[00:00:06]
          >> TWENTY FOUR, TETON COUNTY SCHOOL DISTRICT BOARD OF TRUSTEES, 
          [A. Call to Order]
WE'RE BACK IN ORDER. LET'S PEDEGREE. 
          >> OF ALLEGIANCE] 
          >> WELCOME BACK EVERYBODY. 
          WE VALUE STUDENTS, TRUST, KINDNESS, AND RESPECT, CHALLENGING STANDARDS, FAIRNESS AND EQUITY, RESILIENCE AND PERSEVERANCE, AND PERSONAL ACHIEVEMENT. 
          I WOULD TAKE A RECOMMENDATION ON THE AGENDA. 
          [B. Approval of the Agenda]
          >> MR. CHAIR, I WOULD MOVE TO APPROVE THE AGENDA WITH THE CHANGE TO MOVE THE STUDENT SCHOOL BOARD MEMBER REPORT TO AFTER THE CELEBRATIONS WITHIN THE SUPERINTENDENT'S REPORT, AND TO REMOVE ITEM 5 FROM THE CONSENT AGENDA APPROVAL OF THE ONLY PURCHASE ORDER FOR DOCUMENT SERIES CREATION TO ASSIST TCF NUMBER 1, RECRUITMENT AND RETENTION OF STAFF. THAT RIGHT. 
          >> I'LL SEC IT. 
          >> THE AGENDA HAS BEEN MOVED WITH THE CHANGES OF MOVING THE STUDENT SCHOOL BOARD MEMBER REPORT TO FALL RIGHT AFTER DR. CHAPMAN'S CELERATIONS. 
          THEN FROM THE CONSENT AGENDA, ITEM NUMBER 5, THE APPROVAL OF THE PURCHASE ORDER DOCUMENT SERIES CREATION TO NUMBER 3 ITEM ON THE APPROVAL AGENDA. 
          ANY OTHER DISCUSSION? SO ALL OF THOSE IN FAVOR, PLEASE SAY AYE. 
          >> AYE. 
          >> ANY OPPOSED? THAT'S BEEN APPROVED. SUPERINTENDENT. 
          [C. Superintendent's Report]
          >> THANK YOU, TRUSTEES. 
          FIRST, BEFORE WE START WITH THE CELEBRATIONS, HEATHER SHAWN'S GRANDFATHER, JOHN BRYAN, AND IN HONOR OF HOMECOMING WEEK. 
          SHE BROUGHT IN HIS LETTER SWEATER FROM 1947-1949, AND IT'S REALLY AWESOME. 
          IT SMELLS LIKE A CEDAR CAR A IT'S BEEN LOVINGLY PRESERVED. 
          IT'S QUITE SMALL. 
          WHO WAS ON THE FOOTBALL TEAM AND THE STATE CHAMPION FOOTBALL TEAM. 
          IT SEEMS LIKE THEY'D BE A LITTLE BIGGER. 
          I MEAN, I WAS GOING TO ASK COLLIN IF YOU WANTED TO TRY TO SLIP THIS TIMED. 
          BUT IN THE RUSTLER YEAR BOOK, WHICH IS HERE AND I'LL PASS IT AROUND SO THE BOARD CAN SEE IT. 
          THEY HAD 27 GRADUATES IN 1950, AND WE HAD FIVE SPORTS AND SIX ACTIVITIES, AND THE SPORTS WERE FOOTBALL, GIRLS AND BOYS BASKETBALL, BOXING, AND SKIING. 
          THE ACTIVITIES THE ONE OF THE CLUB ACTIVITIES WAS CALLED THE J CLUB, AND THEIR SOLE PURPOSE WAS SELLING POP OR SODA, COCA COLA PRODUCTS AT GAMES SO THEY COULD RAISE MONEY FOR THE FOOTBALL TEAM. 
          IT'S BEEN FUN LOOKING AT THE SENIORS, HOW THINGS HAVE CHANGED AND HOW THINGS HAVEN'T CHANGED. 
          BUT THE HISTORY IN THIS 1950 YEAR BOOK OF NAMES THAT WE RECOGNIZE THAT REALLY WERE THE LEGACY FOR WHERE WE ARE TODAY. 
          I APPRECIATE HEATHER SHARING THIS INFORMATION. 
          IS THERE ANYTHING ELSE YOU HAVE TO SHARE ABOUT THIS BOOKS? 
          >> WELL, I DID BRING THE EXPERTS, TWO OF JOHN RYAN'S DAUGHTERS ARE HERE, MY MOTHER AND MY AUNT ARE HERE. 
          THIS WAS THEIR FATHER'S SWEATER. 
          BUT I FOUND IT INTERESTING AS I WAS THUMBING THROUGH THE YEARBOOK. 
          THEY TALK ABOUT WHICH GIRLS GOT MARRIED, WHICH YEAR, STARTING WITH THEIR SOPHOMORE YEAR OF HIGH SCHOOL OF THE GIRLS GOT MARRIED. 
          TWO OF THEIR GIRLS GOT MARRIED JUNIOR YEAR AND TWO SENIOR YEAR, SOME OF WHICH THEN GRADUATED WITH THE CLASS AND SOME DID NOT. 
          I JUST THE PICTURES OF THE SPORTS OF THE OUTFITS WERE FASCINATING. 
          THE OTHER THING THAT I THOUGHT WAS REALLY COOL ABOUT THE SWEATER IS HIS NAME IS EMBROIDERED IN THE TAG INSTEAD OF LIKE SHARPIE OR STICKERS THAT WE TEND TO USE NOW. 
          [00:05:02]
I WAS GOOD QUALITY MATERIAL AS MY SAY. 
          I NEVER WANTED TO BUY SOMETHING THAT WOULD FALL APART OR WAS NOT GOOD QUALITY. 
          I THINK YOU'D BE VERY PROUD THAT HIS SWEATER 75 YEARS LATER IS IN REALLY GOOD SHAPE. 
          >> ANYTHING YOU GUYS WANT TO AROSE? THANK YOU. 
          MOVING THROUGH OUR CELEBRATIONS. 
          I REALLY WE HONOR A LOT OF GROUPS FOR THEY'RE GOING ABOVE AND BEYOND, AND OUR BUS DRIVERS TEND TO MAKE THAT LIST. 
          IT WAS PARTICULARLY CHALLENGING OVER THE PAST TWO WEEKS WITH THE PAVING. 
          SOME OF OUR BUSES REALLY WEREN'T COMING IN UNTIL 7:00 AT NIGHT. 
          WELL BEYOND THEIR SCHEDULED DEPARTURE, AND THEY WERE YOU CAN IMAGINE, IT WAS HARD ENOUGH TO BE SITTING IN TRAFFIC JUST BY MYSELF IN THE CAR. 
          I CAN'T IMAGINE HAVING A BUS FULL OF YOUNG CHILDREN WHO ARE HUNGRY AND TIRED AND SWEATING, AND YOU'RE SITTING THERE FOR LITERALLY HOURS. 
          THAT WAS REALLY STRESSFUL, AND OUR BUS DRIVERS WITH COLBY'S LEADERSHIP HAD JUST REALLY ROSE TO THE OCCASION. 
          I WANTED TO SAY THANK YOU TO OUR BUS DRIVERS FOR BEING EXTRAORDINARY AND GOING ABOVE AND BEYOND AND NOT COMPLAINING ABOUT IT AND JUST ROLLING WITH IT. 
          NO PUN INTENDED. I ALSO WANTED TO SAY THANK YOU TO THE INDIAN SPRINGS RANCH HOMEOWNERS ASSOCIATION. 
          THEY CALLED IMMEDIATELY RECOGNIZING AN ISSUE AND OFFERED A TEMPORARY PENCODE TO CUT THROUGH THE SUBDIVISION, AND THAT SAVED US A LOT OF TIME. 
          IT ALSO HELPED FOR TRANSPORTING A FIELD TRIPS IN THE MIDDLE OF THE DAY. 
          WHY DO WAS VERY ACCOMMODATING. 
          ONCE THEY REALIZED WHAT THE ISSUES WERE, WHICH WAS TUESDAY NIGHT, WAS THE WORST. 
          THE FIRST MONDAY AND TUESDAY, WERE PRETTY BAD. 
          BUT THEY ADJUST IT. 
          IT DEFINITELY WAS A TEAM EFFORT. 
          THEN OUR SCHOOL RESOURCE OFFICERS AND THE SHERIFF'S OFFICE, THEY PITCHED IN AND PROVIDED FS PORT ASSISTANCE FOR THE FIRST COUPLE OF DAYS WHEN THINGS ARE REALLY CHALLENGING IN AN EFFORT TO KEEP PEOPLE ON TRACK. 
          WHILE IT WASN'T IDEAL, I'M REALLY PROUD OF OUR TEAM AND OUR COMMUNITY FOR STEPPING UP AND ASSISTING THE SCHOOL DISTRICT IN THAT WAY. 
          THE NEXT THING IS MIKE AND PERFECT. 
          COME ON THAT. THANK YOU. 
          >> GOOD EVENING, TRUSTEES. 
          NORMALLY, MIKE WOULD BE DOING THIS ANNOUNCEMENT OF OUR STUDENTS WHO HAVE WON GOOD SPORTSMANSHIP AWARDS. 
          HE'S DOING THE POWDER PUFF GAME THIS EVENING, SO HE ASKED ME TO TAKE HIS PLACE. 
          ONE OF THE THINGS THAT'S ACTUALLY A JOY FOR ME IS THAT THESE CERTIFICATES COME ADDRESSED TO ME AND I GET THEM AND THEN I HAND THEM OVER TO MIKE AND THEN HE BRINGS THEM TO THE BOARD. 
          IT'S ALWAYS GREAT TO SHOW UP IN THE MORNING AT THE BEGINNING OF A DAY AND GET A LETTER FROM THE STATE ACTIVITIES ASSOCIATION AROUND A GOOD SPORTSMANSHIP EVENT THAT ONE OF OUR ATHLETES HAS ENGAGED IN. 
          IN ORDER FOR THEM TO GET THIS RECOGNITION, IT HAS TO BE A REFEREE OR THE OPPOSING COACH WHO ACTUALLY SEES SOMETHING THAT ONE OF OUR ATHLETES ENGAGES IN THAT'S EXTRAORDINARY, AND THEN THEY WRITE A RECOMMENDATION, AND THEN WE GET THE CERTIFICATE. 
          IT'S WITH PLEASURE THAT I ANNOUNCED TRINITY GREEN, SARAH GORAN, HARPER MAHER, AND LUCIA MCGEE, AS RECIPIENTS OF THESE GOOD SPORTSMANSHIP AWARDS. 
          SPORTSMANSHIP IS WHAT YOU DO WHEN YOU THINK NOBODY IS WATCHING. 
          >> THAT IS IT FROM CELEBRATION. 
          >> STUDENT SCHOOL BOARD MEMBERS. 
          I KNOW IT'S HOMECOMING WEEK AND YOU ALL HAVE FUN ACTIVITIES WITH THE POWER PUFF GAME TONIGHT. 
          DON'T YOU GET UP AND PRESENT YOUR REPORT. 
          >> OUR MAIN SUBJECT FOR TONIGHT IS SUMMARIZING OUR STUDENT SENATE MEETING FROM SEPTEMBER 24, AND GIVE ME JUST A RECAP ON WHAT THE STUDENT SENATE 
          [00:10:03]
IS PRETTY MUCH WE GOT TOGETHER HERE ON THE 24TH WITH STUDENTS FROM ALL OF THE OTHER SCHOOLS IN THE DISTRICT AND GOT TO DISCUSS WITH THEM THREE MAIN TOPICS. 
          THE FIRST TOPIC WE DISCUSSED WITH THEM WAS LEADERSHIP. 
          TALKING WITH THESE STUDENTS ABOUT WHAT BEING A LEADER MEANS TO THEM CAME OUT TO THREE MAIN TAKEAWAYS, WHICH WAS BEING KIND, BEING SMART, AND BEING A LISTENER. 
          TO THE STUDENTS, A LEADERS TRAITS MAINLY CAME FROM THEIR PARENTS OR THEIR FAVORITE MOVIE CHARACTER, AND WHEN ASKED TO PUT THESE TRAITS TO THE TEST WITH EVERYONE AT THEIR TABLES, THESE STUDENTS WERE THEN TAUGHT WHAT IT MEANS TO BE COLLABORATIVE. 
          STUDENTS WERE SEPARATED INTO GROUPS OF TEAM BUILDING PROJECTS, WHERE THEY WERE TASKED TO BUILD THE TALLEST TOWER OUT OF PASTA AND PARSONS IN ORDER TO WIN A PRIZE. 
          THE ALTA KIDS ENDED UP WINNING BECAUSE THEY'RE REALLY AMAZING. 
          THEY'RE REALLY AMAZING I WOULD HAVE SEEDY, I WAS AT THEIR TABLE WITH THEM AND THEY REALLY SHOCKED ME BECAUSE THEY DID A VERY GOOD JOB AT LISTENING TO EVERYBODY'S IDEAS AND MAKING SURE EVERYBODY WAS INCORPORATED IN THE PROCESS OF BUILDING THIS TOWER. 
          I THINK THEY JUST DID A REALLY, TRULY AMAZING JOB. 
          THEY REALLY TOOK WHAT THEY BELIEVED WAS A LEADER AND THE TRAIT OF THOSE LEADERS AND PUT THAT TO THEIR TEST. 
          THEN IN ADDITION, COMPARED TO THE ELEMENTARY SCHOOL STUDENTS WHO I WORKED WITH THAT I SAW WAS VERY WHO WERE VERY EXCITED TO SHARE THEIR IDEAS AND WORK TOGETHER, MIDDLE SCHOOL STUDENTS WERE SEEMED TO BE MUCH MORE RESERVED AND NERVOUS TO SHARE THEIR IDEAS UNLESS THEY WERE ASKED TO DO SO. 
          I THINK THIS PRESENTS AN IDEA THAT AS STUDENTS GET OLDER, WE ARE NOT PUT INTO SITUATIONS WHERE WE WANT TO WORK TOGETHER AND BE COLLABORATIVE. 
          IF WE WANT TO CREATE BETTER STUDENTS, IT'S MORE CREATING STUDENTS WHO ARE ABLE TO WORK TOGETHER AND WORK WITH OTHERS TO BUILD IDEAS OFF OF THEM, OFF OF EACH OTHER AND RATHER THAN JUST WORKING WITH THEM TO GET THEM TO EARN SPECIFIC GRADES OR ACCOMPLISH CERTAIN THINGS LIKE TEACHING STUDENTS TO WORK TOGETHER AS A TEAM, WE'LL NOT ONLY PREPARE THEM FOR FUTURE AREAS. 
          WE'RE WORKING WITH CO-WORKERS IN PUBLIC SPEAKING IS KEY TO SUCCEEDING, IT'LL PREPARE THEM FOR COLLEGE, IT'LL PREPARE THEM FOR THE WORKFORCE, PREPARE THEM FOR PRETTY MUCH ANYTHING FOR THEM TO DO. 
          >> THE NEXT TOPIC THAT WE SPOKE ABOUT IN THE STUDENTS AT A MEETING WAS A VERY LARGE ISSUE IN SCHOOL DISTRICTS ACROSS THE COUNTRY, AND THAT WAS CELL PHONE USAGE IN THE CLASSROOMS. IT VARIED LARGELY BY GRADE SEEN BY SCHOOL, IT WAS VERY SIMILAR FOR THE GRADE GROUPS. 
          AS YOU INCREASED IN THEIR AGES FROM ELEMENTARY TO MIDDLE SCHOOL, KIDS WANTED TO HAVE MORE PHONES AND MORE RELAXED RULES TO HAVE THEIR PHONES IN THE CLASSROOM. 
          IT WASN'T UNTIL YOU GOT TO MAYBE JUNIOR SENIOR YEAR, INCLUDING US SCHOOL BOARDS MEMBERS AS WELL AS THE JUNIOR REPRESENTATIVE FROM THE HIGH SCHOOL. 
          WAS THERE AN UNDERSTANDING THAT PHONES NEED TO BE REGULATED WITHIN CLASSROOMS BECAUSE WHEN WE GET TO COLLEGE, WE NEED TO BE ABLE TO KNOW HOW TO HANDLE PHONES. 
          HOWEVER, THERE'S THE BELIEF THAT WE LEARNED. 
          IF KIDS ARE BEING TOLD THAT THEY NEED TO PUT THEIR PHONES AWAY, THERE'S THE WORRY THAT ONCE THEY GET THE PHONES, IN COLLEGE, IT GOES 0-100, AND THERE'S THE WORRY THAT KIDS WILL SLIP IN COLLEGE BECAUSE THEY'LL HAVE THE ABILITY TO WATCH YOU TO SCROLL TIKTOK OR STREAM MOVIES IN CLASS. 
          THERE'S A WANT TO BE ABLE TO BE EDUCATED ON HOW BEST TO USE NOT USE FORMS, BUT ACTUALLY HAVE A COOPERATIVE RELATIONSHIP BETWEEN PHONES AND SCHOOL. 
          MOVING ON, WE TALKED ABOUT HOW SOCIAL MEDIA AND YOUNG AGE GROUPS, ESPECIALLY IN MIDDLE SCHOOL HAVE BEEN AFFECTED. 
          IT WAS ACTUALLY VERY SAP AND SURREAL TO HEAR ABOUT HOW THERE ARE ELEMENTARY SCHOOL STUDENTS HEARING ABOUT HOW SUICIDE AND DRUG USAGE, ALCOHOL, AND VAPING IS LINKED TO SOCIAL MEDIA. 
          IT WAS CRAZY TO HEAR THAT'S GETTING SO FAR DOWN IN THE GRADES, AND IT WAS SAD AND IT'S SOMETHING THAT WE DEFINITELY AGREE NEEDS TO BE ADDRESSED. 
          [00:15:02]
IT WAS ONE OF THE ALTA STUDENTS THAT WON THE SPAGHETTI TOWER CONTEST THAT ACTUALLY BROUGHT UP HOW HE HAS HEARD ABOUT KIDS KILLING THEMSELVES OVER SOCIAL MEDIA. 
          THAT'S SCARY. 
          WE DON'T WANT ANY OF THAT TO HAPPEN. 
          THERE WAS SOMEONE AT MY TABLE WHO SHARED A VERY SIMILAR STORY, ONE OF THEIR PEERS IN THE MIDDLE SCHOOL, OR AT SOME POINT IN THEIR LIFE TO TAKE THEIR OWN LIFE BECAUSE OF SOCIAL MEDIA. 
          THAT'S NEVER A STORY YOU WANT TO HEAR, ESPECIALLY COMING FROM SUCH YOUNG AGE GROUPS. 
          A LOT OF INTERESTING IDEAS CAME UP ABOUT PHONES, BUT ESPECIALLY THE ABILITY TO HAVE EDUCATION ON HOW TO BETTER USE OUR PHONES AND NOT DOOM SCROLL UNTIL WE'RE PROCRASTINATING OUR ASSIGNMENTS AND EDUCATION ON HOW TO BE ABLE TO USE PHONES COOPERATIVELY WITHIN THE SCHOOLS THAT WAY, WE'RE NOT GOING 0-100 OR AS MANY OF THE YOUNGER STUDENTS SAID, BANNING PHONES FOR ALL PEOPLE UNDER THE AGE OF 21, WHICH IS AN INTERESTING IDEA, BUT I DON'T KNOW HOW MANY ISSUES THAT'LL SOLVE ONCE THEY TURN 21 AND EVERY DOOR IS OPENED UP. 
          THOSE WAS CONVERSATIONS REGARDING CELL PHONE USAGE, AND IT'S SOMETHING THAT DEFINITELY NEEDS TO BE ADDRESSED AND TALKED ABOUT FURTHER, AND WE TASKED THEM WITH SPEAKING TO THEIR CONGRESSES MORE DEEPLY AS MRS. CHAPMAN CAN OR DR. CHAPMAN CAN ATTEST TO. 
          WE TASKED THEM SEEKING ABOUT CELPHONE ISSUES WITH THEIR OWN SCHOOLS COLLEGE. 
          >> I TOOK ON SCHOOL LUNCHES, AND I GOT FEEDBACK FROM ALL OF THE STUDENTS THAT WERE AT THE SENATE MEETING. 
          THE FIRST ONE THAT WE GOT WERE SOME POSITIVE FEEDBACKS. 
          THEY LIKED THAT THERE WAS MORE FOOD. 
          THEY THOUGHT IT WAS GREAT. 
          THE LUNCH IS GREAT, BUT THEY THINK THE LINE IS A LITTLE LONG. 
          THEY'RE LIKE, HOW THERE'S CHICKEN SANDWICHES AND PIZZA THERE EVERY DAY. 
          WE DID RECOGNIZE THAT SOME STUDENTS, THEY ABSOLUTELY LOVE HAVING THE CHOICE OF BURGERS AND PIZZA AND FRIES EVERY DAY, AND A LITTLE GOOD SNACK DURING LUNCH. 
          SOME KIDS APPRECIATE THE ABILITY OF HAVING THE RELIABLE FOOD CHOICES EVERY DAY. 
          HAVING NEW CHOICES IS A VERY NEW STAPLE FOR THEM IN THE LUNCHES. 
          BUT THEN WE HAD SOME FEEDBACK THAT WAS A LITTLE BIT MORE NEGATIVE. 
          THEY THOUGHT THAT THE LUNCHES WERE A LITTLE BIT UNHEALTHY, AND THAT THEY THOUGHT THE SCHOOL SHOULD OFFER HEALTHIER OPTIONS LIKE SALAD. 
          SOME SAID THE FOOD HAS GOTTEN WORSE AND MORE UNHEALTHY. THEY DON'T LIKE THAT. 
          SOME KIDS ARE EATING THE SAME THING EVERY DAY AND NOT TRYING TO INCORPORATE FRUIT INTO THEIR DIETS. 
          ON THIS BOTTOM RIGHT STICKY NOTE, THEY THINK IT'S A STEP IN THE RIGHT DIRECTION, BUT THEY'RE ALSO VEGETARIANS, SO HAVING PIZZA EVERY DAY ISN'T THE BEST FOR THEM. 
          THEN ON THE BACK OF THAT STICKY NOTE, THEY THOUGHT IT WAS TOO EXPENSIVE. 
          WHAT WE TALKED ABOUT IS THAT, THERE ARE STUDENTS IN THE MIDDLE SCHOOL THAT SEE A PROBLEM WITH HAVING UNHEALTHY LUNCHES EVERY DAY. 
          FOR SOME STUDENTS, BREAKFAST AND LUNCH AT SCHOOL ARE THEIR ONLY MEALS DURING THE DAY FOR A VARIETY OF REASONS, WHETHER THAT'S ALL THAT THEIR FAMILY CAN AFFORD OR THAT'S ALL THE TIME THEY HAVE TO EAT DURING THE DAY. 
          BUT IF A STUDENT IS CHOOSING PIZZA AND FRIES EVERY DAY, THAT IS BEING REFLECTED IN THEIR MENTAL HEALTH AND THEIR ACADEMIC PERFORMANCES. 
          AS A STUDENT WHO HAS DRASTICALLY CHANGED THEIR DIET, PERSONALLY OVER THE LAST YEAR, I TOOK A NUTRITION COURSE WITH TRUSTEE GINGERY'S DAUGHTER LAST YEAR, AND IT WAS VERY EDUCATIONAL. 
          I SAW A MAJOR DIFFERENCE IN MY ENERGY AND MY MENTAL HEALTH AND IN MY FOCUS. 
          THE HEALTHY OPTIONS IN THE LUNCH ROOM ARE OFTEN OF SHORT SUPPLY, AND THE HEALTHY OPTIONS ARE USUALLY SOLID WITH A VERY QUESTIONABLE MEAT ON THEM AND SOME YOGURT PARFAITS. 
          I SEE SOME WRAPS IN THERE SOMETIMES, BUT THEY'RE ALWAYS GONE BY THE TIME I GET THROUGH THE LINE. 
          ON THE OTHER HAND, THERE SEEMS TO BE AN ENDLESS SUPPLY OF BURGERS, PIZZAS, FRIES, CHICKEN SANDWICHES. 
          I REALLY WANTED TO MAKE CLEAR THE BIOLOGICAL EFFECTS BEHIND THE FOODS THAT KIDS ARE EATING ON A DAILY BASIS, ULTIMATELY, INDUCE BRAIN FOG AND LOW ENERGY AND POOR MENTAL HEALTH. 
          AS THE GREASE AND THE CHEMICALS AND THEIR LOW NUTRITIONAL CHOICES BUILD UP OVER TIME, WE SEE THOSE EFFECTS MORE. 
          IT'S NOT TO SAY THAT THESE KIDS CAN'T GO HOME AND INDULGE IN A BUNCH OF JUNK FOOD FOR HOURS ON END, 
          [00:20:02]
BUT IT IS A HABIT THAT PEOPLE FORM. 
          AS A SCHOOL, I DON'T THINK WE HAVE TO ENCOURAGE THAT. 
          THE FOCUS ON THE LUNCH ROOM SHOULD HAVE AN ABUNDANCE OF NUTRITIONAL FRUITS AND VEGETABLES AND PROTEINS FOR KIDS AND TEENAGERS TO EAT. 
          ULTIMATELY, STUDENTS WILL PERFORM BETTER INSIDE AND OUTSIDE THE CLASSROOM WITH THE RIGHT NUTRITIONAL TOOLS PROVIDED FOR THEM. 
          MAJORITY OF THE STUDENTS SEEM TO UNDERSTAND THE IMPORTANCE OF HEALTHY FOOD IN THE DIET AS WE CAN SEE ON THESE STICKY NOTES. 
          WHEN THEY ARE NOT PROVIDED, THEY CHOOSE TO PACK LUNCH FROM HOME AS THEY MADE A POINT THAT THEY DON'T LIKE PAYING MORE FOR UNHEALTHY FOOD. 
          IF WE HAVE HEALTHIER OPTIONS, MORE STUDENTS WILL EAT LUNCH AT SCHOOL, AND WE WILL GET MORE REVENUE AND INVEST IN HEALTHIER OPTIONS. 
          INVESTING IN HEALTHIER OPTIONS FOR OUR STUDENTS IS INVESTING IN OUR SCHOOL AS WELL. THANK YOU. 
          >> DO YOU HAVE ANY QUESTIONS FOR THE STUDENTS SCHOOL BOARDS? YES. TRUSTEE DORNAN? 
          >> I WAS EXCITED BY ALL THREE REPORTS, BUT COLLIN CONCERNS ABOUT CELL PHONES REALLY STRUCK A NOTE IN ME BECAUSE I JUST FINISHED READING A COMPREHENSIVE STUDY OF DOZENS AND DOZENS AND DOZENS OF RESEARCH PROJECTS ON CELL PHONES. 
          TURNS OUT THAT THE KINDS OF MENTAL ILLNESS THAT WE FOUND IN THIS COUNTRY STARTED IN 2010, THE SAME TIME SOCIAL MEDIA BECAME RAMPANT IN THIS COUNTRY. 
          WAS TRUE ALSO IN AUSTRALIA, IN JAPAN, FRANCE, GERMANY, ALL THE COUNTRIES WHERE KIDS COULD AFFORD CELL PHONES. 
          INCREASE IN SUICIDES WAS TRUE IN ALL THOSE COUNTRIES TOO. 
          I WAS GLAD YOU BROUGHT THAT REPORT. THANKS. 
          >> THANK YOU. IT'S HONESTLY TRUE. 
          I SUFFERED FROM IT AT ONE POINT IN MY HIGH SCHOOL CAREER, AND IT TO GOT TO THE POINT WHERE I JUST I HAD TO COLD TURKEY IT. 
          I DELETED SOCIAL MEDIA. 
          I NOTICED ONE WEEK INTO IT, I WAS HAPPIER, I WAS INTERACTING WITH MY FRIENDS MORE. 
          I HAD ANOTHER FRIEND WHO DID IT WITH ME, AND THEN ANOTHER FRIEND JOINED, AND ANOTHER FRIEND JOINED. 
          SOME OF THEM HELD WITH IT AS LONG AS I DID. 
          OTHER PEOPLE TAPERED OFF, BUT YOU COULD SEE OUR TABLE GROUP, IT WAS MORE LIVELY. 
          THERE WAS LESS PEOPLE SITTING ON THEIR PHONES. PEOPLE WERE SMILING MORE. 
          THERE WAS MORE LAUGHS. THERE'S SO MUCH LIFE TO BE HAD OUTSIDE OF PHONES. 
          >> GOOD JOB, ALL THREE OF YOU. 
