33:36] So this is the state revenue with, you want to be about the same as every other month.

[33:44] And this is where the expenses begin.

[33:47] And again, you're seeing salaries are really going to be low because much of it was charged

[33:53] to last year, the benefits and the rest of these others.

[34:01] And so you've got a surplus of $141,000 for a month of operations which is really nice,

[34:07] but not something that you would expect to be maintained.

[34:10] This is where you want to go for the annual.

[34:12] That's what our target is and if we keep that enrollment to the 350 or so where you had budgeted

[34:22] Then I expect that's where we'll be.

[34:25] Yeah, I think it was based on where we end up on October 1st.

[34:29] We'll see if we need to have a conversation with, you know,

[34:34] the online side of things for a different split of the BPU.

[34:38] I hope not, but we do want to come in as close to that 76,

[34:42] 439 as we can.

[34:44] Yeah.

[34:46] That has a quick question on teacher comp or admin comp.

[34:51] Is there anything performance based to incentivize teachers?

[34:58] There's actually, we're participating and Christie keep me honest here.

[35:02] There's a state, isn't there like a state thing that we're doing?

[35:08] I can't recall what it's called, but it's from Edison.

[35:11] We're in a pilot for that, I believe, right?

[35:13] The tier, it's called the teacher merit program.

[35:17] There you go.

[35:17] Yep.

[35:18] And we spent all last year learning about it.

[35:22] working through the program and it's supposed to come in September so you don't

[35:29] see any of those finances on this particular balance sheet because we are

[35:33] unsure of what those funds will look like and it goes directly to the teachers

[35:37] who meet the criteria of the performance program but if you want to know more

[35:44] you can just google Utah Teacher Merit Pay program and all the details are right

[35:49] there. Yeah I was just curious you you as the leader of their direct report I mean are you

[35:57] getting access to performance or is that at the state level.

[36:11] Sorry I'm having a problem with

[36:13] my internet here. So for the teacher merit pay program that is completely on the state level.

[36:23] Funded by them, managed by them even, so we help in gathering the data, but we don't actually have any control over any of it.

[36:31] Yeah, I just came from the private world, so I was just curious that there's any way to incentivize in order for us to attract the best talent.

[36:43] Well, this is our first shot at that.

[36:46] We're excited.

[36:47] Most of our, the culture that we have is one of Brad making sure that like the teachers that are there there they.

[36:56] It's very different than the district of that.

[36:59] These folks really love the culture and they love the camaraderie of not only their fellow faculty, but the admin team as well.

[37:09] And that's part of the reason why the students are very kind of on their parents.

[37:14] Quite frankly, they're very conscious of the growth that they're afraid that we'll experience.

[37:25] And with that, we'll kind of just an erosion of that very close-knit culture that we have.

[37:29] And so, I think even on this call, this Nash, Miss Hall and Miss Rayper have been here since day one,

[37:37] right of the school starting and so we've got a lot of tenure you know at the school and it's

[37:43] these folks they could go and do better quite frankly at the at the district but everybody

[37:50] chooses to stay because of the culture that we have. Yeah yeah I think that that's great I mean

[37:57] solid retention probably says a lot about the culture what year was the school started?

[38:04] The first graduating class was 2018.

[38:08] 18, okay.

[38:12] And someone told me about four years ago there was some change in administration.

[38:17] Yes, so I've only been the director.

[38:19] This will be my sixth year.

[38:27] But I was a teacher here before I was the administrator.

[38:29] So I was here when the school started.

[38:32] But when the director position opened up, I applied and got the job.

[38:38] got you.

[38:43] Anybody else? Sorry, I'm not trying to slow down. Okay,

[38:50] then that's all I've got for you.

