[This transcript was generated automatically from audio using AI and hasn't been reviewed by a person -- it can contain mistakes, including plausible-sounding sentences that were never actually said. Treat it as a starting point, not a verbatim record.]

[0:00] I'm sorry you're ready. Yes. Okay. Perfect.
[0:10] All right. I think we're ready. Okay. Perfect. I was just trying to get everything pulled up. All right. Everyone welcome. It is great to see you. I hope you had a good July. Nice little break and are ready to jump back into this 2026-27 school year. So we are going to get started recording and progress.
[0:35] Yes. Thank you. We are going to get started with the pledge.
[0:40] I can tell you a little bit about their willingness to pledge.
[0:43] Yes, Assistant Principal Jensen has volunteered.
[0:47] And if you'll go stand by the flag, it will redirect our camera.
[0:54] Hopefully. I'll speak loudly.
[0:57] Repeat after me.
[0:59] I pledge allegiance to the flag of the United States of America
[1:04] And to the Republic, for origin stands, one nation under God in indiscipline with liberty and justice for all.
[1:17] Thank you. Is there any public input?
[1:24] So, I'm terrified to be. I'm not sure if I have a place on the agenda by chance.
[1:29] I've learned from speaking in a little bit complex. I could go and let me know. I'm not proud of Mr. Beijing.
[1:40] So yes, I think we do have you down for public comment, Travis.
[1:45] Okay.
[1:46] If I check my screen, I'll be very, very brief.
[1:51] Yes, go ahead.
[1:52] Do I need to give you permission to hang on?
[1:55] Yes.
[2:05] I don't have to do this very often.
[2:09] I think you can share now.
[2:11] No worries.
[2:12] Okay, try again and see if it works.
[2:17] Can you see my screen opening?
[2:19] Yep.
[2:20] All right, perfect.
[2:28] All right.
[2:29] Can you still see it?
[2:29] Okay.
[2:30] Yep.
[2:31] Perfect.
[2:32] Okay.
[2:33] Thank you all.
[2:34] My name is Travis.
[2:35] I'm working with you.
[2:36] I'm in the gym.
[2:37] I have to pass five months and it's going to be a real honor and I appreciate the board
[2:41] and your support and your efforts and helping you cast two rules for the new girlfriends
[2:46] for the school.
[2:51] And so I want to share with you all via briefly, precisely what you've got, but I can tell you
[2:59] that all of the data information is verified by me, outside sources, and you are viewed by a very
[3:05] opianistic problem. I mean, you collect some of that data for us all.
[3:09] So what does our new model look like?
[3:11] We started at a very end of February, but looking at a whole month, so we'll see if the
[3:18] year is going to start from a March 1st until the July 1st, just for convenience.
[3:23] We saw compared the exact same time window last year, at 59.1% increase in new enrollments.
[3:31] So for March 1st until July 31st, 59.1% increase in enrollment, going from 44th to 50th.
[3:39] That is a bright UCAS in about $13,000 per child, about $340,000 additional revenue, and if you are a proper school, which you are not on track for that, that would be $2,000 or $8,000 a crop or additional funding that you receive.
[3:54] So that's $60,000 that I'll consume you either.
[3:57] It did pay for maybe $19,000 fees, but also for the add spend, also some cost there for some open house and what they might not be there too.
[4:05] I
[4:08] mean, the data sheet is more impressive than we look at the 31st day of the ads turned
[4:12] on, which was in February 23rd, and I ended our data collection here on the 14th.
[4:18] We look at that exact amount of time compared to the exact same days last year.
[4:24] It's a 66% increase in the moment for these students.
[4:29] 78 new students are just 31 more than their previous year.
[4:32] as a net growth in
[4:35] 3,000 net growth is $340,000 additional revenue.
[4:40] Now since the typical income is from one year, most are going to stay at UCAS
[4:44] for being two-and-a-half of three years.
[4:46] So the lifetime amount of revenue gained by UCAS just from our five months with you is
[4:53] estimated at about $1.2 billion in additional revenue for the school for the next three
[4:59] four years.
[4:59] the bottom line, that it doesn't need some challenges,
[5:04] and then we don't have the number of kids
[5:06] or only four, or two size student role might be a traction side
[5:10] which is what we're doing, and the attraction side
[5:12] which is what's happening to the school side.
[5:14] The attraction is bringing in these students.
[5:16] We brought in across the entire year,
[5:19] so part of those in the Department of Pathas,
[5:21] 151 new students, which last year was 133.
[5:26] The challenge is it out of that,
[5:28] so 147 are student role when I checked last.
[5:30] So only 4 students lost 93% of students who enrolled are still enrolled today as far
[5:39] as the summer increase.
