[0:01] All right. Perfect. We can begin that. I will. All right. All right. We'll call to order the Board of Trustees. Park City winners, well, I'm part of the winnersports school meeting on August 12, 2026 at 603 p.m. We'll start off with the roll call.

[0:29] We'll start with everybody online. And I'll

[0:32] I'll start with myself, Wayne Lewis here.

[0:38] PC Holmes, business manager.

[0:42] That's it so far.

[0:43] How long's on her way here physically?

[0:46] TV minutes here.

[0:48] Can you go on press.

[0:50] Dylan Roth, the world president, on the scope of president.

[0:54] Make it up in president, just right there.

[1:00] Perfect.

[1:01] All right.

[1:04] Let's go through the meetings.

[1:10] Are there any questions or concerns regarding the regular June meeting on that was June 9th?

[1:24] No questions or concerns, but in re-reading the minutes, I did have a question.

[1:32] I don't know if we want to discuss it now or go through the process of improving the minutes

[1:38] then have a discussion. The discussion is not relative to like any correction. It's just

[1:44] something that can't be applied. Well let's approve the minutes and then have a discussion.

[1:51] So move on the regular June meeting. All right.

[1:57] All right. We need to go through the

[2:01] roll call again on to proof. So, Whalen Lewis, a proof.

[2:09] Can we get a vote? Yes, Dylan Rockwell, a proof. Thomas Cook, yes.

[2:19] The minutes are approved.

[2:22] Unannisable. Yes,

[2:27] I like Ralph. That's good.

[2:30] that's going to be.

[2:34] Is Nick Fenzie not here? No, he's in the air. So Holland is on her way,

[2:42] so we'll just take a note in the minutes that she's going to participate in this vote.

[2:49] We'll keep rolling. All right.

[2:53] Are there any questions or concerns for the annual meeting that

[2:57] was held on June 9th in 2026.

[3:06] I would

[3:06] unfortunately improve those as

[3:08] well. I'll start.

[3:13] All right. I

[3:15] will do I'll start the roll call

[3:16] away and Lewis approves.

[3:24] No,

[3:24] maybe. I'll try to. Sorry,

[3:26] fruit. The beer. So many.

[3:28] You are. Yes. Don't rock well.

[3:32] Yes. Thomas Cook. Yes. All I'm

[3:35] making. Yes. Perfect. All right.

[3:37] Hey, we have the annual meetings minutes approved.

[3:45] Thomas, want you, we'll slip in a little to see here

[3:50] on what you want to talk about.

[3:53] Well, it's actually nice that we have the financial updates

[3:57] from KC, Dylan coming back,

[4:00] because I think the question is a nice segue,

[4:02] But the funds that we

[4:11] negotiated with Tybelly Transit from Southland, those funds have we received them?

[4:22] No?

[4:23] No, okay.

[4:24] That way, I think we've done all the paperwork we need to do.

[4:27] You were still waiting on the USDA process to get something else that we used to do silly

[4:37] design.

[4:40] Yeah.

[4:41] I think I've signed everything that I'm supposed to to date as well as you have.

[4:46] And so yes, if there's one other document that we're waiting on from...

[4:52] Yeah, primalized and filled out, gotten from us, and filled out an application to get

[4:58] basically the proof of this change in the virtual world.

[5:03] And what I'm wondering is, if there's still going to be something else inside after that,

[5:07] but we have a verse from the group organizing their film, Since Then.

[5:14] So we've already got my understanding is we may not see it ever.

[5:19] We're going to go directly to final lines.

[5:22] Well, that was my next question, because there's a lead on the property, and we're starting

[5:25] part of the property, the money would go down directly to pay down debt.

[5:30] Correct.

[5:31] Yeah.

[5:31] That was my question.

[5:33] Yeah, that is part of the application for all of this, the page of page directly, like

[5:43] is that that's that's necessary that's there's no it's the thought that I have

[5:51] is that there were any legal one there that potentially could fund the SRL but

[5:58] not it is they came back to us guidelines and that's to say this would need to

[6:10] Okay.

[6:15] Well, that is just my question. Thank you. I hope we'll take it away. Casey and Dylan.

[6:25] Chair, are you able to share?

[6:29] Actually, it doesn't matter because it's not going to show here.

[6:33] Okay,

[6:35] that's what I was going to be my first question. Does everybody have it or can see a copy?

[6:41] Yeah, I can. Yeah.

[6:50] Yeah. What was that? I was going to say there are two sets of financials here, which I think is first time that's happened. So I wanted to make sure we pointed out that we've included in here a final is for year 26 report, how we actually ended up with the end of fiscal year. We approved the final budget.

[7:14] But of course, we still have June to write us out.

[7:21] And it worked out way in our favor.

[7:24] Yes.

[7:25] Which is why I spent a whole time with Casey saying,

[7:30] okay, so what didn't we see?

[7:32] The outside of, we knew we were going to get additional

[7:34] electricity.

[7:36] And we knew that we were not going to spend 400 out of

[7:45] But what else just so that I can sort of have that in mind is what we hear about this fiscal year, where we have my social

[7:53] room, where we manage, we have to say for them.

[8:01] And what are we side-caseing?

[8:04] Yeah, a lot of it was we spent less than our budget. And I think the largest items on those that we spent less on

[8:19] were in the supplies, the curriculum textbooks, I think was one, one of the larger ones, but

[8:28] then we also discussed how next year instead of, you know, truing up all the forecasts that

[8:35] we leave that as is so we can compare it to the year-to-date, so we have this number readily

[8:39] available.

[8:44] But yes, it worked out well. So there's more in reserve. Hopefully again, if that

[8:49] utter trend continues, we will continue to find as we have just about every year additional savings

[8:56] within our budgeted expenses.

[9:04] Well, now, though, I mean, what materialized in the last

[9:09] But the half takes up for the deficit that we'll have next year,

[9:17] right?

[9:17] I mean, we're a 151 net income now, which was like,

[9:24] wasn't it 35 more than, was the, was it?

[9:31] Yeah, I remember looking at this, but I'm not sure about that.

[9:35] It's impossible to share that.

[9:37] Not, that's a small one.

[9:39] Up here or?

[9:40] No, it's in general. It's at some point. It's linked in there. Yeah, it's this one. It's the twenty-twenties there are

[9:48] Hopefully in the agenda. So this in our last week, I thought that number was one-twenties

[9:56] It was seventy three thousand

[9:59] Yes, so there's seventy five grand right there. Correct. Yes

[10:04] That's why I said I mean I to go from thirty to seventy are like okay great

[10:11] We've spent some stuff we didn't need to spend, but to go from, you know, to...

[10:15] Seven, to double it.

[10:16] Yes, it's that.

[10:17] In a month.

[10:18] Right.

[10:19] That's awesome.

[10:20] Right.

[10:20] It's kind of insane.

[10:21] But it does grace.

[10:23] Let me be able to say, well, what am I just saying?

[10:25] Or, like, what...

[10:25] Well, what we...

[10:26] Well, what was probably missing is one of the line I had in some of the huge spreadsheets was

[10:32] off or not counted as the first one, right?

[10:35] And one thing.

[10:36] The revenues will remain the same.

[10:39] So it was about 15,000 in interest income as a piece of it, so you didn't spend 60

[10:48] grand.

[10:50] Even though you were trying to prevent the food this year, which I did, we got additional

[10:55] products, pre-purchased and covers for those, so we went into this and some repairs that

[11:02] got done.

[11:03] We had to get done, we put into that, that fiscal budget doesn't look to see how many of

[11:06] it.

[11:06] Yeah. Well, that's great. It's good. It's good. Right. So then...

[11:15] So if we have a two-year window, then we've already covered it.

[11:20] Yeah. I mean, the budget stand on the road each is clear, so I still want this budget to look good.

[11:27] We can channel, reserve, sell, cover any debt, so we have a certain amount of budget for you.

[11:34] So no pressure off the fundraising.

[11:37] Yeah, I mean, that was part of the discussion.

[11:41] Yeah.

[11:42] Um, it was a go.

[11:45] And just as a new board member, like in terms of looking at that cash balance, that's roughly

[11:50] the formula.

[11:51] No, it wasn't the chunk of that capital contribution.

[11:54] Yes.

[11:54] Yes, I mean, is there a foreign policy that I guess is actually worth so much for how

[12:01] they're taking care of or messing?

[12:04] There was, because you may recall this, right, that the board made a decision, I don't

[12:11] know if it needed to be approved, about how to manage those reserves, and what they went

[12:16] to put more money to the TIA for interest.

[12:22] But it's like a state run fund.

[12:25] We don't have a lot of it.

[12:27] It's not like an outside service.

[12:29] Everything goes to the state and a pay.

[12:34] Invested.

[12:35] Invested.

[12:35] I don't recall exactly an exact figure.

[12:38] You know, or 300 tiles and we kept it that out to read.

[12:43] I think it was just one that we tossed out the case inside.

