[A. Call to Order]
          [00:00:56]
          >> HERE WE MOVE ON TO ADOPTION OF THE MEETING AGENDA FOR OCTOBER 12. 
          [B. Approval of the Agenda]
DO YOU LIKE TO ENTERTAIN THE MOTION? 
          >> SO MOVED. 
          >> SECOND. 
          >> BEEN MOVED AND SECONDED TO ADOPT TONIGHT'S AGENDA. 
          ALL THOSE FOR APPROVAL SAY AYE. 
          >> AYE. 
          >> AS OPPOSED WE HAVE AN AGENDA. 
          WE NOW MOVE ON TO THE SUPERINTENDENT'S REPORT, DR. JACKSON. 
          [C. Superintendent's Report]
          >> GOOD EVENING TRUSTEES. 
          TONIGHT WE ARE STARTING WITH TWO CELEBRATIONS. 
          ACTIVITIES DIRECTOR, MIKE HANSEN WILL HAVE THE HONORS. 
          >> CHAIRMAN AND CHAPLIN, TRUSTEES, THANK YOU FOR THE OPPORTUNITY TO RECOGNIZE OUR ACTIVITIES AS ALWAYS, WE REALLY APPRECIATE ALL OF YOUR SUPPORT FOR THOSE ACTIVITIES. 
          TUESDAY CHAMPIONSHIP TEAMS TO PRESENT TONIGHT FROM OUR FALL SEASONS. 
          THE COACHES ARE GENERALLY DO A BETTER JOB SPEAKING ABOUT THEM THAN I DO. 
          SO OUR FIRST TEAM TO TALK ABOUT TODAY WILL BE THE BOYS TENNIS TEAM LED BY HEAD COACH PAUL EICHMANN WHO IS ALSO THE COACH [INAUDIBLE]. 
          >> I GUESS. 
          >> [NOISE] ALL RIGHT, THANKS FOR HAVING US I RECOGNIZE THIS GENTLEMAN HERE ARE PART OF THE WYOMING'S STATE CHAMPIONSHIP FOR JACKSON HALL TENNIS THIS YEAR. 
          IT'S THE FIRST TIME THAT WE'VE WON IT OUTRIGHT IN 20 YEARS. 
          WE TIED IN 2018. 
          [APPLAUSE] ON THE FAR END HERE IS ADAM OLSON WHO WAS OUR NUMBER, OF OUR FIRST DOUBLES TEAM THIS YEAR. 
          HE WAS ALL STATE, ALL CONFERENCE. 
          NEXT TO HIM IS TRAVIS THOMAS. 
          YOUR HAND UP PLEASE TRAVIS THOMAS. 
          HE WAS OUR SECOND DOUBLES CONFERENCE TEAM. 
          NEXT TO HIM IS JACK ELTY, YOU SEE HE'S GOT A BROKEN HAND, HE ACTUALLY BROKE THAT WHEN WE WERE ON THE ROAD AND HE PLAYED THROUGH THE ENTIRE REGIONAL TOURNAMENT AND THE STATE TOURNAMENT AND DIDN'T KNOW IT WAS BROKEN UNTIL AFTER THE SEASON. 
          [NOISE] BUT HE ALSO PLAYED ON OUR SECOND DOUBLES TEAM. 
          NEXT TO HIM IS NICOLE OMMAN, WHO IS ALSO OUR THIRD DOUBLES PLAYER AND AN ALTERNATE FOR OUR STATE CHAMPIONSHIP THIS YEAR. 
          NEXT GUY HERE IS CAMPBELL JOVEY, HE'S OUR NUMBER 1 SINGLE-PLAYER THIS YEAR, UNDEFEATED IN THE REGULAR SEASON, ALL STATE, ALL CONFERENCE HE'S GOING TO PLAY TENNIS IN COLLEGE, AND I WILL ADD THAT I THINK HE CHANGED THE COURSE OF THIS TEAM THROUGH HIS HARD WORK AND HIS PLAY AND HE'S ALSO CHANGED THE COURSE OF TENNIS IN THE STATE OF WYOMING BECAUSE THERE WAS A LOT OF KIDS THAT WANT TO PLAY TENNIS AND WANT TO BEAT HIM THIS YEAR [LAUGHTER]. 
          SO HE CHANGED THE COURSE OF OUR TEAM AND HE CHANGED THE COURSE OF WYOMING TENNIS, I THINK SINGLE-HANDEDLY. 
          NEXT TO HIM IS CHARLIE LARR, HE WAS ADIMORISON PARTNER AND FIRST DOUBLES, THEY WON THE STATE CHAMPIONSHIP THIS YEAR OUTRIGHT AND ANOTHER ALL STATE ALL CONFERENCE. 
          HERE IS LADEN MCLEOD, LADEN WAS OUR THIRD DOUBLES PLAYER, NEW TO THE TEAM THIS YEAR, CAME ONTO AN OUTSTANDING JOB IN THIRD DOUBLES AND HE GOT THIRD OF STATES, IS THAT CORRECT? 
          >> YEAH. 
          >> SHOWING UP [LAUGHTER] HAYDEN CLARK, OUR SECOND SINGLES PLAYER, ANOTHER ALL STATE ALL CONFERENCE PLAYER, BOTH HAYDEN AND CAMPBELL WERE BOTH UNDEFEATED DURING THE REGULAR SEASON. 
          NOBODY COULD BEAT THEM AS MATTER OF FACT, CAMPBELL DIDN'T EVEN DROP A SET. 
          I THINK HAYDEN DROPPED ONE SET BUT STILL WON THE MATCH. 
          SO THANK YOU FOR RECOGNIZING US AND SUPPORTING US. 
          >> COACH OF THE YEAR BY THE WAY. 
          >> YEAH. [APPLAUSE] 
          >> THANK YOU. 
          >> MY COACH THANKS FOR PULLING UP AND HELPED US TO REACH OUR GOAL THIS YEAR I APPRECIATE. 
          [APPLAUSE] 
          >> [BACKGROUND] THE NEXT ACTIVITY TO RECOGNIZE TONIGHT AS 
          [00:05:03]
A STATE CHAMPION IS A TEAM YOU'VE SEEN IN THE PAST THAT HAS DONE A TREMENDOUS JOB. 
          THEIR COACH OF THE YEAR MR. COACH, ALAN. 
          COACH ALAN COME ON IN OR HE IS NOT IN? [NOISE] 
          >> JUST SLIDE THAT WAY [BACKGROUND] [LAUGHTER] 
          >> ALL RIGHT. FIRST OF ALL, THANK YOU ALL SO MUCH FOR HAVING US. 
          WE'RE HAPPY TO BE BACK HERE AGAIN. 
          THESE GUYS REPEATED AS ONE STATE FOR A CHAMPIONS THIS YEAR. 
          ABOUT A MONTH AGO IN ROCK SPRINGS FOR STATE TOURNAMENT, AFTER DAVE WON OF THE STATE TOURNAMENT, WE WERE DOWN TO SEVEN SHOTS TO KELLY WALSH IN CHEYENNE CENTRAL AND THEN AFTER DAY 2, WE WON BY TWO SHOTS OVER CHEYENNE CENTRAL. 
          THESE BOYS SHOT A 299, WHICH IS THE BEST SCORE IN FOR A GOLF SINCE 2014. 
          WE TALKED ON THE BUS A LITTLE BIT THE DAY BEFORE, THE NIGHT BEFORE THE SECOND DAY AND WE FELT REALLY GOOD AT OUR SPOT WE LIKED BEING BEHIND TO BE HONEST WITH YOU, YOU CAN PLAY WITH A LITTLE BIT LESS PRESSURE ON YOURSELVES, AND THESE GUYS WENT OUT AND DID IT AND THEY PLAYED IT EXTREMELY WELL. 
          SO LET'S MEET SOME OF THESE GUYS. 
          WE HAVE ALEX FRENCH IS A JUNIOR. 
          JACKSON H. SHRUBBERY IS ALSO A JUNIOR, HAYES KNOLES IN END OVER THERE HE'S ALSO A JUNIOR, AND THEN OUR TWO SENIORS THAT ARE ON OUR STATE TEAM ARE ADAM RUSSELL AND MASON EVANS. 
          THROUGHOUT THEIR CAREER, HAYES, MASON AND ADAM HAVE FINISHED SECOND, FIRST, FIRST LAST THREE YEARS AT STATE CHAMPIONSHIPS. 
          THEY HAVE ALL THREE BEEN IN ALL-STATE PLAYER. 
          HAYES HAS BEEN AN ALL STATE PLAYER TWICE IN HIS CAREER. 
          THEY'VE ALL BEEN ALL CONFERENCE. 
          ADAM WAS ALL CONFERENCE THREE TIMES IN HIS CAREER, HAYES ONCE AND MASON ONCE. 
          MASON FINISHED THIRD PLACE THIS YEAR, STATE CHAMPIONSHIPS, AND HAYES WAS ACTUALLY SECOND PLACE LAST YEAR. 
          SO LOOKING FORWARD TO THOSE THREE ON THE END, COMING BACK NEXT YEAR, TRY TO GET IT FOR A THIRD TIME IN A ROW. 
          I ALSO HAD MR. RUTHER OVER HERE, WHO ENCOURAGES US TOO. 
          HE IS VERY INSTRUMENTAL AND VERY HELPFUL AND JUST SUPPORTIVE OF OUR PROGRAM. 
          HE'S A VOLUNTEER COACH AND HE DOES SO MUCH FOR US I CAN'T THANK YOU ENOUGH FOR EVERYTHING YOU DID. 
          THANK YOU GUYS FOR HAVING US I REALLY APPRECIATE IT. [APPLAUSE] [LAUGHTER] [BACKGROUND] 
          >> I COULD GO ON AND ON ABOUT CELEBRATIONS, CHAIR INGRID, 
          [D. Reports and Items for Discussion]
BUT I'M SURE YOU ARE READY TO MOVE ON TO THE DISTRICT LEADER'S REPORT. 
          IF YOU HAVE ANY QUESTIONS, WE'RE HAPPY TO RESPOND. 
          >> DO ANYONE HAVE ANY QUESTIONS ON THE DISTRICT LEADER'S REPORT? 
          >> I HAD A FEW. SINCE JENNA ALWAYS HAVE TO DRIVE ALL THE WAY OVER. 
          JENNA, CAN YOU COME UP JUST FOR A SECOND? [LAUGHTER] 
          >> CAN YOU JUST EXPLAIN ALTA CARES SOUNDS LIKE A REALLY NEAT PROGRAM. 
          WHAT IS THAT EXACTLY? THEN MORE IMPORTANTLY, HOW DID WE ALL GET TO GO TO THE WINTER WINGS GOP PROGRAM? 
          >> [OVERLAPPING] I'LL EXTEND THE INVITE FOR THE WINTER WINGS NEXT YEAR. 
          WE DID THAT YESTERDAY. 
          WE PARTNER WITH MOUNTAIN ROOTS EDUCATION AND THEY HELP US WITH OUR GARDEN. 
          THEY PUT TOGETHER A FIELD TRIP WITH THE GOAT FARM. 
          WE MAKE CHEESE AT THE GOAT FARM, AND THEN WE USE THAT CHEESE AND WE PUT IT ON OUR WOOD FIRED PIZZA, AND WE HAVE OUR INGREDIENTS FROM OUR GARDEN. 
          IT'S A CULMINATING PARTY WE DO EACH YEAR. 
          WE'LL BE SURE TO INVITE YOU THE NEXT YEAR. 
          >> WHAT WAS ALTA CARES? 
          >> AT ALTA CARES, THAT'S OUR PBIS PROGRAM. 
          WHAT WE DO IS WE INCORPORATE THE COUNSELOR, MYSELF, THE CLASSROOM TEACHERS, AND WE CREATE A MONTHLY CARES PROGRAM. 
          CARES STANDS FOR COMMUNITY, ACADEMICS, RESPECT, ENVIRONMENT AND SCHOOL, AND THAT'S OUR ACRONYM THAT WE USE WITH OUR KIDS AS AN ATTENTION GETTER, THEN EACH MONTH WE FOCUS ON SPECIFIC SKILLS. 
          THIS MONTH IS ACADEMICS AND THEN THEY HEAR ABOUT ACADEMICS FROM ALL THREE DIFFERENT ANGLES. 
          >> WONDERFUL. [OVERLAPPING] THANKS JENNIFER. 
          >> THANKS. I APOLOGIZE. 
          MY SON'S SOCCER TEAM IS AT DISTRICT GAMES RIGHT NOW. 
          [LAUGHTER] 
          >> IS DIMITRA HERE? 
          [00:10:01]
A DISTRICT RECAP WITH YOU FOR A SECOND. 
          >> YOU HAVE YOUR OWN DEATH. 
          HADIJA WHAT'S AIMSWEB? IT SOUNDED REALLY INTERESTING, THE STORYTELLING THAT YOU WERE DOING OUT AT KELVIN. 
          >> AIMSWEB, WHAT WE'RE USING AS A WRITING PROMPT. 
          WE GIVE THE STUDENTS A PROMPT. 
          THIS IS FIRST THROUGH FIFTH GRADE, WE'RE NOT DOING KINDER YET, BUT WE WILL. 
          WE GIVE THEM A WRITING PROMPT, IT'S ON A PIECE OF PAPER. 
          WE GIVE THEM ONE MINUTE TO VISUALIZE WHAT THEY'RE GOING TO WRITE. 
          OUR FIRST WRITING PROMPT WAS, YESTERDAY, A DOG ENTERED THE SCHOOL DOT, DOT, DOT. 
          THE STUDENTS HAVE ONE MINUTE TO PICTURE IN THEIR MIND WHAT'S GOING TO HAPPEN, WHAT THEY'RE GOING TO WRITE ABOUT, AND THEN THREE MINUTES TO WRITE. 
          WE THEN GATHER THOSE PAPERS AND WE SCORE THEM LOOKING FOR TOTAL NUMBER OF WORDS THAT THEY'VE WRITTEN, TOTAL NUMBER OF WORDS SPELLED CORRECTLY, AND THEN WHAT'S CALLED TOTAL WORD SEQUENCE, WHICH IS HOW MANY SENTENCES IN A ROW WITH CORRECT PUNCTUATION, CORRECT CAPITALIZATION, AND WE'RE USING IT AS PART OF OUR WRITING MONITOR. 
          WE WANT TO BUILD STAMINA IN THE KIDS. 
          WE ALSO WANT TO IMPROVE OUR WRITING SOURCE. 
          IT'S JUST A TOOL THAT WE'LL BE USING TO DO THAT. 
          >> THAT'S WONDERFUL. 
          >> IT IS WONDERFUL. IT'S REALLY FUN. 
          I WISH I HAD A PICTURE TO SHARE WITH YOU BECAUSE ONE OF THE KIDS WAS SMILING FROM EAR TO EAR WHEN HE WAS VISUALIZING HIS STORY AND I THOUGHT, SHOULD I BE AFRAID OR IS THIS GOING TO BE OKAY? [LAUGHTER] THANK YOU FOR ASKING. 
          >> THANK YOU FOR SHARING. TIM? THEN I SAW J. SHERMAN, HAS THIS CLUB DEPORTIVO? 
          >> YES. CLUB DEPORTIVO IS AN AFTER-SCHOOL SPORTS PROGRAM IN A REAL SPORTS FOR THIRD, FOURTH, AND FIFTH GRADERS. 
          IT'S JAY SHERVIN, BEN VINCENT IS A FIFTH GRADE TEACHER AND DANIEL PRIMICH, A FOURTH GRADE TEACHER, AND THEY HAVE INVITED THE LOCAL JACKSON HOLE MOOSE RUGBY CLUB TO COME DOWN AND VOLUNTEER A FEW DAYS A WEEK AND TEACH NEW SPORTS TO KIDS. 
          THEY'RE DOING RUGBY RIGHT NOW, THEY'RE GOING TO HAVE BASKETBALL IN THE WINTER, THERE'S SKIING IN THE SECOND-HALF OF WINTER, AND THEY'RE STILL FIGURING OUT THEIR SPRING SPORT. 
          THEY'VE GOT JERSEYS, AND KIDS EARN THEIR JERSEYS BY COMING INTO PRACTICES AND HOPE, MERGE WHICH BUILD SOME MOMENTUM AT OUR SCHOOL AND THEN GET GATE-YES AND CULTURE TO HAVE THEIR OWN INTRAMURAL TEAMS AND CREATES AN AFTER-SCHOOL GAMES FOR STUDENTS THAT THEY DON'T HAVE ACCESS TO MAYBE OUTSIDE OF THE SCHOOL TIME. 
          >> THAT'S JUST EXCELLENT. 
          >> A BIG THANK YOU TO COLBY IN TRANSPORTATION FOR THEY'VE BEEN ABLE TO HELP US WITH BUSES FROM MUNGER BACK UP TO FALTER AT 5:00 O'CLOCK, WHICH MAKES THAT PROGRAM ACCESSIBLE FOR PROBABLY 35 OUT OF THE 40 KIDS WHO WOULDN'T BE ABLE TO DO WITHOUT THAT. 
          IT'S A HUGE HELP FOR US. 
          IT MAKES A HUGE DIFFERENCE. 
          >> THANKS. [OVERLAPPING] 
          >> THEN LAST, CHARLOTTE. 
          >> WHERE'S CHARLOTTE? 
          >> OH, SHE'S NOT HERE. SORRY. 
          >> WHAT ABOUT THE WEB THING? I DIDN'T RELISH, I MEAN, WEBSITES COMING ONLINE. 
          THAT SOUNDS EXCITING. WHEN IS THAT GOING TO BE? 
          >> IN THE NEXT COUPLE OF WEEKS. 
          [OVERLAPPING] WE'VE BEEN WORKING ON IT ALL SUMMER 
          >> THAT'S GREAT. ANY OTHER QUESTIONS ANYONE HAD ON A DISTRICT LEADER'S REPORT? WE CAN MOVE ON. DID YOU HAVE ANYTHING ELSE? 
          >> THAT'S IT. THANK YOU. 
          >> WE'RE UP TO THE SCHOOL BOARD MEMBERS AND VIN TOLD ME, IT WAS REALLY GOOD TO THEM. 
          [LAUGHTER] YOU ALREADY HAVE HIGH EXPECTATIONS. 
          >> GOOD EVENING, TRUSTEES. 
          ON BEHALF OF MY PEERS AND I, WE ARE HAPPY TO BE HERE AND WE PREPARED A PRESENTATION TO INTRODUCE OURSELVES A LITTLE BIT MORE, AND ALSO TO INTRODUCE OUR PROJECT THAT WE'LL BE WORKING ON THROUGHOUT THE YEAR. 
          THIS IS ME. I'M FERNANDA. 
          I AM A CERTIFIED NURSING ASSISTANT, AND I CONDUCTED CANCER RESEARCH AT HUNTSMAN CANCER INSTITUTE THIS PAST SUMMER. 
          [INAUDIBLE] THE POSTER THAT I DID, I VOLUNTEERED AT DIFFERENT TETON FREE CLINIC AND VARIOUS OTHER PLACES. 
          I WANT TO ATTEND STANFORD AND PURSUE A BACHELOR'S DEGREE. 
          I LOVE SPENDING TIME WITH FAMILY, HELPING OTHERS, AND HELPING MY COMMUNITY. 
          >> HI. I'M JASMIN. 
          GOALS I HAVE IS TO ATTEND COLLEGE AFTER HIGH SCHOOL AND MAJOR IN THE STEM FIELD. 
          I ALSO WANT TO TRAVEL TO A NEW COUNTRY. 
          SOME INTERESTING FACTS ABOUT MYSELF IS THAT I SKI AND SNOWBOARD. 
          LAST YEAR I GOT MY JUNIOR PSIA-AASI CERTIFICATE TO BECOME A SKI INSTRUCTOR. 
          I HAVE BEEN A COOMBS MEMBER FOR EIGHT YEARS. 
          >> HI. I'M NICOLE CHECKER. 
          [00:15:03]
I'M PART OF THE SPEECH AND DEBATE TEAM. 
          LAST YEAR I GOT [INAUDIBLE] IN THE STATE FOR ORATORY, MEAN SEMIFINALS FOR DRAMA BOTH AT STATE AND DISTRICTS. 
          I'M BILINGUAL, I TUTOR AT TETON LITERACY, AND I'M GOING TO COLLEGE, [LAUGHTER] TO PURSUE A CAREER AS A PSYCHIATRIST HOPEFULLY. 
          I ENJOY SKIING AND VISITING MY FAMILY IN MEXICO. 
          >> OUR GOAL IS TO PROVIDE FREE AND REDUCED TUTORING AND MENTORING FOR ALL TCSD STUDENTS. 
          >> WE'RE HOPING TO COLLABORATE WITH OTHER ORGANIZATIONS LIKE THE COMMUNITY CENTRE, MOST SCHOOLS TO WORK TOGETHER AND BE ABLE TO MAKE TUTORING FOR ALL TCSD STUDENTS. 
          THERE ARE SOME SETUPS WE SHARE WITH VARIOUS ORGANIZATIONS GATHERING FIRST, WE WANT TO CREATE SURVEYS SO WE CAN SEE WHAT IS CURRENTLY HAPPENING AT EACH SCHOOL AND SEE WHERE A NEED IS OR WHATEVER [INAUDIBLE] TO TARGET TUTORING SPECIFIC AREAS SO WE'RE NOT OVERWHELMED. 
          YEAH, THAT'S PRETTY MUCH THE WAY THE PROJECT IS. 
          >> THAT'S A GREAT GOAL. 
          >> CAN YOU PERHAPS SHARE WITH THEM SOME OF THE DISCUSSION WE HAD YESTERDAY ABOUT EQUITY AND WHY YOU WANT TO DO THIS? 
          >> THIS IS REALLY IMPORTANT BECAUSE THERE'S SO MANY STUDENTS IN THE COMMUNITY WHO CAN'T AFFORD IT HERE AND NEED ADDITIONAL HELP. 
          TEACHERS ALREADY DO SO MUCH AND NOT TO OVERWORK THEM ANYMORE, WE COULD PROVIDE TUTORS AT YOUR HELP, AND JUST CREATE MORE CONNECTIONS IN THE COMMUNITY. 
          BECAUSE THIS TUTORING PROGRAM IS GOING TO BE SUPPORTED BY PEOPLE IN THE COMMUNITY WHO REALLY WANT TO HELP. 
          >> ADDING ONTO THAT, WE HAVEN'T DONE THE SURVEY YET, BUT I WOULD WANT TO FOCUS ON MUNGER MOUNTAIN BECAUSE I HAVE SEEN MY BROTHER LEARNING TWO LANGUAGES. 
          IT'S REALLY HARD TO BALANCE THE TWO. 
          YOU ARE LEARNING A DIFFERENT LANGUAGE, AND IT'S PRETTY HARD. 
          IT'S REALLY EASY TO COMBINE THE TWO LANGUAGES AND A LOT OF PEOPLE STRUGGLE WITH THAT. 
          YOU ARE ABLE TO TUTOR THOSE STUDENTS, YOU ARE ABLE TO HELP THEM GROW THEM BOTH LANGUAGES EQUALLY THROUGHOUT THEIR ENTIRE CAREER. 
          >> THIS WOULD ALSO HELP OUR NEW COMING STUDENTS WHO DON'T SPEAK ENGLISH. 
          WE COULD ALSO HELP THEM SET UP THE TUTOR THAT WOULD HELP THEM WITH THE CLASSES THAT THEY DON'T HAVE THE SUPPORT, AND JUST SAY, WE'RE IN THE SAME BIOLOGY CLASS AND I CAN HELP YOU AFTER SCHOOL AND WE CAN HELP EACH OTHER.' 
          >> THE GREAT THING ABOUT THIS PROJECT IS THAT ONCE THEY GET THE FRAMEWORK IN PLACE BY DOING THE RESEARCH IN TERMS OF, WELL, WHAT ALREADY EXISTS IN TERMS OF ASSISTANCE FOR STUDENTS, WHAT EXISTS IN THE COMMUNITY, THAT THIS IS GOING TO BE A GREAT FRAMEWORK THAT WILL LIVE ON INTO THE FUTURE AND REALLY BE ABLE TO HELP ALL STUDENTS AS WE MOVE FORWARD. 
          >> EXCELLENT. 
          >> MR. CHAIR, GIRLS, GREAT IDEA. 
          I WAS WONDERING HOW YOU INTEND TO GET OTHER KIDS TO PARTICIPATE WITH YOU BECAUSE I ASSUME THAT THREE OF YOU CAN'T [OVERLAPPING] TUTOR EVERYWHERE. 
          [LAUGHTER] 
          >> ACTUALLY HOPING TO COLLABORATE WITH OUR CLUBS, WE HAVE VARIOUS AT THE HIGH SCHOOLS THAT [INAUDIBLE] SERVICE. 
          THEY HAVE REQUIRED NUMBER OF HOURS THEY NEED TO FULFILL IN THE CLUB, WE WERE HOPING TO CONNECT WITH ALL THE CLUBS AND HOST A TRAINING SESSION BY OUR OTHER TEACHERS, WHICH AVID IS A BIG PROGRAM AND THEN WE KNOW AVID CALLS FOR TUTORING AND WE WERE HOPING TO GET AN AVID TEACHER THAT WILL PROVIDE TRAINING SESSIONS TO OUR VOLUNTEERS FOR FREE. 
          >> [OVERLAPPING] I HAVE A QUESTION. 
          HOW DO YOU GET TO BE A CNA? IS THAT LIKE THROUGH CWC? 
          >> YES, IT'S A CWC COURSE. 
          I EARNED THE COLLEGE CREDIT AND HIGH-SCHOOL CREDIT. 
          THIS WAS DURING THE PANDEMIC. 
          IT WAS HALF ONLINE AND THEN HALF AT CWC. 
          I DID 24 HOURS OF CLINICALS AT PCU, AND THEN I COULD BE STANDING IN AN EXAMINATION AND I PASS THAT AND NOW I GOT CNA. 
          >> [INAUDIBLE] 
          >> SHE WANTS TO BE A CARDIAC SURGEON. 
          >> [INAUDIBLE] [LAUGHTER] 
          >> YOU'RE PREPARED. [LAUGHTER] 
          >> I'M SORRY. THANK YOU, LADIES. 
          >> ALL RIGHT. WE'RE ON TO FISCAL MANAGEMENT. 
          >> WELL, MR. CHAIR SINCE I DON'T KNOW WHERE I WAS TO LIVE IN SO MANY PLACES LATELY, BUT I WAS UNABLE TO ATTEND BECAUSE ALL OF IT PROBABLY IN [INAUDIBLE], I DON'T REMEMBER. 
          KRISTEN IS JUST GOING TO HANDLE IT. 
          [00:20:01]
          >> ALL RIGHT. HEY, KRISTEN. 
          >> HEY. ALL RIGHT, THE MAIN TOPIC OF OUR FISCAL MANAGEMENT COMMITTEE THIS MONTH WAS THE COPY OF RENEWAL, WHICH YOU WILL SEE ON THE CONSENT AGENDA. 
          HAPPY TO ANSWER QUESTIONS ABOUT THAT. 
          THE BUDGET UPDATE IS PRETTY STANDARD. 
          THERE IS THE TWO AREAS THAT ARE OVER BUDGET, BOTH THE BOARD OF EDUCATION AND THE LEASES. 
          WE'VE PREVIOUSLY TALKED ABOUT THE LEASES., AND THAT'S JUST THE TIMING OF THE, IT'S THE ECF. 
          THEY ARE THE E-RATE FUNDS FROM THE FEDERAL GOVERNMENT THAT WE WILL RECEIVE AT SOME POINT DURING THE YEAR TO OFFSET SOME OF THOSE EXPENSES, AND THE BOARD OF EDUCATION WAS THE [INAUDIBLE] CONTRACT WAS ORIGINALLY CODED THERE BEFORE WE HAD THE INFORMATION OF WHERE WE WERE PAYING FOR THAT FROM. 
          THAT LINE HAS ACTUALLY SINCE COME BACK INTO LINE BUT THOSE JOURNAL ENTRIES WERE MADE AT THE BEGINNING OF OCTOBER, AND THIS UPDATE ONLY GOES THROUGH THE END OF SEPTEMBER. 
          THOSE ARE THE TWO UPDATES, UNLESS THERE IS ANY OTHER QUESTIONS. 
          >> QUESTIONS FOR KRISTEN. 
          >> CAN YOU PERHAPS TELL US WHAT YOU'VE BILLED AGAINST THE BOARD OF EDUCATION [LAUGHTER] FOR EXPENSES HERE? 
          >> THE BOARD OF EDUCATION ONE OF THEM WAS THE CWC TUITION AND THAT WE PAY IT OUT AND THEN WE GET IT BACK, SO THAT HAS SINCE BEEN RESOLVED, AND THEN THERE WAS A CONTRACT THAT WAS POSTED THERE THAT WE'VE SINCE REQUESTED. 
          THAT IS ACTUALLY MORE IN LINE NOW WITH THE BUDGET. 
          IT'S NOT AT 166 PERCENT ANYMORE. 
          >> THANK YOU. 
          >> SINCE IT'S ON THE CONSENT AGENDA. 
          COULD YOU JUST EXPLAIN HOW THE COPIERS WORK? ARE WE GETTING ALL NEW COPIERS OR JUST SOME ARE NEW COPIERS OR HOW DOES THAT WORK? 
          >> ABSOLUTELY. AS YOU ALL KNOW, WE WENT THROUGH AN EXTENSIVE PROCESS THE LAST TIME WE RENEWED OUR COPIERS AND WE DID GET ALL NEW COPIERS, AND SO THE INTENT WAS THAT WE WOULD NOT RENEW A LEASE AND JUST KEEP THOSE COPIERS UNTIL LIKE MAYBE FOR THREE MORE YEARS OR AS LONG AS THEY LASTED, THEN RENEW AT THAT POINT, BUT WHAT WE WERE ABLE TO NEGOTIATE WAS A PRETTY SIGNIFICANT SAVINGS IN THE COST OF THE COLOR COPIES MOSTLY AND THERE IS AN ANALYSIS POSTED WITH THE AGENDA ITEM BELOW. 
          BUT IT'S ALMOST HALF BECAUSE WHAT HAPPENS IS WHEN YOU ARE NOT ON CONTRACT WITH A LEASE, THE PER COPY PRICE ACTUALLY INCREASES, AND EVEN WITH OUR CURRENT PRICING ON A PER COLOR COPY, I WAS ABLE TO NEGOTIATE ALMOST A TWO CENT SAVINGS PER COPY AND, I THINK WE HAVE 1.3 MILLION COLOR COPIES A YEAR, SO THAT ENDS UP BEING A PRETTY SIGNIFICANT SAVINGS OVER A THREE-YEAR CONTRACT. 
          WE WILL BE GETTING ALL NEW COPIERS, AND THAT WILL HAPPEN IN DECEMBER WHILE WE'RE OUT ON BREAK, AND SO EVERYBODY WILL GET NEW COPIERS AND IT WILL COST LESS THAN THE CURRENTLY LEASE THAT WE'RE ON NOW. 
          >> ANY QUESTIONS ABOUT THE COPIERS? 
          >> IT CAN CONTROL THAT WORK IF I PRINT IN COLOR. 
          [LAUGHTER]. 
          >> WE HAVEN'T QUITE BROUGHT OUT THE RULER YET, BUT YOU KNOW. 
          >> ALL RIGHT. THANK YOU. 
          WE'LL MOVE ON TO OTHER REPORTS. 
          THERE MIGHT BE OTHER REPORTS. FIRST REQUEST. 
          >> [INAUDIBLE] LEGISLATIVE UPDATE. 
          >> SURE. 
          >> THANK YOU, MR. CHAIR. THERE'S REALLY, I WOULD SAY TWO THINGS THAT ARE GOING ON. 
          ONE OF THEM, DOCTOR CHAPMAN AND I HAVE BEEN TRAVELING TO MEETINGS TO TRY AND GET SUPPORT FOR THE $20 MILLION WE NEED FOR THE BRONC ACHIEVEMENT CENTER. 
          I THINK WE'VE TURNED THE CORNER. 
          WE'LL SEE NEXT WEEK THERE'S ANOTHER MEETING ON THURSDAY OR SO I BELIEVE, YES. 
          PART OF WHAT WE'RE TRYING TO DO IS TO GET THEM TO UNDERSTAND THE GROWTH PATTERNS HERE ARE NOT PREDICTABLE. 
          THAT WHAT WE SEE IS REALLY, I WOULD SAY, SUSTAINABLE GROWTH, BUT THERE'S THREE COMPONENTS THAT CONTRIBUTE TO BOTH THERE'S THE BIRTH RATE. 
          THERE'S THE [INAUDIBLE] CUT IT. 
