[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 will.
[0:10] And a
[0:16] testing and see if anybody can hear from the office.
[0:24] Yes? Beginner you. Thank you,
[0:26] All right, down, ready when you are.
[0:34] All right, all right.
[0:38] So we'll go ahead and call the meetings to order.
[0:41] It is August 13th at 8.26.
[0:43] And this is the Utah Virtual Academy governing board directed
[0:46] for me.
[0:47] It is 6.32 p.m.
[0:50] And we're really excited to have the first meeting of the school
[0:54] year. We'll go ahead and do a roll call real quick. Hopefully we have with another board member
[1:02] jump on as we get home. I'm down in Dresher. I'm board chair and then let's go this way.
[1:09] It's time for Chris and Davidson board member.
[1:11] Governor Charles, do you serve this as a minister?
[1:14] Tiffany Allen, operations.
[1:16] Lacey Roberts, now in the tree school.
[1:19] Jillian Brunson, CTA, and the ministry here.
[1:22] Laurie Phillips, middle school principal.
[1:24] Gillette Hayden, director of special education.
[1:26] Shantel Wickson, academic west.
[1:28] Crystal Listering, fellow academic west.
[1:30] Crystal Taylor, academic, huh?
[1:32] Megan Meredith, executive director.
[1:35] Doug DeVore, board member.
[1:36] Brad Taylor with academic west.
[1:38] Next,
[1:40] we have our monthly Gordon Board Member and members of the public.
[1:48] With that, we'll open it up to public comment if there is any.
[1:52] We just ask those comments to be limited to three minutes, so four or less if you'd like.
[1:58] So, are there any public comments at this time?
[2:03] No, then should we do our spotlight?
[2:06] Yeah.
[2:07] Okay.
[2:08] Take it away.
[2:09] All right.
[2:09] Principal Robinson.
[2:10] Yes, this is me. So I am actually really excited to spotlight
[2:16] Kaylyn. Do you have her slide?
[2:19] There we go. So Kaylyn, Dewey, is our, she's actually been our special education PLC lead for several years.
[2:27] She is incredible at leading her team. They love her. They all say they don't want anybody else. They just want Kaylyn
[2:34] She's one of those I was thinking as as I was driving up
[2:37] I was thinking about UK Lynn and what I would say tonight but she's one of those people
[2:40] who is just extremely capable and responsible.
[2:44] I know she's going to follow through, I know she's going to be thorough, I know she's
[2:47] going to show up and lead her team.
[2:50] Some of the things I put in here, she has really embraced our school improvement plan last
[2:57] year week and this year we're focusing on evidence-based practices and she implemented
[3:01] micro-teaching on her team where they watch each other, they read through that practice and
[3:06] And it's just she models such an incredible PLC, or a professional learning community.
[3:12] She also, her team last year, she led her team, the older second through fifth grade,
[3:18] special education teachers.
[3:19] They saw a 9% increase in growth for women between middle and end year, which was incredible.
[3:26] Yeah, it was incredible with our special education students.
[3:29] So I couldn't, I can't tell you enough amazing things about Caitlin.
[3:33] We are lucky to have her.
[3:34] She is professional and just an expert in what she does and we appreciate you so much Caitlin. Thank you
[3:42] Thanks for being here tonight, too. Yeah
[3:44] And
[3:51] then I think Caitlin's gonna spotlight her student if you want to go
[3:55] Spotlight stormy looks like she's here. Hi, Stormy.
[4:03] Yeah, I am
[4:05] Stormy
[4:06] I'm just the most
[4:07] kind of
[4:10] I got to meet her last year because her first year at Utah Virtual Academy, and she just
[4:16] came in so determined to
[4:21] she date
[4:31] with an actressy, and she more than doubled her reading
[4:35] food fee.
[4:36] So she got up to 102 worth of it with 90% actressies,
[4:53] but so dedicated to being better and to learning
[4:56] what she needs to do.
[4:57] And she started, again, rotation, no 100,
[5:06] 19 expectation and the 50, 60 cost of applications
[5:09] with this.
[5:10] is remarkable.
[5:22] So good.
[5:28] She has hard things and hard times. And she just never gave up. She came in
[5:31] positive,
[5:34] so so lucky to work with her last year. And she's just been incredible and
[5:46] hoping
[5:46] I should work with her this year so so lucky. Stormy, that is that type of growth is so incredible.
[5:54] It's amazing what you accomplished. We're so proud of you. Thank you for being here.
[5:57] Well
[6:12] thank you Stormy for being here and thank you Ms. Dewey for introducing your
[6:18] student spotlight. Well deserve. We're so lucky that you're a student at our
[6:22] school. Stormy thank you and I'm excited for an equally awesome if not better
[6:28] year for you this year.
[6:32] Right? That was
[6:39] the best part of the meetings and now we get
[6:47] Amber Lee and thank
[6:51] you so much. You're awesome. Go
[7:05] ahead and move to the finance report and
[7:08] store me and Kayla and you're welcome to stay on but you have no obligation to do so so feel
[7:13] free to log off that you don't have to stay for the boring meeting but thank you so much for joining us.
[7:21] And then for the record Northbound Strategy on the Zoom is our
[7:27] the Levitt Marty is Walter Ego. So if we can move into the finance report we'll
[7:35] turn that over to Shantel. Awesome thanks, Ellen. All right so for the
[7:40] finance report today in the packet on the first pages just your highlights but
[7:44] I will be covering fiscal year 26 draft financials. They haven't been sent to
[7:49] the auditors yet. I'll be sending them off next week. So again these are draft
[7:53] they're pretty close. There will be a couple minor adjustments just as invoices
[7:57] coming over the next month. We'll make sure they get put in the right year. So you
[8:03] can see again your end financial statements. Your revenue overall is
[8:08] sitting at 101% of the budget which is like awesome. Slightly over what we
[8:13] had anticipated. Scrolling down, you can see salaries overall. Can you scroll it for
[8:21] just a second sorry Crystal thank you so much better salaries overall are at
[8:27] 98.7% so really online with that amended budget your total benefits are
[8:33] just at 103.2% of the budget don't worry if the line items or some of the
[8:38] categories are slightly over the only thing the state really tests is your
[8:42] bottom line your total expenses you can't be a dollar over and you guys are
[8:48] about 400,000 under. So you're doing really well with your budget. Looking at your
[8:54] purchase professional and technology services, that's at 97.5%. So again,
[8:59] really close. Your purchase property services, overall that's at 93.8%. Inline
[9:08] with the budget. You can see the other purchase services. So here in Charns,
[9:12] you're advertising, travel premium. Overall, you're right at 100% of the budget.
[9:17] It supplies the material slightly under 98.98%.
[9:22] Property, one thing I want to point out,
[9:23] you'll see the building on there for $435,000.
[9:27] There's a corresponding revenue up at the top
[9:29] from other financing sources.
[9:30] That's just the amended lease for this building
[9:33] that we had to put on your book last year,
[9:35] because the lease was signed in May.
[9:37] So we're bringing on another lease.
[9:41] Accounting Blue Deal, that's they call it.
[9:43] Yeah, yeah, we got to book it.
[9:47] And then your service in miscellaneous right at 96%, but your total expenses you're at
[9:56] 98.5%, you're about 400,000 under the budget, so everything looks really good as we're
[10:02] closing out your end.
[10:04] Any questions on revenues or expenses or audits or anything?
[10:09] Okay.
[10:09] Okay, moving on to your balance sheet, you can see that your cash is up slightly, but
[10:16] also your PTIF account is up as well.
[10:19] Your account's receivable, you'll see there's a small state receivable, 293,000 if federal
[10:26] receivables on your books.
[10:28] So that's just, as payrolls paid out through the summer, those of croles are made.
[10:32] We can finally draw the rest of the federal funds down.
