[00:00:03]
          >> I'LL CALL THIS MEETING BACK TO ORDER. 
          [A. Call to Order]
WE'LL START WITH THE PLEDGE OF ALLEGIANCE. PLEASE STAND. 
          >> 
          >> I'LL START NEXT WITH, PEOPLE ARE WONDERING, OUR CHAIR, BILL, IS NOT AVAILABLE TONIGHT. HE'S OUT. 
          >> BUT HIS DAUGHTER MADE IT. 
          >> YEAH. 
          >> SHE CAN JUST TAKE HIS SPOT. 
          >> TRUSTEE DORNAN IS IN WASHINGTON, DC LOBBYING FOR SCHOOL LUNCHES RIGHT NOW. 
          JUST AMAZING. 
          TRUSTEE LEE, I THINK WILL BE JOINING US ON ZOOM, AND THEN THE REST OF US ARE HERE. 
          TRUSTEE LEE ASKED ME TO CHAIR THE MEETING SO I GET TO DO TODAY. 
          MY NEXT ITEM ON THE AGENDA IS OUR MISSION VISION STATEMENT. 
          [INAUDIBLE]. 
          >> OUR MISSION IS TO ENSURE THAT ALL STUDENTS HAVE THE FOUNDATION FOR SUCCESS, AND ARE CHALLENGED TO REACH THEIR FULL POTENTIAL. 
          >> THANK YOU. NEXT ITEM ON THE AGENDA IS THE APPROVAL OF THE AGENDA. 
          [B. Approval of the Agenda]
          >> I MOVE TO APPROVE THE NOVEMBER 13TH, 2024, REGULAR MEETING AGENDA AS PRESENTED. 
          >> SECOND. 
          >> THERE'S A MOTION AND A SECOND TO APPROVE THE NOVEMBER 13TH, 2024, REGULAR MEETING AND AGENDA AS PRESENTED. 
          ALL THOSE IN FAVOR SAY AYE. 
          >> AYE. 
          >> ANY OPPOSED? THE MOTION CARRIES. 
          NEXT ITEM IS SUPERINTENDENT'S REPORT. DR. CHAPMAN. 
          [C. Superintendent's Report]
          >> THANK YOU, TRUSTEES. 
          I REALLY APPRECIATE TRUSTEE ZUNG CHAIRING THE MEETING TONIGHT. 
          OUR FIRST ORDER OF BUSINESS IS TO THANK TRUSTEE ZUNG. TRUSTEES. 
          >> MADAM CHAIR. IT HAS BEEN SUCH A PLEASURE TO SERVE WITH YOU OVER THE LAST FOUR YEARS. 
          YOU'VE BROUGHT REAL STRENGTH IN JUST YOUR ATTENTION TO DETAIL, AND ALSO YOUR MIND AS AN ENGINEER FOR SOME OF THE BIG PROJECTS WE'VE HAD. 
          YOU'VE JUST LEANED IN AND ALWAYS BEEN POSITIVE, AND REALLY BEEN A GREAT ASSET TO THE BOARD. 
          THANK YOU. WE ARE GOING TO MISS YOU. 
          >> THANK YOU. I ENJOYED IT. I LEARNED A LOT. 
          I APOLOGIZE IF MY ATTENTION TO DETAIL HAS DRIVEN ANYONE CRAZY. 
          >> NOT AT ALL, BUT WE APPRECIATE YOU AND WE'RE COMING DOWNSTAIRS WITH YOUR GIFT. IT'S COMING. 
          >> IT'S BIG. 
          >> NO, IT'S NOT. 
          >> WE'VE GOTTEN THE MOOD. 
          >> BIG THINGS COME IN SMALL BOXES. THANK YOU TRUSTEE ZUNG. 
          >> GO AHEAD. 
          >> IS IT A SMALL BLUE BOX? 
          >> WELL, KIND OF. 