          >> [INAUDIBLE] 
          >> THESE WERE GREAT. I GUESS MY QUESTION IS WHAT'S NEXT? YOU GUYS HAVE RECOMMENDATIONS WITH RESPECT TO THESE OR IS THAT SOMETHING THAT STUDENT SENATE IS GOING TO LOOK AT? I'M FULLY CONCERNED ABOUT THE SCHOOL LUNCHES, HEALTHINESS. 
          IF WE CAN DO SOMETHING ABOUT THESE OR CELL PHONE POLICY RECOMMENDATIONS. 
          >> WE'VE TALKED ABOUT IDEAS REGARDING TRYING TO GET THE SPEAKING WITH THE NUTRITION TEACHER, AS WELL AS FOR FOOTBALL, WE'VE BROUGHT IN A STRENGTH COACH, WHO ALSO IS A NATIONAL CHAMPION WEIGHTLIFTER, AND SO HE WAS ABLE TO HONE IN ON NUTRITION, JUST SPEAKING WITH HIM ABOUT IDEAS ON HOW, OF COURSE, FIGURED OUT ON A MUCH LARGER SCALE, BUT TRYING TO SPEAK WITH EXPERTS ON HOW TO HANDLE THIS ISSUE GOING FORWARD. 
          >> AS TO CELL PHONES, I THINK THE BIGGEST PROBLEM THAT WE SAW WAS WITH IN THE MIDDLE SCHOOL. 
          THAT'S THE TABLE THAT I WORKED WITH. 
          WHEN I TOLD THEM THAT WE HAD TO PUT OUR PHONES UP EVERY CLASS AND WE COULDN'T ACCESS THEM, THE LOOK ON THEIR FACES, THEY WERE JUST HORRIFIED. 
          I WAS SHOCKED BY THAT BECAUSE IN MIDDLE SCHOOL, FOR ME, I BARELY HAD MY PHONE IN MIDDLE SCHOOL. 
          IT WAS USUALLY IN MY LOCKER. 
          IT WASN'T MY LOCKER FROM WHAT I REMEMBER. 
          IT'S DEFINITELY A PROBLEM THAT SHOULD BE SOLVED STARTING IN THE MIDDLE SCHOOL. 
          I GUESS WE CAN WORK WITH THE MIDDLE SCHOOL PRINCIPAL TO TALK ABOUT THAT AND ENFORCE SOME POLICIES THERE TOO. 
          >> IN ADDITION TO THAT, I REMEMBER WHEN I WAS IN MIDDLE SCHOOL IT WAS LIKE ONCE YOU GOT TO SCHOOL, YOUR PHONE HAD TO BE IN YOUR BACKPACK AWAY, YOU WERE ALLOWED TO ACCESS IT ALL DAY LONG. 
          THEN MY YOUNGER BROTHER WAS IN MIDDLE SCHOOL LAST YEAR, HE TELLING ME ABOUT HOW HE WAS ABLE TO ACCESS IT THROUGHOUT THE DAY. 
          I JUST THOUGHT THAT'S AN INTERESTING NEW DEVELOPMENT BECAUSE I WAS NOT ALLOWED TO HAVE THAT AT ALL. 
          I THINK WE WERE ABLE TO ENFORCE THE SAME POLICY AT THE HIGH SCHOOL THAT WE HAVE AND HELP THE MIDDLE SCHOOL. 
          [00:25:01]
          >> IT'S ALSO TO BE SAID THAT THE ELEMENTARY SCHOOL HAD A HIGH HATRED FOR PHONES. 
          THEY HATED THEM. THEY LIKE THEIR LITTLE SMART WATCHES. 
          ALL THEY SEEMED TO WANT WAS RECESS AND THEN MAKE SURE THAT THEY COULD TEXT THEIR PARENTS TO GET HOME. 
          BUT IT SEEMED LIKE ONCE YOU GOT TO MIDDLE SCHOOL, I WAS WITH SIXTH GRADERS, AND THEY SEEMED TO STILL HAVE A LITTLE HATRED FOR PHONES, BUT NOT AS MUCH AS IT SEEMED LIKE THE ALTA OR THE JES STUDENTS HAD. 
          THEN COMING BACK WITH MEETING WITH KEATON AFTERWARDS, HER TABLE, IT SEEMED LIKE AN ADDICTION ALMOST. 
          THERE'S DIFFERENT LEVELS TO IT. 
          >> ANY OTHER QUESTIONS, COMMENTS? 
          >> QUICK ON THE CELL PHONE ISSUE. 
          I WAS WITH SCHOOL BOARD TRUSTEE FROM SHERIDAN COUNTY COUPLE OF WEEKS AGO AND HE HAD SUCCESSFULLY PASSED A POLICY THAT BASICALLY BANNED CELL PHONE USE IN THE HIGH SCHOOL. 
          THE FIRST COUPLE OF WEEKS OF THAT COMPLETE BAN, IT WAS FROM THE MINUTE YOU STEP IN THE BUILDING UNTIL THE MINUTE YOU STEP OUT OF THE BUILDING, YOU'RE NOT ALLOWED TO USE YOUR CELL PHONE. 
          ONE OF THE CRAZY THINGS HE MENTIONED WAS SOMETHING THAT COLLIN MENTIONED. 
          HE SAID AFTER THE FIRST WEEK OR SO WHEN THE WITHDRAWAL PERIOD GOT IN, THE LUNCH TABLES WERE LIVELIER AND HAPPIER AND THE KIDS WERE SOCIALIZING THE OLD FASHIONED WAYS. 
          I THOUGHT THAT WAS AN INTERESTING COMMENT. 
          I KNOW THE GOVERNOR AND THE SUPERINTENDENT OF PUBLIC DESTRUCTION, BOTH JUST SENT OUT A RECENT ARTICLE ABOUT THEIR CONCERNS. 
          WE'RE JUST ONCE AGAIN OUT OF THE GAME. ONE A QUICK QUESTION. 
          HOW WAS THE CURRENT CHANGE TO THE CELL PHONE POLICIES HAVING TO PUT THEM IN THE SLOTS AS YOU WALK IN FOR ATTENDANCE? HOW'S IT WORKING? 
          >> I HAVEN'T NOTICED AN ISSUE, ESPECIALLY OUT OF FIVE OR SO WEEKS INTO THE SCHOOL YEAR. 
          IT WAS ONLY IN THE FIRST COUPLE OF WEEKS OF PEOPLE MOANING AND GROANING ABOUT IT AND IT WENT ON TO THAT'S JUST HOW IT WORKS. 
          OF COURSE, IT'S NICE HAVING LIKE A LITTLE TEACHER LENIENCY, ESPECIALLY WHEN YOU GO TO CLASS, YOU ALMOST FORGET THAT YOUR PHONE'S IN YOUR POCKET, AND THAT'S HOW THEY TAKE ATTENDANCE. 
          YOU SIT DOWN AND THEY'LL CALL YOUR NAME OUT AND THERE'S A LITTLE LENIENCY THERE, AND THAT'S NICE HAVING THAT. 
          BUT GOING BACK TO THE IDEA OF JUST A LITTLE WORRISOME GOING OUT OF HIGH SCHOOL, AND THEN YOU HAVE YOUR PHONE IN YOUR POCKET AND THE COMPLETE ACCESS TO IT 24/7, IT'S A BIT OF A HARSH CONTRAST. 
          FINDING A WAY TO FIGURE OUT A BALANCE AND AN EDUCATION TOWARDS THAT IS IMPORTANT TO QUITE A FEW SCHOOLERS. 
          >> THANK YOU. 
          >> THANK YOU. 
          >> HAVE FUN TONIGHT. 
          >> [INAUDIBLE] 
          >> HOT POP STILL SENIOR FRESHMAN, SOPHOMORE JUNIOR? 
          >> YES, IT IS. 
          >> THANK YOU. THE NEXT ITEM ON THE SUPERINTENDENT'S REPORT IS THE LEADERSHIP REPORT. 
          IS THERE ANY QUESTIONS ABOUT THE SECTION? 
          >> COMMISSIONER GINGERY. 
          >> THANK YOU, MR. CHAIRMAN. I JUST HAD A FEW NOTES. 
          I REALLY APPRECIATED BENNETT'S AND I THINK IS CLUBS FOR ALL. 
          I THOUGHT THAT WAS A GREAT NEW PROGRAM. 
          THAT SEEMS REALLY NEAT WHERE THEY'RE DOING CLUBS DURING FLEX TIME. 
          I WAS ALSO EXCITED TO SEE MISS MORGAN'S CERAMICS GOT MOVED. 
          THAT WAS SUCH A POPULAR CLASS OVER THERE, AND SO IT WAS GREAT TO SEE THAT SHE FINALLY HAS MORE ROOM. 
          I KNOW HOW TIGHT IT WAS BEFORE. 
          SHE USED TO TELL ME SHE WAS IN A STORAGE CLOSET. 
          I'M NOT SURE THAT'S CORRECT, BUT IT WAS EFFECTIVE WHEN YOU'RE LOBBYING A SCHOOL. 
          I WAS REALLY EXCITED TO SEE THE TREES AND THE BUSHES AROUND THE SHOP. 
          THAT IS GREAT. I KNOW WE'VE BEEN TALKING ABOUT THAT FOR QUITE A WHILE. 
          WHAT DO WE DO ABOUT THE MIDDLE SCHOOL CORNER? I JUST THOUGHT IT JUST LOOKED WONDERFUL AND THOSE ARE GOING TO GROW SOON AND THAT REALLY SOLVES THAT PROBLEM. 
          WE STILL GOT TO GET RID OF THE BULLY BARNS. 
          THEN LASTLY, I RIDE MY BIKE PRETTY MUCH EVERY DAY TO WORK IN HOME AND THE BIKE TRAINING WENT ON. 
          MR. HELSER DID THAT OVER AT THE MIDDLE SCHOOL. 
          I AM ALWAYS SO IMPRESSED IN THE MORNINGS. 
          THOSE MIDDLE SCHOOL KIDS, THEY SAY, HI, THEY'RE RIDING VERY PROPERLY. 
          THEY WAVE TO ME. 
          I'M ALWAYS GOING IN THE OPPOSITE DIRECTION OF THEM BECAUSE I'M HEADING TOWARD THE COURTHOUSE AND THEY'RE HEADING FOR THE MIDDLE SCHOOL, BUT IT'S JUST GREAT TO SEE SO MANY KIDS. 
          EVERY TIME I SEE ONE OF THOSE KIDS PASS ME, THERE'S ONE KID THAT'S NOT IN A CAR BEING DROPPED OFF AT SCHOOL. 
          THEY MOUNT KIDS. 
          [00:30:02]
IT SEEMS LIKE HUNDREDS ARE PASSING ME GOING THE OTHER DIRECTION. 
          BUT I KNOW THERE'S A FEW IN ALLIES. 
          BUT FOR THE MOST PART, THEY ARE VERY POLITE. 
          THEY WAVE, THEY USE THEIR BELLS, THEY STAY IN THEIR LANE. 
          I THINK A LOT OF THAT HAS TO DO WITH THE TRAINING THAT THE MIDDLE SCHOOL IS DOING IN PARTNERSHIP WITH THE FRIENDS OF PATHWAY. 
          THAT'S JUST GREAT. THAT'S EVERYTHING I SAW ON THE LEADERSHIP. 
          >> MR. CHAIR? 
          >> YES. 
          >> DR. CHAPMAN, READING ABOUT JULIE MATCHES REPORT, NEEDING THREE SPECIAL ED TEACHERS AT THE HIGH SCHOOL. 
          WE NEED TWO PSYCHOLOGISTS FOR THE DISTRICT. 
          ARE WE DOING SOME RECRUITMENT EFFORTS? WHAT'S THE PRESSURE THAT'S BEING PUT ON THE REST OF THE STAFF BECAUSE WE'RE SHORT HANDED IN THOSE AREAS? JUST CURIOUS HOW THE STAFF IS FEELING WHERE WE ARE SHORTHANDED. 
          >> JULIE, DO YOU WANT TO [INAUDIBLE] THANK YOU. 
          >> TRUSTEE APRIL. IT HAS CREATED IMMENSE PRESSURE ON THE TEAM AS A WHOLE. 
          WE DO HAVE THREE PSYCHES THAT HAVE GONE ABOVE AND BEYOND AND ARE WORKING DILIGENTLY TO COVER ALL OF THE SCHOOLS. 
          IT HAS REALLY MAXED THEM OUT, BUT WE'VE REALLY WORKED TO TAKE THINGS OFF OF THEIR PLATE, PRIORITIZE THAT THEY CAN DO THEIR PSYCH DUTIES, WHICH IS UNFORTUNATE, BUT WE'RE DOING THE BEST THAT WE CAN TO COVER THE NEEDS THAT WE HAVE. 
          THE HIGH SCHOOL IS THE ONE THAT'S REALLY TAKEN A HARD HIT WITH THE LACK OF THREE TEACHERS. 
          WHAT IT'S CREATED IS MORE SPECIAL EDUCATION STUDENTS IN CLASSES AND CREATING LARGER CLASS SIZES. 
          WE HAVE BEEN FORTUNATE THAT WE HAVE THE WTAS THAT WE WERE ABLE TO HIRE, AND SO WE BROUGHT ON THREE NEW TEACHERS THAT WAY. 
          WE HAVE SOME STUDENT TEACHERS THAT WE'VE BEEN ABLE TO HIRE UNDER EXCEPTION AUTHORIZATION LICENSES SO THAT WE'VE BEEN ABLE TO BRING THEM ON. 
          WE'RE BEING AS CREATIVE AS WE POSSIBLY CAN AND LOOKING AT EVERY AVENUE WITH HEATHER SHAWN, MYSELF, INTERNALLY IN THE HIGH SCHOOL, USING OUR PERMANENT SUPPORT SPECIALIST. 
          >> BEING AS CREATIVE AS WE POSSIBLY CAN. 
          BUT YES, IT IS DEFINITELY A STRAIN ON THE SYSTEM, FOR SURE. 
          >> WELL, I APPRECIATE THE TIME AND EFFORT AND KNOWING THAT THAT PUTS GREAT STRAIN AND PRESSURE ON EVERYBODY TO STILL SUPPORT THE STUDENTS WHO NEED THE SUPPORT THAT WHO WILL RECEIVE THE SUPPORT. 
          >> THANK YOU. 
          >> AND READING THE ATTENDANCE POLICY OF THE HIGH SCHOOL, BIG KUDOS, SEEING HOW THAT IS APPROVED. I'M JUST CURIOUS. 
          DO WE REVIEW ANY ATTENDANCE POLICIES AT ANY OTHER SCHOOLS? DO WE HAVE ANY UNKNOWN ATTENDANCE ISSUES AT ANY OF THE OTHER SCHOOLS OR IS IT JUST THE HIGH SCHOOL WHERE IT WAS AN ISSUE? 
          >> I THINK IT EBBS AND FLOWS. 
          SOMETIMES IN THE EARLY GRADES, IT'S HARD FOR FAMILIES TO REALLY UNDERSTAND THAT KINDERGARTEN IS NOT REALLY OPTIONAL. 
          [LAUGHTER] EVERYDAY IS IMPORTANT. 
          THERE'S A LITTLE BIT OF EARLY EDUCATIONAL OPPORTUNITIES AND THEN EACH OF OUR ELEMENTARY SCHOOLS HAVE LIKE JACKSON ELEMENTARY, IN PARTICULAR, I'M THINKING OF DR. PODUSKA PUT FORTH A GREAT AMOUNT OF EFFORT WITH POSTCARDS TO FAMILIES AND PHONE CALLS TO FAMILIES LETTING THEM KNOW THAT THEIR KIDS ARE MISSED WHEN THEY'RE NOT THERE AND SOME COMPETITIONS IN THE PAST AND I THINK THOSE EFFORTS HAVE PAID OFF. 
          WE HAVE LITTLE POCKETS OF ISSUES WITH ABSENTEEISM. 
          BUT I THINK THE EFFORTS AT THE HIGH SCHOOL TO CURB THE NON-ESSENTIAL ABSENCES HAS PAID OFF REALLY WITH THE DATA THAT WE HAVE SO FAR. 
          >> GREAT TO SEE. THANK YOU. 
          >> I NOTICED THAT NUMBER 5, I HAD TAKEN OFF THE CONSENT, THE VIDEO TO ENCOURAGE PEOPLE TO COME HERE. 
          IS THAT SOMETHING THAT WE'LL SEE LATER? WILL THAT HELP JULIE NASH WITH GETTING PSYCHES AND PEOPLE TO CONSIDER? 
          >> YES. [LAUGHTER]. 
          >> THAT SOUNDS MORE FUN. 
          [LAUGHTER] 
          >> [OVERLAPPING] TEACHERS AND COUNSELORS. 
          >> SO SOME OF THE THINGS THAT WE'RE LOOKING AT, WE'RE WORKING WITH THE TCEA, THE TETON COUNTY EDUCATION ASSOCIATION, TO DEVELOP WAYS THAT WE NEED TO CONSIDER RECRUITING AND RETAINING STAFF THAT ARE HARD-TO-FILL POSITIONS. 
          [00:35:02]
BECAUSE EVERY TIME WE HAVE A TURNOVER, WE INVEST A LOT OF MONEY IN THE TRAINING AND THE RESOURCES AND HIRING PEOPLE AND GETTING THEM HERE. 
          AND THEN WHEN THEY LEAVE IN A FEW SHORT YEARS, WE'RE BACK TO SQUARE ONE, AND THAT'S CHALLENGING. 
          WE'RE WORKING WITH TCEA TO BE PROACTIVE NOW AS WELL AS LOOKING AT THE WAY THE HIRING STRUCTURE AND THE WAY WE PAY CERTAIN POSITIONS. 
          SO SCHOOL PSYCHOLOGISTS, FOR EXAMPLE, THEY POTENTIALLY SHOULD BE ON A DIFFERENT SALARY SCHEDULE. 
          RIGHT NOW THEY'RE ON A TEACHER SALARY SCHEDULE. 
          NATIONALLY, NORMALLY, THEY HAVE THEIR OWN SALARY SCHEDULE, AND IT'S HIGHER THAN A TEACHER BUT LESS THAN AN ADMINISTRATOR. 
          WE'RE LOOKING AT SOME OF THOSE THINGS TO BE PROACTIVE AND REALLY ADDRESS IT. 
          THE VIDEO, AND I'LL TALK MORE ABOUT IT WHEN WE MOVE IT TO AN ACTION ITEM. 
          >> [OVERLAPPING] JUST GETTING DELETED. I THOUGHT IT GOT DELETED [OVERLAPPING]. 
          >> JUST MOVE IT ACTION ITEMS. [OVERLAPPING]. 
          >> I DON'T KNOW. I THOUGHT IT FORT DELETED. 
          [OVERLAPPING] WELL, YOU CAN TALK ABOUT IT WHEN YOU GET THERE. 
          I THOUGHT YOU GUYS HAD DELETED IT. 
          >> NO. 
          >> NO. 
          >> I COULDN'T FIGURE OUT WHY WE'RE DELETING IT. 
          >> NO. 
          >> WE WANTED TO TALK ABOUT IT. 
          >> [OVERLAPPING] WANTED MORE INFORMATION ABOUT IT. 
          >> I MISUNDERSTOOD. 
          >> BUT I DO THINK THAT'S AN EFFORT THAT WE NEED TO PUT IN. 
          IT'S RECRUITING AND RETAINING. 
          WHAT ELSE DO WE NEED TO DO SUPPORT OUR STAFF IN STAYING HERE? IT'S TOUGH TO FILL POSITIONS NOW BECAUSE MOST PEOPLE ARE UNDER CONTRACT UNLESS THEIR SPOUSE HAS BEEN MOVED OR SOMETHING ALONG THOSE LINES. 
          WHILE I'M THINKING ABOUT IT, WE HAVE TWO OTHER EFFORTS BETWEEN THE WYOMING TEACHER APPRENTICE PROGRAM THAT WE'RE INVOLVED IN WHERE WE CAN DEVELOP OUR CURRENT STAFF THAT ARE PARENTS TO BECOME LICENSED. 
          THEN ANITRA JENSEN IS HEADING UP OUR STUDENT RECRUITMENT PROGRAM. 
          WE'RE DOING A GROWTH ROOM HIGH SCHOOL PLAN. 
          WHILE IT'S GOING TO TAKE US A FEW YEARS FOR THAT TO PAY OFF, WE'RE GENERATING INTEREST NOW IN PEOPLE THAT WANT TO BECOME AN EDUCATOR OR MAYBE THEY HAVEN'T EVEN THOUGHT ABOUT IT, BUT WE'RE PLANTING THOSE SEEDS SO THAT WE CAN RETAIN PEOPLE THAT HAVE HOUSING HERE THAT GREW UP HERE, THAT ARE PART OF THE CULTURE, AND WANT TO STAY IN TETON COUNTY. 
          SO WE'VE GOT A LOT OF IRONS IN THE FIRE, BUT UNFORTUNATELY, NON OF THEN ARE GOING TO RESOLVE THE CURRENT ISSUE THAT WE HAVE RIGHT NOW. 
          >> ANYTHING ELSE FOR THE SUPERINTENDENT'S REPORT? MOVING ON. 
          EDUCATIONAL MOMENTS [LAUGHTER] WITH DR. CHRIS. 
          [LAUGHTER]. 
          >> IT'S A SETUP. [LAUGHTER]. 
          >> IT'S THE CONSISTENCY WE'RE LOOKING FOR. 
          >> YEAH, CONSISTENCY. [LAUGHTER] 
          >> CHAIR SCARLETT, TRUSTEES. 
          IT'S GOOD TO SEE YOU TONIGHT. 
          WE WILL BE PRESENTING SOME DATA, HOPEFULLY, OVER THE LOUDSPEAKER BEHIND YOU ALL. 
          BEFORE WE GET STARTED, THOUGH, I THINK IT'S IMPORTANT TO SAY A FEW WORDS BEFORE WE DIVE INTO SOME NUMBERS. 
          I WANT TO THANK STEVEN PROBABLY FOR ALL HIS WORK. 
          STEVEN DOES A TREMENDOUS JOB WITH THE DATA. 
          I TRY TO COACH HIM AND GUIDE HIM AS MUCH AS I CAN, BUT HE'S REALLY BEEN COACHING ME A LOT ON WHAT SOME OF THIS MEANS. 
          WE'RE GOING TO HEAR FROM BOTH OF THEM TODAY TO GIVE YOU A GOOD INTERPRETATION OR EXPLANATION OF WHAT YOU'RE GOING TO HEAR. 
          BEFORE WE DO THAT, IN EDUCATION, SOMETIMES IT'S HARD TO CALL OUT CERTAIN THINGS, CALL OUT SCHOOLS, CALL OUT PERFORMANCE BECAUSE EVERYONE'S WORKING HARD IN OUR DISTRICT. 
          ALL SCHOOLS HAVE REALLY TAKEN A STEP. 
          YOU'RE GOING TO SEE SOME OF THAT DATA TONIGHT AND MORE OF THAT DATA IN NOVEMBER WHEN THE PRINCIPALS HAVE THE OPPORTUNITY TO SPEAK TO YOU. 
          BUT I DO THINK IT'S IMPORTANT TO SOMETIMES CALL OUT A SUCCESS. 
          TONIGHT, THE 65 STAFF MEMBERS, INCLUDING THE LEADERSHIP OF DAN AND CARRIE NEED TO BE RECOGNIZED AT MUNGER ELEMENTARY SCHOOL. 
          TOMORROW, THERE'LL BE A PUBLIC RELEASE FROM THE WDE ON OUR ACCOUNTABILITY REPORT CARDS. 
          FOR THE FIRST TIME, 
          [00:40:01]
MUNGER HAS MET EXPECTATIONS, AND WHAT THAT MEANS, VERY CLEARLY, IS THAT FROM 2019-2024, ALL THOSE YEARS, IS THE FIRST YEAR THAT STAFF HAS TURNED THE CORNER TO MEETING EXPECTATIONS IN ALL CATEGORIES OF THE STATE REPORT CARD. 
          I WILL SAY THAT IN THE MASTER, IT'S VERY DIFFICULT TO BE A TEACHER IN A DUAL-IMMERSION SCHOOL. 
          IT'S INHERENTLY HARDER. 
          THE SYSTEMS ARE MORE COMPLEX. 
          THIS IS NOT TO TAKE AWAY THE DIFFICULTY THAT EVERY PRINCIPAL AND ASSISTANT PRINCIPAL NAVIGATES IN OUR SCHOOLS, BUT I DO THINK IT'S NOTEWORTHY TO MAKE AN EXCEPTION TO THE RULE AND MAKE SURE THAT WE CALL OUT THE WORK THAT'S BEEN DONE AT MUNGER SINCE WE OPENED TO PRESENT. DAN, CARRIE. 
          THAT'LL BE PUBLIC TOMORROW. 
          [LAUGHTER] I BROKE A RULE RIGHT THERE WITH THE STATE, BUT THEY'LL GET OVER IT. IT'S OKAY. 
          [LAUGHTER] LET'S GO THROUGH SOME INFORMATION HERE. 
          I THINK MAYBE THE BEST WAY TO GO THROUGH SOME OF THESE SLIDES IS WE'LL PAUSE AS WE GO THROUGH, TAKE SOME QUESTIONS AS WE GO. 
          WE'RE GOING TO START WITH SOME SECONDARY DATA. 
          >> YOU HAVE IT ON SCREEN. 
          >> YES. 
          >> FOR THOSE THAT HAVE BEEN ON THE BOARD FOR MULTIPLE YEARS, YOU'RE AWARE THAT WE'RE AN AP HIGH SCHOOL. 
          THERE'S BEEN SOME BOARD QUESTIONS ON WHAT THAT MEANS AND THE ROLE IN OUR DISTRICT. 
          IT'S BEEN PART OF OUR HIGH SCHOOL SYSTEM SINCE I CAN REMEMBER EVEN WHEN I WAS A TEACHER STARTING IN '98, IT'S IT'S BEEN AROUND. 
          IT'S GROWN OVER THE YEARS AS YOU CAN SEE WHAT THE DATA SET YOU HAVE HERE. 
          BUT INHERENTLY THE NUMBERS GROW BECAUSE OF ENROLLMENT. 
          FOR YEARS, OUR GRAPH WENT UP WITH ENROLLMENT, AND IT REALLY MATCHED THAT WITH STUDENTS TAKING THE CLASS. 
          HOWEVER, A PRETTY MARKING DIFFERENCE HERE IS OUR PERCENTAGE OF STUDENTS WHO HAVE EARNED A THREE OR HIGHER IN THIS LAST FIVE-YEAR SUMMARY. 
          I'M GOING TO CIRCLE IT FOR YOU. 
          IT IS A TARGET THAT WE SHOULD BE VERY PROUD OF WITH MANY IN OUR ADVANCED LEADERSHIP WITH THE AP TEACHERS THAT SPEND COUNTLESS HOURS OF SUMMER TRAINING ON THEIR OWN GETTING THEIR COURSE UP TO SPEED FOR THEIR STUDENTS. 
          WE HAVE OUR HIGHEST THREE-PLUS AVERAGE ON A TEST THAT WE'VE HAD IN HIGH SCHOOL. 
          THAT TAKES INTO ACCOUNT A GROWING ENROLLMENT AND ALSO A MUCH MORE DIVERSE STUDENT BODY AT THE HIGH SCHOOL. 
          THERE'S A COUPLE OF CELEBRATIONS THERE IN TERMS OF A TEST NUMBER. 
          AS YOU CAN SEE HERE, TOTAL STUDENT POPULATION IS GOING FROM MY LEFT TO RIGHT, 323 IN 2024, THE TOTAL OF AP STUDENTS. 
          YOU GO TO THE NEXT SLIDE OF ANDREA. 
          WE'LL BE TRYING TO DO THIS FOR YOU AS WELL FOR THE BOTTOM. 
          SORRY. THERE'S A [INAUDIBLE] AT THE BOTTOM OF THE FIRST SLIDE. 
          YOU CAN CLICK ON THAT. THIS CAME UP IN PRIOR BOARD MEETINGS TOO. 
          I WANTED TO MAKE SURE THAT WE CREATED AN EXAMPLE FOR YOU. 
          WHAT IS THIS VERY QUICKLY? I HAVE ON THE SLIDE ABOUT 6, 7 SCHOOLS FROM AROUND THE COUNTRY. 
          WE WANTED TO SHOW THE BOARD WHAT A NUMBER MEANS. 
          WHEN A KID GETS A THREE, OR A FOUR, OR A FIVE. 