[10:36] And so then we put them on your books for last year.
[10:38] So, that's kind of why you see an increase in your receivables, jumping down to your fixed asset.
[10:45] That increase has to do with kind of your iPad purchase as well as your building lease that we put on your books.
[10:51] So, those were the two major things that increased it.
[10:55] Depreciation expense that was booked so you'll see that it's increased from the year before.
[11:02] Let's see, any other changes?
[11:03] is, oh, your long-term liabilities,
[11:04] you'll see that they're $800,000 now compared to the $551.
[11:09] That's just the corresponding lease liability we put on your books.
[11:13] So more fun year-end accounting.
[11:16] Any questions on your balance sheet?
[11:19] OK, and I'll be sending it off to the auditors next week
[11:22] and here before we know it, Ken will be here presenting.
[11:26] So it goes by fast, where we didn't have a board meeting
[11:31] in July we have a couple of allotments to approve so the first one is for the
[11:36] June allotment in the amount of is that there's three in here sorry crystal
[11:43] okay let's see this is as going to say the first one is two million three hundred
[11:47] and thirty one thousand six hundred nine dollars and one cent it
[11:58] should be right
[11:58] there and
[12:02] then there is the final fiscal year 26 which is like a period 13 so
[12:08] So you guys get a mid month allotment.
[12:11] That's $187,906 in 30 cents.
[12:15] And then July, you got another $2,306,635 and 54 cents.
[12:22] And all the allotments are in there.
[12:24] There's lots of pages on them.
[12:26] So do we need a motion then to?
[12:28] Yes, please.
[12:29] All right, I'll make a motion that we accept those allotments
[12:31] as they've been presented.
[12:34] Second.
[12:35] motion by Doug, second by Kristen, all those in favor.
[12:39] Hi.
[12:40] Hi.
[12:41] Hi.
[12:49] I love that.
[12:52] And then moving on, these are just the bank
[12:55] reconciliations and the deposit registers.
[12:58] And there are both June and July for the operating
[13:01] account, as well as your PTIF statements.
[13:05] Any questions on any of those?
[13:08] I just have one on PTIF.
[13:09] Yeah.
[13:09] we're getting close to 15 million dollars there. Is there a maximum amount before will we take
[13:16] a penalty? It can grow as much as we want it to be. There's counties and state agencies have
[13:22] hundreds of millions of dollars. That's all I can do to them. But at the same time, that's a good
[13:29] little nested to use the muddust.
[13:36] Okay, and then do you guys want to make a motion on those?
[13:39] those that we accept those. I second that. Motion by Chris and second by Doug. All
[13:46] those in favor. Hi. Hi. Hi. Hi.
[13:55] Perfect. And then moving on we have invoices for approval
[13:58] over 25,000 and there is one. I wish I had a page number for you. I think you discussed
[14:08] it.
[14:11] Perfect. Megan, do you want to speak to this one? Actually, Lucy, would you do the
[14:16] I love to. So Ed Connective is a company that the USDE has partnered with in
[14:22] several of its schools. They have recommended and shared data and shared success
[14:28] stories in all of our literacy directors meetings this year. We are hoping with
[14:36] your approval to partner with Ed Connective at the elementary school and we're
[14:41] actually not partnering with them for literacy based on our data and we'll talk
[14:45] about data in a minute when we go through school from the class, but our biggest need for
[14:49] improvement is in math.
[14:50] And so we are wanting to partner with them for grades two through five are math teachers
[14:56] and general ed and special education and our two science teachers.
[15:00] They'll also be working with our math coach. And what they provide is one-on-one coaching. They get 90 days unlimited coaching. So they can work with their coach three days a week if they want. We have some teachers who will take advantage of that, but everyone will do once a week at least. They send them videos, and then they meet with the coach. They work on everything aligned with our school improvement plan. So I send them the school improvement plan. They match our teachers with a coach, and then they're able to have some one-on-one.
[15:29] The type of coaching we don't have the manpower to provide.
[15:33] And so, you know, based on USBE's recommendations,
[15:37] we have high, high hopes for, you know,
[15:40] increase teacher efficacy based on this model.
[15:44] And you said, please, you said that it was 90 days,
[15:49] so a total of 90 days for free.
[15:51] Yes.
[15:52] Would you, one thing I would ask
[15:54] if other members of the board disagree with me,
[15:56] then please, I'll withdraw that.
[15:58] But would you, you said that the target is for this to happen at least once a week.
[16:04] Would you, without, no need to identify who the teachers are, I'd be interested in what
[16:09] the take rate is.
[16:11] If it's up to 90 days, are we getting, are we getting all 90 days worth of that service?
[16:19] Are we only getting 60 days, are we only getting 45 days?
[16:25] So, that would be, I'd be interested in seeing that, and then the second thing, let's take
[16:30] a look at the end of the year, is our correlation between utilization and improvement the way
[16:38] we wanted.
[16:39] I'd be interested in seeing that.
[16:40] Yeah, those are really good points.
[16:41] So, we have our intro meeting where the teachers, you know, we met with them to go through
[16:46] all of these things.
[16:47] I have four times in those 90 days meetings already on my calendar with the the person in charge of our school the one that we're working with and they don't tell me teacher names because this is instructional coaching or the best way to have instructional coaching is to have trust with your coach but they do get me direct data and if there is a teacher who's not using it at that once a week they will and they told the teachers you know we'll send you an email we'll make up a session if we can't then we let the administrator know which is you know
[17:16] great but we will have data on how often they did it and we will have data
[17:23] throughout so they pull I mean we've got a list of all the data they pull not
[17:27] just academic data but engagement and all of those things that that we're
[17:31] trying to increase they'll have data on that throughout the process and then
[17:36] like you said we'll look at the data at the end of the year but we only did one
[17:39] 90-day session this is intense coaching bird teachers we want to start
[17:45] September 8th, but if it is approved tonight, and we get this paid, they said that teachers
[17:50] can start as soon as they want, then 90 days goes through the middle of December, so right
[17:55] before winter break. I anticipate we'll have some teachers begging to do it in the spring
[18:00] and we'll have some who are ready to implement what they've learned, but maybe don't want
[18:06] that intensive coaching. But this isn't really unique opportunity. I'm talking to the teachers
[18:13] that are meetings last week. This is a gift. I know I had intense coaching my first year
[18:17] of being a principal and it was the greatest growth for me in what I was doing, having
[18:25] somebody who's not my supervisor, sit down with me, look at my work, and give me direct feedback,
[18:30] who's been there. So they are also, they have a lot of experience with online schools, which
[18:36] a lot of companies that you can partner with in this work do not. That's why we chose this one.
[18:41] So, in addition to that, so I'm interested in, you know, I'll be interested in that data.
[18:47] The other, I'd also like to see the other side of that as well.
[18:51] Basically, let's, I'd suggest that we pull our teachers and see how effective they thought
[18:56] it turned out for sure, right?
[18:57] What were the strengths and weaknesses of this program that they, and then, if it turns out
[19:03] to be effective, right, that it's value-added, that we can consider another period of time.
[19:09] But if it turned out not to be what they were looking for, the idea is good, but this
[19:14] is the wrong package, then we look for something that suits our needs better.
[19:20] Let me tell you one, a couple other cool things, because I love starting this with math
[19:24] and we've even talked about, this is really great, maybe next year or ELA, teachers could take
[19:28] a turn or something.
[19:29] I don't know, but they match the teacher to a coach.
[19:33] So the teacher does a survey based on our school improvement plan and their own evaluation
[19:38] of themselves what they want to work on the days and times they're available and the type of
[19:43] coaching they like. Do you like direct coaching? Do you need someone who's going to be a cheerleader
[19:48] and encourage you? Do you need to increase your confidence or are you looking for someone who's
[19:52] very direct and honest and brutal? So they actually match them to a coach that will fit their strengths
[19:58] and at any time if they don't feel comfortable with the coach or like them they can let me know and we
[20:04] can switch. So it's it's pretty personalized. I'm serving and doing their job in the classroom.
