[0:15] Aye, Jasmine, nay, is that you, for you? Good, how are you? I'm due, and I've opened few things

[0:29] that I need you to show us, so can we second you?

[0:41] Dr. Amy,

[0:57] we'd silly to wait for Stephanie and Kristina

[1:01] not correct? Yes, we need a book.

[1:06] So for us not really doing this.

[1:15] So do you

[1:21] have a

[1:21] copy of it? I usually like to keep the original agenda and then make a copy to do the notes.

[1:30] Yes, sure. I can make a copy and then do my notes. So

[1:46] it looks like that Shannon will not

[1:49] happy people to join. Did you

[1:57] hear me? Me? Yeah, yeah. Okay,

[2:06] so I'm going to step me to

[2:08] Gina for a number so you see. And Christina told me that she will be joining on the team.

[2:36] Hi. Nice to meet you guys. I know it's just online, but yeah, I

[2:51] cut my camera just because

[2:53] I think my computer works better when my video is off, so I hope that's okay.

[3:12] Yes, that's

[3:18] And I started recording over. Thank you. Yeah, of course, really.

[4:24] I'm actually just message

[4:26] me that Shannon will be joining just said just give give for a few minutes and then she

[4:33] will be joining you guys. Thank you. Yeah, of course.

[4:46] Hi, I was able to get off the Oklahoma board, but I'm so sorry I'm late.

[4:53] Maurice.

[4:55] Hi, Shannon.

[4:57] Thank you so much for joining me.

[5:00] No, we don't.

[5:02] Yeah, so do we have, have we started?

[5:05] Do we already have a, um, a quorum?

[5:10] No, you and Christina have sounded exactly at the same time, so we can get started.

[5:14] Oh, perfect.

[5:15] Oh, and Jamie's here too.

[5:19] Stephanie, oh yeah, we've got, we've got a whole team.

[5:21] I love it.

[5:28] And hi, Dr. Amy.

[5:31] Always happy to see your face.

[5:34] Thank you.

[5:35] Do you really do want to introduce yourself just real quickly?

[5:38] Again, now that there's a face running.

[5:41] Yes, sure. So my name is Elyse Clarke. I'm super happy to join the Utah Board meetings as the Board

[5:49] liaison, and I am going to assist Jasmine with running the board meeting, taking notes for her

[5:57] for the minutes, recording the meeting, and just helping her schedule the meetings for future dates.

[6:05] So if you guys have any questions ever regarding any of the board meetings or dates or agenda items, please always feel free to reach out to me and I'm super happy to be here and so nice to meet you all.

[6:19] Thank you.

[6:34] Thank you.

[6:35] I've got it open right here.

[6:38] Okay, so this I don't think this will be too long of a meeting everyone and I'm always

[6:43] grateful for everybody to be here.

[6:45] So first we will do our call to order at 505 and ask if there are and is anyone in person

[6:57] and at the facility, Jasmine or online

[7:02] that would like to make a public comment.

[7:05] Okay, no one's here.

[7:08] Okay, and let's move on to reports.

[7:12] I don't see any list of here, Jasmine.

[7:14] Do you have any reports to share?

[7:16] Yeah, I apologize.

[7:18] I didn't go into more detail with that.

[7:19] But one of the biggest reports we have is

[7:22] that we hit our enrollment cap.

[7:23] So we are at 400 students and so yeah, so it's been a long year.

[7:34] A lot of work is amazing.

[7:36] I really, really credit our teachers and coaches because we've had great retention.

[7:41] So a lot of students that have stayed with us.

[7:43] And a lot of students who came to us were referrals, family members, friends of families.

[7:48] so I think that shows how much effort our teachers and coaches have put in in those relationships.

[7:54] So it's been pretty awesome to watch an experience. That's really cool.

[8:02] But other than that, I don't know if you guys had a chance to look at the annual land trust

[8:07] training. So that was the PowerPoint that I sent out beforehand. This is linked to the

[8:15] But grant funds that we get through the land trust that we've talked about a couple of

[8:19] times this year.

[8:21] So the Land Trust Council, which it consists of parents, goes through the training every

[8:26] year.

[8:27] And then our board members are asked to go through the training every year.

[8:31] So in the email that Elisa, I just kind of noted a couple of pages that I think are the

[8:35] most important for you to review.