          JUST FOR CLARITY, THE AP TESTS SCORE 1-5 SCALE, THEY ALL HAPPENED IN MAY THANKS TO [INAUDIBLE] MARKER SCHEDULING, AND IT'S QUITE A PROCESS AT THE HIGH SCHOOL TO TEST ALL THESE STUDENTS. 
          IT'S A NATIONAL BOARD SCHEDULE. 
          WE DON'T CREATE THAT SCHEDULE. 
          IT'S HANDED TO US. 
          LET'S CLICK ON "SCHOOL". 
          IF YOU CLICK ON UNIVERSITY OF WYOMING AT THE VERY TOP LEFT, THIS TELLS THE STUDENT AND PARENT WHAT THE SCHOOL TAKES IN ORDER TO AWARD A STUDENT COLLEGE CREDIT FOR THE AP CLASS BASED ON THEIR TEST SCORE. 
          FOR EXAMPLE, WE OFFER AT THE HIGH SCHOOL COMPUTER SCIENCE. 
          UDAB REQUIRES A MINIMUM SCORE OF FOUR ON ONE OF THEM, GOT FIVE ON ANOTHER COURSE. 
          THEY GIVE YOU THE EQUIVALENT CLASS OF WHAT IT COUNTS FOR AT UDAB AND THE NUMBER OF CREDITS THEY'RE GOING TO GIVE YOU. 
          IN THE COMPUTER SCIENCE EXAMPLE, YOU'LL SEE FOUR CREDITS AND EIGHT CREDITS. 
          THAT'S IF THE STUDENT SCORES THAT SCORE ON THE FINAL TEST IN MAY. 
          EVERY SCHOOL HAS THEIR OWN INTERPRETATION, 
          [00:45:03]
WHICH MAKES IT COMPLEX. 
          IF YOU'RE A PARENT AND HAVE A STUDENT GOING TO SCHOOL, THIS IS A RESOURCE YOU WANT TO LOOK AT BECAUSE EVERY SCHOOL IS A LITTLE DIFFERENT. 
          UDAB HAS A PRETTY HIGH THRESHOLD FOR AP SCORES COMPARED TO SOME OTHER SCHOOLS. 
          WE GO BACK TO THE EXAMPLE SHEET ON THERE. 
          LET'S JUST LOOK AT ANOTHER REGIONAL ONE. 
          YOU CAN GO TO UNIVERSITY OF UTAH. 
          AGAIN, UTAH DOES IT A LITTLE DIFFERENTLY. 
          THEIR LAYOUT IS A LITTLE DIFFERENT, WHICH YOU CAN CLEARLY SEE. 
          AS YOU CAN SEE, THE AP CLASSES HERE. 
          WE OFFER A LOT OF THESE AT THE HIGH SCHOOL. 
          NO ALL, BUT A LOT OF THESE. 
          THE SCORE THAT YOU MUST EARN IN UTAH THEY GIVE YOU A RANGE. 
          I ACTUALLY LIKE THAT FIRST ONE. 
          THEN THEY TELL YOU THE CLASS IT COUNTS FOR IN THEIR SYSTEM. 
          IF YOU LOOK OVER HERE, IT TELLS YOU THE TOTAL CREDIT HOURS THEY'RE GOING TO AWARD YOU ON YOUR COLLEGE TRANSFER. 
          SAME PROCESS, DIFFERENT SCHOOL, DIFFERENT SCORES DEPENDING ON THE CLASS. 
          OBVIOUSLY, WE DON'T HAVE THE TIME TO GO THROUGH EVERY SINGLE CLASS, BUT YOU CAN SEE [NOISE] A VARIETY OF DIFFERENT SCORES THAT THEY ACCEPT. 
          I PUT ON THERE, GEORGE WASHINGTON UNIVERSITY IN DC TOO SO YOU CAN A SELECTIVE SCHOOL. 
          MONTANA'S ON THERE, BOISE STATE, IF YOU'RE INTERESTED. 
          JUST TO GET AN IDEA AND THEY'RE ALL A LITTLE DIFFERENT. 
          SOME HAVE A STRAIGHT THREE, SOME HAVE A RANGE, SOME HAVE FOUR OR FIVE ONLY. 
          IT'S VERY DIFFICULT TO QUANTIFY AND GIVE A COMPLETE ANSWER ABOUT WHAT COLLEGES TAKE. 
          IT'S REALLY WHAT DOES THAT COLLEGE TAKE VERSUS WHAT THEY ALL TAKE BECAUSE THEY'RE ALL INDIVIDUALIZATION. 
          >> I WOULD ADD THAT ALSO IT VARIES BY DEPARTMENT IN THE SAME UNIVERSITY. 
          COURSEWORK, IT'S IT'S INCREDIBLY VARIABLE. 
          SOMETIMES IT CHANGES BEER TO BEAR IN THAT UNIVERSITY OR EVEN IN THAT DEPARTMENT. 
          >> ABSOLUTELY. 
          >> GOT BACK TO THE MASTER, LEAVE IT AT THAT EXAMPLE, ANDRE. 
          HERE WE TRIED TO PRODUCE A SUMMARY FOR THE BOARD. 
          YOU CAN SEE THESE ARE THE CLASSES THAT ARE OFFERED IN OUR DISTRICT. 
          TEACHERS HAVE TO BE AP TRAINED. 
          WE TYPICALLY SEND OUR STAFF TO SUMMER INSTITUTES. 
          MOST OF THEM GO TO A REGIONAL INSTITUTE. 
          THOSE INSTITUTES ARE AT HIGH SCHOOLS USUALLY. 
          SOME ARE CONFERENCES, BUT USUALLY IT'S AT A HIGH SCHOOL LIKE CHERRY CREEK IN DENVER, [INAUDIBLE], THERE'S ONE IN SEATTLE. 
          WE SEND TEACHERS TO SPOKANE, AND USUALLY THEY'RE HOSTED BY TEACHERS FOR THE TEACHERS. 
          THESE CLASSES [INAUDIBLE] THE TOTAL NUMBER EXCLUDES LAST YEAR. 
          THIS IS AN AVERAGE EXAM SCORE FOR THAT CLASS. 
          IF YOU GO TO THE BOTTOM OF THIS PARTICULAR TABLE, ANDRE, [INAUDIBLE] TOTAL TEST TAKEN IN OUR HIGH SCHOOL AVERAGE, YOU HAVE 3.4, WHICH IS OUR HIGHEST AVERAGE WE'VE SEEN IN MY TENURE, WHICH IS VERY PROBABLE ON THE CELEBRATION [INAUDIBLE] INTERPRETATION, BUT IN MY MIND. 
          I'LL PAUSE HERE ABOUT AP IF THERE ANY QUESTIONS. 
          MAYBE WE'LL DO IT THAT WAY. 
          WE'LL TAKE IT SECTION BY SECTION. 
          >> MR. GANGRY [PHONETIC], I JUST WANT TO THANK YOU FOR PROVIDING ALL THAT INFORMATION. 
          A LOT OF THOSE WERE MY QUESTIONS FROM A FEW MONTHS AGO, AND YOU'VE PROVIDED THE INFO I WAS ASKING, AND I REALLY APPRECIATE THAT. 
          ESPECIALLY LOOKING AT WHAT ALL DIFFERENT COLLEGES, HOW THEY LOOK AT IT. 
          I REALLY APPRECIATE THAT YOU PUT THOSE LINKS ON THERE SO YOU CAN SEE EACH SCHOOL. 
          IT'S GREAT, TO JUMP 60-80% IN THOSE THOSE THREES, THAT'S A BIG DEAL. 
          >> NOW, WHEN YOU TEACH IN ANY CLASS, I WAS FORTUNATE TO TEACH ONE, YOU TEACH IN THE HUMANITIES, YOU TYPICALLY HAVE A MORE DIVERSE POPULATION OF STUDENTS BECAUSE IT'S MORE OF AN OPEN ENTRY CLASS. 
          YOU CAN GET YOUR TOES WET IN IT. 
          IF YOU'RE A STUDENT, MAYBE NOT. 
          I DON'T HAVE THAT CONFIDENCE BUT YOU CAN MAYBE PUT YOUR TOES IN A AP US HISTORY OR MAYBE A PSYCH OR A WORLD. 
          THE SCIENCES ARE THE SAME WAY, THEY JUST REQUIRE A LITTLE BIT MORE SUPPORT. 
          OF COURSE, MATHEMATIC AP COURSES ARE VERY LINEAR IN NATURE AND SCOPE AND SEQUENCE. 
          WE ARE SEEING A LOT OF STUDENTS PUT THEIR TOES IN AND TRY IT TO BUILD THAT CONFIDENCE AND TO TAKE THAT TEST FOR THE FIRST TIME TO SEE HOW THEY DO. 
          [00:50:04]
THEY MIGHT NOT SCORE GREAT, BUT AT LEAST WE'RE GIVING THEM THE EXPERIENCE AND SUPPORT. 
          >> TRUSTEE ABRAMS [PHONETIC]. 
          >> THANK YOU, CHAIRMAN SCARLETT. 
          I HAVE A CURIOUS QUESTION. 
          WE'RE SENDING TEACHERS TO BE TAUGHT HOW TO TEACH AP, DO WE SEND THEM EVERY YEAR? IF A TEACHER IS A REOCCURRING AP TEACHER, THEY HAVE TO GO BACK AND GET RE-CERTIFIED EVERY YEAR? 
          >> THEY DO NOT. THEY TYPICALLY HAVE A ROTATION, HISTORICALLY, JUST TRY TO SPACE IT OUT. 
          BECAUSE THEY CAN BE 800 BUCKS [INAUDIBLE] TRAINING. 
          TYPICALLY, IF YOU'RE OFFERING A NEW CLASS, YES, HIGH ON THE PRIORITY, BUT WE HAVE VETERAN AP TEACHERS THAT NEED A REFRESHER AND REQUEST IT, BUT THEY USUALLY ARE IN A THREE OR FOUR YEAR ROTATION. 
          YOU'RE NOT REQUIRED TO KEEP GOING. 
          IT'S JUST GOOD PRACTICE. 
          >> TRUSTEE COLEEN [PHONETIC]. 
          >> I'M LOOKING, AND THERE'S DIFFERENT CLASSES HAVE DIFFERENT AVERAGE SCORES AND WHATNOT. 
          I WONDER IF YOU FOLLOWED SPECIFIC CLASSES YEAR TO YEAR TO YEAR, AND THEN LOOK AT IF THAT CONTINUALLY HAS SAY, A 2.5 INSTEAD OF A THREE, HOW THAT CLASS IS BEING TAUGHT AND HOW TO SUPPORT THAT TITLE? 
          >> THAT'S A REALLY GOOD QUESTION. 
          IT GETS TO THE HEART OF A LOT OF THE AP DYNAMICS WITH STAFF AND TESTING DISCUSSIONS. 
          I GIVE YOU ONE CONCRETE EXAMPLE. 
          WE HAVE SEEN A PRETTY SIGNIFICANT UPTICK IN THE UNITED STATES GOVERNMENT CLASS. 
          THERE'S A LOT OF FACTORS FOR THAT, SO LET'S KEEP THAT IN MIND, BUT WE DO KNOW THAT PARTICULAR TEACHERS EMBRACING A LOT OF THE EVIDENCE-BASED GRADING FOCUS THAT WE HAVE IN OUR HIGH SCHOOL RIGHT NOW THAT IS REALLY ABOUT, AGAIN, WORKING WITH A STUDENT AND LOOKING AT THE BODY OF WORK THE STUDENT CAN PRODUCE TO SHOW WHAT THEY KNOW VERSUS JUST A TEST AND DONE. 
          YOU'RE ENGAGING THAT STUDENT AT A HIGHER LEVEL BECAUSE THEY'RE PART OF THEIR ASSESSMENT. 
          THEY'RE UNDERSTANDING HOW THEY THINK AND HOW THEY LEARN AT A HIGH LEVEL WHICH RAISES ENGAGEMENT. 
          WE'RE SEEING SOME PROOFS FROM THAT. 
          THE SCORE IS A TREMENDOUS SCORE OF 72 STUDENTS IN A CLASS THAT'S VERY DIVERSE IN TERMS OF ENTRY POINT, COMPARED TO, SAY, AN AP CALCULUS THAT WE ALLOW STUDENTS TO TRY ANYTHING THEY WANT TO, WITH THE AP CALCULUS, THE STAFF ARE MORE GEARED TO A VERY HIGH LEVEL [INAUDIBLE]. 
          THAT'S WHAT SOLELY IT'S ABOUT, TO TURN THE HUMANITIES [INAUDIBLE]. DOES THAT ANSWER YOUR QUESTION? 
          >> YES. THANK YOU. 
          >> I'M GOING TO GO DOWN HERE. PROCEED, DORIN [PHONETIC]. 
          >> THANK YOU. I HAVE TO SAY THAT I WENT TO HIGH SCHOOL BEFORE THERE WERE AP CLASSES, AND I AM A BIG FAN OF THIS PROGRAM BECAUSE WHAT WE HAD INSTEAD, A LITTLE HISTORY LESSON HERE, IS TRACKING THE SMART KIDS. 
          THEY WERE JUST ASSIGNED CALCULUS. 
          WE DIDN'T HAVE AP CALCULUS OR TRIGONOMETRY OR THE HARDER CLASSES. 
          IT CREATED AN ELITE PROGRAM THAT WAS BASED ON CLASS AND RACE VERY HEAVILY. 
          WHAT I LIKE ABOUT THE AP PROGRAM, AND THE FACT THAT YOU'RE ENCOURAGING MORE KIDS TO GO INTO IT, IS IT SELF SELECTING. 
          ALL THE KIDS HAVE TO VOLUNTARILY APPLY? 
          >> THEY DON'T APPLY FOR THE CLASS. 
          THEY FORECAST FOR IT AND SAY, I WANT TO TAKE THAT CLASS. 
          >> BUT IT'S SELF SELECTING. 
          >> CORRECT. YES. 
          >> WITH A LITTLE ENCOURAGEMENT, THIS IS NOT AN ELITIST KIND OF PROGRAM. 
          IT'S MORE EGALITARIAN. 
          I LIKE THE IDEA THAT THERE ARE MORE KIDS ENROLLING IN IT. 
          IT'S TERRIFIC. 
          >> THERE IS AN ADDITIONAL NOTE. 
          I'D SAY ABOUT THREE QUARTERS OF THESE, MAYBE HALF, ARE ALSO CONCURRENT ENROLLMENT FOR CENTRAL WYOMING COLLEGE. 
          NOT TO CONFUSE, STOP ME. 
          THAT MEANS THEY ARE ALSO GETTING COLLEGE CREDIT THROUGH CWC REGARDLESS OF THEIR AP TEST SCORE. 
          IT'S KIND OF A DOUBLE BONUS FOR A STUDENT. 
          >> TRUSTEE ZAM [PHONETIC]. 
          >> JUST A QUESTION ON WHAT YOU JUST SAID. 
          [00:55:02]
ARE THESE CLASSES THE SAME CLASSES IN CWC CLASSES, OR ARE THEY DIFFERENT CLASSES? . SOME OF THE SAME. 
          WE ALSO HAVE CLASSES THAT ARE NOT AP. 
          AN EXAMPLE OF THAT WOULD BE OUR CULINARY ARTS PROGRAM. 
          THAT'S STILL CONCURRENT ENROLLMENT. 
          THAT'S WORTH FOUR CREDITS. 
          IT'S TRANSFERABLE TO THE SCHOOLS IN THE COUNTRY, BUT NOT AN AP CLASS. 
          CWC, IF THE CLASS SYLLABUS MATCHES THE CWC CLASS, WE CAN APPLY FOR IT TO BE CONCURRENT, WHETHER IT'S AP OR NOT. 
          WE JUST HAPPEN TO HAVE SOME AP CLASSES THAT ARE ALSO CONCURRENT. 
          NEXT ONE, SO WE GO DOWN AND TRY TO KEEP IT GOING HERE. 
          ACT, WE HAVE A LOT OF DATA FOR YOU TO REVIEW. 
          AGAIN, IF NOT LIVE TONIGHT, PLEASE REVIEW THESE SCORES. 
          THIS IS OUR ACCOUNTABILITY TEST AT THE HIGH SCHOOL LEVEL. 
          THIS IS A ACCOUNTABILITY TEST ACROSS THE STATE. 
          SOME CLARIFICATION POINTS. 
          REMEMBER WYOMING IS ONE OF NINE STATES IN THE COUNTRY THAT TEST ALL JUNIORS. 
          WHETHER YOU ARE FRESH TO OUR SYSTEM OR NOT, YOU ARE TAKING THE ACT AS A JUNIOR, NO MATTER WHAT YOUR LEVEL, NO MATTER WHAT YOUR DOCTORATE. 
          KEEP THAT IN MIND AS YOU LOOK AT THIS DATA. 
          MOST STATES, THE ACT IS AN OPTION. 
          YOU TAKE IT ON SATURDAY, YOU TAKE THE TESTS. 
          YOU CAN TAKE IT ON A SATURDAY, BUT IN OUR STATE, EVERY JUNIOR TAKES IT ON A DESIGNATED DAY IN THE SPRING [INAUDIBLE]. 
          HERE'S OUR COMPOSITES. 
          WE TRY TO BREAK IT DOWN FOR YOU. 
          THE ACT COMPOSITES INCLUDES, WE GIVE IT MORE COMPARE AT SUMMIT HIGH SCHOOL, THEY DO TEST SPREAD FOR ACT, PREPARES STUDENTS FOR HIGH LEVEL AND THE HIGH SCHOOL BOND. 
          WYOMING AVERAGE, YOU GET HIGHER THAN THE NATIONAL AVERAGE AT THIS LEVEL. 
          WE'LL SHOW YOU NATIONAL DATA [INAUDIBLE]. 
          NEXT SLIDE. WE'RE GOING TO SEE TWO. 
          WE KNOW THERE'S NO STATUS FOR THE COVID YEAR. 
          REMEMBER, THE DOWNTURN REALLY HIT US THE YEAR AFTER. 
          THAT'S WHEN WE STARTED TESTING AGAIN. 
          IT'S JUST A LITTLE BIT OF A BY-YEAR DELAY. 
          MAYBE ONE THING AS YOU'RE LOOKING THROUGH ALL THESE CHARTS IS, LOOK FOR THAT 2021 [INAUDIBLE], MAYBE YOU'LL START SEEING THIS CLIMBING OUT OF IT AS A GENERAL TREND. 
          NO MATTER IF WE LOOK [INAUDIBLE] OR ACT, YOU'RE GOING TO SEE THAT TREND. 
          WE FLIPPED THE PROFORMA HERE. 
          THE ACT GIVES YOU A METRIC OR MATH, THE ACT SAYS YOU SHOULD SCORE A 22 IN MATH TO BE COLLEGE READY. 
          THEY HAVE ALL THESE STUDIES AND NEGATIVES SHOW THAT IF YOU GET AROUND THAT SORE, YOUR CHANCES OF EARNING A A OR B IN INTRODUCTORY MATH IN COLLEGE IS REALLY HIGH. 
          THAT'S THEIR STUDY. THAT'S HOW THEY WORK. 
          THEY USE THIS NUMBER AS A PREDICTOR OF COLLEGE SUCCESS. 
          THEY HAD IT FOR ENGLISH, ALL [INAUDIBLE], MATH, [INAUDIBLE]. 
          STILL SEEING OUR ACHIEVEMENT DIVISION THERE WITH OUR HISPANIC STUDENTS AS WELL. 
          OUR 17.2 AVERAGES, EVEN THOUGH THERE'S A DIVISION, THAT IS ACTUALLY GROWTH THAT WE'RE VERY PROUD OF AT THE HIGH SCHOOL LEVEL. 
          MOVING A POINT ON THE ACT IS DIFFICULT, ONE POINT. 
          ANYTHING YOU SEE 0.5 OR ONE MOVEMENT ON THIS AVERAGE COMPOSITE IS A CELEBRATION. THE NEXT SLIDE. 
          HERE'S THE BAR FOR SCIENCE. 
          SCIENCE IS MEASURED. 
          ANOTHER INTERESTING NOTE, PLEASE KEEP IN MIND WHEN WE TALK ABOUT THE ACT, IS THAT THE ACT IS ESSENTIALLY A READING TEST. 
          WHEN YOU OPEN UP A PRACTICE ACT, IF YOU REALLY WANT TO SEE WHAT THAT TEST IS, YOU HAVE TO BE A GOOD READER TO SCORE WHAT ALL THE ACT REGARDLESS OF THE SUBJECT AREA. 
          THEY ARE VERY MUCH WORD PROBLEMS, VERY TEXT-BASED TEST. 
          NEXT SLIDE. HERE'S OUR BENCHMARK FOR ENGLISH. 
          [01:00:16]
          >> DR. CHRIS. 
          >> THAT JUMP IN THE HISPANIC LATINO ENGLISH SCORES IS UNREAL. 
          >> IT'S VERY SIGNIFICANT. 
          >> IT'S A THREE-POINT JUMP. 
          >> I REALLY CAN'T TELL YOU THE RATIONALE BEHIND IT. 
          I'M SURE BENET [PHONETIC], AMY [PHONETIC], OR LAURA [PHONETIC] MIGHT BE FIT TO ADD TO THE CONVERSATION, BUT A LOT OF THE ML WORK WE'VE DONE AT THE HIGH SCHOOL FOCUSED ON TRYING TO IMPROVE OUR TIER 1, MEANING ALL STUDENT STRATEGIES IN THE CLASSROOM. 
          I BELIEVE IT'S BEGINNING TO PAY OFF. 
          I'M SURE THERE'S OTHER REASONS BEYOND TEACHING, CONNECTION, MEETING KIDS IN ACTIVITIES, BUT IT'S A STAT TO LOOK AT. 
          >> I ALSO THINK IT'S A STAT TO LOOK AT IN TERMS OF WHAT'S HAPPENING IN OUR ELEMENTARY SCHOOLS AND IN OUR MIDDLE SCHOOLS. 
          WHEN OUR STUDENTS COME TO OUR ELEMENTARY SCHOOLS AS A LANGUAGE LEARNER, THEY PROGRESS SO MUCH MORE QUICKLY AND HAVE SO MUCH MORE CONFIDENCE IN OUR SCHOOL SETTING. 
          WHAT WE'RE SEEING AS WELL THAT MAKES THIS DATA POINT FAIRLY REMARKABLE IS THAT MANY OF OUR STUDENTS THAT ARE NEW TO LEARNING ENGLISH ARE COMING IN IN MIDDLE SCHOOL AND HIGH SCHOOL. 
          SO FOR THEM TO BE ABLE TO LEARN ACADEMIC ENGLISH SO RAPIDLY THAT THEY CAN DO SO WELL ON A RIGOROUS ASSESSMENT IS REALLY REMARKABLE, BUT I THINK IT WOULD NOT BE FAIR TO THE OTHER SCHOOLS TO SAY THAT IT JUST HAPPENS IN THE HIGH SCHOOL BECAUSE WE'RE SEEING THE RESULTS OF THE EFFORTS IN ELEMENTARY AND MIDDLE SCHOOL AS SOON AS A STUDENT ENROLLS IN OUR SCHOOL DISTRICT. 
          >> ANOTHER FOOTNOTE ON THE ACT DATA IS WE SPECIFICALLY PULLED JUST THE ACT DATA FROM OUR 11TH GRADE ACCOUNTABILITY TEST DAY. 
          A LOT OF STATES WILL PULL THAT DATA PLUS THE OPTIONAL SATURDAY TEST DATA THAT STUDENTS GO BACK AND TAKE MULTIPLE TIMES TO GET A BETTER SCORE. 
          I WANT TO SIGN UP SATURDAY, I WANT TO RETAKE IT. THIS IS NOT THAT. 
          THIS IS JUST THE DATA INTERNAL TO THE SCHOOL DAY WHERE WE GIVE IT ONE TIME TO ALL STUDENTS. 
          NEXT ONE. GOING THROUGH. 
          IT'S THE READING. AGAIN, ANOTHER SIGNIFICANT JUMP IN THAT CLASS. 
          THESE ARE OUR CURRENT SENIORS. 
          >> THE NEXT SLIDE. WE'RE GOING TO JUMP NOW INTO TOP, WHICH OBVIOUSLY HAS A LOT MORE APPLICATIONS AT THE READ THROUGH EIGHT LEVEL. 
          I'M GOING TO LET STEVEN WALK YOU THROUGH THIS. 
          ANY OTHER QUESTIONS ON THE ACT? 
          >> IF YOU REMEMBER IN JULY, WE FIRST LOOKED AT THIS DATA, AND I WAS MAKING HINTS ABOUT HOW WE COULD SEE SOME IMPROVEMENTS. 
          THIS HAS BEEN UPDATED TO SHOW THE 23/24 YEAR. 
          IT'S ALMOST THE SAME GRAPHS. 
          THE ONLY CHANGE THAT I MADE IS THAT I ALIGNED TO THE ACCOUNTABILITY OF WYOMING, WHICH IS ANY STUDENT THAT IS NOT WITH US FOR THE ENTIRE SCHOOL YEAR FROM OCTOBER 1ST THROUGH TESTING DOES NOT COUNT. 
          THEY ARE REMOVED FROM THAT DATA. 
          THIS IS ALL STUDENTS THAT WERE WITH US FOR THE FULL ACADEMIC SCHOOL YEAR AND TESTED. 
          THE FIRST LINE IS, WE HAVE GRADES 3-5E ELA, Y TOP. 
          YOU HAVE BLUE, WHICH IS OUR WHITE STUDENTS. 
          WE HAVE GREEN, WHICH IS OUR TESTED OUT ML, WHICH ARE STUDENTS THAT HAVE LEARNED ENGLISH, TAKEN THE ACCESS TEST, PASSED THE EXCESS TEST, AND NOW THEY ARE EITHER MONITOR OR FORMER ML. 
          THEN ORANGE LINE IS OUR CURRENT ML. 
          STUDENTS WHO ARE LEARNING ENGLISH, WHO ARE STILL TESTING TO DEMONSTRATE ENGLISH PROFICIENCY. 
          THOSE LINES WILL BE THE SAME ON EVERY SINGLE GRAPH, THE SAME COLORS EVERY SINGLE GRAPH, AND THIS IS THE PERCENT PROFICIENT OR ADVANCED ON THE Y TOP. 
          WE HAVE A LOT OF GRAPHS. 
          I WON'T EXPLAIN EVERY SINGLE ONE. 
          [01:05:01]
TAKE A LOOK. YOU HAVE ANY QUESTIONS? THEN WE'LL MOVE THROUGH THEM. 
          >> ONE [INAUDIBLE] TO REMEMBER, WHEN YOU LOOK AT IT SAYS GRADES 3 THROUGH 5. 
          THIS IS AVERAGE ALL THE KIDS IN 3, 4 AND 5 EACH YEAR, SO COMBINED. 
          >> YOU'RE JUST DOING 3 THROUGH 5, YOU'RE NOT TAKING OUR FULL NUMBER 3 THROUGH 10. 
          BECAUSE I ASSUME YOU GUYS KNOW THE SUPERINTENDENT SET OUT THE NUMBERS TO THE MEDIA. 
          SHE SHOWS THAT'S GOING DOWN ELA UP. 
          >> AS A TOTAL? 
          >> YEAH. 
          >> THREE EIGHT? 
          >> YEAH. 
          >> WE DO HAVE WELL THEY DON'T GO TO 23/24. 
          IN 35 WE'RE MOVING UP. 
          BUT AS TOTAL, YES. WE'RE MOVING DOWN. 
          >> I THINK FOR ME WHEN I LOOKED AT THE NUMBERS THIS AFTERNOON, WHAT REALLY CONCERNS ME, I THINK THAT'S GREAT THAT YOU SHOW THAT WE'RE GOING UP. 
          I MEAN, IT WAS A 12.7 INCREASE THAT SAID FOR GRADE 5, PARTICULARLY, BUT GRADE 6 IS A 10.3 DECREASE AND IN ELA. 
          THEN 10TH GRADE IS A 13.6 DECREASE. 
          WE'RE AT THE VERY BOTTOM OF ALL THE DISTRICTS FOR THE LARGE DISTRICTS. 
          I WOULD HOPE WE COULD CHAT A LITTLE BIT ABOUT THAT. 
          I GET THAT YOU GUYS WANT TO REALLY PRAISE AND DO THAT. 
          BUT WHEN I LOOKED AT THESE THIS AFTERNOON, I WASN'T REALLY EXCITED. 
          I GOT TO TELL YOU, WHEN I SAW THOSE DECREASES, ESPECIALLY IN SIXTH GRADE, A 10.3 DECREASE, SEVENTH GRADE, 4.6 DECREASE, NINTH GRADE, 11.7 DECREASE, GRADE 10, 13.6 DECREASE. 