[20:10] Yes. And I think I did that you're focusing at this two to five. That's amazing. Yeah.
[20:15] Because that's where we get the foundation, right? Yeah. We're sinking dollars into some
[20:19] place that's going to make a huge difference over time. Yeah. And we'll talk about this later,
[20:24] but third and fourth grade is a target grade. Those are target grades for us this year. Those are
[20:28] based on the last three years of data are two grades that need the most help the students.
[20:32] So providing this type of target and support is going to be, I'm really, really,
[20:41] but yeah,
[20:42] I'd love to share all that data with the face.
[20:44] I mean, and this just, I mean, the final comment I'll make to this speaks to Kristen's comment
[20:49] earlier asking about the PTIP because we've been able to put a substantial amount into that
[20:54] and we're working, we're realizing a significant return in terms of interest.
[21:00] It's basically free money, right?
[21:03] That's why if this is something that's working great, then we incorporate that as part of a budget in future years.
[21:10] But if it turns out not to be exactly what we're looking for, there's no loss because we have that cushion that we've been able to give ourselves and we can find something else that works.
[21:23] I move that we accept the proposal and higher ed connected for the
[21:31] mentoring program.
[21:35] And I'll second that.
[21:36] Push in by Kristen, second by Doug. Hallows in favor. Aye. Aye. Aye. Aye.
[21:48] Okay, and then the last few invoices are ones is for K-12 for August. And then we
[21:55] We also have the AW Services for July and August as well.
[22:01] Can you zoom in on those amounts?
[22:04] Thanks, Crystal.
[22:13] I move we accept K-12 and academic invoices.
[22:19] I second that as well.
[22:20] I'm ready to take that.
[22:21] Oh, Marty.
[22:22] All right.
[22:23] Motion by Chris, second by beloved Marty Carpenter.
[22:27] All those in favor.
[22:29] Hi.
[22:30] Hi.
[22:31] Hi.
[22:32] Thank
[22:38] you.
[22:39] Thank you.
[22:43] All right. Let's go.
[22:48] All right. As I emailed the board school started yesterday, successfully. May I add? This is different from the Excel.
[23:06] And every year we have, you know, enhancements operationally, that we've worked probably
[23:13] since this time last year, had the idea to transition to, and I think it's a big mainly
[23:20] internally for us. It's been a goal for a while to get students logged in through single
[23:25] sign-on. One last password, one how do we get them in, we have a single sign-on and we
[23:31] did it this year. We have our own domain within Google, Google for Education. We think
[23:36] that with Canvas and students, a lot of them definitely logged in and it seemed, I know
[23:45] I wasn't laying in the help room all day but it seemed like for a new login and a new process
[23:51] and change is always we don't want to lose anybody in the transition and I don't think we did.
[23:57] I think we got them in and it was an exciting like crusher fingers and then tip steep exhale and
[24:03] they all logged in. That we transitioned our staff to Zoom phone so we were able to cancel our phone
[24:14] system which probably will save the school about 60 gram and we added on Zoom phone to our
[24:21] already subsidized UEN contract with Zoom,
[24:24] and it'll be nice to have so we have our lives
[24:26] when we have board meeting in Zoom.
[24:27] We have our life, we are Zoom, everything.
[24:30] And so with Zoom now, Zoom workplace that pops up,
[24:33] now they have Zoom phone and chat and everything
[24:35] with Zoom meetings, and so,
[24:38] and that is also a single sign on.
[24:40] And so now comes, I saw emails even more today,
[24:43] to have about more stuff,
[24:45] wanting a single sign on another working on adding
[24:47] more and more programs that are just all fall under the educational umbrella from
[24:54] loom to Canva to we're looking at schmook today I mean yeah we'll start slowly
[24:59] building our school out this way and teachers being able to now assign assignments
[25:05] within the whole Google suite within canvas like this has been really a lot of
[25:11] years in the making as we start to piece and enhance and grow our own
[25:15] infrastructure so we did it and we're on day two and we're all here. All right, let's start with an enrollment report.
[25:28] So our enrollment, this screen does seem different, huh? Yeah, I don't know. Can we? Let me reshare. No, it just... I'm gonna...
[25:37] Yeah, exactly. Okay, let's try that.
[25:42] Click on I think you can make a bigger if you click on it.
[25:50] I think it's uh I
[25:55] guess that would be yeah
[25:56] It's a wonder if it's on this one. Yeah. If you want to share again, I got the mouse on here. What do you think?
[26:10] Well, this is on its own TV, right? Yep, correct.
[26:13] What about
[26:19] the full screen at the very bottom?
[26:31] That's a little better. Still different, huh?
[26:35] That's a really big
[26:36] Oh, that's me, I'm trying one last thing.
[26:44] I
[27:02] feel like
[27:12] even that whole, like, you know, you can be across that full screen and
[27:16] try one more.
[27:21] Oh, there it is, down there it is, yes.
[27:30] Yes,
[27:38] can I work yeah much better thank you
[27:41] Yeah, let me see some of the numbers in charts up there now
[27:45] So these numbers were pulled as of yesterday
[27:49] So we started school with 1,776 students pretty solid number. That's a pretty solid number. I have 250.
[27:57] right there.
[27:58] No, it's not right there.
[27:58] No, it's not.
[28:00] Yeah, we've got it.
[28:01] It's the first year of the year.
[28:03] It's the first year of the year.
[28:04] It's the first year of the year.
[28:04] That's why.
[28:06] That's why.
[28:07] And the breakdown, you see below of the schools, what's been interesting is that third box of
[28:15] versus last year, and why that's interesting, and I think it goes over the next slide in
[28:21] a different visual, is that we were trending ahead of last year.
[28:26] every single day every single week until two days ago and we can go ahead and
[28:33] flip to the next slide. So we'll kind of show the trend data that I would like
[28:38] to speak to here yet. So this bottom line, that's
[28:45] 26. So when we look at where
[28:49] we this is this year, this middle line, we started a lot higher and that was we
[28:54] retained a lot of students. Our retention was really great this year and so
[29:00] looking ahead I think I reported to the board in June that hey our retention
[29:04] look good. I don't see a reason why we can't be aggressive and say we can hit
[29:08] cat this year. And that's the line then so you can see that and we expect it to be
[29:15] pretty flat as far as applications and enrollments that come in. We see the bulk
[29:20] of it really from August and you can see the peak point about just the first week of September,
[29:26] is it a good chunk. So when we saw that wine go up last week, if I broke it down by day and by week,
[29:34] what was really interesting about this piece of data is that where traditionally the prior two years
[29:39] has jumped up, we went down. And I'm not entirely sure why because we've been trending on par
[29:48] with that and I have a few thoughts as to why one of we start early and I'm
[29:57] interested to see yeah in a couple weeks.
[30:00] Here, if the trend changes at all, that way, but that's it's very different from anything that we've seen before. It's very early, I think to cause any sort of alarmistize, huh? What's going on? And how do we course? Correct? Because, you know, goal for all of us has been, I mean, ideally we want our 2050 seats filled on the first day of school. We want all of our students to start on time. Starting late is hard for everybody.
[30:28] and so that's a goal I think that we will always have the more seats that we can
[30:34] feel the sooner the better and one of those solutions I think we'll look at
[30:38] is our school calendar and starting a week later next year or even maybe even
[30:43] behind that a minute or two. Which school district are we or we tie in our school
[30:49] calendar to are we doing it to Murray or to when we look at that it was and just
[30:55] So like you said, it's about a 50-50 split of it's this week or next week, and I think
[30:59] when we parsed it out last year and looked at the majority of our students and where they're
[31:03] coming from, and we took like the schools and it was this week that it landed on it.