          THE LOCATION NEUTRAL FOLKS THAT ARE MOVING INTO JACKSON TO WORK, WHICH IS REALLY I THINK ESCALATED SOME OF OUR AND THEN THERE'S JEFF. WHAT WAS THE THIRD ONE? 
          >> NEW HOUSING. 
          >> YEAH. THE NEW HOUSING ISSUE THAT WE'RE DEALING WITH. 
          I THINK WE'RE MAKING STRIDES. 
          [00:25:01]
STAY TUNED. WE'LL SEE WHERE WE END UP. 
          DOCTOR CHAPMAN SENT YOU ALL A NOTE TELLING YOU THE RESULTS OF WHAT HAPPENED AT THE JOINT EDUCATION COMMITTEE AND JOINT APPROPRIATION COMMITTEE MEETING ON MONDAY AFTERNOON. 
          WE'RE HEADED IN A GOOD PLACE. 
          HOWEVER, I WILL SAY THAT THE MAKER OF THE MOTION ON THE EXTERNAL COST ADJUSTMENT IS QUITE NERVOUS THAT IT REALLY WILL NOT STAY ALIVE THROUGH THE SENATE, AND SO HE HAS ACTUALLY GOT ALSO WORKING, TRYING TO PUT SOME WORK OVER THE LEGISLATORS TO TRY AND GET THEM ON BOARD BECAUSE REPRESENTATIVE SUMMERS FROM SOUTHERN COLONY, WHO IS THE MAKER OF THE MOTION, REALLY BELIEVES THAT THEY'RE GOING TO SUBSTANTIALLY CUT WHAT'S BEING RECOMMENDED. 
          I DO THINK AND I THINK KRISTEN WAS IN THE PROCESS OF TRYING TO PUT TOGETHER DATA THAT SUPPORT SOME OF THE MODEL COMPONENTS AND HOW MUCH WE GET FUNDED AND HOW MUCH WE REALLY SPEND. 
          PARTICULARLY THE TWO COMPONENTS THAT RECEIVED AN EXTERNAL COST ADJUSTMENT LAST YEAR, WHICH IS MATERIALS AND UTILITIES. 
          UTILITIES FOR EXAMPLE, WE DID RECEIVE AN ADJUSTMENT, BUT WE STILL OVERSPEND THAT BY $175,000. 
          THEY JUST NEED TO UNDERSTAND THAT WE'RE IN A PERIOD OF HYPERINFLATION AND WHAT'S HAPPENING THEY NEED TO REALLY EXAMINE WHAT THE PURCHASING POWER OF US IS AS A SCHOOL DISTRICT AND HOW THEY ARE ERODING THE PURCHASING POWER OF OUR EMPLOYEES BY NOT GIVING US MORE MONEY TO FUND OUR EMPLOYEE SALARIES. 
          >> ANY QUESTIONS FOR KRISTEN? ANY OTHER REPORTS? 
          [E. Action Items]
WE'LL MOVE ON TO OUR ACTION ITEMS FOR THIS EVENING. 
          OUR FIRST ONE IS CONSIDERATION OF SCHOOL IMPROVEMENT PLANS AND BOARD. 
          I WOULD JUST POINT OUT, THIS IS PROBABLY ONE OF THE MORE IMPORTANT THINGS THAT WE DO ALL YEAR BECAUSE IT'S DIRECTLY AFFECTING EDUCATION. 
          WE DO A LOT OF THINGS ALL YEAR LONG, BUT TALK ABOUT BUILDINGS AND MATERIAL TO TALK ABOUT MONEY AND WE ACTUALLY GET TO TALK ABOUT THE ACTUAL EDUCATION OF CHILDREN AND WHAT WE'RE DOING DIRECTLY TO IMPROVE THAT EDUCATION. 
          WE CAN TAKE AS MUCH TIME AS WE NEED. 
          I DON'T WANT TO RUSH THIS TOO MUCH BECAUSE I THINK IT'S AN EXTREMELY IMPORTANT THING THAT WE DO. 
          WE VOTE ON ALL OF THEM BUT TECHNICALLY BY LAW, WE ONLY NEED TO VOTE ON TWO OF THEM, WHICH IS JACKSON ELEMENTARY AND MUNGER BECAUSE THEY ARE NOT UP TO STOP. 
          WE'LL GO THROUGH THOSE, BUT WE'LL VOTE ON ALL OF THEM AT THE END, JUST TO BE CONSISTENT, BUT I'LL TURN IT OVER TO THE SUPERINTENDENT AND WE'LL WALK THROUGH EACH ONE OR AJ I GUESS, SO I'LL TURN OVER. 
          >> THANK YOU. 
          >> CHAIR, TRUSTEES, WE REALLY ARE LOOKING FORWARD TO THIS CONVERSATION AND SHARING WITH YOU ALL OUR SCHOOL IMPROVEMENT PLANS. 
          AS FAR AS THE WAY THE CONVERSATION WILL GO. 
          LITTLE OPENING HERE AND THEN WE'RE GOING TO SHARE SOME DATA WITH YOU ALL THAT WE REVIEW A SIGNIFICANT AMOUNT OF DATA IN THE CREATION OF OUR PLANS. 
          THERE'S SOME HIGHLIGHTS AND SOME SPECIFIC DATA WE WANTED TO SHARE. 
          MR. CLYNE WILL SHARE THAT WITH YOU ALL AND THEN YOU'LL HEAR FROM EACH INDIVIDUAL BUILDING ON THEIR PLANS. 
          I THINK THE INFORMATION THAT THEY'RE COVERING IS THE HIGHLIGHTS AND SUMMARY OF EACH PLAN SPECIFIC TO THEIR GOALS AND THE ACTION STEPS THEY'RE TAKING TO ACHIEVE THOSE GOALS. 
          I DO WANT TO TRULY THANK THE SCHOOLS, THE TEACHERS, THE PRINCIPALS, THE BUILDING LEADERS IN ALL THE WORK THAT THEY'VE PUT IN TO GETTING TO THIS POINT. 
          WITHIN EDUCATION IN SOME DISTRICTS, NOT JUST WYOMING, BUT ACROSS THE COUNTRY, SOMETIMES THE SCHOOL IMPROVEMENT PLANNING PROCESS CAN BE SOMETHING THAT JUST NEEDS TO GET DONE EACH YEAR. 
          IT'S A MANDATE FROM THE STATE, OR MAYBE THE DISTRICT OFFICE IS ASKING SCHOOLS TO DO THAT AND I CAN PROUDLY SAY THAT'S NOT THE CASE IN OUR DISTRICT. 
          OUR PRINCIPALS AND SCHOOLS ARE TAKING THESE PLANS VERY SERIOUS. 
          THEY ARE WHAT HELPS US MOVE FORWARD AND CONTINUOUSLY IMPROVE STUDENT ACHIEVEMENT. 
          ENJOY. SLIDESHOW OVERVIEW. 
          >> YES, WHICH ONE? 
          >> OVERVIEW. IF YOU GO TO THE SECOND SLIDE. 
          THE SECOND SLIDE, WE SHARED SOMETHING VERY SIMILAR, EITHER LAST YEAR OR THE YEAR BEFORE. 
          THIS ACTUALLY CAME UP AT THE LAST BOARD MEETING AS WELL AND WE TALKED ABOUT OUR STRATEGIC PLAN IS WHERE DOES THE SCHOOL IMPROVEMENT PLAN FALL IN THIS BROADER CONTEXT OF CONTINUOUS DISTRICT AND SCHOOL IMPROVEMENT? CAN YOU GO BACK, A COUPLE OF SLIDES? COME ON, BACK. ONE MORE. 
          WE'RE GOING TO GET THERE, BUT MAYBE WE'RE NOT GOING TO GET THERE. 
          I'M SURE OF THAT. HERE WE GO. 
          WHERE ARE WE FALL IN SCHOOL GROUPING PROCESS. 
          [LAUGHTER]. 
          [00:30:07]
          >> YOU'RE NOT SUPPOSED TO YELL AT ME. 
          [LAUGHTER] 
          >> THE STRATEGIC PLAN, WE HAVE OUR GOALS, WE TALKED A LITTLE BIT ABOUT LAST MONTH, AND OUR SCHOOL IMPROVEMENT PLANS ARE INTENDED TO COLLECTIVELY BE IN SERVICE OF HELPING US AS A LARGER DISTRICT ACHIEVE THOSE GOALS AND THOSE FOCUS AREAS. 
          THEN ON THE OTHER END OF THAT, OUR SCHOOL IMPROVEMENT PLANS ALSO INFORM TEACHER EVALUATION AND GOAL-SETTING, IT INFORMS PRINCIPAL EVALUATION AND GOAL SETTING, AND IT REALLY HELPS US INFORM OUR PLC WORK. 
          INDIVIDUAL PLCS, COLLABORATIVE TEAMS AND OUR SCHOOLS WHEN THEY'RE COLLABORATING, THEY ARE A LARGE PART OF THAT COLLABORATION, IS HOW DO WE HELP OUR SCHOOL ACHIEVE THESE ACTUAL GOALS THAT WE HAVE. 
          [INAUDIBLE] MOVE ONE MORE. NEXT. 
          IN ORDER FOR A STARTING POINT WHICH THIS WORK STARTED BACK IN MAY, JUNE OF LAST YEAR, IS WE NEED TO SET OUR DISTRICT ACHIEVEMENT GOALS, AND DR. CHAPMAN DID QUICKLY REVIEW THIS SLIDE LAST MONTH. 
          BUT WE WANTED TO PULL OUT WHAT ONE OF OUR DISTRICT GOALS THEN YOU'LL SEE OUR SCHOOL IMPROVEMENT PLANS IN-SERVICE UP AND SUPPORT IT. 
          WE HAVE OUR ONE YEAR GOALS AND OPPORTUNITY GOALS. 
          ONE YEAR HAS TENDED TO BE EVEN MORE PRECISE AND SPECIFIC. 
          THAT FIRST OF ALL YOU'RE SEEING THERE, WELL, YOU'RE SEEING IMPLEMENTATION GOAL, IT'S EXACTLY WHAT IT WAS FIRST YOU WEREN'T SETTING. 
          IT IS AN IMPLEMENTATION GOAL. 
          IT'S A FIDELITY GOAL TO PLC IMPLEMENTATION. 
          ULTIMATELY, ALL THIS LAYING THE FOUNDATION IS BREAK FOR A PIECE OF PLC IMPLEMENTATION THAT ALL OF OUR SCHOOLS ARE MONITORING THEMSELVES ON IN WITH THE INTENT OF SEEING GOAL ON THAT PART OF PLC PATIENT. 
          NOW, WHEN WE GET TO TWO AND THREE, THESE ARE TRYING TO BE OUR PRECISE ACHIEVEMENT GOALS THAT WE HAVE. 
          GOAL 2, THE DIGITAL DATA AND WE'VE BEEN REVIEWING IT. 
          WE'VE SEEN THIS AS WELL, BUT WE WANTED TO SPECIFICALLY FOCUS ON RAISING THE ACHIEVEMENT OF OUR LATINO STUDENTS SPECIFICALLY BECAUSE OF THE OPPORTUNITY AND ACHIEVEMENT GAP THAT WE'VE HAD. 
          PRECISION IS HELPFUL FOR US. 
          THAT'S WHAT OUR GOAL NUMBER 2 IS. 
          GOAL NUMBER 3, VERY MUCH RELATED TO THAT. 
          IT'S THE PERCENTAGE OF ELL STUDENTS MAKING ADEQUATE PROGRESS. 
          THOSE ARE ARE YEAR 1, DISTRICT ACHIEVEMENT RELATED GOALS. 
          THEN WE'D GO INTO TWO GEARS, A LITTLE BIT MORE THROTTLING. 
          SEE ELA WY-TOPP AND A MATH-Y TOP GOAL. 
          THOSE ARE AGGREGATED IN THE SENSE THAT WE WANT TO SEE THE BAR ACROSS OVER 310 STUDENTS MOVE AROUND IN ELA WY-TOPP 60-70 PERCENT PROFICIENCY RATE, AND THEN A 54-70 PERCENT. 
          THAT'S FINE SUMMER OF 2024. 
          THOSE ARE SHOOTING EITHER BROADER TEAM ROLES. 
          ANY QUESTIONS ABOUT THE DISTRICT GOALS? WITH THAT BEING SAID. YES MR. CHAIR. 
          >> AJ SO THE GOAL THAT APPLIES ACROSS THE BOARD IN A ONE-YEAR GOALS IS GOAL 1 AND THEN TWO YEAR GOAL IS GOAL 4 AND THE OTHERS DEAL WITH THE ELL STUDENTS IN PARTICULAR, CORRECT? 
          >> THAT'S RIGHT. MR. CHAIRMAN, TRUST IN ME, SO YES. 
          NOW, ALL OF THE PURPOSE OF THE DISTRICT GOALS IS THAT THERE'S RELEVANCE ACROSS ALL OF OUR GRADE BANDS. 
          ALL OF OUR SOULS HAVE CONTRIBUTION TO HELPING US ACHIEVE THIS. 
          BUT YOU'RE GOING TO SCHOOL TO THEIR SPECIFIC WERE SAYING, HOW DO WE MOVE? WE NEED TO MOVE THE ACHIEVEMENT OF OUR LATINO STUDENTS SPECIFICALLY, WHEREAS GOAL 3 AND 4 ARE ALL STUDENTS COLLECTIVELY. 
          >> MR. CHAIR, [LAUGHTER] TO PLAN ANNUAL GOALS FOR THE SYSTEM INCLUDE PRO-SOCIAL BEHAVIORS AND SEL. 
          I GUESS MY QUESTION IS, DO WE HAVE SMART GOALS RELATED TO THAT JUST BECAUSE I JUST KEEP HEARING JUST SEEMS LIKE IN THE LAST FOUR WEEKS, MORE SOCIAL, EMOTIONAL ISSUES CAN BE EITHER ALLAN MENTIONED IN KINDERGARTEN BEHAVIORS AND MIDDLE SCHOOL AND ABOUT LAST DAY AND THEN HIGH-SCHOOL STUDENTS NEEDING COUNSELING BUT NOT GETTING. 
          I GUESS THEY SAY WHAT GETS MEASURED, GETS IMPROVED AND WE CAN, SO ARE WE MEASURING THAT? IS THERE A WAY TO MEASURE THAT OR? 
          >> YEAH, THERE'S TWO ANGLES TO ANSWER THAT QUESTION. 
          ONE IS GOING BACK TO ACTION STEPS, WHICH IS NOT COMPLETELY A QUANTITATIVE OUTCOME, BUT MORE, THESE PIECES WILL BE IN PLACE. 
          [00:35:01]
SO SOME OF THE THINGS WE MENTIONED LAST TIME, LIKE K5, SECOND STEP IMPLEMENTATION, EXPLICIT SEL INSTRUCTION, STUDENT MENTAL HEALTH SUPPORTS. 
          THOSE ARE MORE JUST CHECKLISTS, TYPES OF THINGS THAT WE'RE SAYING. 
          THOSE ARE ACTUALLY TWO STEPS THAT WE'RE GOING TO DO THIS YEAR AND NEXT YEAR. 
          YOU'LL SEE PERHAPS SOME. 
          WE DID NOT REQUIRE. WE ACTUALLY HAVEN'T. 
          WE DIDN'T REQUIRE A SEL GOAL OR A MENTAL HEALTH GOAL OF ALL OF OUR SCHOOLS. 
          WHERE YOU MIGHT SEE SEL IMPLEMENTATION IS COMING WITHIN ACTION STEPS WITHIN ACHIEVEMENT. 
          IF WE'RE RECOGNIZING BEHAVIOR, SOCIAL, EMOTIONAL LEARNING BEING A KEY PIECE TO REACHING THOSE ACHIEVEMENT GOALS, THEN THEY'RE COMING UP AS ACTION STEPS AS OPPOSED TO A STANDALONE QUANTITATIVE SOCIAL, EMOTIONAL LEARNING OR MENTAL HEALTH GOALS. 
          WE'RE SEEING THEM A LOT OF ACTION STEPS, AT LEAST THE WAY WE HAVE THINGS SET UP. 
          NOW, WE'RE SEEING THEM IN ACTION STEPS AS OPPOSED TO A QUANTITATIVE METRIC. 
          UNLESS AN INDIVIDUAL SCHOOL DID THAT TO DO. 
          WITH THAT BEING SAID, MR. PRAYING REPRESENTS START TALKING ABOUT SOME OF OUR DATA. 
          >> WE CAN GO TO THE NEXT SLIDE. 
          THE DATA THAT WE'RE GOING TO BE SHARING IS THE REASON FOR THAT SECOND GOAL. 
          WE HAVE A CONSISTENT GAP IN OUR EDUCATION WHEN IT COMES TO COMPARING OUR WHITE STUDENTS VERSUS ARE HISPANIC AND LATINO STUDENTS. 
          I'VE CREATED GRAPH FOR EACH GRADE LEVEL IN THIRD GRADE, FOURTH GRADE, ALL THE WAY THROUGH TENTH GRADE. 
          THEY'RE ALL GOING TO BE THE SAME. 
          YOU'RE GOING TO HAVE YOUR BRIGHT BLUE AND YOUR BRIGHT RED, I'LL JUST SAY MATH IS BLUE AND ELA IS RED. 
          AT THE TOP, THE BRIGHT ONES ARE THE WHITE STUDENTS AND AT THE BOTTOM HERE, THESE OTHER COLORS, WE HAVE BLUE AND RED AS WELL, ARE HISPANIC AND LATINO STUDENTS. 
          THESE LINES AND THE DOTTED LINES ARE THE STATE AVERAGES. 
          WE CAN SEE WHERE THE STATE AND THEN AS YOU NOTICE HERE, 2019-2021, WE HAVE A GAP. 
          THAT WAS OUR GAP HERE FOR COVID. 
          IN A LOT OF THE GRAPHS, YOU'RE GOING TO SEE A DOWNWARD LINE. 
          THAT'S THE LOSSES THAT WE HAD DURING COVID. 
          YOU'LL SEE IT IN MATH A LOT MORE THAN AN ELA. 
          MATH WAS HIT A LOT HARDER. 
          BUT HOPEFULLY, YOU'RE STARTING TO SEE THE BOUNCE BACK THAT WE HAVE THIS YEAR AS WELL. 
          ANY COMMENTS ON THE THIRD? YES. 
          >> MR. CHAIR. THANK YOU. 
          I'M A LITTLE PUZZLED. 
          I THINK I GET IT BECAUSE I SUSPECT THIS IS COVID LEARNING LOSS THAT WE SEE IN THE BIG DIP. 
          >> YES. 
          >> WHY DO WE ONLY SEE IT WITH OUR ANGLE STUDENTS? 
          >> YOU WILL SEE IT IN BOTH IN CERTAIN GRADE LEVELS. 
          I'M SURE IT DEPENDS ON, I GUESS BECAUSE I WAS AT THE MIDDLE SCHOOL DURING THAT TIME, I KNOW THE STRATEGY THAT THEY USED WITH BRINGING STUDENTS IN AND ALLOWING THEM TO BE IN ON THE DAY THAT THEY WEREN'T THERE, I THINK HELPED CURB SOME OF THAT. 
          I CAN'T SPEAK TO EACH SCHOOL AND WHY THAT IS, BUT YOU WILL SEE A DROP IN CERTAIN GRADE LEVELS. 
          I DON'T HAVE A PERFECT ANSWER FOR YOU. 
          >> IT JUST FEELS LIKE MAYBE TWO THINGS. 
          EITHER WHAT THEY LEARNED IN SECOND GRADE WERE ALSO INGRAINED ENOUGH IN THEM SO THAT IT LOST SOME OF IT AND PERHAPS SOME OF THE TIME THEY SPENT AT HOME, PARENTS WEREN'T ABLE TO HELP THEM. 
          >> YEAH. 
          >> I DON'T KNOW. INTERESTING. 
          >> IT IS INTERESTING, YES. 
          ANY OTHER QUESTIONS? WE'LL GO TO 4TH GRADE. 
          DID YOU SEE IN 4TH GRADE WE DO HAVE DROPS IN PRETTY MUCH ALL AREAS. 
          ELA, WHITE STUDENTS MAINTAIN. 
          BUT YOU'LL SEE THAT A LOT IN MOST OF THE GRAPHS. 
          ELA DOESN'T DROP AS MUCH. 
          REALLY GREAT BOUNCE BACK THIS YEAR, ESPECIALLY IN MATH AND 48 IS THE HIGHEST SCORE THAT WE'VE HAD IN WHITES UP. 
          THESE DATES COVER FROM '17/'18, WHICH IS THE FIRST YEAR OF WYTOPP UNTIL THE LAST YEAR. 
          SO THIS IS ALL WYTOPP WE'VE SEEN. 
          ALL RIGHT. NEXT ONE, 5TH GRADE. 
          AS SOMEONE COMES FROM MIDDLE SCHOOL, [LAUGHTER] ESPECIALLY IMPRESSED AT THE 5TH GRADE HIGHEST LEVELS THAT WE'VE SEEN PARTICULARLY NOT GREAT BOUNCE BACK FROM COVID EXCEPT FROM ONE AREA. 
          IT'S ALSO INTERESTING IF YOU DO SEE THE MIDDLE LINES, THE STATE AVERAGES, SOMETIMES YOU NOTICE THEY'RE GOING DOWN, BUT WILL BOUNCE BACK UP. 
          ANY QUESTIONS ON 5TH GRADE? 
          [00:40:03]
NO. ALL RIGHT. SIXTH GRADE. 
          I'M SURE WE'RE ALL AWARE OF THE STRUGGLES. 
          YOU HAD A GRADIENT AND MATH AND THEN WE'VE HAD GREAT GROWTH THIS YEAR, 6TH GRADE MATH. 
          ALTHOUGH THERE IS A DIFFERENT PATTERN TO THIS ONE THAN OTHER GRAPHS, I'M SURE YOU NOTICE. 
          ANYWAY, WE WANT TO PULL IT OUT. 
          [LAUGHTER] ANY QUESTIONS ON THIS ONE? SEVENTH GRADE. 
          SEVENTH GRADE IS ACTUALLY PRETTY INTERESTING, THERE WASN'T MUCH OF A DROP. 
          THERE WAS ACTUALLY GROWTH IN TERMS OF MATH. 
          IT'S THE ONE GRAPH THOUGH THAT DIDN'T REALLY HAVE A DROP DURING THE COVID. EIGHTH GRADE. 
          >> COULD THAT BE BECAUSE YOU'RE THE TEACHER? >. NO, THIS ONES PEAK. 
          THE NEXT ONE PEAK. 
          I LIKE TO POINT THAT THE BACK OF THIS ONE, THEY BOTH GO UP SIGNIFICANTLY. 
          [LAUGHTER] GOT TO 8TH GRADE MATH. 
          THIS IS THE 8TH GRADE. 
          THE JUMP IN THE ELA, WE HAD ONE GROUP THAT CAME THROUGH THAT WAS SIGNIFICANTLY HIGHER IN ELA. 
          I DON'T THINK THAT THIS IS A DROP TO SAY THAT THEY ARE WORSE LIKE LAST YEAR, WE JUST HAD ONE REALLY GREAT GROUP OF ELA STUDENTS COME THROUGH THE SYSTEM AND THEN LEFT THE SYSTEM. 
          [LAUGHTER] 
          >> YEAH. I JUST WANT YOU TO TAKE A LOOK AT IT. 
          ANYTHING? ALL RIGHT, LET ME GET TO THE LAST ONE, 10TH GRADE. 
          THIS ONE IS A LITTLE BIT DIFFERENT. 
          ANY QUESTIONS? YES. 
          >> THANK YOU, MR. [INAUDIBLE] 
          >> SORRY. 
          >> DR. CHRIS AND I HAD THIS DISCUSSION. 
          CANDIDLY, I'M JUST NOT A SUPPORTER OF WY-TOPP FOR 9TH AND 10TH GRADE. 
          I THINK IT WAS A DISSERVICE TO OUR STUDENTS WHEN WE WENT AWAY FROM THE ACT STRAIGHT INTO WY-TOPP, BUT THAT'S OUT OF OUR CONTROL, I THINK. 
          DO YOU THINK THAT IN 9TH AND 10TH GRADE THE STUDENTS REALLY PUT THEIR FULL FORCE EFFORT TOWARD THIS TEST, OR THEY WONDER THE VALUE OF IT? 
          >> I THINK THEY PROBABLY WONDER THE VALUE OF IT. 
          BUT THE DATA AROUND 9TH AND 10TH GRADE IN TERMS OF GROWTH PUTS US AROUND OR SLIGHTLY ABOVE STATE AVERAGE. 
          THAT COULD BE JUST AN ISSUE ACROSS THE ENTIRE STATE WHERE WE CAN'T GET THAT. 
          BUT IT'S NOT SIGNIFICANTLY LOWER WHERE IT'S JUST BLOWING IT OFF. 
          IT'S HARD TO SAY. I GUESS [LAUGHTER] DR. 
          CRISP COULD BE THE ONE TO BE ABLE TO ANSWER THAT QUESTION FOR YOU. 
          BUT IT IS DIFFICULT, ESPECIALLY, 9TH, 10TH GRADE. 
          I KNOW THAT I TAUGHT 10TH GRADE IN GEORGIA. 
          WHILE WE WERE LOOKING AT SIGNIFICANTLY LOWER PERCENTAGES, WE WERE TALKING ABOUT 27-32 PERCENT, WE HAD ABOUT 4-5 PERCENT GROWTH EACH YEAR. 
          WE KEPT TRYING TO GROW THAT. 
          BUT THAT WAS A SYSTEM WHERE WE PUT A LOT INTO THE STATE TEST. SO I DON'T KNOW. 
          >> STEVEN, THIS IS NOT A GOT YOU QUESTION. 
          IT'S JUST A CURIOSITY QUESTION. 
          WE WERE TALKING ABOUT IT ON MONDAY WHEN I WAS IN CASPER. 
          AS WE'RE DOING THIS, MAYBE IN THE FUTURE, WE NEED TO PUT SOME FLAG WHERE THE CUT SCORES HAVE CHANGED BECAUSE THAT'S ANOTHER THING WHEN YOU START TALKING ABOUT PROFICIENCY RATES. 
          THIS WAS THE DISCUSSION THAT WAS GOING ON WITH SOME OF THE LEGISLATORS IS THAT THE REASON THAT OUR MEAN SCORES ARE SO HIGH, AND THEY LOOK AT OUR WY-TOPP SCORES AND THEY SAY, "WELL, YOU ONLY HAVE 50 PERCENT PROFICIENCY RATE, BLAH, BLAH, BLAH." WE WERE TRYING TO EXPLAIN THAT PART OF THE REASON FOR THAT IS BECAUSE WE ARE FAIRLY RIGOROUS IN WHERE WE SET THE CUT SCORES ACROSS THE GRADE BANDS. 
          SO AS WE'RE MOVING FORWARD, THAT MIGHT BE AN INTERESTING THING TO JUST PUT A MARKER WHERE THOSE CUTS STORES HAVE BEEN ESCALATED OVER TIME SO THAT WE REALLY SEE, "WELL, IT ISN'T LESS KIDS ARE PERFORMING. 
          IT'S JUST THAT WE'VE CHANGED [INAUDIBLE]." 
          >> IT'S ALSO THE HIGHEST JUMPS IN 9TH AND 10TH GRADE TO GET TO KEEP PROFICIENCY. 
          [00:45:03]
THE AMOUNT THEY HAVE TO GROW IS HIGHER THAN AT ANY GRADE LEVEL. 
          >> CAN YOU EXPLAIN THE CUT SCORES THAT YOU'RE TALKING ABOUT? 
          >> HELP ME MAKE UP A NUMBER. 
          >> 820 THEY NEED TO BE ABLE TO BE PROFICIENT IN 9TH-GRADE MATH OR SOMETHING LIKE THAT. 
          >> THEY ARBITRARILY SET THAT AND OVER TIME THEY CONTINUE TO MOVE THOSE UP, SO THEY CONTINUE TO INCREASE THE BAR. 
          THE CUT SCORE THAT WAS A 9TH GRADER FIVE YEARS AGO MAY BE DIFFERENT THAN WHAT IS EXPECTED OF A 9TH GRADER TODAY IN ORDER TO BE PROFICIENT. 
          YOU KNOW WHAT I MEAN? MIKE, HELP ME [LAUGHTER]. 
          >> THANK YOU, TRUSTEE MAED AND TRUSTEE TESKE. 
          THAT WAS ACTUALLY A QUESTION THAT I WAS WONDERING ABOUT BECAUSE THE FIRST YEAR OF WY-TOPP WAS THE 2017/2018 SCHOOL YEAR. 
          BECAUSE IT WAS A NEW TEST, THEY SET A CUT SCORE. 
          IF I RECALL, IT WAS RELATIVELY LOWER SO WHEN YOU LOOK AT THE DATA HERE, IN '17/'18, OUR KIDS WERE SCORING HIGH BUT THE CUT SCORE WAS LOWER. 
          SO THAT'S BEEN ONE OF THE POINTS IN OUR COMMENTS WHEN LEGISLATORS SAY, "OH, THEIR KIDS CAN'T READ." THAT'S NOT TRUE. 
          WY-TOPP DOESN'T MEASURE IF A KID CAN READ OR NOT. 
          IT MEASURES SO MANY MORE THINGS THAN THAT. 
          IT'S ASKING, [INAUDIBLE]. 
          BUT THE OTHER POINT THAT WE'VE BEEN MAKING IS THE LEGISLATURE SETS THE CUT SCORES. 
          >> THEY APPROVE THEM FROM THE DEPARTMENT. 
          >> EXACTLY. I DON'T KNOW WHAT THAT PROCESS IS. 
          HOWEVER, I CAN WITH ABSOLUTE CERTAINTY TELL YOU THAT AN ELA SCORE DOES NOT MEAN THAT OUR KIDS AREN'T READING IN 10TH GRADE. 
          THAT ONLY 70 PERCENT OF THE KIDS ARE READING IN THE 8TH GRADE OR 10TH GRADE. 
          THAT'S NOT TRUE. OUR KIDS CAN READ. 
          IT'S SUCH A COMPLEX TEST. 
          IT'S MEASURING WAY MORE THAN WHETHER OR NOT A STUDENT CAN READ. 
          >> IN THEORY, WHAT COULD HAPPEN IS THAT THE RAW SCORE THAT A STUDENT HAD IN 2017, I CAN ALMOST ASSURE YOU A STUDENT IN 2021 COULD HAVE THAT SAME RAW SCORE AND NOT BE PROFICIENT. 
          >> YES. THAT IS A GOOD WAY OF SAYING IT. 
          >> WELL, I GUESS THAT BEGS THE QUESTION, HOW DID THEY GET AWAY WITH JUST HAVING ARBITRARY [OVERLAPPING]? 
          >> THEY HAVE COMMITTEES [LAUGHTER]. 
          >> DO THEY HAVE EXPERTS WHO SAY THIS IS WHAT IT SHOULD BE? OR IS IT JUST THE LEGISLATIVE GUYS, MEN AND WOMEN, [OVERLAPPING]? 
          >> NO. THEY DO ESTABLISH COMMITTEES. 
          I THINK CARLIN'S BEEN ON SOME OF THOSE, FOR EXAMPLE. 
          BUT IT DOES CHANGE THE BAR. 
          >> STEVEN, DO THEY EVER ALLOW US TO SEE AN OLD TEST JUST SO WE AS A BOARD CAN JUST SEE WHAT THE QUESTIONS ARE? I HEAR A LOT ABOUT, "THE FONT IS WEIRD, THE KIDS AREN'T USED TO IT. 
          THE COMPUTER GETS REAL [INAUDIBLE]." I'M JUST CURIOUS IF WE COULD EVER TAKE THE TEST OURSELVES. 
          >> I WOULD LOVE TO. 
          >> I WOULDN'T DISPLAY MY SCORE TO THE BOARD [LAUGHTER]. 
          BUT IT'D JUST BE INTERESTING TO SEE WHAT EVERYBODY IS SEEING BECAUSE I HEAR SO MANY NEGATIVE. 
          IT'S HARD TO READ. 
          THE FONT IS WEIRD. 
          HOW THEY WORD QUESTIONS IS ODD. 
          IT'S JUST NOT SOMETHING THAT WE'RE USED TO. 
          >> IT IS SOMETHING THAT WE DO NOT GET ACCESS TO ANY OF THE QUESTIONS EVER USED ON THE ACTUAL SUMMATIVE. 
          HOWEVER, THEY DO GIVE US SOME PRACTICE TESTS THAT WE CAN DO, WHICH WE'RE NOT ALLOWED TO USE THE QUESTIONS BECAUSE THEY ARE THE INTERIM EXAMS. THEY DO NOT DIRECTLY ALIGN. 
          I'VE SEEN STUDENTS TAKE BOTH AND IT SEEMS TO BE SIGNIFICANTLY HARDER ON THE SUMMATIVE. 