[38:52] Awesome. Well, thank you for a great summary and we'll keep a firm handle to Pillar at Christy for

[39:00] enrollment numbers. And then if we need to have a conversation with Woodbridge, I got that right,

[39:05] right? It's Williamsburg. Williamsburg. I keep calling them Woodbridge. Let me know if Alan and I need to

[39:12] have that conversation. I was going to get confused. All right, we're writing to committee

[39:17] reports. I've gotten nothing report for academic excellence over to you at Al for finance

[39:21] audit enrollment and comp. Yeah, nothing to report specifically. I'm looking forward to

[39:29] the audit gathering that we're going to have later this year. And that's always an exciting

[39:39] That's the other thing, Brad, this establishment, when a lot of this work came on, was at the

[39:49] brink of insolvency, and as you can see, it's been managed very well.

[39:54] Since then, a deal in large part, a lot of the work that Christy and Al have partnered

[39:59] on, which is again a testament to turning this school around, it was going to be closed

[40:06] down by the by the state. It hadn't passed a successful financial audit. I think for two years

[40:12] though or three years of operation and since then has passed every single audit without a

[40:16] minding from the stage. So that's a lot of work that got down to the clean house there.

[40:24] That's great to hear and I'm a huge advocate of charter schools and part of the reason that I'm here

[40:31] and you know, Mr. Papus, you made a joke at the beginning.

[40:34] Why are the parents here?

[40:36] You know, I want to be really engaged in my kids.

[40:40] My kids have never been anywhere except for private schools.

[40:44] This is our very first foray into a non-private school.

[40:48] But I am a huge advocate of the charters.

[40:52] And so I'm excited to see that.

[40:55] Getting back to the financials real quick,

[40:57] Is there is there any reserve study for facilities or anything else that gets funded so there is and by mandate there's best practices for that in terms of how much cash was supposed to have on hand and typically we're on the way surplus side of that instead of deficit.

[41:16] So we actually manage manage the kind of the I don't call it petty cash but we manage the kind of financial side of it pretty religiously.

[41:26] Well, yeah, I think having a buffer of cash on hand is different than funding a reserve

[41:33] so you don't have invisible liabilities.

[41:38] We don't, typically, and we don't, we have to abide by a lot of the state rules there

[41:44] as well as our bond holders.

[41:46] So that's how we essentially set up our finances.

[41:50] So typically what you would have in the private sector is you would have some kind of a fund

[41:55] for that. Everything that we do on the, again, on the tax fair funded institution side and the

[42:03] public sector is essentially through our cash on hand, our reserves is where it goes. So

[42:10] you cover like the the one offs for like slurry seal replace a roof. Oh yeah, oh yeah, trust me,

[42:16] we had a water main break. What was that last year, Christine? No, that was last month.

[42:20] year before? No, we had it. It happened in July. Yeah. I was last year sometime because I was

[42:28] from that found it. That was a different break just so you know. Okay. So, you know, there's

[42:33] always stuff going on with the building. There's always stuff going on with the water and you know,

[42:37] they are you will out to like hold access cash on hand like in a money market or anything that's

[42:46] interesting. Yeah, so definitely gonna stay account. So the the state has what they call the PTIF

[42:53] and that's where we we put that essentially and then we've got I don't know if you saw on

[42:58] Rogers. There's the Zionist bank account and then there's the, gosh, what's the other one, Kristi?

[43:04] US bank that's where our bond holders have their reserve. So we have a reserve for the bond holders

[43:09] And then we have our reserves in the PTIF and then design bank is our like our day to

[43:21] days.

[43:21] That's where we have all of our spendable money.

[43:30] Awesome.

[43:31] So, over to Al, anything else from you on anything financial?

[43:35] No, nothing.

[43:36] I report this one.

[43:37] All right.

[43:38] Awesome.

[43:38] Over to you, Jessica.

[43:40] Anything on the governance side, I think we've got some training to do, I believe.

[43:44] Yeah, I'll give you the next couple of months.

[43:47] I do want to start by saying, Al, I have never in all my years in education heard someone

[43:51] say they were excited about an audit.

[43:53] So that is probably why the school's doing so great.

[43:58] Never, ever.