[5:41] Previously 40 students were lost over the summer who
[5:46] were currently enrolled increased
[5:51] by 255.
[6:05] For 4 years you go forward and think about what is the best next step for you.
[6:09] For one 65% those 2 out of 3 students who did not finish the school year last year were freshmen.
[6:17] 85% of all students lost a place in August, September, or in January.
[6:22] So how does the school fix that and how does the school prove?
[6:26] So you continue to have your great school, great teachers, a school and a class.
[6:31] How do you get the number back up?
[6:33] I really strongly advise you stick with really strong, smart, advertising and marketing.
[6:40] The letter's going on, knocking on the doors, it helps a little, but not much, becomes
[6:44] a big expense.
[6:45] Not a great return to investment, typically.
[6:47] The second thing is, automated communications.
[6:51] Melody is one of my favorite people on earth, but shouldn't they do so much?
[6:56] 150 leads.
[6:57] And 350 phone calls in text message list too much.
[7:00] As a part of the proposal we had for continuing working with the cast, is that we were going
[7:04] to completely automate
[7:08] all of us.
[7:11] That's not from melody, and she don't follow the ones who are selected.
[7:17] What I recommend is to build a really strong and safe living program, especially through
[7:20] five graders you know who is in throughout the year.
[7:23] So the kids who are struggling today may not struggle in three months, but they don't move that.
[7:27] So supporting the kids who are especially interested
[7:31] in life program for activities,
[7:33] athletics, events, all those kinds of things, that is the biggest factor impacting a moment.
[7:38] And that's exactly what the staff told me, what the teachers, the students and parents told me.
[7:44] In the end, this is our goodbye, we should not get by from now, but let's start by just
[7:49] to know that everything that we create is owned by the school.
[7:52] We do not take it from you, we don't delete anything.
[7:55] You have.
[7:56] JLN has access to all of our documents, all of our graphics, all of our ads, all of our
[8:00] copy, all of our leaks.
[8:03] Now, the data base, I will take that down to BP money for that, you don't want to pay money
[8:08] for some of those out of clients.
[8:09] I
[8:12] want you to know that I decided to not continue working with those things.
[8:16] It's like a sad deal that 66% increase into the moment, but you have to make decisions
[8:21] I understand that in respect of it.
[8:23] It's really been an absolute pleasure to meet corporate genuine who's a world classier, I love her to death.
[8:29] Working with Melanie, the care at the gym, all of them are really good people.
[8:33] It's been an honor and a pleasure and thank you for trusting me to help grow that new enrollment
[8:37] over the past five months.
[8:39] If you have any questions, feel free to ask,
[8:43] write information in the chat.
[8:45] But thank you very much for your time.
[8:54] Thank you for that.
[8:55] Were there any questions or comments?
[9:07] Thank you.
[9:07] I am providing that contact information in case anybody does have any follow-up questions.
[9:11] That would be great.
[9:12] Travis, thank you for all of your work.
[9:15] Thank you.
[9:16] It's been an honor.
[9:18] Mr. Derby, do we have any additional public input?
[9:22] Not to my knowledge.
[9:24] Oh, I am muted.
[9:25] Let me try again. Not to my knowledge. Okay. Great. Then can we move forward with the
[9:31] principal's report? Yes. Let me get there.
[9:38] Okay. Here we go. We're going to throw so much
[9:41] data at you in this meeting and so thank you for your patience and if you have questions
[9:44] as we go through, please ask them. So the start of the school year is here and we are incredibly
[9:52] grateful. I just I wanted to make sure that this was in our public minutes. UVU has gone above
[9:57] and beyond to make sure that our facilities were in place, that our contractors were kept on
[10:03] schedule, that we were able to start school on time. I mean, even with some last minute hiccups
[10:09] that they found, they got that taken care of, and we were able to start school on time. We're still
[10:13] settling in, of course, but our students are learning, the classrooms are put together, it looks like
[10:19] school and that is probably the most exciting thing after several weeks of
[10:24] some hard work as we've gone through. One of the other things that I wanted to
[10:28] say just about the start of school is how grateful I am for our teacher team
[10:31] and I was talking about this earlier and I'm gonna get emotional but the
[10:37] administrative staff at work with some students all summer long to make sure
[10:41] that we were ready to go and there were a lot of last-minute things that need to
[10:44] they have happened.
[10:46] And when the teachers came in, they jumped in,
[10:49] they worked hard, they were a teen,
[10:51] they helped each other out.
[10:52] They checked in with each other and said,
[10:54] hey, what can I do for you?
[10:55] Oh no, let's get this taken care of.