[31:08] So more of our best guess to where the majority of our students are becoming from and where
[31:12] they reside.
[31:14] But yeah, we really see a clear split in when school started and it seems to be either this week
[31:20] or next week.
[31:24] Do you think that the bumps are from students who get disassified for a couple of weeks and then jump in?
[31:32] Yeah, as far as like from other schools?
[31:34] Yeah.
[31:35] Yeah, I think it's...
[31:37] What's it like between the 26th and the 9th of September that went right there?
[31:42] You see that?
[31:44] A little bit of a...
[31:45] Yeah.
[31:48] And that's...
[31:49] This slide is net enrolled.
[31:51] I don't think...
[31:52] what do I have on the next slide? I don't know. Yeah, that's what I wanted to show you. Thank you.
[31:56] Application influence. So that was net enrollment. We get our net enrollment from applications.
[32:01] So we're watching our leads come in and that's once again, that's why it feeds me. It's more of a cause for a long
[32:08] because we're getting less applications right now. When we should be peaking, we start
[32:15] get that put and then down the road is when the net enrollment goes on because it takes a minute
[32:18] for students to get enrolled. So that's the applications that are coming in and we are
[32:25] trending quite a bit lower and you see we're last year we really took off to build our
[32:32] number and in the prior year we have not and we've gone down. So I don't know if we're
[32:38] waiting to see if we just see in the next week or two that wave come back. It does that trend
[32:45] and it's a very, yeah, inverse trend.
[32:47] It's interesting.
[32:48] Yeah.
[32:50] What schools have started already?
[32:52] Davis is not.
[32:53] I know it hasn't.
[32:54] What school districts are in session right now?
[32:58] Washington is.
[32:59] Washington is.
[33:00] Washington is.
[33:00] Washington is.
[33:01] Yes, we have.
[33:01] Which is on the.
[33:03] We have our largest population comes with ranna.
[33:09] But it's not like I know starts next week.
[33:11] Yeah.
[33:11] So it just like making this half and half back.
[33:14] Yeah.
[33:16] And then.
[33:17] If you'd like, I'd like to continue to follow on SOEP because it keeps the same enrollment
[33:21] trend, which I'd like to keep in mind a little bit.
[33:25] So this is SOEP enrollment data.
[33:28] For the full year, last year we had 1,218 individual students.
[33:35] We are at 415 right now, and this one's a very different trends to look at because we see
[33:42] a high amount of students entry and exit the unique students by corner. It is a revolving
[33:51] program. So really as far as being on pace, last year we were at 481 or 415, so we're
[33:58] not really off in the end. Our peak enrollment blocks are quarter three and in the summer.
[34:07] So we still have a minute to go for SOEP to even say, are we really that far behind or
[34:11] not, but we are behind.
[34:14] And then I think on the next slide,
[34:16] I did a comparison.
[34:17] I took a look at from their district of residence
[34:21] of where they're coming from, if there's
[34:23] any decrease or trends.
[34:25] And right now, we see the largest from Jordan.
[34:29] That last year, we had 71 students from them,
[34:32] right now, we only have 20.
[34:33] So it's just kind of interesting to see where students
[34:36] were actually coming from, if the ebb and flow meant anything,
[34:41] or is there any strategy that we can discuss with these schools?
[34:48] I'll reach out to Nibble School District,
[34:50] they're right in my home boundary, and we'll
[34:52] see if they want even more kids to come.
[34:54] We're seeing a decrease in the number of students
[34:57] just because there aren't as many.
[35:00] Really?
[35:00] That's a good one.
[35:01] So we have seen, hey, we lost three teachers at our school
[35:04] Because the student population is down.
[35:08] So that's what I've been seeing, right?
[35:11] So the overall population is down.
[35:16] And then K12 in an enrollment meeting also told us
[35:21] that enrollment nationwide is the trend that we're seeing
[35:24] is not a typical nationwide either.
[35:28] So all of that contextually is interesting.
[35:32] and has a significant impact on our budget and what we're planning on and doing with.
[35:40] So that's why I think anything is that there is makes a little nervous because we definitely
[35:46] want to ensure that we hit that 1865, 45, 75, 75, I didn't know the five, but number that
[35:55] we budgeted to at a minimum to hit for October 1.
[36:01] Chris, in some of the meetings that you've been in, what is the general handling in terms
[36:08] of what the decrease in the school age population is? Is it 1%? Is it half percent? Is it
[36:15] 2%?
[36:16] I don't know right now, but it's a downhills life.
[36:18] You're right.
[36:19] It's 5 to 8 years.
[36:20] Right, right.
[36:28] That may be something that we should take into account. I'm sure that there
[36:35] data out there the state board probably has something like that. It's probably
[36:41] worth at least reaching out or looking to see what the forecasted decrease is
[36:47] going to be because if we are thinking that we are going to have continued
[36:53] enrollment growth then that would be bucking a trend from all of the other
[36:59] schools. And if everybody is decreasing in size, then that probably, it would be prudent
[37:07] for us since we're so, since our budget is so tied to the number of students that we
[37:13] have. All right, well, what happens if we come in 1% lower next year? What if it's half
[37:20] a percent lower, things like that, just so that we have a realistic view of that?
[37:24] But also being compounded by their offering more homeschool.
[37:31] So a lot of schools, so there are less kids, and there's more people incentivized to homeschool.
[37:37] So homeschool and online in within the district, like the Davis Connect, which is on the same
[37:42] standard by any means.
[37:44] I think the districts, just from the parent, seems like the districts that have their own
[37:50] or an option.
[37:51] and they make it almost sound like they have to take it through that.
[37:55] They know all of them.
[37:58] And also the general finance lit in high school.
[38:02] And the counselors at Syracuse High and Vegas, I'm like, no, you have to do it through Davis Connect.
[38:08] One of our parents that was trying to send up for SOEP has their approval.
[38:15] That's why I like the deal.
[38:17] email and say, you're dropping S O E P and enrolled in an auction.
[38:20] Like the mobile and the others, they may not have their own programs so they can't push
[38:24] the kids.
[38:24] And they're going to promote their own programs, but literally the educational value that
[38:33] we see here is really different and I mean there are some really good teachers in those
[38:38] programs, but not like what we've got going here and that's.
[38:42] Well, and Kristen, to your point, I think we find ourselves in a situation where it's
[38:48] time to be on the offensive of telling our stories and putting ourselves out there in
[38:55] a very different way that we have not had to execute before.
[39:01] We talked in the past about, I mean, because we talked about the large school districts that
[39:06] have their own online auction. We talked in the past about the feasibility or the possibility
[39:14] of a specifically offering our product, our services to those smaller districts that don't
[39:23] have that capacity or capability. That may be something. We really start to move out on
[39:31] in a significant way to say, hey, you're seeing what's on offer at these other large locations.
[39:42] It's not feasible based on your size, but here's how we can work together to be able
[39:47] to provide more for your students.
[39:50] Do we have anybody from Pangwich?
[39:54] You know what I'm saying?
[39:57] I attended the rural schools conference and we were in an SOEP session where it was
[40:05] targeted towards these schools to make them aware of also the state has funding a specific
[40:10] allocation for a small schools for SOEP.
[40:15] And they went over the qualifications for that so it really doesn't cost a language a dime
[40:20] out of their budget.
[40:21] the states are already allocated that funding for what we need is someone to go like
[40:26] school-to-school, a marketing team actually visits those areas and the reason I brought them up,
[40:32] I was in a conference this was years ago now with a lady, she had eight periods, she cut eight
[40:37] different things, she was the cheer coach and the bus driver.