          HOWEVER, THIS YEAR THEY DID INTRODUCE AN AUTHORING TOOL FOR WY-TOPP WHICH HAS GIVEN US A BANK OF WY-TOPP QUESTIONS THAT WE CAN USE. 
          WE GET OFF IN THE SYSTEM. 
          WE CAN USE WITH OUR STUDENTS. 
          I HAVEN'T BEEN ABLE TO GO THROUGH THE SYSTEM AND SEE THE DEPTH OF IT YET. 
          BUT FROM WHAT I'VE HEARD, THEY ARE GOOD QUESTIONS. 
          BUT THE ANSWER TO YOUR QUESTION, NO, WE NEVER GET TO SEE ANY OF THE SUMMATIVE QUESTIONS. 
          >> IF THEY DID, MR. CHAIR, YOU WOULD HAVE TO TAKE THE 5TH-GRADE TEST SO WE COULD PROVE, "ARE YOU SMARTER THAN A 5TH GRADER?" 
          >> YES [LAUGHTER]. 
          >> DO YOU HAVE ANY MORE, STEVEN? 
          >> THAT'S IT. 
          >> THANK YOU. 
          >> THANK YOU. [INAUDIBLE] 
          >> THE TRUSTEES, NEXT, WHAT WE PLAN TO DO IS HAVE EACH OF OUR PRINCIPALS SHOW YOU 
          [00:50:03]
THEIR CELEBRATIONS AND WHAT AREAS THEY'RE WORKING ON AND THE SPECIFIC ACTION STEPS. 
          I'LL ALSO CALL TO YOUR ATTENTION, WE CALL IT THE SKINNY PLAN, WHICH IS A SCHOOL IMPROVEMENT PLAN THAT WE DON'T HAVE TO PRESENT TO YOU FOR CONSIDERATION, OR APPROVAL, BUT WE VALUE THE INPUT AND WE KNOW HOW IMPORTANT IT IS FOR OUR BOARD TO BE LEARNING ALONG WITH US AND SETTING HIGH EXPECTATIONS FOR ACHIEVEMENT. 
          YOU WILL ALSO SEE THE SCHOOL'S SKINNY PLAN. 
          ALTHOUGH WE WERE TALKING EARLIER, WE PROBABLY DON'T EVEN NEED TO CALL IT THE SKINNY PLAN, BECAUSE THEY'RE REALLY NOT ALL THAT SKINNY. 
          THERE'S A LOT MEAT TO THEM, AND THIS IS WHAT GUIDES THE PRINCIPALS. 
          THE PRINCIPALS CREATE THESE PLANS WITH A CORE TEAM OF STAFF MEMBERS AS WELL. 
          PRINCIPAL [INAUDIBLE] TO TAKE IT AWAY. 
          >> GOOD EVENING. THANK YOU FOR HAVING ME AGAIN. 
          JUST TO TALK ABOUT OUR CELEBRATIONS, WE ARE SITTING AT 85-100 PERCENT PROFICIENCY IN MATH AND READING 3RD THROUGH 5TH GRADE. 
          WE ARE IN A VERY GOOD SPOT AND REACH OUR GOALS [INAUDIBLE]. 
          THANK YOU. 
          OUR PRIORITIES ARE WORKING ON OUR VERTICAL PLCS AND COLLABORATING WITH OUR OUTLINE FOR OUR TEAMS. ANITA AND I WILL BE WORKING WITH OUR TEAMS ON FRIDAY AFTERNOON THIS COMING WEEK. 
          OUR GOAL IS TO HAVE NO STUDENTS IN THE BASIC LEVEL IN READING AND MATH THIS COMING SCHOOL YEAR. 
          I'M REALLY CONFIDENT THAT WE CAN GET THERE. 
          WE HAVE A GREAT COLLABORATION GOING, WORKING WITH SOLUTION TREE AND ALSO WORKING WITH THE OUTLINE SCHOOLS AND WORKING WITHIN OUR SCHOOL. 
          I'M CONFIDENT THAT WE CAN REACH OUR GOALS THIS YEAR. WE ARE IN A GOOD SPACE. 
          >> YOU TAKE UP THE HORIZONTAL PLCS LIKE ALL THE 2ND GRADE TEACHERS. 
          IT'S A VERTICAL FIELD. 
          >> WE MEET AND WE HAVE ALL THREE OF THEM IN THE SAME ROOM. 
          WE WORK WITH KINDERGARTEN. 
          >> JUST THE MULTIPLE GRADES. 
          >> YEAH. SECOND GRADE SAYING, HEY, THIS IS WHAT I'M LOOKING FOR, THIS IS WHAT I NEED AND HOW DO I GET MY KIDS TO GET TO WHERE THEY NEED THAT, YOUR 4TH GRADE LEVEL. 
          I REALLY LIKE IT BECAUSE IT'S PUTTING MORE VALUE ON OUR K-1 WHEREAS, IF WE'RE ONLY LOOKING AT 3RD GRADE, WE'RE ONLY LOOKING AT 3RD GRADE SO IT REALLY FEELS LIKE MORE OF A TEAM APPROACH WHICH I'M EXCITED ABOUT. 
          IT'S A LITTLE CLUNKY THOUGH. I'M NOT GOING TO LIE. 
          WE'RE STILL FIGURING IT OUT. 
          >> THANKS, JENNA. 
          >> THANK YOU. 
          >> THANK YOU FOR LETTING ME TALK ABOUT THESE TWO WONDERFUL LITTLE SCHOOLS THAT ARE NEAR AND DEAR TO MY HEART. 
          STARTING WITH KELLY, 80 PERCENT OF OUR STUDENTS SHOWED GROWTH ON DIBELS, WHICH IS WHAT WE USE TO TRACK READING PROGRESSION AND READING MASTERY. 
          THE KIDS GET SCORES, THEY GET BASIC, THEY GET PROFICIENT, THEY GET AVERAGE, ABOVE AVERAGE. 
          ONE OF OUR REALLY GREAT CELEBRATIONS WAS THAT 88 PERCENT OF ALL OF OUR STUDENTS SCORED AND SHOWED GROWTH. 
          BUT OF THOSE 59 PERCENT WERE IN EITHER THE ABOVE OR THE WELL ABOVE CATEGORIES. 
          DOING REALLY GREAT. 
          WE DID DECIDE THOUGH, BECAUSE WE ARE DOING WELL WITH READING, THAT WE WANTED TO COMBINE READING AND WRITING. 
          STUDENTS TAKE THE WY-TOPP WRITING TEST IN 3RD AND 5TH GRADE. 
          IT'S NOT JUST WHAT THOSE TEACHERS HAVE TAUGHT IN THIRD OR FIFTH, IT'S ACCUMULATION OF ALL THE GRADES. 
          THINKING WITH THAT, WE ARE WORKING WITH STARTING WITH KINDERGARTEN AND MOVING ON IMPROVING OUR READING AND WRITING GROWTH. 
          WE'RE GOING TO BE GOING AND SAYING THAT WE ARE GOING TO GO FROM 51.5, WHICH WAS OUR PROFICIENCY LEVEL LAST SPRING TO 70 PERCENT THIS SPRING. 
          WITH MAP, WE'RE GOING TO GO FROM 54.5 TO 70. 
          WE HAVE A LOT OF ACTION STEPS IN PLACE TO HELP US MEET THOSE GOALS. 
          AS JENNA TALKED ABOUT ANOTHER ONE OF THE GOALS IS THE OUTLINE PLC, WHICH HAS REALLY BEEN GREAT. 
          THIS FRIDAY WHEN WE ALL GET TOGETHER, WE'LL ALL BE IN THE SAME ROOM. 
          WE WILL HAVE DAVID JONES FROM SOLUTION TREE HELPING US BECAUSE THE TRUTH IS THESE OUTLYING SCHOOLS, WE ARE DIFFERENT THAN THE TOWN SCHOOLS WITH OUR MULTI-GRADE TEACHING. 
          WE'RE REALLY LOOKING FORWARD TO HIS EXPERTISE AND HELPING TO GUIDE US. 
          ONE THING WE'VE STARTED WITH IS THE VERTICAL ALIGNMENT AND THAT'S LOOKING AT STANDARDS THAT ARE ACROSS ALL GRADE LEVELS. 
          WHAT DO WE NEED FIRST GRADE TO KNOW AND BE ABLE TO DO TO BE PROVISIONED IN 2ND GRADE. 
          THEN THOSE TEACHERS TALKING AND SAYING, HERE'S WHAT I'M SEEING, 
          [00:55:01]
HERE'S WHAT I COULD USE HELP WITH. 
          ACTION STEPS. WE'RE GOING TO BE USING WONDERS THAT HAS THE FOUR FOUNDATIONAL SKILLS FOR EARLY LITERACY, WHICH WILL HELP WITH BLENDING AND SOUNDING OUT WORDS AND READING. 
          THEN THE AIMSWEB, WHICH I TALKED ABOUT EARLIER. 
          MEASUREMENT AND DATA. 
          WHEN WE WERE LOOKING AT OUR DATA, WE NOTICED THAT SCHOOL-WIDE, OUR STUDENTS AREN'T AS PROFICIENT WITH MEASUREMENT AND DATA AS THEY ARE WITH SOME OTHER MATH CONCEPTS. 
          THAT IS ONE OF OUR SCHOOL GOALS THAT FROM LITTLE KINDERS ON UP TO FIFTH, WE'RE GOING TO BE DOING A BETTER JOB OF HELPING OUR KIDS LEARN MEASUREMENT AND DATA. 
          WE'LL BE DOING THAT THROUGH ALL KINDS OF FUN THINGS LIKE SOME REALLY RICH MATH TESTS. 
          WHERE THERE'S MULTIPLE WAYS TO SOLVE A REAL-WORLD PROBLEM. 
          THE KIDS HAVE TO THINK OUTSIDE THE BOX. 
          IT'S NOT JUST THE STANDARD ALGORITHM, BUT HOW CAN WE GET THERE? I ALSO WITH BOTH SCHOOLS THIS YEAR, REALLY BROUGHT ON THE DREAMBOX CHALLENGE. 
          DREAMBOX, THERE'S BEEN SOME CORRELATION BETWEEN STUDENT PROFICIENCY AND DREAMBOX AND THEN WY-TOPP AND DREAMBOX IS WHAT CAN HELP US WITH MATH. 
          THEN GOING OUT TO THE SCHOOLS EVERY WEEK AND GIVING THE KIDS THEIR CERTIFICATES FOR COMPLETION. 
          SO FAR IT'S GOING REALLY WELL AND THEY'RE EXCITED ABOUT IMPROVING THEIR MATH SKILLS. 
          THAT'S KELLY AND I WAS [INAUDIBLE]. 
          >> TELL US WHAT DREAMBOX IS. 
          >> DREAMBOX IS AN ONLINE PLATFORM WHERE THE KIDS DO LESSONS BASED ON HOW WELL THEY DO. 
          IT'S ABLE TO ADJUST FOR THEIR NEEDS. 
          THEN ALSO IT CAN GIVE THEM THEIR GRADE LEVEL STANDARDS TO PRACTICE ON GRADE LEVEL STANDARDS. 
          ONE THING I'VE ASKED THE TEACHERS TO DO IS TO GO IN AND MAKE SURE THAT WE'RE ASSIGNING BECAUSE IT CAN ALSO BE TEACHERS ASSIGNING AND SO THEY'RE ALL ASSIGNING MEASUREMENT AND DATA AT THEIR INDIVIDUAL GRADE LEVELS TO MAKE SURE WE'RE GETTING MORE COVERAGE ON THAT. THAT'S DREAMBOX. 
          >> QUESTIONS FOR KELLY? 
          >> TELL US ABOUT [INAUDIBLE]? 
          >> MORAN IS PRETTY SIMILAR. 
          FIFTH GRADE, ALL OF OUR FIFTH GRADERS WERE PROFICIENT ON THE WY-TOPP IN READING AND MATH [LAUGHTER] AND [INAUDIBLE] REALLY PROUD OF THAT. 
          [LAUGHTER] LAST YEAR, WE HAD THREE OF THOSE. 
          [LAUGHTER] THEY ALL DID IT, WHICH IS GREAT. 
          DOESN'T MATTER IF THERE'S THREE OR 30. 
          THEY'RE ALL DOING THAT. [LAUGHTER] WE HAVE THREE. 
          ONE THING WE NOTICED WITH OUR SCORES WITH MORAN IS FLUENCY AND COMPREHENSION. 
          THEY GO SO HAND IN HAND THAT IT'S ONE OF OUR GOALS STARTING WITH KINDERGARTEN AND LOOKING ON UP TO FIFTH GRADE, HOW FREQUENTLY ARE THEY READING? WHAT ARE WE DOING TO HELP THEM LEARN TO READ MORE FLUIDLY, AND AS A RESULT, THEIR COMPREHENSION IS NOT AS IMPACTED BECAUSE THEY'RE NOT STRUGGLING TO DO THE READING. 
          MATH, WE DON'T TRADITIONALLY SCORE AS WELL ON MATH AS WE DO ON READING AND SO WE'RE LOOKING TO BRING UP OUR PROFICIENCY ON MATH FROM 64 TO 75. 
          THEN PLC ALIGNMENT AS WELL. 
          A LOT OF THE SAME TOOLS THAT WE'RE USING IN ACTION STEPS, THE WONDERS FOR FOUNDATIONAL SKILLS, THE WEEKLY PROGRESS MONITORING WITH DIBBLES, WHICH THE READING PLATFORM THAT WE USE TO LOOK FOR GROWTH. 
          THEN THREE BOX BRIDGES, WHICH IS OUR MATH CURRICULUM HAS BUILT-IN INTERVENTIONS. 
          I HAD OUR PARENTS [INAUDIBLE] IN BRIDGES INTERVENTION IN THE KELLY AND MORAN PEREZ TRAINED AS WELL SO THAT THEY CAN BE MORE INSTRUMENTAL IN HELPING US MEET OUR GOALS AND WORKING WITH THE KIDS CONTINUING PLC WITH SOLUTION 3. 
          >> THANK YOU, ANITA. THANK YOU FOR ALL YOUR WORK HERE DOING AT MORAN KELLY. IT'S REALLY APPRECIATED. 
          >> IF YOU NEED ME TO HANG OUT THERE, YOU LET ME KNOW. 
          [LAUGHTER] WHEN I WAS DRIVING OUT TO EITHER ONE OF THEM, I THINK MAN I'M AT WORK. 
          THIS IS SO AMAZING. [LAUGHTER]. 
          >> THANK YOU. 
          >> DOES SOMEONE STILL PICK UP THE PIZZAS ON THURSDAYS AND TAKE THEM OUT? 
          >> WE DO HAVE PARENT VOLUNTEERS WHO PICK IT UP FOR KELLY AND THEN SOMEONE FROM FOOD SERVICES TAKES IT OUT TO MORAN. 
          >> I THOUGHT THE SUPERINTENDENT WAS STILL DOING IT [LAUGHTER]. 
          >> NOT THIS YEAR. [OVERLAPPING] [LAUGHTER] THANK YOU. 
          >> THAT'S WHEN YOU COULDN'T FIND ME. 
          [LAUGHTER] 
          >> HEY, JAMES. 
          >> GOOD EVENING, TRUSTEES. 
          THANK YOU SO MUCH FOR HAVING ME TONIGHT. 
          I'M GOING TO TALK A LITTLE BIT ABOUT SOME OF OUR TOP CELEBRATIONS AT JOHN COLTER ELEMENTARY SCHOOL. 
          AS A BRAND NEW PRINCIPLE THERE, IT IS QUITE THE SCHOOL TO INHERIT. 
          AS MR. PRANG AND I GOT TO DIVE INTO PRE-SURFACE DAYS, 
          [01:00:03]
IT HAS BEEN A GREAT PROJECT FOR US TO LOOK AT FROM AN OBJECTIVE LENS WHAT IS IT THAT MAKES THIS SCHOOL SO SUCCESSFUL? I'M GOING TO HIGHLIGHT OUR TOP CELEBRATION OF 88 PERCENT OF ENGLISH LANGUAGE LEARNERS MEETING THEIR ANNUAL GROWTH LANGUAGE PROFICIENCY TARGETS, THAT IS A COHORT OF 34 OF WHICH FOUR DID NOT SHOW GROWTH. 
          I'M GOING TO PREFACE THAT WITH THEY DID A LITTLE GROWTH, THEY JUST DIDN'T MEET THE LEARNING TARGET. 
          WHAT ARE THEY WORKING TOWARDS IS WDE PERFORMANCE REPORTS REQUIREMENTS FOR GROWTH FOR EXITING THE PROGRAM. 
          THAT WITHIN MANY OTHER STATISTICS THAT I'M SURE YOU'VE SEEN, SOMEBODY WITH WDE REPORT. 
          IT'S ABSOLUTELY AMAZING, INCLUDING EXCEEDING EXPECTATIONS IN ALL FOUR AREAS OF GROWTH, EQUITY, ACHIEVEMENT IN ENGLISH LANGUAGE PROFICIENCY. 
          WHEN YOU RECEIVE A SCHOOL LIKE THIS, OR BEGIN LEADERSHIP IN A SCHOOL LIKE THIS, MR. PRANG'S HIS ADVICE WAS FANTASTIC TO OUR ENTIRE STAFF, IS I DON'T KNOW WHAT IT IS, WHAT YOU'RE DOING. 
          WE HAVE SOME IDEAS, BUT KEEP DOING. 
          [LAUGHTER] THOSE ARE SOME OF THE THINGS THAT WE HAVE PLANS FOR AS WELL. 
          WHEN YOU LOOK AT SOME OF OUR PRIORITIZED GOALS, THE FIRST ONE BEING 100 PERCENT OF PLC IS SET SMART GOALS. 
          IN MY 21 YEARS IN EDUCATION, I DO THINK THAT THE CURRENT PROCESS OF THE TEACH, ASSESS, AND INTERVENE PLC COLLABORATION THAT WE HAVE GOING ON IS ONE OF THE BEST. 
          WE'VE BEEN THROUGH DATA DRIVEN DECISION-MAKING, WE'VE BEEN THROUGH CENTER FOR EDUCATIONAL LEADERSHIP. 
          IT IS ABSOLUTELY FANTASTIC. 
          WE HAD DAVID JONES, OUR PLC GURU COMING TOMORROW TO COLTER ELEMENTARY TO MEET WITH EVERY ONE OF OUR GRADE LEVEL PLCS TO SOLIDIFY OUR WORK AROUND COMMON FORMATIVE ASSESSMENTS AND DATA ROUTINES AS WELL. 
          OUR NUMBER 2 GOAL IS LOOKING AT THE INTEGRATION BETWEEN MTSS AND THE PLC PROCESS. 
          THIS IS SOMETHING THAT I WAS VERY INVOLVED WITH AND AT THE MIDDLE SCHOOL, HAD A LOT OF PROGRESS THERE SO THAT EXPERIENCE, BRINGING THAT TO COLTER AND US BEING ABLE TO HAVE THIS AS A MAIN MTSS GOAL. 
          ONE OF THE THEMES I'D LIKE TO DISCUSS WITH TEACHERS IS ARE WE PROVIDING MULTIPLE OPPORTUNITIES FOR STUDENTS TO SHOW PROFICIENCY. 
          I THINK THAT IS ONE OF THE THINGS THAT OUR CURRENT PLC PROCESS AND UTILIZING THE DATA THAT COMES FROM THE MTSS TEAMS NOT LETTING IT FUNCTION ON ITS OWN ISLAND, IT WILL BE A TREMENDOUS SUPPORT OF US TO ACHIEVING THAT GOAL. 
          WHEN WE TAKE A LOOK AT SOME OF THOSE KEY ACTION STEPS, WE DO HAVE THE COMPLETION OF PLC COHORT I THAT ARE CURRENTLY THE SHARED LEADERS OF THE PLC PROCESS AT EACH GRADE LEVEL IN OUR SCHOOL AND WE ARE ALSO GOING TO BEGIN IN DECEMBER, TRAINING UP PLC COHORT II WITHIN THE LEADERSHIP OF THAT PROCESS AS WELL. 
          WE HAVE ALSO SET, IF YOU LOOK AT WHAT DR. CHAPMAN REFERENCED AS OUR SKINNY TEMPLATE. 
          EACH GRADE LEVEL HAS SET SPECIFIC MATH AND ELA FOCUS GOALS FOR THE SCHOOL YEAR, ALONG WITH PROFICIENCY IN GRADES 3 THROUGH 5 ON THIS YEAR'S SUMMIT OF WY-TOPP. 
          SOMETHING THAT'S AGAIN, GOING BACK TO THAT THEME IS, WHAT IS IT THAT MAKES COLTER SUCH A GREAT SCHOOL? A LOT OF EXPERTS WOULD RECOMMEND THAT MOST OF US HAVE A SCHOOL-WIDE READING GOAL. 
          THAT IS SOMETHING THAT WE FOUND IS DIFFERENT AT COLTER. 
          HOWEVER, IT IS SOMETHING THAT WE HAVE DETERMINE IS DIRECTLY CORRELATED TO COLTER'S SUCCESS IN READING. 
          AS I MENTIONED, WHAT WE'RE LOOKING AT WITH MATH, HAVING THOSE SPECIFIC GRADE LEVEL GOALS, WE ARE ALSO HAVING THAT IN WRITING. 
          THIS IS YEAR 2 OF THAT WRITING GOAL. 
          WE OBVIOUSLY WILL BE CONTINUING THAT WRITING GOAL IN MANY DIFFERENT AREAS FROM SPELLING TO DICTATION, TO LOOKING AT SEVERAL DIFFERENT PARAMETERS TO IMPROVE READING SUCCESS ON WY-TOPP AND ALSO LOOKING RIGHT IN SUCCESSES THAT MAIN DRIVING FORCE TO COMPLEMENT READING. 
          ANY QUESTIONS FROM THE TRUSTEES? 
          >> THANKS, JERRY. 
          >> THANK YOU. 
          >> IT'S 7:10, MAYBE WE COULD TAKE A SMALL FIVE-MINUTE BREAK. [INAUDIBLE] 
          >> WE HAD A GOOD LONG BREAK? EVERYBODY GOT A COOKIE? 
          [01:13:41]
NOW WE'RE ALL [LAUGHTER] 
          [01:13:49]
FULLY ENGAGED NOW FOR MISS VEDENSKY. 
          [LAUGHTER] BUT I FOUND PIZZA TOO. 
          >> [INAUDIBLE]? 
          >> [INAUDIBLE]. 
          >> WAS YOU AT THE END? I'M TEASING. 
          >> [INAUDIBLE] 
          >> MY PLEASURE TO PRESENT TO YOU AN INFORMATION ABOUT JACKSON ELEMENTARY SCHOOL IMPROVEMENT PLAN. 
          I'M GOING TO DIVE A LITTLE DEEPER INTO THAT AND I'LL TALK A LITTLE BIT ABOUT WHY. 
          BUT PLEASE ASK ANY QUESTIONS REGARDING THESE PRIORITIZE GOALS AND THE ACTION STEPS. 
          I DO WANT TO START WITH OUR TOP CELEBRATION. 
          WE HAD 67% OF OUR EL STUDENTS WHO MET THEIR ANNUAL GOAL FOR ENGLISH LANGUAGE PROFICIENCY. 
          WE MET EXPECTATIONS ON THE EQUITY MEASURE AND EXCEEDED EXPECTATIONS ON ELP, ENGLISH LANGUAGE PERFORMANCE ON THE WAEA SCHOOL PERFORMANCE REPORT. 
          JACKSON ELEMENTARY IS A DIVERSE SCHOOL, WE HAVE 26% OF OUR STUDENTS THAT ARE EITHER ACTIVE ELS OR MONITOR, SO THAT IS 77 STUDENTS OUT OF OUR ALMOST 300. 
          MEETING THE EQUITY MEASURE IS IMPORTANT AS IT SHOWS THAT OUR LOWEST 25% PERFORMING STUDENTS ARE MAKING REALLY GOOD GROWTH. 
          WITH THAT CELEBRATION COMES A CHALLENGE HOWEVER. 
          FOR SOME STUDENTS, THIS GROWTH RAISED THEIR PERFORMANCE LEVEL 
          [01:15:03]
FROM THE BELOW BASIC TO BASIC ON TOP. 
          THAT IS EXCELLENT GROWTH BUT STILL NOT QUITE THE PROFICIENCY. 
          THAT'S WHAT MAKES IT CHALLENGING ON THE SCHOOL REPORT CARD FOR THE ACHIEVEMENT MEASURE WHICH IS STRICTLY LOOKING AT PROFICIENT AND ADVANCED. 
          OVERALL, JACKSON ELEMENTARY IS PARTIALLY MEETING EXPECTATIONS. 
          WE WENT FROM NOT MEETING EXPECTATIONS TO PARTIALLY MEETING EXPECTATIONS, WHICH IS EXCITING GROWTH. 
          ONE OF THE FOUR MEASURES ON THE SCORE REPORT CARD IS ACHIEVEMENT AND WE ARE SO CLOSE TO MEETING THAT. 
          IN FACT, ON THE ESSA PERFORMANCE REPORT, THAT IS THE FEDERAL PERFORMANCE, WE ACTUALLY DID MEET EXPECTATIONS BY FIVE POINTS. 
          HOWEVER, ON THE WYOMING PERFORMANCE REPORT, WE WERE ONE-POINT SHY. 
          LET ME TALK TO YOU A LITTLE BIT ABOUT SCHOOL PLAN DESIGN. 
          AS A PARTIALLY MEETING EXPECTATION SCHOOL, JACKSON ELEMENTARY IS REQUIRED TO COMPLETE AND SUBMIT THE WDE SCHOOL IMPROVEMENT PLAN TEMPLATE. 
          I BELIEVE YOU HAVE COPIES OF BOTH THE WDE PLAN TEMPLATE AND THE TCSD TEMPLATE. 
          ESSENTIALLY THEY ARE THE SAME CONTENT, BUT A DIFFERENCE IS IN THE DATA PRESENTATION THAT IT PROVIDES BY THEIR DIFFERENT FRAMEWORK. 
          THE WDE PLAN REALLY FOCUSES ON PRACTICES AND ONLY ASKS FOR AGGREGATE DATA ON THE PERFORMANCE AREAS IN THE STATE REPORT CARD. 
          THE TCSD PLAN PROVIDES MORE DIS-AGGREGATED DATA AND ACTUALLY HAS A DIRECT CONNECTION OF THAT DATA TO GOALS AND ACTION STEPS. 
          AT JACKSON ELEMENTARY, THERE WERE A LOT OF EYES ON THE DATA AT THE INFORMED OR SCHOOL IMPROVEMENT PLAN GOALS, STRATEGIES, AND ACTION STEPS. 
          A GUIDING COALITION, WHICH IS OUR LEADERSHIP TEAM IN JES, ANALYZE THE DATA ON NUMEROUS OCCASIONS. 
          ONE EXAMPLE OF SOMETHING THAT LED TO OUR IMPROVEMENT WORK IS THE TEAM DID NOTICE THAT THERE ARE SOME DISCREPANCIES IN PERFORMANCE LEVELS BETWEEN THE DIFFERENT GRADE LEVELS. 
          I WANTED TO PROVIDE YOU WITH A COUPLE OF EXAMPLES OF HOW WE'RE ADDRESSING THAT. 
          ONE SPECIFIC INSTRUCTIONAL EXAMPLE IS ABOUT PACING. 
          PACING CAN BE A CHALLENGE WHEN YOU ARE STAYING ON TRACK WITH GRADE-LEVEL STANDARDS, BUT ALSO NEEDING INSTRUCTIONAL TIME FOR STUDENTS WHO MAY NOT BE A GRADE LEVEL YET AND NEED INSTRUCTION ON PREVIOUS YEAR STANDARDS. 
          STAYING ON TRACK WITH PACING REQUIRES DELIBERATE PLANNING, INTENTIONAL INSTRUCTION, AND DISCIPLINE. 
          PACING IS ONE EXAMPLE OF AN INSTRUCTIONAL IMPROVEMENT AND AN ACHIEVEMENT. 
          ANOTHER SPECIFIC EXAMPLE IS A RESULT OF OUR WORK WITH DAVID JONES, ONE OF THE THINGS WE LEARNED ABOUT WITH PLC IS THE IMPORTANCE OF SETTING MID YEAR AND LONG TERM GOAL SETTING. 
          TOMORROW IN PLCS, EVERY THIRD THROUGH FIFTH GRADE TEACHER IS GOING TO REVIEW THEIR SPRING 22 Y TOP DATA AND SET BOTH WINTER AND SPRING Y TOP GOALS FOR THEIR STUDENTS. 
          LOOKING AT THOSE ALL STUDENTS AND OUR ELL STUDENTS, GIVEN OUR DIVERSE POPULATION. 
          THIS INFORMATION WE WILL ANALYZE REGULARLY OUR GROWTH TOWARD THAT AND ALIGN OUR INSTRUCTION. 
          THEN AS YOU CAN SEE FROM ONE OF OUR KEY ACTION STEPS AND EMPHASIS ON PRIORITY STANDARDS. 
          OUR ACHIEVEMENT GOAL IS A LITTLE BURIED IN THE WDE PLAN. 
          YOU DON'T GET TO SEE THAT UNTIL PAGES 12 THROUGH 14. 
          YOU CAN SEE LOOKING AT THAT, THAT WE HAVE ACHIEVEMENT GOALS FOR EACH OF THE THREE CONTENT AREAS THAT ARE ASSESSED ON Y TOP, ELA, MATH AND SCIENCE. 
          YOU CAN SEE IT A LITTLE MORE CLEARLY IN THE SKINNY PLAN UNDER GOAL 2 AND WHAT WAS NICE ABOUT THE SKINNY PLAN IS I WAS ALSO ABLE TO ADD A DISAGGREGATED GOAL FOR OUR EL STUDENTS AND LOOKING SPECIFICALLY AT THEIR PERFORMANCE AND GROWTH. 
          WHAT'S REALLY NICE IS, WHEN YOU LOOK AT BOTH OF THE PLANS AND SEE THE PRIORITIZED GOALS AND KEY ACTION STEPS ON HERE, THEY'RE PRETTY TIGHTLY ALIGNED. 
          WE HAVE SOME EVOLVING WORK AROUND INTEGRATING OUR PLCS WITH OUR MTSS PROCESS. 
          CONTINUING TO GROW OUR AVID PROGRAM WITH NEW GOALS AROUND STUDENT AGENDA, STUDENT GOAL SETTING, AND A YEAR-LONG STUDY OF CULTURALLY RESPONSIVE AND RELEVANT TEACHING. 
          OUR NEW WORK STEM FROM OUR DISTRICT CONTENT TEAMS AND THAT IS SETTING PRIORITIES STANDARDS AT EACH OF OUR GRADE LEVELS AND IN EACH OF THE CONTENT AREAS. 
          THAT WILL ALLOW US TO HAVE A LASER-LIKE FOCUS ON THE CRITICALLY IMPORTANT STANDARDS TEACHING, ASSESSING ALL. 
          BUT REALLY THAT FOCUS ON THE CRITICALLY IMPORTANT STANDARDS. 
          MAYBE I'LL STOP TALKING A LITTLE BIT [INAUDIBLE] 
          >> MR. CHAIR, HOW LONG HAS YOU AS JACKSON ELEMENTARY SCHOOL BEEN WORKING ON THEIR AVID GOALS? 
          >> THIS IS OUR THIRD YEAR OF AVID. 
          >> THANK YOU. 
          >> YOU'VE PROBABLY HEARD BY NOW I DON'T LIKE THE FORMAT THAT YOU MENTIONED HERE. 
          [01:20:05]
[LAUGHTER] 
          >> IT'S A LITTLE AWKWARD BUT YEAH. 
          ARE THEY DOING THAT ON THEIR OWN OR ARE THEY BEING TOLD TO DO THAT BY THE FEDS? 
          >> I ACTUALLY DO NOT KNOW THE ANSWER TO THAT QUESTION. 
          NODS ENHANCE BUT YES. 
          >> [INAUDIBLE] AND STATES THE REQUIREMENTS THAT THE PLANNER HAS FOR SCHOOLS. 
          >> THEY CREATED IT. 
          >> IT TRICKLED DOWN FROM THE FEDERAL. 
          >> THAT JUST PROVES IT'S FROM THE FEDERAL GOVERNMENT. 
          >> I FELT REALLY BAD WHEN I'M READING AND NOT THINKING, THIS DOESN'T DO ANYTHING FOR ME HONESTLY. 
          [LAUGHTER] 
          >> SHOW ME THE NUMBERS, RIGHT? 