          THOSE CONCERN ME. WHEN YOU'RE GOING THROUGH THESE, IF YOU COULD I THINK I GET THAT WE TALK A LOT OF DATA. 
          I THINK WE CAN HELP AS SUPPORT. 
          WE'VE TALKED ABOUT THIS IN THE PAST WITH MATH, BUT I THINK THIS YEAR OUR WHOLE CONVERSATION PROBABLY GOING TO BE AROUND ELA. 
          THAT SEEMS TO BE OUR BIG ISSUE ALL OF A SUDDEN. 
          THERE ARE SOME POINTS IN TIME, AND AGAIN, IT'S THAT TRANSITION TO MIDDLE SCHOOL, WE'RE SEEING A PROBLEM, SIXTH GRADE ELA PROBLEM. 
          WE'RE SEEING I GUESS FOR ME, WHAT CAN WE DO TO IMPROVE THAT? I LOVE THE PRAISE, AND PARTICULARLY, IT'S GREAT. 
          I MEAN, SEEING GRADE 3, IT WAS 1.6, GRADE 4, 1.5. 
          GRADE 5, 12.7. I MEAN, THAT'S HUGE. 
          SOMETHING'S GOING ON BETWEEN GRADE 4 AND 5 WHERE KIDS ARE JUST GETTING. 
          BUT THEN THEY GET TO SIXTH GRADE AND WE FALL OFF 10.3. 
          IT'S LIKE WHAT'S HAPPENING BETWEEN FIFTH AND SIXTH GRADE, AND THEN WE CONTINUE TO DECREASE UNTIL WE GET TO 10TH GRADE, AND AT TENTH GRADE, WE'RE AT THE BOTTOM OF ALL LARGE DISTRICTS, AND THAT JUST REALLY REALLY BRUTES ME WHEN I SEE EVERY OTHER DISTRICT IS HIGHER THAN US. I'M JUST THROWING IT OUT THERE. 
          >> I WOULD JUST SAY THAT THE THE REASON WHY WE KEPT THIS DATA AS 35 IS INITIALLY, THE ACCOUNTABILITY WAS NOT GOING TO BE UNTIL THE 17TH. 
          THEY WERE GOING TO RELEASE THE ACTUAL DATA. 
          BUT WE FELT THAT LIKE RELEASING A SCHOOL'S DATA BEFORE THE ACCOUNTABILITY CAME OUT, PRESENTED A LITTLE BIT OF A PROBLEM, SO WE WANTED TO KEEP IT BROAD FOR THE FIRST. 
          THEN IN NOVEMBER, WHEN WE HAD THE ACCOUNTABILITY, WE CAN DIVE INTO THE ACTUAL SCHOOLS TO SHOW THAT. 
          I THINK IN THE 3568912, YOU WILL SEE THE DROPS. 
          YOU'LL SEE LIKE 35 IS A TOTAL IN ELA. 
          WE CONTINUED THE MOVEMENT UP. 
          YOU WILL SEE YOU WILL SEE SOME THAT ARE GOING DOWN. 
          BUT AGAIN, IT IS HIDDEN A LITTLE BIT BECAUSE IT'S COMBINED. 
          WITH ACCOUNTABILITY NOT OUT YET, I JUST HESITATE ON THAT, LIKE GOING TO SCHOOL LEVEL. 
          >> I DON'T UNDERSTAND WHEN YOU SAY ACCOUNTABILITY. WHAT ARE YOU TALKING ABOUT? 
          >> THE RATINGS FOR THE ACTUAL SCHOOLS. 
          THEIR RATINGS ARE STILL UNDER EMBARGO UNTIL TOMORROW. 
          ONE OF ONE OF THOSE MEASURES. 
          >> I ASK ACCOUNTABLE. WHY THE SUPERINTENDENT SEND IT TO MEDIATE TODAY? 
          >> THE ACTUAL I THINK Y TOP DATA HAS BEEN RELEASED, BUT THE ACCOUNTABILITY ITSELF HAS NOT. 
          THAT'S ONE THAT'S 35% OF THEIR SCORE. 
          I THINK THAT'S JUST WHY WE KEPT IT THE SAME AS JULY FOR THIS MOMENT. 
          BUT I'M HAPPY TO TAKE QUESTIONS ON THAT BECAUSE TECH IS LEASED. 
          >> I GUESS I'M NOT UNDERSTANDING Y TOP NUMBERS CAME OUT TODAY, AND YOU'RE TELLING ME, DON'T LOOK AT THE Y TOP NUMBERS. 
          THERE'S SOME OTHER NUMBER COMING OUT LATER THAT'S GOING TO BE BETTER THAN THOSE NUMBERS? 
          >> NO. THIS HAD TO BE DONE IN TIME FOR THE BOARD MEETING, AND TO HAVE IT AVAILABLE. 
          AND IT HADN'T BEEN RELEASED BY THE TIME THAT I HAD TO MAKE THIS. 
          >> I GUESS I THINK I'M LOST ABOUT YOUR CONVERSATION. 
          [01:10:06]
BECAUSE THERE WAS SOMETHING SENT OUT AND YOU'VE BEEN MADE PRIVY TO ALL OF YOU GUYS IN THE EMAIL TODAY. 
          IT WAS AN EMAIL FROM THE WYOMING DEPARTMENT OF EDUCATION. 
          A WIT TOP NUMBERS FOR EVERY SCHOOL DISTRICT CAME OUT. 
          >> I COULDN'T READ THEM. MY TABLE, THE SPREADSHEET WAS TOTALLY UNREADABLE. 
          I LOADED IT DOWN IN GOOGLE DOCS AND IT JUST SCRAMBLED THE NUMBERS. 
          >> I WAS LOOKING AT MY E MAIL RIGHT NOW IN THERE AND I DIDN'T KNOW. 
          >> I DIDN'T RECEIVE. 
          >> WYOMING STATE SUPERINTENDENT DID A PRESS RELEASE ABOUT TWO O'CLOCK, I BELIEVE. 
          AND SENT OUT GRAPHS THAT THEY WERE GRAPHS THAT THIS IS 35. 
          IT WAS 38 AND 912. 
          >> THIS MORNING, GRAPHS YOU WENT THROUGH EVERY SINGLE GRADE THAT EVERY SINGLE SCHOOL DISTRICT RANKED US AMONGST ALL THE SCHOOL DISTRICTS. WE CAN MOVE ON. 
          I'M JUST SAYING THAT CAME OUT TODAY. 
          IT CONCERNED ME THE NUMBERS, BUT WE CAN TALK ABOUT THOSE SOME OTHER DAY, NOT TODAY, AND CONTINUE WITH THIS CONVERSATION. 
          >> HOW DID YOU DOWNLOAD THEM TEETH? 
          >>I JUST CLICKED ON THEM. 
          >> THEY ALL JUST CLICKED ON IT. 
          >> I THOUGHT THAT'S WHAT WE WERE DISCUSSING. I APOLOGIZE. 
          IT APPEARS THAT'S NOT WHAT WE'RE TALKING ABOUT. 
          I CAN WAIT TILL NEXT MONTH. YOU WHY? 
          >> WE GO TO THE NEXT ONE. 
          AGAIN, WE SEE THAT 35 COMBINES WITH MATH. 
          MATH IS IN 35 IS SOMETHING THAT WE HAD BIG GAINS THIS YEAR. 
          AS YOU SAID, TRUSTEE GINGERY, PARTICULARLY ML STUDENTS, AND THIS IS A JUMP IN THIRD GRADE MATH. 
          IT WAS ACROSS ALL OF OUR SCHOOLS. 
          IT WAS MUNGER, COLTER, AND JACKSON HAD HUGE GROWTH WITH OUR CURRENT ML POPULATION. 
          WE MOVE TO 68. SO WE WILL DO 68 ELA. 
          THIS IS WHERE YOU DO SEE THE COMBINED 68 DOES DROP IN THE ELA. 
          THE STATE AS A WHOLE, DID INCREASE. 
          LET'S GO TO THE NEXT ONE. THIS IS THE MATH OR 68. 
          WE HAD A SLIGHT INCREASE IN MATH AT THE 68 LEVEL. 
          BUT AGAIN, IT IS THE SIXTH GRADE THAT WE ARE AWARE OF THAT WE ARE WORKING HARD. 
          LET'S GO TO THE 912 ELA. 
          THIS IS AGAIN, WHERE YOU SEE THE DROP. 
          WE HAVE A SLIGHT HISTORY OF INCREASE IN ML. 
          WE DO NEED TO GET THAT UP, BUT IT IS A ONE LINE INCREASE, AND WE'LL FINISH WITH 910 MATH. 
          WHERE WE DO SEE SLIGHT INCREASE. 
          YOU DID GET THE TRENDS, CORRECT? I THINK THAT. 
          YOU WILL SEE MORE IN THIS. 
          ANY QUESTIONS ON Y TOP ELA AND MATH AS A WHOLE? 
          >> CHAIRMAN SCARBOROUGH? 
          >> YES. GO AHEAD. 
          >> MR. PRANK. I'M CURIOUS TO KNOW, DOES THE STATE OF WYOMING MAKE ANY TYPE OF CHANGES TO THE Y TOP TEST, WHICH COULD POTENTIALLY INFLUENCE THE CHANGE IN NUMBERS? 
          >> THERE HAVE NOT BEEN ANY SIGNIFICANT CHANGES MADE, BUT THEY DO NOT MAKE THE QUESTIONS AVAILABLE TO US AT ANY POINT. 
          WE DON'T GET TO SEE THEM BEFORE, WE DON'T EVER GET TO SEE THEM. 
          WHETHER IT'S A CHANGING QUESTIONS, THEY HAVEN'T PUBLICLY SAID THAT, BUT THERE HAS NOT BEEN SIGNIFICANT CHANGES MADE EXCEPT FOR SCIENCE TWO YEARS AGO. 
          DID IT A COMPLETE OVERHAUL NEW TEST. 
          NEW GRADING KNEW EVERYTHING. 
          >> IS THE SCORING STRAIGHT LINE SCORING, OR IS THERE A CURVE ON ANY OF THIS? 
          >> NOT A CURVE. 
          THEY GIVE US THE NUMBERS AND THE NUMBERS DO NOT CHANGE AND HAVE NOT CHANGED SINCE 1718. 
          PROFICIENT IS THE SAME CUTOFF THAT IT'S ALWAYS 
          [01:15:01]
BEEN ADVANCE IS THE SAME CUTOFF THAT IT'S ALWAYS BEEN. 
          IN TERMS OF RESULTS, I'M SURE THERE'S A CURVE. 
          IT'S SLANTED TOWARDS THE LOWER END. 
          BUT THE SCORING IS WOULDN'T SAY IT'S LINEAR BECAUSE YOU HAVE A HUGE LIKE FROM 0-600 IS BELOW BASIC. 
          THEN YOU HAVE A SMALL WINDOW FOR BASIC, 600-615, THEN 615-630 IS PROFICIENT. 
          THEN YOU HAVE A BIG PORTION FOR ADVANCED AS WELL. 
          >> BECAUSE I'M NOT TRYING TO GET AWAY FROM THE TOPIC THAT WILL COME UP AT SOME POINT WITH SOME OF THESE SCORES DECREASING OR WHAT WAS JUST RELEASED BY THE DEPARTMENT OF EDUCATION. 
          SCRAM DOWN THE ROAD, BUT DATING IT AND YOU HAVE NO CONTROL OVER THIS. 
          I MEAN, THESE KIDS TAKE THESE TESTS ON DEVICES. 
          I'M JUST FLABBERGASTED THAT TAKES SO LONG FOR US TO GET RESULTS WHEN THERE'S SO MUCH TECHNOLOGY IN THE WORLD TODAY THAT YOU CAN FILL OUT A SURVEY AND SEE LIVE RESULTS OF PEOPLE TAKING SURVEYS, BUT IT TAKES SO LONG TO GET THESE RESULTS. 
          IT JUST HAS ME CURIOUS TO BELIEVE TO THINK THAT THIS JUST THE CLEAN THE ACTUAL DATA OR IS THERE ANYTHING BEING ADJUSTED IN ANY WAY. 
          >> I CAN SAY THAT THERE'S NOTHING ADJUSTED BECAUSE WE GET RESULTS IMMEDIATELY FOR MATH. 
          AS A TEACHER, YOU CAN ACTUALLY LOG INTO THE SYSTEM AND SEE YOUR STUDENTS RESULTS IMMEDIATELY. 
          ELA TAKES ABOUT MAYBE THREE WEEKS BECAUSE THEY HAVE TO GO THROUGH COMPUTER SCORING AND BE CHECKED TO COME BACK TO YOU. 
          BUT WE DO GET RESULTS PRETTY QUICKLY NORMALLY. 
          THIS YEAR WAS A HUGE DELAY IN WRITING BECAUSE IT WAS PART OF A FIELD TEST PREVIOUS YEAR TO ADJUST THE WRITING ASSESSMENT. 
          WRITING UPHELD STOPPED ELA SCORES UNTIL ACTUALLY, I BELIEVE IT WAS RELEASED ON THE LAST DAY OF ONE DAY AFTER THE LAST DAY OF SCHOOL. 
          TEACHERS HAD JUST LEFT AND THEN ALL PRINCIPALS GOT TO SEE THE DATA OF WHAT THEY GOT. 
          THE DELAY IS IN THE STATE ACTUALLY COMBINING ALL THE STATE DATA, FINDING OUT THE RANKINGS, FINDING OUT THE STUDENT GROWTH PERCENTILES. 
          THE DELAY IS ON THEIR END TO RELEASE THE DATA PUBLICLY. 
          BUT WE DO SEE THE RESULTS VERY QUICKLY AND THEY DO NOT CHANGE. 
          I RUN A CHECK ON IT EVERY SINGLE YEAR TO SEE IF ANY NUMBER CHANGED FROM THE REPORT WE IMMEDIATELY GOT TO THE STATE REPORT, AND NO NUMBER HAS EVER CHANGED IN THE LAST THREE YEARS. 
          >> THANK YOU. 
          >> WE GO TO THE NEXT. 
          ONE OF THE QUESTIONS ASKED BY THE BOARD IN JULY WAS, CAN YOU PLEASE GIVE US OR COMPARE US TO NATIONAL DATA TO SHOW THAT WE ACTUALLY DID RECOVER, AS WE HAVE BEEN SAYING THAT WE HAD A GOOD RECOVERY FROM THE COVID YEAR? THE FIRST THING I DID WAS I PUT TOGETHER A GRAPH THAT IS LIKE TRUSTEE GINGERY WAS SAYING, IT IS ALL SCHOOL. 
          IT IS ALL FROM THREE THROUGH TEN, ALL STUDENTS COMBINED THE FIRST GRAPH, AND THAT IS COMPARED TO THE WYOMING AVERAGE AND THEN COMPARED TO THE NATIONAL AVERAGE. 
          NOW EVERY SINGLE STATE IN THE COUNTRY HAS A STANDARDIZED TEST THIRD THROUGH 10TH GRADE, AND THAT IS RELEASED TO THE FEDS, I GUESS WHO PUT TOGETHER A REPORT. 
          YOU CAN GO TO EDVAC AND YOU CAN SEE ALL THE DATA ON THAT. 
          WHAT I DID IS I COMBINED EVERY SINGLE STATE TOGETHER TO GET THE NATIONAL AVERAGE. 
          THEY GIVE YOU EVERY SINGLE STUDENT THAT TESTED THE PERCENT THAT WAS ACTUALLY PROFICIENT. 
          I FOUND THE NUMBER FROM THAT, CALCULATED EVERYTHING TO GIVE YOU NATIONAL AVERAGES OF ALL STANDARDIZED TESTS ACROSS THE COUNTRY TO COMPARE TO WYOMING AND TETON COUNTY. 
          THE BLUE LINE IS TETON COUNTY. 
          THE GREEN LINE IS WYOMING, AND THE PURPLE LINE IS THE NATIONAL AVERAGE TOGETHER. 
          JUST LOOKING AT THIS, LIKE WE BOUNCED BACK IMMEDIATELY AFTER COVID, THE SECOND YEAR FOR MATHEMATICS BACK TO WHERE WE WERE. 
          THE ACTUAL NATIONAL DROP WAS MUCH BIGGER AND IT IS STRUGGLED TO COME BACK. 
          NOW YOU MIGHT ASK, WHY IS IT ONLY 21/22 BECAUSE IT'S META DATA FROM THE FEDS, AND THEY ARE VERY SLOW RELEASING DATA. 
          THEY HAVE STILL NOT RELEASED 22/23, SHOULD HAPPEN AT THE END OF THIS YEAR, BUT I HAVE RELEASED WHAT I CAN GET. 
          THE NEXT GRAPH IS THE ELA COMPARISON, AND IT'S INTERESTING. 
          >> EVERYTHING'S STRAIGHT ACROSS. 
          THERE WAS A LITTLE NATIONAL DIP. 
          WE REALLY DIDN'T SEE MUCH OF A DIP THAT FIRST YEAR OR SECOND YEAR AFTER COVID IN TERMS OF ELA. 
          [01:20:05]
THEN WHAT I DID IS, NOW LET'S DO THE SAME TYPE OF GRAPHS THAT WE DID FOR WY-TOPP, LET'S COMBINE IT, LET'S DO A 3, 5, 6, 08, 9, 10, SO WE CAN LOOK FOR TRENDS. 
          THE FIRST ONE IS 3, 5 MATH, AND WE CAN SEE THAT YES, WE DID RECOVER. 
          OUR PRINCIPLES AT THE 3-5 LEVEL WERE AMAZING AND HELPED OUR STUDENTS RECOVER FROM COVID. 
          THE NATIONAL AVERAGE HAS NOT RECOVERED TO WHERE IT WAS PREVIOUSLY AND WYOMING, IT HAS NOT FULLY RECOVERED AT THAT POINT, BUT BOUNCE BACK AS WELL. 
          AS A NOTE, WYOMING WAS ONE OF THE TOP STATES TO ACTUALLY RECOVER AND COME BACK PRETTY QUICKLY. 
          THERE WERE NOT MANY OTHER STATES THAT RECOVERED LIKE WE DID. 
          THE NEXT ONE IS 3, 5 ELA. 
          IT'S ACTUALLY REALLY INTERESTING TO SEE ELA. WE SAW NO DROP. 
          WE ACTUALLY SAW CONTINUED GROWTH FROM COVID AT THE 3, 5 LEVEL. 
          WYOMING WAS PRETTY CONSISTENT. 
          THEY KEPT THEIR DROP AND THE NATIONAL, THEY RECOVERED ACTUALLY MUCH BETTER IN ELA THAN THEY DID IN MATH. 
          YES. THEN WE SEE THE 6-8 MATH. 
          THIS IS INTERESTING AT THE BEGINNING, RIGHT BEFORE COVID, WE WERE ACTUALLY AS A 6-8 SYSTEM BELOW THE STATE AVERAGE. 
          THE STATE DROPPED SIGNIFICANTLY MORE IN MATH THAN WE DID, AND WE HAVE RECOVERED AND GONE BEYOND THAT IN THE FOLLOWING YEARS. 
          NOW WE ARE AHEAD OF THE STATE AND THERE WAS A HUGE DROP, AS YOU CAN SEE IN THE NATIONAL AVERAGE, DROPPING 10 POINTS. 
          I THINK THAT IS SOMETHING THAT IS SAID IT HIT MATH REALLY HARD AND IT HAS BEEN A SLOW RECOVERY ACROSS THE COUNTRY. 
          THEN WE SEE 6,8 ELA. 
          THERE WAS NO DROP ORIGINALLY, BUT THEN THERE WAS A DROP AFTER THAT. 
          I WILL SAY THE FOLLOWING YEAR IN '22, '23, WE DID SEE A RECOVERY AFTER THAT. 
          BUT I DON'T KNOW NATIONALLY IF THEY SAW A RECOVERY AS WELL. 
          THEN WE HAVE THE 9-10 GRAPHS WHICH ARE THEY'RE ALL ON TOP OF EACH OTHER THE GRAPHS, SO IT'S REALLY HARD. 
          BUT WE HAD 9, 10 MATHEMATICS, WHERE WE WERE ABOVE THE STATE. 
          WE KEPT PRETTY CONSISTENT AFTER COVID, BUT THEN WE DROPPED. 
          THE STATE PRETTY MUCH STAYED CONSISTENT ACROSS THE BOARD, BUT THERE WAS A BIG DROP AT THE 9, 10 LEVEL NATIONALLY. 
          WE ARE STILL ABOVE THE NATIONAL LEVELS AND I THINK WHEN YOU SAW OUR WY-TOPP DATA, YOU DID SEE THE MATH IS CONTINUING TO GROW UP AT THE 9, 10 LEVEL. 
          I WISH IT COULD SHOW BEYOND '21, '22 BECAUSE IT TELLS A BETTER STORY, BUT THIS IS WHAT WE HAVE. 
          THEN FINALLY, THE 9, 10 ELA WHERE WE WERE ACTUALLY BELOW THE NATIONAL AVERAGE BEFORE COVID. 
          THEY DROPPED MUCH MORE SIGNIFICANTLY, AND THEN WE HAD THAT DROP. 
          THERE WAS SOMETHING THAT SCOTT MENTIONED BEFORE THAT WE HAD A LAGGER IMPACT AT THE SECONDARY LEVEL. 
          I SEE THAT AT BOTH THE MIDDLE SCHOOL AND THE HIGH SCHOOL WHERE WE SEE THAT WE DIDN'T DROP, AND THEN WE DID. 
          IT'S LIKE AN INTERESTING LAGGER WHILE IN MATH. 
          WE DROPPED IMMEDIATELY, BUT WE BOUNCED BACK. 
          IS THAT THE LAST ONE? I THINK THAT'S THE LAST ONE. 
          >> YES. 
          >> THANK YOU. DO YOU HAVE ANY QUESTIONS ON THE NATIONAL AVERAGES VERSUS US AND WYOMING. 
          >> YES, CHAIR CARLAN, I GUESS ONE OF THE THINGS THAT BOTHERS ME ABOUT THIS LONGEVITY CHART IS I, I'S NOT THE SAME KIDS. 
          >> YEAH. 
          >> YEAR AFTER YEAR. WE COULD HAVE AN INFLUX OF NEW STUDENTS, ESPECIALLY NON ENGLISH SPEAKING STUDENTS TO CHANGE THESE SCORES QUITE A BIT. 
          IF YOU LOOK AT THEM AT A VERY MICROSCOPIC LEVEL, YOU MIGHT PULL OUT THAT ANOMALY, AND BUT THESE SUMMATIVE SCORES FLATTEN ALL THAT OUT. 
          I DON'T KNOW THAT YOU'RE MEASURING TEACHING SO MUCH AS YOU'RE MEASURING KIDS. 
          >> I THINK IT'S REALLY HARD TO TRY AND DO COHORT DATA AT THE NATIONAL LEVEL. 
          [01:25:01]
BUT I USUALLY DO BREAK DOWN COHORTS FOR PRINCIPALS AT WHEN WE GET THE RESULTS BACK AND IT DOES TELL A VERY DIFFERENT STORY. YOU ARE CORRECT. 
          >> SOME YEARS HERE IN JACKSON, WE'VE GOTTEN A BIG SWATH OF NEW STUDENTS IN SOME YEARS. 
          I NOTICED IN ONE OF OUR SCHOOLS, SUM AT SCHOOL, INCREASED BY 1K, THAT THEN YOU CAN START LOOKING AT TEACHING AND MAYBE THE DIFFERENCE IN ATTITUDE AND SO FORTH THAT YOU GET FROM YEAR TO YEAR. 
          BUT THESE KIDS CAME BACK TO SCHOOL PRETTY SCARRED. 
          >> YEAH. 
          >> I'M A LITTLE BOTHERED BY THE SCORES. 
          NOT BECAUSE I THINK WE'RE FAILING SOMEHOW, BUT BECAUSE I DON'T KNOW WHAT THEY'RE MEASURING ANYMORE. 
          >> GOOD POINT. 
          >> ANYBODY ELSE? 
          >> THANK YOU FOR THE PATIENCE WITH ALL OF THE DATA. 
          >> WELL, I WAS JUST THINKING WAS IT LAST SPRING WHEN WE WERE TALKING AND THE STUDENT SCHOOL BOARD ALSO MENTIONED THAT THERE'S SO MUCH TESTING GOING ON THAT WHEN IT COMES TO WY-TOPP, THEY DON'T REALLY PAY ATTENTION. 
          THEY DON'T CARE. BECAUSE THE OTHER THINGS ARE MORE IMPORTANT TO THEM, LIKE ACT. 
          THAT STRUCK ME LAST YEAR WHEN THEY SAID THAT. 
          I CAN IMAGINE THAT THAT'S THE TRUTH. 
          WHEN YOU HAVE ALL THAT PRESSURE IN HIGH SCHOOL, AND YOU'RE TAKING ONE MORE TEST, AND THIS DOESN'T HAVE ANYTHING TO DO WITH YOU GETTING INTO COLLEGE, YOU MIGHT NOT PAY ATTENTION OR YOU MIGHT JUST RIP THROUGH. 
          >> BUT THE NP SCORES AND THE AP SCORES REFLECT MANY OF THESE SAME TRENDS. 
          >> I THINK I'D LIKE TO ADD ONE COMMENT. 
          I THINK ABOUT THE STUDENT SCHOOL BOARD MEMBERS AND THE HIGH SCHOOL STUDENTS IN GENERAL. 
          I'VE LONG BEEN CONCERNED, AND I WOULD LIKE OUR BOARD TO HELP US WITH THIS AND GIVE US SOME GUIDANCE. 
          WY-TOPP IS ONE MEASURE THAT WE LOOK AT. 
          IT COULD HAVE BEEN A REALLY BAD DAY OR A REALLY GREAT DAY FOR A STUDENT. 
          IT'S ONE MEASURE TO LOOK AT. 
          I DON'T EVER WANT A STUDENT OR A FAMILY TO THINK THAT THEIR CHILD IS OR ISN'T SUCCESSFUL BECAUSE IT'S JUST ONE SNAPSHOT IN THEIR LIFE. 
          TRUSTEE CARLIN'S COMMENTS AND REMEMBERING ABOUT THE HIGH SCHOOL STUDENTS, IT REALLY STRUCK ME AS WELL BECAUSE THIS TEST MEANS NOTHING TO THEM. 
          IN ELEMENTARY SCHOOL AND MIDDLE SCHOOL, IT IS THE ONLY MEASURE THAT WE HAVE WITH THE KIDS AND THE TEACHERS USE IT AS A TOOL TO KNOW WHAT COMES NEXT, AND THEY'RE WORKING WITH IT. 
          THEY'RE CONSTANTLY REVIEWING THE DATA. 
          IT IS A SIGNIFICANT PART OF THEIR WORK AS A TEAM. 
          IN ADDITION TO ALL THE OTHER GREAT THINGS THAT THEY DO, BUT IT'S A SIGNIFICANT PART OF THE ACADEMIC SCHEDULE, ESPECIALLY IN ELEMENTARY SCHOOL. 
          IN HIGH SCHOOL THAT IT'S MUCH MORE FOCUSED ON THE ACT, AND IT'S MUCH MORE FOCUSED ON GRADUATION RATES AND WHEN YOU LOOK AT OUR ACT DATA, IT'S TREMENDOUS AND OUR GRADUATION RATES, THERE ARE NO OTHER BIG DISTRICTS THAT HAVE THE GRADUATION RATES THAT WE DO WITH SUCH A DIVERSE POPULATION OF STUDENTS THAT ARE LEARNING. 
          I LOOK FORWARD TO A MORE IN DEPTH CONVERSATION WITH THE BOARD. 
          BECAUSE IF WY-TOPP IS IMPORTANT AND OTHER WYOMING DISTRICTS, NINTH AND TENTH GRADERS SEEM TO TAKE IT MORE SERIOUSLY. 
          BUT THEN YOU LOOK AT THEIR GRADUATION RATES, AND THEY'RE NOT GOING TO OUR ZONE. 
          DO WE FOCUS MORE ON IT? IF WE FOCUS MORE ON IT, IF THAT'S THE DIRECTION WE WANT TO GO, THEN WE WILL. 
          BUT IT'S JUST REALLY NOT A MEASURE THAT OUR TEACHERS AREN'T USING IT AS A DIAGNOSTIC TOOL BECAUSE THE STUDENTS AREN'T EVEN IN THE MATH CLASS THAT THEY'RE BEING ASSESSED ON, SO THAT'S ONE FALLACY RIGHT THERE THAT WE HAD BROUGHT FORWARD TO THE STATE TO CHANGE AND THEY'RE OPEN TO THAT. 