          >> OUR NEXT CELEBRATION RECOGNIZES OUR GOOD SPORTSMANSHIP AWARDS, AND WE'VE BEEN DOING QUITE A FEW THIS FALL, SO THIS IS ALSO AN EXCITING ONE. 
          ACTIVITIES DIRECTOR HANSEN. 
          >> THANK YOU FOR GIVING ME THE OPPORTUNITY TO CELEBRATE OUR FALL SPORTSMANSHIP AWARD WINNERS. 
          THIS IS THE MOST THAT I CAN RECALL THAT WE'VE HAD IN ONE SEASON. WE HAD SEVEN THIS YEAR. 
          THERE'S A NUMBER OF THE STUDENTS THAT ARE HERE TODAY. 
          STUDENTS, COME ON UP. 
          I KNOW THE NAMES AREN'T ON THE SCREEN RIGHT NOW, SO HARPER MAYER. 
          HARPER IS RIGHT HERE. COME ON UP, GIRLS. 
          STAND WITH ME. WE HAVE SAYRE JORGENSON FROM VOLLEYBALL. 
          IF YOU GUYS LIKE VOLLEYBALL, SHE'S VERY POSITIVE AND FUN TO WATCH. 
          THEN WE HAVE HARPER MAYER AND SARAH HORAN RIGHT HERE FROM TENNIS. 
          THEY DID A FANTASTIC JOB THIS TENNIS SEASON. 
          WE HAVE A NUMBER OF STUDENTS THAT DID NOT MAKE IT TONIGHT. 
          WE HAVE LUCIA MAGEE FROM SWIMMING, TRINITY GREEN FROM VOLLEYBALL WHO WAS REPRESENTED TWICE, AND ELLA WEIMER IN VOLLEYBALL AS WELL. 
          THANK YOU. THEY'RE USED TO DOING AN AWESOME JOB AND GREAT SPORTS. 
          WE APPRECIATE IT FOR REPRESENTING YOURSELVES AND YOUR SCHOOL IN A POSITIVE WAY. THANK YOU. 
          >> WE CAN ADD THAT HAVING ATTENDED VOLLEYBALL AND TENNIS MATCHES, IN VOLLEYBALL, ESPECIALLY, YOU CAN REALLY SEE THE OPPONENT'S FACES. 
          WHEN SAYRE JORGENSON WINDS UP TO DO A KILL, 
          [00:05:05]
THE FOUR OTHER PLAYERS, THEY FREEZE, THEIR EYES GET BIG, AND THEN AT THE LAST MINUTE, THEY MAKE AN EFFORT TO DIVE TOWARD IT, BUT IT'S CLEARLY I'M NOT EVEN COMING CLOSE TO THAT. 
          WAY TO INTIMIDATE, YET BE A GOOD SPORT. 
          THAT'S PRETTY IMPRESSIVE. DOCTOR CHRIS, ARE YOU DOING THE NEXT PART OR AM I? 
          >> I CAN. 
          >> CLEARLY, WE'VE COMMUNICATED WELL THIS WEEK. 
          >> ABSOLUTELY. WE GET THE OPPORTUNITY TONIGHT TO RECOGNIZE TWO TEACHERS FROM THE HIGH SCHOOL. 
          JENNIFER KELLY IS A MATH TEACHER AT THE HIGH SCHOOL, AND GARRICK HART TEACHES PHYSICS AND SCIENCE AT THE HIGH SCHOOL. 
          I DON'T KNOW IF THEY CAN MAKE IT TONIGHT. JENNIFER, COME ON UP. 
          THE REASON FOR THIS RECOGNITION GOES BEYOND THE DAY TO DAY WORK THAT BOTH JENNIFER AND GARRICK DO AT A VERY HIGH LEVEL. 
          THIS RECOGNITION COMES FROM ACKNOWLEDGMENT FROM A HIGHER EDUCATION INSTITUTION THAT PERSONALLY WROTE BENNETT AND OUR TEACHERS THE CONGRATULATIONS. 