[12:47] Well, let's keep them up and that'll guarantee moving money back.

[12:49] or thought, you know, every month, try to keep the operating

[12:54] capital fund or operating fund

[12:57] soluble, but at one point in time, we're carrying seven, eight

[13:01] hundred, nine hundred thousand in the operating fund

[13:04] between two different funds, but we move more of it into the

[13:07] pick guy app that increased those

[13:10] the interest income rate. So that's like the case in correct me,

[13:14] but that's about right, isn't it?

[13:16] Yes, correct.

[13:17] Okay,

[13:20] so 3.7% for the same amount of data.

[13:24] Yeah, right.

[13:26] And in many ways, some of those are fluidly, you know, have our restricted funds, or for particular

[13:33] things, even more capital, you should cite, but it's back to, I mean, if you look at it,

[13:38] I'm going to have another good year, like the deadline.

[13:40] It's a good year.

[13:41] I'm on the flight side.

[13:43] If we're a little stored in a year, someone, why not?

[13:45] But it's not like we don't have the funds to fall back.

[13:50] We haven't really officially responded well.

[13:56] Could there have been a teacher in the report two months ago

[14:00] that was on the expense I learned it might have fallen off?

[14:07] No.

[14:08] I mean, I know, because all of those contracts

[14:09] have been paid through most of it.

[14:13] Yeah.

[14:13] Through Jim Barrier.

[14:15] I think it's any of these.

[14:17] Yeah.

[14:17] Yeah, just the airplane. It's just a big, it's a crazy thing.

[14:21] Like what did not I see?

[14:23] Yeah.

[14:24] That we were going to be saving for you.

[14:25] So it's, and again, this is where we want to bring works.

[14:30] Okay, so maybe you have any additional insights, but it just feels like it's

[14:35] went a lot of savings.

[14:38] Yeah.

[14:40] So I do have some insights.

[14:41] All I can email them to the board right now.

[14:45] kind of a breakdown, at least by a category of where the changes came from.

[14:51] And one of the largest changes was in the 1920 line, it's the very bottom line.

[14:58] So on the...

[15:00] Aye, the may report, we have the 23,500 collected, but the difference is we did not have it in

[15:08] the forecast column. So that right there's 23,000 of the difference, and then plus another

[15:14] 14,000 in interest income. So those are the two largest drivers. Then the rest are the 600s,

[15:24] We had a $12,000 difference and then property services. We had a $17,000 difference.

[15:31] But I have a table that I'll send right now to the board packet email.

[15:36] What number was the property service?

[15:38] Yeah, we'll go to where?

[15:42] It's 400.

[15:56] There's a maintenance one out.

[15:58] Yeah, and I think that has to do with we moved funds from the 400s to the 700s for the school safety

[16:06] improvements, but the forecast still state how I so once that is screwed out is where that difference

[16:14] comes from.

[16:20] So that one needs to ensure our fixtures then same? Yes. Okay, great. And we had

[16:31] anticipated that added that to the forecast but didn't remove it from the

[16:36] other category. Correct. Okay. Well that's almost 60 right there. Okay good.

[16:45] Thanks Casey. That'll just be helpful now if we get deeper into this year's

[16:51] So I think it would be, yeah.

[16:55] Okay, so,

[16:58] so far, fiscal year 27, it looks great.

[17:02] Yes.

[17:04] I heard of it.

[17:05] Yeah, definitely.

[17:07] Take it when you can get it.

[17:08] Yeah, it's not exactly.

[17:10] But in case you want to just make those couple of notes

[17:14] about the highlighted lines at 99% rather than 83%.

[17:21] Yeah.

[17:21] Yep, so the two highlighted line items are the our largest funding items. The

[17:26] 30 30 10 is our WPU and then the 32 5 6 1 9 is our average daily membership and this is where we talked about the states

[17:37] Legislative estimates. So they're still funding us based off of their estimates

[17:42] But the numbers that we ran we know that we're going to come in under that on our October 1 forecast or our October 1 count

[17:50] So that's why we're forecasting less than what we currently received.

[17:55] So in November and December, we'll receive a true up where they'll pay us less,

[18:00] and those percentages will come back in line with where we currently have them forecasted.

[18:06] Those revenues come from the state on a monthly basis based on the poll.

[18:10] So they're just putting us a bit more right now than we think we're going to end up it.

[18:14] So we are seeing that.

[18:17] Can we correct them or do you not, I said, not for that, just so that we're, well,

[18:25] the way we corrected them is that we filled our budget on what we know will be.

[18:29] Oh, right.

[18:29] So we've already corrected it, you know, a bunch of, yeah, they're not going to change their payout

[18:34] until they get it through up after, until we're going to count.

[18:38] I think we're still going to have to fill it.

[18:41] But it should feel less painful because we didn't really plan to go.

[18:46] The other thing that will feel less painful is I just got to say the master program is no

[18:52] over a pilot, but the 3, 5, 8, 1, 4, we got about 20,000 last year and put the place

[19:02] I told her because I was crying, crying for it again, but I cried for $45,000, and got $2,000.

[19:08] No way!

[19:10] I think you.

[19:12] Well, that's what it's a memory of balance for you.

[19:15] Go home!

[19:16] Done!

[19:17] That way.

[19:18] Me?

[19:18] Yeah.

[19:19] So that was what it tells to you.

[19:22] So it tells to you.

[19:23] Anyway, it was supported for me, so that's pretty, hopefully, because it's no longer a

[19:27] out of the program to see who to that.

[19:30] The big difference there is that,

[19:32] covers the system expenses.

[19:34] That's not something that we get one money to spend one money.

[19:39] We've already planned for it in our budget.

[19:42] So that's it.

[19:44] We planned for 20, we didn't plan for the 42.

[19:47] We plan the expenses already in the budget for interior time.

[19:52] For more than all of that,

[19:54] Because it's in salaries, so they're existing.

[19:59] It's a portion of the roles that we've got for our two master teachers that were identified for this.

[20:05] A portion of the contracts we were together for.

[20:08] March for eight months there.

[20:10] I was hoping you would be partially granted by.

[20:13] This grant.

[20:15] So the tellings, of course, have to give them a.

[20:18] Contracts before these grants.

[20:20] So, yeah, we've already spent the money because it isn't the end of the minutes, that's great.

[20:27] But you, when you entered this year, you didn't think you were finished.

[20:31] No.

[20:31] You thought you were good.

[20:32] Well, I didn't know whether...

[20:34] You were hoping, yeah.

[20:35] It was a pilot program last year and I just didn't know how much, how many people,

[20:42] with a pool of money isn't how many people would apply, whether they know.

[20:45] I find them solely for their requests, but I'm just going to try, because this is a portion

[20:55] of the jobs that they do that they do that they do that they do that is appropriate for this.

[21:00] And that money comes because of the school reputation and you or they actually look at individual

[21:06] teachers that they collect data on it.

[21:10] I mean, we've been reporting and our teachers have been in the survey as part of that and that was the data they collected last year to make it a pilot any longer, but at least we funded the missionary for just a little while they pull more money where they can go to the master program and like everything else is an acronym, but it's designed to develop teacher leaders.

[21:40] in the lives of attention, cruelty, and mental or neurodegenerative.

[21:46] As long as it comes with money.

[21:48] Yes.

[21:49] That's it.

[21:51] That's good news, the rest of it, yeah, additional questions or highlights, but we look through

[21:58] each of these categories and we're on budget as it were, but it's a long, long, long, long

[22:08] Great.

[22:08] Nothing scary.

[22:10] one question was on racing line I know it was a 205 and I was curious why 205 and you

[22:18] talked about 205. Oh I thought we... There you go. I thought it was 205. I thought it was

[22:26] 205 because it was just adding 80,000 to what we originally urged. Eric said, hey what we raised

[22:32] last year. I think that's fine, the

[22:48] details are in the numbers. But I think that's what

[22:52] we certainly proved last. Why don't we hear anyone's going to be upset? Let me instill

[22:59] a big number. Yeah,

[23:04] we're just going to put it in here. You know, annual fungles will

[23:09] propose a 205, but the planned target is on the way. In addition to 80. So, you know,

[23:16] we've done it for the, for the, just our own, but the difference is what we did, which

[23:22] amount we raised last year as we ate with Jess to try to find. We were just being more ambitious.

[23:41] I think that's all, I mean, we're right on our budget still, but still negative ending the year, but we're right on where we thought we'd be.

[23:54] Okay, so you know down on capital fund detail, fiscal year 26 contributions, 26,000.

[24:02] Is that for those funds that have been pled previously, or wait until we found some other

[24:07] contributions to the capital fund that could have been tripling?

[24:13] I mean, some of those are probably just annual gifts by certain people, whether they were

[24:22] or pledged or not, but I don't know exactly where that 26 comes from besides.

[24:31] Just for your 26 that bottom line, it's just 23,000.

[24:34] I'm looking just for your 26.

[24:37] 26, 151.

[24:40] I'm just curious.