[8:38] And it's really just like what your all-revation is when deciding where the funds go.

[8:42] So I know that those again on the agenda and we'll open it up to any questions.

[8:54] Do any board members have questions regarding this?

[8:59] I can share with you board members that Jasmine has very regular conversations with our

[9:06] budgeting folks to make sure that these dollars are spent appropriately and she spends a lot

[9:14] time making sure that the money spent aligns with student needs and so I really appreciate

[9:22] Jasmine's work and also Roland's work in making sure that these dollars are spent appropriately.

[9:29] So thank you to Jasmine. Thank you.

[9:35] Nothing, then I will move on to our team. I did have a question. I'm sorry. You mentioned

[9:42] training for the board? What is what is that entail? What to make sure I'm not letting that slip through the

[9:49] crack? Yeah, so I can send it again, but it's it's essentially just this power point that

[9:57] USP has got. Yeah, the training. Yes, that's the training. Just to see what the timeline is, what your

[10:06] obligations are as a board number and kind of, you know, holding the account of also what I should be doing in the meetings. Yeah. Thank you.

[10:19] All right. If we want to action items. And so the first being reviewing the minutes of the previous board meeting, which was also sent out, but I can show it here as well.

[10:36] Any questions or.

[10:40] comments on the notes.

[10:44] Not from me and I will go ahead if there are no questions and make a motion to approve our previous forward meeting minutes. Can we get a second?

[10:55] I'll second that. Thank you all in favor.

[10:58] Hi. Hi. Hi.

[11:06] All right. And then we have our school calendar. And I apologize. I'm going to stop sort of actually.

[11:12] Just for the 2627 school year, that also means board approval. And I apologize. I don't know if you guys can see this well, but it was also sent out. And I can always send it out again.

[11:27] So our school year will start August 12 and we don't have built-in school

[11:36] breaks essentially because our students are learning year-round. And so you'll

[11:40] see that we are still going to be open during those holidays to provide support

[11:45] for our students including the month of April. And then our school year would end

[11:51] the May 21st and our students are encouraged to attend summer schools but they can continue to

[11:58] gain those high school credits. We're still working in six LPs so our students are only taking

[12:03] two courses every learning period. So that won't change any

[12:11] questions or clarification on this

[12:13] I

[12:25] will ask for a motion to approve the 2627, the right point, Utah calendar,

[12:39] then I was motion Jamie was second all in favor.

[12:54] I'm going to go back to the school land trust and so this is for the 25-26th

[13:02] school year. I am asking to have a second amendment. I did get approved by the

[13:07] Land Trust Council already. It's leftover funds from a couple of the

[13:11] categories. So our field trips, we have $10,839 that I moved to our meetings. We did do,

[13:21] like Thanksgiving point this year, we were doing the Libyan Science Day Fair with the Libyan Science

[13:26] Day field trip that includes the positive bus. We still have those funds left over. And then our

[13:34] math tutor position has $4,673 that I'm looking to amend. We had about two months where we had a

[13:42] hard time hiring a math tutor. We do have one now. So I'm looking at about $2,000 still being

[13:48] allocated towards that but there are funds left over and they do need to be spent. So all together

[13:53] I'm asking that we use $15,656 and 84 cents to purchase more from looks which

[14:03] We will meet because our enrollment next year

[14:05] were allowed to go to 500 and we do try to provide one

[14:08] to them from books for our students.

[14:10] That's very important for us.

[14:12] So again, I'm looking to amend those funds.

[14:15] The land trust parents have approved that.

[14:17] And then it needs to be board approved before our business

[14:20] management approves it.

[14:25] Thank you for all the meetings you took to be able to figure out.

[14:29] What was sent in and also for being so diligent in trying to make sure

[14:34] that that math tutor was was available, that is a tricky position to fill. So I also completely

[14:42] support you in your desire to have Chromebooks in and ready for students. So the board understands

[14:51] once those Chromebooks come in, there's still a lot of work, we don't just hand them to kids,

[14:56] And so we have to put firewalls on them and all kinds of things to

[15:00] It could save and make sure that they're using them for the correct purpose. So it will be great to have a little bit of extra time for Jasmine Taylor and their team to have those ready to to give to all the kids. And I didn't get a chance to say this before, but this team has worked in what an incredible year for them to get 400 kids from nothing to learn about the school, come in and roll. And then

[15:29] start earning credits and feeling really good about where they go to school and the folks

[15:35] that are serving them there in Utah.