          BUT IF THIS IS SOMETHING THAT WE WANT TO WORK ON, THEN WE NEED TO PROVIDE THAT DIRECTION BECAUSE WHEN THE KIDS TAKE THE TEST, THEY NO LONGER HAVE THAT TEACHER. 
          [01:30:02]
THEY'RE GONE. THEY'RE DONE. 
          THEY'RE MOVING ON TO THE NEXT MATH CLASS OR TO THE NEXT LEVEL OF ELA. 
          IT'S DIFFICULT FOR OUR SCHOOL TO USE THE DATA BECAUSE WE'RE TALKING ABOUT DIFFERENT KIDS AT THAT POINT. 
          IT'S JUST NOT REALLY A TOOL THAT WE USE AS A DISTRICT FOR IMPROVEMENT. 
          WE HAVE OUR EGGS AND OTHER BASKETS THAT WE THINK ARE MORE ACKNOWLEDGING THE STUDENT FOR WHO THEY ARE AND WHAT THEIR GOALS ARE. 
          I LOOK FORWARD TO MORE IN DEPTH CONVERSATION BECAUSE IF THAT'S IMPORTANT TO OUR BOARD FOR US TO SWITCH THAT CULTURE AND THAT MINDSET, THEN WE CAN DO THAT. 
          IT JUST WILL BE AT THE, WE REALLY HAVE SO MUCH TIME IN OUR SCHEDULE. 
          WE JUST NEED TO DECIDE WHAT OUR PRIORITIES ARE. 
          I DO KNOW WYOMING IS CONSIDERING DROPPING THE NINTH AND 10TH GRADE ASSESSMENTS FOR THAT VERY REASON AND LEAVING THE EDS IN THE ACT. 
          >> DR. CHRIS SITTING ON THE STATE SCHOOL BOARD. 
          WASN'T YOU ALL THAT WERE DISCUSSING THE NINTH, 10TH TESTING, AND BROUGHT IT FORWARD TO THE JOINT ED COMMITTEE? 
          >> YES. WE HAVE AS A BOARD BEEN DISCUSSING, CAN I PUT MY BOARD HEAD ON JUST FOR A LITTLE. 
          AS A STATE SCHOOL BOARD, WE HAVE BEEN DISCUSSING WHAT TOP AT THE HIGH SCHOOL LEVEL AND THERE ARE CONCERNS ON ACROSS THE STATE KIDS TAKING IT SERIOUS. 
          THE CONVERSATION HAS BEEN REDUCING POTENTIAL CONVERSATION ONLY, REDUCING MAYBE THE 10TH GRADE BECAUSE FEDERAL REQUIREMENTS DO REQUIRE A NINTH GRADE TEST, VERSUS A NINTH AND A 10TH GRADE TEST. 
          THERE'S BEEN SOME CONVERSATION ON HOW YOU SHRINK THAT, HOW YOU HAVE A NINTH GRADE TEST BECAUSE THE KIDS ARE USUALLY TRANSITIONING INTO A NEW SCHOOL AS A DATA POINT. 
          THERE ARE CONCERNS, ESPECIALLY WITH WY-TOPP, NOT ONLY ELA, BUT MATH OF THE HIGH SCHOOL LEVEL, BECAUSE WHEN A KID TAKES THE WY-TOPP IN HIGH SCHOOL AND MATH, IT SHOULD ALIGN TO THE COURSE THEY'RE IN, AND IT DOES NOT RIGHT NOW. 
          A KID COULD START IN ALGEBRA 1, NOT HAVE GEOMETRY, BUT BE TAKING GEOMETRY SKILLS IN NINTH GRADE WITHOUT EVEN HAVING THE CLASS YET. 
          THERE'S SOME ISSUES WITH THE TIMING OF WHEN YOU TAKE THE COURSE AND THE TEST. 
          THIS IS A LONGSTANDING CONVERSATION, BUT IT IS DEFINITELY ON THE RADAR. 
          I WANT TO WRAP UP BY SAYING, I THINK I OWE THE BOARD SOME MORE CLARITY TO ALSO ANSWER KEITH'S COMMENT EARLIER ON THE TIMELINE OF DATA. 
          JUST TO BE CLEAR, KEITH IS CORRECT, AND IT IS CORRECT, THE INDIVIDUAL DATA OF STUDENTS IS RELEASED AND WAS RELEASED. 
          WE TOOK THAT INDIVIDUAL DATA AND CREATED A SUMMARY AS YOU SEE TONIGHT, WHERE THE CONFUSION IS IS IN ADDITION TO THE INDIVIDUAL DATA, THAT DATA PRODUCES INDIVIDUAL SITE ACCOUNTABILITY REPORT CARDS. 
          THOSE REPORT CARDS ARE A RESULT OF LOOKING AT ALL THIS DATA IN RANKING SCHOOLS. 
          WHAT THE STATE SUPERINTENDENT, I HAVEN'T READ THE E-MAIL, BUT I THINK WHAT SHE DOES, SHE JUST PROBABLY RANKED THEM BY AVERAGE TEST SCORES TO GIVE THE PUBLIC A SNAPSHOT IS MY GUESS. 
          THE REPORT CARDS WILL GIVE YOU FURTHER DETAIL ON EXACTLY WHAT THOSE TEST SCORES MEAN AT EACH SITE LEVEL. 
          IN NOVEMBER, OUR PRINCIPALS WILL BE ABLE TO EXPLAIN WHAT THAT MEANS. 
          FOR EXAMPLE, DID PEERS GROW, ACCORDING TO THEIR LIKE PEERS IN THE STATE. 
          DID OUR ENGLISH LANGUAGE LEARNERS GROW IN THAT ONE SCHOOL SITE? DID WE ATTACK THE LOWEST SUBGROUP IN OUR SCHOOLS CALLED THE EQUITY SUBGROUP AND MOVE THEM AT ALL ACCORDING TO THEIR PEERS AND THE REST OF THE STATE, OR WERE THEY STAGNANT. 
          ALL THIS DATA THAT YOU SEE IT'S PUT INTO A FORMULA AND SPITS OUT A REPORT CARD THAT RANKS SCHOOLS AND WE'LL BE ABLE TO LOOK AT THAT IN MORE DETAIL IN NOVEMBER. 
          THOSE REPORT CARDS ARE NOT TECHNICALLY RELEASED UNTIL TOMORROW, JUST TO ADD CLARITY. 
          HOPEFULLY THAT CLARIFY SOME OF THE CONFUSION EARLIER, WHICH I PROBABLY SHOULD HAVE OPEN. 
          [01:35:04]
          >> JUST FOR DISCUSSION PURPOSES. 
          I APOLOGIZE NO ONE ELSE HAS ALL THESE NUMBERS, BUT WHEN I LOOK AT SOME OF THESE NUMBERS, JUST SO YOU KNOW WHAT THEY DO, THERE'S A SMALL DISTRICT, MEDIUM DISTRICT, LARGE DISTRICT. 
          WHEN THE SUPERINTENDENT OF SCHOOLS COMES OUT AND SAYS, TEN SLEEP IS THE BEST. 
          >> LIKE SUPERINTENDENT DEGENFELDER BECAUSE HE SAID SUPERINTENDENT. 
          [OVERLAPPING]. 
          >> THE SAME SUPERINTENDENT SAYS TEN SLEEP IS THE BEST. 
          THEY HAVE 83 IN ELA, 76 IN MATH, AND 100 IN SCIENCE. 
          WE'RE NOT COMPARED TO THE SMALL SCHOOLS BECAUSE SMALL SCHOOLS, MEETEETSE AND TEN SLEEP ARE ALWAYS GOING TO BE AMAZING. 
          THEY HAVE SMALL NUMBERS. WE GET COMPARED TO THE LARGE NUMBERS. 
          WHAT CAUGHT MY ATTENTION, AND YOU GUYS WILL SEE THIS YOURSELF, BUT I'M JUST SAYING WHEN WE LOOK AT ALL THE DATA, I LOVE EVERYTHING STEVEN FRANK DOES, AND SO I APPRECIATE ALL HIS CHARTS. 
          WHAT I WAS LOOKING AT MORE WAS GRADE TO GRADE. 
          FOR EXAMPLE, IN ENGLISH LANGUAGE ARTS, GRADE 3, WE WERE UP; GRADE 4, WE WERE UP; GRADE 5, WE WERE SUBSTANTIALLY UP; AND THEN GRADE 6, WE GO DOWN. 
          ALL I'M SAYING IS SOMETIMES WHAT DO YOU DO WITH ALL THIS DATA? THERE WAS SOME DISCUSSION. DO WE JUST SET IT ASIDE? I THINK YOU LOOK FOR THOSE THINGS WHERE YOU SEE A SUBSTANTIAL DECREASE FROM ONE GRADE TO ANOTHER, YOU GO WHAT HAPPENED HERE? SHOULD WE PUT OUR RESOURCES INTO THAT PARTICULAR GRADE TO FIGURE OUT HOW WE CAN HOLD THE SCORES? BECAUSE SOMETHING HAPPENED FROM FIFTH TO SIXTH THAT WE'RE NOT HOLDING THE SCORE. 
          NOW, IT MAY JUST BE THE KIDS ARE JUST REALLY NERVOUS. 
          THEY'RE GOING TO SIXTH GRADE, SCARY AND WHATEVER, AND EVERYTHING GOES OUT OF THEIR HEAD. 
          IN MATH, WE DID REALLY GREAT FROM FIFTH TO SIXTH, AND I THINK THAT'S ALWAYS GOING TO HAPPEN. 
          WHAT I THINK, JUST DRAWING THIS OUT TO YOU, I GET THAT THERE'S THIS ARGUMENT, HEY, BY THE TIME THEY GET TO 10TH GRADE, THEY'RE NOT REALLY WORKING AT IT, BUT THE OTHER SCHOOLS SOMEHOW, THEY ARE. 
          WE GOT A 42 IN ELA, WE WERE THE LAST AND LARGE DISTRICTS. 
          WHAT ARE THE OTHER LARGE DISTRICTS DOING TO GET THEIR 10TH GRADERS TO PAY ATTENTION TO THIS TESTS? BECAUSE THE SUPERINTENDENT MAY BE TOTALLY RIGHT, OUR KIDS BLOW IT OFF. 
          FOR WHATEVER REASON, I GOT TO TELL YOU, IT KEPT CATCHING MY ATTENTION. 
          THE TOP FOUR EVERY, SINGLE TIME: LINCOLN 2, PARK 1, SHERIDAN 2, ALBANY 1. 
          THE BOTTOM TWO, EVERY TIME, IS SWEETWATER 1, LARAMIE 1. 
          IF I'M A PARENT, I'M LIKE, THANK GOD, MY KIDS ARE NOT IN LARAMIE 1 OR SWEETWATER 1. 
          THEN I'M LOOKING, WHAT IS LINCOLN 2 DOING? THEY'RE NUMBER 1 IN EVERY CATEGORY AND LIKE, DO WE GO DOWN AND SIT DOWN? THE PEOPLE IN STAR VALLEY AND GO, WHAT ARE YOU GUYS DOING? THAT'S DIFFERENT THAN WHAT WE'RE DOING BECAUSE YOUR SCORES ARE ASTRONOMICAL HERE, AND YOU'RE NUMBER 1 IN LARGE DISTRICTS OVER AND OVER, PARK 1 IS AND SHERIDAN 2 AND ALBANY 1. 
          ALL I'M SAYING IS DO WE GO AND START TALKING TO SOME OF THE OTHER SCHOOL DISTRICTS? BECAUSE IT'S GREAT TO LOOK AT THE DATA AND GO, HEY, THAT'S INTERESTING DATA, WE'RE DOING WELL, WE'RE DOING THERE. 
          BUT WHAT ARE SOME OTHER SCHOOL DISTRICTS DOING THAT MIGHT BE BETTER THAN WHAT WE'RE DOING? OR MAYBE THEY'RE NOT DOING ANYTHING BETTER. 
          MAYBE IT'S JUST SOCIO-ECONOMICS OR WHATEVER IT IS, IT'S JUST THE STUDENT. 
          IT'S NOT GOING TO CHANGE. 
          BUT TO ME, WHAT I TOOK AWAY FROM THE NUMBERS THAT CAME OUT TODAY WAS I'D REALLY LIKE TO TALK ABOUT ELA MORE AT THE SECONDARY LEVEL, AND I'D REALLY LIKE TO TALK MORE. 
          I THINK WE'VE TALKED REALLY WELL. 
          I THINK MATT'S DONE A GREAT JOB AT THE MIDDLE SCHOOL WITH THE MATH AT SIXTH GRADE. 
          WE STILL HAVEN'T SEEN THE IMPROVEMENT WE WANTED TO SEE, BUT WE'RE SEEING IMPROVEMENT. 
          THEN WHY IS 10TH GRADE SO LOW? IT MAY BE WHAT THE SUPERINTENDENT JUST SAID. 
          THE KIDS AREN'T TAKING IT SERIOUSLY, BUT WHY ARE THESE OTHER SCHOOLS TAKING IT MORE SERIOUSLY? THOSE ARE THE THINGS I TAKE AWAY FROM THE SCORES BECAUSE IT'S SOMETHING TO GO OUT AND GO, HEY, WE'RE DOING REALLY WELL. 
          WE ARE, WE'RE DOING GREAT, AND IT'S GREAT TO PRAISE MUNGER MOUNTAIN AND THOSE THINGS ARE GREAT. 
          BUT I SEE OUR ROLE AS WHERE DO WE SEE THE PROBLEM, AND WHERE DO WE NEED TO PUT MORE RESOURCES? TO ME, I DON'T KNOW THESE GUYS ARE THE EXPERTS. 
          POTENTIALLY, THE RESOURCES ARE AT SIXTH GRADE ELA, AND ACTUALLY ALL SECONDARY ELA MIGHT BE THIS YEAR IS WHAT WE PUT EMPHASIS ON. 
          LAST YEAR, WE PUT A LOT OF EMPHASIS ON MATH OR MAYBE IT WAS TWO YEARS AGO. 
          I THINK BECAUSE WE STARTED PUTTING A LOT OF EMPHASIS ON THE 5TH-6TH GRADE TRANSITION ON MATH, WHICH IS FULLY APPROPRIATE BECAUSE THAT'S WHERE WE'RE ALSO SEEING IT. 
          THOSE ARE MY THOUGHTS ON NUMBERS AND HOW WE CAN USE THEM. 
          AGAIN, I APOLOGIZE THAT NOT EVERYBODY HAS THIS. 
          [01:40:02]
SCIENCE, WE'RE NUMBER 2 IN THE STATE FOR LARGE DISTRICTS. 
          THEY ONLY DO THAT IN 4, 8, 10, BUT WITH SCIENCE, WE'RE DOING GREAT. 
          B, I THINK IT'S MORE THAN JUST WHAT IS THE DATA AND OUR KIDS TAKING THAT SERIOUSLY. 
          THOSE ARE ALL GOOD THINGS TAKEN INTO ACCOUNT, BUT WHERE ARE WE SEEING TRENDS AND WHERE DO WE NEED TO PUT MORE EMPHASIS? THAT WAS JUST MY TAKE. [BACKGROUND] 
          >> THE ONLY OTHER THOUGHT THAT I HAVE IS OUR KIDS DON'T HAVE AS MUCH CLASSROOM TIME BECAUSE OF OUR CALENDAR. 
          I HAVE TO TAKE THIS. I'M NOT SURE IF TWO WEEKS DIFFERENCE MAKES THAT MUCH OF A DIFFERENCE, BUT JUST A THOUGHT. 
          YOU DON'T HAVE TO MAKE A COMMENT ON IT, WE'RE THINKING ABOUT IT. 
          THEN MY FINAL COMMENT IS I ALWAYS GET REALLY WORRIED WHEN WE SPEND MORE TIME TREATING THIS AS DATASETS AND NOT AS CHILDREN. 
          WE DON'T KNOW. WE CAN'T WALK THEIR SHOES. 
          I THINK WE'RE DOING A TREMENDOUS JOB ON THESE KIDS, AND EVERYBODY'S BUSTING THEIR TAIL TO HELP THESE KIDS OUT. 
          WHEN WE BOIL IT DOWN TO DATASETS, I GET REALLY NERVOUS THAT THAT'S WHAT WE LOOK AT. 
          IF OUR TEACHERS ARE DOING THEIR JOB OF PREPARING OUR KIDS, AND UNFORTUNATELY, IT'S THE ROLE WE HAVE TO PLAY IN THESE TYPE OF EXAMS. I DON'T KNOW IF THERE MIGHT BE A BETTER EXAM TO ASSESS OUR KIDS IN THE WY-TOPP. 
          [OVERLAPPING] [BACKGROUND] TRUSTEE CARLIN. 
          >> I'D BE CURIOUS TOO IF WE WERE GOING TO LOOK AT THOSE DISTRICTS TO KNOW WHAT THE MAKEUP OF THE POPULATION IS BECAUSE THAT CAN ALSO PLAY A LITTLE BIT OF DIFFERENCE. 
          >> THE STABILITY OF WORKFORCE. 
          >> THANK YOU FOR THE OUTLOOK. 
          >> CHAIR SCARLETT? 
          >> YES. 
          >> I THINK THAT YOUR LAST COMMENT IS VERY PROFOUND TO THINK ABOUT BECAUSE SOME OF THESE FAMILIES WHEN THEY'RE GETTING TO THE HIGH SCHOOL AGE, SOME OF THOSE STUDENTS ARE NOW WORKING FULL TIME JOBS. 
          IS THAT HAPPENING IN OTHER DISTRICTS? WE CAN'T SPEAK, BUT ALSO, WHAT YOU SAID ABOUT ULTIMATELY OUR GREATEST CONCERN, STUDENT THEMSELVES, NOT THE NUMBER OF THE DATASET. 
          I SAY THAT FROM BEING A STUDENT WHO HAD ABSOLUTELY HORRIBLE TEST SCORES. 
          SERIOUSNESS ASIDE, YOU LOOKED AT MY SAT SCORE, AND I SHARE IT WITH YOU AND YOU SAID, WAS THAT YOUR MATH OR YOUR ENGLISH? I SAID, NO, THAT WAS MY TOTAL. 
          [LAUGHTER] WHEN I GOT TO COLLEGE, I THRIVED. 
          WHEN I WAS PUT IN PLACE IN THE REAL WORLD, I WAS ABLE TO THRIVE. 
          BUT I GRADUATED HIGH SCHOOL SUCCESSFULLY. 
          >> ANY HELP FROM YOUR FRIENDS? 
          >> MY MOM. [LAUGHTER] I UNDERSTAND THAT WE HAVE TO BE CONCERNED ABOUT THE TEST SCORES, BUT AT THE SAME TIME, YOUR COMMENTS ABOUT INDIVIDUAL STUDENTS AND THEN WHAT ARE THEY GOING THROUGH DURING SOME OF THIS TIME? 
          >> THANK YOU. 
          >> THANK YOU, DR. [INAUDIBLE] THAT'S GREAT. DR. CHAPMAN? 
          >> THAT CONCLUDES SUPERINTENDENT'S REPORTS. 
          [LAUGHTER] RECORD TIME. 
          >> PERFECT. NEXT ON THE AGENDA, FINANCIAL COMMITTEE REPORT. TRUSTEE ZUNG. 
          [D. Reports and Items for Discussion]
          >> WE HAD A GOOD MEETING WITH THE FINANCE COMMITTEE, TALKED A LITTLE BIT ABOUT FOOD SERVICE AND ALSO SEWER, CONSIDERING SOMETHING ON THAT NEXT AGENDA [INAUDIBLE] FIRST, I WOULD LIKE TO SHARE THAT WE HAD OUR ONSITE WDE NUTRITION AUDIT, MONDAY AND TUESDAY. 
          [01:45:07]
SOME OF YOU WERE HERE THE LAST TIME WE HAD OUR AUDIT, AND IT DIDN'T GO VERY WELL. 
          IT WAS A STARK CONTRAST THIS TIME WHEN WE SAT DOWN AND WE MET WITH THE WDE DEPARTMENT, AS WELL AS A COUPLE OF REPRESENTATIVES FROM SODEXO AND DANNY. 
          THEY WERE VERY COMPLIMENTARY OF OUR PROCESS. 
          THEY WERE THANKFUL FOR ALL OF THE WORK OF THAT WE PUT IN, AND I'D LIKE TO GIVE A SPECIAL THANKS TO DANNY. 
          HE DID A HUGE AMOUNT OF WORK OF THE AUDIT, SO WE DON'T OWE ANY MONEY BACK. 
          A COUPLE OF HIGHLIGHTS THAT THEY SAID IS THAT THEY SAT THERE AND THEY WATCHED OUR FOOD SERVICE OPERATIONS AND OFTENTIMES THEY'RE NOT ABLE TO DO THAT BECAUSE THEY DON'T GET ALL OF THE MATERIALS IN ADVANCE. 
          BUT BECAUSE DANNY HAD SUBMITTED EVERYTHING THAT WE NEEDED TO SUBMIT IN ADVANCE, THEY ACTUALLY DID PARTICIPATE IN OUR LUNCH SERVICE AT BOTH MUNGER ELEMENTARY AND THE MIDDLE SCHOOL. 
          THEY WERE VERY IMPRESSED WITH THE QUALITY OF THE FOOD. 
          I KNOW THAT THERE'S SOME FEEDBACK, WE'RE TAKING THAT IN, BUT ALSO THAT WE'RE FEEDING KIDS. 
          THEY SAID NOT ONCE THAT DID A CHILD YET TURNED AWAY FOR NOT HAVING ANY MONEY ON THEIR ACCOUNT. 
          THEY DIDN'T HEAR ANY CHILDREN BEING TALKED TO ABOUT A NEGATIVE BALANCE, WHICH IS A REALLY CARING ENVIRONMENT FOR OUR STUDENTS. 
          THEY WERE JUST OVERALL VERY IMPRESSED WITH THE WAY WE'RE PARTNERING WITH SODEXO, THAT WAS ONE OF THE OTHER THINGS THAT THEY SAID. 
          THEY HAVE A COUPLE OF OTHER DISTRICTS IN WYOMING THAT HAVE A FOOD SERVICE CONTRACTOR. 
          THAT'S ACTUALLY WHY CARLA BANKES, THE DIRECTOR OF WDE NUTRITION, CAME TO THIS VISIT. 
          SHE DOESN'T USUALLY COME. 
          SHE WANTED TO SEE HOW WE WERE WORKING WITH SODEXO AND SHE WAS VERY IMPRESSED WITH THE PARTNERSHIP. 
          WE'LL GET THAT FINALIZED AUDIT REPORT, BUT IT IS NIGHT AND DAY DIFFERENT FROM THE LAST ONE, WHICH WE'RE THANKFUL FOR. 
          THANK YOU, DANNY. THE BUDGET UPDATE IS POSTED. 
          I'VE CORRECTED THE TECHNOLOGY. 
          I FIGURED OUT WHAT IT WAS, BUT I'M EMBARRASSED TO SAY, SO IT'S BEEN FIXED. 
          [LAUGHTER] 
          >> COME ON. 
          >> NO. [LAUGHTER] 
          >> THE TECHNOLOGY. 
          >> THE OTHER THING, THERE IS A TOTAL FOR THE MUNGER SEWER. 
          THIS IS A VERY SIMPLE REPORT. 
          WE HAD BEEN ASKED TO ASSEMBLE WHAT OUR TOTAL COST OUT OF POCKET FOR THE MUNGER SEWER HAS BEEN OVER THE LAST COUPLE OF YEARS. 
          THE TOTAL RIGHT NOW IS $789,304.63. 
          THAT INCLUDES THE CONTRACTOR THAT WE'RE USING, RENDEZVOUS ENGINEERING, TO DO ISD MANAGEMENT WORK, AS WELL AS THE INITIAL COST OF THE SEWER. 
          THE REVENUE THERE IS FROM WYDOT. 
          THERE WAS SOME DAMAGE WHILE THEY WERE REDOING THEIR BRIDGE TO THE SEWER, SO WE ACTUALLY TOOK IN THAT REVENUE AGAINST THE EXPENSES THERE, SO THAT'S WHAT THAT IS. 
          THEN LASTLY, THERE ARE A COUPLE OF HIGHLIGHTS ON THE MEALS REPORT. 
          ANDREA, IF YOU'LL PULL UP THAT MEALS REPORT. 
          ONE OF THE THINGS THAT WE'VE BEEN REALLY DIGGING IN NOW THAT WE'VE CONCLUDED OUR FIRST MONTH OF FOOD SERVICE, AND ONE OF THE THINGS THAT STUCK OUT TO ME, THIS REPORT IS ACTUALLY NOT THE FULL MONTH OF SEPTEMBER BECAUSE I WANTED TO DO THE SAME AMOUNT OF DAYS LAST YEAR AS WE DID THIS YEAR. 
          WHEN YOU LOOK AT WHAT THE PARTICIPATION WAS LAST YEAR COMPARED TO THIS YEAR, OUR TOTAL NUMBERS ARE DOWN A LITTLE BIT. 
          BUT THE ONES THAT STICK OUT TO ME ARE THE FREE AND REDUCED NUMBERS. 
          PARTICIPATION DISTRICT-WIDE FOR FREE, WE WERE UP 177 BREAKFASTS. 
          REDUCED, WE'RE UP 150, AND THEN FOR LUNCH, WE WERE UP 688 FREE MEALS AND 368 REDUCED MEALS. 
          WHILE THE OVERALL NUMBER IS DOWN FOR A NUMBER OF MEALS, THIS DATA IS SHOWING THAT WE'RE ACTUALLY REACHING MORE STUDENTS IN NEED OF THOSE MEALS. 
          ONE OF THE POSITIVE THINGS THAT CAME OUT OF THE WDE AUDIT ALSO WAS THEY GAVE US A LOT OF REALLY GREAT IDEAS ABOUT HOW TO SAVE FOOD THAT KIDS AREN'T EATING. 
          TYPICALLY, IF THEY TAKE A FULL MEAL, IT'S A REIMBURSABLE MEAL, THAT INCLUDES A LUNCH, A FRUIT OR WHATEVER. 
          SOME KIDS DON'T WANT TO TAKE THOSE. 
          [01:50:01]
IF WE FORCE THEM TO TAKE THEM, THEY JUST GO RIGHT IN THE TRASH. 
          THEY REALLY GAVE US SOME GOOD SUGGESTIONS ON HOW TO SET UP SHARE TABLES, HOW TO DO THAT WITHIN THE RULES OF USDA AND WDE NUTRITION. 
          SO LOTS OF GREAT TAKEAWAYS THAT DANNY AND I WILL BE COMBING THROUGH AND WORKING WITH SODEXO ON. 
          >> MR. CHAIRMAN. 
          >> YES, TRUSTEE GINGERY. 
          >> IF I UNDERSTAND THE SYSTEM, WE WENT TO SODEXO AS THE CONCEPT IS YOU INCREASE VOLUME, WE INCREASE THE NUMBER OF PEOPLE BUYING THE LUNCH, AND THAT'S HOW WE POTENTIALLY DON'T SPEND AS MUCH AS WE'RE DOING. 
          WE'RE IN A LITTLE BIT OF, I GET WE'RE AT THE VERY BEGINNING, BUT I WENT THROUGH THE NUMBERS, WE'RE DOWN 694. 
          I WENT THROUGH LUNCHES, AND PARTICULARLY IT SEEMED LIKE THE ISSUES ARE ALL AT THE ELEMENTARY SCHOOLS, NOT THE SECONDARY. 
          WHEN YOU LOOK AT THE LUNCHES, JACKSON AND COLTER WERE BOTH UP. 
          BUT FOR WHATEVER REASON, WILSON IS DOWN 303, MUNGER IS DOWN 491, WHICH ARE PRETTY LARGE NUMBERS. 
          THEN WHEN YOU GO TO THE BREAKFAST, IT FLIPS. 
          WILSON DOESN'T DO BREAKFAST, BUT MUNGER WAS UP 200 IN BREAKFAST, JACKSON'S DOWN 284, COLTER IS DOWN 336. 
          A FEW QUESTIONS, WHAT'S GOING ON AT EACH OF THOSE ELEMENTARY SCHOOLS? IT APPEARS AT MUNGER, THEY MUST BE PUTTING A LOT MORE EMPHASIS ON THE BREAKFAST THAN AT THE LUNCH OR MAYBE KIDS JUST LIKE EATING BREAKFAST MORE THAN THE LUNCH, WHICH IS FINE. 