[24:42] If that was, you know, for guiding people that were contributing or whether it was pledges

[24:47] Does it have been made previous, and it was just coming to you for your fine fix?

[24:52] I'm sure it is.

[24:53] Someone has a review, yes.

[24:55] Some of us are probably going to use two tests, so we need to find a new one for Jerry's

[25:02] portfolio work.

[25:08] Yeah.

[25:09] It's all I have.

[25:15] Anything else on the financial update from the crew?

[25:23] No, two positives.

[25:25] Two positives.

[25:26] All right. Well, test. Why don't you take us through the your heads of school report, which also takes us through a lot of these motions as well as she has it.

[25:40] Great.

[25:42] Great.

[25:44] Megan provided just a current enrollment snapshot. Obviously those it's 10th and 11th grade. There's still small.

[25:51] All we did have two withdrawals from the spring, both for actually the reasons, both in

[26:00] 10th grade, which is why the 10th grade got a bit smaller, compared to new enrollments.

[26:07] What were that withdrawals for?

[26:09] Well, one is joining in a group in club program in Russia for, and so there are two other

[26:19] is selected. And the other one is for her to always decide

[26:24] make sense. Yeah, use it. Turn over and you need. Yeah, yeah.

[26:32] It's great. It made good sense.

[26:36] But again, no one that's I'm

[26:39] happy with what you're experiencing. And we have

[26:48] two courage when I use our

[27:08] And I think kind of going back to the capital campaign, we would like to see that number

[27:15] higher before we go out there and ask people for a lot more money.

[27:20] that's something that Amy has kind of talked about in some of our meetings is just we need to shift

[27:25] a little bit of our goal to enrollment and then we can shift it back to the capital campaign.

[27:31] They kind of they play off of each other.

[27:36] Perfect segue and to remind everybody that the

[27:40] admissions window for the 2007 school year is now open. So we as supportive and vocal about

[27:50] encouraging mission of our great families to see patients in school.

[27:56] So I think which does also probably remind me to mention that I do have a

[28:01] suit on September 20th with this snowboard skates foundation post.

[28:09] All about us. There's an info session plus a next.

[28:13] That's about it. So we're working out of the parent meeting and the one to

[28:17] I know that so a lot of that slide that we've used in the past and we need to have all of

[28:22] that pathways back in almost just a piece to share with them and be Q&A, they have some

[28:29] coaches that have been to our school that they'll invite and they also have a couple of families

[28:35] but at least one of them is writing it very quickly so please invite them, at least we can

[28:42] And one point out, it's easy to say, you've got questions.

[28:46] And that's the pre-write team under that umbrella.

[28:49] It's an over-to.

[28:50] Yes.

[28:51] Oh, sweet.

[28:52] And that's just really driving this.

[28:54] That group.

[28:55] But you can take care of it.

[28:56] Great.

[28:56] No session.

[28:58] Great.

[28:58] Yeah.

[28:59] Well, you just thought of Charlotte.

[29:01] She's a pre-writing room.

[29:02] Yes.

[29:05] Okay.

[29:07] Well, I remember in the past, we've done some things to the website like pop-ups and stuff

[29:13] like that to show that the open enrollment is happening.

[29:20] Is there any interest in doing something like that on the website again, or any sort

[29:25] of marketing, whether it's social media and or soft cost type of marketing for it?

[29:33] Yes, I think a pop-up on the homepage of our website could be great, just direct folks

[29:40] to that admission space. We've done that in the class. I think that's helpful for a web traffic.

[29:47] Social media always. I think one of the things they're giving us is that this should be like

[29:54] The Catholic pastor is on the ceremony for all his sons and wives, giving him a wasted amount of money.

[30:00] So, what are we going to do there?

[30:04] I can not show the exact dates. Every year, I just said, when I hear that, I said, I didn't say she didn't need to talk about the one point.

[30:17] Yeah. Is there, does anybody have a contact at town lift and or the park record? I do. Yeah.

[30:32] So I wonder if we could reach out to them with a simple press release or some sort of activation, I don't know if it's a press release, but some sort of.

[31:02] It's not a bad thing, and we are the winter sports pool, but we also dabble in kids that

[31:10] are pursuing other pursuits, and I think the copy and the imagery that we use on our

[31:16] site.

[31:17] I mean, there is mention that, you know, some of our athletes are multi-sport athletes,

[31:22] but I wonder if for just, like, quick and dirty messaging, we could rubber social media

[31:27] to whether that's, like, due profiles of some of our athletes who are non-porters for

[31:33] us, but get the word out that way.

[31:36] Yeah.

[31:37] For, for intrinsically motivated athletes pursuing other sports were viable options, well.

[31:43] Yeah, absolutely.

[31:43] That's a good idea.

[31:45] A couple of us at the DMF, Facebook, Twitter, it's Facebook.

[31:49] Yeah.

[31:49] I'm thinking of broken Rogers.

[31:51] Yeah.

[31:51] No.

[31:52] Someone else in here.

[31:53] Yeah.

[31:54] Someone other kid.

[31:55] Well, I try to get to come to the park.

[31:58] Do you guys do a video on the park on your Instagram?

[32:04] We can.

[32:06] It's just that we don't have an existing person to play.

[32:12] I mean, I, like, I went to some, I, apparently, like, a clip right on some videos, yeah, so it's, like, so much hard.

[32:20] Like, even if they're really, like, low, low budget, like, high fund.

[32:25] Yeah, and I, like, do an interview right now with your kid, like, my kids, we didn't have each other.

[32:29] And we put it on Instagram.

[32:31] I will Wednesday, and they won't talk.

[32:34] For sure.

[32:35] Great question.

[32:42] Yeah, I mean, that could be, I mean, like, coming out of the room and hang on, like,

[32:46] why I love going to the school, and like, you know, like, you know, like, dude, was that

[32:51] like the right school in the summer time?

[32:53] And I'm having a student talk about it because I don't know if that was one of the biggest

[32:56] schools.

[32:58] At least the power to be in school.

[32:59] Yeah.

[33:00] And but it doesn't.

[33:00] It can be the lower budget.

[33:01] And I was like, that's a little point,

[33:03] the more authentic.

[33:05] But again, I know.

[33:07] Yeah, so he's going to take it for a little bit to do it.

[33:09] I can come in on my nice day.

[33:12] I'm just trying to get through lots of it.

[33:15] He wants to help.

[33:16] I can't use the transmission.

[33:18] The enrollment is open.

[33:19] We want to recruit people to apply.

[33:21] Yeah.

[33:21] So here's what I've done.

[33:22] He looked like.

[33:23] He's almost, they said it's a baby cross, or a,

[33:25] they're willing to leave us in front of September.

[33:28] over. I mean it's getting out. It's a formula.

[33:37] It's about speaking but it's also trying

[33:39] starting to sell something? I mean, I mean, I mean, I mean, I mean, I need to be forced to,

[33:44] you know? That's that it's an easy deal, you know?

[33:47] And if sure we have a couple of candy students who love to, you can put it to the buyer.

[33:52] I'm talking about that. I just, or not, yeah, like you said, throw a leg at $25 each

[33:56] hour, start working skate card out there.

[33:58] Oh no, they need to need it to be out there, just to be honest with you.

[34:01] But yeah, I think they need to do it, sort of, but yeah, but it's an example, so yeah.

[34:07] a little more productive. When we are charged non-profitory, it was her toss.

[34:12] Yes, yes, yes, yes, yes. We just hit the hours for a variety of things.

[34:17] I mean, yeah, I got just stuff. I got communications in June talking about it.

[34:23] It's part of national honors. It actually does the communications work at school.

[34:28] I

[34:30] got a couple of ideas after this thing. I didn't have any names.

[34:35] They're all about suffering national illness.

[34:38] Yeah, more stuff than the rest.

[34:40] Yeah, right.

[34:41] They are under a tougher force.

[34:42] They won't stay.

[34:44] They have the communications in general.

[34:46] Yeah, it's a very successful, that'll be huge.

[34:48] Right, Dave?

[34:50] I don't know if you all agree with me, but I try to spend as little as time as possible on

[34:55] social media.

[34:56] I think as a trustee, there are things professional that you can do.

[35:01] like I might try to leverage my network and do a post about the email and you know yeah see maybe

[35:10] if others you know yeah we can send me a post and I'll read post your post that I think that I'll

[35:17] I'm sorry, I didn't know too much.

[35:18] So, we don't want to link that to all of you.

[35:20] I'll recognize who you've done the first.

[35:21] Thank you so much.

[35:23] Yeah, it's a good idea.

[35:24] I know.

[35:25] So, who makes these sort of things?

[35:28] So, Chantin and Jesse will do great things for us,

[35:31] so it's all on our own time.

[35:34] But can we put together some things

[35:38] that could be used for that purpose to post on LinkedIn,

[35:42] to also send for advertising to schools,

[35:46] which is something.

[35:48] What is the announcement for the...

[35:51] What is the announcement for the...