          THE STUDENTS THEMSELVES ACKNOWLEDGE THE WORK THESE TEACHERS DID TO PREPARE THEM FOR THE HIGHER EDUCATION AND THAT LEVEL THAT IS NEEDED. 
          JENNIFER, I'VE KNOWN HER FOREVER AS A TEACHER. 
          THIS IS NOT THE FIRST TIME SHE'S BEEN NOMINATED IN THIS CATEGORY FROM A HIGHER EDUCATION STUDENT, REACHING BACK AND SAYING THANK YOU TO A HIGH SCHOOL TEACHER. 
          WE'D LOVE TO RECOGNIZE THOSE OPPORTUNITIES. 
          AGAIN, I DON'T THINK MR. HART IS HERE, BUT BOTH MR. HART AND MS. KELLY RECEIVE THIS RECOGNITION. THANK YOU, JENNIFER. 
          >> IT WAS EXCITING TO GET THAT LETTER FROM CALIFORNIA BAPTIST UNIVERSITY AND SUCH A NICE GESTURE AND IT CERTAINLY MEANS A LOT TO OUR STAFF AND OUR SCHOOL DISTRICT WHEN A STUDENT REMEMBERS AND THANKS A COUPLE OF TEACHERS. 
          THE NEXT EDUCATOR TO BE RECOGNIZED TONIGHT IS CHARLOTTE SAUER. COME ON UP. 
          CHARLOTTE SAUER WAS RECOGNIZED AS AN ELITE EDUCATOR, AND SHE'S AN EDUCATOR AT GRIZZLY, AND SHE WAS RECOGNIZED BY THE CHAMPIONS FOR CHILDREN JACKSON POLL. 
          WE WERE DELIGHTED TO ALSO HAVE THE OPPORTUNITY TO CELEBRATE YOU AND APPRECIATE ALL YOUR WORK EVERY SINGLE DAY WITH OUR YOUNGEST CHILDREN IN OUR SCHOOL DISTRICT. CONGRATULATIONS. 
          >> THANK YOU. 
          >> OUR NEXT RECOGNITION IS MELISSA SNYDER. 
          THERE YOU ARE. THANKS FOR COMING UP. 
          MELISSA WAS RECOGNIZED BY THE WYOMING LIBRARY ASSOCIATION AS THE 2024 OUTSTANDING LIBRARIAN. 
          THIS AWARD RECOGNIZES THE SIGNIFICANT AND OUTSTANDING ACCOMPLISHMENTS OF THE LIBRARY EMPLOYEE IN THE PAST YEAR, INCLUDING SERVICE TO THE PUBLIC AND GOALS OF THE WYOMING LIBRARY ASSOCIATION AND THE LIBRARY PROFESSION AS A WHOLE. 
          I KNOW, FROM THE COMMUNICATIONS THAT MELISSA SENDS OUT, THAT SHE INDEED EMBODIES THAT. 
          I'D ALSO LIKE TO POINT OUT THAT THE SCHOLASTIC BOOK FAIR IS CERTAINLY A TRADITION THAT CONTINUES AND STARTED MY ADDICTION WITH BUYING THINGS THAT I DIDN'T NEED, BUT JUST HONORING YOU AND ALL THE WORK AND EFFORT YOU PUT INTO GETTING OUR KIDS, OUR COMMUNITY TO READ. 
          YOUR PASSION AND YOUR ENTHUSIASM FOR READING IS JUST EVIDENT EVERY SINGLE DAY IN ALL INTERACTIONS WHEN YOU'RE IN FRONT OF PEOPLE AND WHEN YOU'RE NOT IN FRONT OF PEOPLE. 
          THANK YOU. 
          OUR NEXT ITEM IS THE DISTRICT LEADERS REPORT. 
          ANY TRUSTEES HAVE QUESTIONS? 
          >> MADAM CHAIR. 
          >> YES. 
          >> I ACTUALLY DON'T HAVE QUESTIONS. 
          I JUST HAD A COUPLE OF THINGS THAT I WANTED TO POINT OUT. 