[44:02] Okay, so thank you for doing your June and July trainings.

[44:07] We are going to finish up if I can get it pulled up here.

[44:11] There it is.

[44:11] We are going to skip the hiring and independent auditor and the separation of duties trainings within that board training and go down to the fraud triangle internal audit plan and fraud risk assessment overview.

[44:29] you. I'm skipping those other two because as board members outside of Shane and

[44:38] Christie, I'm sure you guys are actually the ones who do that hiring of an internal auditor thing.

[44:43] We don't actually have a part in that so we're gonna just skip those ones and

[44:47] but if you would really like to see that 100% complete on yours, that's not required

[44:53] by the state but if you just yourself would like to see 100% complete on that,

[44:57] I'm not saying you can't do those trainings

[45:00] That would be okay. So, but if you do those three, that will finish out what we need from that training for school board members, from the state auditor's website, and I'll send you that link. So those three, since they're so related, those are going to be our August training. And then our September training is going to be a video from the state charter school. Who is it that does this? I always have to remember what the

[45:31] organization is the Utah Association of Public Charter Schools and it's their

[45:37] required policies training. So it's just a good refresher on the required

[45:42] policies for all of us to be aware. And then I have not heard back from...

[45:47] Not from Erin? I bet. It's okay, right? I just wanted to update you that I haven't

[45:53] heard back yet. Jessica, she's litigating a pretty big case.

[45:56] I'm sure. And we're I think we're okay because we did not have any

[46:00] Yeah, we didn't have any issues with that issue, so I was just going to wait and not bugger. Yeah, she'll she'll reach out. She'll I call her I said give give you a ring and then coordinate whatever training that she wants to do.

[46:15] Brad Aaron is our council. She's also counsel for quite a few charter schools here in in town. So is that a private room? Yeah, she's a former SEC attorney.

[46:31] She's awesome. We really enjoy her. She's really great.

[46:37] But that's all from government's watch for that email. And then let me know when you've done the trainings and I'll mark them off.

[46:44] Fantastic. All right. Dr. Willis, say I at SGA in my favorite topic.

[46:47] Yeah, so we formed a subcommittee and that included Brandon, RIT Specialist and Amy Flores,

[46:58] who's an English teacher, a language-arch teacher, who's the English teacher,

[47:07] so they had to

[47:12] measure that as this is a very dynamic aspect of education now that we're balancing the

[47:19] concerns about cheating and reduced depth of learning with employers, you know, wanting

[47:28] employees to use AI as part of their skillset and being able to make sure students are going

[47:36] to be prepared for the workforce. Recognizing that complete prohibition of AI on campus and at

[47:43] home is going to have our students unprepared for employment in numerous fields and the numbers

[47:50] of fields keep growing. Virtues having unrestricted use and preparing the development of critical

[47:55] thanking and analytical abilities and communication skills. So this meeting, I want to report to the

[48:07] board what the actual state of things is from expectations,

[48:20] according to the subject matter.

[48:22] So, you know, math use is going to be different from language art. It's going to be different from

[48:26] history, et cetera. And these are posted in the classrooms and are in the

[48:30] syllabi. There isn't one standard rule for the school. And these are so these are

[48:36] developed by the departments and by the teachers. We're talking about with

[48:41] each other recommending informing parents directly as opposed to just having

[48:47] it in a syllabi in the classroom so the parents can better support what our

[48:52] goals our expectations are for their students at home when they're with them and we're thinking

[49:00] about doing this as a document near the start of the semester each time and then maybe

[49:06] a quarterly news letter that would go out to update because it is so dynamic. Any changes

[49:12] that we're making or responding to potentially what's out there in the media because when

[49:19] parents are surveyed across the country, such a high percentage of them are anxious about what's

[49:24] going on and they want to make sure their students are protected and yet prepared. So we want

[49:29] parents to alleviate some of that anxiety so that they know that we're actively engaged in this

[49:36] process and we're not ignoring it. One of the things that's coming up is having the ability

[49:42] We from Chromebook Management software that's going to be used this year so that schools

[49:49] and parents can actually review the search histories for AIUs and then teachers can potentially

[49:56] utilize the Chromebooks to establish classroom specific AI tools as well as restrictions.