[15:37] So I will make a motion that we approve the land trust amendment to purchase these

[15:46] Chromebooks with the leftover funds.

[15:49] Can we get a second?

[15:50] I'll second that.

[15:52] Thank you, Stephanie.

[15:54] All in favor?

[15:57] Hi.

[16:05] Thank you. The next item is the election procedures for the land trust. And this is just

[16:12] outlining how we have a school needs to post on the website what the land trust is and

[16:18] how parents can join the land trust council. It also includes the election procedures to

[16:24] bring on a new parent or guardian of a student. It's not different from the one we

[16:31] approved last year. It's the same. It does need to be approved every year. And it

[16:36] goes into details too about, you know, having a quorum and if I were to be on

[16:41] the council, it needs to be more parents than there are staff members and things

[16:45] like that. So again, it hasn't changed. It just needs to be approved every year.

[16:54] somebody else want to make a motion? I feel like I'm doing all the motions.

[17:04] Okay, then I'll go ahead then and make a motion to approve the election procedures for 2627 for the land trust.

[17:18] I'll second that.

[17:21] All in favor?

[17:22] Hi. Hi. I'm sorry who second the motion. Stephanie. Thank you all. You're welcome. All right.

[17:33] This one I'm excited about because I learned a lot this year with the Land Trust Funds. So I'm

[17:40] more confident with how the funds were allocated this year or for 2627. So our goal really is going

[17:48] be more in the mathematics. And because our enrollment has gone up, the funds have gone up.

[17:56] And so the goals aren't changing. We're still going to use our events and a platform to assess

[18:02] students and see where the growth is. We're still going to provide our teachers this time to look at

[18:07] that data and change their instruction based on it. But I've just changed the funds

[18:14] category slightly based on what was learned this year. So we would like to start the year off with the

[18:21] math tutor. So there's still that allocation of the $8,000 for a math tutor. The field trips based on what we

[18:27] spent this year, $7,000. We purchased the IEP software for our sped students. We would like to renew that next

[18:38] spring when that comes up. So that's $5,500. And then our middle school students were at 86

[18:45] middle school students right now. 50 of those being eighth graders with one teacher. So we

[18:53] would like to hire a middle school teacher next year to help support those students. And so

[18:58] allocating 54,000 to another middle school teacher.

[19:05] Any questions, comments, input,

[19:14] not for me

[19:16] I know, again, that you spent a lot of time working on this.

[19:20] Were you going to ask your questions, Stephanie?

[19:22] No, I was just saying no questions from me.

[19:25] Let's get out of here for me either.

[19:27] Okay.

[19:30] Just someone want to make a motion to approve.

[19:36] I'll make a motion to approve.

[19:38] be let's see where I'm the 26 27 election procedures approval plan plan

[19:51] land trust plan 6 26 27 land trust plan approval perfect I'll second

[20:11] Alright, and then this next one is our work credit course. I want to revisit this and Christina, I would love for your input, because I'm sorry, I'm talking.

[20:24] So we, we, we, we came to the board of approval last time was that students to get one credit

[20:31] for working outside the school if they providing paid stuff and going through the right

[20:37] thinker course.

[20:39] So our staff has brought it to our attention and our school councilor too that a lot of

[20:44] students work more than the 105 hours and a lot of other schools provide more credit based

[20:51] on those hours.

[20:52] And so I just wanted to bring it to your guys's attention and again, if Christina, you have any input on that with your experience working with students who typically, you know, work while still going to high school if we want to increase that credit.

[21:05] If we want to keep it doesn't necessarily need to be an action item, but I just wanted to bring it to your guys's attention and let you kind of talk over what you think would be best.

[21:18] Again, our school counselor has brought it to my attention a couple of times, but a lot

[21:22] of students are working more than those 105 hours in the light to give them more credit.

[21:27] And she has sent me transcripts from other school districts that does show they will add

[21:32] more elective credits for students in that area.

[21:36] But right now, because of the way we did board approve it, they're capped up with one credit.