          >> YEAH, IT'S HAPPENING SO SHOULD WE BE PUSHING NOW TO CHANGE THE FORMAT SO THAT IT'S MORE USEFUL FOR YOU? THE WORST THING WE CAN DO IS UTILIZE THE TIME YOU AND YOUR STAFF TO BE WRITING GLOBAL REPORTS VERSUS DOING THE WORK TO TRY AND BRING THE SCORES UP, RIGHT? 
          >> YES. [LAUGHTER] 
          >> I'M ACTUALLY PASSIONATE ABOUT THIS. 
          BUT IT WAS A LITTLE SQUARE PEG AND ROUND HOLE-ISH FOR SURE. 
          >> NO QUESTIONS FOR CHRISTINE. THANK YOU CHRISTINE. 
          >> THANK YOU MR. CHAIR. 
          >> CHAIR, BOARD, THANKS FOR HAVING US UP HERE. 
          I'M REALLY NERVOUS. 
          >> LOTS OF WORDS UP THERE. 
          >> LOTS OF WORDS. I TEND TO FILL BOTH EMAILS, SLIDES, SPACE WITH WORDS WHEN I GET NERVOUS. 
          I JUST WANT TO PUT IT OUT THERE TO BEGIN WITH. 
          I HAVE A LOT OF ALSO EMOTIONS ABOUT MUNGER AND OUR ACHIEVEMENT OVER THE LAST YEAR, AND I HAVE A LOT OF DATA. 
          SO I WANT TO NOT GET LOST IN ALL OF THAT. 
          START FIRST BY JUST REVIEWING OUR CELEBRATIONS FROM THE LAST YEAR. 
          I'M GOING TO USE OUR SKINNY PLAN BECAUSE AT MUNGER WE WENT THROUGH OUR NORMAL TEMPLATE OF A SKINNY PLAN AND BACKFIELD IN THE WDE PLAN FOR MANY OF THE SAME REASONS THAT DR. PEDESCO JUST POINTED OUT. 
          MUNGER STARTING IN 1819, THAT WAS OUR LAST SCHOOL REPORT CARD. 
          THE LAST FULL REPORT CARD WAS NOT MEETING EXPECTATIONS WITH SCORING IN THE VERY BOTTOM RANGE OF NOT MEETING EXPECTATIONS AGGREGATE SCORE. 
          THE ACHIEVEMENT SCORES WHICH CAME BACK FROM TOP OF IT, THE LAST FEW YEARS CONTINUED DOWNWARD FROM THERE QUITE FRANKLY. 
          THAT WAS UP UNTIL LAST YEAR. 
          THE WORK THAT 368 STUDENTS AND 55 TEACHERS AND STAFF MEMBERS HAVE DONE AT MUNGER HAVE TURNED THAT AROUND SIGNIFICANTLY. 
          MUNGER WAS PART OF A SMALL GROUP OF SCHOOLS, JES INCLUDED, 20 PERCENT OF SCHOOLS ACROSS THE STATE WERE ABLE TO ACTUALLY MOVE UP A CATEGORY IN THERE WAEA RATINGS. 
          WE WENT FROM NOT MEETING TO PARTIALLY MEETING EXPECTATIONS AND STEVEN DO THE DANCE HE DID WHEN HE WAS LIKE THIS CLOSE [LAUGHTER] TO MEETING EXPECTATIONS BECAUSE WE WERE THIS CLOSE TO MEETING EXPECTATIONS. 
          WE TALK ABOUT HOW DIFFICULT IT IS FOR A STUDENT TO MAKE THAT FIRST JUMP FROM BELOW BASIC TO BASIC, BASIC TO PROFICIENT, PROFICIENT TO ADVANCED. 
          THAT IS REALLY WHAT WE DO. 
          WE MADE THAT FIRST REAL BIG JUMP. 
          THAT IS SOMETHING WE ARE INCREDIBLY EFFECTIVE. 
          >> DAVE, I WAS MEANT TO ASK TRACY THIS, AND THE PRINCIPLES. 
          WHAT IS MONITORY? [OVERLAPPING] IT'S A MONITOR. 
          >> YES. A STUDENT WHO IS AN ACTIVE ENGLISH LANGUAGE LEARNER, SO THEY'RE NOT TESTING OUT OF ENGLISH LANGUAGE LEARNER STATUS YET WOULD BE AN EL STUDENT, ENGLISH LEARNER STUDENT. 
          THE YEAR THAT THEY EXIT, THEY TRANSFER TO MONITOR STATUS AND WE MONITOR THEIR PROGRESS SPECIFICALLY AS A MONITOR STUDENT FOR YEARS 1, 2, AND THEN ALL THE WAY THROUGH FOUR YEARS. 
          NOW, YOU COULD DO THREE AND NOW THEY GO THROUGH FOUR. 
          THE STUDENT GRADUATES IN FOURTH GRADE OUT OF EL STATUS AND FIFTH GRADE, THEY'RE A MONITOR ONE STUDENT. 
          >> OKAY. THANK YOU. 
          >> WE ACHIEVED OUR ABOVE-AVERAGE OR AVERAGE RATINGS ON ALL OF OUR SA CATEGORIES THIS LAST YEAR. 
          THE WAY I FIRST SHOWED THIS TO OUR MUNGER STAFF WAS I PULLED UP OUR 1890 REPORT CARD, WHICH IS FULL OF ORANGE AND MAYBE NOT SO PLEASING COLORS, AND IT'S NOW MOSTLY GREEN AND BLUE, WITH THE LITTLE ORANGE SQUARE LEFT THAT WE NEED TO TACKLE. 
          I WANT TO BE REALLY UP FRONT THAT WE REALLY NEED TO TACKLE OUR OVERALL STUDENT ACHIEVEMENT AT MUNGER. 
          THAT IS OUR FOCUS, THAT IS OUR GOAL. 
          WE KNOW THAT'S WHAT WE HAVE TO DO. 
          OUR STUDENT GROWTH PERCENTILES, THE MEAN SGPS, TO KEEP THEIR OWN ACRONYMS OUT THERE, 
          [01:25:02]
THAT RANK STUDENTS COMPARED TO THEIR PEERS ACROSS THE STATE TO SHOW HOW MUCH THEY GREW. 
          WE WENT FROM SGPS FOR OUR OVERALL SCHOOL AND FOR OUR EQUITY SUBGROUP, OR STUDENTS SCORING LOWEST PERCENTAGES OF AROUND 35 TO 40 OVER SGP, UP TO 59 AND 57 RESPECTIVELY. 
          GROWING 20-18 POINTS IN THAT RANKING, WHICH IS GREAT. 
          IT MEANS OUR STUDENTS HAVE CHANGED THE DIRECTION OF WHERE THEIR PERFORMANCE IS GOING. 
          THEY'RE NO LONGER GOING DOWN OR BACKWARDS COMPARED TO THE REST OF WYOMING, THEY'RE MOVING FORWARD. 
          THEN LAST YEAR DURING THE YEAR, MUNGER WELCOMED OVER 20 NEWCOMER STUDENTS. 
          TWENTY STUDENTS, GRADES K-5 LAST YEAR THAT HAVE RETURNED THIS YEAR, WHO DIDN'T SPEAK A WORD OF ENGLISH WHEN THEY ARRIVE IN TETON COUNTY SCHOOL DISTRICT AND JOINED OUR SCHOOL. 
          WE STILL MET OUR GROWTH TARGETS FOR ENGLISH LANGUAGE PROFICIENCY, 50 PERCENT OF OUR EL STUDENTS. 
          WE HAVE 175 ENGLISH LANGUAGE LEARNERS AT MUNGER. 
          FIFTY PERCENT OF THOSE STUDENTS MAY ADEQUATE YEAR-OVER-YEAR GROWTH. 
          THAT WAS A JUMP FROM 34 PERCENT IN THAT PREVIOUS YEAR. 
          AGAIN, A 16 PERCENT JUMP IN THAT OVERALL TARGET. 
          WE STILL HAVE A LOT OF WORK TO DO. 
          OUR OVERALL ACHIEVEMENT IS LAGGING BEHIND THE EXPECTATIONS SET BY THE STATE, AND MORE IMPORTANTLY, THE EXPECTATIONS SET BY MYSELF AND EVERY STAFF MEMBER IN OUR BUILDING. WE NEED TO GROW THAT. 
          SPECIFICALLY, WE NEED TO RAISE THE PERFORMANCE IN THE CATEGORIES FROM BELOW BASIC, BASIC TO PROFICIENT AND ADVANCED FOR OUR NATIVE SPANISH-SPEAKING STUDENTS. 
          WE HAVE SET SPECIFIC TARGETS AROUND THAT POPULATION OF STUDENTS TO GROW THEIR PROFICIENCY RATES IN LANGUAGE ARTS, IN MATH, AND IN SCIENCE BY 10 PERCENT IN EACH CONTENT AREA. 
          THAT'S GOING TO BE A PUSH FOR US, BUT THAT'S WORK THAT EVERY TEACHER AT MUNGER GETS OUT OF BED FOR EVERY SINGLE MORNING. 
          WE ARE LAGGING BEHIND OUR PEERS IN GRADES 3, 4, AND 5 ACROSS THE REST OF THE STATE AND OUR PERCENTAGE OF STUDENTS MAKING ADEQUATE GROWTH IN THAT ENGLISH LANGUAGE PROFICIENCY. 
          OUR EL STUDENTS IN THE UPPER GRADES ARE NOT MAYBE MAKING AS MUCH PROGRESS AS PEERS AT A MONOLINGUAL ENGLISH ONLY SCHOOL. 
          THAT'S TO BE EXPECTED BASED ON OUR INSTRUCTIONAL MODEL, BUT WE'RE STILL NOT OKAY WITH THAT AND KEEP MOVING FORWARD. 
          THE WAYS WE WILL GO ABOUT THAT WE HAVE PRIORITIZED FOR OUR GOALS, OUR PLC PRACTICES WILL BE REALLY FOCUSED AROUND DEVELOPING OUR STAFF CAPACITY TO BUILD COMMON ASSESSMENTS AMONG THE FOUR TEACHERS IN A GRADE LEVEL THAT ARE GIVEN ON A REGULAR BASIS, THAT ALLOW THEM TO CHANGE OUR INSTRUCTION ON A WEEKLY IF NOT DAILY BASIS TO MEET THE NEEDS OF THOSE STUDENTS, AND HELP INCREASE MASTERY ON STANDARDS BEFORE WE MOVE ON AND GO ONTO THE NEXT THING FOR OUR SECOND LANGUAGE LEARNERS. 
          THAT'S EVERY STUDENT AT MUNGER, BECAUSE HALF THE DAY THEY'RE IN ENGLISH AND HALF THE DAY THEY'RE IN SPANISH. 
          AT SOME POINT EVERY SINGLE DAY, A STUDENT HAS A CHANCE TO BE A MASTER IN THAT CLASSROOM, AND EVERY STUDENT HAS A CHANCE DURING THE DAY TO REALLY HAVE TO WORK AND STRUGGLE TO BE PRODUCTIVE IN THE CLASSROOM. 
          LIKE I SAID, WE'RE REALLY FOCUSING, RAISING OVERALL ACHIEVEMENT SCORE FROM 47 PERCENT OF STUDENTS NEEDING PROFICIENCY ON THOSE THREE TESTS, MATH, LANGUAGE ARTS, AND SCIENCE, UP TO 55 PERCENT BY RAISING UP THE PROFICIENCY RATES FOR OUR NATIVE SPANISH-SPEAKING STUDENTS IN GRADES 3, 4, AND 5. 
          THE LAST PIECE I'D SAY IS OUR KEY ACTION STEPS. 
          I THINK IT'S GOING TO SOUND VERY SIMILAR TO A LOT OF THE WORK THAT DR. PEDESCO IS DOING AT JES AND ALSO THAT JAMES HOWELL IS DOING IT AT COULTER, WE'RE ALL POINTING IN THE SAME DIRECTION AS AN ELEMENTARY TEAM. 
          I PULL A LOT OF SUPPORT FROM THAT TEAM AND THE WORK WE DO AT MUNGER. 
          WE'RE DOING THAT THROUGH OUR PLCS, THROUGH OUR TEACHERS THAT MEET ONCE A WEEK, TWICE A WEEK, MORE LIKE FOUR OR FIVE TIMES A WEEK DURING THEIR COMMON PLANNING TIME TO TRACK STUDENT ASSESSMENTS AND CHANGE INSTRUCTION. 
          THEN THE SECOND PART THERE, WE'RE REALLY DIVING DEEP, WE JUST FINISHED THREE DAYS OF EIGHT HOURS A DAY OF JOB EMBEDDED TRAINING WITH LITERACY EXPERT AROUND EARLY LITERACY DEVELOPMENT IN ENGLISH AND IN SPANISH. 
          MYSELF AND TERRY VAGA ARE PRETTY FLATTENED AFTER THREE FULL DAYS OF THAT. 
          OUR TEACHERS WELCOMED WITH OPEN ARMS AND ARE ASKING WHEN CAN WE GET MORE. 
          THEY WANT TO DO BETTER AND THEY'RE WORKING HARD EVERY DAY TO DO THAT. 
          I'M SURE YOU HAVE SOME QUESTIONS. 
          I HAVE A LOT MORE QUESTIONS I CAN GO OVER, BUT I'LL STOP TALKING. 
          >> THANK YOU, MR. CHAIR. FIRST OF ALL, THANK YOU. 
          YOU GUYS ARE DOING A GREAT JOB. 
          I'M REALLY GLAD TO SEE THE GROWTH. COUPLE OF QUESTIONS. 
          QUESTION 1 IS, THIS THE FIRST YEAR WE'RE SEEING MATH SCORES THAT REFLECT BEING TAUGHT IN ENGLISH AS WELL AS SPANISH? 
          >> YES. THE MODEL FOR MUNGER'S INSTRUCTION DID NOT CHANGE UNTIL MUNGER OPENED IN 1819. 
          [01:30:06]
SO I GUESS WE WOULD HAVE GOTTEN SCORES IN 1819 AROUND MATH DATA AND THEN WE WOULD HAVE SEEN THOSE, BUT WE WOULDN'T HAVE SEEN YEAR-OVER-YEAR GROWTH JUST BECAUSE THE CLOSURE DUE TO COVID AND SUSPENDING THOSE MEASUREMENTS. 
          WE HAVE BEEN TEACHING MATH AND ENGLISH AND IN SPANISH SINCE 1819, AND WE'RE CONTINUING THAT GOING FORWARD. 
          BUT THIS IS THE FIRST TIME WE'VE HAD A FULL REPORT CARD SINCE 1819 WITH THAT DATA. 
          >> I HAVE ONE MORE QUESTION AND MAYBE THIS IS FOR DR. CHAPMAN. 
          >> ONCE YOU GRADUATE FROM BEING MONITORING, DOES THAT MEAN WE DON'T GET TO COUNT THOSE STUDENTS ANYMORE AND THE COUNT FOR EL SUPPORT? 
          >> I'M GOING TO ASK [INAUDIBLE] RESPOND TO THAT ONE. 
          HE KNOWS THOSE RULES WAY BETTER THAN I DO. 
          >> [INAUDIBLE] THE ACCOUNT ALREADY. 
          THEN ONCE THE STARTING LINE, [INAUDIBLE] EACH YEAR TO GRADE 4 [INAUDIBLE]. 
          >> WHAT I'M REFERRING TO IS THAT WE GET FUNDED ONE PER 100 EL STUDENTS. 
          I'M SAYING SAID, "IT'S A BUMMER." 
          >> YEAH. SO WE CAN CELEBRATE THOSE STUDENTS IN ENGLISH LANGUAGE PROFICIENCY AT A FASTER AND FASTER RATE. 
          I THINK IT'S SOMEONE'S ELSE'S JOB TO WORRY ABOUT THE MONEY. 
          [LAUGHTER] 
          >> WHAT'S HAPPENING? 
          >> YEAH. [LAUGHTER] [INAUDIBLE] I DID HAVE ONE OTHER TO DR. KEVIN'S POINT ABOUT OUR KIDS CAN READ. 
          THAT IS SOMETHING THAT KAREN AND I TALK ABOUT DAILY. CAN OUR STUDENTS READ? CAN OUR STUDENTS UNPACK TEXT? THAT'S WHAT WE'RE DOING WITH OUR LITERACY TRAINING. 
          I JUST WANT TO POINT TO, WE USE DIBELS AND WE USE A SPANISH MEASUREMENT CALLED BATTUTA, WHICH MEASURES THE SAME INFORMATION IN SPANISH. 
          LAST YEAR ON THE ENGLISH SIDE IN PARTICULAR, WE HAD OUR K12 DATA JUST TO GIVE AN IDEA OF WHAT THE STUDENT BODY AT LONGER CAN DO. 
          TWO-THIRDS OF OUR STUDENTS, K12 OR AT OR ABOVE BENCHMARK SO THAT'S 66 PERCENT WERE ABOVE BENCHMARK. 
          OF THE STUDENTS THAT DID NOT MEET BENCHMARK, 81 PERCENT OF THEM HAD ABOVE AVERAGE OR AVERAGE YEARLY GROWTH. 
          WE HAVE STUDENTS DR. PRODESSA'S POINT, WHO DID NOT MEET OUR BENCHMARK IN KINDERGARTEN FIRST OR SECOND GRADE, THEY MADE ON AT LEAST ONE MEASUREMENT IN ENGLISH, MORE THAN A YEAR'S WORTH OF GROWTH AND I THINK THAT IS SOMETHING THAT DOES GET LOST IN THE WDE PLAN. 
          IT DOESN'T NECESSARILY SHOW UP THERE AT ALL TIMES. 
          WHILE WE DO HAVE STUDENTS THAT ARE STILL NOT MEETING THAT CUT SCORE THAT IS SET WHETHER IT'S THROUGH DIBELS OR THROUGH WY-TOPP, WE DO HAVE LOTS OF THINGS POINTING TOWARDS REALLY STRONG GROWTH FOR OUR STUDENT BODY. 
          THAT'S IN ENGLISH AND IN SPANISH AS A NATIVE LANGUAGE. [BACKGROUND] 
          >> CAN I MAKE ONE MORE COMMENT? THANK YOU, MR. CHAIR. ONE OF THE COMMENTS THAT WAS MADE MONDAY, SUPERINTENDENT CHAPLIN, WAS THERE WAS THIS PERCEPTION WITH THE LEGISLATURE THAT WHEN YOU SAY A STUDENT IS NOT PROFICIENT IN THIRD GRADE, BUT THEY CAN'T READ AND SOMEHOW WE'VE GOT TO DISPEL THAT IS IN FACT THE DISCUSSION THAT WAS GOING ON A SIDEBAR WAS SEVERAL SUPERINTENDENTS AT ALL OF OUR THIRD GRADERS READ, YOU MAY NOT BE UP TO A PROFICIENCY LEVEL, BUT THEY ALL KNOW HOW TO READ [OVERLAPPING] SO SOMEHOW WE NEED TO MAKE SURE THAT THERE'S A CLEAR UNDERSTANDING OF THE GRADUATION I'LL SAY WHAT IT MEANS TO READ. 
          >> THANKS. 
          >> THANK YOU. WHO'S THE NEXT CONTESTANT? 
          >> JUST YOU KNOW, I DID LOBBY TO GO FIRST AND DO THE REVERSE ORDER ALPHABETICAL THIS YEAR, BUT NOBODY WENT FOR IT. 
          >> [LAUGHTER]. 
          >> WELL, WE SAVED THE BEST FOR LAST. 
          >> IT'S TOUGH GROUP TO FOLLOW AND I THOUGHT OF LIKE A MILLION OTHER THINGS I'D LOVE TO SHARE WITH YOU. 
          I ASKED [LAUGHTER] SIDE. 
          THIS IS HOW I FEEL PUTTING TOGETHER THAT I SMOKE RUBRIC PLANET. 
          TRYING TO SHOW YOU IN A VERY STILL-LIFE PAINTING WHAT EXACTLY IS HAPPENING AT WILSON, AND WHAT WE PLAN TO DO ALL YEAR WHILE EVERYTHING'S MOVING IN DYNAMIC AND EVER-CHANGING AND WE HAVE MANY DIFFERENT STUDENTS AND STAFF THAT WON'T STOP MOVING AROUND. 
          I DO HAVE THINGS THAT YOU ALREADY HEARD IN MY PLAN, PLCS MTSS AND DIFFERENT THINGS AND THE SLIDO GO UP BUT YOU REALLY SHOULD SEE IN A SECOND HERE, BUT I THINK ONE OF THE MAIN THINGS THAT YOU'RE GOING TO HEAR FROM ME ABOUT 
          [01:35:02]
WHAT'S IN OUR PLAN THAT I THINK IS MAYBE UNIQUE OR IS DEFINITELY OUR FOCUS, HAS TO DO WITH THE NEXT SLIDE, WHICH IS FAMILY ENGAGEMENT AND MAKING SURE THAT WE'RE ADDRESSING ALL NEEDS OF STUDENTS, INCLUDING STUDENTS LIKE CALVIN, AND MAKING SURE THAT WE'RE BRINGING FAMILY BACK INTO WILSON. 
          THANK YOU FOR ENTERTAINING ME. 
          >> [LAUGHTER]. 
          >> IF I DON'T ADEQUATELY ADDRESS LIKE THE FOUR THINGS I PUT ON MY ONE SLIDE THERE AND YOU HAVE QUESTIONS, LET ME KNOW. 
          I HAD SOME THOUGHTS OF WHAT'S IN THE MEAT OF THE FIVE PAGES OR SO OF THE ACTUAL SCHOOL AND PERI-IMPLANT AND WHAT I THINK I'LL TALK ABOUT THIS. 
          OUR ACHIEVEMENT GOAL IS TO GET ABOVE 90 PERCENT IN MATH AND READING AND THAT'S BASED ON THE WY-TOPP, WHICH YOU GUYS WERE JUST HAVING A GREAT DISCUSSION ABOUT THAT AND THE FLUIDITY SOURCE, THAT WOULD BE ABOUT A 5-7 SEVEN PERCENT INCREASE FOR US AT THIRD, FOURTH AND FIFTH GRADE. 
          TWO CELEBRATIONS THAT I'VE NOTED THERE THAT I THINK ARE HUGE IS 86 PERCENT OF WEST STUDENTS IN GRADES THREE THROUGH FIVE WERE PROFICIENT AND ADVANCED IN MATH, AND IN FOURTH GRADE, 80 PERCENT OF OUR STUDENTS WERE ADVANCED ON THE WY-TOPP TEST. 
          I ALSO THINK IT'S INTERESTING TO NOTE THAT FOURTH-GRADE GROUP LAST YEAR, THAT 80 PERCENT OF THEM ACHIEVED ADVANCED, 73 PERCENT OF THEM AT THE END OF THIRD GRADE WERE PROFICIENT IN ADVANCE. 
          WE HAD A HUGE LEAP IN FOURTH GRADE LAST YEAR. 
          I THINK IT HAD SEVERAL THINGS. 
          NUMBER 1, MORE IN-PERSON, FACE-TO-FACE TIME. I THINK THAT WAS HUGE. 
          NUMBER 2, THE FOURTH PERIOD TEACHERS AND THE KIDS CRUSHED IT. 
          I ALSO THINK THAT COLLABORATION BETWEEN OUR TEAMS AND ESPECIALLY THE FOURTH GRADE. 
          I ALSO THINK IT SHOWS WE SUPPORTED TEACHERS COMING BACK FROM VIRTUAL AS WELL AS NEW TEACHERS. 
          I THINK IT'S A REALLY INTERESTING CELEBRATION AND A BIG LEAP GROWTH FOR THAT SAME COHORT MOVING UP. 
          I GOT A PHONE CALL FROM A CASPER PRINCIPLE LAST YEAR. 
          SHE GAVE A CALL JUST BECAUSE SHE WANTED TO KNOW WHAT WILSON WAS DOING AND THAT SHE HAD SEEN WE USUALLY DO WELL AND WHY. 
          IT WAS GREAT CONVERSATIONS, ESPECIALLY BEING NEW TO WILSON AND HAVING OTHER EXPERIENCE. 
          WE CHATTED FOR 30-60 MINUTES AND WE KICKED AROUND A BUNCH OF THINGS, PLCS, MTSS, AND I GOT TO LEARN ABOUT WHAT THEY'RE DOING OUT THERE TOO AND SHE WAS NEWER TO CASPER. 
          BUT BOTTOM LINE, THE THINGS THAT I SAID, I FEEL LIKE FROM BEING AT WILSON FOR A YEAR-AND-A-HALF, THE THINGS THAT I SAW WAS I REALLY THINK THAT OUR STAFF IS PHENOMENAL. 
          WE'RE FORTUNATE TO HAVE VERY LOW TURNOVER, AND I BELIEVE MY STAFF IS VERY CONSISTENT AT BEING SOLID IN TIER 1 CORE INSTRUCTION. 
          BUT I ALSO THINK WE DO A GREAT JOB WITH OUR MTSSP SUPPORTING TIER 2 AND TIER 3 AND I JUST FEEL LIKE THAT'S LAYING FOUND GROUNDWORK FOR EVERYTHING AND I JUST THINK THAT'S HUGE. 
          WE TALKED ABOUT OTHER THINGS TOO, BUT I REALLY THINK STAFF IN TIER 1 INSTRUCTION, THE WY-TOPP AS YOU WERE JUST DISCUSSING IS NOT THE END-ALL BE-ALL AND THAT'S ONE OF MY LEAD-INS TO MY OTHER PART OF OUR GOAL. 
          WE JUST HAD AN AWESOME PARENT MEETING LAST NIGHT ABOUT A STUDENT, EIGHT OF US AROUND THE TABLE AND WE CELEBRATED INCREDIBLE GROWTH BOTH FOR A STUDENTS THAT WE WERE TALKING AND COMMUNICATION GOALS, OT, MATH, READING. 
          THE NUMBER OF THINGS THAT THE AMOUNT THAT THE STUDENT GREW IN A YEAR WAS INCREDIBLE AND WE SPENT A TON OF TIME CELEBRATING THAT. 
          IT'S NOT SOMETHING YOU'RE GOING TO SEE WHEN YOU LOOK AT THE WILSON SCORES FOR WDE, I THINK THAT'S FOR ALL OF US. 
          THAT'S A REALLY IMPORTANT PIECE. 
          BUT IT'S ALSO WHERE I'M GOING WITH THIS. 
          IF YOU DUG INTO IT, YOU'D SEE HOW WE'RE GOING TO ADDRESS THESE THINGS AND STEPS OF MTSS BUT FOR ME, MY HOPE IS THAT IF I SHOWED YOU THE REAL PAINTING OF WHAT WILSON IS, YOU'RE GOING TO SEE ALL THAT TRANSLATE INTO THAT FIVE PERCENT MORE BUT ALSO YOU'RE GOING TO SEE HOW WE'RE MEETING THE NEEDS OF STUDENTS LIKE THAT WITH A TEAM EFFORT AND HAVING THOSE GREAT CONVERSATIONS. 
          OUR FOCUS IN THE ACHIEVEMENT GOAL IS VERY MUCH ON TWO THINGS, FIDELITY AND SUPPORT OF THE SOCIAL EMOTIONAL LEARNING PIECE IN THE ACHIEVEMENT GOAL AS PART OF THE MTSS SYSTEM, BUT ALSO FAMILY ENGAGEMENT. 
          I FEEL LIKE WE DID OUR SWIFT ASSESSMENT LAST YEAR, THE FIDELITY INVENTORY TOOL, AND THEY COME IN AND THEY EVALUATE EVERYTHING AND THEY GIVE YOU FEEDBACK AND WE SCORED VERY LOW IN THE COMMUNITY PIECE FOR OBVIOUS REASONS IN THE LAST TWO YEARS, BECAUSE THE WILSON COMMUNITY IS FREE, TYPICALLY INVOLVED, AND THERE'S A LOT OF THINGS GOING ON. 
          WE WERE VERY LOW AND THE SOCIAL EMOTIONAL PIECE, WHILE WE HAVE AMAZING THINGS GOING ON, EVERY KID WANTS TO HAVE LUNCH WITH MS. STAFF WHOSE PHENOMENON AS OUR COUNSELOR, OUR FIDELITY AND FORMAL STRUCTURE OF MAKING SURE THAT WE'RE MAKING DECISIONS FOR STUDENTS AND WHEN DO THEY GET COUNSELING? WHEN DO THEY GO INTO MAYBE A TIER 2 SPORT AND STUFF? THAT'S NOT FORMALIZED. 
          I BELIEVE THOSE TWO THINGS AND FAMILY ENGAGEMENT AND THE SCL PIECE, 
          [01:40:01]
MAKING SURE THAT WE'RE GETTING SECOND STEP AND FLOURISH 30 MINUTES IN THE CLASSROOM EVERY WEEK AS AGREED UPON BY THE K5 STAFF OR K5 ADMIN FOR THIS YEAR AND WHAT THE DISTRICT WANTS TO SEE, I BELIEVE DOING THOSE THINGS WILL LEAD TO HIGHER SCORES AND MAYBE THAT BUMP OF THAT FIVE PERCENT ON WDE BUT IT'S ALL GOING TO LEND TO THOSE STUDENTS THAT DON'T SHOW UP IN THAT WAY ON WDES SCORING WITH WY-TOPP. 
          IT'S EVERYTHING FROM PARENT UNIVERSITY THAT I SAW GOING OUT TO OUR PANCAKE FAMILY BREAKFAST LAST WEEK I THINK ALL THOSE THINGS MATTER. 
          JUST TO GIVE YOU ONE EXAMPLE AND THEN I PROMISE IF YOU NEED TO START THE MUSIC AND I SHUT YOU OFF THE STAGE WHEN I WASN'T ASKED. 
          LAST YEAR I DID TWO-AND-A-HALF MINUTES AND TRUSTEE BAYTOWSKI TOLD ME I SHOULD HAVE MADE SURE I TALK ABOUT MY STAFF MORE SO. 
          I'M GOING TO USE ALL MY TIME YOU GIVE THEM BUT [LAUGHTER] ONE GOOD EXAMPLE OF WHAT'S IN MY IS SPELLED OUT IN OUR SCHOOL IMPROVEMENT PLAN THAT THE GUIDING COALITION AND WE PUT TOGETHER. 
          FOR AN EXAMPLE, SOCIAL EMOTIONAL LEARNING. 
          A STUDENT MAYBE NEEDS TIER 2 SUPPORT, MAYBE WITH PEERS, MAYBE BEHAVIORALLY, MAYBE RECESSES WERE GETTING REFERRALS THOSE ARE CHALLENGING. 
          MAYBE THEY JUST NEED FRIENDSHIP GROUPS AND THINGS. 
          WHAT WE'VE STARTED RIGHT NOW, AND THIS IS VERY MUCH LIKE WE JUST STARTED IT ON TUESDAYS I PROVIDE A STRUCTURED PLAY OPPORTUNITY DURING THE MORNING RECESS AND AFTERNOON FOR TWO DIFFERENT GROUPS OF KIDS, FIRST AND SECOND, THIRD, FOURTH, FIFTH, MR. TIM OUR PE TEACHER ON WEDNESDAY, THURSDAY, HE DOES THE SAME THINGS. 
          WE HAVE THREE DAYS OF STRUCTURED PLAY OPPORTUNITIES FOR KIDS TO COME AND BE IN THESE GROUPINGS AND THEN WE'RE DOING THAT WITH MUSIC WITH MR. WEAVER WHO'S AWESOME AND DOING ON A FRIDAY. 
          WE HAVE FOUR DAYS OF SOME EXTRA OPPORTUNITIES. 
          WE JUST STARTED THAT WE'RE JUST STARTING CHECK DATA OF WHO'S COMING, WHAT ARE WE DOING? THE NEXT STEP IS CREATING A FLOWCHART TO MAKE DECISIONS AROUND. 
          WHEN DO WE REACH OUT TO PARENTS THAT, HEY, WE'D LIKE YOUR STUDENTS TO GO TO THESE GOALS CONSISTENTLY EVEN THOUGH THEY'RE OFFERED TO ALL, WE WANT YOUR STUDENTS TO GO TO THIS AND WE CAN TARGET A GOAL AND THEN MAKE THAT A MORE FORMAL PIECE OF THE MTSS. 
          WE'RE REALLY SETTING UP AN ADDITIONAL TIER 2 BEHAVIOR SUPPORT OR EVEN A SOCIAL LEARNING SUPPORT. 
          THAT'S JUST A REALLY BIG EXAMPLE, BUT I THINK THAT HIGHLIGHTS WHAT'S IN OUR PLAN AND YEAH, THE LAST THING I WOULD JUST SAY, I KNOW I'M NOT THE GLUE HOLDING THINGS TOGETHER. 
          MY STAFF IS AMAZING AT WILSON, I LOVE BEING THERE. 
          THANKS FOR THE OPPORTUNITY TO BRAG AS WELL AS EXPLAIN A FEW THINGS. 