[50:07] And then just noted that a lot of what's going on in the classrooms regarding AI now is basically

[50:14] we just teaching a lot of search, right?

[50:17] So chat GPT searches and such.

[50:19] So teaching students how to use those search tools

[50:22] and how to use them accurately,

[50:24] how to evaluate sources, make sure students are getting

[50:28] and reading the original sources that are proposed,

[50:32] checking those source results for accuracy

[50:35] and there's so much hallucinating.

[50:38] Illucinating of results and search tools

[50:41] just making things up

[50:43] and make sure students understand how that can happen

[50:45] and how to investigate that, how to query,

[50:49] how to produce searches that are nuanced in detail

[50:53] rather than generic and even how to use

[50:57] spelling and grammar tools correctly.

[50:59] So that students aren't changing their work

[51:01] from what they intend to do when a simple grammar change.

[51:05] Even just Microsoft Word, recommending a grammar change

[51:09] can change the intent of the writing.

[51:11] So I'm really just wanting to empower students to understand that it's a tool that's it can it can help but

[51:18] Engaging the mind is first

[51:21] So all of that is to ensure that AI at SGA is protecting student learning while also preparing them to use emerging

[51:28] technologies effectively and responsibility

[51:31] responsibly

[51:32] We'll meet again

[51:34] in November just to update where things are at is

[51:38] because we're trying some new things, and then we'll just keep updating the board on where we're at.

[51:44] I don't think that we need to have any formal policies or anything that we need to take action on with the board

[51:50] unless something comes up that we're concerned about.

[51:55] You guys have a question there?

[51:56] Yeah.

[51:59] First of all, I think that was a fabulous presentation and your approach.

[52:05] Yeah, and I think there's a fine line between, and I'm very glad that, you know, the kids are getting education and being able to utilize the tools, but there's a fine line between taking advantage and misusing them.

[52:20] I was just curious outside the eco sphere of content monitoring within the school network.

[52:29] when students are on private devices to the teachers have access to any tools

[52:35] that can use AI to detect if AI was misused.

[52:41] I'm not aware of that on their private devices and I don't know.

[52:45] So like if I bring home, if I bring in my homework and I cheat it essentially,

[52:50] I know there's some sort of anti-AI software.

[52:54] like scanning for. Yeah they can say this is AI language or you know the way

[53:00] this math problem was laid out was you know it was clear that that AI did you

[53:08] know use this or did or did this I was just curious. I've read several

[53:14] articles at the collegiate level that they were using those tools and they

[53:21] become somewhat ubiquitous. Yeah. Yeah. And some of the teachers are, I mean, generally speaking,

[53:27] a lot of the course work that's done at SGA is done in the classroom. It's okay. There's not

[53:33] a high burden of homework so that there's hands-on direct interaction with the students while they're

[53:40] doing their work. Yeah. Well, and I think you answered it by putting the burden on the parents

[53:46] It's somewhat, so I think that's good.

[53:50] But I really appreciate you addressing that

[53:53] because that was one of my questions.

[53:55] Yeah, yeah.

[53:58] Not right.

[53:59] Yeah, I just want to say, Carrie,

[54:01] I think the approach is really thoughtful

[54:02] and that you've looked at a lot of different perspectives

[54:05] and angles and I also appreciate your presentation.

[54:09] I think getting the teachers to really be the ones

[54:13] to figure out how best to police the use is what I will call it, of AI based on the curriculum

[54:24] that they have established is the best way to do it, to your point. Even if you're an algebra

[54:33] class and you're using AI, it's going to be very different in terms of mortality than if you're

[54:38] in a calculus class and using AI. And so I think that giving the educator the freedom and the

[54:44] license to the police that is the right to do it.