[21:41] So Jasmine, in your research into this and then I'd love to hear what Christina has to say and what she's seen and Stephanie, you may have seen things to other schools that you work with along the lines of this.

[22:00] Did you get some detail on how many credits they, what's the maximum?

[22:10] How many hours? What work are they doing in conjunction to show what they're learning at their job?

[22:18] Do we have some guidelines and maybe if you did maybe came back to the board at our next board meeting with some recommendations?

[22:28] That'd be great.

[22:33] Yeah,

[22:37] I know I know that us adding the bright thinker in is is not typical. It's usually just the past tense, but I wasn't comfortable with just that and I know our team wasn't comfortable with just that.

[22:49] But as far as going over that credit, what that looks like, yeah, I can I can do some research on that in the surrounding school districts and kind of what their requirements are.

[22:59] I think that would be really great because we definitely want these kids to be able to earn

[23:06] credits and make up many of them for being deficient in credits and lots of our kids do have to

[23:16] maintain work. So we want to make sure that it's thoughtful and that they are able to get credit for

[23:25] for that. What are the board members? What have you guys seen and what thoughts do you guys have?

[23:37] What code are they using, Jasmine, or the other schools? And yeah, I have the same questions,

[23:42] like yeah, I have the same questions because they can't just be given out credit. Where if they are,

[23:47] I need to know who they are because I'm a classroom just kidding. But yeah, well the cactus could

[23:53] What do we have is here and that's what we, you know, what are they using there? Do you know, do you know, what is it tied to?

[24:01] I'm assuming the same cactus code is we use, you know, we looked into the.

[24:07] Horse codes at from the US people ones and then what the local school districts were using.

[24:14] But I can triple check that and ensure that, you know, it would be there using two different codes.

[24:21] Oh, okay. Is what my guess would be what it be on the trends?

[24:28] No, yeah, no, it's not. So you'd have to actually talk to a counselor to see what they truly are doing.

[24:35] Okay.

[24:35] And it might be interesting to see what they're doing. But yeah, we need to make sure we tie it to some type of applicable outcome.

[24:42] Right. Not just going to work at, you know, seven, 11, getting a paycheck like it has to be applicable.

[24:49] Otherwise, it doesn't do the student any good. Besides gravity, which is important.

[24:54] I like a life skill. I like a life skill out of it.

[24:58] I like that.

[25:02] A durable skill.

[25:04] That's what we're calling it now.

[25:05] A durable skill.

[25:06] I like that.

[25:07] Yeah.

[25:10] Okay. Well, I'll start there.

[25:13] I'll connect to some transcripts that we've been getting that have multiple credits for working

[25:19] and see what those factors are. That'll be awesome. And you can call me or whatever, too.

[25:25] So, yeah. I'd love to know what objectives learning objectives are or durable skills. Is that

[25:34] what you called it? Christine? Yeah, okay. I'd love to know what those are for these other schools.

[25:41] that that would be very interesting to note and to you know make sure that we are duplicating things

[25:49] that work well for kids. So yeah and and we just started a big durable skill campaign this school

[25:57] year so Jasmine I'm gonna put in the chat a link to our durable skill area we've been trying to get

[26:02] out to every CTE teacher I don't know if your teachers are on our list serve but they've been working

[26:07] on durable skills throughout this whole year with their students, so I will put that

[26:11] in a chat for you.

[26:14] Okay.

[26:14] Well, I appreciate that.

[26:15] I wish you durable skills.

[26:17] Thank you.

[26:18] Yeah.

[26:23] Any other input thoughts

[26:27] on the card?

[26:29] So this section item does not get approval at this time correct?

[26:41] No action. No action at this time. Thank you.

[26:49] We have Taylor here. Taylor, I don't know if you're available, but I have the MOU with the IRC if you want to talk on that.

[26:57] I guess I'm still here. Sorry I'm driving so I might camera as well, but it evening board members. I just want to present to you guys a MOU opportunity that we have with the International Refugee Committee.

[27:11] They have referred three students to us so far this year these students are coming from war torn countries primarily in the Middle East and Africa.

[27:21] And these students have done a lot of work with us this year, just learning English and

[27:28] adapting to an American learning environment and be just earning some credit.