[35:53] Yeah, but it's all about the wind-out visual thing.

[35:57] That's Bailey, the furthest land on this gesture package.

[36:00] Perfect, all the time.

[36:01] Monday.

[36:02] And so the moment window for the furthest admissions is August 10th through September 17th,

[36:09] But the first offer is being sent out on September 18th, and that is

[36:15] statistically the best chances for

[36:19] the moment hopper of the maximum amount slept and available.

[36:24] That used to be such a stressor.

[36:27] But I'm afraid you're afraid.

[36:30] Because we'll have a very low pay decisions coming out when the next day.

[36:34] September 18th.

[36:36] And, like, do we know that population lives in 14 years?

[36:40] It's going to be a problem, it's going to be a problem.

[36:43] You know, it's the next problem to spend.

[36:44] I'm getting old, and I haven't been to the kids now.

[36:47] Yeah, but, like, I think we're really fortunate

[36:49] that we can really, you know, this year's freshman class

[36:52] is a really good, strong, great team.

[36:54] This was in there, and all those families connected.

[36:56] So, like, do we have a similar, kind of synergy

[36:59] in the next stage, but it's going to be enough

[37:01] for us actually, so, to see the sets,

[37:03] that we're into something to go back.

[37:04] Well, I think, you know, Megan always doesn't clue the admissions development.

[37:11] It's open in the end of the class, but that's why I'm thinking, if we give people something

[37:15] easy to post, they'll post.

[37:19] I'm gonna rush there.

[37:20] Jackson based camp for that hope.

[37:22] Oh, that's right.

[37:24] And we are going to include all such free stuff.

[37:27] We're going to include everybody in the box.

[37:28] I think things are so busy in the summer.

[37:31] We need to get this petition out for sure.

[37:34] What do you want me to do next week?

[37:36] I mean, people plan like,

[37:38] you wouldn't believe this if it weren't for you, is it?

[37:41] There's, I mean, there's just so many things

[37:43] that are happening on multiple lines, particularly today.

[37:45] I'm trying to do that.

[37:47] You know, all of the oldest ever plan

[37:49] you plan to have four of those things happen.

[37:51] Right, right.

[37:52] This is September 29th.

[37:56] It's my birthday, so I don't know.

[38:00] So that was the option that they liked the best.

[38:06] I mean, I put together a flyer.

[38:09] I don't know, Whalen, if you want to create the flyer,

[38:11] or you're planning to claw just doing it.

[38:15] But I'm going to have to do it too.

[38:20] So I'm going to want to make you an employee or anything,

[38:26] but it's up to you.

[38:28] But if you want to start supporting this next week, I'd be inclined to just take what I have and start reaching out to

[38:35] Haynes.

[38:36] I mean because you've got that I'm glad you happened to be the last person since then.

[38:40] So we have 20 and we can do a little production for this at that.

[38:44] It's going to get around three gardens up there.

[38:47] Unfortunately, we can't go here to do something else there.

[38:49] I think we also will share the actual statements.

[38:52] So I think we can put a QR code and ask people to register so that we can remind them or remind them.

[38:56] I'm going to ask a little bit about that.

[39:01] And that's the kind of thing that came over to Ireland.

[39:04] I'm going to say, yeah, kids who are already

[39:07] in their first cohort of the peak performance program

[39:12] on the internet.

[39:13] And so are we going to pivot to the topic right now?

[39:15] And I can just see a list of all the faces we can tell.

[39:18] I think there was a list of faces.

[39:19] I'm sure there are.

[39:20] I mean, you get a key appropriate place for it.

[39:23] OK, so I'm going to open house.

[39:30] I put 5 to 7, what do you guys think of that time?

[39:40] We have to provide the refreshments, so we can do catering through them, but that would be expensive.

[39:47] We're already just getting that space.

[39:49] So, um, but we'll work out a little later to do like a Costco, or we can just, can you

[39:55] really have to do this, this is probably, I mean, this way of budget, can we bring in,

[40:00] yes, you can bring in food, yeah, yeah, we're a lot of bringing food, okay, so we're bringing

[40:05] our own food.

[40:05] What's just the rough spitball and how many people were talking 50s?

[40:11] Um, they have like two rooms, does anyone have a banana in space?

[40:15] Um, at least any week, when we talk about it, we said, yeah, I think you need to have a

[40:19] to be 15, it comes with a bit of one of the things I do

[40:21] that fit 100 in both of the rooms,

[40:23] but it gets sort of like a half wall that separates it,

[40:28] so it would be awkward if it's a centine.

[40:31] And they have like a place where they have the seas

[40:33] and stuff, which is a little bit like a podium,

[40:35] especially where they present.

[40:38] I don't know if they have any,

[40:40] oh, they actually did a TV, so we can,

[40:43] yeah, if we have slides, you can put them on the TV.

[40:46] Are we gonna have slides?

[40:47] Yeah, sure.

[40:53] But so, again, we've just simply got to give you numbers.

[40:57] So, it's going to be 50.

[40:58] 50.

[40:59] It's like a 10 or 50.

[41:01] Can't be those just could be neat.

[41:04] How much?

[41:05] 40.

[41:06] 40.

[41:06] Oh, he's so, right?

[41:09] No, more than that.

[41:10] There are more.

[41:11] I think depending, it could be something to do with me.

[41:14] A thousand.

[41:14] That's for a bunch of children. I think if we plan that, they find a 75. I think they're going to tell me 5,000.

[41:22] No, no. No, no. I would be the cable.

[41:26] When you pick up the strings, pick up the drums.

[41:30] Oh, really?

[41:31] That's your age, a little bit more to say.

[41:33] That's what I was thinking.

[41:36] Yeah, I think this falls for a lot more.

[41:39] Okay, so, and then in terms of outreach, I'm going to have a flyer invite to our

[41:49] class. We have a 9,000-dollar book for you. Is it okay, some people are sensitive about

[41:56] like having to be a Google forum? Is there a preferred way you guys want to collect

[42:00] that's a creation or the Google one by Google form.

[42:07] And now, we just like go through

[42:10] this like, who are sending it to.

[42:12] So we have Wylamin from CDS School.

[42:17] I don't know if after what ever put it in there,

[42:21] where did you think like today,

[42:22] I'm like a little newsletter thing

[42:26] that you get for eyes on, like flyers and stuff.

[42:31] Yeah, we're so often not often, but we know what the answer is if we don't ask.

[42:39] They're going to be less incentivized to do that.

[42:41] Right.

[42:41] You're not a distant school, but it may be just the close to how we ask the kids to do that.

[42:48] Yeah, yeah.

[42:49] Okay.

[42:49] So then talking to the club, so obviously I know what.

[42:55] and then snowboard.

[42:58] Who is who has a contact cut snowboard?

[43:00] We do.

[43:00] You do.

[43:01] Correct.

[43:01] So that would be like chess.

[43:04] So we can't.

[43:06] So it was our contact.

[43:08] I did do.

[43:09] Oh, right.

[43:09] Yeah.

[43:09] We have a lot of this to you.

[43:12] Yeah.

[43:13] We treat you like and come to spend trying to fill those for the bullshit.

[43:17] So what if I just give the assets to you and you're going to have a product or.

[43:20] Yeah.

[43:21] Yeah, unless it, I mean, you can probably stay at the university day school.

[43:24] Oh yeah, I got, I got first to day school. I got that for sure.

[43:29] But all the, this K-teens, can you guys get a tell me what to take care of, if you say S-S?

[43:34] Yeah. Um, wasn't S-S-S. I can talk to Kim, how we can, this is like John,

[43:41] Brian, you can do it. What about, I'm like coding an R?

[43:45] Yes, I know R to say go to the day school.

[43:48] All right, and then there's a revolution just out of Chicago's New York.

[43:54] I'm not a member.

[43:55] It's a great subject, the project.

[43:59] Trent's, me and Blake.

[44:05] I didn't know how he keeps going.

[44:07] Of course, she did in this part of the project.

[44:08] They were going to kind of work out.

[44:10] You know, in the parts of the neighborhoods,

[44:12] like those ads are about like 750 bucks.

[44:16] You do a water sports fall page in the parts of the neighborhoods.

[44:22] And then, like, the next door.

[44:27] I don't know that.

[44:30] Well, I need, but it's next door is free.

[44:32] Anybody can have your next door, right?

[44:34] So that's, I've got free.

[44:36] But I just hear that the rate has lots of free cheap.

[44:40] Yeah.

[44:43] I've never, it's free, but just, yeah.

[44:45] You can still have free, but you know, she might see it.

[44:48] Yeah, I don't know if it's it.

[44:50] I just hate that game.

[44:52] All right, I'm about to.

[44:53] Whalen, do you want to take a flyer and redo it?

[44:58] Or...

[45:01] Let me re-look at the flyer, or won't you rescind it to me? I know it's in our

[45:08] winter school huddlechats, cuddle stuff, but I think it's actually like, it might

[45:12] have been like, I think it is, but I'll re-send it to you right now. Okay. And then I'll see.