[10:57] Okay, let me make a round of progo for you.
[10:59] And it was like the reserve guard came in
[11:03] and really helped us to finish everything up.
[11:06] And I just am so honored to have the staff that we have
[11:09] and to work with these fine individuals
[11:10] as teachers and professionals.
[11:12] and so I wanted to make sure and give them a shout out in the comments.
[11:17] All right, Travis, thank you for giving us so many great enrollment numbers and we have
[11:21] a couple more to add to it.
[11:23] I updated this today and so it's going to be a little bit different than what's in your
[11:27] board packet, just by not even five two students.
[11:31] And so you can see our comparison with the overall ninth grade class for the past four years.
[11:38] Similarly for 10th grade, 11th, 12th going through.
[11:42] this next graph is our total enrollment and like I said this is 4.49 today we're
[11:47] at 4.47 we are expecting just from student situations and some different
[11:52] things we are still enrolling some students we're also still losing some
[11:56] students we think we're gonna balance right around that 4.47 mark by the time
[12:01] all is said and done I'm thinking we'll be right between 4.40 and 4.45 at least
[12:07] until January and then we'll see where we land after that we do try and
[12:11] and kick out some students in January.
[12:13] We also lose some students in January.
[12:15] And so we're hoping to keep that number stable
[12:18] as we go through.
[12:19] And then you can see our enrollment over time
[12:23] and kind of where we are.
[12:24] And it does seem we are starting to plateau a little bit,
[12:26] which is really good news.
[12:30] So as far as our withdrawn students,
[12:32] we have only dropped our non-entenders.
[12:34] And so those are the ones who don't show up
[12:37] on our withdrawn list.
[12:38] And so because we're still formulating
[12:41] that number it's still so early in the school year I don't have correct 2027 numbers for that yet
[12:45] this morning when I looked we were at five but it's still pretty early in the school year and so
[12:50] that's not reflected here and we'll see what happens and hopefully we can hold on to a mall and
[12:55] we'll keep going. So the other data that I thought would be interesting for you to look at is change
[13:01] in our enrollment by cohort and this graph is a little bit hard to read so I'm going to try and explain
[13:06] it to be as best I can. Basically we are looking at what happened between
[13:11] 9th and 10th grade. So if you're looking at this first area we're looking at
[13:16] what happened between 9th and 10th grade over time. So this 9th students is the
[13:22] group of students who would graduate in 2023 and so there is a change of 9
[13:28] students from 9th to 10th grade with that cohort. Before I go any further does anyone
[13:35] want to have any questions about what we're looking at on this graph.
[13:40] Okay, I'm
[13:41] going to keep going. So then, so we increased nine students between 9th and 10th
[13:45] grade with our graduation cohort of 2023. That means that we lost one student
[13:49] in the cohort of 2024 and so on. These numbers here are similar for 10th to
[13:57] 11th grade. So it does show that we lose obviously quite a few more students
[14:02] between 10th and 11th grade, but between 20th and 11th between last year and this year we actually
[14:08] increased so far by four students instead of losing 10 to 20 students there. And then between 11th
[14:16] to 12th grade, the trend is that we lose between 5 and 10, you know, up to 12 students there. And we're
[14:24] a little bit lower in that range where we've only lost 4 this year. And so you can see kind of where
[14:30] where we're trending on those numbers
[14:32] as we go through our different cohorts.
[14:35] Any questions about that data?
[14:38] So it does look like we are retaining students better
[14:41] than we have in the past with the exception of maybe nine
[14:46] to 10th where we've only increased by two,
[14:48] where we had some years where we increased by 25, 38 students.
[14:52] We've only increased by two, but the other areas
[14:54] where we're improved a little bit.
[14:58] Okay.
[15:00] Some of the things that we are looking at with regards to marketing and our plans moving forward is we would like to move our lottery date. In talking to Melanie, some of the things that she noticed is that when she would ask parents and families, hey, why did you decide not to come to UCAS? Well, we were still waiting to find out for sure, and we got an offer from this other school. And so instead of waiting for them to wonder if they're going to be able to come or not.
[15:30] We would like to move our lottery date up and we're looking at either January or maybe even as early as November.
[15:36] When we move that lottery date up, the other thing that we would like to do is have some more hands on activities for those future students.
[15:44] And we're not looking at doing a ton of new things, but maybe we invite them to a stag dance that we're already having.
[15:52] Maybe we have a field day or a game after school and then we invite them and their families to come to that game night as well.
[15:57] And so it's not adding additional activities, but inviting them to activities that we're already having so that they can continue to build the
[16:06] relationship that they have with the school and get excited to come and learn our culture get excited to come for the next fall.