[54:48] I want to constantly changing what students have access to six months from now

[54:54] to be very different from what they have access to.

[54:56] We just want to make sure that we're adapting to all of those things.

[54:58] We're keeping updated on what students are doing.

[55:02] Right. And all IT is in house.

[55:05] No. No, we outsource the IT to our local company here in Utah.

[55:10] And then we have to to RISO is in-house and we have a tech specialist on site and then

[55:19] we have our IT company who takes care of our cyber security.

[55:23] And what firm is that?

[55:26] STS.

[55:27] Sorry, that's a space I can't say.

[55:30] Oh, cool.

[55:31] I don't remember what STS stands for.

[55:34] Something technology.

[55:35] All right, a big IT shop for charter schools here in the Southwest, Brad.

[55:47] We don't have enough, what's the word, I'll use, critical masks to have our own kind

[55:52] of in-house routine.

[55:54] Agreed.

[55:54] Yeah.

[55:55] So I was coming out source.

[55:57] Yeah.

[55:58] Yeah, I was CEO of an outsource firm for 26 years, so I'm a huge advocate for it.

[56:03] Awesome, awesome, awesome.

[56:09] All right. I think two items to approve the LEA licenses and then

[56:14] I'll go through the PEC policy, right? Yeah. So, let me know if my connection, it says

[56:20] it's unstable. The wind is really bad over here. So, let me know if I have to repeat anything.

[56:25] Okay, so this one has some, could be sensitive. We are allowed to approve these LEA licenses

[56:35] by discussing the name of the employee and what they're getting licensed for but we are

[56:42] not allowed to discuss any qualifications or concerns in the public meeting, we would

[56:49] have to go into closed session. I sent the board the resumes and letters of the letters

[56:59] There's a request from the administration.

[57:02] These are not core classes.

[57:04] These are elective and specialty courses and technicalities for one of them on a technical

[57:14] issue we ran into because we're 7-12 instead of K-8.

[57:19] So you know the state of Utah just has some funky little technical things.

[57:24] So I am going to share my screen now.

[57:27] Can you guys all see my kind of small, all right, so I would just, these are the only

[57:37] LEA-specific licenses for this school year.

[57:42] It's one class for three of them and then three classes for the other teacher.

[57:50] So if we need to discuss anything other than the courses themselves, we would need to go into closed session.

[58:00] So I looked at this. I don't have anything. I think, again, boarded somebody. Folks, if you want to, I had a chance to look at everything.

[58:08] So I'm good with it. But if we want to go into closed session, we can. If you folks think we need to talk about people's qualifications on the faculty to teach these electives.

[58:18] I have a question that I don't know if this would fall under it, but are these all returning

[58:23] or are they new?

[58:26] One, our guitar rock band teacher is new, and that's all he's going to be teaching.

[58:32] Okay.

[58:34] But the rest of them are returning faculty members from last year.

[58:38] They just have some new assignments.

[58:40] Adam, pervert.

[58:46] I didn't have any questions from what you had submitted.

[58:52] How?

[58:53] How was the only one?

[58:59] Any questions from you guys? Pete, you're on mute.

[59:03] No, not for me.

[59:06] Okay, then we don't need to go into closed session, which is just fine and dandy.

[59:11] We can do this in one of two ways.

[59:12] We can group, approve these or we can do them individually.

[59:15] What would you like to do?

[59:20] All right, by the group.

[59:21] Yeah.

[59:21] By group, all right.

[59:22] Yeah.

[59:23] Is he good with that?

[59:24] Yes, that's great.

[59:25] Fantastic.

[59:26] Well, I will entertain a motion to grant.

[59:28] and LEA psych-specific licenses to Ms. Reed, Mr. Ferraro, Mr. Carter, and Ms. Blaha for the FY27 school year.

[59:41] Oh, that's a mouthful, but I will try and do that motion.

[59:45] Okay.