[45:20] I

[45:23] mean, I can probably, sometimes that the AI stuff just... What's that? We'll call it in

[45:31] No one let us do it or not be the enemy in other areas.

[45:34] Yeah, I think we use their Singaporean and we can't do that.

[45:38] But we don't want to do our depth, critical and ask, what is it like?

[45:44] When S did what we are does its Singaporean and you can't get it out of two.

[45:49] True.

[45:50] Okay.

[45:51] What are you doing in the slide deck of the house?

[45:54] Is that using cloth?

[45:55] You don't think that's right.

[45:56] That's right.

[45:57] That's right.

[45:57] Well, I was just giving it right to you.

[45:59] Yeah, using AI, if you're a buyer, saying, presentation decks is not our brand, you know,

[46:05] it can't be our brand.

[46:08] Oh, yeah.

[46:09] Who needs to use it?

[46:12] No, no.

[46:13] Again.

[46:14] Oh, I mean, when Kyle has done well, it's just to start with an idea.

[46:20] Right.

[46:20] I don't want to, like, wire brand.

[46:22] Yeah.

[46:22] Possession.

[46:23] Otherwise, I can put our paper for you.

[46:25] But yeah, I'd rather.

[46:28] Okay, I'm sending it to you right now.

[46:29] I said, I'll still need some school work to start on that.

[46:32] Yeah, but I'll put you guys around the second door.

[46:34] I'll look for you.

[46:34] It's great.

[46:38] I don't know.

[46:39] We're calling it an open house.

[46:40] It's obviously not at our facility,

[46:42] but that's traditional change.

[46:44] So, let's leave you on that little one-call-it because we also

[46:51] want to invite people to campus.

[47:26] I'm just going to cue back from Wayland regarding if he wants to do it, redo it, or we'll just go in that, make sure that there's a cue or focus on it.

[47:39] for you before and then maybe I'll just create a little doc with all the channels on the audiences

[47:46] we're going to and just an assigned an aunt who's on the hands, who's an agent there.

[47:53] And then

[47:55] when's our next board meeting with one in September? Yes, one in September. Are you then separately,

[48:03] I'll put together a rough outline of how I think the comp of programming should go, the content programming, and then just get help from whatever I need to, for that.

[48:19] And we're sort of thinking like, I mean, I was envisioning like, you know, welcome

[48:23] from CHAS and then sort of like a panel curate from ID, if you could, a graduated student,

[48:29] a current student, and current parent sort of thing.

[48:33] Yeah.

[48:38] And then maybe like at the end, like, test could look like I was saying, okay, here's your next step.

[48:44] Conflict of school.

[48:45] So the meeting will deal with your coach and our team and we'll talk about, you know, the

[48:50] for the transition plan for you and sort of that kind of stuff.

[48:55] And here's a question just because I was also throwing together like a wider

[48:59] frame of the pathways stuff. When you apply in this open enrollment,

[49:07] do you need to state what your start date is going to be because

[49:10] when we were doing the pathways, you sort of discovered that I get a three different

[49:14] points of entry, you know, generally speaking, that's because

[49:18] and we're hoping everyone's starting to hate you.

[49:21] You should understand me.

[49:23] Well, there's two different paths of entry, right?

[49:26] Like you can start a natural or you can start

[49:28] in the second semester, but it would just keep.

[49:31] The pathway to the document is three different.

[49:34] I know, slow, we have some.

[49:35] Well, what we were saying in that is that you would,

[49:38] you would, you stopped going to school January

[49:41] or you stopped going to school after spring break

[49:44] or you stopped going to school

[49:45] at the end of your regular school year.

[49:49] But we won't ever say step on the school because that scares people away.

[49:54] Well, no, I'm using that as a lazy term for the board.

[49:59] But yeah, we can talk more about that.

[50:02] It is just worth knowing.

[50:04] And it is obviously far more advantageous for us and for students to start.

[50:09] But we just know it's going to happen.

[50:11] And there are the reasons why some students can't.

[50:15] Well, hopefully most nights are going to start, but

[50:23] we can talk about that.

[50:26] Okay.

[50:30] All right.

[50:31] Great.

[50:32] Perfect.

[50:34] Can we, we'll keep going.

[50:35] We can have support then.

[50:37] The next item on the has support is actually on the agenda as well.

[50:42] Yes, draft calendar.

[50:44] So the 2027 draft calendar is.

[50:50] Megan has put that together, done all the hours calculation you can see in the second

[50:55] time of the doctor that was shared with you, it all looks rather familiar, the differences

[51:00] are the difference is, sorry, it's just loading the fourth of July, it is on Sunday,

[51:09] so it's observed on Monday, July 5th, so we've technically lost one day from the summer

[51:16] semester. But that is the only

[51:19] notable difference. Did we shift

[51:23] this to a line with the

[51:25] park city's school district

[51:27] ones when they had certain or

[51:30] remember we talked about it in

[51:31] the last board meeting that

[51:32] there were a couple

[51:33] moments that might have been

[51:36] possible. Yeah. Yeah, like,

[51:38] we're aligned to start after

[51:40] the spring break. We have that

[51:42] same October, one weekend, everything else, it has to stay pretty burned because we have to get our

[51:51] educational hours and days semi equal between those three groups. And I think what you just laid

[52:00] out was the key, right? It's starting after their spring break and maybe seeking up that October ring.

[52:09] Cool. I mean, it looks good to me.

[52:15] Question, what's the logic of having time alone when we can show, like if we're really

[52:20] serious on days, we've lost teaching time as a bit of a schedule?

[52:24] Most of the long weekends we have our federal holidays, okay, we don't know what we take

[52:31] got a pioneer day.

[52:37] So that's just how things happen to fall. There are a lot of

[52:41] while we get into something. Maybe in May 2020. That is parent-teacher conferences. So we

[52:49] try to schedule parent-teacher conferences right around the term so that teachers

[52:53] get to know the students really well and they have sort of a recognition of how

[52:58] students doing before they need their families and then we have a distance learning day

[53:04] the day after because that is a so long for teachers to try to actually teach school after

[53:13] a full day of meetings with families. So it's just an opportunity for us to sort of catch

[53:21] I don't have to answer it right.

[53:22] I've been listening since the last few days.

[53:26] I think you're speaking to me,

[53:28] I hear that there's lots of teaching topics.

[53:30] Some of the teachers talked about students talk about it.

[53:35] So, potentially, I can see where your teacher comes,

[53:39] where you're going to go.

[53:39] Friday and teachers go to school.

[53:41] Maybe they don't have, they don't have to.

[53:42] We have to be careful to her now, right?

[53:45] Okay.

[53:47] Just right.

[53:48] So that's the main intention of having non-concourses.

[53:52] A lot of families see a fair interest in your conferences on Friday.

[53:55] They interpret that as, oh, we're going all out.

[53:58] We're going all out.

[53:59] What is the percentage of parents that go and teach your conferences?

[54:07] I don't have that.

[54:08] I'm not careful in that.

[54:10] My bad.

[54:11] Yeah, probably.

[54:14] But one of the methods is, like, for this meeting,

[54:17] there was hundreds of topics going on in the classroom because there's a

[54:23] character properties happening on that day and so forth.

[54:30] When the grades go home and all that.

[54:32] When they're available.

[54:34] You know, I carry my emergency doctor's permit.

[54:37] I'll work less now.

[54:38] Thursday Friday.

[54:39] That's me.

[54:40] Okay.

[54:40] And this might not be the best place where I've got again a brother

[54:47] of last week, but I'd love to see the ACT and SAT test times on the calendar so that

[54:56] when a ski team does their pants, the kids, just as I've brought this up with test

[55:03] and they can last week, I mean the current Park City camp, they come home and they miss

[55:09] the ACT.

[55:10] Yeah.

[55:10] So it would be nice to have this on here for working with them, but also some parents know, like, you know, we've got a few weeks to get in the car.

[55:25] or normal calendar, when those states are all right.

[55:29] I realized that's a lot of the public should make it harder

[55:32] to post-credit in this campus pages,

[55:35] to ensure that that's part of the current rotation

[55:39] in the public.

[55:40] How much of those needs have as much as we can.

[55:44] To put it on our extra calendar, it may not,

[55:48] plus the word, they may not have space for it,

[55:52] but just we may not be able to work.

[55:53] We don't know now.

[55:54] Right.

[55:56] Well, it'll be sweet as soon as you knew.

[55:58] Yeah, yeah, I think they will.

[55:59] Those are very important to us.

[56:04] When we do put on the PSET LR, no, it's not.

[56:10] So you have to put that out.

[56:11] Okay.

[56:12] If you pass it, that's not it.

[56:14] We're going to have to pass it.

[56:19] Are there any other, sorry?

[56:21] Is there any other questions or concerns regarding the,

[56:25] the calendar. No, I think it looks great. Are we going to vote on it? Yeah, this needs

[56:32] to be for approval.