          I'M JUST WONDERING IF IT'S UNRELATED TO FOOD QUALITY, BECAUSE THAT WAS THE WHOLE CONCEPT OF SODEXO, YOU'RE GOING TO INCREASE YOUR FOOD QUALITY, THAT INCREASES YOUR VOLUME. 
          LET'S TAKE THAT ASIDE FOR A MINUTE. 
          LET'S SAY IT'S UNRELATED TO FOOD QUALITY. 
          DO WE NEED TO DO SOME TYPE OF MARKETING ESPECIALLY LIKE AT WILSON IF THE PRINCIPAL SENT ME A NOTE LIKE, HEY, YOU CAN BUY LUNCH HERE, BECAUSE 303 PEOPLE DON'T SEEM TO KNOW THAT. 
          THIS YEAR, 491 LUNCHES WENT DOWN AT MUNGER, AND THE BREAKFASTS WENT DOWN AT JACKSON AND COLTER. 
          I'M JUST CURIOUS IF MAYBE THOSE PRINCIPALS COULD GET TOGETHER AND DISCUSS IT. 
          PARTICULARLY, WHY IS JACKSON AND COLTER'S BREAKFASTS GOING DOWN SUBSTANTIALLY, BUT THEIR LUNCHES WENT UP AND WILSON AND MUNGER'S LUNCHES WENT DOWN SUBSTANTIALLY, BUT BREAKFAST WENT UP AT MUNGER. 
          THOSE WERE THE NUMBERS I WAS STARING AT. 
          THAT MUNGER 491, THAT WAS A PRETTY LARGE DECREASE. 
          I GET YOU HAVE LIMITED DATA HERE, BUT I DON'T KNOW, YOU'RE GIVING ME DATA, SO OF COURSE I'M GOING TO TINKER. 
          >> OF COURSE. ONE SECOND. 
          DIANE, [INAUDIBLE], YOUR FIFTH GRADE CLASS LAST YEAR WAS [INAUDIBLE]. 
          WAS THAT ONE OF THE LARGER CLASSES? 
          >> [INAUDIBLE]. 
          >> EIGHTY PRE-STUDENTS IN YOUR INCOMING KINDERGARTNER WAS THIS YEAR? 
          >> THIS YEAR WE'RE ABOUT I'D SAY 50. 
          >> FIFTY. THAT'S A DIFFERENCE OF 30 STUDENTS A DAY FOR 19 DAYS. 
          I'M GUESSING YOU'RE GOING TO GET PRETTY CLOSE TO THAT NUMBER. 
          WE HAD A DECREASE IN ADM AT MUNGER. 
          I'LL DIG INTO THE NUMBERS, BUT JUST OFF THE TOP OF MY HEAD, I'M THINKING THAT'S PROBABLY PART OF. 
          THEN WE CAN LOOK AT SOME OF THOSE OTHER THINGS. 
          BUT THOSE ARE EXACTLY THE TYPE OF CONVERSATIONS THAT WE'RE HAVING WITH DANNY AND WILLIAM AND ROBERT SNOWDEN AS THE REGIONAL AREA DIRECTOR. 
          I'LL JUST REMIND YOU WE DID NOT GO TO SODEXO FOR FINANCIAL REASONS. 
          WE'RE NOT PAYING LESS. 
          THAT'S NOT THE EXPECTATION. 
          THE REASONS THAT WE WENT WITH SODEXO IS THAT WE WERE REALLY STRUGGLING TO OFFER THE SERVICE THAT THEY CAN OFFER. 
          THE GOAL IS FOR IT TO HOPEFULLY BE A LITTLE LESS EXPENSIVE, BUT THAT WAS NOT THE DRIVING FORCE. 
          IT WAS REALLY TO OFFER HIGHER QUALITY FOOD AND BASICALLY STAFFING. 
          WE COULDN'T CONTINUE TO STAFF THE FOOD SERVICE OPERATIONS. 
          THEY HAVE HAD QUITE A BIT OF SUCCESS IN RECRUITING. 
          >> KRISTEN, YOU MENTIONED HIGHER QUALITY FOOD. 
          I JUST WANT TO PUT THAT IN CONTEXT, THAT THAT'S HIGHER QUALITY FOOD WITHIN THE GUIDELINES THAT ARE SET FORTH BY THE FEDERAL USDA GUIDELINES FOR SCHOOL SYSTEMS, BECAUSE I SHARE WITH PEOPLE, HEY, THE BAG OF CHIPS OR THE CEREAL THAT YOU GO BUY AT THE STORE IS NOT WHAT YOU GET AT THE SCHOOL EVEN THOUGH IT HAS THE EXACT SAME NAME ON IT. 
          THEY'RE LIKE, YOU GOT TO BE KIDDING ME. I SAID, NO. 
          I REMEMBER LEARNING LAST YEAR I DON'T KNOW IF SODEXO DOES THE DOMINO'S PIZZA THIS YEAR. 
          [01:55:03]
BUT WHEN WE WERE BUYING PIZZA FROM DOMINO'S, THE PIZZA THAT THE SCHOOL SYSTEM BOUGHT FROM DOMINO'S WAS COMPLETELY DIFFERENT THAN THE PIZZA THAT WE GET DELIVERED TO OUR HOUSE HOT AND FRESH. 
          IT'S JUST IMPORTANT FOR EVERYBODY TO KEEP THAT IN MIND AS WELL. 
          THERE ARE VERY CLEAR GUIDELINES THAT SODEXO HAS TO WORK WITH AS DO WE. 
          NUTRITIOUS AND WHAT THE RESULTS ARE, YOU'RE ONLY GOING TO GET SO MUCH. 
          >> TO ILLUSTRATE THAT POINT, DURING OUR AUDIT, THEY WERE WATCHING THE MEALS AT MUNGER MOUNTAIN ELEMENTARY SCHOOL, AND ON THE MENU FOR THE DAY WAS SPAGHETTI. 
          IN THEIR CALCULATION OF THE NUTRITIONAL CONTENT OF THAT MEAL, THERE WAS CHEESE ON TOP OF THE SPAGHETTI IN THE RECIPE. 
          BUT BECAUSE THEY FORGOT TO PUT THE CHEESE ON 95 OF THE SERVINGS, THOSE ARE NOW NO LONGER REIMBURSABLE MEALS. 
          BECAUSE THE CHEESE WAS COUNTED TOWARDS THE DAIRY AND THE MEAT CONTEXT. 
          WHEN YOU SAY THE RESTRICTIONS AND THE GUIDELINES THAT WE HAVE, THEY ARE VERY SPECIFIC. 
          SODEXO HAD THEIR NUTRITIONIST ON SITE FOR THIS AUDIT TO PARTICIPATE IN SOME OF THESE CONVERSATIONS. 
          BUT THE MANUAL THAT THEY USED TO COME OUT AND AUDIT US, I ASKED FOR A COPY OF IT. 
          SHE SAID SHE'D BE HAPPY TO SEND IT TO ME, BUT IT'S ABOUT THIS THICK. 
          USDA POINTS THEM IN THE DIRECTION OF THESE ARE ALL THE PLACES THAT YOU NEED TO LOOK FOR FINDINGS. 
          WE ENDED UP WITH 17 FINDINGS IN OUR AUDIT. 
          THE AVERAGE SCHOOL DISTRICT IS BETWEEN 22-25. 
          BUT MANY OF OUR FINDINGS WERE CLOSED ON SITE WHILE THEY WERE HERE BECAUSE WE HAD SO MUCH SUPPORT TO WALK THEM THROUGH THE BUILDINGS AND BE ABLE TO SOLVE SOME OF THOSE THINGS IMMEDIATELY. 
          THAT BEING SAID, SCHOOL LUNCHES ARE DIFFICULT BECAUSE THEY HAVE TO HAVE LESS SALT, LESS SUGAR, LESS EVERYTHING THAN WHAT WE'RE NORMALLY SEEING. 
          WE'VE HAD A LOT OF FEEDBACK ABOUT SOME OF THE SNACKS THAT HAVE BEEN PROVIDED, SOME OF THE SUGARY CEREALS. 
          I THINK WE ALL KNOW SUGARY CEREALS. 
          BUT IT'S NOT THE SAME LUCKY CHARMS THAT YOU'RE GETTING IN THE GROCERY STORE. 
          ONE OF THE GREAT THINGS IS ALL THAT NUTRITIONAL CONTENT IS LISTED ON THE WEBSITE. 
          WE ARE REQUIRED TO HAVE TWO TYPES OF MILK AVAILABLE TO KIDS. 
          WE'VE GOTTEN A LOT OF PUSHBACK ON THE CHOCOLATE MILK, BUT WE HAVE TO HAVE TWO TYPES AVAILABLE. 
          IT'S ONE OF THE RULES. 
          WE GET INTO THIS. 
          WELL, WHAT ELSE SHOULD WE DO? ARE WE WILLING TO PAY A PREMIUM FOR THAT? THE ANSWER, THAT MIGHT BE YES. 
          BUT THEN WE HAVE TO SEE WILL OAT MILK OR SOME OF THOSE NUT MILKS QUALIFY, USUALLY NOT BECAUSE WE HAVE TOO MUCH SUGAR IN THEM. WE'RE DOING THE BEST WE CAN. 
          >> I'M SORRY. 
          I'M VERY CURIOUS. 
          THE SPAGHETTI THAT DOESN'T HAVE CHEESE THAT GOES TO THE KID THAT'S LACTOSE INTOLERANT, WE DON'T GET REIMBURSED FOR IT? 
          >> WELL, WE WOULD PROBABLY HAVE ANOTHER MEAL OPTION FOR A LACTOSE INTOLERANT OR HE COULD ASK FOR IT WITHOUT, BUT IF HE ASKS FOR IT WITHOUT, WE DO NOT GET REIMBURSED FOR THAT MEAL. 
          >> THANK YOU. 
          >> MR. CHAIR. 
          >> TRUSTEE, GO ON. 
          >> THIS IS HELPING WITH MY UNDERSTANDING OF ALL THIS. 
          I HAVE HEARD A LITTLE GRUMBLING THROUGHOUT, AND I SUGGESTED ACCOMMODATE TO THE BOARD OR GOING TO THE RIGHT, ALL THESE THINGS. 
          BUT I'M WONDERING IF IN THE NEXT NOT HIGHLIGHTS AND NOT THE WEEKLY UPDATE, BUT WHAT GOES OUT TO FAMILIES, IF THERE COULD BE A FAIRLY OBVIOUSLY NOT PAGES, BUT A DETAILED DESCRIPTION OF WHAT WE'RE JUST DISCUSSING RIGHT HERE, BECAUSE I THINK THERE MAY BE SOME MISINTERPRETATION ABOUT WE WERE HAVING A CONVERSATION ABOUT THE CEREAL VERSUS THE YOGURT AND THE CEREAL. 
          IT APPEARS TO BE ONE OF THE HIGH SUGAR CEREALS THAT YOU GET IN THE GROCER STORE. THAT'S AN THE CASE. 
          THAT'S THE THING THAT I THINK WE NEED TO GET OUT THERE JUST TO START TO EDUCATE FOR THE TRANSITION. 
          >> ONE OF THE CONVERSATIONS WE HAD WITH SODEXO TODAY AS A RECAP, WE WERE REVIEWING THE INVOICE FOR THIS MONTH, IS THE SOCIAL MEDIA PIECE. 
          I KNOW THAT ROBERT HAS REACHED OUT TO CHARLOTTE. 
          WE'RE GOING TO START DOING SOME MORE THINGS ON SOCIAL MEDIA, TAKING PICTURES. 
          ROBERT TODAY HAD JUST PICTURES OF SOME OF THE FOOD LINES AT THE SCHOOLS THAT THEY WERE WITH. 
          [02:00:03]
FROM SOME OF THE FEEDBACK, I'VE WALKED THROUGH THE SCHOOLS, AND IT LOOKS GREAT WHEN I'M THERE. 
          BUT YOU NEVER KNOW WHAT'S HAPPENING WHEN YOU'RE NOT THERE. 
          BUT THE PICTURES WERE GREAT. 
          THERE IS LOTS OF FRESH FOOD. 
          I HEAR THE FEEDBACK ABOUT MAYBE SOME OF THOSE OPTIONS HAVE RUN OUT BY THE TIME THE END OF THE LINE COMES AROUND, AND ROBERT AND WILLIAM WERE BOTH HERE FOR THAT FEEDBACK. 
          IT'S DEFINITELY SOMETHING THAT WE'RE GOING TO FOCUS ON. 
          THIS IS NOT GOING TO BE A PERFECT SYSTEM FROM THE START. 
          WE'RE HOPING TO JUST CONSISTENTLY IMPROVE. 
          ALREADY, IN THE FIRST MONTH OF FOOD SERVICE, WE HAVE MADE BIG IMPROVEMENTS IN SPECIFIC LOCATIONS TO MAKE THIS BETTER, AND IT'S ONLY GOING TO GET BETTER. 
          WE HAVE SOME BIG CHANGES HAPPENING ON OCTOBER. 
          WE'RE STARTING TO SERVE MEALS AT KELLY AND MORAN IN OCTOBER, NEXT TUESDAY, ACTUALLY. 
          WE'RE REALLY RAMPING UP AND GETTING IT DIALED IN AND GETTING THROUGH THIS WDE AUDIT WAS A BIG STEP. 
          >> TRUSTEE ZUNG. 
          >> JUST A COUPLE OF QUICK THINGS. 
          IT'S A VERY INTERESTING CONVERSATION ABOUT HEARING STUDENTS SAY THEY WANT HEALTHIER CHOICES, AND THEN YOU TALKING ABOUT THE RESTRICTIONS THAT WE HAVE FOR FOOD. 
          I'D BE CURIOUS TO FIND OUT IF WE NEED MORE OF THOSE HEALTHIER FOOD OPTIONS CAN BE OFFERED SO THEY'RE NOT RUNNING OUT OR THERE'S OTHER THINGS THAT FALL INTO THE GUIDELINES THAT WE CAN OFFER THAT. 
          SATISFY THAT ON YOUR LIST. 
          ONE OTHER QUESTION ONE WAS THERE WAS A COMMENT ABOUT ALL THE VEGGIES AND FRUIT BEING WRAPPED IN PLASTIC. 
          IS THAT A REQUIREMENT FROM USDA OR HEALTH DEPARTMENT OR SOMETHING? 
          >> I HAVEN'T ACTUALLY SEEN THAT. 
          ONE OF THE THINGS ABOUT HAVING WHOLE FRUIT, I THINK IT'S WHOLE FRUIT WRAPPED IN PLASTIC IS SO THAT THEY DON'T HAVE TO THROW IT OUT. 
          IF YOU PUT WHOLE ORANGES OUT AND IF THEY'RE NOT WRAPPED, YOU HAVE TO THROW THEM OUT IF YOU DON'T USE THEM. 
          THAT'S ONE OF THE REASONS FOR THAT. 
          WE DID TALK TO WILLIAM. 
          HE'S THE JACKSON MANAGER ABOUT MAYBE HAVING SOME OF THOSE DISCUSSIONS DOWN THE LINE, BUT THE BEGINNING OF THE SCHOOL YEAR, THE RAMP HAS BEEN PRETTY INTENSE FOR THIS TEAM, SO WE CAN START TO TACKLE SOME OF THOSE ISSUES. 
          >> THEN MY OTHER LAST COMMENT WAS THAT KEITH WAS GETTING INTO THE NUMBERS OF THE STUDENTS, THE INCREASES AND DECREASES AND THE FACT THAT WE HAVE A LARGE INCREASE IN THE NUMBER OF PAID WHICH IS OFFSET BY THE NUMBER OF FREE, MAKES ME A LITTLE CONCERNED ABOUT THE FINANCIALS OF THE WHOLE THING. 
          >> I HEAR YOU. [LAUGHTER] 
          >> EVEN THOUGH THERE'S OVERALL INCREASE, IT'S NOT REALLY HELPING BECAUSE THE INCREASES IN THE FREE AND REDUCED LUNCHES ARE NOT IN THE PEOPLE WHO ARE PAYING. 
          I'D BE CURIOUS TO FIND OUT IF IT'S PROBABLY A DECREASE IN THE NUMBER OF PAID BECAUSE THE PRICE WENT UP, SO PEOPLE [INAUDIBLE]. 
          MAYBE I LIKE THE IDEA OF SOCIAL MEDIA, MAYBE IT'S A PR CAMPAIGN AND LIKE THIS SCHOOL LUNCH IS AMAZING. IT'S TOTALLY WORTH IT. 
          >> I WAS RUNNING DAILY REPORTS AT THE BEGINNING OF THE MONTH JUST TO SEE HOW WE WERE COMPARING DAY TO DAY TO PRIOR YEAR, AND THE NUMBERS THEY WERE NOT KEEPING UP. 
          WHAT I SAW TOWARDS THE END OF THE MONTH IS THAT THERE WAS MORE PARTICIPATION. 
          I THINK AS STUDENTS STARTED TO GET IN THE SCHOOLS AND THEY STARTED TO SEE WHAT THE OFFERINGS WERE, I DO THINK OUR PARTICIPATION HAS INCREASED THE FIRST HALF OF THE MONTH VERSUS THE SECOND HALF OF THE MONTH. 
          OBVIOUSLY, WE'LL DO A SIMILAR ASSESSMENT FOR THE DAYS IN OCTOBER. 
          IT'S NOT MONTH TO MONTH BECAUSE WE WANT TO MAKE SURE WE HAVE THE SAME AMOUNT OF DAYS. 
          BUT I DO THINK THAT PARTICIPATION IS INCREASING. 
          I GET A LITTLE BORN ABOUT IT BECAUSE IF STUDENTS ARE SAYING WE WANT HEALTHIER MEALS AND MAYBE THEY'RE STARTING TO PACK THEIR LUNCH AS OPPOSED TO HAVE PIZZA, THAT'S ACTUALLY A GREAT THING. 
          I'M NOT SAYING THAT WE SHOULDN'T FEED KIDS, BUT IF THEY HAVE THE ABILITY TO DO THAT AND THE WHEREWITHAL, WHAT WE'RE DOING IS ACTUALLY WORKING. 
          WE'RE EDUCATING KIDS ON MORE THAN JUST WHAT THEIR SCHOOL WORK IS. 
          I DON'T WANT TO LOOK AT THAT AS A NEGATIVE, BUT HOPEFULLY WE CAN START IT. 
          WE CAN'T JUST SERVE A CESAR SALAD BECAUSE IT DOESN'T HAVE THE GRAIN. 
          IT'S NOT AS SIMPLE AS JUST SAYING, CAN WE HAVE A SALAD BAR WITH PROTEIN? WE HAVE TO MAKE SURE THAT WE'RE COMPOSING A MEAL DEFINED BY USDA. 
          BUT I THINK SODEXO HAS TONS OF RESOURCES. 
          THEY HAVE LOTS OF OPTIONS. 
          ANOTHER PIECE OF THAT IS THEY'RE COMING INTO 
          [02:05:01]
OUR SCHOOL DISTRICT AS A NEW COMMUNITY THAT THEY'VE NEVER SERVED BEFORE. 
          I DO THINK THAT JACKSON IS UNIQUE IN A LOT OF WAYS. 
          SERVING A SCHOOL LUNCH IN JACKSON IS NOT THE SAME AS SERVING A SCHOOL LUNCH IN WISCONSIN. 
          THESE ARE DIFFERENT POPULATIONS OF PEOPLE. 
          ONE OF THE THINGS THAT THEY MEASURE IS HOW POPULAR ARE THE ITEMS THAT THEY'RE SERVING. 
          IF THEY HAVE HIGHER PARTICIPATION ON ONE DAY WHERE THEY HAVE SOMETHING THAT'S REALLY POPULAR, MAYBE THEY CIRCULATE THAT INTO THE MENU MORE. 
          THEY ARE LOOKING AT ALL OF THOSE THINGS IN MEASURING TO HELP US INCREASE PARTICIPATION AND SERVE THE THINGS THAT KIDS WANT. 
          >> [INAUDIBLE]. 
          >> THANKS. 
          >> EDUCATIONAL COMMITTEE, OCTOBER. 
          >> MR. CHAIRMAN, WE HAD GOOD MEETINGS. 
          FOR THOSE WHO DON'T KNOW JULIE TANABE, SHE'S AN AMAZING EMPLOYEE THAT WE HAVE HERE. 
          SHE IS THE PERSON THAT WORKS WITH ALL THE IT-RELATED ON THE EDUCATIONAL SIDE OF ALL THE APPS, SUBSCRIPTION, SOFTWARE PROGRAMS, ALL THAT STUFF. 
          SHE GAVE A REALLY GOOD PRESENTATION, AND I THINK WE WOULD AGREE THAT IT WAS WHAT WAS FASCINATING, AND ON THERE YOU CAN CLICK UP AND SEE SOME OF THESE DOCUMENTS. 
          WHAT THEY DID WAS GO THROUGH EVERY SINGLE SUBSCRIPTION SOFTWARE PROGRAM APP, ANYTHING WE SUBSCRIBED TO, THAT WE'RE PAYING MONEY FOR, AND DID TWO ANALYSIS. 
          ONE WAS, IS THIS GETTING USED? NUMBER 2, IS THERE EDUCATIONAL VALUE TO THIS? JULIE WORKED REAL CLOSELY WITH MEGAN PHELPS TO MAKE SURE IT'S EDUCATIONALLY SOUND AND ALL OF THEIR DECISION MAKING CAME BACK TO, IS IT EDUCATIONALLY SOUND? EVEN IF IT WASN'T GETTING USED A LOT, SOME OF THOSE WERE FINE. 
          WHAT THEY DISCOVERED WAS THERE WAS A FEW THAT WERE NOT GETTING USED, AND WE WERE SPENDING MONEY ON, SO WE DO NOT SUBSCRIBE TO THOSE ANYMORE. 
          THEY DID TWO DIFFERENT LISTS. 
          ONE IS ALL THE DISTRICT-RELATED SOFTWARE APPS, AND THEN NOW THEY'RE GOING THROUGH EACH SCHOOL SPECIFIC. 
          WHAT HAPPENS IS SOME SCHOOLS WILL ADOPT SOME THINGS THAT ARE UNIQUE TO THAT SCHOOL. 
          THEY'RE GOING THROUGH IT WITH THOSE SCHOOLS TO SEE WHICH THINGS ARE ACTUALLY GETTING USED AND WHICH THINGS ARE ACTUALLY EDUCATIONALLY SET UP. 
          THE OTHER THING JULIE IS DOING, WHICH IS FASCINATING AND THERE WAS A LINK ON THERE TOO, IF YOU WANTED TO CLICK ON IT, IT TELLS YOU ON EACH ONE OF THE APPS AND SUBSCRIPTIONS IF THIS IS A SAFE FOR PRIVACY, PROTECTING THE STUDENT AND PROTECTING THE STAFF THAT ARE USING IT, WHICH ONES OF THESE HAVE REALLY HIGH SCORES AND WHICH ONES DON'T. 
          THERE ARE CERTAIN THINGS. JULIE IS THE. 
          >> GATEKEEPER. SO SOMETIMES SOMEBODY MIGHT WANT TO HAVE ACCESS TO AN APP. 
          ON ANY OF THE SCHOOL DISTRICT COMPUTERS, YOU CAN'T JUST DOWNLOAD AN APP. 
          IT HAS TO GET APPROVED SO WE'RE NOT INTRODUCING SOMETHING ONTO OUR SYSTEM THAT WE DON'T WANT ON OUR SYSTEM. 
          SHE WENT THROUGH THAT WHOLE SYSTEM OF HOW SHE DOES THAT. IT'S CALLED TRUST-ED. 
          WE TALKED A LOT ABOUT THAT. 
          BUT WHAT WAS REALLY EXCITING WAS JUST THAT THEY'RE GOING THROUGH AND READING OUT THINGS THAT WHATEVER REASON WE WERE SUBSCRIBING TO, WE WERE PAYING FOR THAT IT TURNED OUT NO ONE WAS ACTUALLY UTILIZING OR IF THEY WERE UTILIZING IT, WHEN THEY HAD DISCUSSIONS WITH THOSE TEACHERS, PEOPLE WERE LIKE, IT'S NOT VERY GOOD. 
          THE OTHER PART THAT SHE WAS DISCOVERING, THERE WAS A LOT OF OVERLAP. 
          WE WERE BUYING THINGS THAT OVERLAPPED ON EACH OTHER. 
          YOU DIDN'T NEED THEM ALL, YOU NEED TO DEPICT WHICH ONES REALLY GOOD ONE AND GET RID OF THE ONES THAT OVERLAPPED. 
          THEY MIGHT HAVE BEEN DOING VERY SIMILAR FUNCTIONS. 
          JUST TO GIVE AN EXAMPLE LIKE THIS ONE, IT COSTS $200 PER STUDENT OR SOMETHING AND ADDS UP TO 100 GRAND. 
          THE SUBSCRIPTIONS ADD UP PRETTY DARN QUICKLY AND SO IT WAS FASCINATING HERE THE PROCESS THAT JULIE AND MEGAN HAVE BEEN GOING THROUGH SYSTEMATICALLY GOING. 
          BUT I THINK WHAT READE AND I WERE MOST IMPRESSED ABOUT WAS MEGAN KEPT BRINGING IT BACK TO, IS IT EDUCATIONALLY SOUND? WE'RE TALKING TO THE TEACHER, WE'RE TALKING TO THE PEOPLE ON THE FRONT LINE. 
          ARE YOU USING THIS? IS THIS USEFUL WE'LL KEEP PAID FOR IT? EVEN IF IT'S NOT GETTING USED A LOT, SOMEWHERE, SOMEONE'S REALLY USING IT. 
          IT'S GETTING USED FOR ONE OR TWO STUDENTS, THAT'S FINE. 
          [02:10:04]
IT WAS VERY IMPRESSIVE. THEY'VE PRETTY MUCH GONE THROUGH ALL THE DISTRICT ONES, NOW THEY'RE DOING EACH SCHOOL AND JUST HEARING HOW THEY APPROVE APPS AND HOW THE APPROVAL PROCESS WORKS, AND HOW THEY PROTECT STUDENTS THAT WERE NOT PUTTING SOMETHING OUT THERE THAT SOMEHOW COULD GET YOUR INFORMATION OUT THERE IN DATA LEAKS AND THINGS LIKE THAT. 
          IT WAS ALL VERY INTERESTING. I WAS VERY IMPRESSED. 
          JULIE DOES AN EXCELLENT JOB, ALONG WITH MEGAN. THERE WAS OUR BIG DISCUSSION. 
          THEN YOU'RE GOING TO SEE IT LATER. 
          NEXT, THE STRATEGIC PLANNING GOALS. 
          WE WENT THROUGH THOSE ONE MORE TIME. 
          READE HAD SUGGESTED SOME THINGS THE LAST SCHOOL BOARD MEETING. 
          WE PUT THOSE IN THERE, I ADDED SOME THINGS, AND SO THE RED LINE VERSION OF THAT DOCUMENT IS IN A MUCH BETTER SHAPE NOW. 
          IT SEEMS TO BE READY FOR OPTION AT SOME POINT. 
          I WILL SAY ONE OF THE THINGS WE TALKED ABOUT, IS WE HAD A LONG; NOT A LONG DISCUSSION BUT OVER TWO GOALS: THREE EFFECTIVE AND EFFICIENT OPERATIONS. 
          WE ADDED AS ONE OF OUR CRITICAL SUCCESS INDICATORS WAS REVIEW STAFF HEALTH AND WELL-BEING DATA AND UNDERSTANDING HOW OUR STAFF IS DOING. 
          ARE WE OVERLOADING THEM? HOW ARE THEY DOING PHYSICALLY? IT'S ONE THING, BUT ALSO MENTALLY AND HOW WE CAN BETTER HELP STAFF WHO ARE OVERWHELMED. 
          WE HAD A GOOD DISCUSSION ABOUT THAT. 
          WE ADDED THAT IN THERE. 
          WE WEREN'T REAL SURE WHERE TO PUT IT. 
          THAT'S WHERE WE ENDED UP PUTTING IT. 
          THERE WAS OTHER POINTS. THERE WAS OTHER THINGS THAT WE PUT IN HERE. 
          THE ONE I ENJOYED, WE HAD A GOOD DISCUSSION ABOUT EVERY TIME WE SAY, NOW WHAT'S THE WORD? STANDARDS. LET'S PUT AFTER THAT PARENTHESES LEARNING. 
          BECAUSE A LOT OF TIMES EVERYONE'S TALKING ABOUT STANDARDS AND TO THE GENERAL PUBLIC PEOPLE ARE LIKE, WHERE DO YOU EVER TALK ABOUT LEARNING? WELL, WE ARE. WE JUST ARE USING CODE WORDS. 