          IF THERE'S ANYTHING YOU'D LIKE TO HEAR MORE ABOUT, BE HAPPY TO ANSWER ANY QUESTIONS. 
          >> ANY QUESTIONS. YOU LOOK GOOD. 
          >> THANKS. 
          >> THANK YOU. 
          >> I LIKE TO POINT OUT THAT, SCOTT, YOU'RE NOT QUITE LAST. 
          SECONDARY IS LAST TO GO. 
          [LAUGHTER] 
          >> CHAIR TRUSTEES, MATT HOELSCHER, PRINCIPAL AT JACKSON MIDDLE SCHOOL. 
          ONE OF OUR TOP CELEBRATION IS THAT WE MOVED FROM FOUR PERCENT TO 26 PERCENT, MEETING OUR GROWTH TARGET FOR OUR ELL STUDENTS. 
          NOW, SOME PEOPLE MIGHT NOT CELEBRATE 26 PERCENT, BUT WE'VE BEEN HOVERING UNDER 10 PERCENT FOR THE LAST 3-4 YEARS, AND SO TO SEE THAT KIND OF GROWTH WAS PHENOMENAL. 
          I WOULD ATTRIBUTE THAT TO WHAT TRACY HAD SAID AROUND AVID, BRINGING EVIDENCE FOR THE LAST THREE YEARS, A NEW ELL CURRICULUM THAT WE'RE REALLY PLEASED WITH. 
          WE'RE HOPING TO MEET THAT 33 PERCENT, WHICH WOULD PUT US AT THAT MEETING EXPECTATIONS ON SCHOOL PERFORMANCE REPORT CARD. 
          THAT'S OUR GOAL FOR THIS YEAR. 
          ALSO, HALF CELEBRATION IS THAT OFTENTIMES WE TALK ABOUT 6TH GRADE MATH. 
          BUT WE DO SEE STUDENTS GROWING IN MATH AT THE MIDDLE SCHOOL LEVEL. 
          THEY ARE AT 49 IN 6TH GRADE, WE WANT THAT TO BE HIGHER. 
          BUT THEY DO GROW TO 55 IN 7TH GRADE AND THEN SIX PERCENT IN 8TH GRADE, AND SO WE WANTED TO CELEBRATE THAT. 
          ALSO SOMETHING THAT DOESN'T OFTEN GET RECOGNIZED IS WE MET OUR SPECIAL EDUCATION TARGET GROWTH GOAL IN MATH IN 8TH GRADE. 
          IT'S A SUB-CELEBRATION, I GUESS, OF THAT SECOND BULLET POINT. WHAT ARE WE WORKING ON THIS YEAR? TWO OF OUR PRIORITIZED GOALS, THESE ARE ALWAYS THERE. 
          WE WANT TO GROW IN ELA AND YOU WANT TO GROW IN MATH. 
          I REALLY FEEL LIKE THESE ARE DOABLE AND WE CAN REACH THESE GOALS. 
          THE ELA GOAL IS FOR THIS YEAR, IT'S TO GROW FROM 61 PERCENT TO 70. 
          THEN THE MATH GOAL IS A STRETCH GOAL BY 2025 TO GROW TO ALSO 70 PERCENT OF OUR STUDENTS PROFICIENT AND ADVANCED ON MY TABLET. 
          HOW ARE WE GOING TO GET THERE? LOTS OF WAYS, BUT TWO KEY STEPS THAT WE'RE REALLY FOCUSING ON THIS YEAR, WE LIKE TO HAVE THIS PHRASE, LEARN TO DISCUSS AND THEN DISCUSS TO LEARN. 
          THE FIRST ONE THERE IS THAT TEACHERS WILL INCREASE STUDENTS' ACADEMIC LANGUAGE PRODUCTION IN BOTH SPEAKING AND WRITING. 
          THE THINGS THAT ARE LISTED THERE, ACADEMIC LANGUAGE SCRIPTS, A VOCABULARY STRATEGY INSIDE, OUTSIDE, COMMUNAL WORD BANKS, ACADEMIC WORD WALLS, THESE ARE VERY SPECIFIC AVID STRATEGIES THAT WE TALK ABOUT EVERY TUESDAY WHEN WE GET TOGETHER AS A STAFF FOR, 
          [01:45:04]
WE CALL, GRADE-LEVEL MEETINGS. 
          WE DO PROFESSIONAL DEVELOPMENT ON THAT, WE FILM EACH OTHER WITH PERFORMING THESE DIFFERENT STRATEGIES IN THE CLASSROOM. 
          WE SHARE THAT, AND WE REALLY WANT KIDS TO BE USING LANGUAGE AROUND THE ACADEMIC VOCABULARY THAT THEY'RE LEARNING IN REALLY ALL THEIR CLASSES. 
          THEN THE SECOND ONE IS WE'RE REALLY TRYING TO ALIGN ALL TEACHER GOALS TO THE SCHOOL IMPROVEMENT PLAN. 
          I'LL ADMIT IN YEARS PAST, WE'VE ALLOWED TEACHERS TO HAVE SCHOOL IMPROVE THEIR OWN INDIVIDUAL GOALS AND THEY MIGHT VARY FROM THE SCHOOL IMPROVEMENT PLAN. 
          WE REALLY WANT TO LIMIT THOSE TO READING GOAL, MATH GOAL, OR AN ACADEMIC LANGUAGE PRODUCTION GOAL. 
          WE FEEL THAT BY HAVING THAT FOCUS, IT BRINGS FOCUS TO ALL THINGS THAT WE DO, WHETHER IT'S OUR PLC MEETING OR TUESDAY MEETINGS I JUST TALKED ABOUT, OR OTHER COOLER CONVERSATIONS, WHETHER IT'S GOING BE BY REALLY HAVING THOSE SPECIFIC GOALS FOR EACH AND EVERY STAFF MEMBER. 
          WITH THAT, I'LL TAKE QUESTIONS. 
          >> ANY QUESTIONS FOR MATT? TRUSTEE TESKE. 
          >> THANK YOU, MR. CHAIR. NOW, ONE THING I REALLY LOVED THAT YOU DID WAS IT YOU INCLUDED 5TH GRADE AND [NOISE] 8TH GRADES. 
          >> THANK YOU. WE TALK ABOUT THE GAP YEARS BETWEEN MOVING FROM ELEMENTARY TO 6TH GRADE. 
          ACTUALLY, STEPHEN WAS INVOLVED IN SOME OF THESE WHEN HE WAS A TEACHER FOR US. 
          HE'S MEETING WITH THE 5TH GRADE MATH TEAM IN IDENTIFYING STANDARDS THAT WE WERE SCORING LOW ON, AND THEN WE'VE MET WITH JEN KELLEY FROM THE HIGH SCHOOL. 
          ALREADY AT THIS YEAR, I TYPED OUT THE TRANSITION BETWEEN 8TH AND 9TH AND HOW WE CAN HELP THEM ALSO. THANK YOU. 
          >> [INAUDIBLE] 
          >> GOOD EVENING, TRUSTEES, SO SCOTT CRISP, PRINCIPAL OF THE HIGH SCHOOL. 
          I THINK I'LL START WITH SOME DATA THAT I THINK MIGHT ALLUDE SOME FOLKS IN THE ROOM AND IN OUR COUNTY ABOUT OUR SCHOOL. 
          RECENTLY, I LED SMALL GROUP-RECORD MEETING SESSIONS WITH OUR ENTIRE STAFF OVER TWO DAYS, TWO EIGHT-HOUR DAYS, TO MAKE SURE EVERYONE GOT A VERY CONSISTENT MESSAGE ABOUT THE DIRECTION WE NEED TO GO IN RELATIONSHIP TO HOW OUR SCHOOL HAS CHANGED. 
          ONE IN FOUR OF OUR STUDENTS AT THE HIGH SCHOOL IS EITHER SPECIAL AT ELL OR ELL MONITOR. 
          THE WHOLE GROUP SYSTEM OF TEACHING, THE SAME THING TO EVERY STUDENT AT THE HIGH SCHOOL, HAS GOT TO BE SOMETHING THAT WE FOCUS ON. 
          OUR SCHOOL HAS CHANGED IN THE PAST 20 YEARS. 
          IT'S CLEAR IN OUR DATA, PARTICULARLY IN OUR 9TH AND 10TH GRADE WY-TOPP DATA, WHICH I KNOW STUDENTS MAYBE NOT INVEST IN, BUT THAT'S NOT AN EXCUSE. 
          WE NEED TO USE THAT TO INFORM OUR TEACHING, MAKE ADJUSTMENTS. 
          IN THOSE PREP PERIOD MEETINGS, REALLY GOING THROUGH OUR DATA AS A SCHOOL TO MAKING SURE PEOPLE KNOW WHO WE ARE TODAY, NOT 10 YEARS AGO, NOT FIVE YEARS AGO, BUT WHAT WE'RE GOING TO DO GOING FORWARD. 
          OUR STAFF IS VERY RECEPTIVE TO THAT, THEY'RE REALLY WILLING TO MAKE SOME CHANGES GOING FORWARD. 
          WE'RE ACTUALLY MAKING SOME ORGANIZATIONAL CHANGES IN OUR BUILDING AROUND HOW OUR DEPARTMENTS ARE ORGANIZED, POINTS IN THOSE DEPARTMENTS IN TERMS OF DEPARTMENT COORDINATORS, WORKING WITH OUR ASSISTANTS AND MYSELF TO MAKE SURE WE CAN MONITOR AND ADJUST GOING FORWARD. 
          IN THE PAST, THE HIGH SCHOOL WAS VERY TRICKY, GIVEN WE'RE COURSE-BASED. 
          TEACHERS TEACH FIVE COURSES, MULTIPLE GRADE LEVELS, MULTIPLE COURSES, SO THE DATA STREAMS ARE DIFFICULT FOR US AT THE 9TH AND 10TH GRADE LEVEL. 
          THE JUNIOR YEAR IS OUR YEAR WITH THE ACT. 
          I BELIEVE EVERYONE UNDERSTANDS THAT YEAR, AND WE ALSO OF COURSE GIVE AP TESTS. 
          BUT WE ARE REALLY WORKING HARD ON TRYING TO GET A MUCH BETTER STREAMLINE 9, 10, 11 SYSTEM SO WE CAN MAKE SOME ADJUSTMENTS THAT WE NEED TO. 
          DEMOGRAPHICS AND POPULATION IS A VERY KEY PART TO UNDERSTAND SOME OF OUR GOALS GOING FORWARD. 
          ECHOING MOST SCHOOLS, WE ARE RESETTING OUR PLC STRUCTURE AT THE HIGH SCHOOL. 
          THIS IS NOT JUST A GROUP OF ADULTS SITTING DOWN AND TALKING ABOUT SCHOOL. 
          THIS IS A GROUP OF ADULTS WHO'S GOING TO SIT DOWN AND USE DATA TO MAKE DECISIONS AT THE HIGH SCHOOL LEVEL. 
          WE'RE FINALLY GETTING TO THAT POINT WHERE TEACHERS ARE UNDERSTANDING THE URGENCY AT THE HIGH SCHOOL, ESPECIALLY WITH OUR CHANGE IN NUMBERS, DIVERSITY, AND STUDENT LEARNING LEVELS. 
          OUR ACT DATA IS ACROSS THE BOARD, MEANING WE HAVE SCORES EVERYWHERE FROM A 14 TO A 36, 36 MEANING THE HIGHEST. 
          THAT DISTRIBUTION OF SCORES ARE SHOWING ON OUR WYOMING REPORT CARD IF YOU HAD A CHANCE TO TAKE A LOOK AT THAT. 
          OUR SCHOOL IS MEASURED BY A LOT OF METRICS, 
          [01:50:04]
ONE OF THEM BEING 9TH GRADE CREDITS, EACH KID HAVING TO EARN 6.5 OR WE GO FROM A BLUE TO AN ORANGE. 
          WE ALSO ARE MEASURED ON GROWTH AND IN TERMS OF HOW STUDENTS GROW FROM 9,10, TO 11. 
          THEREFORE, WY-TOPP IS A DATA POINT FOR US ON THAT. 
          OUR CELEBRATION, POSITIVE NEWS FOR THE HIGH SCHOOL, IS THAT OUR POST-SECONDARY READINESS SCORE IS AT 94 PERCENT. 
          YOU MIGHT SAY, WHAT DOES THAT MEAN? THAT'S A GREAT CELEBRATION FOR THE DISTRICT. 
          THE CLOSEST SCHOOL TO US IN THE STATE OF WYOMING IS AROUND 55 PERCENT. 
          >> WHAT? 
          >> YOU MIGHT SAY, WHY? [LAUGHTER] A LOT OF IT IS BECAUSE OF OUR SYSTEM THAT WE'VE CREATED AROUND OUR CREDITS AND OUR REQUIREMENTS. 
          WE HAVE SOME OF THE HIGHEST GRADUATION REQUIREMENTS IN THE STATE. 
          THAT READINESS INDICATOR IS PULLED FROM STUDENTS WHO QUALIFY FOR [INAUDIBLE] SCHOLARSHIP, THE NUMBER OF AP TEST SCORES WE GIVE, ANY KIDS FLEET WITH A THREE OR HIGHER. 
          IT'S ALSO TAKEN FROM OUR ACT SCORE AND OUR GRADUATION RATE. 
          THAT'S WHERE THAT COMES FROM. 
          THOSE ARE ALL CELEBRATIONS FOR OUR DISTRICT AND CELEBRATIONS FOR EVERY SCHOOL THAT LEADS UP TO THE HIGH SCHOOL. 
          THESE KIDS COME TO US PREPARED AND WE'RE VERY EXCITED ABOUT THAT. 
          OUR PLC GOAL IS [INAUDIBLE] SCHOOL, AGAIN RESETTING OUR WHOLE STRUCTURES GOING FORWARD. 
          I'M INVIGORATED THIS YEAR MORE THAN I'VE BEEN IN THE PAST FEW. 
          GIVEN ALL THE COMPLEXITIES OF THE SCHOOL YEAR AND COVID, OUR CULTURE AND THE TONE OF OUR SCHOOL WITH THE KIDS IS VERY RESPONSIVE. 
          I THINK IF YOU ASK ANY HIGH SCHOOL TEACHER, THEY WOULD ECHO THAT. 
          WE HAVE TO LOOK AT HOW WE CAN GET WY-TOPP TAKEN A LITTLE BIT MORE SERIOUSLY, IF NOTHING ELSE TO HELP US MAKE ADJUSTMENTS TO HELP KIDS MORE REGARDLESS OF THE STATE RULES. 
          WE NEED SOME DATA POINTS IN NINE AND 10. 
          THEN OF COURSE, THE THIRD GOAL FOR US IS WE'RE CONTINUING OUR BEHAVIOR MATRIX IN OUR SCHOOL. 
          THIS IS A LOT OF WORK THAT STARTED A YEAR AGO TODAY. 
          WE'RE CONTINUING THAT WORK THROUGHOUT OUR WHOLE SCHOOL IN TERMS OF WHY THE IMPLEMENTATION ARE MEETING THEIR EXPECTATIONS. 
          A FEW OTHER THINGS JUST TO COMMENT ON, FOR THE FIRST TIME IN MY CAREER, ONE OF THOSE ACCOUNTABILITY MEASURES ON OUR REPORT CARD HAS GONE INTO THE ORANGE. 
          ALL BRONX ARE ORANGE, BUT THIS IS NOT A GOOD ORANGE. 
          [LAUGHTER] THAT IS THE ACHIEVEMENT CATEGORY. 
          THERE ARE SEVEN CATEGORIES, THIS IS ONE OUT OF SEVEN. 
          WE'RE LOOKING AT WHY. 
          WE DO KNOW ONE OF THE PRIMARY REASONS IS OUR ELL AND MONITOR STUDENTS WHO DON'T HAVE GREAT SUCCESS WITH THE ACT, AND THE REASON IS IT IS A READING TEST. 
          WHEN YOU TAKE THE ACT, SCIENCE SECTION, THE MATH SECTION, YOU ARE READING PASSAGES AND IT IS A TIMED TEST. 
          MOST OF OUR STUDENTS WHO STRUGGLE DON'T FINISH. 
          THE ANSWERS THEY'RE GETTING RIGHT, BECAUSE WE GET THE BREAKDOWN, ARE CORRECT. 
          BUT WHEN YOU DON'T FINISH, IT DEFINITELY IMPACTS THAT DISTRIBUTION OF SCORES. 
          WE HAVE TO DO A BETTER JOB OF FOCUSING ON THOSE STUDENTS THAT ARE BRINGING DOWN THE AVERAGE, LACK FOR A BETTER WORD, BUT IT IS HAPPENING. 
          BUT I ALSO BELIEVE WE CAN IMPROVE ACROSS THE BOARD REGARDLESS IF YOUR ELL OR NOT. 
          WE'VE GOT TO DO A BETTER JOB TO RAISE EVERYONE'S AVERAGE, SO THAT'S ONE OF OUR GOALS GOING FORWARD THIS YEAR. 
          I DON'T THINK I'M THE LAST. 
          I THINK [INAUDIBLE] [LAUGHTER] [OVERLAPPING] 
          >> TAKE YOUR TIME. 
          >> [INAUDIBLE] 
          >> DR. CRISP. 
          I READ AN ARTICLE ON MY NEWS FEED TODAY ON THE NEW YORK TIMES ABOUT HOW PARENTS SHOULD BE AWARE OF ANXIETY IN THEIR CHILDREN THAT'S RUNNING REALLY HIGH. 
          I'M WONDERING IF YOU'RE SEEING THAT IN JACKSON HOLE HIGH SCHOOL AND IF SO WHAT ARE YOU DOING ABOUT IT? 
          >> IT'S A CORE QUESTION KATE. THANK YOU FOR THAT QUESTION. 
          RIGHT NOW WE DO SEE STUDENTS AT LEAST AT THE HIGH-SCHOOL LEVEL, I BET OTHER PRINCIPLES SEE IT AS WELL. 
          WITH HIGH ANXIETY LEVELS, WE HAVE STUDENTS THAT ARE REPORTING TO THEIR COUNSELORS AT A HIGH FREQUENCY RIGHT NOW. 
          WHEN WE SEE THAT, WE DO WHAT WE CAN WITH OUR EXISTING. 
          WE HAVE GREAT STAFFING IN TERMS OF FIVE STUDENTS SUPPORT DEPARTMENT MEMBERS INCLUDING A SOCIAL WORKER AND FOUR OF OUR COUNSELORS, SO VERY WELL STAFFED IN THAT DEPARTMENT. 
          WE WORK CLOSELY WITH OUR SCHOOL COUNSELORS AND SOCIAL WORKERS. 
          A LOT OF IT CAN BE IN PUBLIC OR IN SMALL GROUPS BECAUSE IT'S A VERY PERSONAL ISSUE, SO IT'S VERY ONE-ON-ONE. 
          NOW WE WERE FIRST STUDENTS OUTSIDE OF OUR COMMUNITY. 
          WE'RE NOT THERAPISTS IN OUR HIGH SCHOOL, THAT'S NOT OUR FOCUS. 
          [01:55:03]
WE'RE SCHOOL COUNSELORS FIRST, SO WE WORKED VERY CLOSELY PAIRED AS A GREAT JOB FOR US AT THE HIGH SCHOOL TOO TO CONNECT US WITH THE COMMUNITY COUNSELING CENTER AND OTHER PRIVATE VENDORS. 
          SPEAKING JUST AS SOMEONE WHO'S VERY IN TOUCH I THINK WHAT OUR STUDENTS ARE FEELING IN OUR BUILDING, COMING OUT OF THIS LAST FEW YEARS HAS BEEN TOUGH KATE. 
          I THINK THE PRESSURES OF WHAT THEY'RE GOING TO DO NEXT START ADDING UP, AND IT COMES OUT IN DIFFERENT WAYS. 
          WE DO HAVE SOME STUDENTS WHO NEED SOME EXTREME SUPPORTS AND WE'RE DOING THE BEST WE CAN WITH THAT CONFIDENTIALLY ONE-ON-ONE. 
          WE'RE ALSO TRYING TO EDUCATE STUDENTS TO REPORT SOMETHING IF THEY SEE SOMETHING, AND WE HAVE HAD SOME SUCCESS WITH THAT TO AVOID SOME POTENTIAL AWFUL SITUATIONS. 
          I'M VERY PROUD OF THOSE STUDENTS WHO STEP UP AND REPORT AND I'M PROUD OF STUDENTS WHO CAN COME INTO OUR COUNSELING OFFICE AND FEEL COMFORTABLE TALKING TO AN ADULT. 
          THAT'S A BIG GOAL OF OURS THIS YEAR. 
          EVERY STUDENTS IN A HOMEROOM ADVISORY, WE'RE TRYING TO BUILD CONNECTION SO STUDENTS HAVE A PLACE TO GO. 
          WHERE WE SEE ISSUES IS THE KID DOESN'T HAVE A CONNECTION WITH AN ADULT. 
          THEY JUST DON'T TALK TO ANYONE OR FIND THEMSELVES ALONE IN THE HALLWAY OR IN A CLASSROOM NOT COLLABORATING, SO THAT'S SOME OF THE THINGS WE DO WITHIN OUR SCHOOL SYSTEM BUT WORKING WITH OUR COMMUNITY PARTNERS IS KEY. 
          I THINK WE'RE JUST SO LIMITED IN RESOURCES ACROSS THE BOARD COMMUNITY RIGHT NOW, IT PAN STRAPS THIS UP A LITTLE BIT ON THE OPTIONS WE CAN GIVE KIDS. 
          I KNOW MENTAL HEALTH TRUSTEES. 
          ALONG AS YOU BROUGHT UP IS A KEY PART OF SOMETHING WE REALLY NEED TO LOOK AT AND I WOULD SAY FOR ADULTS AS WELL; IT'S SOMETHING I WAS LOOKING FOR, BUT OUR JOB IS TO FOCUS ON OUR STUDENTS. 
          WE'RE DOING THE BEST WE CAN IN REGARDS TO MENTAL HEALTH WITHIN OUR PARAMETERS WHICH IS KEY. 
          WE HAVE TO STAY IN OUR LANE. 
          I DO BELIEVE AT THE HIGH SCHOOL. 
          >> THANK YOU. 
          >> ANY OTHER QUESTIONS FOR SCOTT? 
          >> THANK YOU MR. CHAIR. 
          SCOTT, YOU AND I'VE HAD THIS DISCUSSION BEFORE AND I'M GOING TO BRING IT UP AGAIN. 
          DO WE QUIT TEACHING, READING TOO OR ONLY? I KNOW YOU AND I HAVE A DISCUSSION, YOU DON'T HAVE SOMEBODY TO TEACH READING IN THE HIGH SCHOOL. 
          SHOULD WE TRY AND FIND A WAY TO CONTINUE TO TEACH READING IT? 
          >> YES [LAUGHTER]. I JUST WANT TO TAKE ONE MORE MINUTE TRUSTEES, I KNOW IT'S LATE. 
          THE READING PART AT THE HIGH SCHOOL I DON'T BELIEVE WE CAN CONTINUE TO HAVE THE WHOLE MENTALITY THAT I DON'T TEACH READING. 
          NOW I SAY THAT IN THE MOST SUPPORTIVE WAY. 
          WE HAVE ONE OF OUR VETERAN TEACHERS, JIM JENKINS IN THE ROOM WHO IS FANTASTIC WITH STUDENTS AND I THINK HE'S ALSO A GENTLEMEN. 
          WE'RE GOING TO DO A READING UNIT IN PE. 
          LET'S TEACH KIDS HOW TO ACCESS THIS CONTENT. 
          JIM WILL BE THEIR FIRST-PERSON TO JUMP ON THE TRAIN. 
          WE HAVE TO FIGURE OUT A WAY TO BOTH RIDGE SKILLS ACCORDING TO THAT PORTRAIT OF A GRASP POINT. 
          WITH CONTENT, IT CANNOT BE SIMPLY CONTENT STANDARDS. 
          WE'VE GOT TO FIGURE IT AWAY AT THE HIGH-SCHOOL LEVEL TO TEACH SOME BASIC READING SKILLS. 
          IT CAME UP IN OUR PLC YESTERDAY AND SOCIAL STUDIES AS THEY'RE STARTING TO DECIDE THEIR SMART GOAL AND I SIT WITH THAT TEAM EVERY WEDNESDAY FOR AN HOUR TO SEE WHERE THEY ARE. 
          THEY ARE COMING TO THEIR OWN TERMS ON LOOK WE HAVE GOT THE BACKUP AND TEACH SOME ACCESS READING SKILLS BEFORE WE CAN EXPECT PERFORMANCE ON TESTS AND MY CAREER AS A SOCIAL STUDIES TEACHER AND KNOWING THAT GROUP AND I'M USING THAT GROUP AS AN EXAMPLE FOR A REASON. 
          THAT'S AN EXAMPLE OF A TEAM STARTING TO COME TOGETHER AND FIGURING OUT LIKE WE'VE GOT STEP BACK, WE CAN'T JUST JUMP INTO THE EXAM. 
          ACROSS THE BOARD JIM AND I THINK WE HAVE WIDE SUPPORT OF READING ACROSS THE BOARD NOW. 
          YOU MIGHT REMEMBER ONE YEAR WE HAD A READING INITIATIVE ACROSS SCHOOL WHERE WE INCREASED READING EXPECTATIONS FOR ALL STUDENTS. 
          THE ISSUE WITH THAT AND THE ERROR WE HAD WAS WE DIDN'T TEACH STUDENTS HOW TO DO THAT, WE JUST INCREASED FREQUENCY. 
          WE'VE GOT A BACKUP A LITTLE BIT AND TEACH SOME BASIC SKILLS. 
          >> THANK YOU. 
          >> SCOTT. I'M GOING OFF OF THAT. 
          WHEN YOU LOOK AT THE ACT TEST A LOT OF IT IS READING THOSE PASSAGES AND KNOWING HOW TO READ A PASSAGE, KNOWING HOW TO GO BACK, SKIM IT, THEN GO BACK FIND WHAT THE MAIN THEMES ARE, MAYBE EVEN READ THE QUESTIONS FIRST, KNOW WHAT YOU'RE TRYING TO DO. 
          YOU HAVE THAT CLASS BRONX LIVE, THAT WAS TEACHING SOME OF THAT TO PREPARE KIDS. 
          YOU GOT RID OF THAT CLASS. 
          IS THAT A CLASS THAT MAYBE WE NEED TO BRING BACK TO HAVE A CLASS SPECIFICALLY? AGAIN, IF KIDS WANT TO TAKE IT WAS COLLECTIVE THAT KIDS CAN TAKE THAT CLASS BECAUSE IT SEEMED LIKE IT WAS A GOOD CLASS AND 
          [02:00:04]
THAT IT WAS PROVIDING AN OPPORTUNITY TO SPEND TIME JUST LEARNING HOW TO READ THOSE PASSAGES AND HOW TO TACKLE THE ACT TEST? 
          >> THAT'S A GOOD QUESTION KEITH. WE STILL HAVE THE BRONX LIVE CLASS. 
          WE MADE IT MUCH MORE TARGETED TOWARDS SENIORS THIS YEAR AND FOR JUNIORS WE'RE GOING TO BE DOING ACT REVIEW STARTING IN JANUARY TO THE TEST DURING OUR PERIOD 8 PROGRAM. 
          WE'RE ABOUT TO GIVE A PRACTICE TEST TO ALL JUNIORS. 
          WE GET THAT DATA AND THEN WE DEVELOP CLASSROOM-BASED AREAS WHERE STUDENTS CAN FOCUS, SO LET'S SAY I TAKE THAT TEST TO THE STUDENT AND I DON'T DO WELL IN MATHS. 
          I'M GOING TO PUT YOU WITH THE MATH TEACHER DURING PERIOD 8 WHERE THE MATH TEACHER WILL TEACH YOU THE ACT PART OF THE MATH TEST BEFORE THE TEST BEGINS, SO WE DIFFERENTIATE THE PRACTICE FOR. 
          THE OTHER THING WE DO IS PROVIDE EVERY STUDENT AT THE HIGH-SCHOOL ACT METHOD TEST PREP. 
          IT'S AN ONLINE VERSION AND IF YOU BOUGHT IT PRIVATELY IT'S BEEN A COUPLE OF 100 BUCKS. 
          FREE TO STUDENTS TO ACCESS AND TAKE THAT TEST AS MANY TIMES AS THEY WANT TO PRACTICE. 
          THAT'S MORE INDIVIDUAL THOUGH, WE DON'T HAVE CONTROL OVER THAT. 
          WELL WE DO HAVE CONTROL OVER RESERVE PERIOD 8, WHICH WE'LL BE ROLLING OUT THE JUNIORS THIS YEAR. 
          BRONX LIVE CONTINUES FOR SENIORS GETTING READY FOR THAT NEXT STEP. 
          >> ANY OTHER QUESTIONS FOR SCOTT? THANKS SCOTT. 
          >> THANK YOU. 
          >> GOOD EVENING [OVERLAPPING] TRUSTEES. 
          BEFORE I GET STARTED, I JUST WANT TO SHARE A LITTLE BIT OF STORY WHEN I FIRST FOUND OUT I WAS GOING TO BE PRINCIPAL OR WAS GIVEN THE OPPORTUNITY TO BE PRINCIPAL OF SUMMIT. 
          BETH O'SHEA SAID, "HEY, THERE'S THIS THING YOU GOT TO GO TO END UP WITH A NEW REPORT CARD FOR ALTERNATIVE SCHOOLS." I WAS IN CASPER IN JULY, NOT EVEN HAVING BEEN A PRINCIPAL AND HAVING INPUT ON THE REPORT CARD BECAUSE THE ALTERNATE SCHOOL REPORT CARD IS DIFFERENT THAN THE REPORT CARD THAT THE REST OF THE SCHOOLS ARE UNDER. 
          I WOULD SAY I WANT TO HIGHLIGHT TWO PIECES OF IT THAT I THINK ARE REALLY A CELEBRATION AND AN OPPORTUNITY FOR OUR SUMMIT AND ALL OF OUR ALTERNATE SCHOOLS. 
          THAT IS, THERE'S A SCHOOL CLIMATE MEASURE AND GOING TO TRUSTEES ONTO POINT, IT MEASURES STAFF RESPECT, HIGH EXPECTATIONS, AND STUDENTS SUPPORT. 
          WITHIN THOSE SURVEY QUESTIONS IT ASKS, "DO YOU HAVE ADULTS IN YOUR SCHOOL THAT YOU CAN GO TO? DO YOU HAVE THE SUPPORT? DO YOU KNOW WHERE TO REACH OUT TO?" THAT'S BEEN A REALLY NICE ADDITIONAL PIECE OF INFORMATION AND MEASURE THAT WE LOOK AT WITH OUR REPORT CARD. 
          WITH THAT, I HAVE TO SAY SUMMIT IS ONE OF THREE ALTERNATIVE SCHOOLS OUT OF 23 ALTERNATIVE SCHOOL IN THE STATE EXCEEDING EXPECTATIONS. 
          LOTS OF [OVERLAPPING] REALLY EXCITED. 
          [APPLAUSE] I JUST WANT TO SAY WE COULDN'T DO THAT IF IT WASN'T FOR EVERYBODY HERE THAT'S BEEN SUPPORTING AND REALLY GROWING OUR STUDENTS AND GETTING THEM READY FOR THEIR HIGH SCHOOL EXPERIENCE. 
          THE OTHER THING IS WE HAVE A 91.7 PERCENT GRADUATION RATE, WHICH IS REALLY EXCITING AND THAT'S REALLY SPEAKS TO A LOT OF THE PARTNERSHIPS BETWEEN SUMMIT AND THE HIGH SCHOOL IN TERMS OF SUPPORTING OUR STUDENTS AND HAVING ACCESS TO THE COURSES THAT THEY NEED TO BE SUCCESSFUL. 
          THE OTHER THING THAT I JUST WANT TO TALK ABOUT WITH OUR PRIORITIZED GOALS IS FOCUSING ON THAT STUDENT GROWTH PERCENTAGE. 
          OUR CUT SCORES ARE DIFFERENT. 
          JANINE, SORRY, TRUSTEE TUSKEE. 
          [LAUGHTER] THEY DO HELP US LOOK AT OVER THREE YEARS GROWTH FOR OUR STUDENTS. 
          NOT ALL OF OUR STUDENTS ARE ACTUALLY COUNTED IN THAT MEASUREMENT. 
          BUT IT GIVES US MORE OF A THREE-YEAR LOOK AT WHERE WE ARE AND WHERE WE WANT TO GO WITH OUR STUDENTS. 
          WE'RE GOING TO CONTINUE TO WORK ON KEEPING THAT IN THE BLUE AND FOCUSING ALSO ON OUR OVERALL ACHIEVEMENT FOR OUR LATINO STUDENTS, WHICH IS ALIGNED WITH OUR DISTRICT GOAL. 