          SOMEWHERE IN THE DOCUMENT, SOMEBODY DESCRIBED SOMETHING AS BEST PRACTICE. 
          IT'S INTERESTING BECAUSE LAST WEEK I WAS AT A CONFERENCE, AND IN ONE OF THE SESSIONS, SOMEBODY WAS SAYING THAT THEY WERE MOVING AWAY FROM USING THE TERM BEST PRACTICE TO USING THE TERM BETTER PRACTICE BECAUSE WE'RE EVOLVING AS WE GO. 
          WHAT WE THINK IS BEST PRACTICE TODAY MAY BE BASED ON RESEARCH AND WHATNOT. 
          [00:10:01]
NOT THE BEST PRACTICE FIVE YEARS FROM NOW, BUT IT'S THE BEST PRACTICE WE KNOW RIGHT NOW. 
          IT JUST WAS SOMETHING THAT I SAW IN THE DOCUMENT AND THOUGHT I'D BRING UP, BUT THEN IN TERMS OF BETTER OR BEST PRACTICE, I JUST WANTED TO APPLAUD MUNGER MOUNTAIN ELEMENTARY SCHOOL FOR MEETING FAMILIES WHERE THEY ARE AND FINDING WAYS TO HAVE CONFERENCES IF FAMILIES CAN'T GET TO MUNGER MOUNTAIN ELEMENTARY SCHOOL BECAUSE THAT IS A RESEARCH BASED PRACTICE TO TRY AND REMOVE THE BARRIERS FOR MEETING WITH FAMILIES. 
          I'D LIKE TO APPLAUD MUNGER MOUNTAIN. 
          YOU GUYS ARE USUALLY [INAUDIBLE] THANK YOU. 
          >> ANYONE ELSE? 
          >> [INAUDIBLE]. 
          >> I WAS HOPING CHARLOTTE OR DEANNA COULD GO THROUGH THE [INAUDIBLE] OF INSIDER DATES. 
          I WAS CONFUSED BY THOSE IN THE REPORT. 
          >> GOOD EVENING, TRUSTEE. DEANNA HARGER. 
          I GUESS I'LL GO THROUGH THEM AND ANSWER WHAT I THINK WILL BE HELPFUL AND THEN COULD DEFINITELY STAND FOR SIMILAR QUESTIONS. 
          WITH THE BRONC ACHIEVEMENT CENTER SCHEDULE THAT I ATTACHED, BASICALLY, WHERE WE ARE WE INTO DESIGN DEVELOPMENT. 
          THE LAST TIME THE BOARD SAW THE PROJECT WAS IN SEPTEMBER AFTER SCHEMATIC DESIGN WAS COMPLETED, WHICH WAS IN SEPTEMBER. 
          THEN RIGHT NOW, WE HAVE 100% DESIGN DEVELOPMENT, WHICH SHOULD BE DONE. 
          IT'S SCHEDULED TO BE DONE THIS MONTH. 
          WE DON'T HAVE THAT PACKAGE TO BRING TO YOU TONIGHT, SO THE PLAN WILL BRING TO YOU NEXT MONTH TO BRING THAT PACKAGE TO YOU AND GIVE YOU AN OPPORTUNITY TO REVIEW THE DRAWINGS AND THEN ALSO REVIEW AND AGREE TO A NOTICE TO PROCEED TO CONSTRUCTION DOCUMENTS. 
          THEN CONSTRUCTION DOCUMENTS ARE SCHEDULED TO BE COMPLETED IN FEBRUARY. 
          AGAIN, THAT WILL BE THE NEXT OPPORTUNITY. WE'LL DO THE SAME THING. 
          WE WILL BRING THAT DRAWING PACKAGE TO THE BOARD ALONG WITH A REQUEST FOR NOTICE TO PROCEED TO BIDDING IF THAT'S WHAT THE DISTRICT CHOOSES TO DO. 
          >> THAT'S PERFECT. I UNDERSTAND THAT. 
          JUST BIG COMPLIMENT TO YOU ON THE MORAN TEACHERS. 