[40:42] And the year of the coach you
[40:45] And that, you know, they can't do everything and this is something that they could embrace,
[40:53] they could even have a place in the school where their teacher comes in.
[40:58] And you know, at one point in time, we were doing that at Northridge.
[41:02] We had a class that was just streamed into us from Utah State for a while through a special
[41:08] place.
[41:09] I don't know, online school has grown, everything, technology is so much better now, and little
[41:15] places like that probably do have it, but we need to be looking at a different way to
[41:21] sell the product.
[41:23] The only problem with strategies like that is I imagine that it would be quite a bit of
[41:29] effort for a relatively low return, like you're going to spend a lot of time in effort to
[41:36] to get 50 students from a small district,
[41:39] whereas like Provo High probably spits out
[41:43] that many a year on their own.
[41:46] But I think what it comes down to really is,
[41:50] we probably need to spend some more money
[41:54] paying a marketing agency or someone
[41:58] that does this for a living
[42:01] and can help us have more targeted.
[42:04] And I appreciate what Cory Illinois does,
[42:07] but that's more of like a public image in relations,
[42:11] communication, focus versus an actual targeted advertising
[42:15] thing.
[42:16] So I think that's what I would be inclined to research is not
[42:21] how do we fix the problem, not that it's a problem,
[42:25] but who do we bring in that has the experience
[42:29] improvement track record that can help us with that
[42:32] and work in tandem with our other partners that, you know, we appreciate their help with advertising and all that, but, you know, I think we have the resources that we could bring in the specialists and help get ahead of this trend that we're starting to see.
[42:47] Yeah, I
[42:50] think so.
[42:52] May it do you need something specifically from the board in terms of an approval in terms
[42:58] of direction and I say this because you're sitting right next to me but I would open this
[43:04] up to Laurie or anybody else is there something that we need that you need a specific direction
[43:10] or action from the board or do you want to come back and say okay I'm going to come up with
[43:15] a plan and then bring it back for our next meeting and say this is what we've come up with
[43:20] And this is what we need, which course do you think is better?
[43:27] Well, I think this is fairly two weeks old information for us to see us not go up but go
[43:33] down.
[43:34] And I hope that you have some confidence in this team that when we see data we like
[43:39] the course correct pretty quickly.
[43:41] So with that, and I think I feel supported enough to put our heads together and make a plan
[43:48] to go forward with it and bring it back to the board on a marketing strategy and then
[43:56] would love any thoughts from the board here or outside of board meeting if there's
[44:03] any random thoughts or ideas or strategies you want to try to say this is new but I definitely
[44:12] have worked as a former K-12 employee and in around I understand it a bit and I
[44:19] think we can find a new skill set to all of our skill sets here on Enrollment
[44:25] and Marketing and what a great opportunity for us to tell our story. I think
[44:29] that's what the cool thing is gonna is gonna be for us is we have a cool
[44:32] opportunity to tell our story about Stormy and and our data increase like we've
[44:39] We've got an awesome story to tell and a product to promote within the education industry
[44:46] for sure.
[44:48] They just heard about what we did last year with the 3rd and 4th graders and reading.
[44:53] That would be a big jump in the numbers.
[44:57] When we have an opportunity to show them what we do it's
[45:00] All right, because a lot of online programs that are AC grants, parents are unhappy with this. Yeah, those are hard, right? That are just a secret as we offer. Okay, are we present to this kind of information and are we market? You know how you go to a conference? Yeah, they're there promoting whatever. Why don't we do that? Yeah, we need to go to the AC to eat conference to December. Go to the the child development conferences.
[45:27] Just to pick and choose, there's some technology concepts in Florida, you can get them.
[45:32] Just do a search and then get on their presentation, they can go to do it and see if you can't
[45:40] mark it in some of those places to awareness.
[45:43] Because this is students in Utah, but no one, maybe an Oklahoma who is on a board in K-12,
[45:55] and I'll call and ask them to see what they did tomorrow.
[46:01] That would be very one thing that we've been planning.
[46:09] The WAN is collecting stories, oxygen stories.
[46:13] There's a system in place right now for anybody on our staff to submit a story to the WAN.
[46:19] I'm going to embed some sends it to Corneloy
[46:22] with our new website, the more we add content to it,
[46:25] the more it'll pop up on the SEO.
[46:27] So we'll be blog posts and pictures,
[46:32] and hopefully that helps our online marketing.
[46:38] Hopefully we see that turnaround tomorrow, though.
[46:41] That would be great.
[46:42] We'd love to.
[46:44] Great.
[46:45] Thank you for the conversation, anything else?
[46:52] School improvement plans.
[46:57] Just a brief, and try to be very brief, just a reminder of kind of our school improvement process.
[47:04] It's everything is very intentional and designed around the school improvement process as the school is the board knows.
[47:11] We end a school year, we do a full, each school does their own full comprehensive analysis of where did the year end.
[47:23] reflect on the school improvement strategies and then throughout the summer we're meeting
[47:27] with our school improvement teams, Mattel and just this last week we finalize it with
[47:32] the rest of the staff and so every single staff member has had input on each of these
[47:38] plans. They know what a school improvement plan is, they know what the goal is and they have
[47:42] an idea of what's important for the school this year moving forward. With that, they see
[47:48] think elementary's up first. Okay. So we saw huge gains last year with our
[47:54] School of Primaplan and did make a shift in that plan last year. So when our
[47:59] team came together they looked really heavily at our data. They looked at our
[48:05] School of Primaplan. We analyzed it and a lot of things are staying the same.
[48:10] Some of the changes are in our goals. You can see that in addition to having a
[48:15] growth goal for just first or third or for the whole school and then the state
[48:21] tracks first or third we've got an additional growth goal for each grade level
[48:25] based on their baseline data from last year. We've also put a floor so if we
[48:31] do have teams that that backtrack a goal for not backtracking a very
[48:37] specific goal that is identified in our school program but we are continuing to
[48:41] focus on student ownership of their data. Students tracking their data, knowing
[48:47] their data, understanding where they're at and where they're going this year.
[48:49] We're adding an emphasis for parents, our learning coaches, with, based on SB 241
[48:54] and all of the changes and these individual reading plans that have to happen.
[48:59] We're adding parent ownership to our our plan and we've already started the
[49:07] prep work for training our parents on their responsibility when it comes to
[49:10] this. And then evidence-based practices last year we focused heavily on student
[49:17] building and student thinking with our staff and our professional learning. This
[49:22] year we are focused on Anita Archer's explicit instruction so very healthy
[49:27] combination when we are using explicit instruction and building student thinking.
[49:31] So that's the shift we've made there. Another cool thing that I just wanted to show
[49:35] you in my planner, we have our school improvement plan, but then this year our
[49:39] school improvement team they put together a success criteria for each of the
[49:45] milestones just like we do when we teach in our classroom which is kind of
[49:49] a cool way that we're tracking it a little bit differently it was a couple of
[49:54] our teachers came up with that and I thought it was really genius and I think it's
[49:58] gonna make tracking it more enjoyable for the teachers that something that they
[50:02] recognize and are using in my classroom so those are some shifts that we're
[50:07] but really just trying to continue the momentum we've seen with our data improvements from last year.
[50:13] So, any questions about elementary?
[50:18] I'm proud of this team, I'm proud of our staff.
[50:20] They do this, this is their work, they do they dig in, they do the research,
[50:24] they, you know, it takes two weeks for us to really figure out exactly where we're going to go
[50:32] and it's a very rewarding process.
[50:46] Talk to any of the...
[50:48] Yeah, so we did hit our reading growth, which was amazing last year.
[50:52] So, so amazing.
[50:56] But this is our baseline data, so we'll improve from here.
[51:01] This is where we're starting.