[27:34] One of our six stories, her name is Fatima and she is aging out of our program so we are

[27:41] looking for programs that we can refer her to so she can finish her GED or High School

[27:46] diploma and adult ed program. But she has earned about four or six credits with us this year,

[27:53] so I'm really proud of the work that our team's done with her particularly. A few others are

[27:58] her names Carla and another one is a boo. These students have done really well just trying to

[28:04] adapt into that American learning environment and making up as many credits as they can as they

[28:10] continue living their lives here in Utah. The IRC did propose an MOU

[28:15] agreement between Brightpoint Academy of Utah and themselves just as they find

[28:21] more students that might need this sort of platform and our model they think

[28:27] that would be really beneficial for their organization so I just wanted to

[28:31] present this tonight and speak to it a little bit and see if this is something we

[28:36] would like to vote on tonight.

[28:40] I just anyone have any questions about the

[28:47] I like that we have on our screen share right now the sort of the neutral things that the two organizations would be agreeing to and all of this is completely in line with our mission to find and serve under served kids, which is it looks like this is the great partner because they do the same thing.

[29:16] And I love that we already are serving students at Thrive Point Academy of Utah, and that we're seeing kids have success, and that these folks over at IRC feel that they have a good education partner to refer these kids that are going through an awful lot in their life too.

[29:39] So I personally am very supportive of this.

[29:43] I think it's wonderful.

[29:48] I'd love to hear from the other board members what questions you have about the IRC for Taylor,

[29:55] for, you know, how this partnership came to be. Any questions you guys?

[30:00] Talk. I don't have any questions, but I think it sounds great. It sounds just exactly in line with our overall mission of what we want to do and who we want to serve. And I think it seems fantastic. Taylor, so whose job is it to find their alternative and after they've they're done with thrife point and what data are we sharing back with them? Are we sharing data back with them? Or I worry about compliance? Yeah, great question.

[30:28] And so in the MOU, if you look,

[30:32] Jasmine, could you find the section that talks about data sharing?

[30:37] I think it's right there.

[30:38] Yeah, it's up.

[30:40] It's up.

[30:41] Okay.

[30:42] So I think it's pretty basic.

[30:45] Nothing transformative.

[30:48] It would just be a basic student success plan that our staff uses.

[30:54] It's not a full transcript, but it just,

[30:57] because it just shows the progress that the students have made.

[31:01] So the people at the IRC that are referring students to us, it's their success coaches as

[31:08] well.

[31:08] And so they're trying to find partners that they can at least get some feedback on how well

[31:15] they're progressing.

[31:15] They're not asking for full transcripts or for all the data that we would have, but they

[31:22] are asking for at least some sort of update and that could be verbal or written. Do you have any

[31:29] recommendations on how we might be able to do that more successfully or on compliance, how we

[31:34] could do that better? So where it says for students with signed authorizations, you only deal with

[31:40] the student, right? There is no parent involvement. The parents, the students that we have, they are

[31:47] over 18. Oh, okay. Okay. Yeah, they've been referred just because they're older. That's typically

[31:54] who this organization has worked with in the past. Just because of the current

[32:01] immigration situation, they don't have a lot of clients, but when they do, maybe in the next

[32:07] couple of years, have a increase in immigration and refugees coming to Utah. They do want to change

[32:14] this verbiage so that it could also account for students seven through 12th grade who are under 18.

[32:22] Okay and I mean I'm sure you have yet a legal team look that over right because in in traditional

[32:27] high schools 18 and not graduated still need parents approval but this is this is separate so I'm

[32:35] not sure as long as the legal your legal department has said that that's okay you're probably okay

[32:40] just I would just verify that because in a traditional school that wouldn't be the case.

[32:45] Gotcha. Um, we can, yeah, Shane, go ahead. Yeah, yeah, I'm just going to say thank you for

[32:51] for that recommendation. I know this is sent over to Chris, but I will circle back with him and make

[32:57] sure that he doesn't want anything changed here and that that he's okay with the way it is currently

[33:03] written. Great. Great. Thank you.

[33:09] Any other questions or Taylor anything more to add?

[33:14] No, not particularly. Just one last comment. I'm really proud of the IRC and the work that they do just with new people coming to the state. I think the work that we've done just working with these kids has been great.