          WE'RE SAYING STANDARDS TO MEAN LEARNING. 
          >> WELL, AND CONTENT. 
          >> YEAH. THE OTHER THING, IT WAS AT THE VERY BEGINNING TODAY, SCOTT DID IT REALLY NICELY IN THE OTHER PRESENTATION. 
          THERE WAS AN ACRONYM LIST THAT HE PROVIDED. 
          THAT'S ONE OF THE THINGS WE'VE BEEN DOING A LOT. 
          THE EDUCATION COMMITTEE IS TALKING ABOUT ACRONYMS AND ARE THERE OTHER BETTER WAYS OF SAYING THINGS? READE AND I KEEP GETTING A LITTLE CONFUSED. 
          THEY SAY MTSS AND THEY SAY IT'S SO FAST, IT'S ALMOST LIKE IT'S A WORD. 
          TO US, IT'S OH, YOU'RE TALKING ABOUT SUPPORT FOR A STUDENT; STUDENT SUPPORT. WE GET IT. 
          SOMETIMES, THE LINGO GETS AHEAD OF US AND SO SCOTT WAS VERY NICE TO CREATE AN ACRONYM LIST FOR ALL OF US SO WE CAN SEE THAT. 
          THAT WAS IT. THAT WAS WHAT WE TALKED ABOUT. 
          NEXT MEETING, I THINK WE'RE GOING TO TALK MORE ABOUT MTSS, WE'RE GOING TO TALK ABOUT EVIDENCE-BASED GRADING, AND THINGS LIKE THAT. 
          WE'VE BEEN HAVING A GOOD TIME BEING HERE. 
          WE GOT CAUGHT UP IN THE PAPER WORK SO WE WERE A LITTLE LATE GETTING THERE. 
          >> I MUST ADMIT THAT I MISSED AN HOUR AND 20 MINUTES OF THAT PARTICULAR MEETING WHILE I SAT AND SMELLED ON BROADWAY. 
          I'M GRATEFUL FOR THIS REPORT. 
          >> THANK YOU. 
          >> I HAD A QUESTION. 
          >> YES, QUESTION. 
          >> DO YOU THINK THAT WE'LL SEE SOME SAVINGS WITH REVIEWING THOSE- 
          >> YOU'VE ALREADY SEEN SOME SAVINGS. 
          JULIE ALREADY TOOK. 
          SHE GAVE US THE LIST OF WHAT SHE'D ALREADY TAKEN OUT. 
          I DON'T REMEMBER THE NAMES AT ALL BUT THERE WERE SOME THINGS THAT EVERYONE THAT READE WAS NOT NEEDED ANYMORE, AND SO SHE'S ALREADY FOUND SAVINGS. 
          I THINK THEY'LL FIND MORE. 
          ESPECIALLY WHEN THEY GET MORE INTO SCHOOLS, THEY'RE DISCOVERING THERE'S A LOT OF THINGS THAT PEOPLE JUST DIDN'T EVEN REALIZE. 
          THEY'RE LIKE, I THOUGHT YOU ORDERED THAT AND I THOUGHT YOU WERE USING THAT. 
          IT'S THOSE KIND OF CONVERSATIONS. 
          I DON'T USE IT, BUT I ASSUME SO AND SO DOWN THE HALL WAS USING IT AND THEY'RE LIKE, "I'VE NEVER USED IT." IT'S THOSE TYPE OF CONVERSATIONS THAT THEY'RE HAVING AND PEOPLE ARE GOING, WHAT ARE YOU USING? WELL, I'M USING THIS ONE. THAT'S WHAT I'M USING TOO. 
          [02:15:02]
WE DON'T NEED THIS ONE ANYMORE. IT'S THINGS LIKE THAT. 
          THERE'S OTHER ONES THAT ARE JUST GLITCHY THAT THEY'RE FINDING. 
          THEY'RE NOT VERY USEFUL. 
          THEY'RE GLITCHY, THEIR CODE'S NOT READY AND THAT KIND OF CRAP. ANYWAY, THERE'S THE LIST. 
          >> I APPRECIATE YOU GUYS DOING THIS AND MS. TANABE LEADING THIS AS WELL. 
          BECAUSE TO KNOW THAT WE HAVE AN OPPORTUNITY TO SAVE SOME MONEY AND SUPPORT OUR SYSTEM IN OTHER WAYS IS THAT THIS FINANCE IS A GREAT OPPORTUNITY FOR US. 
          >> MR. CHAIR, I HAD A QUESTION ABOUT THE CHIEF PROCEDURE, PLANNER OR WHATEVER WE'RE CALLING THAT. 
          IF WE HAVE COMMENT, SHOULD WE SEND THOSE TO YOU? 
          >> SEND THEM TO SCOTT. 
          >> OKAY. 
          >> YEAH. 
          >> IT'S MOSTLY GENERAL. 
          JUST READING IT, I WAS CONFUSED AT SOME OF THE CRITICAL SUCCESS INDICATORS. 
          WE USED LANGUAGE LIKE INCREASING GOALS AND OTHERS ARE MORE JUST STATEMENTS. 
          EVEN THINGS LIKE FOR THE BOARD OF TRUSTEES; THIS KIND OF DESCRIPTION OF WHAT WE DO OR THINGS THAT WE SHOULD BE STRIVING FOR OR GOALS THAT WE SHOULD BE STRIVING FOR. 
          SAME THING FOR THE FUN PUBLIC EDUCATION DESCRIPTION AND JUST STUFF LIKE THAT. 
          I DON'T KNOW IF IT WAS BECAUSE LOTS OF DIFFERENT OFFERS HAD THEIR FINGERS ON THIS AND MAYBE THAT'S WHY I ASSUMED- 
          >> COLLECTIVE EFFORT. I THINK THE GOAL THIS YEAR IS TO REALLY HAVE THE BOARD GIVE US SOME; LIKE THIS IS REALLY THE DIRECTION THAT WE'LL TAKE. 
          IT'LL GIVE US A CONCRETE DIRECTION, BUT ALSO BUILDING THIS OVER TIME TO GET CLEANER. 
          BECAUSE IT'S A NEW FORMAT, IT'LL WILL BE CRITICAL. 
          WE'LL ADD TO IT; NOT MAJOR. 
          WE'LL TWEAK SOME THINGS TO MAKE IT TIGHTER AS WE GO FORWARD TOO. 
          COMMENTS, THE BEST WAY IS JUST SEND ME AN EMAIL OR WRITE ON THIS AND BRING IT. 
          SEND IT TO ME WHATEVER IT IS. 
          IT WOULD BE REALLY BENEFICIAL. 
          WE DID ADD SOME VERY SPECIFIC LANGUAGE FOR KEITH AND READE'S COMMENTS AROUND OUR SUICIDE EDUCATION AND PREVENTION PROGRAM. 
          WE ADDED COMMENTS ON OUR STAFF HEALTH AND WELL-BEING PROGRAM THAT WAS NOT IN THERE. 
          IT'S A DEPARTMENT IN OUR DISTRICT OFFICE, THANKS TO HEATHER. 
          WE ADDED THAT INFORMATION, SOME CLEAR INFORMATION ON THE SST AND WHAT THAT STANDS FOR, OUR STUDENT SUPPORT TEAM, WHICH IS OUR COUNSELORS AND SOCIAL WORKERS. 
          OF COURSE, WE TRIED TO ADD SOME CLARITY ON GUARANTEED AND VALUABLE CURRICULUM ON PAGE 4. 
          THOSE ARE THE BIG ONES THAT WE ADDED BASED OFF READING KEITH'S BACKING. 
          TRUSTEE DORNAN I WENT THROUGH YOUR PACKET AND TOOK YOUR NOTES AND PUT THEM IN THERE. 
          >> I THINK WE'RE STUCK AT THE TOP OF PAGE 4. 
          AGAIN, READE AND I WERE LIKE, WE'RE NOT UNDERSTANDING THE TIER SYSTEM. 
          TO PUT IT IN TIER 1 MEANS ALL STUDENTS, TIER 2 IS SOME STUDENTS, TIER 3 IS FEW STUDENTS. 
          YOU TOLD US LIKE SIX TIMES AND WE STILL WEREN'T GETTING IT. 
          YOU WROTE IT THERE FOR US. 
          >> THERE'S SOME FOOTNOTES AT THE BOTTOM TOO IF YOU'RE LOOKING FOR WHAT SOME OF THIS MEANS TOO. 
          THOSE ARE GOING TO BE TAKEN OUT IN TIME, BUT AGAIN IT'S A REFERENCE FOR NOW. 
          >> WHEN DO WE ADOPT THIS? 
          >> YOU CAN MAKE A DECISION ON THAT. 
          I GUESS WE COULD BRING IT FORWARD THE NEXT BOARD MEETING FOR AN ACTION ITEM OR CONSENT ITEM IN NOVEMBER. 
          >> OKAY, MR. CHAIRMAN. 
          >> THANK YOU. 
          >> OTHER REPORTS? THE TWO GUYS WANT TO TAKE OFF 2, 3 [LAUGHTER] 
          >> THIS WILL BE QUICK. 
          >> YOU'RE GOING TO BE QUICK? [LAUGHTER] 
          >> YES. 
          >> OKAY. 
          >> GOOD EVENING. DIANE, I'LL BE STEPPING IN TO DO THE UPDATE ON CAPITAL PROJECTS. 
          JUST QUICKLY, I'M GOING TO GO THROUGH UPDATE. 
          BUT WE'RE DEFINITELY OPEN TO RECEIVING FEEDBACK FROM THE BOARD. 
          IF YOU WANT SOMETHING A LITTLE MORE FORMAL LIKE A MONTHLY SUMMARY THAT WE USED TO DO FOR THE JACKSON HOLE MIDDLE SCHOOL, JUST PLEASE GIVE US SOME FEEDBACK. 
          WITH THAT, TRANSPORTATION IS IN DESIGN DEVELOPMENT. 
          [02:20:04]
WE JUST POINT THE VALUE ENGINEERING FEEDBACK PROCESS FOR THE 60% SUBMITTAL, SO THAT'S GOING WELL. 
          THE 60% COST ESTIMATE ALSO CAME IN WELL. 
          WE HAVE A BUDGET FROM THE STATE CONSTRUCTION BUDGET OF $3,750,000 AND THE 60% ESTIMATE CAME IN AT 13,769,000. 
          WE FEEL GOOD ABOUT THAT. 
          ANY QUESTIONS ON TRANSPORTATION? 
          >> JUST NEXT STEP. 
          >> NEXT STEP, I SHOULD SAY I DON'T HAVE A COMPLETE BREAKDOWN OF THE DATES BUT MIDDLE OF JANUARY IS THE SCHEDULE DATE FOR 100% CONSTRUCTION DOCUMENTS. 
          BUT TRANSPORTATION, HOUSING, AS YOU KNOW, WE'RE UNDER CONSTRUCTION. 
          AT THIS POINT, WE'RE MANAGING THAT NEW ZONE FROM HOYT ARCHITECTS, THE PROJECT MANAGER. 
          HE'S ALSO IN CHARGE OF CONSTRUCTION ADMINISTRATION SO HE'S DOING CONSTRUCTION MANAGEMENT WITH US. 
          HE WILL BE AVAILABLE OR HOYT ARCHITECTS WILL BE AVAILABLE AT THESE MEETINGS STARTING NEXT MONTH SO THAT IF YOU HAVE ANY QUESTIONS OR MORE TECHNICAL QUESTIONS, THEY'LL BE AVAILABLE TO ANSWER THOSE. 
          HE WASN'T ABLE TO JOIN US TODAY SO WE'RE HOLDING WEEKLY OAC MEETINGS WITH THE CONTRACTOR AND ARCHITECT AND PROJECT TEAM. 
          THOSE NOTES HAVE BEEN FORWARDED TO YOU SO PLEASE LET US KNOW IF THAT'S HELPFUL AND YOU WANT THAT TO CONTINUE OR YOU WANT MORE OF A HIGH LEVEL SUMMARY. 
          WE'VE HAD TWO PAY APPS AND TWO CHANGE ORDERS. 
          THE FIRST ONE WAS FOR PERMIT FEES, SECOND ONE WAS A NO COST CHANGE ORDER. 
          IF WE REALIZE ANY SAVINGS, PUTTING IT INTO THE OWNER CONTINGENCY FUND. 
          AS YOU CAN NOTE, THERE'S A LOT OF DIRT WORK GOING ON OVER AT THE SITE. 
          ARE THERE ANY QUESTIONS ON THAT? LASTLY, BROCK ACHIEVEMENT CENTER. 
          WE'RE IN DESIGN DEVELOPMENT WITH THAT AND THAT'S GOING ALONG WELL. 
          THE LAST MEETING WE HAD, WE WERE AT THE LEVEL WHERE WE'RE GOING THROUGH ROOM BY ROOM JUST FINE-TUNING THINGS AND LOOKING AT BUILDING SYSTEMS AND THAT SORT OF THING. 
          THAT IS 100% CDS FOR THAT, SCHEDULED DATE TO COMPLETE IN MARCH. 
          >> CONSTRUCTION DOCS. 
          >> CONSTRUCTION DOCUMENTS. 
          >> THANK YOU. 
          >> MORE OF A GENERAL QUESTION. 
          WITH IAN GONE, ARE WE COMFORTABLE WITH THE ARCHITECT SERVING THE CONSTRUCTION MANAGEMENT? DO WE NEED TO GET AN OR? I THINK I'M FINE WITH THIS. THIS SEEMS LIKE IT'S WORTH IT. 
          I JUST WANTED TO MAKE SURE WE HAD DISCUSSED IT AND AGREED THAT WE DIDN'T NEED TO GO HIRE AN OR. 
          I JUST WANTED TO THROW IT OUT THERE. 
          >> I'M COMFORTABLE RIGHT NOW WHERE WE ARE WITH THE APARTMENT BUILDING AND THEN JUST RESTING IN. 
          ISN'T [INAUDIBLE] HELPING US OUT ON THE TRANSPORTATION BUILDING? 
          >> YES. 
          >> THAT ONE'S TAKEN CARE OF. 
          >> DIANE, ARE YOU GOING TO THOSE WEEKLY MEETINGS? 
          >> YES. I AM ABLE TO GO TO THOSE MEETINGS AND CHARLOTTE AND I ARE WORKING CLOSELY TOGETHER. 
          I CAN SAY BETWEEN CHARLOTTE, MYSELF, NEIL AND LANCE, I'M COMFORTABLE MYSELF WITH THE WORKLOAD AND HOW IT'S GOING. 
          >> THANK YOU. 
          >> WELL, GET THE CONSTRUCTION DOCS ON BROCK ACHIEVEMENT CENTER. 
          I THINK KEVIN AND [INAUDIBLE] TO OVERSIGHT THE DIRT AND [INAUDIBLE]. 
          >> MR. CHAIR, I JUST WOULD ALSO LIKE TO ADD THAT IN ADDITION TO DIANE AND I ATTENDING THE OAC MEETINGS EVERY WEEK, LINDA GRANT FROM THE BUSINESS OFFICE IS AN ACTIVE PARTICIPANT SO WE'RE CLOSELY MONITORING THE FINANCIAL ASPECT AS WELL AS THE CONSTRUCTION COMPONENT. 
          AS DIANE MENTIONED, HOYT ARCHITECTS CONTRACT INCLUDED A CONSTRUCTION MANAGEMENT COMPONENT. 
          IN SPEAKING WITH HIM, DIANE, MYSELF, AND LINDA, WE FEEL LIKE WE'RE IN PRETTY GOOD SHAPE. 
          IF AS WE GET MOVING THAT CHANGES OR WE SEE THAT THERE ARE SOME ISSUES, WE CAN CERTAINLY BRING THAT BACK. 
          >> OKAY. 
          [02:25:01]
          >> AS LONG AS WE HAVE SOMEONE FROM THE DISTRICT THAT IS REPRESENTING US. 
          I KNOW THE ARCHITECT WILL BE DOING THAT AS WELL, BUT I THINK IT'S GOOD TO HAVE AN INDEPENDENT LIKE [INAUDIBLE] MENTIONED. 
          BECAUSE IT IS A BIG PROJECT. 
          I'M VERY EXCITED THAT WE'RE CONSTRUCTING AN EMPLOYEE HOUSING RIGHT NOW. 
          >> I'LL JUST THROW OUT WHERE THE PROBLEM COMES. 
          WHEN RFI START ADDING UP, AND THAT'S WHAT I NOTICED ON THE NOTES, THERE WAS RFIS. 
          RFIS ARE SLIDES FOR INFORMATION TO THE ARCHITECT. 
          WHAT HAPPENS IS CONTRACTOR CAN'T MOVE FORWARD. 
          CONTRACTOR IS JUST SITTING ON THEIR BUTT BECAUSE THEY'RE WAITING FOR THE ARCHITECT BECAUSE SOMETHING IN THE DESIGN WASN'T FULL. 
          IT HAPPENS ALL THE TIME. 
          YOU GET IN THERE AND WHATEVER REASON THE ARCHITECT DIDN'T DESIGN IT EXACT, AND SO YOU NEED TO KNOW AN ANSWER TO SOMETHING. 
          DID YOU MEAN THAT THIS SHOULD BE HERE? DID YOU MEAN IT SHOULD BE THERE? IF YOUR RFIS ARE COMING BACK SLOW, AND SUDDENLY YOUR CONTRACTOR IS NOT WORKING, THAT STARTS ADDING UP AND YOU'RE PULLING YOUR HAIR OUT. 
          THE DIFFICULTY IS WHEN YOU HAVE THE ARCHITECT BEING YOUR CONSTRUCTION MANAGER, AND THEY'RE THE PROBLEM. 
          I'M NOT SAYING THEY ARE IN THIS CASE. 
          I DON'T BELIEVE [INAUDIBLE] BUT I JUST POINT OUT THAT'S WHY YOU SOMETIMES BRING IN AN OWNER'S REP BECAUSE THE OWNER'S REP ACTUALLY REPRESENTS THE OWNER [OVERLAPPING] THE OWNER'S REP IS THE ONE WHO WILL GO AND GRAB THE LAPELS OF THE ARCHITECT, LIKE WHERE ARE MY RFIS? I NEED THOSE BECAUSE MY CONTRACTOR HAS BEEN SITTING THERE FOR TWO DAYS NOT DOING ANYTHING. 
          I JUST THROW THAT OUT THERE. 
          I DON'T THINK WE NEED TO DO THAT AT THIS POINT, BUT IF WE START SEEING IN THOSE NOTES THAT WE GOT THE OTHER DAY, LOTS OF RFIS ADDING UP, WE PROBABLY NEED TO REVISIT THIS CONVERSATION. 
          >> THE RFIS ARE THE PRECURSOR THAT CHANGE ORDERS. 
          [LAUGHTER] 
          >> YEAH. 
          >> WE'LL TAKE FIVE MINUTES. 
          [LAUGHTER][BACKGROUND] ON ACTION ITEMS. ACTION ITEM 1, CONSIDERATION OF BUS DONATION TO 
          [E. Action Items]
JACKSON HOLE FIRE EMERGENCY MEDICAL SERVICES. 
          >> I'M HERE BECAUSE COLE WE HAVE TO LEAVE. 
          IT'S HIS WIFE'S BIRTHDAY. 
          [BACKGROUND] [LAUGHTER] IT'S MY FAULT. 
          I SAID HE COULD GO. [LAUGHTER] WE HAVE THE OPPORTUNITY TO DONATE TWO OF OUR BUSES THAT ARE NO LONGER IN SERVICE TO SOME OF THE LOCAL EMERGENCY MANAGEMENT FOLKS FOR PRACTICE. 
          PRACTICE WITH CRASHES, OR SAVING LIVES, OR CUTTING BUSES OPEN. 
          IF WE WERE TO SELL THESE BUSES WHICH THEY BOTH HAVE QUALIFIED FOR WDE SEVERE SERVICE REPLACEMENT, THE REPLACEMENT BUSES ARE ALREADY ON THEIR WAY HERE, WE CAN'T USE THESE BUSES. 
          WE COULD PROBABLY SELL THEM FOR SCRAP OR SALVAGE, WHICH ACTUALLY IN THE END ENDS UP COSTING US MONEY. 
          BUT ANY MONEY THAT WE MAKE ON SELLING THESE BUSES WOULD REVERT BACK TO WDE ANYWAY. 
          THERE'S NO BENEFIT TO THE DISTRICT TO ACTUALLY TRY AND SELL THESE AT ANY RECUPERATION COST. 
          THIS IS THE PROPOSAL BEFORE YOU THAT WE DONATE THEM TO LOCAL, I THINK IT'S FIRE STATION AND EMS. 
          >> ANY QUESTIONS FOR DIRECTOR [INAUDIBLE] SEEING NONE. 
          PUBLIC COMMENT ON SCHOOL DISTRICT'S CONSIDERATION OF DONATING TWO BROKEN DOWN BUSES TO JACKSON HOLE FIRE AND EMERGENCY MEDICAL SERVICES. 
          ANY PUBLIC COMMENT ONLINE? 
          >> CHAIRMAN [INAUDIBLE] WILL WE PAY FOR THE TOWING? 
          >> THAT'S A QUESTION FOR DIRECTOR [INAUDIBLE] BUT LET ME FINISH PUBLIC COMMENT FIRST. 
          >> SORRY. 
          >> PUBLIC COMMENT. ANYBODY ONLINE? PUBLIC COMMENT IS CLOSED. 
          YOUR QUESTION FOR DIRECTOR [INAUDIBLE] 
          >> WILL WE PAY FOR THE TOWING? 
          >> I DOUBT IT. THEY PROBABLY ARE GOING TO COME TOW THEM THEMSELVES. 
          >> THEY'LL COME GET THEM. BOTH OF THEM. 
          >> OKAY. JUST CURIOUS. 
          [LAUGHTER] 
          >> GOOD QUESTION. 
          >> I'LL TAKE A MOTION. 
          >> I MOVE TO APPROVE THE DONATION OF TWO TCSD1 SCHOOL BUSES TO THE JACKSON HOLE FIRE EMS SERVICES 
          [02:30:03]
WHICH HAVE REACHED THE END OF THEIR LIFE CYCLE REPLACEMENT GUIDELINES. 
          >> SECOND. 
          >> MOVED BY TRUSTEE CARL AND SECONDED BY TRUSTEE [INAUDIBLE] TO APPROVE THE DONATION OF TWO TCSD1 SCHOOL BUSES TO JACKSON HOLE FIRE AND EMERGENCY MEDICAL SERVICES WHICH HAVE REACHED END OF LIFE CYCLE REPLACEMENT GUIDELINES. 
          ANY DISCUSSION? ALL THOSE IN FAVOR PLEASE SAY AYE. 
          >> AYE. 
          >> ANY OPPOSED? IT'S UNANIMOUS. 
          NEXT ITEM IS CONSIDERATION OF THE PERSONNEL REQUEST AS DISCUSSED IN EXECUTIVE SESSION. 
          >> MR. CHAIR, I MAKE A MOTION THAT WE CONTINUE THE DISCUSSION TILL NEXT MONTH. 
          >> I SECOND. 
          >> MOVED AND SECONDED, CONTINUE THIS DISCUSSION UNTIL NEXT MONTH. 
          ALL THOSE IN FAVOR PLEASE SAY AYE. 
          >> AYE. 
          >> ANY OPPOSED? THAT HAS BEEN APPROVED. 
          NEXT ITEM FROM THE CONSENT AGENDA, APPROVAL OF [INAUDIBLE] PURCHASE ORDER FOR DOCUSERIES CREATION TO ASSIST TCSD-1 WITH THE RECRUITMENT AND RETENTION OF STAFF. DR. CHAPMAN. 
          >> THANK YOU, TRUSTEES. 
          THIS WAS A RAPID OR LAST MINUTE ITEM FOR US. 
          THE STATE OF WYOMING HAD SOME REMAINING SR FUNDING FOR THIS PURPOSE THAT WAS NOT USED IN OTHER SCHOOL DISTRICTS, SO IT WAS BASICALLY RETURNED FUNDING. 
          I WAS CONTACTED TO SEE IF WE'D BE INTERESTED. 
          [INAUDIBLE] HAD A CONTRACT WITH SOME OTHER WYOMING SCHOOL DISTRICTS FOR THIS PURPOSE. 
          I THOUGHT IT WAS A GREAT OPPORTUNITY FOR US TO TELL THE STORY THAT WE HAVE IN OUR SCHOOL DISTRICT, AND WE CAN USE IT IN A VARIETY OF WAYS, NOT ONLY FOR THE RECRUITMENT AND RETENTION OF STAFF, BUT FOR LEGISLATIVE PURPOSES. 
          IT'S A DOCUSERIES OR SHORT SEGMENTS THAT WE CAN POST ON A VARIETY OF PLATFORMS, ADVERTISEMENTS IN A MOVIE THEATER, THINGS LIKE THAT, SO THAT WE CAN ADEQUATELY, AND IN A DIFFERENT FORMAT THAN WE REALLY ARE ABLE TO DO, AND TO SHARE SOME OF THE GREAT THINGS THAT ARE GOING ON, AND THE ACUMEN THAT OUR SCHOOL DISTRICT HAS. 
          WE WILL HAVE THE OPPORTUNITY TO CUSTOM AND TAILOR THESE SHORT SEGMENTS TO MEET OUR NEEDS, AND THE PROJECT WILL CONCLUDE OVER THE NEXT SEVERAL MONTHS. 
          THEY'LL SEND A VIDEOGRAPHER AND A TEAM DOWN, AND THEY WILL DEVELOP A STORYBOARD BASED ON THE INPUT THAT WE PROVIDE. 
          >> QUESTIONS FOR DR. CHAPMAN. 
          YES. 
          >> THANK YOU FOR PROVIDING MORE INFORMATION. 
          THAT WAS MOSTLY WHAT I WANTED TO FIND OUT AND [INAUDIBLE] MOVE IT FROM THE [INAUDIBLE] AGENDA. 
          ONE QUESTION I HAD WAS, READING THROUGH THIS [INAUDIBLE] AND SOME OF THE THINGS THAT WERE IN HERE, I WANTED TO FIND OUT IF THIS IS SOMETHING THAT WE NEED. 
          I THOUGHT WE SHOULD DISCUSS IF IT'S WHAT WE WANT. 
          THAT'S MONEY THAT FELL ON OUR LAP. 
          BUT IF THERE IS OPPORTUNITIES TO TAILOR THE CONTENT, WHAT WE NEED OR NOT, I WANTED US TO TALK ABOUT IT A LITTLE BIT BECAUSE I DIDN'T SEE ANYWHERE WHERE WE SAID, WE REALLY NEED A DOCUSERIES. 
          [LAUGHTER] IT WAS JUST SOMETHING THAT CAME UP. 
          >> [INAUDIBLE] 
          >> I'M TRYING TO THINK OF HOW TO BEST ANSWER THE QUESTION, TRUSTEE [INAUDIBLE] I WOULD SAY THAT IF I HAD THE CHOICE OF THIS OR SOMETHING ELSE, I MAY HAVE SELECTED SOMETHING ELSE. 
          HOWEVER, IT WAS VERY SPECIFIC. 
          THIS IS WHAT YOU CAN USE IT FOR. 
          I THOUGHT IT WAS A GREAT WAY TO AUGMENT OUR EFFORTS, AND WE CAN TAILOR THIS TO SPEAK TO THE WORK THAT WE'RE DOING IN OUR STRATEGIC PLANNING, SO THAT THEY ARE CONNECTED AND NOT JUST ONE MORE THING. 
          I ALSO SAW IT AS A WAY TO HAVE A VERY PROFESSIONAL, HIGH LEVEL PRODUCT THAT WE DON'T HAVE EITHER THE TIME, OR THE EXPERTISE, OR THE EQUIPMENT TO PRODUCE. 
          IN THE PAST OUR BOARD HAS TALKED A LOT ABOUT WE NEED TO GET OUT THERE. 
          [02:35:04]
WE NEED TO TALK ABOUT ALL THE GREAT THINGS. 
          HERE'S A REALLY GOOD REALITY, WE DON'T REALLY DO A GOOD JOB OF SELLING OURSELVES IN SO MANY WAYS. 
          WE'RE SO FOCUSED ON THE DAY TO DAY, AND WE DON'T TAKE THE TIME TO HIGHLIGHT SOME OF THE GREAT THINGS THAT WE'RE DOING. 
          DO WE ALWAYS HAVE ROOM FOR IMPROVEMENT? YES. WE'RE CONSTANTLY WORKING ON THAT. 