[16:12] And then hopefully we retain more of those applicants
[16:15] through when they apply when they're accepted and then into the next school year.
[16:20] Some other ideas that I didn't list on here is with our recruiting efforts is we're looking at
[16:28] the marketing departments in both UVU and MTAG to see if there's a possible intern that we can hire to work with that might help with some of our social media and other marketing.
[16:37] We are looking at a parent committee and four minutes of committee with our parent advisory council for a word of mouth campaign and having them help us with that.
[16:47] And then also we did do the Maynors last year in January and February and so we want to bring that back again and target some specific zip codes.
[16:55] Some of the areas where students are saying the reason why they're not coming back is because of transportation.
[17:00] And so we really want to hit hard the areas in Vineyard and in that western side of the Orrin area where it's more feasible for them to commute.
[17:09] instead of hitting like CERTAGA Springs or some areas out there that are quite a bit further away
[17:17] and result in an hour commute in what should seem like it should only be 20 minutes based on, you know, as the bird flies geographically.
[17:25] But that's the reports that we have been getting.
[17:29] We are still going to continue with our intramurals and advertising, you know, the outcomes of those intramural programs
[17:35] putting those in social media making sure that we keep as much interaction as
[17:41] possible with our students and outside activities and in like extracurricular
[17:48] activities so that they feel like they have a well-rounded experience here at
[17:53] E-Cas and so we're also I'm going to put this plug out there. Last year we did a
[17:57] choir experience for our students and we've actually brought choir advisory back
[18:03] now that both campuses are combined.
[18:05] So I'm very excited about that.
[18:07] But I would like to put a banner
[18:08] and orchestra clinic together,
[18:10] and I need a conductor.
[18:11] So I'm going to put it out there
[18:12] that we're looking for a guest conductor
[18:14] for a clinic for band or orchestra,
[18:17] so that we can get that going this year as well.
[18:22] That is the principal report.
[18:24] What questions or clarifications do you have?
[18:31] Yeah, so I had just a couple of questions
[18:32] looking at these data that you currently have up right now.
[18:36] So my first question is, what do we think is happening between 10th and 11th grade?
[18:43] That seems to be where we have the largest drop of students.
[18:46] Do we attribute this more to the two campuses where students are going from kind of this very
[18:56] nurturing we want you to be successful in my 10th grade campus to the 11th grade.
[19:06] Do we have any other idea of what's happening between that fifth and the seventh grade here?
[19:11] I have a lot of assumptions and so I'm happy to share some of those assumptions
[19:19] or some of the things that have been kind of the word on the street.
[19:22] I think there is quite a bit of drop off because there is a reputation
[19:25] that 11th grade at UCAS is so hard and when we have this split campus,
[19:30] our 10th graders didn't have the experience of being with the 11th graders
[19:33] to see how it is, to see it's actually not that bad.
[19:36] I also think that when students have an opportunity to switch schools they're
[19:39] like well if I'm switching schools why don't I really switch schools and so I
[19:44] think that that played into it. We won't really know until we have them here
[19:51] all on one campus and see how that results but I can tell you that already in
[19:56] this first week of school the behavior has been much different from our ninth
[20:00] graders. In fact I'm gonna do you want to speak to that Jen since you were boots on
[20:05] on the ground last year with 9th and 10th graders?
[20:06] Yeah, it's been amazing.
[20:08] Even in the week that we've been in school,
[20:11] I can just look around and look at our freshmen
[20:14] and see they have this moment of,
[20:17] oh, I'm going to school with the big kids
[20:19] and I've seen their behavior level up
[20:22] than what we've seen in all those first couple of weeks.
[20:25] I've even seen the sophomores.
[20:26] Sometimes our sophomores got a little bit big for their bridges
[20:30] and they're almost to the school.
[20:32] and I've seen them heads down working hard so that that has been amazing some of
[20:40] that a little bit of social you know correction from their ears.
[20:45] So I think that that's part of it just the reputation of 11th grade and then
[20:51] also like like you were talking about the the transition between the buildings
[20:56] and so I'm hoping that coming back together that that will ease some of that
[21:00] drop between 10th and 11th. I think also in 11th grade our students have more
[21:06] concurrent enrollment in that grade than the other grades and they start
[21:09] really looking at scholarship qualifications and so 9th and 10th grade we can kind
[21:13] of bake let me say this correctly we can kind of support them differently than
[21:19] we can in 11th grade because the there's less on the line as far as their
[21:24] scholarship goes and so when they get to that 11th grade it sometimes gets to
[21:29] point where it's like we put in all the supports we can, it looks like based on what you're
[21:34] able and willing to do at this time, this is the maximum that we're able to reach and so is this
[21:39] actually a good fit and then make a decision that it might not be at that point. And so I think
[21:44] that that's part of it as well. Can you scroll up to the other chart? Yeah, we choose for a second there.