[33:29] So that was the update I wanted to give and if we need to change anything, I'm happy to work with Chris and what the IRC to make it to change some verbiage if needed. But thank you so much.

[33:42] Yeah. Thank you, Taylor, for your hard work on this. And I agree with you. They are a great organization and it's great to think we can give them some support in the work that they do and vice versa.

[33:56] So I'm going to make a motion that we approve the MOU with the IRC.

[34:05] as long as Chris Nelson signs off on this, as long as he signs off on it. So I will be responsible for getting that over to Chris.

[34:20] I'll take it back.

[34:22] Thank you and all in favor.

[34:37] I'm sorry.

[34:38] Okay, we've got all eyes and I will bring that back to the board if there's anything that needs to be changed if he gives it a thumbs up, we'll move forward with it.

[34:49] Okay, next item on the agenda.

[34:53] The last action item.

[34:56] So this is our anti-hasing and corporate punishment policy that we do need to get board approved.

[35:03] And so it essentially outlines how we create a safe and respectful learning environment

[35:09] for students and for staff and outlines what that consists of and to make it bigger if needed.

[35:20] There's any questions around the language.

[35:25] This is also a very, very competitive chance to be kind of quickly to speak it and

[35:46] it

[35:46] does comment on how, you know, we do have students online as well, so it outlines what

[35:51] that looks like too.

[36:17] Does anybody have any questions, Jason?

[36:22] Is this, did we approve one of these last year?

[36:27] Yeah, it's not we're for Cognia. We need a board approved and so I was kind of find it in the minutes.

[36:35] Okay. Okay. No problem. Well, I don't have any questions about this. Do any of the board members have questions about this policy?

[36:47] No. No. Okay. I'm going to go ahead and make a motion that we approve the.

[36:52] Can you give me the words, Jasmine, the hazy?

[36:56] Yes.

[36:57] Oh, it is the anti-hazard report by the attorney.

[37:02] Okay, the anti-hazard in the corporal punishment policy

[37:06] for dry point academy of Utah.

[37:10] I get a second.

[37:12] A second.

[37:14] Thank you very much.

[37:16] And is that all in favor?

[37:18] I'm sorry, I can't see with seconding.

[37:20] Sorry, sorry.

[37:22] That was Stephanie.

[37:24] Sorry.

[37:24] It's okay.

[37:26] All in favor?

[37:28] I.

[37:29] I.

[37:30] I.

[37:32] I.

[37:33] I.

[37:34] I.

[37:36] I.

[37:37] I.

[37:37] Just an early graduation conversation.

[37:40] You don't have a policy, I know some school districts do have a policy, we do have students

[37:47] that come to us sometimes and say they're interested in graduating early.

[37:54] And so we're just looking to get some language around what that looks like for our school.

[37:58] So right now just kind of a topic of conversation, feedback, same thing as earlier, if there's

[38:04] more research that I need to do before we find a policy that is agreed upon.

[38:10] So right now, you know, we do require the 24 credits to graduate and we do in the requirement

[38:17] if they want to graduate with early as well as they would need to complete their next step

[38:20] course.

[38:21] They need to have an early graduation plan approved by the counselor, the parent, director,

[38:27] and school board at least one month prior to the date of early graduation and that would

[38:33] be in the completion of their 11th grade school year or early in 12th grade but they're

[38:40] not required to graduate early. So this is just kind of a baseline outline and I apologize

[38:46] for the title here. So any feedback is much appreciated to reword or where your thoughts

[38:54] are based on your experiences.

[38:57] I'm going

[39:01] to take some we've had this year that have expressed desire to graduate a year early.

[39:08] We don't have many and I find that usually even the ones that say they are interested in graduating early. It's not actually an option for them.

[39:24] I don't know if this will ever need to be implemented and if that's the case, is it appropriate

[39:30] to have a policy?

[39:31] I don't know.

[39:32] That would be something I would need to lean on you guys on to guide me with.

[39:37] Dr. Amy.

[39:39] Yeah.

[39:39] I'm, I hope I'm off mic, yeah.

[39:42] So I'm concerned about having the school board need to approve every single one.

[39:51] I mean, it seems if there were a policy in place and the school board approves that, then

[39:59] that would function and they could delegate the looking at the student's records and

[40:07] all of that to the director of schools.