          I SAW THIS AS AN OPPORTUNITY FOR US TO TALK ABOUT WHAT THE SCHOOL DISTRICT IS DOING INSIDE THE COMMUNITY, AND INSIDE OUR STATE, AND HOW WE'RE INFLUENCING CHANGE. 
          AGAIN, WE'RE NOT PERFECT, BUT WE'RE CONSTANTLY GROWING, AND I THINK OUR PUBLIC WANTS TO KNOW MORE ABOUT OUR SCHOOL DISTRICT. 
          IN THE ABSENCE OF INFORMATION, PEOPLE WILL MAKE IT UP. 
          I WANT TO MAKE SURE THAT WE'RE GIVING THE INFORMATION THAT'S NEEDED, EVEN IF IT'S NOT EXACTLY THE WAY WE WANT IT TO BE. 
          YOU GUYS ASKED SOME GREAT QUESTIONS TONIGHT ABOUT OUR DATA. 
          YOU ASKED SOME GREAT QUESTIONS ABOUT ALL OF OUR PROCESSES. 
          WE NEED TO BE ABLE TO ANSWER THOSE AND SAY, YEAH, THE BABY IS A LITTLE BIT UGLY, BUT THE BABY IS GOING TO GET BETTER LOOKING BECAUSE [LAUGHTER] WE'RE GOING [INAUDIBLE] [LAUGHTER] THAT'S, I THINK, AN IMPORTANT EFFORT, AND THAT'S PROBABLY HOW I WOULD [INAUDIBLE] [LAUGHTER] 
          >> MR. CHAIRMAN, IT LOOKS LIKE IT'S A VERY LONG VIDEO, LIKE 20-30 MINUTES. 
          IF THE CONTENT IS SOMETHING THAT WE CAN GRAB BITE SIZED, LIKE 30 SECONDS TO A MINUTE. 
          HAVING VIDEO ACTUALLY IS GREAT. 
          HAVING IT ON A WEBSITE, SOCIAL MEDIA, THAT'S DIRECTION EVERYTHING IS GOING. 
          PEOPLE DON'T WANT TO READ ANYMORE. 
          [LAUGHTER] THEY JUST WANT A VIDEO TO ENTERTAIN THEM. 
          >> ANY OTHER QUESTIONS FOR OUR SUPERINTENDENT? 
          >> SUPERINTENDENT CHAPMAN, WHAT DO YOU THINK THE TIME COMMITMENT WILL BE FOR THE STAFF TO DO THIS? BECAUSE I KNOW THE PROJECT ITSELF IS PAID FOR. 
          THERE'S A LOT THAT WE ASK OF THE STAFF. 
          DO YOU THINK THIS IS SOMETHING THE STAFF WILL GET BEHIND, AND EXCITED ABOUT. 
          THAT THEY'LL SEE VALUE IN IT. 
          I JUST WANT TO MAKE SURE WE'RE NOT PUTTING TOO MUCH PRESSURE ON ANYBODY. 
          >> THANK YOU, TRUSTEE ABRAMS. CHARLOTTE AND SCOTT AND I ARE MEETING TOMORROW WITH THE PROJECT MANAGER. 
          WE'LL HAVE A SHORT MEETING AND WE'LL DEVELOP THAT SCOPE. 
          THE WAY THAT IT WAS DESCRIBED TO ME IS THAT THEY'RE DOING THAT WORK, WE'RE IN THE SPOTLIGHT. 
          IT SOUNDED LIKE THEY WOULD SEND THEIR VIDEOGRAPHER HERE. 
          THEY WOULD TAKE FOOTAGE OF WHATEVER IT IS THAT WE'RE HIGHLIGHTING, SO THAT IT'S NOT OUR STAFF SETTING IT UP AND COORDINATING IT, AND IT'S WE'RE GOING TO DO THIS VIDEO AT THIS TIME. 
          MAKE SURE YOU HAVE STUDENTS IN THE VIDEO, OR STAFF IN THE VIDEO THAT HAD CONSENTED TO BE. 
          I THINK THAT WOULD BE SOME OF OUR TIME. 
          THEN OUR TIME WILL BE SPENT TALKING ABOUT, WHAT IS IT THAT WE WANT TO SHARE? MY GOAL WOULD BE TO SHARE THAT WITH THE BOARD, SO THE BOARD CAN WEIGH IN ON THAT AND SAY, STRIKE THIS, ADD THAT. 
          BECAUSE WE WILL HAVE THIS NICE LONG SEGMENT, BUT THOSE REALLY SHORT SERIES IN THAT SEGMENT, I THINK, IS GOING TO BE WHERE THE BEST PART COMES OUT OF. 
          BECAUSE I DON'T THINK ANYBODY'S GOING TO SIT AND WATCH A 30 MINUTE VIDEO, BUT THOSE LITTLE SHORT SECTIONS, SO WE WANT TO MAKE SURE THAT'S WHAT THE BOARD IS LOOKING FOR. 
          I DON'T THINK IT'S GOING TO BE A TREMENDOUS LOAD FOR OUR STAFF. 
          I THINK IT'LL BE MORE LIKE THEY'RE THE STAR FOR THIS SECTION. 
          THEY WILL DO ALL THE EDITING AFTER WE GIVE THEM THE TOPICS. 
          >> ANY OTHER QUESTIONS? CAN I GET A MOTION? [INAUDIBLE] I'M SORRY. YOU HAD SOMETHING? 
          >> NO. I'LL ASK LATER. 
          >> OKAY. THIS IS YOUR CHANCE [INAUDIBLE] 
          >> JUST FINE. [LAUGHTER] 
          >> IS THERE A MOTION? 
          >> I'LL MOVE TO APPROVE [INAUDIBLE] PURCHASE ORDER NOT TO EXCEED $80,000 OF SR GRANT FUNDING AS PRESENTED. 
          >> SECONDED. 
          >> MOVED AND SECONDED TO APPROVE THE [INAUDIBLE] PURCHASE ORDER NOT TO EXCEED 
          [02:40:04]
$80,000 FOR A DOCUSERIES CREATION AS PRESENTED. 
          DISCUSSION AMONGST THE BOARD. 
          SEEING NONE. ALL THOSE IN FAVOR PLEASE SAY AYE. 
          >> AYE. 
          >> ANY OPPOSED? OKAY. CONSENT AGENDA 1, 
          [F. Consent Agenda]
APPROVAL OF STAFF CONSIDERATIONS AND REPORTS SEPTEMBER 2024. 
          TWO, APPROVAL OF SEPTEMBER 2024 CHECK REGISTER. 
          THREE, APPROVAL OF MINUTES OF SEPTEMBER 11, 2024, REGULAR MEETING. 
          FOUR, APPROVAL OF EXECUTIVE MEETING MINUTES OF SEPTEMBER 11, 2024. 
          SIX, APPROVAL OF FISCAL YEAR 2025 TUITION AGREEMENT WITH TETON, IDAHO SCHOOL DISTRICT 401. 
          SEVEN, APPROVAL OF REIMBURSEMENT FOR PRIVATE TRANSPORTATION OR MAINTENANCE OF ISOLATED PUPILS. 
          EIGHT, APPROVAL OF HOLE LANDSCAPING PURCHASE ORDER FOR FOUNDATION AND IRRIGATION FOR JACKSON HOLE MIDDLE SCHOOL GREENHOUSE. 
          NINE, APPROVAL OF FIRE SERVICES OF IDAHO PURCHASE ORDER TO MAINTAIN A SPRINKLER SYSTEM AT WILSON ELEMENTARY SCHOOL. 
          TEN, APPROVAL OF BOARD MEMBER TRAVEL. 
          ELEVEN, APPROVAL OF CONSENT AGENDA. 
          THOSE ARE THE ITEMS. 
          >> I MOVE TO APPROVE THE CONSENT AGENDA AS PRESENTED. 
          >> SECOND. 
          >> IT'S BEEN MOVED BY TRUSTEE CARL AND SECONDED BY TRUSTEE ABRAMS TO APPROVE THE CONSENT AGENDA ITEMS 1-4 AND THEN 6-11. 
          ALL OF THOSE IN FAVOR PLEASE SAY AYE. 
          >> AYE. 
          >> ANY OPPOSED? THE CONSENT AGENDA HAS PASSED. 
          COMMUNICATION. 
          [G. Communication]
ITEMS NOT ON TONIGHT'S AGENDA. 
          IS THERE A PUBLIC COMMENT IN THE ROOM? IS THERE A PUBLIC COMMENT ONLINE? PUBLIC COMMENT IS CLOSED. 
          COMMUNICATIONS TO THE BOARD. 
          WE RECEIVED FOUR LETTERS. 
          ONE LETTER REGARDING THE HIGHWAY 89 PAVING WORK. 
          I THINK YOU CLARIFIED EARLIER, JUST TO ADDRESS IT [INAUDIBLE] DID NOT COMMUNICATE WITH THE ADMINISTRATION, OR WITH ANY OF US BEFORE THE PROJECT BEGAN, AND FINALLY REACHED OUT TO THE SUPERINTENDENT ON NIGHT 2 OF THE PROJECT. 
          THEN A COUPLE OF LETTERS REGARDING THE DEPARTMENT OF AUDIT NOTIFICATIONS FOR THE FOOD SERVICES, AND THEN A LETTER REGARDING TENNIS ACCESS. 
          >> COMMUNICATIONS FROM THE BOARD. 
          >> I DO. LET'S SEE. 
          EDUCATION SERVICE COMMITTEE HAS GOT MOVED BACK A DAY TO 23RD, NOT THE 24TH BECAUSE ON THE 24TH, JENNIFER REED AND I ARE GOING TO RIVERTON TOGETHER. 
          THE CWC MEETING WE'RE GOING TO HAVE ACTUALLY IT OVER AT CWC. 
          ANYONE CAN JOIN US IF THEY WANT. 
          WE'RE GOING TO LEAVE AT 11:30 FROM THE DISTRICT OFFICE OR 11 45 AT THE COURTHOUSE, WHICHEVER ONE YOU'RE CLOSER TO. 
          >> [INAUDIBLE] 
          >> I THINK WE'RE HEADING RIGHT BACK. 
          WE'RE GOING TO TAKE THE TOUR AND HEAD BACK OVER. [INAUDIBLE] 
          >> THANKS. ANY OTHER COMMUNICATIONS? FUTURE AGENDA ITEMS. ANYBODY HAVE ANYTHING? 
          >> I SUGGEST, SINCE WE BE HEARING ABOUT THE CELL PHONES, I DON'T KNOW IF YOU WANT TO DISCUSS THAT AS A POLICY. 
          IT SEEMS LIKE WE'RE MORE STRICT THAN THE HIGH SCHOOL AND LESS THAN THE GRADE SCHOOLS, AND IT LOOKS LIKE MATT, HE'S WAVING. 
          >> COME ON UP. THIS IS A GOOD CONVERSATION. 
          I WISH COLLIN'S STILL HERE. 
          >> THERE MIGHT HAVE BEEN A COUPLE OF INACCURACIES THAT WAS REPORTED OUT. 
          THE MIDDLE SCHOOL, WE'VE HAD A LONGSTANDING. 
          PHONES ARE IN THE BACKPACK THE ENTIRE DAY FROM THE MOMENT THEY WALK IN THE BUILDING UNTIL THE END OF THE DAY WITH THE EXCEPTION OF 10 MINUTES FOR A SNACK BREAK. 
          I CONSIDER THE HIGH SCHOOL'S CALCULATOR CADDY PUT IN THAT, BUT I DON'T LIKE THAT AS A MIDDLE SCHOOL BECAUSE KIDS THEN GRAB IT AND THEN THEY GET IT FOR FIVE MINUTES BETWEEN CLASSES. 
          SO WE ARE PRETTY STRICT ABOUT BACKPACKS ONLY. 
          THEN WE HAVE A THREE STRIKE RULE. 
          IF WE CATCH YOU WITH YOUR PHONE IN YOUR BACK POCKET, YOU'RE REPORTED ON A STRIKE. 
          YOU GET TO THREE STRIKES, YOUR PHONE GOES TO JAIL FOR TWO WEEKS. 
          [02:45:02]
IT'S NOT FOOLPROOF, BUT IT IS PRETTY STRICT. 
          I'D LIKE TO CLARIFY THAT. 
          >> THANK YOU. 
          >> BUT IF YOU WANT TO TALK MORE ABOUT IT, WE CAN. 
          >> MAYBE WE DON'T NEED TO. 
          WHAT ABOUT ELEMENTARY? 
          >> ELEMENTARY SCHOOL, FOR MUNGER AT LEAST, IT'S IN OUR STUDENT HANDBOOK THAT GOES UP TO PARENTS THAT WE HAVE NO CELL PHONES, THEY'RE OFTEN AWAY IN BACKPACKS, THEY'RE POWERED DOWN. 
          WE DO ALLOW SMART WATCHES TO BE ON AS LONG AS THEY'RE ONLY A WATCH. 
          SIMILAR, THEY GET A WARNING FROM THE TEACHER FIRST IF THEY ARE USING IT INCORRECTLY AND THEN AFTER THAT, IT GOES TO THE MAIN OFFICE. 
          WE REALLY DON'T HAVE A HUGE ISSUE WITH CELL PHONES. I'D LOVE TO KEEP IT THAT WAY. 
          WE DO HAVE STUDENTS THAT NEED PHONES FOR COMMUNICATING WITH FAMILY MEMBERS FOR WHERE THEY GO AFTER SCHOOL, IF THEY'RE GOING TO MEET AN OLDER SIBLING, PICKING THEM UP AND TAKING CARE OF THEM POST THREE O'CLOCK, SO THERE ARE SOME LEGITIMATE USES, BUT NOT MUCH THERE. 
          I THINK THE ONLY COMPLAINTS I'VE HAD FROM SOME OTHER STUDENTS IS THEY COME OUT ON THE BUS, BUT I CAN'T POSSIBLY EXPECT A BUS DRIVER TO MANAGE 60 STUDENTS KEEPING THEIR PHONES PUT AWAY WHILE THEY'RE SAFELY DRIVING ALL THE KIDS HOME. 
          >> [INAUDIBLE] 
          >> WELL, TAKING IT A LITTLE BIT FURTHER, IT'S ALSO SOCIAL MEDIA, AND WHAT THE APPROPRIATE AGE FOR SOMEONE TO BE ON SOCIAL MEDIA. 
          IS THERE PARTNERSHIP COLLABORATION THAT WE, AS A SCHOOL DISTRICT, HAVE HAD WITH SOME ORGANIZATIONS IN THE COMMUNITY TO HELP PROVIDE MESSAGING THE IMPACTS THAT SOCIAL MEDIA CAN HAVE ON YOUNG INDIVIDUALS AND ANY WAY TO LIMIT CELL PHONE USAGE AS A YOUNG INDIVIDUAL.? IT SOUNDS LIKE WE HAVE POLICIES. 
          MAYBE SOME OF THOSE NEED TO BE REVIEWED AND WE SHOULD COLLABORATE. 
          I DON'T KNOW IF IT NEEDS TO HAVE A PANEL FOR CONVERSATION ON IT, BUT YOU HEAR COLLIN, I BELIEVE, A STUDENT, TO HEAR FROM HIM SAYING THAT HE GOT RID OF SOCIAL MEDIA FOR A PERIOD OF TIME AND HOW MUCH HAPPIER HE WAS, OR YOU HEAR OF THE INTERACTION THAT THE STUDENTS ARE HAVING AT THE LUNCH TABLE NOW. 
          IT'S SOMETHING THAT, IN MY OPINION, THAT WE, AS SOCIETY, WE'RE LOSING, THE INTERACTION TO BE ABLE TO LOOK AT SOMEBODY IN THE FACE AND HAVE A CONVERSATION RATHER THAN YOU GO OUT TO DINNER AND YOU SEE EVERYONE ON A PHONE OR ON A DEVICE, AND IT SAD TO ME. 
          THAT'S MY OPINION. THAT'S HOW WE WORK. 
          IS THERE SOMETHING THAT WE, AS A DISTRICT, AS A BOARD COULD HELP PASS ON THE MESSAGE TO FAMILIES OF THE IMPACTS THAT THESE DEVICES CAN HAVE? AT THE SAME TIME, WE'VE SEEN HOME DEVICES WITH MIDDLE SCHOOLERS AND YOU GOT TO DO WORK. 
          I GET NOTIFICATIONS ABOUT THE PROGRESS OF MY CHILD'S SCHOOL WORK AND LOOKING AT IT ALL THE TIME. 
          NOT ALL THE TIME, BUT IN THE EVENING TO SEE THAT. 
          WHERE'S THE BALANCE? WHERE CAN WE BE GOOD STEWARDS AND SET THE EXAMPLE AND HELP SET THE STANDARD THAT WE HOPE THAT OTHER PEOPLE FOLLOW? I'M WITH YOU. I SUPPORT YOUR COMMENT. 
          CAN WE DO EVEN MORE TO ENSURE THAT WE'RE PREPARING OUR STUDENTS? WE TALK ABOUT IT IN OUR STRATEGIC PLAN, PREPARING OUR STUDENTS FOR THE FUTURE. 
          YOU GO INTO A PLACE WHERE YOU WANT TO SHOP AND YOU'RE NOT GREETED BECAUSE SOMEBODY'S ON THE CELL PHONE, OR YOU GO MAKE A PURCHASE AND THE PERSON WHO IS GOING TO HELP YOU MAKES YOU FEEL YOU'RE INTERRUPTING THEIR TIME BECAUSE THEY'RE ON THEIR CELL PHONE, DOING WHATEVER. 
          BUT AT THAT MOMENT, THAT'S MY TIME WITH THAT INDIVIDUAL IN THAT LOCATION. 
          ARE WE TEACHING, CAN WE TEACH THOSE STANDARDS, THOSE EXPECTATIONS, PEOPLE, TO WHERE IT'S NOT LOST? I THINK THAT'S PART OF WHAT IS A STUDENT. 
          HOW ARE WE PREPARING PEOPLE FOR THE FUTURE? 
          >> PERFECT. CHARLOTTE JUST POINTED OUT AS PART OF OUR WORK WITH THE COOK CENTER AND PARENT GUIDANCE, ON OCTOBER 15TH, IS OUR SOCIAL MEDIA WEBINAR, WHICH IS FREE, 
          [02:50:03]
AND IT'S RECORDED, AND IT SAYS, SOCIAL MEDIA, PROTECTING YOUR CHILD. 
          WE'VE BEEN RUNNING A BUNCH OF THESE SERIES AND WE'LL MAKE SURE THAT FAMILIES ARE AWARE THEY CAN SIGN UP FOR IT, THEY CAN DOWNLOAD IT AND WATCH IT LATER, AND IT'S REALLY GREAT CONTENT. 
          IT'S ALSO THE TOPIC OF OUR STUDENTS SUMMIT. 
          THEY'LL BE STUDYING IT ALL YEAR AND WITH THE GOAL OF THE STUDENT SENATE GETTING INPUT FROM THE CONGRESS SO THAT THE SCHOOL BOARD CAN CONSIDER A POLICY IN THE PAST IN WORKING WITH STUDENTS. 
          THEY TEND TO BE VERY CONSERVATIVE AND RESTRICTIVE WITH THEIR RECOMMENDATIONS. 
          IT'LL BE INTERESTING TO SEE WHAT THE GROUP COMES UP WITH. 
          WE JUST STARTED TALKING ABOUT IT AND EDUCATING THEM FROM THE US SURGEON GENERAL, HIS CONCERN. 
          SO WE WATCHED THAT, AND WE WATCHED SOME SEGMENTS FROM THE MEDIA, WHAT OTHER SCHOOL DISTRICTS AND STATES ARE DOING. 
          THAT'S WHERE WE PRETTY MUCH LEFT IT, WITH NOW, YOU NEED TO GO BACK AND GET SOME INPUT. 
          WE'RE GOING TO TALK ABOUT IT. THAT'S GOING TO BE THE FOCUS IN THE NEXT FEW MONTHS. 
          I'M LOOKING FORWARD TO SEE WHAT THEY COME UP WITH. 
          >> MR. CHAIRMAN. 
          >> SIX YEARS AGO WE HAD A CONTRACT WITH A COMPANY, IT WAS LIKE SCREEN TIME. 
          WE HAD A BIG PRESENTATION AT THE HIGH SCHOOL AUDITORIUM. ALL PARENTS CAME. 
          THEN THERE WAS EMAILS CAME OUT ON A MONTHLY BASIS. 
          IT WAS ALL ABOUT MONITORING YOUR CHILDREN'S SCREEN TIME. 
          IT'S A REALLY NEAT PROGRAM. 
          SCREEN RANGERS, IS THAT WHAT IT WAS? 
          >> YEAH. THERE'S A NEW DOCUMENTARY, AND SHE'S, I THINK, DOING NUMBER 3. 
          >> IS THAT SOMETHING WE COULD REENGAGE WITH THEM? I CAN'T REMEMBER HOW MUCH THE CONTRACT WAS. 
          I JUST REMEMBER GOING TO THE HIGH SCHOOL AUDITORIUM. 
          IT WAS A LOT OF PARENTS. 
          IT WAS JAMMED AND THERE WAS A PRESENTATION ON SCREEN TIME. 
          YOU BROUGHT YOUR KID WITH YOU, I THINK. 
          MAYBE IT WAS JUST PARENTS, I CAN'T REMEMBER. 
          >> JULIE TANABE ALSO PUT TOGETHER A LIST OF HOW PARENTS CAN MONITOR THEIR STUDENTS DEVICE AND THE STEPS THAT THEY COULD TAKE, IF YOU HAVE A ANDROID, OR WHATEVER. 
          WE ALSO PUBLISHED THAT AS WELL SO THAT FAMILIES CAN LEARN HOW TO TAKE A LOOK AT THAT, BUT WE'LL LOOK INTO THAT AGAIN. 
          >> I THINK THEY DO HAVE A NEW MOVIE OUT. 
          IT'S FOCUSED ON ELEMENTARY SCHOOL. 
          IT'S THAT SAME GROUP. 
          >> IT WAS INTERESTING. CHAIRMAN, THE PRESENTATION ON THE 15TH, IT WILL BE RECORDED. 
          IS IT IN SPANISH AS WELL, OR AT LEAST WILL THE RECORDING BE TRANSLATED INTO SPANISH? 
          >> THEY HAVE SPANISH AND ENGLISH VERSIONS. 
          THEY PUT THE SPANISH VERSION ON A DIFFERENT MONTH. 
          WE SELECTED THE COURSES THAT WE WANTED TO SEE. 
          SOMETIMES THE SPANISH AND THE ENGLISH ARE THE SAME DAY OR WITHIN THE SAME WEEK. 
          I THINK THAT ONE WAS ONE THAT WAS AT A DIFFERENT TIME. 
          I THINK IT'S MAYBE IN THE SPRING. 
          THEY JUST CLIPPED THEM THAT WE'D BE ABLE TO ACCESS THEM. 
          >>M WE CAN SHARE THE WHOLE SCHEDULE BECAUSE THERE ARE MULTIPLE SESSIONS [INAUDIBLE]. 
          WE CAN SHARE THIS [INAUDIBLE]. 
          >> HAVING DONE THE SENATE TOUR OF UNIVERSITY LIBRARIES, THEY DON'T SELL BOOKS ANYMORE, THEY'RE GONE. 
          AS AS OUR VISION STATEMENT, AS WE PREPARE STUDENTS TO SUCCEED IN AN EVER-CHANGING WORLD, THESE DEVICES ARE PART OF THEIR LIVES GOING FORWARD. 
          >> AT THE UNIVERSITY OF WYOMING, YOU DON'T BUY BOOKS ANYMORE. 
          THERE IS NO PLACE TO BUY A BOOK. 
          >> THERE'S NO BOOKS. YOU GO IN THE BOOKSTORE. 
          >> IT'S ACTUALLY A LOT CHEAPER. YOU PAY $275 OR THEY CALL IT START RIGHT AND EVERY THING YOU NEED, WHERE YOU USED TO GO TO KINKO'S AND HAVE TO GET THAT EXTRA LITTLE THING THE PROFESSOR WANTED, ALL OF IT IS ON THAT PERSON'S CANVAS. 
          YOU JUST GO TO THEIR MODULE, EVERY BOOK IS THERE THAT YOU WANT. 
          >> EVERYONE FROM K THROUGH 12 NEEDS TO START REALLY THINKING HOW TO BETTER ADAPT TECHNOLOGY AND TO HELP THESE KIDS LEARN HOW TO USE IT PROPERLY IN THE RIGHT PLACES AND SHUT DOWN THINGS THAT I DON'T KNOW HOW TO ANSWER THAT. 
          >> IT'S ABOUT BALANCE AND UNDERSTANDING WHERE TO SPEND TIME FOR SCHOOL. 
          [02:55:03]
I COMPLETELY UNDERSTAND THAT IT'S ALL DIGITAL. 
          IT'S SAME THING WITH BANKING OR YOUR HEALTH INFORMATION. 
          YOU NEED THIS, ESPECIALLY TO PROTECT YOUR INFORMATION AS A TWO-STEP AUTHENTIC VERIFICATION, BUT WITH THESE YOUNG STUDENTS, ESPECIALLY IN THE ELEMENTARY AND EVEN IN THE MIDDLE SCHOOL AND THE YOUNG STUDENTS AND THE YOUNGER ONES IN HIGH SCHOOL, THEIR BRAINS ARE STILL DEVELOPING, AND IT'S SO MUCH INFORMATION BEING THROWN AT THEM CONSTANTLY. 
          IT'S LEARNING HOW TO UNDERSTAND YOU GOT TO GIVE THE DEVICE A BREAK, YOU GOT TO GIVE THE BRAIN A BREAK AND STILL KNOW HOW TO ENGAGE WITH ANOTHER PERSON. 
          >> THE PROBLEM IS ALL THE PEOPLE THAT ARE DEVELOPING THEM, THE ALGORITHMS, THE TECHNOLOGY FEEDS YOU MORE OF WHAT YOU GET INTO. 
          THEY'RE DESIGNED TO BE- 
          >> PREDICTIVE. 
          >> PLUS THE PEOPLE OVER THERE ON THEIR PHONES. 
          >> YOU KNOW WHAT? EDUCATION COMMITTEE, THIS CAME UP, WE TALKED ABOUT A LITTLE BIT. 
          IT WAS INTERESTING BECAUSE MEGAN USED TO BE A KINDERGARTEN TEACHER, AND SO WE GOT TO TALK ABOUT KINDERGARTEN. 
          YOU'RE SEEING, STILL, TODAY QUITE A LOT OF KINDERGARTENERS WHO HAVE NEVER BEEN ON AN ELECTRONIC DEVICES. 
          YOU HAND THEM AN IPAD AND THEY'RE LIKE, I DON'T KNOW WHAT THIS IS. 
          THAT WAS FASCINATING TOO, THAT WE HAVE THAT MANY KIDS THAT SHOW UP IN KINDERGARTEN AND HAVE NO IDEA WHAT WE'RE HANDING THEM. 
          >> WE ALSO HAVE KIDS COMPLAINING ABOUT THEIR LUNCHES NOT BEING HEALTHY ENOUGH. 
          >> REVIEW OF MEETING. ADVANCED PLANNING. 
          [H. Advanced Planning]
ANYTHING ON ADVANCED PLANNING? 
          >> I WOULD LIKE TO REMIND THE BOARD OF OCTOBER 19TH AT DORMAN'S FROM 11:00-5:00, WILL BE A FALL FESTIVAL. 
          I'M SURE IT'S GOING TO BE A BEAUTIFUL DAY AND A GREAT TIME FOR EVERYONE. 
          ALL THE PROCEEDS FROM THE EVENT WILL GO TO FUND FOR PUBLIC EDUCATION. 
          WE HOPE TO HAVE A GREAT TURNOUT FOR SOME FUN FAMILY FALL EVENTS. 
          >> IT'LL BE A RELIC GOOD TIME [LAUGHTER] 
          >> I MOVE TO ADJOURN THE MEETING. 
          >> SECOND. 
          >> IT'S BEEN MOVED AND SECONDED TO ADJOURN THE MEETING. 
          ALL IN FAVOR SAY AYE. 
          [03:00:15]
          >> AYE. [BACKGROUND] 
          >> WHAT HAPPENED, IT SEEMS LIKE SHE COULD BE A REALLY GOOD FIT FOR THIS. 
          >> LIKE HOW MUCH [INAUDIBLE]. 
          >> [INAUDIBLE]. 
          >> YEAH. 
          [BACKGROUND]
* This transcript was compiled from uncorrected Closed Captioning.