[51:04] And then the other cool thing, if you look at the rise proficiency,
[51:07] rise proficiency by gradin's object, our fifth grade team
[51:11] has consistently improved in both rise and Acadian's data year-over-year.
[51:17] This year they had some really big improvements and we're sending them to the 6th grade with some better data that you've seen in a few years, but that 5th grade team, they are on fire.
[51:31] They are passionate and excited about what they've been doing and it's all based on research, based curriculum, and evidence-based practices in the classroom.
[51:40] So, and then the next slide shows you just our strategies in milestones if you wanted
[51:46] to take a look, but I spoke to those.
[51:55] So the middle school, our priorities that I've shared last few years haven't really changed.
[52:03] We started with these same three focus areas in 2023-2024, and we have built on those
[52:11] every year since. The one thing we did was in the very beginning we spent a lot
[52:17] of time defining what these were going to be and how we were going to achieve
[52:21] the goals that we set and then the following year we were building on that
[52:26] process and then 2026 we spent a lot of time refining the processes that we had
[52:31] put in place because as we were looking at our data the goals we set our data was
[52:38] is continuing to improve year over year.
[52:40] So we were like, hey, we must be on the right track.
[52:43] Since our overarching goal is student learning outcomes
[52:48] and improvement there when we're seeing those outcomes
[52:51] improve, we stay with that.
[52:53] So this year, our 2027 school year, which sometimes I say
[52:57] that and I'm like, how is that even possible?
[53:00] But here we are.
[53:01] We're spending a lot of time sustaining the things
[53:04] we put in place.
[53:06] And at the end of this year, we'll
[53:07] actually end up closing some of them out because they will be fully implemented within
[53:12] the middle school over the last several years. And then we'll re-evaluate and see what
[53:20] our next steps are without taking our eyes off of the things that are fully implemented
[53:25] because we don't want those to, you know, go away. We've spent a lot of years getting
[53:30] them in the process. If you can go to the next slide.
[53:35] As we're looking at the data, I mean, our growth year over year continues to increase.
[53:42] I know our achievement, I actually had 27% I think, I just saw that, but I want to
[53:48] back up with achievement, with our proficiency or achievement prior to implementing the
[53:54] school improvement plan that we currently have, our overall achievement in the middle
[53:59] school was only 18 percent. So looking at that versus just those few years of
[54:06] having this plan in place like our growth and our achievement have gone
[54:10] significantly and you can see down there there are state or overall
[54:15] accountability for year over year continues to grow which you know leads us to
[54:22] believe that the things that we are implementing are working so that's very
[54:26] exciting. We don't have our data yet for this year. We have preliminary data from
[54:31] school year 26 but what we've seen from the preliminary data is we should see
[54:36] increases again on top of that. I don't remember what the next slide. Oh our
[54:43] strategies and milestones. We do tweak those a little bit. We've had the same three
[54:48] focus areas but we do spend a lot of time like Megan said. We dive deep into not
[54:54] not just our rise data, but all of the data from the school.
[54:58] We take stakeholder feedback, we take, just from our teachers, from our PLCs, everything
[55:04] and we look at that and dive into it over the summer and then make the tweaks to those
[55:10] milestones that are supporting these goals that we have.
[55:14] Which has got us to the point we are now and hope to continue to see those.
[55:19] The whole middle school team I can say without a doubt could tell you what our goals are and what we are working on as an entire school because we have all of them on committees working to push those milestones and strategies in the school and then I know I've mentioned this before but we had our last week we had our in-person meetings where we go over the data.
[55:46] again we go over what our school improvement plan is, the tweaks and changes that we have made to
[55:50] how we pivoted and the why behind those pivots. And then they take that information and as their
[55:57] PLC teams they set their team goals based on those. So it's all that holistic cycle that all comes
[56:05] back to our school improvement plan. I have a question I guess for everybody. Elementary, how many facts?
[56:21] so I get them at 50.
[56:25] I believe I have well if I count my mentors and stuff I have around 40
[56:30] and then some part-time paras that are hourly okay and what about the high 70-ish?
[56:47] The team work is I mean they all have buy-in, they all know what it is, they do and it's paying off
[56:55] and I think that my with the University of Utah project is very well spent all what we're doing
[57:02] here's come into fruition. It's awesome. What were the, I think, the magic happens in watching
[57:11] Lacey and Laurie leave their schools as the implementation. Like I see those like,
[57:16] we're like, but you should, it's not just words, like the way they run their implementation meetings
[57:23] and they go around the update and people are holding each other accountable, like things in the plan
[57:28] move and I think yeah that's one thing I yeah it's really cool to watch the
[57:34] actual plan in action it's not just some pretty paper that we've loved on a
[57:39] pretty paper presenting it to the board and to any other stakeholder to show
[57:43] exactly the transfer about what we're doing but the implementation that's the
[57:48] grit and grind and it's really cool to see it in action. All right I would
[57:53] want to add one thing to that because I found it interesting in the middle
[57:56] school last year. At the end of every year, we have our, our, my PLC leads are my SIP committee,
[58:03] they're over the SIP committee. And I was every year at, in May, I always send out something
[58:11] that has them reflect on the SIP and their committees for the year and they do a deep reflection
[58:17] and a deep dive with what their PLC teams have done. Anyway, it's actually very time consuming for
[58:22] them to do what we've done it every year. And I was a week later than normal sending
[58:28] it out. And I am peeling, leans reaching out. Hey, when are we getting the survey so
[58:33] we can like dive in and look at the sit. I mean, they were already anticipating it because
[58:38] we have that process in place. And they were asking for it. And I'm thinking, this tastes
[58:42] them like several hours to do. However, they're still asking me for it because they know it's
[58:48] such an important piece of the reflection of what we've done for the year and setting
[58:52] us up for the work we're going to do over the summer in the
[58:55] morning. It is very rewarding. And I think too, we talked
[58:58] about, you know, the student sharing the story, this is part
[59:01] of the story. You could sell the process. This is the process
[59:06] that we've undergone to educators to the state.
[59:21] Have you
[59:22] you can really lead it. You can take it. You have a model here that is phenomenal. We have PLC.
[59:30] We have this. I hear this. We have all this but it doesn't work like this and to take what
[59:37] you've done and implement it and help other people with it. I mean I think that's part of the story
[59:43] here too. And that if I as a parent listened to what she just said to me, you know, we've
[59:53] got, here's Laurie's story, you know, and we video it and we put it out there and
[1:00:00] This is what my teaching team does. All of a sudden, it's like, wow, I want to have my kids be part of this. So, yeah, it's not just the, it's not just the statistics, the magic way to kid. It's the process, the process and the process is working. It's amazing. Good job. Oh, man. Thanks. Thanks. High school, our priorities, areas are math, both proficiency and growth.
[1:00:29] there are baseline data in the gray and our gold data in the purple and then our
[1:00:36] other cattle yield progress and improving our baseline measure with our
[1:00:44] wheat assessment.
[1:00:48] This is more so the bottom bar chart those are all of the
[1:00:53] report card indicators so the very top you can see what we're strong and that's
[1:00:59] kind of, I mean, graduation being the top is pretty awesome considering
[1:01:04] graduations the one that put us in turnaround. And where we got to learn this
[1:01:07] great school improvement process and haven't looked back since. A move
[1:01:12] graduation right to the top. So the two at the bottom, the EL progress and
[1:01:17] achievement, we're looking to move those closer to the percent of points
[1:01:21] earned to the other metrics in the board. EL stands for what?