[21:50] the withdrawals or the numbers. Okay. On more. There you go.
[22:00] So I also had a question here.
[22:02] On this one, what do we think led to this increase in enrollments that we're seeing in 2021-2022?
[22:11] Because it feels like we kind of built up to this peak there and then we've kind of
[22:17] almost leveled off as we've come back down. But do we have any insights as to what might have
[22:24] contributed to these two higher years of total enrollments?
[22:29] I want to actually compare that. So that's our total enrollment. I also want to compare that with our total withdrawals those two years.
[22:36] And so when you compare it those two years we had a lot of drops.
[22:41] And so these asterisk and I did not do a good job in explaining this in this chart and I apologize.
[22:46] But what those asterisks are is we changed the way that we recorded our withdrawals those two years.
[22:51] and so right now what we do is if we have students who never attended we delete
[22:55] them completely from the system. They never show up on the withdrawal list and
[22:59] they're not included in the enrollment numbers. In those two years we waited to
[23:04] do the withdrawals until later and so even if they had never shown up they showed
[23:09] up on the withdrawal list where now they wouldn't and so I think that's part of
[23:13] what you're seeing in that data and it the correlation leads me to believe that
[23:18] that is part of the reason.
[23:20] I do also know that during those years,
[23:23] we accepted a ton of students
[23:25] and then they realized quite quickly,
[23:27] it wasn't the best fit for them.
[23:28] And so they ended up leaving
[23:30] and we saw increases in our behavior issues
[23:33] and some other things in those couple of years
[23:38] where that we changed some of the things
[23:41] that we were doing afterwards.
[23:43] So thank
[23:46] you, those are my questions.
[23:48] Didn't you announce that any questions for the school to reach?
[23:55] Just an observation, this is Clark.
[24:00] When we started UCAS, we were a new idea and we were really pushing the academics
[24:07] and we were doing things that no one else was able to do.
[24:10] And if you wanted an associate degree as a high school student,
[24:13] you could either come to one of your early college high schools
[24:16] or you could figure it out on your own
[24:18] and do your own schedule and get it in spite of what your high school was trying to do.
[24:25] And we've honestly, we've been immensely successful at working with the students.
[24:33] And we're just really proud of our success rate.
[24:36] And we've honestly raised the bar significantly throughout the state with the early college high schools.
[24:43] Consequently, the schools have responded.
[24:47] and now almost all of your schools have a program there where you can go visit
[24:51] with a counselor and they know how to do it they know what you can recommend and
[24:56] things such as that so we're not as unique as we used to be and you know that's
[25:03] fine we are still very good and we're still on the top academically there was a
[25:08] time when I could see UCAS being 1200 students I'm not sure I see that anymore I
[25:13] would be just very happy to be a five 600 student student body and just be
[25:17] dang good. And I think our our presence on the campus is something that the
[25:25] other schools cannot duplicate. Instead of taking concurrent enrollment or a
[25:32] satellite program we're still unique where we have the university professor right
[25:38] there and the university classroom and all of that. So I think we still have some
[25:42] great advantages, but I think some of the decrease that we saw was because of the of the other schools
[25:50] up in their game, honestly.
[25:54] Thank you for those insights Clark, I appreciate it. If we have no further
[26:01] questions or comments regarding the principles report, and we can turn the time over to Tara for the
[26:08] approval of the minutes, where did you work these?
[26:17] Are those sorry?
[26:26] Yes.
[26:48] Was anyone able to find anything
[26:51] that needed correction or are there any questions with the minutes from, I guess, this would
[26:57] have been June. So, clear last year.
[27:03] Last fiscal year, yes, it was a completely different universe that we were in.
[27:16] Right, there are no questions or comments regarding the June board meetings. Do we have a motion
[27:23] to approve the minutes for the June 4th meeting.
[27:26] I'll make a motion to approve the June 4th meeting minutes.
[27:29] This is Jeff.
[27:31] Thank you, Jeff.
[27:31] Do we have a second?
[27:33] I brought a whole second.
[27:34] Thank you, Rook.
[27:36] Is there any discussion?
[27:41] Seeing no discussion in all in favor, please say hi.
[27:45] Hi.
[27:46] Hi.
[27:47] Any opposed?
[27:51] The motion passes.
[27:52] Thank you.
[27:53] We'll continue with Tara for the approval of the expenditures
[27:57] and financial reports or June.