[59:45] All right. Fantastic.

[59:47] We have the motion to approve the three other licenses requested by the admin for FY274, Ms. Reed,

[59:56] Mr. Fraaro, Mr. Carter, and Ms. Blossom.

[1:00:00] Thank you, Dave. I was going to do it. You're watching from Al. I feel like an auctioned ear. Al, did you do a second? Okay, also. I have a second from Al. All in favor of granting LEA licenses to faculty, please say aye. Aye. Any opposed? All right. Hearing and seeing none, LEA licenses are granted. Congratulations. Moving right along.

[1:00:29] technology policy, my favorite. Yes, so as you all know, there have been two big

[1:00:36] technology pieces of law that have just been passed by the state

[1:00:42] legislature. That's HP 502. We were required to write a policy regarding

[1:00:50] personal devices, especially cell phones in classrooms and in the school

[1:00:55] building, but now the law that took effect, I believe it was May 6th, bans all of these

[1:01:02] technology pieces from belt to belt, unless you have a policy that outlines the expectations,

[1:01:11] make sure that there's exceptions that are reasonable exclusions, procedures in case something

[1:01:18] is confiscated.

[1:01:19] We had a policy, the first law required a policy, but the second law required us to amend the policy.

[1:01:27] So I'll just point out what is different.

[1:01:31] Under the expectations, the last bullet, like where this policy specifically applies to,

[1:01:39] as we are a high school, our policy applies to instructional time.

[1:01:45] so they're allowed to use their devices before after school and during lunch, but they are not allowed to be on our

[1:01:51] student Wi-Fi. They have to use their own data system. We had to add the exclusions.

[1:01:58] This was new in the law, and so it just follows what the law requires. The procedures have not changed.

[1:02:07] This is what we, what we had last year. It was successful last year. We had a little bit of hiccups,

[1:02:12] So we corrected those with the faculty did some training and it's now in full force and it's working really well. It's only three days in but working well.

[1:02:22] And then we do have an exclusion for laptops for students who are involved in concurrent enrollment.

[1:02:29] So laptops at our school are just not allowed personal laptops because we don't really have the ability to monitor what they're doing on those laptops.

[1:02:40] unless they can get an exclusion if they are enrolled in a concurrent enrollment class in the college

[1:02:46] and that's because often they require software that our Chromebooks cannot handle.

[1:02:51] And so they have to have a special exclusionary form in order for that.

[1:02:55] The accountability remains the same, student gets a warning, teacher takes the device, parent has to pick the device up.

[1:03:02] So that's works really well for us.

[1:03:06] have your teachers felt supported in implementing the policy?

[1:03:13] Yes, the teachers wrote the policy.

[1:03:15] Oh, beautiful.

[1:03:15] So we made sure that it was all of the requirements of the law.

[1:03:21] But then we let the teachers really drive this because yes,

[1:03:26] they're the ones who have to enforce it.

[1:03:27] And we wanted to make sure that it was something they felt comfortable

[1:03:30] enforcing and that they felt supported on our end that they had to say in what was happening in their classrooms with the technology.

[1:03:39] I mean, the basic rundown is we have pouches on every classroom wall, in every classroom,

[1:03:47] or not in every wall, but in every classroom that the students drop off their device and they have to stay there during the duration of class period.

[1:03:56] Is there support from the parents?

[1:03:58] Or have you had any issues with parents not liking the fallacy?

[1:04:02] I have not heard any parent complaints that were formal.

[1:04:07] The law itself has some mixed results.

[1:04:11] Most parents were in favor of it, but there are some parents who it's a culture shift.

[1:04:19] And the concerns or just sort of the things I've heard parents say, wait, I can't text

[1:04:28] my student any time I need to and it's like, well, no, you can't, well, if you're in

[1:04:32] class, you need to call the front office and we'll take them, call them down to the office.

[1:04:36] But students can, in between classes, use their device, so if a student needed to get a hold

[1:04:42] of their parent, they could, but students still have to check out on the front office even

[1:04:45] if they leave campus and so it's worked out pretty well.