[1:01:30] English
[1:01:31] priorities, they are very intentionally designed to instructional excellence through competency-based
[1:01:38] learning, and that is targeted in those teachers know that everything put into this part
[1:01:44] of the SIP influences the academic part of the state accountability system, so growth
[1:01:52] and proficiency. This year, our teacher's focus is really building out
[1:01:59] quality and engaging guided learning work in hesitate even using the word, you
[1:02:09] can see I'm searching for lots of other words to avoid the one asynchronous. But
[1:02:14] the idea of building out a Canvas course because we've for a decade have tried
[1:02:19] to do live classes and 30% attendance to that and takes up a lot of teachers' time.
[1:02:26] And instead of bringing our head against the wall a little bit, we said, hey, 100% of
[1:02:31] our students are exposed to standards through our curriculum and that design.
[1:02:39] And in an online school, we should have an elite engaging system that can help students,
[1:02:45] It's to it is tier one instruction the way that their courses are designed while still having we still have live sessions
[1:02:54] We're just not being kind of flipped in like the dependency model, right?
[1:02:59] In building those out. So that's a I'm excited for a little bit of shift in in philosophy and mindset as we build out those
[1:03:06] courses and our teachers are building out some phenomenal
[1:03:11] courses and then the other
[1:03:12] Our priority is the other part of the state accountability system.
[1:03:17] This is our graduation and college career readiness piece and our staff, our mentors and
[1:03:22] our counselors.
[1:03:23] This is their priority and their strategies are on the board.
[1:03:30] Are you incorporating a new durable skills so that the state is put out?
[1:03:38] That's a real push in me, yes, and even into the seventh and eighth grade, it's where some
[1:03:44] of that is coming.
[1:03:44] Yeah, good, because that's what's going to get in the job.
[1:03:51] The objective for all of us, all of us, all of the employers are saying, we can teach
[1:03:59] them that stuff that they need to know to work for us.
[1:04:02] Please teach them this somewhere that they're having, yes, they're not playing with their
[1:04:07] phone all day.
[1:04:14] We were all teenagers, we'd be sitting here, we would be conversing at all, just talking
[1:04:19] on our phone.
[1:04:20] Yep.
[1:04:24] That's it?
[1:04:26] Any questions on our school's strategy or feedback, or then
[1:04:34] on we'll go to day three?
[1:04:38] It's on.
[1:04:39] First Friday of the year?
[1:04:40] It is.
[1:04:42] It's very positive.
[1:04:44] I like that.
[1:04:45] We need that.
[1:04:48] Up on base, we celebrate first Friday.
[1:04:52] So for the young, for the young airmen who are assigned at Hitler,
[1:04:55] first-based first-time, anybody can come, but they always will have a first- Friday event,
[1:05:00] whether it's at the bowling alley or something else like that.
[1:05:04] first Friday. First Friday is what it is.
[1:05:09] I think so.
[1:05:13] Yeah, it used to be less fun.
[1:05:19] So we've turned the corner as far as that goes.
[1:05:24] Well,
[1:05:28] we have board business, just three items.
[1:05:30] So first, we have the June 11th, four meeting minutes.
[1:05:33] It's
[1:05:36] my entertainer motion to accept those minutes.
[1:05:40] So moved.
[1:05:41] Motion by Cristina, second.
[1:05:43] I'll second.
[1:05:44] Second by Ted.
[1:05:45] Call those in favor.
[1:05:47] Aye.
[1:05:47] Aye.
[1:05:59] Yeah, I'll take that one.
[1:06:01] All right, hang with me for a little bit on this one.
[1:06:06] Um, I met with Stravis in July and they go out and they bid for our insurance originally
[1:06:15] When they brought it back, they said that Select Health had an overall 14% increase.
[1:06:22] It's one of our largest that we've seen.
[1:06:26] And they said actually that that number was actually smaller than what the market that they were getting on other companies with.
[1:06:33] When they brought that to me, I asked them if they would go then and do a full market bid on if there was looking at switching carriers.
[1:06:43] years and they came back with that and think about four of them declined to even bid on
[1:06:50] our school emeritus I think was one that did bid and came back 10% so they came back in
[1:06:56] the 14% less than what select health was but not enough to even look at it switching carriers.
[1:07:03] So this as far as renewal options for the plans that we currently have select health was
[1:07:10] was the best choice even with the premium increase.
[1:07:15] Because it was such a significant increase,
[1:07:18] I took a deeper dive into this than I have in prior years
[1:07:22] on where we sit competitive.
[1:07:23] It was like, hey, do we need to switch plans?
[1:07:25] Where do we sit in the market with this?
[1:07:28] So currently our plans, as they are, are very competitive.
[1:07:33] The plans itself are quality coverage plans,
[1:07:38] very competitive in the market.
[1:07:39] it, where I found a lot of different experience was in the contribution amounts.
[1:07:49] So right now, I just want to point out what we currently contribute to the premium.
[1:07:57] So for all this conversation, we really sent it around medical is 100% for single, for
[1:08:04] Only cover 70% of the premium for two party and 60% coverage for family.
[1:08:13] So you can flip to the next slide please.
[1:08:16] So when I did a comparison to what other districts pay for as part of the premium, I found
[1:08:25] that we were not near where the other schools were that I looked at were by different plant
[1:08:33] types.
[1:08:33] So what that is showing is the amount the employee pays for a very similar plan.
[1:08:44] What
[1:08:46] percentage of our teachers use the insurance element of the spouse versus does everybody
[1:08:53] have the insurance?
[1:08:54] Do we cover everybody?
[1:08:56] Yeah.
[1:08:56] Will you flip back to?
[1:08:57] I think I have the number up there.
[1:08:59] So, we have 123 enrolled out of the Elizabeth 150 and of that number, right in their half, is employee only.
[1:09:09] That's free, doesn't it?
[1:09:10] That's free.
[1:09:11] Yeah, exactly.
[1:09:13] Exactly.
[1:09:14] So, on the next slide, looked at a couple different things.
[1:09:21] And this, as far as if we wanted to enter and adjust any of our contribution to enter at a competitive marketplace,
[1:09:28] marketplace where the other bar graphs were on the previous slide.
[1:09:33] It would look a little bit like the contribution formula on the board.
[1:09:37] When I surveyed the other plans, what I found is there's not another school that offered
[1:09:45] 100% employ only.
[1:09:47] The highest one I found was 95.
[1:09:50] So that's you see the recommendation on the board.
[1:09:53] And then the other two of 82% on traditional and then 87% on high deductible, both again
[1:10:00] is very reflective of the other schools that were surveyed in the plan.
[1:10:05] One change, I'd like to keep the same plans, regardless of the contribution amount, these
[1:10:11] two would remain the same.
[1:10:13] This one, right here, we shift it from a thousand dollar deductible to a 1500 on the traditional
[1:10:21] plan, the cost to employ is cheaper and it saves 46,000 and it was just kind of a
[1:10:29] little bit better overall plan for the money on that one. The other two plans were
[1:10:35] very reasonably priced within the marketplace and feel so about our options with
[1:10:41] select health. Going back to our $15,000 that we currently have and we're
[1:10:47] every night, right? Is there a way for us to either maintain, or do we have to
[1:10:54] save the $46,000? Is there, to see what I'm saying, do we have enough money to
[1:11:00] help us at some of this cost over time? We ask God He's sustainable.
[1:11:06] Right, and that's exactly, let's look to the next slide because I got some
[1:11:09] numbers for the board to consider. So we've got a couple different decision, one
[1:11:16] is just to renew it as is with the 14% increase and that is a $210,000 increase to our budget
[1:11:24] over last year, just with the 14% increase.
[1:11:29] The second decision, the $252,000, that is if we entered the marketplace and adjusted
[1:11:36] the premium coverage from the school to the employees to be competitive with the other school
[1:11:43] districts.
[1:11:44] That's how much that would cost on at least this year's that I mean who knows next year and who knows
[1:11:50] The other thing I think to consider is if the coverage changed to shift towards
[1:11:55] Supporting our family coverage more. I don't know how many employees would drop off of employee only and pick up family as well
[1:12:03] That is a as a possibility. I'm not entirely sure what our
[1:12:06] Insurance trends would look like that if we changed our practice
[1:12:18] if they're picking up the family.