[28:00] All right. So June, the last column of the year,
[28:06] this isn't the corrected one, but I want you to know
[28:11] that the year-to-date totals are correct,
[28:14] because you're going to pull up the other one.
[28:16] I'm going to, yes.
[28:17] So there was a typo on the bond,
[28:21] probable bond installment line.
[28:23] However, the year-to-date total amounts are correct.
[28:26] So you could see the way we finished out our year.
[28:30] I did put the amended budget in that was approved and what percentage we are of that.
[28:35] And we have hit numbers where I believe we'll be doing really well.
[28:40] We actually didn't end up in the negative.
[28:43] We left ourselves a lot of room based on many factors because we had hoped we would get
[28:49] into the building sooner and be purchasing a few items.
[28:51] and so at the end of the year we actually had $166,000 in the positive which is very nice.
[29:00] You can see our bank balances at the bottom of the sheet and you can see where we landed on with our percentages.
[29:08] Are there any questions about June or the way we ended FY26?
[29:14] Hey,
[29:22] if there are no questions or comments regarding our June Financial Report, do we have a motion to approve the expenditure financial report for June?
[29:34] I move we approve this report for June. This is Teresa.
[29:38] Thank you, Teresa. Do we have a second?
[29:41] This is Jeff. I'll make a second.
[29:43] Thank you, Jeff. Is there any discussion?
[29:48] Okay, seeing the discussion all in favor, please say hi.
[29:52] Hi.
[29:53] Hi.
[29:54] Any opposed?
[29:55] No.
[29:57] Okay, this looks to pass it.
[29:59] Thank you.
[30:04] Okay, so this begins our new year.
[30:11] So you can see the original budget for FY27, and you can see our numbers for July, 2026, and where we are with that. So, you've got our salaries and benefits look really good. Our, or, um,
[30:29] lease is still the same. There weren't a lot going off. There wasn't a lot of
[30:35] stuff going on in the month of July. And we didn't get the final progress payment
[30:40] from the modular until next month, until August is when we paid the final
[30:45] payment for the main building that we're in. But there was some wiring and a few
[30:48] other things that you can see in the modular in progress. But even then at the
[30:52] end of the month of July we were ahead and there's our bank balances at the
[30:59] bottom. July's always very quiet. No one's here really. Although there was a lot of people
[31:06] here this year. I mean from the business perspective. So are there any questions or concerns
[31:14] regarding the financials for July?
[31:23] Just a quick question. Sorry, this is Clark. Just a quick
[31:28] question then. You're you're looking at your salaries and your benefit package and everything
[31:33] such as that. And these look like they're on target and about what you're expecting and
[31:38] it looks sustainable. Yes, yes it looks really good.
[31:44] That's great because that's such
[31:45] a heavy part of the whole budget. And what's been nice about combining both
[31:53] of the campuses together is that we had some duplication that was costing us quite a bit.
[32:00] And in combining the two and bringing us together, I feel from a business perspective
[32:05] that we're running much more efficiently.
[32:08] I agree.
[32:12] We like your fish and we do.
[32:16] So they're great observations to have.
[32:19] So thank you for that question, Clark.
[32:22] Are there any additional questions or comments related to this budget report for July?
[32:33] Okay.
[32:34] Do we have a motion to approve the expenditures and financial report for July?
[32:38] Okay.
[32:39] I broke a lot of approved motion that we have approved, which is why it's 26th and actually
[32:45] worked.
[32:46] Thank you for that.
[32:47] Is there a second?
[32:48] This is Clark.
[32:49] I would second that.
[32:51] Thank you.
[32:52] Clark.
[32:52] Do we have any discussion?
[32:56] Seeing no discussion.
[32:58] All in favor?
[32:58] Please say hi.
[33:00] Hi.
[33:01] Hi.
[33:02] Any opposed?
[33:03] May?
[33:06] Okay.
[33:06] That motion passes.
[33:07] Thank you.
[33:08] So this brings us to the reviewer approval for the fiscal year 26 frog risk assessment.
[33:15] This is their bench.
[33:17] All right.
[33:17] So each year we go through, we do an assessment of our risk of fraud and then we submit that
[33:23] to the state auditor and this is our current assessment and so we go through and rate ourselves
[33:31] essentially on each of these areas.
[33:33] and the only area that might send up a small red flag is this area where are all
[33:41] of the people who are able to collect cash or check payments different from
[33:44] all the people who are able to adjust customer accounts and so that MC stands
[33:50] for mitigating control and so while we sometimes have those who adjust customer
[33:57] accounts also collecting the cash or the payments we have a mitigating
[34:01] control in that. We have a third person overseeing that or a different person who makes the deposits.
[34:07] And so there are ways that we ensure that there is no fraud risk in that area.