[56:36] I'll prove it. It's an emotion. Emotion to approve. Dylan, one. Yes,

[56:42] I think we can make a motion.

[56:46] Aemie second.

[56:48] All right.

[56:48] Whale and Lewis approves.

[56:54] Roll call.

[56:56] I can hear you are approving.

[56:58] Paul and Lincoln approves.

[56:59] Dylan and Aqua yes.

[57:01] Thomas Cook yes.

[57:05] All right.

[57:05] Motion approves unanimously for the approval of the 2027 calendar.

[57:13] Thank you.

[57:14] Um, the next item which is actually on the agenda,

[57:20] I forgot to change these, but anyway,

[57:22] we're going to skip the full school fees for seconds.

[57:26] So where is that one?

[57:28] Let's see, I put them in the agenda.

[57:31] Yes, we have them in the school.

[57:33] Oh yeah, so it's in, it's in there.

[57:37] Okay, thank you.

[57:38] So, the school fees, again, per state law, we need to bring the proposed school fee schedule

[57:48] each year to two of the meetings before it is approved.

[57:52] And so, we bring in, and obviously, we'll be able to prove that October's week is ready

[57:57] for the next school year.

[57:59] There really are no change.

[58:04] I think we just took away an optional fee or a calculator

[58:09] at the time because we're not afraid not any longer.

[58:12] But beyond that, we only required fees

[58:14] and 12th grade cap and cap and cap and cap and cap,

[58:16] the others are optional fees,

[58:19] and then we just outlined on that first page

[58:22] of the fee schedule any fines and other charges

[58:25] that are fees, but we'll be charged in.

[58:28] in the case of English and AP tests.

[58:32] And the administration fees, those sorts of things.

[58:39] There's nothing to discuss.

[58:40] I mean, we can't discuss, but there's nothing to discuss.

[58:42] You know actually, the numbers, do you go and stay out?

[58:46] I make a note.

[58:47] I'll probably have to, like,

[58:48] just get a crock here to talk about it.

[58:52] No?

[58:52] Correct.

[58:53] Yeah.

[58:54] We'll get you totally correct.

[58:55] Yes.

[58:56] Yes.

[58:56] So we can just look at it and see.

[58:58] That's all.

[58:58] or get any ideas on how to do it.

[59:02] So they might not get the idea.

[59:04] And it's like talking about the wind and the wind.

[59:06] So if you just feel like it.

[59:07] We do.

[59:08] It's there.

[59:09] It's there.

[59:10] It's a very quiet finish.

[59:11] Yeah.

[59:12] You can think of any other things there.

[59:16] Yes.

[59:17] Yeah.

[59:18] That's good.

[59:19] Okay.

[59:20] Then the next item.

[59:25] Yeah.

[59:26] I'll just give you the shine supplement program.

[59:30] on my test report, just every year we improved the policy last year and then every year all we need to do is look at it again to review it and note any changes.

[59:46] And whether or not we want to change the areas we identify as high needs areas for which those sound effects and gets given to add on for teachers.

[59:56] And as 2000 per teacher?

[59:58] No, no.

[1:00:01] There's a love song that's given based on a total number of FTE for teachers who qualify based on the areas that we identified. Oh, up to $2,000. Well, no, I think you are breaking it out as a percentage per each category, right, for each class. Yeah. Yeah. Yeah. But do you know, are you going to keep it equal for each one?

[1:00:29] One of those are you waiting one versus the other?

[1:00:32] We did based upon the percentage of their role that they teach in those areas that qualify.

[1:00:41] So it's by F.T. so if they're full-time equivalency for the, I think, teach all science courses

[1:00:52] that all fall by then they qualify for that percentage of the actual level that we get.

[1:01:00] I know, it makes sense, but it's there's an algorithm and you get correct.

[1:01:06] It's based, yeah, yeah, it's based on, you know, a lump sum, then how much each teacher

[1:01:12] will qualify as teachers in those areas.

[1:01:15] What's the CTE stand for?

[1:01:17] That was my, I probably should know that, but.

[1:01:19] Sure. Career and technical education.

[1:01:22] Okay, thank you. We'll try not to ask that again.

[1:01:26] That's okay. They all on all those courses.

[1:01:28] In fact, there's actually a separate CTD teaching license,

[1:01:31] but most people have a secondary license

[1:01:34] and then are endorsed in a CTD area.

[1:01:36] And they're all very specialized horsements for IT

[1:01:40] and business marketing and, you know, well, everything else.

[1:01:44] So it's really valuable for us to have teachers

[1:01:47] there's who can teach those into the courses and how it works.

[1:01:52] Perfect. Thank you for the clarification.

[1:01:54] All right. Any questions or concerns or further discussion on the Shine Supplement Program?

[1:02:02] No.

[1:02:03] All right. Do we have a motion to approve?

[1:02:07] Oh, yes.

[1:02:11] A motion to approve.

[1:02:12] Oh, it's ready.

[1:02:15] I'm ready to approve.

[1:02:17] second. Well, I guess there are mistakes.

[1:02:22] All right. All right.

[1:02:25] Wayland Lewis approves it.

[1:02:28] You mean that's approved.

[1:02:30] Can you or yes.

[1:02:31] I'm working. Yes.

[1:02:33] Well, yes.

[1:02:34] I'm good. Yes.

[1:02:35] All right.

[1:02:37] The shine supplement program is approved unanimously.

[1:02:44] Thank you very much.

[1:02:45] Great job, Tess.

[1:02:47] Thank you. One more, I promise.

[1:02:49] And that is a new requirement for all schools, all LAs,

[1:02:53] have what's called a language access policy.

[1:02:57] And so, I have soliciting a model from the school where that exists.

[1:03:03] It's already to be able to create a language access policy that just basically says

[1:03:09] where our responsibility is for me. Sure that we have students who have families

[1:03:20] I'm excited about the opportunity to maybe some day have some good to be prepared, and that was some really good reading by the way.

[1:03:31] You are welcome.

[1:03:32] thank you. Is there any discussions or questions for tests regarding the language access policy?

[1:03:44] No, I make a motion to go through the finish floor school language access policy second.

[1:03:49] You, my man, Tim. Thank you.

[1:04:02] All right, the language access policy motion is approved unanimously.

[1:04:12] Thank you.

[1:04:12] The rest of the report is just giving you a sense of what we're working on.

[1:04:16] This year, I'm working progress, our accreditation, and then the decision-solution system for spending a lot of energy to building out our PRO,

[1:04:30] the performance framework, which is our failure support framework.

[1:04:35] So just giving you a little idea of what we're working on there.

[1:04:39] May and I go to the new solutions workshop at the September same day, the open-house.

[1:04:46] In the forum, we take a moment to do what I said before.

[1:04:52] Corporal commission, so there you have this.

[1:04:57] Corrective.

[1:04:58] Absolutely.

[1:04:59] Yeah.

[1:05:00] That's right.

[1:05:02] So that's it for the head support.

[1:05:06] Well, not really. You have the head of school professional goals for yourself. I mean, I think there was a lot of cool information in there.

[1:05:14] Great.

[1:05:18] If you want to, you want to click on or talk about it or anything.

[1:05:23] I mean, I, you know, exactly want to talk about it too much, but I wanted to make sure that just these had a link to the share document that you started.

[1:05:32] and that we are, well, we was going to meet much more regularly, but summer happens,

[1:05:40] but we'll continue to meet to be shaping these and finding ways to measure progress

[1:05:49] in these areas. So, as you see, the strategic and technical goals that hopefully get to spend some time.

[1:05:57] And so,

[1:06:02] just wanted that for transparency purposes,

[1:06:05] started the self-assessment.

[1:06:06] But I did as far as the school evaluation.

[1:06:12] You guys have completed and yes,

[1:06:16] trying to put into practice the continuous improvement

[1:06:19] framework reminds them that we have a school

[1:06:21] to do what the instructor did, just like, yeah, sure I have.

[1:06:25] You know, you're a good way.

[1:06:29] I think also importantly in identifying areas where you're in court, should you probably

[1:06:34] be testing these initiatives as well and we're definitely going to work with a lot of

[1:06:40] competitions.

[1:06:43] So I think you're doing a great flow of tests.

[1:06:45] 100%

[1:06:46] I think it's going to be better.

[1:06:51] Well some of this, I mean some of it was like being efficient, like it seems like there's

[1:06:56] a solution to you besides wearing a cape in that first term where you have to teach grade

[1:07:03] and be the head of school and all that type of stuff.

[1:07:06] So it seems like there's a, that's a tough turn for you.

[1:07:09] So I'm just wondering if there's any way

[1:07:11] that we can creatively find a way

[1:07:15] to help you out there.

[1:07:16] Want

[1:07:19] to teach, Will?

[1:07:23] Sure, I'll teach.

[1:07:26] We're working on it.

[1:07:27] But I can enjoy the teaching part too.