[40:15] I'm just trying to protect all your time people.

[40:17] It's like, you're already generous for giving your time to try it for yourself.

[40:24] I think what would be a good thing for us to do, Jasmine, if you and Dr. Amy and myself

[40:34] want to schedule a time to meet, we can kind of go over how we do this at the other

[40:40] drive points and you know it's just your one I would confidently say you are going to come up with

[40:49] these kids going forward now that the word's getting out about drive point and you will get them

[40:55] we get them you know in the other states a

[41:01] few each year so but I would also agree that it it doesn't

[41:07] probably need to be board approved, but we could certainly share with the board what internally we are looking for to make sure that these kiddos, I'm going to use Christina's term here that they met all graduation requirements and that they have the durable skills and capacity to move forward to their next big step.

[41:33] So I think we put a little thought around this using the other schools as maybe guideposts.

[41:43] And then we can just bring it back to the board with like, here's what we're going to do

[41:47] and just as a read out.

[41:53] All right.

[41:55] Then that's all I have.

[41:57] I didn't know if we wanted to touch base on upcoming meeting dates

[42:03] or the next meeting date that I had in mind and we discussed is Wednesday, May 27th.

[42:17] Roland wanted to talk about the budget presentation or proposal for next year, I believe.

[42:26] He said that the board needed to have two meetings, one to present the budget and then another

[42:31] meeting later on to approve that budget.

[42:41] Jasmine, can you remind the board of the date of the graduation?

[42:45] Yes, oh my goodness, thank you so much and I want to invite you guys as graduation.

[42:50] So we will be hosting graduation and I will send the flyer on May 22nd at 11am at

[43:01] the Salt Lake City

[43:04] community college, the Miller campus. So it's right down the street from us. And so if you can

[43:11] attend, it would be much appreciated. It is our first graduating class. So it's been a big day

[43:17] for our school and for our students. There's a couple of super seniors in there and not saying

[43:23] being a senior isn't exciting, but you know, over 18 and having graduated, it's a big deal for some

[43:28] family. So, I can't remember about that. Sorry.

[43:32] I was in the fire tomorrow.

[43:39] Sorry, my computer died after nine hours of having it running all day today.

[43:47] So I'm back on my phone.

[43:50] I'm wondering, in California, this works really well.

[43:55] We always have a board meeting the day of graduation.

[43:59] We're all, you know, it's a hope that that folks will come to the graduation and if any of you are willing, we always ask our board members to speak if they would like to, but it might be good if we plan to that board meeting to be, let's say, if it starts at 11, we could do the board meeting at, say, 10, 10, 15,

[44:28] the board meeting and then be at the graduation to celebrate the kids who, who graduated.

[44:36] How many graduates are we going to have Jasmine and Taylor?

[44:40] We're looking for it's 20, 20 or 25.

[44:44] That's amazing. I love it.

[44:47] But we could have the 27th to if that's easier for everyone because that is a work day.

[44:52] It is in the middle of the day.

[44:54] So that's up to the board.

[44:57] You ladies let me know.

[45:00] What is better for you? Should we schedule it right now for the 27th in the evening, knowing that we've got graduation for any of you who can attend? That sounds great to me too.

[45:13] I unfortunately, I'm out of town 20 seconds, but I can do the 27th. But if you, if it were for most, then that's fine.

[45:22] Let's go ahead and put and just tentatively schedule board meeting for the 27th same time. And I hope you have a good time out of town, Jamie.

[45:34] We will miss you and Christina and Stephanie, as either of you can, it's very hard in the

[45:40] middle of the day.

[45:41] We understand that, but of course, we'd love you at the graduation on the 22nd.

[45:47] Oh, plan.

[45:48] Yeah.

[45:49] Okay.

[45:49] That sounds awesome.

[45:51] Amazing.

[45:52] Thank you so much.

[45:53] All right.

[45:54] Well, with that, I think we are ready to adjourn.

[45:57] Did I get everything, Jasmine?

[45:59] Yes.

[45:59] Thank you, guys.

[46:00] Yes.

[46:01] Thank you.

[46:03] Okay, thank you guys, thank you so much. Have a great day. Bye, thank you. Bye.

ThrivePoint Academy of Utah Board Meeting

Transcript