          I THINK IT'S IMPORTANT TO THINK ABOUT HOW MANY SUCCESSES WE'VE HAD EXITING OUR EL STUDENTS THROUGHOUT THEIR ENTIRE EXPERIENCE IN THIS DISTRICT. 
          BY THE TIME WE HAVE LATINO STUDENTS WHO MIGHT HAVE BEEN FORMER EL, NOT EVEN MONITORED ANYMORE, THEY STILL DESERVE SUPPORT AND TO LOOK AT WHAT THEY MIGHT NEED TO ENSURE THAT THEY'RE SUCCESSFUL AND CAN CONTINUE TO GROW. 
          THAT'S ONE OF OUR FOCUS AREAS IN OUR PLC THIS YEAR. 
          IS TO REALLY LOOK AT ACADEMIC LANGUAGE AND HOW WE CAN SUPPORT THAT GROWTH ACROSS ALL OF OUR LATINO STUDENT POPULATION. 
          WITH THAT, I WOULD SAY THAT ONE OF OUR VISION AND MISSION GOALS REALLY HIGHLIGHTS WHAT JAMES SAID EARLIER AND THAT IS, HOW CAN WE ENSURE THAT STUDENTS HAVE MULTIPLE OPPORTUNITIES TO MASTER A STANDARD? MANY OF OUR STUDENTS WORK REALLY HARD AND SOMETIMES THE WAY THEY SHOW UP AND SHOW US WHAT THEY KNOW AND ARE ABLE TO DO MIGHT NOT BE THE FIRST TIME, MIGHT NOT BE THE WAY ANOTHER STUDENT HAS AN OPPORTUNITY TO PRESENT WHAT THEY KNOW. 
          BUT I BELIEVE THAT IF WE ENSURE THAT THEY HAVE 
          [02:05:02]
THOSE OPPORTUNITIES AND WE WORK TOGETHER AS A PLC AND SUPPORT THAT PHILOSOPHY I THINK WE'RE GOING TO SEE EVEN MORE GROWTH. 
          THAT'S BASICALLY WHAT WE'RE GOING TO BE DOING FOR THE WHOLE YEAR AS PRISTINE AND COMMON ASSESSMENTS, FOCUSING ON SUPPORTING LANGUAGE, AND SEEING IF WE CAN STAY IN THE BLUE FOR A LITTLE WHILE LONGER. QUESTION? 
          >> ANY QUESTIONS FOR PIER [INAUDIBLE] 
          >> MAYBE THIS ISN'T A QUESTION FOR PIER, BUT MAYBE A QUESTION FOR DR. CHRIS, BUT YOU BROUGHT UP A METRIC, IT SOUNDS LIKE FOR COMMUNITY AND HAVING A TRUSTED ADULT, IS THAT SOMETHING THAT COULD BE ADOPTED IN HIGH SCHOOL? IT'S BEEN USED IN SCHOOL SUCCESSFULLY. 
          >> WE HAVE THE PANORAMA SURVEY, WHICH DR. CHRIS, AND THE HIGH SCHOOL ALSO USES AND THERE ARE DIFFERENT COMPONENTS. 
          THE WYOMING DEPARTMENT OF EDUCATION MANDATES THE SECTIONS OF THE PANORAMA SURVEY THAT WE DO AT SUMMIT, BUT THERE ARE SECTIONS WITHIN THAT, THAT WE CAN LOOK AT MEASURING AND DR. CHRIS CAN SPEAK TO HIS DATA. 
          >> SPEAKING ABOUT [INAUDIBLE] ONE KEY METRIC WAS SENSE OF BELONGING, [INAUDIBLE]. 
          RIGHT NOW, NOT EVEN STUDENTS ARE VERY SUBJECTIVE PERCEPTIONS WERE WORRIED ABOUT 50 OR 60 PERCENTILE. 
          THAT'S COMPARED TO OTHER PRIVATE SCHOOLS THAT ARE [INAUDIBLE]. 
          WE COULD DO BETTER, BUT IT IS A METRIC WE USE [INAUDIBLE]. 
          >> ANY OTHER QUESTIONS? THANK YOU VERY MUCH. 
          >> ALL THE SCHOOLS. I WILL OPEN IT UP TO PUBLIC COMMENTS. 
          IS THERE ANY PUBLIC COMMENT FROM ANYONE HERE THIS EVENING ON ANY OF THE SCHOOL IMPROVEMENT PLANS? ANY PUBLIC COMMENT ON WEBEX. 
          IF YOU DO ON THE WEBEX, PLEASE RAISE YOUR VIRTUAL HAND AND WE WILL CALL ON YOU. 
          I SEE NO PUBLIC COMMENT, WILL BRING IT BACK UP TO THE BOARD PRIOR WE'RE TO EVOKE ANY DISCUSSION. 
          JUST GENERAL THOUGHTS ON THE SCHOOL IMPROVEMENT PLANS. I KNOW IT WAS A LOT. 
          IT'S AN HOUR AND A HALF WE SPENT ON IT, BUT I THINK IT WAS AN IMPORTANT HOUR AND A HALF TO HEAR FROM EACH SCHOOL. 
          HEAR THEIR SUCCESSES AND HEAR WHAT THEIR ACTION PLANS FOR THE NEXT YEAR ARE. 
          ANY GENERAL DISCUSSION? THE ONLY GENERAL DISCUSSION I WOULD THROW OUT THERE IS MY ONLY CONCERN THAT CAME UP AND I GET CONCERNED WHEN I HEAR PLCS OVER AND OVER. 
          WHEN I HEAR PLC, I HEAR MEETING. 
          ESPECIALLY WHEN I HEAR TEACHERS ARE HAVING FOUR OR FIVE OF THESE IN A WEEK, THAT CONCERNS ME. 
          THE COMMENT THAT THE TEACHERS ARE GOING TO FOUR OR FIVE PLCS ALL IN ONE WEEK. 
          THAT'S A MEETING AND THAT CONCERNS ME THAT WE'RE DOING THAT MANY PLCS. 
          I JUST THROW THAT OUT THERE. 
          I'M NOT SURE IF PLCS ARE THIS PANACEA THAT EVERYONE SEEMS TO THINK THEY ARE, HOPEFULLY THEY WORK. 
          BUT I STILL THINK HAVING LOTS OF MEETINGS DOES NOT ALWAYS SOLVE A PROBLEM. 
          HOPEFULLY THEY'RE EFFECTIVE MEETINGS, BUT I DON'T MIND. 
          I THINK IT'S FINE WHEN YOU HEAR THEY'RE HAVING TWO MEETINGS A WEEK. 
          BUT WHEN YOU'RE HAVING 4-5 MEETINGS A WEEK, [NOISE] AND DOING THAT OVER AND OVER, I'M NOT SURE HOW EFFECTIVE THAT IS. 
          I JUST THROW THAT OUT THERE. ANY OTHER THOUGHTS? I'D ENTERTAIN A MOTION TO APPROVE. 
          >> MR. CHAIR, I MOVE TO APPROVE THE SCHOOL IMPROVEMENT PLANS AS PRESENTED. 
          >> IS THERE A SECOND? 
          >> SECOND. 
          >> IT'S BEEN MOVED BY TRUSTEE CARLIN, SECONDED BY TRUSTEE BROWNSTED TO APPROVE THE SCHOOL IMPROVEMENT PLANS AS PRESENTED. 
          ANY FURTHER DISCUSSION? SEEING NONE ALL THOSE IN FAVOR SAY AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL THOSE OPPOSED, SAY NAY. THAT'S UNANIMOUS. 
          THANK YOU TO ALL THE PRINCIPALS THAT PRESENTED TODAY. 
          OUR SECOND ITEM IS CONSIDERATION OF AMERICAN FLAGS AND I'M SORRY. 
          >> CHAIR CAN I JUST MAKE A COMMENT FOLLOWING THIS? I SPENT [INAUDIBLE] SEVERAL YEARS AGO GOING AND ATTENDING PLCS AT [INAUDIBLE] ELEMENTARY SO I CAN GET A SENSE OF WHAT THAT WAS LIKE AND I WOULD RECOMMEND ALL THE BOARD MEMBERS DOING THAT SO THAT THEY HAVE A SENSE OF WHAT IS HAPPENING IN THE PRODUCTIVITY MEETING. 
          NOT ALL OF THEM ARE APPROPRIATE, IT'S A LEARNING THING. 
          THE TEACHERS ARE LEARNING JUST LIKE THE CHILDREN ARE. 
          BUT IF YOU SEE AN EFFECTIVE PLC, IT'S REALLY [INAUDIBLE]. SIR. 
          >> CONSIDERATION OF AMERICAN FLAGS AND TOP DONATION FROM JACKSON BAPTIST CHURCH. 
          [02:10:02]
I'LL JUST READ IT HERE AT JACKSON BAPTIST WOULD LIKE TO DONATE 20 AMERICAN FLAGS TO BE DISPLAYED AT THE STADIUM ON GAME DAYS. 
          FLAGS WILL BE STORED AT THE SCHOOL DISTRICT FOR USE AT OTHER ACTIVITIES AS NEEDED. 
          CHURCH WOULD LIKE TO PAY FOR A SMALL PLACARD TO BE PUT ON THE GRANDSTANDS WHEN THE FLAGS ARE ON DISPLAY THAT SAYS, "THE AMERICAN FLAGS ARE TO HONOR ALL WHO HAVE SERVED OUR COUNTRY PAST, PRESENT, AND FUTURE. 
          DONATED BY JACKSON WHOLE BAPTIST CHURCH." THAT IS THE PROPOSAL. 
          IS THERE ANYTHING ELSE THAT I NEED TO KNOW? IT HAS 20 AMERICAN FLAGS. 
          IS THERE ANY DISCUSSION AMONG THE BOARD? 
          >> MR. CHAIR. 
          >> TRUSTEE CARLIN. 
          >> I'M JUST THINKING ABOUT 20 AMERICAN FLAGS IN THE STADIUM AND HOW COOL THAT WOULD LOOK. 
          THERE'S A PICTURE HERE IN OUR AGENDA SO I THINK THAT'D BE REALLY QUITE STRIKING. 
          MY QUESTION IS, WHO'S RESPONSIBLE FOR PUTTING THOSE UP AND TAKING THEM DOWN WEEK AFTER WEEK AND STORAGE? I'M CURIOUS ABOUT HOW THAT WILL AFFECT OUR STAFF IN THE USE OF THEIR TIME. 
          THEN WE'VE ALSO TALKED ABOUT FLAGS IN THE PAST. 
          WE'VE STEERED AWAY FROM SOME FLAGS THAT HAVE COME FROM OUTSIDE THE DISTRICT TONIGHT. 
          I'M CURIOUS HOW WE FEEL ABOUT IT. 
          WE NEED TO CONTINUE TO [INAUDIBLE]. 
          >> IS THERE ANYONE HERE FROM JACKSON HOLE BAPTIST CHURCH 
          >> [OVERLAPPING]. 
          >> RIGHT UP HERE KAREN? 
          >> I'M THE ONE WHO STARTED THIS PROCESS. 
          I WENT TO THE TETON COUNTY SCHOOL DISTRICT OVER ON THE OTHER SIDE OF THE BALTON IN WHICH THEY HAD 20 AMERICAN FLAGS ON THEIR STADIUM. 
          WE SAW AND HEARD MANY COMMENTS FROM PARENTS AS WELL AS VETS THAT SAID, WE HAVE A NEW STADIUM, WE HAVE NEW TURF, WE WOULD LOVE TO SEE THAT. 
          I WENT TO OUR CHURCH AND LOOKED AT THEM AND SAID, A COMMUNITY IS SAYING THEY WOULD LIKE TO SUPPORT VETERANS. 
          IT'S NOT JUST A MILITARY VETERANS, IT IS FOR ALL WHO SERVE INCLUDING FIRE, EMS, AND OUR LOCAL POLICE DEPARTMENT. 
          THE HOPE IS TO BE ABLE TO DO THESE 20 AMERICAN FLAGS NOW AND NEXT YEAR COME BACK WITH THE FUNDS TO DO OUR BRANCHES OF SERVICE, THE WYOMING FLAG, AS WELL AS FOR OUR FIRE, OUR EMS, AND OUR POLICE DEPARTMENT. 
          THERE IS A PRIDE AMONG OUR BRONX PLAYERS FOR OUR COUNTRY. 
          IT IS NOT JUST PARENTS, IT IS AMONG THE KIDS. 
          WE'VE ALREADY GIVEN THEM ONE FLAG TO PUT OUT AT THE BEGINNING OF EVERY GAME AND WITH PRIDE ONE OF THOSE KIDS RUN OUT WITH AMERICAN FLAG. 
          THEY TREAT IT WITH RESPECT AND THEY'RE PUTTING IT BACK UP THEMSELVES. 
          AS FAR AS STORAGE, WE HAVE FOUND PLACES IN WHICH WE CAN STORE THOSE FLAGS AND HAVE THEM DONE. 
          I TALKED TO TETON COUNTY SCHOOL DISTRICT ON THE OTHER SIDE OF THE MOUNTAIN. 
          THEY INSTRUCTIVE ON A VERY LARGE GARBAGE CAN THAT SUPPORTS THAT MANY FLAGS THAT YOU CAN WHEEL IN AND OUT, PUT IN A VEHICLE AS NECESSARY. 
          THE MUMS SQUAD HAS OFFERED TO HELP JACKSON HOLE BAPTIST CHURCH CONTINUE THE LEGACY. 
          AS THE FOOTBALL MUMS YEAR AFTER YEAR BEGINNERS, THEY ARE WILLING AND WANTING TO CONTRIBUTE. 
          THIS IS NOT JUST JACKSON HOLE BAPTIST CHURCH YES, IS PROVIDING THE FUNDS AND IS RAISING THE MONEY TO DO THIS. 
          BUT WE HAVE THE COMMUNITY BACKING IN THIS. 
          MUMS SQUAD HAS OFFERED TO HELP. 
          WE HAVE FOOTBALL MUMS WHO HAVE OFFERED TO HELP. 
          WE'VE HAD LEGION MEMBERS OFFERED TO HELP. 
          WE HAVE ABILITY TO STORE AND SOMETHING TO LAST LONG TERM. 
          IT WAS VERY SAD AT THE DEATH OF MARK ALLAN WHEN OUR SCHOOL DISTRICT HAD TO GO TO TETON COUNTY SCHOOL DISTRICT TO GET THEIR 20 FLAGS. 
          I GOT SHAME ON US, THAT IT WASN'T HERE FOR YOU GUYS TO HAVE. 
          THAT IS WHAT WE WOULD LIKE TO GIVE. 
          >> MR. CHAIR, I HAVE A QUESTION. 
          >> YES PHOEBE. 
          >> I UNDERSTAND AND IT WILL LOOK BEAUTIFUL, BUT IF OUR STAFF AND THE MUMS AND THOSE PEOPLE CAN'T GET UP 20 FLAGS EVERY GAME. 
          ARE YOU GUYS GOING TO BE MISSED? 
          >> NO. THEY KNOW IF THEY CAN GET A FIVE. 
          >> THAT IS THE PROCESS OF DONATING THEM TO THE SCHOOL. 
          THEY'RE THERE FOR YOU TO USE FOR FOOTBALL, FOR SOCCER, FOR VOLLEYBALL, FOR BASKETBALL, FOR SPEECH, FOR DEBATE, WHATEVER YOU NEED THEM FOR, THEY WILL BE THERE FOR. 
          THE BIGGEST THING WE WANT IS THAT PEOPLE KNOW THOSE FLAGS ARE THERE TO HONOR THOSE WHO HAVE SERVED OUR COUNTRY AS THE PLAQUE WOULD SAY PAST, PRESENT AND FUTURE. 
          [02:15:03]
LIKE I SAID, WE'RE STARTING WITH THE AMERICAN BUT WE HOPE TO INCLUDE ALL BRANCHES. 
          WE WANT TO INCLUDE THE PANDEMIC WHO SHOWED US HOW VALUABLE OUR HEALTHCARE WORKERS ARE TO US, HOW VALUABLE OUR POLICE DEPARTMENT IS, OUR FIRE DEPARTMENT. 
          WE WANT TO HONOR ALL THOSE. 
          AGAIN, ALSO ADD THE WYOMING FLAG BECAUSE IF YOU'VE BEEN TO ANY OF THE GAMES AND YOU'VE BEEN AROUND ANY OF THE KIDS, BOY THEY ARE PROUD TO BE BRONX. 
          >> THANK YOU VERY MUCH. 
          >> MIKE? 
          >> PRESENT. 
          >> [LAUGHTER] JUST LOGISTICALLY HOW WILL THIS WORK? MY UNDERSTANDING IS IN CONVERSATIONS WITH THE CHURCH IS THE PLAN TO PUT SOME PVC PIPING ALONG SECTIONS OF THE FENCE, SECTIONS OF THE BLEACHERS, AND THEN THE CHURCH MEMBERS AND SOME OF THE MUMS WOULD BE THE ONES GOING AND PUTTING FLAGS UP AT OUR VARIOUS ACTIVITIES AS WELL AS THE PLAQUE TO BLOW DURING THE WEEK AND COME DOWN WITH THE FLAGS. 
          [OVERLAPPING]. 
          >> FIGURED THAT WAS AN IMPORTANT, STORAGE? 
          >> PROBABLY DISCUSSED THAT WITH THEM EARLIER, CURRENTLY, I BELIEVE THE PLAN IS TO STORE THEM, WHAT IS THIS, BLACK HEAD WHICH IS RIGHT NEXT. 
          >> OKAY. 
          >> DO WE HAVE QUESTION? 
          >> QUESTION. 
          >> YEAH. 
          >> SORRY TO INTERRUPT. 
          >> SOMEONE ELSE? 
          >> ME AND MY WIFE, WE OFFICIALLY HAD SPOKEN TO MR. HANSEN ABOUT POSSIBILITY OF USING THE OLD TICKET BOOTH TO STORE THEM. 
          [OVERLAPPING] 
          >> WHO IS SPEAKING? 
          >> MY APOLOGIES, MY NAME IS GREG LOGAN, I'M PASTOR FOR JACKSON HOLE BAPTIST CHURCH. 
          >> OKAY. 
          >> WE HAD ORIGINALLY SPOKEN TO MR. HANSEN ABOUT POSSIBILITY OF USING YOUR TICKET BOOTH, TO WHICH I FOUND OUT EVENTUALLY THAT BUILDING IS PROBABLY NO LONGER GOING TO EXIST. 
          I SPOKE TO THE HEAD COACH FOR POST 43 FOR THE BASEBALL TEAM FOR THE GIANTS AND THEY GUARANTEED ME A PLACE THERE. 
          WHO IS OBVIOUSLY THE HEAD COACH IS ASSISTANT AD. 
          >> SURE. 
          >> THEY HAVE GUARANTEED ME A PLACE THERE TO STORE THE FLAGS SO THAT THEY WILL BE INSIDE, SAY OUT OF THE SCHOOL DISTRICTS WAY AND AT THE SAME POINT IN TIME BECAUSE THE FACT THAT YOUR ASSISTANT AD WORKS WITH THAT, HE HAS ACCESS TO THAT BUILDING SO HE CAN OPEN IT UP ALLOW THE MUM SQUAD OR THE WRONG BACKERS TO ACTUALLY PLACE THOSE FLAGS UP THERE. 
          ALSO, THE OTHER THING IS JUST SO THAT EVERYONE IS AWARE, THE CHURCH HAS PURCHASED THOSE FLAGS, I PERSONALLY HAVE HANDS ON THOSE LIKES NOW AND THE PVC SECTIONS THAT WE WILL BE PUTTING UP ON THE NEW GRASS STANCE AND ON THE FENCE WILL ACTUALLY NOT BE SECURED WITH METAL PLATES OR ANYTHING LIKE THAT. 
          THEY WILL JUST SIMPLY BE ZIP ICE ON THERE SO THAT IN THE EVENT THAT SOMETHING WEARS OUT, IT CAN EASILY BE REPLACED WITHOUT ANY COST TO THE SCHOOL. 
          THAT WOULD BE SOMETHING THAT WOULD BE CONTINUED TO BE FUNDED AND PUT TOGETHER BY JACKSON HOLE BAPTIST CHURCH AS A WHOLE. 
          THAT WAY THERE'S NO INCONVENIENCE, NO COST, AND NO ISSUE FOR THE SCHOOL. 
          AGAIN TO YOUR EARLIER QUESTION, KNOW WHETHER IT'S FIVE FLAGS, WHETHER IT'S 20 FLAGS, IRREGARDLESS OF SITUATION. 
          WE JUST WANT JACKSON HOLE TO BE ABLE TO SHOW THAT ITS COMMUNITY, ITS PEOPLE, AND THE PEOPLE THAT COME TO OUR COMMUNITY THAT WE'RE PROUD OF THE FLAG THAT WE PLEDGE STUDENTS THIS EVENING WE STARTED ON THAT WE CELEBRATE WHEN WE GO OUT WITH GAMES. 
          I CAN ALSO SAY AS MY WIFE STATED EARLIER, FOR BRANCHES PAST, PRESENT, AND FUTURE, I AM A VETERAN. 
          I AM ONE OF THOSE PAST VETERANS AS WELL AS THE CHAPLAIN FOR POST 43. 
          IT WAS JUST THE PROPOSAL THAT WE BROUGHT TOGETHER. 
          MY WIFE IS ACTUALLY THE ONE THAT INITIATED AND I HOPE THINKING IT'S REALLY PROB CONSIDERATION. 
          >> THANK YOU. 
          >> THANK YOU. 
          >>DOCTOR, A LOT OF THE LOGISTICS. THANK YOU. 
          ANY OTHER QUESTIONS? ANY PUBLIC COMMENT ON THIS ITEM TONIGHT? ANYONE IN THE AUDIENCE HAVE ANY PUBLIC COMMENT? ANYONE ON WEBEX HAVE ANY PUBLIC COMMENT? RAISE YOUR VIRTUAL HAND. 
          SEEING NONE, BRING IT BACK TO THE BOARD. 
          ANY BOARD DISCUSSION I'LL SAY? SEEING NONE, I WOULD ENTERTAIN A MOTION TO APPROVE THE ACCEPTANCE OF THE AMERICAN FLAGS AND PLAQUE FOR DISPLAY AT THE STADIUM FROM THE JACKSON HOLE BAPTIST CHURCH AS PRESENTED. 
          >> MR. CHAIR, I MOVE TO APPROVE THE ACCEPTANCE OF THE AMERICAN FLAGS AND THE PLAQUE FOR DISPLAY AT THE STADIUM FROM THE JACKSON HOLE BAPTIST CHURCH AS PRESENTED. 
          >> SECOND. 
          >> WE MOVED AND SECONDED TO APPROVE THE ACCEPTANCE OF THE FLAGS. 
          ANY FURTHER DISCUSSION ON THIS ITEM? SEEING NONE, ALL THOSE IN FAVOR SAY HI. 
          >> HI. 
          >> HOW WAS THE POINT? 
          >> HI. 
          >> I SAID THAT AS AYE BUILT. 
          >> [LAUGHTER] THIS IS DELAYED A LITTLE BIT. 
          THANK YOU VERY MUCH FOR ALL YOUR HARD WORK AND WORKING OUT ALL THE LOGISTICS AND THANK YOU VERY MUCH. 
          [02:20:01]
          >> IT'S SO OPEN TO US HAVING A MAN WHO HOLD SENIOR GUY AS THE SENIORS OF THE [OVERLAPPING]. 
          >> YOU JUST TALK WITH MR. HANSEN, LOGISTICS ARE WITH HIM. 
          >> WE'LL BE IN TOUCH. 
          >> OUR NEXT ITEM IS CONSIDERATION OF ADDING BOYS' SWIMMING AS AN ACTIVITY. 
          THE REQUEST CAME BEFORE THE TRUSTEES WOULD ADD BOYS' SWIMMING TO THE HIGH SCHOOL LEVEL AS ONE LYMAN HIGH SCHOOL ATHLETIC ASSOCIATION ACTIVITIES OFFERED BY OUR DISTRICT. 
          MY UNDERSTANDING IS WE'D STILL STAY IN CONSISTENCY WITH TITLE 9 BECAUSE WE JUST ADDED GIRLS WRESTLING RECENTLY AND I THINK THE TOTAL COST, IT CAME TO SOMETHING LIKE 20,000 FOR THE YEAR. 
          IF I REMEMBER CORRECTLY GIRLS ARE IN THE FALL, BOYS ARE IN THE SPRINGS. 
          >> WINTER. 
          >> WINTER. BUT REGARDLESS THEY PRACTICE SEPARATELY. 
          WE HAVE ROOM AT THE POOL TO DO THAT. WHAT ELSE AM I MISSING? 
          >> CHAIR LADY, THIS IS SOMETHING THAT WE SUPPORT IN ADDING BECAUSE OF THE CONNECTION TO SCHOOL AND ENGAGEMENT WITH SCHOOL. 
          THIS IS AN ACTIVITY THAT I KNOW MANY OF YOU HAVE ATTENDED THE SWIM MEETS AND JUST THE POSITIVE CAMARADERIE AND THAT WORK ETHIC THAT OUR STUDENTS PUT IN. 
          WHILE $20,000 AND WE ALREADY OVERSPENT WHAT THE STATE PROVIDES, I BELIEVE FIRMLY THAT THIS WOULD BE A GOOD OPPORTUNITY FOR OUR STUDENTS IN OUR COMMUNITY TO CONNECT THEM TO SCHOOL. 
          NOT EVERYBODY HERE SEES, AND I KNOW THAT IN THE WINTER SEASON WE HAVE A LOT OF ACTIVITIES BETWEEN BASKETBALL AND SKYING THAT WE OFFER. 
          BUT I JUST THINK IT'S AN EXCELLENT OPPORTUNITY FOR A PRETTY SMALL AMOUNT OF FUNDING TO OFFER THIS FOR OUR BOYS. 
          >> MR. KINGPINS DO YOU HAVE A CHAT HOLDER? 
          >> THANK YOU SO MUCH FOR INVITING ME. 
          ANYBODY THAT DOESN'T KNOW ME, I'M JIM JENKINS, I'M THE CURRENT SWIMMING AND DIVING COACH FOR THE GIRLS' TEAM. 
          I WANT TO OFFER MY FULL SUPPORT FOR THIS. 
          IT'S BEEN A LONG TIME COMING AND THERE'S A LOT OF MOMENTUM WITH THE STINGRAY'S AGE GROUP CLUB. 
          THERE ARE 30-40 YOUNG BOYS THAT ARE COMING UP THROUGH THE PROGRAM. 
          IT WOULD DEFINITELY BE A BUILDING PROCESS. 
          BUT IT'S SOMETHING THAT WE'RE ALL VERY EXCITED ABOUT. 
          IF YOU HAVE ANY QUESTIONS FOR ME, I'M HAPPY TO ANSWER ANY QUESTIONS THAT I CAN. 
          OTHERWISE, THANK YOU SO MUCH FOR YOUR TIME AND CONSIDERATION. 
          >> JIM, JUST LOGISTICALLY, WILL THIS IN ANY WAY IMPACT YOUR GIRLS' SWIMMING? 
          >> NO. GIRLS FINISHES THE FIRST WEEK IN NOVEMBER. 
          BOYS STARTS RIGHT AFTER THANKSGIVING. 
          >> HAS ANYONE SPOKEN WITH PARKS AND REC TO MAKE SURE THAT THE POOL IS AVAILABLE? 
          >> YEAH. WHEN THE TEAM FIRST STARTS OFF, WE DON'T ANTICIPATE THE NUMBERS BEING MASSIVE, LIKE AS BIG AS THE GIRLS' TEAM BECAUSE IT'S GOING TO BE A BUILDING PROCESS SO WE WOULDN'T NEED THE ENTIRE POOL LIKE WE DO FOR THE GIRLS TEAM. 
          THERE SHOULD BE SPACE AVAILABLE. 
          >> FOR THOSE OF US THAT DON'T KNOW HOW THIS WORKS. 
          LIKE WITH BASKETBALL, WE HAVE THE JUGAR BASKETBALL AND WITH SOCCER. 
          HOW DOES IT WORK CREATING SWIMMERS TO GO INTO HIGH SCHOOL, HOW DOES THAT WORK? 
          >> SURE. WE HAVE A LOCAL AGE GROUP CLUB THAT'S CALLED THE JACKSONVILLE STINGRAYS. 
          THEY ARE THE BIGGEST LOCAL CLUB. 
          THERE ARE A COUPLE OF SUMMER LEAGUE TEAMS THAT ARE VERY, VERY SMALL. 
          BUT THE STINGRAYS HAS BEEN AROUND. 
          GARCIA WAS HERE WHEN I STARTED COACHING IN 97 I COACH THEM FOR FIVE YEARS BEFORE I TURN IT OVER TO SOMEBODY ELSE. 
          THEY HAVE EXPLODED IN NUMBERS IN THE LAST FOUR YEARS. 
          THEY'RE CURRENTLY IS A WAITING LIST ON MOST OF THEIR GROUPS IN THERE BECAUSE THERE'S JUST NOT SPACE IN THE POOL FOR THE NUMBER OF PEOPLE THAT THEY WANT TO HAVE. 
          A LARGE PART OF THAT IS THE NUMBER OF BOYS THAT LIKE THERE'S FUTURE FOR THE TEAM. 
          CURRENTLY WHAT HAPPENS IS THOSE BOYS END UP STOPPING SWIMMING BECAUSE THERE'S NO OPPORTUNITY FOR THEM IN HIGH SCHOOL. 
          WITH A FEW EXCEPTIONS, WE'VE HAD SOME KIDS THAT HAVE COMPETED WITH SUBLET COUNTY WITH THEIR TEAM. 
          BUT THAT MEANS THAT THEY'RE DRIVING TO PINE DALE AND BIG PINEAL COULD COMPETE WITH THEIR TEAM AND IT'S JUST A COMPLETELY DIFFERENT EXPERIENCE. 
          YES, THEY CAN MAKE THEIR CAMARADERIE WITH THOSE ATHLETES, BUT THEN WHEN THEY GET BACK HOME, THEY DON'T HAVE THAT CAMARADERIE. 
          IT CHANGES THE EXPERIENCE SIGNIFICANTLY. 
          IT'S AN INDIVIDUAL SPORT, BUT WHEN YOU COMPETE AS A TEAM, THAT CAMARADERIE IS WHAT REALLY MAKES IT SPECIAL. 
          [02:25:04]
THAT'S SOMETHING THAT THEY'D BEEN WILLING TO DO, A FEW OF THEM, BUT THE MAJORITY. 
          THE VAST MAJORITY OF THEM END UP NOT COMPETING AT ALL SO THEY FIZZLE OUT. 
          IT'S HARD TO SEE BECAUSE THERE'S SUCH ENTHUSIASM FOR THE YOUNGER KIDS AND THEN THEY DON'T HAVE ANYWHERE TO GO REALLY FOR HIGH SCHOOL. 
          >> WILL IT BE COMPETITIVE? OTHER QUESTION WAS, WILL THIS PULL BOYS FROM OTHER SPORTS, SUCH AS BASKETBALL OR OTHER WINNER SPORTS, AND AFFECT THE OTHER HIGH SCHOOL SPORTS? 
          >> CAN I SAY NO TO THAT? I DON'T SEE IT AS BEING LIKE WE'RE PULLING GOBS AND GOBS OF BOYS FROM OTHER SPORTS. 
          PRIMARILY THE PEOPLE THAT WILL BE SWIMMING ARE ONES THAT ARE ALREADY SWIMMING. 
          >> SURE. 
          >> THEY'VE DONE SOME OTHER SPORTS. 
          I CAN'T SAY THAT, NO, WE'RE NOT GOING TO DRAW ANYBODY FROM THERE. 
          BUT I WOULD BE SURPRISED IF IT WAS BIG NUMBERS FOR THAT. 
          JUST BECAUSE OF THE NATURE OF SWIMMING I THINK THAT MOST PEOPLE THAT SWIM IN THE FALL, WILL CONTINUE TO SWIM IF THEY HAVE THAT OPPORTUNITY IN HIGH SCHOOL. THAT'S WHAT I WOULD THINK. 
          >> WHAT WILL BE COMPETITIVE, I GUESS? 
          >> DEPENDS ON HOW GOOD THE COACH IS [LAUGHTER]. 
          YES. EVENTUALLY WE WILL BE COMPETITIVE. 
          WE HAVE SOME EXTREMELY TALENTED YOUNGER SWIMMERS IN THE MIDDLE SCHOOL LEVEL. 
          THEN EVEN IN THE AGE GROUP, THE ELEMENTARY SCHOOL LEVEL. 
          AS THOSE SWIMMERS COME THROUGH, IT'LL TAKE SOME TIME TO BUILD THE TEAM JUST LIKE IT DOES WITH ANY OTHER TEAM. 