[1:04:50] That's probably the biggest cool tip.

[1:04:53] Like our biggest challenge, I wouldn't even call it a challenge.

[1:04:56] I would say our biggest concern with parents.

[1:04:58] A lot of it had to do with students who use them for medical.

[1:05:02] And then once they understood what the expectations were

[1:05:05] and the accommodations and exclusions

[1:05:07] that were included in the policy,

[1:05:09] then it eased whatever concerns there were.

[1:05:13] Yeah, and that fits in the exclusions category. So yeah, that makes sense. I mean again we

[1:05:21] want to make sure that they're not on their phone and actually learning and all that kind of

[1:05:28] good stuff. If I had my way, I jammed cell phone signals in the school, but no, I mean, but fair enough

[1:05:36] and after your third offense, then you know, we get a auction off your device.

[1:05:57] I'm sorry, we did run the changes through the faculty before we brought it to you so they and they voted and they were all in favor

[1:06:07] So I had I had no teacher who who did not support this so I can't see any

[1:06:13] teacher that that wouldn't support it. I mean it's it's egalitarian but it's

[1:06:17] also firm and we've got to obey the law and then the way it's written by the

[1:06:20] state so it's not like we got a chance to change it so we've totally got it all

[1:06:27] right I'll entertain a motion to approve the FY27 technology policy as as

[1:06:33] written. A motion to approve the SGA technology policy. All right thank you

[1:06:39] Dr. Willis we have a motion to approve the FY27 technology policy as written by

[1:06:44] Dr. Willis make a second. A second. All right thank you out we have a second

[1:06:50] from Albo proves the FY27 technology policy as written. Well in favor please say

[1:06:55] Hi. Hi. Hi. Right. Any opposed? All right. Seeing and hearing none, motion passes unanimously. All right. Your policy is now good to go. All right, folks. We will be meeting next in October. And by then, Christy, we should have an Roger. We should know where we are with the numbers and everything like that. And then Al and myself are happy to have a conversation with

[1:07:26] It's not Woodbridge. It's Williamsburg. Williamsburg. There we go. All right. Thank you all. We'll see you in October and welcome Brad. Thank you for the questions.

[1:07:36] Are you attending and hopefully you can attend more of these. Thank you, Brad. Yeah, I just wanted to say thank you to all of you for your time and I've heard nothing but fabulous reviews about the current group.

[1:07:53] Like I said, this is our first foray and in the charter and we're excited to be a part

[1:07:59] of it.

[1:07:59] I retired a few years ago so I could be more engaged as our kids go through the teenage years.

[1:08:05] My wife is a non-working nurse and she loves to volunteer.

[1:08:09] So if there's a list of any volunteer opportunities, I know she'd be interested in that.

[1:08:16] Since we announced that we'd be at SGA, we heard some concerns that were several years

[1:08:22] a little bold, but you know we've heard nothing but good stuff about what's going on now we love all

[1:08:28] the teachers, so we're really excited to be a part of it and thank you all for your time.

[1:08:34] Thank you for that. It's great to meet you.

[1:08:37] I would say absolutely, this is McDermott, to connect with the PT, the

[1:08:43] future association. They're very active in our school, so I can tell you,

[1:08:48] I think Christina and our team are very bound to the school and very connected to it, which

[1:08:56] is great.

[1:08:57] It shows in our results and in our standardized testing results and our matriculation

[1:09:02] rate and all those kinds of good things and so we'd love to take as many volunteers as

[1:09:07] we can.

[1:09:08] I'm not shy about that.

[1:09:10] Very good.

[1:09:11] That's great.

[1:09:12] All right folks, well enjoy your evening and thank you.

[1:09:14] We'll see you in a little bit.

[1:09:15] All right.

[1:09:16] Okay.

Board Training Meeting Minutes Recording, August 13, 2026

Transcript