[34:14] And we have, we hire really honest people and who do their job well and keep us off track.
[34:20] And so that has not been an issue and I don't anticipate it being an issue in the future.
[34:26] Are there any questions about the fraud risk assessment?
[34:39] Okay, there are no questions related to this progress assessment.
[34:44] Do we have a motion to approve the fiscal year 26 progress assessment?
[34:52] I move. This is true.
[34:53] So I move.
[34:54] We approved the 2026 progress assessment.
[34:58] Great. Thank you, Theresa.
[35:00] Do we have a second?
[35:01] This is Jeff.
[35:02] I'll wait a second.
[35:03] Thank you, Jeff.
[35:05] Is there any discussion?
[35:08] Seeing no discussion.
[35:10] All in favor, please say hi.
[35:12] Hi.
[35:12] any opposed?
[35:17] Okay, that motion passes.
[35:19] Thank you.
[35:20] We now will move to review policy
[35:22] to CCR poll groups.
[35:25] Or is that Ii?
[35:26] It's Ii.
[35:27] It's so confusing.
[35:28] Yes, it is policy Ii.
[35:31] And honestly, this is just a review.
[35:33] We updated the formatting.
[35:34] It's been since 2015 that we review this policy.
[35:38] And so when I updated the formatting,
[35:39] I thought it would be a good idea to
[35:41] for us to look at it. Again, not much has changed in the area of college and career readiness,
[35:46] but I would like to point out that something we do that the other schools don't is we have
[35:52] the allowance to have group CCRs with our students on occasion. We choose not to. We do individual CCRs
[35:59] with all of our students every single year. Our ratio of counselors to students right now is about
[36:06] one to two hundred which is lower than the state average significantly lower than
[36:12] the state average and so we're able to give a personal connection to all of
[36:16] our students and I'm really grateful for the work that our counselors do with
[36:20] our students. I've worked, I've witnessed them working crisis management and some
[36:25] other situations that have even already occurred at the beginning of the
[36:28] school year and they do a wonderful job. I'm also happy to announce that we have
[36:32] social worker on board this year that we were able to contract with a group up in Salt Lake
[36:37] so that we have someone who is not hourly who's actually contracted for a certain number
[36:43] of time at a set rate for the year and I'm really excited to have her start to integrate into
[36:48] our program as well for our comprehensive guidance. Any questions? And I apologize, I just noticed
[36:57] and I will make this change. This is an edit.
[37:02] Some of them template. So I'm going to fix the table in
[37:05] contents. I just noticed that.
[37:13] So be aware before finalizing. I'll fix that. This is just a first read.
[37:18] This is actually there are no edits on here. I just missed a copy and paste when I moved it to the new
[37:24] format there. And so I don't have any changes. It's more of a review and less as the board reviewed it.
[37:29] their in-walks and changes made.
[37:35] I think because I was reading through that language
[37:37] feels pretty standard.
[37:38] There wasn't anything that I saw that needed
[37:40] to be a bit or addressed.
[37:43] Were there any thoughts from anyone else?
[37:51] If none of them will ask for a motion,
[37:54] or no, we don't need to prove this
[37:55] because we didn't change anything.
[37:57] So, it's a good review.
[37:59] The next policy we are looking for,
[38:02] we're doing a review.
[38:03] What are we seeking an approval of this time
[38:05] as long as it's original. If the board is comfortable on making this approval for a small change
[38:11] at this time, that's fine if they want to bring it back for a second read then we can go that route.
[38:17] So this is our dress code policy. Of all of our policies, this is probably the one we brought back
[38:22] to the board more than any other policy that we have between student appeals and other things that we
[38:29] have. But this is one, just as professional standards have changed and adapted, evolved
[38:39] is the word I'm looking for. In our community, we thought that it was probably time to also
[38:44] adopt, evolve our dress code policy. And so I am asking permission to change the Burbage
[38:51] in Section 2.3 from floating Shelby Warrant to cover the shoulder's chest mid or from
[38:55] back to. Topps must provide full shoulder coverage with shoulder straps or sleeves at
[39:01] least 3 inches wide. Clothing must fully cover undergarments and may not expose the
[39:05] midra chest or back during normal school activities. In practice, what this would allow
[39:12] is for our students to wear essentially a tank top as long as it had a 3-inch wide strap
[39:18] on it and as long as the cut underneath the arm was not so gapy that it caused exposure
[39:26] of the midropper back.
[39:34] Does the board have any questions, comments and concerns regarding
[39:38] this change of language?
[39:45] If there aren't any concern or questions, I would be okay with
[39:51] us speaking to approve this dress code unless we feel we'd like to continue to review it and
[40:01] In item 2.4, was there a slight change there?