          BUT THERE'S AN IMMENSE AMOUNT OF TALENT THAT'S COMING THROUGH AND THE STINGRAYS HAVE DONE AN AMAZING JOB BUILDING THEIR PROGRAM. 
          CONTINUING ON WITH, IT'S JUST THEY'VE JUST DONE A GREAT JOB BUILDING THINGS UP SO THAT THEY HAVE SO MANY PEOPLE IN THERE THEY HAVE A WAITING LIST. IT'S IMPRESSIVE. 
          >> QUESTIONS REAL QUICK. 
          >> YES. 
          >> WILL WE COMPETE 4A? 
          >> WE'LL BE 4A. 
          >> I GUESS I HAD ANOTHER QUESTION ON THAT. I CAN'T REMEMBER. 
          ANYWAY, LET ME SEE WHAT THE TRUSTEE BROWN STUFF. 
          >> HOW MANY MEETS PER YEAR OR PER SEASON YOU THINK. [INAUDIBLE] 
          >> THE GIRLS BASICALLY COMPETE EVERY WEEKEND. 
          YOU DON'T COMPETE THE FIRST WEEKEND AND THEN IT'S BASICALLY EVERY WEEKEND THROUGHOUT THE SEASON. IT'D BE SIMILAR FOR THE BOYS. 
          YOU HAVE A TWO-WEEK THEY NEED NINE DAYS OF PRACTICE BEFORE THEY CAN COMPETE AND THEN YOU WOULD BASICALLY COMPETE ON THE WEEKENDS. 
          IT'S A LITTLE BIT FUNKY FOR THE BOYS BECAUSE THERE'S THAT WINTER BREAK AND THERE AREN'T TYPICALLY MEET SCHEDULED DURING WINTER BREAK, BUT THAT SEASON GOES THROUGH MID-FEBRUARY. 
          >> APPROXIMATELY NINE WEEKENDS. 
          >> OTHER QUESTIONS FOR JIM. STEVENS. 
          >> MR. JENKINS, MAYBE THIS ISN'T FOR YOU. IT MIGHT BE FOR MIKE. 
          THE STAFF REPORT INDICATES THAT WE MAY NOT HAVE ENOUGH BUS DRIVERS FOR WINTER ACTIVITIES. 
          IF THAT WERE THE CASE, HOW DO YOU DECIDE WHO GETS THAT BUS AND WHO DOESN'T WILL THESE GUYS BE LANDED ON THE LIST INSTEAD OF THE NEWEST OR HOW ARE YOU GOING TO DECIDE? 
          >> THIS HAS COME UP IN OTHER SEASONS AS WELL. 
          GENERALLY, WHEN WE GET TO THAT SCENARIO, MR. STEVENS AND I LOOK AT A CAN WE MOVE THIS TIME OR CAN TRY AND MAYBE MOVE A GAME? CAN WE MAYBE COMBINE SOME TEAMS, THINGS OF THAT NATURE? I'M TRYING TO BE CREATIVE. 
          WE HAVE NOT YET HAD TO CANCEL A TRIP DUE TO NOT HAVING A BUS. 
          WE CAME VERY CLOSE THIS FALL BECAUSE WE HAVE LESS DRIVERS THAN WE'VE HAD IN THE PAST. 
          BUT THAT'S PROBABLY BEEN ABLE TO MAKE IT WORK. 
          STEVENS AND I HAVE BEEN TRYING OUR BEST TO TRY AND FIGURE OUT WHAT SOLUTIONS CAN WE THINK OF TO MAKE SURE. 
          I CAME EIGHTH WITH CROSS-COUNTRY THIS FALL, THREE OF OUR MEETS THE PARENTS HAVE DRIVEN SO THERE WASN'T A BUS AVAILABLE. 
          WE DROVE THE KIDS TO THREE OF THE RACE OF THIS YEAR. 
          >> THAT'S ONE QUESTION. 
          ANOTHER QUESTION IS, OBVIOUSLY, IF YOU HAVE A MEN'S TEAM AND WOMEN'S TEAM, EVENTUALLY YOU'RE GOING TO WANT TO POOL. 
          I WANT TO KNOW HOW LONG DO YOU THINK IT WILL BE BEFORE YOU'LL OUTGROW AND THE COMMUNITY WILL HAVE TO KNOW THE POOL THAT IS IN TOWN SO THAT WE'RE PRESSURED TO BUILD THE POOLS. 
          >> HONESTLY, OUR POOL HAS BEEN OUTGROWN FOR PROBABLY AT LEAST FIVE YEARS, BUT PROBABLY LONGER THAN THAT. 
          >> THANKS FOR [OVERLAPPING] 
          >> REALISTICALLY, THE REC CENTER IS, IT'S AT CAPACITY AND HAS BEEN FOR MANY YEARS. 
          [LAUGHTER] AT SOME POINT, WE NEED TO HAVE ANOTHER POOL IN OUR COMMUNITY. 
          THAT'S THE REALITY. I CAN'T SAY WHEN THAT WOULD HAPPEN. 
          >> MIKE IF THIS GETS APPROVED, IS IT THIS WINTER WE START OR IS IT NEXT YEAR? 
          [02:30:02]
WE COULD START THIS YEAR IF THIS IS APPROVED. 
          >> WE COULD START IN NOVEMBER. 
          >> CORRECT. 
          >> IF WE AGREE TO THIS, IS THAT AS A DECISION WE NEED TO MAKE TONIGHT OR IS THAT SOMETHING YOU SEE IF IT CAN WORK OR HOW IS THAT? 
          >> I SPOKE TO COMMISSIONER LARRY THIS MORNING ABOUT IT AND TOLD HIM THIS IS ON THE AGENDA FOR THIS EVENING. 
          HE SAID IF IT WAS APPROVED THIS EVENING, GET IN TOUCH WITH HIM, AND THEN WE WOULD START THIS FALL. SORRY, THIS WINTER. 
          >> YOU MADE A PASSING COMMENT AT THE BEGINNING THAT IT DOESN'T HAVE A TITLE IX CONFLICT. 
          IS IT BECAUSE WE'VE ADDED WRESTLING? IF WE DON'T ADD SWIMMING, DO WE HAVE A TITLE IX CONFLICT? 
          >> [INAUDIBLE] GIRL, IT DOESN'T WORK. 
          >> WHICH IS AN INTERESTING THING BECAUSE I KEEP [OVERLAPPING]. 
          >> YOU NEED TO EXPLAIN THE CATEGORIES OF TITLE IX. 
          IT'S A LITTLE BIT MORE COMPLICATED THAN JUST THE NUMBER, EXCUSE ME, MR. CHAIR. THE NUMBER OF ACTIVITIES IT GETS TO THE NUMBER OF STUDENTS THAT PARTICIPATED IN ACTIVITIES BY AGENDA, IT GETS TO THE AMOUNT OF MONEY THAT GOES TO THE ACTIVITIES BY GENDER. 
          IT ISN'T JUST THIS AND THIS, IT'S A LOT OF THINGS. [OVERLAPPING] 
          >> STAFF REPORT AND IF THAT'S WRONG, LET US KNOW. 
          >> THAT'S HIS POINT. WE WOULD NOT BE IN VIOLATION, I DON'T BELIEVE BECAUSE EVERYTHING I'VE HEARD IS YOU'VE GOT ABOUT TWO OR THREE GIRLS WERE WRESTLING, YOU DON'T HAVE ENOUGH TO REALLY. 
          YOU'VE GOT TO BALANCE ALL THE CATEGORIES. 
          YOU CAN'T JUST LOOK AT THE NUMBER OF ACTIVITIES. 
          >> THE REASON I ASK IS JUST I THINK OF IT AS AN EQUITY ISSUE. 
          IF IT WAS THE TABLES WERE TURNED I'D ME BE MAD AS A HEADER, SO I HAVE TO THINK ABOUT IT AS AN EQUITY ISSUE. 
          ALL RIGHT, THAT WE HAVE THIS TEAM AND I KNOW A LOT OF HIGH SCHOOL GIRLS MOVE ON THE TEAM AND DIED. 
          THEY REALLY ARE FLOURISHING IN THE FACT THAT WE DON'T PROVIDE THAT SAME OPPORTUNITY FOR THE VOICES IS CERTAINLY SOMETHING TO CONSIDER. 
          IT SOUNDS LIKE IT COMES WITH SOME LOGISTICAL ISSUES, BUT IN THE BIG PICTURE, $20,000 DOESN'T SEEM LIKE IT. 
          IF IT GROWS AGAIN, THAT BECOMES AN ISSUE IN THE POOL, KATE BRINGS UP THE POOL. 
          THERE'S A LOT IN COMPOUNDS, BUT IN THE DECISION FOR TONIGHT WITH IT, STARTING FROM THE TEAMS IS EVERYTHING. 
          >> MAY I ADD SOMETHING? ONE OF OUR BIG FOCUSES FOR THE GIRLS TEAM IS TO CREATE A FAMILY AND WHAT TRUSTEE CARLIN SAID ABOUT OFFERING SOMETHING FOR THE GIRLS AND NOT OFFERING IT FOR THE BOYS. 
          THIS IS SOMETHING THAT OUR BOYS HAVE BEEN MISSING FOR 20 YEARS. 
          IS THAT OPPORTUNITY TO SWIM WITH THEIR BROTHERS HERE IN JACKSON AS OPPOSED TO HAVING TO DRIVE ALL THE WAY TO PINEDALE? I WOULD THINK THAT A BOY'S TEAM WOULD PROVIDE THAT OPPORTUNITY FOR THEM AND PROVIDE THAT CAMARADERIE AND THE BROTHERHOOD AND CREATE A FAMILY FOR THEM THAT THEY DON'T HAVE RIGHT NOW. 
          IT'S IT CAN BE A REALLY SPECIAL THING FOR EVERYBODY. 
          >> MR. CHAIR. BUT YOU WOULD ADMIT THAT THE REASON WE ONLY HAD A GIRLS' TEAM WAS BECAUSE THERE WERE MORE BOYS' SPORTS THAN GIRLS' SPORTS ALL THROUGH THOSE YEARS. 
          THAT'S WHY WE HAD GIRLS SWIMMING WITHOUT BOYS. 
          >> WELL, YEAH, THERE'S NO DENYING THAT. 
          HOWEVER, THIS IS AN OPPORTUNITY THAT WE HAVE NOW TO PROVIDE THAT FAMILY ATMOSPHERE FOR THE BOYS AS WELL. 
          YEAH, HISTORICALLY, FOR SURE THAT'S THE REASON. 
          >> HERE'S ANOTHER QUESTION, HOW LONG ARE YOU GOING TO STAY WITH US? 
          >> I'LL BE HERE FIVE YEARS. [LAUGHTER] FOUR YEARS AFTER THIS ONE. 
          >> FOUR YEARS AFTER THIS. 
          >> YES. 
          >> OKAY. 
          >> NOT THAT I'M COUNTING OR ANYTHING. 
          [LAUGHTER] 
          >> [INAUDIBLE] AS YOU WELL KNOW, IT'S REALLY HARD TO GET COACHES FOR A LOT OF ACTIVITIES. 
          >> ACROSS THE STATE, I THINK THAT MOST SCHOOLS END UP HAVING COACHES THAT COACH BOTH THE BOYS AND THE GIRLS. 
          THAT'S NOT UNUSUAL TO HAVE THAT AND FOR THAT MATTER, WE'RE THE ONLY SCHOOL THAT OFFERS SWIMMING. 
          THAT DOESN'T OFFER FOR BOYS AND FOR GIRLS IN THE STATE. 
          >> THANKS. 
          >> THANK YOU. 
          >> THANK YOU. OH, THANKS. 
          >> OKAY. THANK YOU SO MUCH. 
          >> OPENING IT UP TO PUBLIC COMMENTS. 
          ANY PUBLIC COMMENTS TONIGHT? MOLLY, COME ON UP. 
          >> I'LL BE REALLY QUICK BECAUSE JAMES PRETTY MUCH SAID EVERYTHING I WAS GOING TO SAY FOR ME. 
          >> ALL RIGHT. 
          >> BUT NO THANK YOU. 
          GOOD EVENING AND THANK YOU TO THE BOARD OF TRUSTEES AND SUPERINTENDENT CHAPMAN FOR ALLOWING ME TO SPEAK FOR A FEW MINUTES AND MOLLY, FORBECK. 
          HE LITERALLY JUST SAID EVERYTHING I WAS GOING TO SAY. 
          [02:35:03]
I'M JUST GOING TO GET UP HERE AND SAY AS A PARENT OF A MIDDLE SCHOOL BOYS SWIMMER, AS WELL AS A HIGH SCHOOL GIRLS SWIMMER, I'M IN FULL SUPPORT OF ADDING A VOICE HIGH-SCHOOL TEAM. 
          I COULD TALK FOR HOURS ON WHY I BELIEVE THIS, BUT I'LL NOT DO THAT TONIGHT. 
          BUT I'LL JUST SAY THAT SWIMMING DECREASES ANXIETY, INCREASES SELF-ESTEEM AND APPROVES, AND REDUCES STRESS. 
          IT TEACHES KIDS HOW TO BE GOAL-ORIENTED, BETTER TIME MANAGEMENT AND DISCIPLINE. 
          SWIMMING IMPROVES SOCIAL WELL-BEING AS WELL AND ALL OF THESE ASPECTS AND BENEFITS CROSSOVER TO THE CLASSROOM TO MAKE A VERY WELL-ROUNDED STUDENT IN OUR DISTRICT. 
          LASTLY, AGAIN, I'M GOING TO SAY, OBVIOUSLY, OUR LOCAL BOYS DO NOT WANT TO TRAVEL 90 MILES TO PINEDALE TO COMPETE JUST TO SWIM. 
          LIKE JIM SAID, THE ONES THAT ARE DOING IT ARE REALLY THE ONES WHO ARE GOING TO GO ON TO SWIM TO COLLEGE, AND THEY HAVE NO CHOICE. 
          THEREFORE THEY'RE DOING THAT. 
          STINGRAYS HAS A HARD TIME RETAINING AND KEEPING BOYS PASS THE NINTH GRADE BECAUSE THERE'S NO HOME FOR THEM TO GO TO. 
          THEY WANT A HOME TO GO TO. 
          WE HAVE WORKED REALLY HARD IN THE PAST THREE OR FOUR YEARS TO START BUILDING THAT UP. 
          WE DO HAVE A VERY GOOD GROUP OF MIDDLE SCHOOL BOYS WHO WOULD LIKE TO HAVE A HOME TO COME TO. 
          THEY WANT TO REPRESENT OUR SCHOOL AND OUR COMMUNITY. 
          THAT WAS MY SPIEL AS A PARENT, BUT ALSO AS A STINGRAYS BOARD MEMBER. 
          OBVIOUSLY, WE FULLY SUPPORT ADDING THE BOYS' HIGH SCHOOL SWIM TEAM AND IF APPROVED, WE ARE COMMITTED TO HELPING YOU GUYS FOSTER AND GROW THIS PROGRAM ANYWAY. 
          THAT'S IT. I DO HAVE HUNTER SCOTT HERE. 
          IF HE DOESN'T MIND COMING UP AND SAYING A FEW WORDS. 
          HE IS ONE OF THE BOYS WHO MIGHT SWIM D3 AND HAS BEEN TRAVELING TO PINEDALE FOR FOUR YEARS. 
          >> YEAH. MY NAME IS HUNTER SCOTT AND FOR THE PAST THREE YEARS I HAVE MADE THE TRAVEL DOWN TO PINEDALE. 
          JUST AS A SWIMMER, FRANKLY, IT SUCKS. 
          [LAUGHTER] JUST THE DRIVING PORTION AND ALSO THE TEAM CAMARADERIE, THE TEAM DOES THINGS OUTSIDE OF THE NORMAL SWIMMING, SLIDING OR SKI TRIPS ON THE HILL DOWN THE PINEDALE THAT I JUST CAN'T MAKE IT BECAUSE OF SCHOOL OR OTHER THINGS I HAVE TO DO IN JACKSON. 
          I'M ABLE TO HAVE FUN WITH THOSE KIDS ON FRIDAYS AND SATURDAYS. 
          BUT COME EVERY OTHER DAY OF THE WEEK, I AM NOT ABLE TO ENJOY MY TIME OR HANG OUT WITH KIDS. 
          BEING NORMALLY HIGH SCHOOL BOY SWIMMER IN JACKSON HOLE IS PRETTY TOUGH. 
          WITH A TON OF KIDS WHO ARE COMING UP, I WOULD HATE FOR THEM TO HAVE TO MAKE THE CHOICE OF EITHER LEAVING THE SPORT THAT THEY LOVE AND DOING SOMETHING ELSE OR HAVING TO MAKE THE HOUR-AND-A-HALF DRIVE, TECHNICALLY IT'S THREE HOURS THERE AND BACK EVERY WEEKEND. 
          IT'S JUST A CHOICE THAT WOULD SUCK FOR THE 30 OR SO MIDDLE SCHOOLERS THAT ARE COMING UP. 
          YEAH, I THINK ADDING A HIGH-SCHOOL BOYS' TEAM WOULD BE VERY BENEFICIAL. 
          >> ANY OTHER PUBLIC COMMENTS? SURE OH, LET ME WRITE THE COMMENTS REAL QUICK. 
          >> JUSTIN. 
          >> THANK YOU. BOARD OF TRUSTEES. 
          MY NAME IS ASHTON TEDERSOLVE AND MY DAUGHTER IS A FRESHMAN AND SHE'S SWIMMING FOR THE HIGH SCHOOL. 
          SHE HAS FOUND THAT CONNECTION TO THE SCHOOL AND SHE'S LOVING IT. 
          THIS IS SOMETHING THAT SHE DIDN'T GET WITH STINGRAYS. 
          SHE LOVES SWIMMING. MY SON ALSO LOVES SWIMMING. 
          HE'S A SEVENTH GRADE BOY, AND I WANT NOTHING MORE THAN FOR HIM TO HAVE THAT SAME EXPERIENCE AND THAT SAME CONNECTION TO THE SCHOOL THAT SHE'S GETTING. 
          I'M FULLY IN SUPPORT OF ADDING THIS BOYS' TEAM. 
          >> I THINK YOU FORGOT SOMETHING. 
          IT WAS REALLY IMPORTANT FROM SATURDAY'S MEET. 
          >> DEFINITELY. 
          >> YOU DEFINITELY NEED TO SHARE THAT. 
          >> MY DAUGHTER BROKE A FULL RECORD. 
          THIS IS ONE OF HER GOALS AND SO SHE'S BEEN RECOGNIZED FOR THAT IN THE PAPER BY HER COACH. 
          THESE BOYS, THEY NEED THE SAME RECOGNITION. 
          IT'S NOT FAIR THAT HUNTER IS DOING ALL THIS WORK AND HE'S NOT IN THE PAPER SO IT'S A BIG DEAL FOR THESE KIDS. 
          >> WHAT SHE'S TALKING ABOUT IS THAT I WAS THE SECOND FOR THE RECORD SET. 
          >> THIS IS NOT ABOUT HER TONIGHT. 
          [LAUGHTER]. 
          >> I WILL TAKE THAT AS PROGRESS. 
          >> THIS IS TRUE. THANK YOU. 
          >> ALL RIGHT. THOMAS, YOU KEEP TRYING TO GET UP THERE. 
          [02:40:03]
          >> MR. CHAIR, TRUSTEES. THANK YOU. 
          I SAW THIS ON THE AGENDA IT WAS PROBABLY THE MOST EXCITING THING ON THE AGENDA. 
          BUT I DID WANT TO SPEAK IN FAVOR OF IT. 
          I JUST ATTENDED TONIGHT. 
          THAT'S WHY I WAS LATE FOR THIS MEETING A SIXTH GRADE FOOTBALL BANQUET AT THE MIDDLE SCHOOL. 
          IF IT WAS THIS BOARD THAT DECIDED TO LET SIX GRADERS PLAY AT THE MIDDLE SCHOOL LEVEL. 
          THANK YOU BECAUSE IF YOU COULD SEE THE CAMARADERIE AS THE COACH TALKED ABOUT THAT THESE STUDENTS HAVE FOR EACH OTHER AND JUST HOW IT BUILDS SCHOOL AND COMMUNITY. 
          IT'S JUST PHENOMENAL. 
          TO SEE THESE LITTLE SIX GRADERS WORK WITH THE SEVENTH GRADERS AND EIGHTH GRADERS. 
          I THINK THIS IS ANOTHER OPPORTUNITY TO OFFER. 
          THERE'S A NICHE STUDENT AND EVENTUALLY, 2,800 STUDENTS ARE GOING TO MAKE IT TO OUR HIGH SCHOOL. 
          THIS IS GOING TO BE A NICHE SPORT AND ACCOMMODATE STUDENTS. 
          I WOULDN'T BE IN FRONT OF YOU TODAY HAVING THE COURAGE TO SPEAK IF IT WASN'T FOR HIGH-SCHOOL SPORT. 
          THAT'S HOW COMMITTED I AM TO ANY SPORT. THANK YOU. 
          >> THANKS, THOMAS. ANY OTHER PUBLIC COMMENTS? ANY PUBLIC COMMENT ON WEBEX? RAISE YOUR VIRTUAL. 
          >> [INAUDIBLE] 
          >> GLORIA, GO AHEAD. 
          >> HI. GOOD EVENING, TRUSTEES. CAN YOU GUYS HEAR ME? 
          >> YES, WE CAN. 
          >> I DON'T HAVE ANY SWIMMERS IN THE FAMILY, BUT JUST LISTENING TO THIS SOUNDS LIKE IT'S BEEN A LONG TIME COMING. 
          I SUPPORT IT AS A PARENT AND MAYBE I WILL END UP HAVING A SWIMMER, BUT SHE'S A GIRL ANYWAY. 
          BUT [LAUGHTER] IF IT'S POSSIBLE TO ANSWER AND EXPLAIN QUICKLY THE TITLE, I ALREADY FORGOT, BUT ESSENTIALLY THE BOYS AND GIRLS SPORTS AND THE ONLY REASON I ASK IS BECAUSE MY DAUGHTER HAS PLAYED SOFTBALL THE LAST TWO YEARS AND WHEN WE WERE TALKING LAST YEAR AT ONE OF THE MEETINGS ABOUT TRYING TO GET SOFTBALL INTO THE HIGH SCHOOL, THE DISCUSSION WAS SOMEHOW BEING ABLE TO, I GUESS, PIGGYBACK THAT WITH IF AND WHEN BOYS SWIMMING GOT ADDED. 
          [LAUGHTER] BUT IT SOUNDS LIKE WITH THE WRESTLING BEING SPLIT, THAT NOW THINGS WILL BE JUST STATUS QUO. 
          CAN YOU-ALL EXPLAIN HOW AND WHEN A FUTURE QUESTION COULD BE BROUGHT UP ABOUT ANOTHER GIRLS SPORT BEING ADDED LIKE SOFTBALL, LIKE HOW DOES THE BALANCE GET MET? 
          >> MIKE, DO YOU WANT TO EXPLAIN ALL? 
          >> DURING [INAUDIBLE] THERE ARE THREE GENERAL THINGS THAT PEOPLE LOOK AT AND DECIDE FOR ACTIVITIES. 
          AT LEAST AN EQUAL NUMBER OF SPORTS AND NOT MORE BOYS SPORTS THAN GIRLS SPORTS, TOTAL NUMBER OF PARTICIPANTS, AND THEN SPENDING IT EQUALLY ON EACH ACTIVITY, FOR EXAMPLE, BOYS BASKETBALL, GIRLS BASKETBALL SPENDING EQUALLY ON THOSE ACTIVITIES. 
          THOSE ARE THE THREE THINGS THAT WE'RE LOOKING AT. 
          WITH THE WHAS SPLITTING WRESTLING TO BE IN BOYS AND GIRLS SPORT THIS YEAR, THAT GAVE US ONE MORE GIRLS SPORT THAN WE HAD BOYS SPORT, WHEREAS PREVIOUSLY WE HAVE HAD AN EQUAL NUMBER OF SPORTS. 
          IF WE WERE TO ADD BOYS SWIMMING WE WOULD HAVE GAINED PEOPLE IN BOYS AND GIRLS SPORTS. 
          DISTRICTS CAN HAVE MORE FEMALE ACTIVITIES THAN BOYS ACTIVITIES. 
          THERE'LL BE DECISION FOR THE SPORT. 
          >> TITLE 9 WOULD NOT BLOCK GIRLS SOFTBALL FROM BEING ADDED AT A LATER DATE? 
          >> THAT'S CORRECT. 
          >> I THINK THAT WAS [INAUDIBLE] QUESTION. 
          ANY OTHER COMMENT? WE'LL CLOSE PUBLIC COMMENT. 
          BRING IT UP BACK UP TO THE BOARD. 
          ANY GENERAL DISCUSSION BY THE BOARD? TESKE. 
          >> THANK YOU, MR. CHAIR. I SUPPORT, HOWEVER, I THINK WE'RE RUSHING INTO DECISION TONIGHT. 
          WE GOT THIS, EITHER ABOUT A WEEK AGO. 
          I DON'T THINK WE HAVE DONE THE RIGHT AMOUNT OF HOMEWORK TO JUST CRASH THIS IN FOR THE SEASON. 
          OUR BUDGET WAS SET IN JULY. 
          THIS IS AN ADD TO OUR BUDGET. 
          WE ARE IN THE MIDST RIGHT NOW OF HUGE BATTLES AT THE STATE LEVEL TRYING TO GET EXTERNAL COST ADJUSTMENTS HERE. 
          HERE IN TETON COUNTY, WE HAVE 24 SPORTS, I BELIEVE, 24 ACTIVITIES THAT ARE UNDER THE WYOMING HIGH SCHOOL ACTIVITIES ASSOCIATION, THAT'S HIGHER THAN ANY OTHER DISTRICT IN THE STATE WITH CODY SITTING AT 23, STAR VALLEY SITTING AT, I DON'T REMEMBER IF IT'S 13 OR 14. 
          IT JUST THE OPTICS OF THIS WHEN WE'RE ASKING FOR MONEY SAYING WE DON'T HAVE ENOUGH MONEY TO PAY OUR UTILITIES, WE DON'T HAVE ENOUGH MONEY TO BUY MATERIALS. 
          THESE ACTIVITIES IS THE HOT BUTTON AT THE STATE LEVEL IN TERMS OF, YEAH, BUT LOOK AT WHAT YOU SPEND ON YOUR ACTIVITIES. 
          MY SUGGESTION IS WE HIT THE PAUSE BUTTON HERE, AND SOMEBODY DOES A COMPREHENSIVE STUDY OF ALL THE ACTIVITIES THAT WE HAVE AND THE COST BENEFIT OF THOSE ACTIVITIES AND COME BACK AND COME UP WITH 
          [02:45:02]
A RECOMMENDATION BECAUSE YOU KNOW DAMN WELL GIRLS SOFTBALL IT MAKES YOU TO FALL. 
          WE NEED TO FIND A WAY THAT WE'RE MANAGING THIS PROCESS APPROPRIATELY, NOT GIVING US ONE WEEK'S NOTICE BEFORE THE BOARD AND BRINGING THE ADD OF AN ACTIVITY AND HOW IT FITS INTO THE BUDGET, HOW IT BALANCES TITLE 9. 
          IN ADDITION TO THE EXPENSE, AND THIS GETS THROWN AT US AS WELL IS THE AMOUNT OF TIME THAT WE'VE GOT KIDS OUT OF SCHOOL. 
          WHEREAS I AM SO SYMPATHETIC, AND I THINK IT WOULD BE WONDERFUL, I JUST CANNOT SUPPORT ADDING ANOTHER ACTIVITY AT THE SAME TIME I'M DOING WITH THE STATE AND TRYING TO ARGUE FOR INFLATION ADJUSTMENTS FOR OTHER THINGS IN OUR BUDGET. 
          I JUST CAN'T DO IT. 
          >> MR. CHAIR. 
          >> TRUSTEE. 
          >> IN LIGHT OF MS. TESKE'S STATEMENT, I WOULD MOVE TO TABLE THIS. 
          >> TO CONTINUE WITH TILL WHEN? 
          >> PROBABLY TWO MONTHS. 
          WOULD THAT GIVE YOU GUYS ENOUGH TIME? NO, YOU NEED MORE? 
          >> IT HAS TO BE TWO MONTHS SPRING, KATE, IT WOULD HAVE TO BE AFTER MARCH. 
          >> WELL, SO NOW THE SEASON STARTS THE FIRST WEEK OF DECEMBER OR END OF NOVEMBER. 
          WE WOULD HAVE TO NOTIFY THE ACTIVITIES ASSOCIATION THAT WE INTEND TO PARTICIPATE IN BOYS SWIMMING SO THAT WE CAN GET ON THE CALENDAR AND SCHEDULE THE HALL AND WHATEVER ELSE WE HAVE TO DO. 
          >> WELL, I'M REALLY IN AGREEMENT WITH MS. TESKE BECAUSE I DON'T LIKE TO GET PUSHED INTO THESE DECISIONS LIKE THIS AT THE LAST MINUTE. 
          THIS IS THE SECOND OR THIRD TIME THAT WE HAVE HAD STUFF LIKE THIS COME UP. 
          IF WE GO TO A VOTE, I CAN'T VOTE FOR IT. 
          I MIGHT BE ABLE TO TABLE IT AND DO SOME MORE WORK ON IT. 
          MR. CHAIR, WHERE IS THE MONEY PROPOSED TO COME FROM? IT'S NOT BUDGETED SO IS IT COMING OUT OF THE GENERAL FUND. 
          >> ANY OTHER THOUGHTS? 
          >> I'M HAPPY TO JUMP IN HERE. 
          >> SURE. 
          >> I DIDN'T WANT TO SUPERSEDE THE SUPERINTENDENT IF SHE WAS PREPARED TO ANSWER. 
          >> GO AHEAD. 
          >> IF IT'S EMBEDDED, THIS WOULD COME FROM CASH RESERVES. 
          THE REASON IT WOULD COME FROM CASH RESERVES IS BECAUSE IN OUR BUDGET THAT THE BOARD APPROVED THIS YEAR, WE ARE ALREADY DIPPING INTO CASH RESERVES WITH OUR GENERAL FUND BUDGET BECAUSE OF THE INCREASE THAT YOU ALL APPROVED LAST YEAR. 
          ANYTHING OVER AND ABOVE BUDGETED EXPENDITURES AT THIS POINT, IT WILL BE FUNDED FROM CASH RESERVES. 
          >> THANK YOU. IS THERE A MOTION? 
          >> I WOULD MOVE TO TABLE THIS MATTER UNTIL THE NEXT BOARD MEETING. 
          >> TILL THE NOVEMBER MEETING? 
          >> NOVEMBER MEETING. 
          >> IS IT YOUR INTENT THAT WE WOULD VOTE IN NOVEMBER WITH THE HOPE THAT WE WOULD GET IT READY TO GO BY DECEMBER OR ARE WE VOTING FOR NEXT YEAR? 
          >> I'M NOT SURE, WHICHEVER WAY WORKS, BUT MY INTENT IS I REFUSE TO BE PUSHED INTO THESE, HURRY UP, WE GOT TO DO THIS NOW. 
          I JUST CAN'T DO IT. 
          I WOULD GUESS NEXT YEAR PROBABLY. 
          >> IS THERE A SECOND? 
          >> I'LL SECOND THAT MR. CHAIRMAN. 
          >> IT'S BEEN MOVED. [OVERLAPPING]. 
          >> I'LL SECOND. [LAUGHTER] 
          >> HE'S EXCITED TO SECOND. [LAUGHTER] IT'S BEEN MOVED AND SECONDED TO CONTINUE THIS TO NEXT MONTH'S MEETING. 
          I WOULD BE A NO ON THAT I'LL JUST STATE I THINK WE NEED TO MOVE AHEAD WITH THIS, GET IT READY FOR THIS WINTER. 
          I THINK BY WAITING TILL NEXT MONTH, IT'S GOING TO HAVE TO WAIT A WHOLE ANOTHER YEAR, AND I'D LIKE TO MOVE AHEAD AND IMMEDIATELY, SO I'LL BE A NO ON THE VOTE. ANY OTHER DISCUSSION? 
          >> MR. CHAIR APOLOGIES, I THINK I AGREE WITH YOU. 
          I DON'T KNOW THAT WAITING A MONTH GIVES US ANY ADDITIONAL INFORMATION OR TIME FOR ADDITIONAL INFORMATION OTHER THAN WHAT WE ALREADY HAVE. 
          IT SOUNDS ALTHOUGH IT'S NOT IN OUR ORIGINAL BUDGET, THERE'S A PLACE WHERE IT COME FROM. 