[1:12:20] Yeah.
[1:12:24] Have you served any of the teachers been asked?
[1:12:27] What are their thoughts on?
[1:12:31] As far as, you know, do you have a group that meets and talks
[1:12:36] about insurance?
[1:12:38] Like, I know there's somebody who negotiates
[1:12:41] with the district people.
[1:12:42] Oh, yeah.
[1:12:43] Yeah.
[1:12:44] No.
[1:12:44] I did have one employee that's a veteran employee here.
[1:12:48] When I told them, you know, hang on.
[1:12:51] We don't know entirely yet.
[1:12:52] wait till board meeting and then they're gonna open a moment very quickly here and he did say
[1:12:58] thanks for looking into family because it really would mean and I have been aware of the differences
[1:13:03] and so just even looking at it means a lot thanks.
[1:13:08] So you guys are running the numbers over there.
[1:13:12] What what could we do and what's the what's the max we could do all the time.
[1:13:24] This is where academic
[1:13:25] Give us a question of the amount of money that we have to see in here.
[1:13:35] Year over year you guys have been consistent with your net income. This year you're at
[1:13:40] over 800,000. I felt comfortable with it. I think we can put it in the budget and just
[1:13:46] watch it closely. If you look at it, how you budget every year, you tend to budget in the
[1:13:53] five figures and end up closer to the seven figures, right? So it's one of those. If you
[1:13:58] throw it in your budget right now it's going to spit out a negative number but how you actually
[1:14:03] performed is much different. Exactly. Yeah that's what that's what it's it's hard to I think
[1:14:09] Shantel pointed out if we make the decision based on the budget you'd be like well we can't do this
[1:14:14] it's too much based on our based on what your actual results have been because I watched one of
[1:14:20] This week's was almost $46,000, yes, one day.
[1:14:25] That's what I was thinking about every month.
[1:14:27] Okay.
[1:14:28] Now I think that whatever you feel like is fair for the employees, I think we need to be
[1:14:37] more equitable and be more like what they could get someplace else.
[1:14:41] Okay.
[1:14:42] And the reality is we don't need to get too caught up in the
[1:14:47] that this year, as long as we recognize that there is a chance that we get too aggressive
[1:14:56] or something that we will have to cut somewhere down the...
[1:15:00] Like, we have the PTIF that if this year did not perform as years passed, we have plenty to cover it for several years at this point. And so it would just have to come with a recognition that as we approach that line, somewhere will have to be cut. I would be opinion, I would cut somewhere else before I make cuts here. I do think this directly
[1:15:29] the goals, towards retaining teachers and attracting teachers.
[1:15:36] I do think I don't know what that increase directly impacts to an employee.
[1:15:45] It's about 2000.
[1:15:46] It's about 2000 back in their pocket.
[1:15:49] And so I don't know if that's enough.
[1:15:55] That's probably enough that we're going to see a bigger increase in that number
[1:15:59] because people will sign up for employee plus spouse or employee plus family.
[1:16:04] Which is fine, like I don't know.
[1:16:06] I'm not concerned that that would be so big that we couldn't absorb it.
[1:16:12] Even as within the budget.
[1:16:14] And you use the language, you have to cut in the future.
[1:16:17] But what it's really going to be, it's going to be, like you said,
[1:16:20] you can't be as aggressive as that.
[1:16:21] Yeah, you have to manage it.
[1:16:23] I guess that's right now.
[1:16:24] We're in a losing game, it's always going to go out.
[1:16:28] There's been some years where you do lose money or the people do have to pay out more
[1:16:34] or whatever, and that's a given, everybody.
[1:16:37] But if we can side on the benefit of the employees, I think we're better off.
[1:16:43] And as we've seen year over year, your cash balances are increasing.
[1:16:48] You could, you know, if worst case scenario were a couple years of pulling from that rather
[1:16:53] than adding.
[1:16:54] you're not, your cushion isn't so small that you couldn't, you know, again, make less
[1:17:01] or less aggressive increases to it in future years, it's still being.
[1:17:07] And when we've talked about unhappy and aggressive with the far more case, but frankly, I think this is more impactful.
[1:17:14] Well, you could actually earmark a piece of those dollars to generate funding specific to insurance all the time.
[1:17:29] 10 years ago I wouldn't be saying this.
[1:17:34] Do that as an unofficial board goal.
[1:17:37] We don't want to get into like endowing funds, and that's good.
[1:17:42] I do.
[1:17:43] I do.
[1:17:43] Yeah.
[1:17:44] Yeah.
[1:17:46] I'm good with it.
[1:17:47] I don't know if anyone else has any thoughts.
[1:17:53] Yeah.
[1:17:54] I'll accept a motion that we adopt decision to with the increase in the premium contribution amount and the other changes underlying that number.
[1:18:03] I'll second that.
[1:18:07] All those in favor?
[1:18:09] Hi.
[1:18:10] Hi.
[1:18:15] Thank you.
[1:18:18] Thank you.
[1:18:21] That's a big deal.
[1:18:22] And to be able to go report that back to the staff.
[1:18:29] I know they weren't even kind of expecting this.
[1:18:33] So thank you for that opportunity to now go present them
[1:18:37] with a little bit of good news.
[1:18:40] And I think let's keep this in mind for the future.
[1:18:43] Like I would love to get even more,
[1:18:46] like I would love to get more aggressive with it.
[1:18:49] I think we need to see the impact.
[1:18:50] Yeah, first.
[1:18:51] She with the numbers.
[1:18:52] But I definitely think that's the top priority.
[1:18:54] I will say insurance of the racket, and as someone who works for, to someone who works for a company based in California, just I think happens when I'm based in California.
[1:19:11] Okay, the LEA-specific licenses.
[1:19:17] This year we have three proposed LA specific license for the board to grant.
[1:19:31] One is one of our English teachers in the high school Marciosaurs.
[1:19:37] She's done with everything in the Apple program.
[1:19:40] It's an alternative route to licensure.
[1:19:43] Just kind of waiting for it to be posted and just not sure if that waiting game is going
[1:19:47] to hit the October funding mark or not, so just to be safe.
[1:19:52] She's on the list for the LA specifics.
[1:19:57] The next one is Brittany Wannlisch.
[1:20:01] She's a longtime veteran employee at Utah Virtual and so excited, she's adding another pathway
[1:20:09] or school with this LEA endorsement and yeah and then Cynthia she's also a
[1:20:26] veteran teacher here a lot of teaches a lot of CTE courses. Her multi-media
[1:20:33] one was one I think we had kind of planned to go ahead and let laps but there's
[1:20:38] She's not qualified applicants with that specific endorsement,
[1:20:42] especially with Cynthia-level talent.
[1:20:45] So that's a sheet you may have recognized her name
[1:20:48] in that endorsement on prior years.
[1:20:50] And yes, she is back.
[1:20:53] And we would love to have her back fulfilling
[1:20:56] those digital arts courses.
[1:20:59] I move that we accept the LA specific recommendations.
[1:21:05] I'm second.
[1:21:06] Motion by Kristen, second by Amberly.
[1:21:08] All those in favor?
[1:21:10] Aye.
[1:21:11] All right.
[1:21:19] Very exciting.
[1:21:22] Agriculture.
[1:21:24] Move
[1:21:33] the wee adjourned.
[1:21:36] Second.
[1:21:37] All those in favor?
[1:21:39] Aye.
[1:21:40] Aye.
[1:21:46] And October 8th, we'll see you all.
[1:21:47] Thank you everybody.
[1:21:50] Thank you.
[1:21:51] Thank you.