[40:06] Honestly, it's more of a clarification.
[40:07] That's how we've been enforcing it.
[40:09] We just wanted to update policy to make it clear where it says mid-bye.
[40:13] What do you actually mean by mid-bye?
[40:14] And so that gives us more of a concrete definition.
[40:17] Okay, sounds good.
[40:19] I think this is a good change.
[40:25] All right.
[40:25] Well, then, if we have no additional questions or comments,
[40:28] Do I have a motion to approve policy to be addressed in rooming?
[40:35] This is Clark and I would be happy to make the motion that we approve the policy to be addressed
[40:40] and grooming as it has been presented to us.
[40:44] Thank you, Clark.
[40:45] Do we have a second?
[40:52] Trisha Hall.
[40:53] Hello, seconded.
[40:54] Thank you, Theresa.
[40:55] Is there any discussion?
[40:59] Seeing no discussion, all in favor?
[41:02] Please say hi.
[41:03] Hi.
[41:04] Hi.
[41:05] Any opposed to make?
[41:08] Great, that motion passes.
[41:12] Crystal Derbidge, do we have any additional items
[41:14] or do you think that you have session today?
[41:18] I just had two items.
[41:20] One is I wanted to update the board
[41:22] that we've completed our audit last week.
[41:24] It went really well.
[41:26] At the moment, there's just a few minor things
[41:28] that we're sending in like this fraud risk assessment.
[41:31] We have to send in, but I do feel that it went successful.
[41:36] and so just so you know that's complete we'll have a report coming into you in
[41:41] the next couple of months to go over that. The second thing as part of cleaning
[41:46] up last year and going into the new year we are removing signers from the bank
[41:49] accounts that are no longer employees or on the board to specific is our
[41:56] loanger and another is Mary Serene being. So those two signers we need to remove
[42:01] from the accounts. Are there any questions about that?
[42:08] That's all I have do you?
[42:09] I have a couple of updates.
[42:11] First of all, we were looking really carefully at our calendar,
[42:15] and based on the windows that they have given us to administer the ACT
[42:18] on our original Oak Group calendar from last November,
[42:21] it said our ACT was tentative.
[42:23] It is no longer tentative, but I want to make you aware that on there,
[42:26] it was tentative for March 3rd.
[42:28] It is now solid for March 10th.
[42:30] So we were moving that ACT day.
[42:33] There also was some confusion on the Board of Group calendar
[42:36] based on what was published, and I just want to make it clear, we'll put this out in our newsletter as well.
[42:42] That spring break this year is, I'm going to get you the exact,
[42:50] it is March 15th through the 19th,
[42:52] and there was a confusion where some thought that it was approved for March 8th through the 12th.
[42:57] So it is that next week, 15th through the 19th.
[42:59] I get both clarified that in our newsletter.
[43:03] And then just a couple things to keep on your radar.
[43:05] we are working on negotiations with a new lease with the EU because of our increased facilities
[43:10] so that will be coming up in the next month or so. And then also we are going to be
[43:17] experiencing a contract review with the State Charter School Board for our contract. And we're
[43:22] not unique to that. This is something they're implementing across the state. And so Dr. Ross and I
[43:27] will meet with members of the State Charter School Board to review items from our agreement with them
[43:34] to make sure that you're in compliance and we'll give you a report on how to do it.
[43:40] That's all I have.
[43:42] Great.
[43:43] Thank you to Tara for all of your hard work regarding finances and maintaining those accounts.
[43:48] I really, really appreciate everything that you do and appreciate all the rich.
[43:52] Thank you for all of your hard work and helping to coordinate this transition to our new buildings.
[43:59] It's exciting.
[44:00] and Vice Principal Jensen were very excited to have both of you working with our faculty and students here at UCAS.
[44:09] So thank you, thank you everyone for being here. If you have any questions, please let us know otherwise.
[44:16] We will have you all next month.
[44:19] Are we still going to do the board meeting in Marshall and Oversham?
[44:23] That's a great question.
[44:27] We will either move the board meeting or cancel it, and I think we'll go better as we get closer.
[44:36] Thank you for that.
[44:38] All right.
[44:39] Is there no additional questions?
[44:40] Thank you for being here, and I will see you all next week.
[44:43] We need a motion to adjourn.
[44:45] Oh, I'm sorry.
[44:46] You're okay.
[44:48] Are you making the motion?
[44:50] You can.
[44:51] Thank you, Brick.
[44:55] Thank you.
[44:57] Thank you.
[44:58] Thank you.
[44:58] Thank you.
[44:59] And
[45:00] Thank you very much. What was that? Thank you.