          I DON'T MIND BECAUSE THE ANSWER SO I'M NOT SURE THAT WAITING A MONTH, 
          [02:50:01]
I THINK I AGREE, IT'S EITHER NOW OR JUST SAY, WE'LL CONSIDER IT NEXT YEAR OR NEXT YEAR'S BUDGET. 
          I DON'T KNOW BUT JUST TABLE IT RIGHT NOW. 
          >> JUST GO BACK, SIR. 
          >> I GUESS MY THOUGHT IS THAT THROUGH THE YEARS WE'VE HAD THIS DIFFERENCE ON ACTIVITIES AND ACTIVITY OF COSTS AND THINGS LIKE THAT, AND IN THIS TIME WHEN WE'RE WORKING THROUGH THE ECA AND THINGS LIKE THAT, REGARDLESS OF THINKING ABOUT THIS BOARD IN PARTICULAR, I GUESS I'M LOOKING INSANE AND THINKING, WE REALLY NEED TO HAVE AN OVERVIEW OF ALL OF THE ACTIVITIES IN SPORTS. 
          ALL THE ACTIVITIES THAT WE DO LOOKING AT A COST-BENEFIT, SOMETHING LIKE THAT, BECAUSE IT'S COMING DOWN TO A POINT WHERE, NOW WE WANT TO PUT US UP, NOW WE WANT TO PUT ON THIS, NOW WE WANT TO PUT ON THAT. 
          IT JUST GOES BEYOND, AND WE HAVE ISSUES WITH PLANNING COACHES FOR THINGS AS IT IS. 
          I JUST THINK THAT OUTSIDE OF THIS PARTICULAR VOTE, THERE NEEDS TO BE AT SOME POINT, A TRUE OVERVIEW PRESENTATION OF WHAT ARE THE ACTIVITIES THAT WE HAVE GOING, WHAT'S THAT COSTING US AND WHAT'S OUR PARTICIPATION AND ALL OF THAT HOW IS IT IMPACTING, BECAUSE EVERY SPORT, WHETHER IT'S GOT SIX OR WHATEVER IT WAS, EIGHT KIDS AND EIGHT BOY TENNIS PLAYERS OR NINE BOY TENNIS PLAYERS OR NINE SWIMMERS OR 36 SWIMMERS, EVERY SPORT IS PROVIDING THOSE KIDS WITH SOMETHING THAT IS OUTSIDE OF THEIR ACADEMICS IN SCHOOL. 
          I'VE BEEN FULLY SUPPORTIVE OF IT. 
          BUT WE REALLY HAVE TO LOOK, I THINK AT THE OVERVIEW. 
          I WILL PROBABLY VOTE NO ON THIS, BUT I'M STILL THINKING THAT THERE NEEDS TO BE SOMETHING THIS BOARD NEEDS TO GIVE SOME DIRECTION TO OUR SUPERINTENDENT ACTIVITIES DIRECTOR TO SAY THERE HAS TO BE AN OVERVIEW BECAUSE WE CAN'T JUST KEEP GOING ON TAGGING ON ANOTHER SPORT, AND SAY WELL, I'VE GOT TO DO THIS, BUT NOW I GOT TO DO THIS. 
          >> IT'S ANOTHER DISCUSSION [INAUDIBLE] 
          >> I GUESS, JUST HOW MANY TIMES ARE WE'RE GOING TO KEEP SAYING, WELL, WE'LL JUST DIP INTO OUR RESERVES TO PAY FOR. 
          THAT'S SCARING ME, I GUESS, I'M GLAD I'M DONE IN DECEMBER BECAUSE MY [OVERLAPPING]. 
          WE ALREADY EXCEEDED WHAT THE BLOCK GRANT GIVES US FOR ACTIVITY SOMEWHERE IN THE NEIGHBORHOOD OF ABOUT $150,000. 
          THIS WOULD PUT US UP ANOTHER 20 GRAND. 
          I'M RIGHT ON THE SAME PAGE AS ALAN, WE'VE GOT TO DO A COMPREHENSIVE LOOK AT THESE ACTIVITIES BECAUSE HE'S ABSOLUTELY RIGHT. 
          AS GLORIA SAID, THE NEXT SHOE TO FALL IS GOING TO BE GIRLS SOFTBALL, AND THAT ONE ISN'T GOING TO BE CHEAP. 
          YOU HEARD SOMEBODY SAY THAT YOU'VE GOT A TON OF BOYS AT THE MIDDLE SCHOOL THAT ARE COMING UP THAT ARE GOING TO WANT TO BE SWIMMERS, $20,000 DOLLARS FOR SOME STUDENTS, I BELIEVE WHILE YOU GET 20 STUDENTS AND YOU'VE JUST DOUBLED THE COST WHEN YOU START COUNTING HOTEL ROOMS. SORRY, I'M DONE. 
          >> THE MOTION IS, CONTINUE THIS ITEM UNTIL THE NEXT COUNSEL MEETING. 
          ALL THOSE IN FAVOR SAY, AYE. 
          >> AYE. 
          >> AYE. 
          >> ALL THOSE AGAINST SAY, NO. 
          >> NO. 
          >> NO. 
          >> NO. 
          >> WE'RE BACK HERE. 
          THAT MOTION FAILS. 
          WOULD ANYONE LIKE TO MAKE ANY OTHER MOTIONS? 
          >> MR. CHAIR. 
          >> [INAUDIBLE] 
          >> I WOULD MOVE THAT WE CONTINUE THIS UNTIL NEXT SPRING WHEN THERE CAN BE A COMPREHENSIVE STUDY DONE ON WHAT ACTIVITIES WE HAVE. 
          WHEN DO WE TURN IN THAT SHEET WITH ALL THE ACTIVITIES WE WANT TO PARTICIPATE IN? 
          >> [INAUDIBLE] JULY. 
          >> SO YOU CONTINUE TO NEXT SPRING, YOU HAVE THE ABILITY TO IMPACT WHAT MIKE SUBMITS TO WHSAA. 
          YOU ALSO HAVE THE ABILITY TO IMPACT WHAT WE PUT INTO OUR BUDGET. 
          YOU ALSO, AS ALAN SAID, NOW PERHAPS WE CAN ELIMINATE SOME OF THE THINGS THAT WE DO. 
          ALSO THEN, YOU'RE NOT SITTING ON TOP OF THE LEGISLATIVE VOTE FOR AN ECA. 
          [02:55:07]
          >> IS THERE A SECOND? 
          >> SECOND. 
          >> IT'S BEEN MOVED AND SECONDED TO CONTINUE THIS ITEM UNTIL NEXT SPRING AFTER A COMPREHENSIVE STUDY CAN BE DONE OF ALL OF THE ACTIVITIES AT THE HIGH SCHOOL. 
          IS THAT CORRECT? 
          >> YES. 
          >> THANK YOU. 
          >> ANY DISCUSSION ON THAT MOTION? 
          >> MR. CHAIR? 
          >> SURE. TRUSTEE SCARLETT? 
          >> JUST A QUICK COMMENT. 
          I DON'T KNOW WHY WE DIDN'T HAVE THIS CONVERSATION LAST APRIL OR MAY, WITH THIS INTENTION OF HAVING THIS, WHEN WE COULD HAVE DONE IT IN REGULAR ORDER THROUGH THE BUDGET PROCESS AND PROBABLY MADE IT WORK. 
          I'M LIKE, TRUSTEE [INAUDIBLE] AND TRUSTEE TASKY, I'M JUST NOT COMFORTABLE DOING THIS AND THEN READING THE STAFF REPORT. 
          THEY ESTIMATE OUR COST IS GOING TO BE 20,000, THEN YOU READ A LITTLE FURTHER, BUT IT COULD GO HIGHER. 
          I DON'T UNDERSTAND WHAT THAT IS. 
          WHEN WE'RE FINISHING, IF I HAD A QUESTION FOR [INAUDIBLE] WHAT DID WOMEN'S SWIMMING COST? BECAUSE THAT WOULD GIVE US A PRETTY GOOD IDEA OF WHAT THIS WOULD COST. 
          I'M JUST CONCERNED THAT THIS IS MOVING TOO FAST RIGHT NOW, AND THAT'S WHERE I'M AT. 
          MR. MIKE CAN ANSWER THAT. 
          >> MR. HANSEN, DO YOU HAVE AN ANSWER? 
          >> TO ANSWER YOUR QUESTION, YOU'RE CORRECT. 
          IF WE WOULD HAVE MORE SWIMMERS, COSTS WOULD GO UP. 
          WE ESTIMATE THESE COSTS ON 10 SWIMMERS. 
          IT WOULDN'T NECESSARILY DOUBLE, IF YOU'VE GOT TO 20. 
          I ESTIMATED THIS ON TWO COACHES. 
          IF YOU GOT UP TO, SAY 20 OR 25 OR 30 STUDENTS. 
          WE HAVE 37 OR 38 SWIMMERS RIGHT NOW ON [INAUDIBLE] WE HAVE THREE COACHES. 
          AN ASSISTANT COACH [INAUDIBLE] PROBABLY ABOUT 7,000, AND THEN HOTEL ROOMS. SO FOR EVERY FOUR STUDENTS TIMES NINE WEEKENDS, YOU PROBABLY WOULD BE ADDING $4,000. 
          MAYBE 11,000 IF YOU GOT, LET'S SAY 25 STUDENTS ON TOP OF THE 20, SO 30-$31,000. 
          >> TO ANSWER THAT QUESTION, WHAT'S IN YOUR BUDGET FOR GIRLS SWIMMING? 
          >> I DON'T KNOW THAT NUMBER, SORRY. 
          >> [OVERLAPPING] TO BILL'S QUESTION, WHY ARE WE TALKING ABOUT THIS NOW AND NOT LAST SPRING WHEN WE WERE DOING THE BUDGET AND TURNING IN SPORTS INFORMATION? 
          >> TRUSTEES, THIS WAS BROUGHT FORWARD. 
          IT WAS A DISCUSSION, SHOULD WE BRING THIS FORWARD, SHOULD WE NOT BUT WE DIDN'T HAVE A FORMAL PROPOSAL UNTIL THIS FALL. 
          LAST SPRING, IT WASN'T SOMETHING THAT WE WERE CONTEMPLATING THAT OF COURSE, WE ALSO WERE CONTEMPLATING A WHOLE LOT OF OTHER THINGS, AND THIS JUST WASN'T BROUGHT FORWARD. 
          WE HAD NO IDEA OF THE AMOUNT OF INTEREST FOR BOYS SWIMMING AT THAT TIME. 
          I THINK THAT THE STINGRAYS PROGRAM HAS BEEN SO SUCCESSFUL THAT THEY'RE LOOKING AT IT SAYING, THIS WOULD BE A GREAT SUPPORT FOR STUDENTS IN HIGH SCHOOL TO HAVE A CLUB OR A TEAM FOR HIGH SCHOOL. 
          I REALIZE THAT IT FEELS LIKE A LAST MINUTE REQUEST, WE COULD CONTINUE IT UNTIL NOVEMBER. 
          MIKE WAS SO EFFICIENT, WE HAVE GIVEN HIM ENOUGH TIME TO SUBMIT IT TO THE ACTIVITIES ASSOCIATION AND THEN WE CAN FIND OUT WHAT OTHER INFORMATION YOU MIGHT NEED. 
          I APPRECIATE THE BOARD'S DESIRE ALSO TO HAVE A COMPREHENSIVE OVERVIEW OF OUR SPORTS, WHAT IT COSTS. 
          BUT I'M NOT SURE THAT'S GOING TO HELP YOU MAKE THE DECISION BECAUSE I CAN PROMISE YOU, THERE WON'T BE ANY SPORT ON THERE THAT YOU'RE GOING TO SAY, LET'S SUBMIT IT. 
          YOU WON'T, BECAUSE EVERY KID THAT'S INVOLVED IN MOUNTAINEERING OR SPEECH AND DEBATE, OR DRAMA, OR THE DANCE TEAM OR FOOTBALL OR WHATEVER THE ACTIVITY IS, IT'S AMAZING FOR THAT KID AND IT'S HELPING OUR KIDS. 
          WHILE YES, THEY'RE MISSING SCHOOL, THEY'RE ALSO GAINING LIFE EXPERIENCES AND OPPORTUNITIES. 
          THEY'RE LEARNING HOW TO TIME MANAGE, THEY'RE LEARNING HOW TO GET ALONG, THEY'RE LEARNING HOW TO COLLABORATE, THEY'RE LEARNING HOW TO PERSEVERE IN DISAPPOINTMENT, 
          [03:00:01]
THEY'RE LEARNING HOW TO CELEBRATE. 
          BECAUSE THEY SIGNED THE CONTRACT, THAT THEY'RE NOT GOING TO ENGAGE IN ACTIVITIES THAT ARE DETRIMENTAL TO THEIR HEALTH AND SO FOR A LOT OF KIDS, THIS IS KEEPING THEM AT SCHOOL AND IT'S KEEPING THEM ON THE STRAIGHT AND NARROW, SO THAT THEY CAN CONTINUE TO HAVE THE OPPORTUNITY TO COMPETE. 
          THEY ALSO HAVE GRADE CHECKS. 
          SO IF THEIR GRADES AREN'T WHAT THEY SHOULD BE, THEY DON'T GET TO PARTICIPATE. 
          IT'S PROVIDING A LEVEL OF ACCOUNTABILITY FOR KIDS THAT WITHOUT SPORTS, AND I KNOW THAT WE HAVE COACHES IN THE ROOM, AND SOME REALLY SUCCESSFUL STORIES THEY CAN ALL SHARE HOW AN INDIVIDUAL KID MAY HAVE DROPPED OUT, WERE IT NOT FOR THIS OR THAT ACTIVITY BECAUSE THAT'S THE REASON THEY GET UP AND COME TO SCHOOL EVERY DAY. 
          I APOLOGIZE THAT IT FEELS RASH THAT WE ARE A LITTLE BIT ON THE TIME PERIOD. 
          WE CAN WAIT UNTIL NOVEMBER. 
          WE CONTEMPLATED, SHOULD WE JUST WAIT, SHOULD WE USE THIS YEAR AS A PLANNING YEAR? WE CAN DO ALL THAT. 
          WE ABSOLUTELY CAN. 
          SO WHATEVER THIS BOARD DECIDES TO DO, WE WILL CERTAINLY HONOR IT. 
          BUT I DO WANT TO CAUTION YOU THAT HAVING A COMPLETE STUDY OF SPORTS IS GREAT, BUT IT IS NOT GOING TO HELP YOU MAKE A DECISION ON THIS. 
          >> THE MOTION BEFORE YOU IS TO CONTINUE THIS ITEM UNTIL NEXT SPRING UNTIL A COMPREHENSIVE STUDY CAN BE DONE OF ALL ATHLETICS AND ACTIVITIES AT THE HIGH SCHOOL. 
          JUST FROM MY POINT OF VIEW, I'LL VOTE NO ON THIS. 
          WE DID A STUDY LIKE THIS A FEW YEARS AGO BECAUSE I REMEMBER SITTING HERE AND HAVING A DEBATE ABOUT IT. 
          IT WAS SURPRISING TO ME, I GUESS, THAT FOOTBALL, I DON'T WHY FOOTBALL IS GOING TO BE THE MOST EXPENSIVE SPORTS EQUIPMENT, I DON'T KNOW WHAT IT WAS. 
          IT TURNS OUT FOOTBALL IS NOT A VERY EXPENSIVE SPORT. 
          THE MOST EXPENSIVE SPORT WE HAVE IS NORDIC, WHICH FASCINATED ME, AND IT'S BECAUSE OF THE HOTEL ROOMS. IT'S BECAUSE THEY DO TWO RACES, ONE ON A FRIDAY, ONE ON A SATURDAY AND SO ITS THE HOTEL ROOMS, PLUS THERE'S A LOT OF KIDS THAT DO NORDIC. 
          WHEN YOU HAVE A LOT OF KIDS AND YOU HAVE HOTEL ROOMS, IT'S THE HOTEL ROOMS, THAT'S THE EXPENSIVE PART. 
          WHEN WE DID THAT STUDY, WE WERE ASKING HOW MUCH DOES EVERYTHING COST, ALL THE DIFFERENT SPORTS AND ACTIVITIES AND ALL THE DIFFERENT THINGS WE DO. 
          I JUST REMEMBER THAT BECAUSE THAT WAS THE TAKEAWAY FOR ME THAT THE NORDIC WAS THE MOST EXPENSIVE. 
          ANYWAY, I'M A NO ON THIS, I WOULD JUST TO VOTE ON THIS TONIGHT AND WELCOME BOYS SWIMMING TO OUR HIGH SCHOOL. 
          I THINK THESE BOYS HAVE BEEN WORKING HARD ALL THESE YEARS AT THE MIDDLE SCHOOL LEVEL. 
          I HATE SEEING BOYS HAVING TO GO TO PINEVILLE TO PURSUE THEIR DREAMS. WE HAVE A POOL HERE, WE HAVE A COACH AVAILABLE, I THINK WE'RE READY TO GO. 
          I'D LIKE TO SEE US DO THIS NOW. 
          MOTION AS TO CONTINUE THIS ITEM UNTIL NEXT SPRING UNTIL A COMPREHENSIVE STUDY CAN BE DONE OF ALL ATHLETICS AND ACTIVITIES AT THE HIGH SCHOOL. 
          ALL THOSE FOR AYE? 
          >> AYE. 
          >> ALL THOSE OPPOSED SAY, NO. 
          >> NO. 
          >> NO. 
          >> NO. 
          >> [INAUDIBLE] 
          >> THE NO'S HAVE IT, IT'S 4-3. 
          IS THERE A MOTION I COULD ENTERTAIN? 
          >> MR. CHAIR, I MOVE TO OFFER VOICE FROM THE HIGH SCHOOL LEVEL BEGINNING IN 2022, '23 SCHOOL YEAR IN PERSON. 
          >> SIR, IT'S BEEN MOVED AND SECONDED TO OFFER VOICE FROM THE HIGH SCHOOL LEVEL BEGINNING OF THE '22, '23 SCHOOL YEAR AS PRESENTED. 
          IS THERE AND DISCUSSION BY THE BOARD? ANY DISCUSSION? SEEING NONE, ALL THOSE IN FAVOR SAY AYE. 
          >> AYE. 
          >> ALL THOSE OPPOSED, SAY NO. 
          >> NO. 
          >> NO. 
          >> IT PASSES FOUR TO THREE. 
          [F. Consent Agenda]
WE WILL MOVE ON TO CONSENT AGENDA. 
          THE CONSENT AGENDA THIS EVENING IS APPROVAL OF STAFF CONSIDERATIONS AND REPORTS, OCTOBER 2022, APPROVAL OF MINUTES SEPTEMBER 14TH, 2022 REGULAR MEETING, APPROVAL OF EXECUTIVE MEETING MINUTES OF SEPTEMBER 14TH, 2022, APPROVAL OF THE SEPTEMBER 2022 CHECK REGISTER, APPROVAL OF VALLEY OFFICE SUPPLY LEASE RENEWAL AND REPLACEMENT OF COPIERS, APPROVAL OF THE FY23 TO WISH AN AGREEMENT WITH TETON, IDAHO SCHOOL DISTRICT 401, APPROVAL OF SEWER OPERATOR CONTRACT RENEWAL WITH RENDEZVOUS ENGINEERING, AND APPROVAL OF THE CONSENT AGENDA. 
          I'D ENTERTAIN A MOTION TO APPROVE THE CONSENT AGENDA. 
          IT'S BEEN MOVED AND SECONDED TO APPROVE THE CONSENT AGENDA. 
          ANY DISCUSSION ON THE CONSENT AGENDA? SEEING NONE ALL THOSE IN FAVOR SAY AYE. 
          [03:05:01]
          >> AYE. 
          >> ALL OPPOSED, ALL RIGHT. 
          MOVE ON TO PUBLIC COMMENT. 
          THIS IS AN OPPORTUNITY FOR ANYONE TO SEE ME FOR ANYTHING THAT WAS NOT ON THE AGENDA THIS EVENING, TO GIVE PUBLIC COMMENT TO THE BOARD. 
          ANYTHING HERE IN THE ROOM? ANYONE HAVE ANY PUBLIC COMMENTS? ANYONE ON WEBEX HAVE ANY PUBLIC COMMENT RAISE YOUR VIRTUAL HAND. 
          SEEING NONE, WE MOVE ON TO COMMUNICATIONS TO THE BOARD, HAVE WE REALLY HAD ANY MUCH THIS MONTH COMMUNICATIONS FROM THE BOARD? 
          [G. Communication]
ANYONE HAVE ANYTHING TO SHARE WITH US? FUTURE AGENDA ITEMS WAS HELD NEXT MONDAY. I SHOULD MENTION THAT. 
          THIS PAST MONDAY WAS A REALLY GOOD TURNOUT FOR WE HAD OUR PARENT MEETINGS ON ZOOM. 
          WILSON, WE DID. 
          I'M GOING TO BLANK OUT IN MIDDLE SCHOOL THE HEIGHT PIANO, I SPOKE IN SPANISH SPEAKING, AND IT WAS A REAL BIG SUCCESS, BUT THERE WAS PEOPLE [LAUGHTER], AND GOOD COMMENTS, AND WE HAD GOOD DISCUSSIONS ABOUT SOME DIFFERENT THING. 
          WILSON WILL KEEP TALKING ABOUT. 
          THERE'S A STOP SIGN AND EVERYONE KEEPS GOING THROUGH, SO WE'VE TALKED THROUGH SOME IDEAS ON THAT STOP SIGN AND WE'VE TALKED A LOT ABOUT MENTAL HEALTH ISSUES AT THE HIGH SCHOOL, SOME RESOURCES THAT ARE AVAILABLE, AND SO NEXT MONDAY, WE DO THIS AGAIN, AND WE'RE DOING THE SCHOOLS THAT WE CAN DO THIS MONDAY. 
          NEXT MONDAY NIGHT, IF BOARD MEMBERS COULD BE THERE ON ZOOM, WE WILL FINISH OUT THE REST OF THE SCHOOLS. 
          >> MR. CHAIR, I'D ALSO LIKE TO HAVE US PUT FOR FUTURE AGENDA ITEM, A COMPREHENSIVE REVIEW OF ATHLETICS. 
          I DON'T AGREE WITH THE SUPERINTENDENT THAT WE'RE NOT GOING TO FIND SOMETHING THAT WE WANT. 
          I DON'T WANT TO GET RID OF THEM, AND I DO THINK THAT WHEN YOU HAVE 24 ACTIVITIES, THERE'S SOMETHING FOR EVERYBODY ALREADY. 
          >> WHEN WOULD IT BE A GOOD ALIGNMENT THAT TAKE YOU TO DO SOMETHING LIKE THAT? THE COST FEES WOULDN'T TAKE THAT LONGER [INAUDIBLE] FORWARD AND PASS ON IT FORWARD TRYING TO KEEP UP. 
          WHAT WOULD YOU SEE AS A COMPREHENSIVE REVIEW? 
          >> I THINK WE NEED TO KNOW HOW MANY STUDENTS PARTICIPATE AND THE HISTORY FOR THE LAST THREE, FOUR YEARS. 
          HOW MANY STUDENTS HAVE PARTICIPATED, SO WE CAN SEE WHETHER A PARTICULAR ACTIVITY IS GROWING OR WHETHER IT'S SHRINKING. 
          THAT WILL HELP A LOT, I THINK, AND ANY DECISION-MAKING WE MAKE, THE ABILITY TO GET COACHES WE NEED TO KNOW ABOUT THAT. 
          YOU CAN'T GET COACHES FOR A PARTICULAR ACTIVITY, WE NEED TO KNOW THAT, AND WE ALSO NEED TO KNOW THE CAPACITY THAT WE HAVE A TRANSPORTATION ALL YEAR ROUND FOR EXTRA ACTIVITIES, NOT JUST BUS ROUTES. 
          >> I DON'T KNOW HOW YOU WOULD ADD A WEIGHT, EVEN KNOW IF THIS IS POSSIBLE, BUT I WOULD LOVE TO KNOW THE DIVERSIFICATION OF STUDENTS THAT PARTICIPATE IN DIFFERENT ACTIVITIES BECAUSE I THINK THERE ARE ACTIVITIES THAT ARE GOING TO MEET THE NEEDS OF VARYING PERSONALITIES, AND I THINK IT'S IMPORTANT TO SEE WHERE SOME ACTIVITIES ALL CENTER AROUND CERTAIN PARTICIPANTS WERE OTHERS ALLOW OTHER PARTICIPANTS WHO MIGHT NOT BE ABLE TO PARTICIPATE. 
          HOW MANY TIMES CAN YOU SAY, [LAUGHTER] SORRY ABOUT THAT. 
          I'M GETTING LATE. 
          [LAUGHTER] 
          >> PROCEEDS TO MAKE SURE THAT WE HAVE ALL THE INFORMATION. 
          DO YOU ONLY WANT THIS ON WYOMING HIGH-SCHOOL ASSOCIATION ACTIVITIES OR DO YOU WANT IT TO INCLUDE ROBOTICS? NOW I'M MARRIED. 
          >> WHEN YOU SAY THE 24 THINGS LIKE MOUNTAINEERING THE ROBOTS [OVERLAPPING] NO YOU'RE NOT. 
          >> NO. 
          >> NO. 
          >> WHATEVER THAT 24 IS I THINK IS WHAT WE NEED. 
          >> IT'S LIKE YOU'VE GOT, MOUNTAINEERING AND ROBOTICS ARE PERFECT EXAMPLES. 
          THEY TOUCH DIFFERENT KIDS THAN OTHER ACTIVITIES, BUT THEY ARE NOT PART OF THE WYOMING HIGH SCHOOL ACTIVITIES ASSOCIATION. 
          THEY'RE COSMOS BUNCH OF MONEY, SO WHEN SCOTT DOES HIS THING WHERE, HOW MANY KIDS PARTICIPATE IN ACTIVITIES, SCOTT'S TALKING ABOUT THOSE THINGS, SO IT REALLY NEEDS TO BE A BROADER SCOPE. 
          >> YEAH, AND I THINK THE OTHER ISSUE THERE IS THOSE ARE NOT COST-NEUTRAL ACTIVITIES, 
          [03:10:06]
ROBOTICS, PERSONNEL STAFFING, THE COACH COSTS FOR ONE OF THE COACHES, AND THOSE ARE NOT NEUTRAL ACTIVITIES. 
          THEY'RE COSTING OR SOMETHING, THAT TWO GOES TO THE AMOUNT THAT WE ARE PUTTING INTO ALL OF THE ACTIVITIES THAT ARE EXTRACURRICULAR ACTIVITIES THAT OUR STUDENTS ARE PARTICIPATING. 
          >> TO TALK ABOUT IT IN A PUBLIC FORUM, TO ALSO HIGHLIGHTS ALL THESE EXTRA THINGS THAT OUR STUDENTS ARE ABLE TO PARTICIPATE IN, WHICH ALLOWS THEM TO HAVE A MUCH MORE WELL-ROUNDED EDUCATION AND PERHAPS MORE SUCCESSFUL GIVEN SOME OF THE THINGS THAT WE'VE BEEN TOLD IN MOST OF US HAVE PARTICIPATED IN ACTIVITIES AND NONE OF THAT IS IN FACT TRUE. 
          WE JUST SPEND AN HOUR AND A HALF ON THE WHOLE ACADEMIC SIDE OF THE DISTRICT, WHICH IS OUR CHARGE, AND WE NEED TO BE SPENDING AT LEAST AN HOUR AND A HALF SEVERAL TIMES A YEAR, [LAUGHTER] LOOKING AT THAT. 
          BUT AT THE SAME TIME, WE'VE ALSO HAD A LOT OF CONVERSATIONS ABOUT MENTAL HEALTH, AND SO MAYBE LIFTING SOME OF THIS UP MAYBE WE'LL FIND A WAY TO PULL DOWN THE BUDGET SOMEHOW. 
          THAT MAY BE JUST THROUGH A CONVERSATION OR HIGHLIGHTING OR WHO KNOWS WHAT WILL COME UP, BUT JUST MAYBE THAT'LL BE OUR EDUCATION MINUTE, BUT IT'LL BE MUCH LONGER THAN THAT. 
          [LAUGHTER] 
          >> MR. CHAIR, I THINK ONE OF THE OTHER THINGS MIGHT NEED TO BE LOOKED AT IS THE ACTIVITIES THAT ARE ADDRESSING THE NEEDS OF JACKSON HOLE HIGH SCHOOL STUDENTS. 
          YOU'VE GOT SOME ACTIVITIES OUT THERE, SPEECH AND DEBATE COMES TO MIND. 
          WE'VE GOT PROBABLY 50 PERCENT OF THEM THAT ARE NOT JACKSON HOLE HIGH SCHOOL STUDENTS. 
          WHAT ARE THOSE ACTIVITIES WHERE WE'RE SPENDING OUR MONEY AND ADDRESSING NEEDS OF OUR STUDENTS. 
          >> IT WILL BE INTERESTING. I THINK YOU HAD THAT ON THAT LAST TIME WE DID THE STUDY LIKE HOW MANY KIDS WERE FROM THE HIGH SCHOOL AND HOW MANY FROM HOME COMMUNITY SCHOOL. 
          THAT WAS AN INTERESTING THING. 
          I'M NOT ALL THAT PLAYS INTO IT, BUT I FOUND THAT INTERESTING BECAUSE LIKE MORNING, IT WAS JORDI OF THE TEAM WOULD NOT JACKSON HOLE HIGH-SCHOOL STUDENTS BECOME FASCINATING. 
          YOU JUST HEARD US, BUT GAVE YOU A LOT. 
          WHEN DO YOU THINK WE SHOULD PUT THAT ON THE CALENDAR? 
          >> YOU REVIEWING EXISTING JANUARY, IT WOULD BE ANYTIME THAT WILL GIVE US THE ABILITY TO GET ALL THIS INFORMATION TOGETHER, SO JANUARY 5TH BE MADE. 
          >> ANYONE ELSE HAVE ANYTHING THAT WANTS TO COME? FUTURE AGENDAS? 
          >> WE'VE SPOKEN ABOUT SOME HOUSING OPTIONS DENTALLY OUT THERE FOR RENTALS AND THAT THING IN THE PAST TO BE ON AN AGENDA. 
          I DON'T THINK THAT WILL BE HELPFUL TO DO THAT. 
          >> WHAT DO YOU THINK I'M THERE? WELL, THAT FEEDS THAT. 
          >> WELL, THERE IS THE LEGACY LAUCH TODAY THAT ONE I JUST DISCUSSED. 
          WE'LL TAKE EACH POINT TO A DIFFERENT PLACE PERHAPS HAS BEEN DONE. 
          YOU'RE GOING TO HELP YOU KNOW WHERE YOU ARE INSTEAD A DESPERATE [LAUGHTER]. 
          >> ANYTHING ELSE? 
          >> WHAT ELSE NEEDS TO GO ON? PROBABLY LAST MONTH ST. JOHN GOTTMAN'S REPORT. 
          >> THAT'S DUE AT THE END OF OCTOBER, ISN'T IT? YEAH, I KEPT THERE NEEDS TO BE WELL,. 
          >> IT'S TOUGH. 
          WE WERE PUSHING HIM TO GET THAT DONE BY THE END OF OCTOBER SO WE CAN RELEASE IT PRIOR TO THE ELECTION. 
          OUR NEXT MEETING IS AFTER THE ELECTION. 
          WE NEED TO SEE IT BEFORE HUMAN RELEASES IT. 
          >> I DON'T THINK SO. CHAIRMAN GARY WHERE WE HAD DISCUSSED IS THAT HE WOULD SEND A WRITTEN REPORT TO THE BOARD SO THE BOARD CAN REVIEW IT AND THEN HE CAN COME BACK IN NOVEMBER, BUT WE COULD AFTER YOU REVIEW IT, WE COULD REALLY SIT AND DO IT. 
          >> I THINK THAT YOU HAVE THE INTENT WAS THAT IT WOULD BE RELEASED PRIOR TO THE ELECTION. 
          WHY WE WERE PUSHING HIM SO QUICKLY SO WE CAN REVIEW IT INDIVIDUALLY THROUGH OUR EMAILS UNLESS SOMEBODY LIKE EMAILS BACK, DON'T RELEASE IT OR SOMETHING CRAZY LIKE THAT. 
          BUT OTHERWISE, I WOULDN'T ASSUME WE WOULD RELEASE IT PRIOR TO THE ELECTION. 
          >> WE WILL DO THAT. 
          >> THEN WE CAN DISCUSS IT AT THE NOVEMBER MEETING TOO. 
          >> THERE'S NOTHING ELSE. I'D ENTERTAIN A MOTION TO ADJOURN. 
          [03:15:02]
BEEN MOVED AND SECONDED TO ADJOURN ON FAVOR SAY AYE. 
          >> AYE.
* This transcript was compiled from uncorrected Closed Captioning.