[1:07:31] I know it's really valuable to be part of the teaching staff

[1:07:34] in addition. But what? Keep trying to correct that, but if you would like to speak, I just

[1:07:43] look a little bit more. What is the peak performance program? What is it? It is a school

[1:07:50] like the college we begin to play. I mean, so that everybody will get PD on and like is it almost

[1:07:57] like a response to the classroom? It is. It's stuff like that. Yes, but it's not response to the

[1:08:03] We're not too keen particularly for people but we are just looking at.

[1:08:07] Oh, just you make up the acronym?

[1:08:09] Yeah, that's RF.

[1:08:10] Okay, I'm getting cold.

[1:08:12] Not mine.

[1:08:14] So it's like the social emotional learning program that we're using here.

[1:08:24] Yeah, but we should build it out.

[1:08:26] But I'm building out this like creating resources.

[1:08:28] Well, resources, sure, but also employee reasons, but also just systems for how that actually operates in school.

[1:08:35] That's great. So they say, hey, we have this scheduled online program.

[1:08:39] So what are we doing in school life at those of you who have ever heard of NTSS, Multitudes, sports guy?

[1:08:46] What are we doing into your work? What are these core practices that we're doing in school life?

[1:08:50] that support positive behaviors and hopefully

[1:08:53] a lot of low level, so that they

[1:08:56] who are just not distracted by that support

[1:08:59] students.

[1:09:00] This is sort of the source of learning.

[1:09:02] And the culture stuff that's in it's

[1:09:04] support students feeling like they go on and then

[1:09:09] they have peers and adults in a community

[1:09:13] that care whether or not they show up every day

[1:09:17] and are to support them with their most meaningful access to that love and

[1:09:23] accountability part. They've got to set the hook out of that off there. And then

[1:09:27] systems to help support teachers as well for what to do to which it's the

[1:09:32] quite power of getting, helping out our, what are we doing at the

[1:09:36] service, making it nice spending all day, every day. This is putting all my

[1:09:40] parents and have a child citizenship and whatever it might be that got out. So just formalizing

[1:09:47] more of how that operates. It's one of finding ways to incentivize those positive figures,

[1:09:53] yes, through people's warmest challenges, like the on-time challenges.

[1:10:09] It's perfect for

[1:10:10] school on time. Yeah. Yeah. And that's, that's to be

[1:10:14] real. Yeah. So just working just walk it over us. Yeah.

[1:10:21] We can do that.

[1:10:23] That's how do you feel like it's working in the initial first

[1:10:27] couple of terms?

[1:10:30] I mean, great because we're spending a lot of time in energy on

[1:10:32] but it's just very, if they're, it's incremental.

[1:10:37] And we are absolutely, they say a right in there, we are

[1:10:41] building it while we're flying here. Like it's not we aren't at all. You know, we already changed

[1:10:46] after the once. From before this great term started in Mexico and and again we're trying to figure

[1:10:54] out where it has legs and then where we can connect it to the things that already exist. Right.

[1:10:59] There's some resources out there. Well, not just the storage is out there. It seems that you're

[1:11:05] we're doing that. How are we pointing to that? See, that's part of, this is why we do what we do.

[1:11:13] Why we have to see charts and polls. It's not just to not control the kids and make their

[1:11:20] life sensible plus. It's one of these practices that helps foster management in a way.

[1:11:26] And it is part of what that master plan is doing. It's giving us bandwidth for some of our

[1:11:33] real teacher leaders to go and help teachers figure out how to run the stuff in their classroom,

[1:11:40] in a way, in the mental support. It resonates a lot, a great little bit. It's a real little site.

[1:11:47] Planned well, a good management actually. And to get everybody, community wide, I understand that

[1:11:54] that part of teaching isn't just an add-on. It's not an incubating thing that you've got to do,

[1:12:01] because it gets otherwise against the way I think you'll teach it.

[1:12:04] You need real teaching to teach skills, these kids, you know, others.

[1:12:11] And it was as important when we talk about teaching the whole child.

[1:12:16] What does that mean?

[1:12:18] Yeah, I think it's a fantastic idea program.

[1:12:21] And I think it's, I look forward to seeing it grow.

[1:12:25] Right. And so just to answer that question, well, in a very specific way, the peak skills

[1:12:31] of caddies, that's an evolution since the spring semester. But we said, hey, we're seeing

[1:12:37] a lot of these little behaviors, and there's certainly been problematic, etc, that then we

[1:12:43] started the vine resources that are already out there in part because a couple of teachers

[1:12:47] went to the stage and reached out and said, hey, we want to run our own skills, skill building

[1:12:54] sessions with students who have been identified as probably more than once or twice in a particular

[1:13:00] skill.

[1:13:01] While we have a win-win say, we're able to win.

[1:13:05] And in a couple of different formats for different students, many found what they need.

[1:13:10] We've got some often talks going on.

[1:13:12] Yeah.

[1:13:13] I mean, you have such a competitive place to do this.

[1:13:17] Great.

[1:13:17] It's a little different, right now, and that's shoulder to shoulder conversation, which is

[1:13:22] to be well in the office, and certainly across the desk, it's a little correct, right?

[1:13:27] Those early names are happening.

[1:13:29] So, anyway, it's taking shape and we're finding ways in which it feels really good for teachers

[1:13:34] to be thinking about it, or for, well, I don't know, necessarily for students yet, but they

[1:13:42] would be happy.

[1:13:43] And just another example, that's how you're in your team

[1:13:46] doing sort of your job, because like most schools

[1:13:48] with a student in the school, a counselor,

[1:13:51] or someone who's specifically training in that,

[1:13:53] and in full kids' help.

[1:13:55] And then there's that, and you're doing that,

[1:13:56] and your team is doing that, but in the flow of teaching

[1:13:59] now, and it's a good, a very basic, so.

[1:14:02] That's the appreciation of me and Agile,

[1:14:04] that's the number one advantage that we have.

[1:14:08] We will still take, we can make adjustments quickly.

[1:14:12] it takes a long time for them to really have, you know, but anyway, and part of the building

[1:14:21] assistance is going to be the focus of our teachers who are in professional development

[1:14:27] into the next way to getting ready for next year as well, to be a pain professional

[1:14:33] time in the students that our teachers have been getting, we've been asking them to go together

[1:14:38] and we're putting together that's really focused on this initiative.

[1:14:48] So we're going to build this, it's not a standalone program, it's fully integrated, but it's going to feel like it has itself being stand on.

[1:14:56] Definitely it's going to be a great level.

[1:15:06] Well, I think it's, like I said, I think it's a great program, great initiative, and it seems like it's already working to some degree. And it's part of your goals as well. So they need all to tell together, which is cool. Any other questions on the head of school report for test? I love the term that you use.

[1:15:32] Yeah.

[1:15:37] So, my mind's at making it happen.

[1:15:40] Yeah.

[1:15:43] Well, I know everybody's favorite thing is the board training stuff.

[1:15:47] Everybody looks forward for these links every time.

[1:15:52] How do we want to make sure that this is completed?

[1:15:55] Do we raise hands that have happened or send screenshots of the certificate?

[1:16:01] any of that good stuff? Who's the choose their treasurer? Amy and Megan, right? Hold in her

[1:16:07] mimics.

[1:16:11] That's what we need. I think I'm going to take the leader. Compromission.

[1:16:16] I'm going to talk to you guys for that, so you're going to be right.

[1:16:19] I'm just showing Megan right there.

[1:16:24] Yeah,

[1:16:27] so if you would complete that, it's a five or six minute video, again, I think

[1:16:31] those who've never done it before, maybe your longer one, but the longer one isn't specific

[1:16:39] just for schools.

[1:16:41] So you have to take the test on the longer one too?

[1:16:44] No, that's not it.

[1:16:55] Yeah, I only did the second one, and you have that little five-question test at the end of the year.

[1:17:01] The years of doing open meetings, training for me just sort of run together until the next year.

[1:17:09] They do. They have to do that.

[1:17:11] Yep, right. I have to do on the board. Do I serve on?

[1:17:13] You do have a watch at your base.

[1:17:17] But yes, we just can send any of the confirmation that we have within the training it does produce a nice little certificate.

[1:17:27] So, you all are probably aware that there is a little group that's available now.

[1:17:32] It has nearly a comic group on top of it, school, charter school.

[1:17:37] This is actually important.

[1:17:39] Quick, just a quick note.

[1:17:40] Yeah, there there are these

[1:17:43] I'm gonna say right wing groups, but I don't know if that's actual truth I think I've heard that somewhere

[1:17:49] But they they go around and they look at charter schools and nonprofits minutes and they try to find

[1:17:57] violations of open meetings, but and then they file lawsuits and they always get thrown out, but you have to defend yourself

[1:18:06] Yeah, you know, because they get thrown out because mistakes happen and people aren't intentionally trying to move

[1:18:14] steer things, but that is a thing people are doing it.

[1:18:18] And there have been a couple of higher profile ones in terms of this screen.

[1:18:24] I think we had the UCS held it, I mean, about what we need to know, and how many of these,

[1:18:33] what it was interesting to see, to see if something sort of made up for training,

[1:18:37] one of them.

[1:18:38] Ray, I'm adults with no kids in school.

[1:18:42] Yeah.

[1:18:42] I mean, whether it's people affiliated with, like, pushing the voucher program,

[1:18:50] It's generally super conservative anti-public school groups and we are technically in public

[1:19:00] school.

[1:19:01] One other thing that I'll pass on, there is a flood right now of fishing scams that are

[1:19:10] going around, and there's two that I'm aware of, one is like a party and by using a certain

[1:19:16] or type them, but the other thing I want to share is, somebody might let's say, find

[1:19:25] Tess's, they'll put together an email that looks exactly like your email, your signature,

[1:19:31] and then they'll attach a PDF and say, hey, I've prepared a proposal for you, so my nonprofit,

[1:19:42] it. My director got fell for it from somebody else, got hacked, and then a couple of weeks later,

[1:19:52] probably ten people that I know said, hey, I got this email from someone, so it doesn't look

[1:19:58] good as it would get. And so, yeah, just be aware. And then it seems to be something that

[1:20:05] is nonprofits are being created on in that regard,

[1:20:09] but there's a lot in the way.

[1:20:11] So I work on nonprofits that I know,

[1:20:13] and I'm like, oh, I know this person,

[1:20:14] it looks legit, but it's not.

[1:20:16] And if I did, I did that, I've reached out

[1:20:18] and I heard from his parents in 2020 and said,

[1:20:22] maybe this is legit, but it was a proposal.

[1:20:25] And it's someone we have worked with in the past,

[1:20:29] because they, but I mean, and he said,

[1:20:31] no, I'm an activist.

[1:20:32] So I just come to the point

[1:20:34] if you know on this one maybe, either if I know it's obviously Christian or deleting it but

[1:20:39] otherwise that's one of the rules. If you do want me to read this, it's not me now.

[1:20:44] What it is rather than-

[1:20:46] And I'm not going to let you know.

[1:20:49] Yeah, definitely not using your genome credentials to sign in.

[1:20:54] And page dependency to receive something similar to human foundation.

[1:20:58] Like, $50,000.

[1:21:00] $50,000.

[1:21:04] Anyway, yeah, don't tell them all, and you all know me well enough that if I haven't had three clarity

[1:21:09] Asked to scare you for what I'm gonna ask you to worry

[1:21:11] All right, well, it's good to know Amy. You have any other committee updates that you want to share regarding annual fund or any other fund stuff

[1:21:29] Where we've launched the annual fund, we've got a constant team of parent-following tears

[1:21:33] for enthusiastic and making the calls, that's really nice, where I would call how the

[1:21:37] leadership gets that have come in and that have come in that size, that the gap number

[1:21:41] that we put in is one of the 35% or the 40% revenue gap this year, and just a little bit

[1:21:48] of a pathways document, and the problem is working on with a Jackson-based care for the

[1:21:53] And then the last piece is stewardship of our donors that have a campaign reaching peaks and when when do you want to talk about all of us?

[1:22:03] Talk about the which one, sorry.

[1:22:05] The whole of our shirts.

[1:22:07] Oh, yeah.

[1:22:08] Yeah.

[1:22:09] So we made some branded quarters at Johnny O. whole of us for the board for the staff and for the kind of high high level donors.

[1:22:23] I think all of them are in the in Tess's or maybe in the room there in Tess's office.

[1:22:30] So go everyone who doesn't have one yet, go please go grab yours and wear it proudly.

[1:22:36] We will start reaching out to the high level donors that we have identified and set up meetings

[1:22:43] with them and provide them the the quarters if and that will kind of help us bring them up

[1:22:48] to speed on where we are as a school and our needs

[1:22:51] and all of that type of stuff.

[1:22:52] So it'll be a good touch point for us

[1:22:54] to re-engage with some high-level donors.

[1:22:58] Yeah, that's part of it.

[1:23:00] I would also say we have that annual fund

[1:23:02] and just as a board responsibility,

[1:23:06] please click on that form that I sent out.

[1:23:10] Yeah, I guess a little tardy after my first email today.

[1:23:14] Just end with your level of intent.

[1:23:17] The size doesn't matter.

[1:23:18] we just want a hundred percent participation so we can go to, you know, when we go to grants and

[1:23:25] other type of fundraising it just shows a hundred percent participation from the board and

[1:23:30] that shows confidence in the school and all that good stuff. So please, please, please do that

[1:23:35] maybe sooner or rather in later. And the last thing I would have to say just from a board chair

[1:23:42] update standpoint would be. Unfortunately, we lost Jack Dalton who was a student at the

[1:23:51] Winter Sports School who was going to turn 27, I believe, on Friday.

[1:23:59] He was a student.

[1:24:01] He was also a coach to a lot of the Winter School Alpine kids as well as a lot of the Alpine

[1:24:10] kids that will be winter school students shortly, including my daughter. Kind of a big blow to the

[1:24:16] winter school community or to the Alpine ski racing community.

[1:24:22] And kind of a loss of words,

[1:24:23] but Janet Dalton also worked with us at the winter school. So if you know her personally,

[1:24:29] please reach out and show her love and support from our community. That's what we are if we're

[1:24:40] for athletes of Jack Dalton's through the Park City ski team.

[1:24:45] You can reach out to me and I will direct you to Alias Lewis, who's my brother is the

[1:24:51] executive director of the ski team, and they can put you in contact with somebody that

[1:24:56] is approved to be able to do this for us.

[1:24:59] So terrible.

[1:25:07] And I just wanted to say our student body president also shared a message that he sent

[1:25:17] all to ask from Jack and Bill for sort of this blessing to add the upland we already

[1:25:26] we had been to try our Jack's family as well, right?

[1:25:31] Well, a golf runner, which happens to be Jack's birthday,

[1:25:35] and so the student council is going to bring in tacos

[1:25:38] and whatever those Taco Bell last drinks are,

[1:25:42] where everyone.

[1:25:44] The mountain's used up.

[1:25:45] Yeah.

[1:25:46] Good afternoon, Diana said.

[1:25:48] Her post-choice is that, you know,

[1:25:52] We have a steak taco, and she's in a cold beer.

[1:25:59] Well, last.

[1:26:01] And so the student council wants to do that.

[1:26:04] We already have our war paint and glitter.

[1:26:07] The war paint project was going to be part of Friday's celebration anyway.

[1:26:13] And so it was beautifully written.

[1:26:16] And I will also share that with Gannon.

[1:26:20] Now, I think you actually, Ron, Jack and Holes,

[1:26:23] we reach out to Janet to say here's what we wanted to do

[1:26:26] to take a care of us.

[1:26:28] So, we'll see you in the next one.

[1:26:30] Dan and Jack were the same graduate parts.

[1:26:35] So, yeah, they would have been 20, 26.

[1:26:38] But, yeah.

[1:26:39] And lots of kids were talking about it today,

[1:26:42] but a lot hadn't quite heard yet.

[1:26:45] Some of those whose parents, they were already

[1:26:48] on the caring bridge.

[1:26:51] So, yeah, so it's kind of rough day, we do have a part out there that Megan's starting

[1:26:56] with, students are regarding messages and we do have what notes that they were invited

[1:27:02] during our win-states after getting the opportunity to sit down and write notes if they wanted

[1:27:08] that we'll share with Janet, but yeah, Janet herself is a big part of our community here.

[1:27:15] She worked with us, but even before she worked with us, she was, you know, an angle-front

[1:27:21] chair.

[1:27:22] My first year, Janna, Eric Carlson, we saw another parent, we were, we did run the bed

[1:27:30] as we were forced to teach him, and I didn't choose them cheerleading up, which we still have.

[1:27:37] So she was one of my first friends here.

[1:27:41] to, you know, ZR after Jackie graduated, but still a student here. So, yeah, yes, rough,

[1:27:52] rough, so

[1:27:55] yeah. For those of you who are on the first day students, no more females,

[1:28:00] they were fighting the Gallup with photo, just been the jack at for a clock, at the skating

[1:28:06] right outside, and if they still would have just held the company's sound, oh, couldn't

[1:28:11] They don't say that we're going to do that, and I think they were going to have it, so yeah, please look to see that as well.

[1:28:20] Yeah,

[1:28:24] well, yeah, that was, that's brutal, rough day.

[1:28:29] I don't think we have any public comment, nobody's on here, from a public standpoint.

[1:28:36] So we just need a motion to close the session.

[1:28:45] I don't think we need a roll call for this one, right?

[1:28:49] No, we don't.

[1:28:50] We need to see it.

[1:28:51] So, I can enjoy it.

[1:28:53] You can enjoy the positive energy.

[1:28:56] Hug your loved ones.

[1:28:59] Yeah.

[1:28:59] Thank you.

WSS Board of Trustees Meeting

Transcript