          THAT LOOKS GREAT. THAT WAS A SUPER JOB. 
          >> THANK YOU. 
          >> THANK YOU. ANYTHING ELSE? I HAD A COUPLE OF THINGS. 
          I WAS AT ALTA ELEMENTARY. 
          KUDOS TO TETON COUNTY PARKS AND RECREATION FOR COMPLETING THE TENNIS COURTS, WHICH I'D LIKE TO REITERATE THAT. 
          THE COMMUNITIES REALLY BENEFITED FROM THAT, AND OUR KIDS WILL AS WELL, WHICH IS EXCITING TO GET TO TENNIS. 
          ALSO, I'M TRYING TO THINK, THE FALL FESTIVAL UP AT DORNANS WAS GREAT. 
          THE BUS DRIVER THAT TOOK PEOPLE UP TO DORNANS WAS AMAZING AND VERY FRIENDLY. 
          I WAS SAD, I WAS THE ONLY PERSON ON THE BUS THAT TOOK THE BUS. 
          HOPEFULLY, NEXT YEAR MORE PEOPLE WILL DO THAT. 
          THEN ALSO, I NOTICED THAT [INAUDIBLE] INNOVATIONS TOOK A FIELD TRIP TO CDBC CAMPUS, AND MYSELF AND TRUSTEE GONGAREE [PHONETIC] AND TRUSTEE DORNAN DID THAT AS WELL A COUPLE OF WEEKS AGO AND IT WAS A GREAT VISIT. 
          REALLY BENEFICIAL TO HAVE THAT RESOURCE HERE IN OUR VALLEY. 
          THAT'S IT THE NEXT ITEM ON THE AGENDA IS THE EDUCATIONAL MOMENT WITH LIBBY. 
          >> YES. THANK YOU. 
          TRUSTEES, LIBBY CRUSE WOOD. 
          IS GOING TO PROVIDE AN UPDATE ABOUT AFTER THE BELL AND ALL THE GREAT THINGS THAT LIBBY DOES FOR OUR SCHOOL DISTRICT AND OUR AFTER SCHOOL PROGRAMS. THANK YOU, LIBBY. 
          >> THANK YOU, DR. CHAPMAN AND BOARD OF TRUSTEES. 
          FORGIVE MY VOICE. 
          THIS IS ALMOST FOUR WEEKS OF LARYNGITIS. 
          FOR ONE WHO TALKS AS MUCH AS I DO, IT HAS BEEN A TERRIBLE IMPAIRMENT. 
          I HOPE YOU CAN HEAR ME. 
          FIRST OF ALL, MANY THANKS TO THIS BOARD FOR CHOOSING TO CONTINUE TO SUPPORT AND EXPAND AFTER THE BELL THROUGH REC DISTRICT FUNDING. 
          [00:15:03]
          >> YOU CAN GO TO THE NEXT SLIDE. 
          AS THE FOUR OF YOU KNOW, THIS PROGRAM STARTED THROUGH THE ESSER FUNDS FOR THE FIRST TWO YEARS. 
          WE'RE NOW INTO OUR THIRD YEAR, AND THE FOUNDATION OF THE CURRENT AFTER THE BELL IS THE ESSER GRANT. 
          THREE PRIMARY GOALS. 
          ONE TO ADDRESS UNFINISHED LEARNING THAT CHILDREN EXPERIENCED BECAUSE OF THE PANDEMIC. 
          THAT WAS THE ENTIRE IMPETUS BEHIND THIS. 
          FOR AFTER THE BELL, IT WAS VERY CLEAR THAT THOSE AREAS OF ACADEMIC, SOCIAL, DEVELOPMENTAL, EMOTIONAL AND MENTAL WELL BEING WERE EQUALLY IMPORTANT. 
          THOSE LEARNING OPPORTUNITIES AFTER SCHOOL, CAN EXTEND BEYOND THE ACADEMIC. 
          SECONDLY, WE WERE TO MEET THE NEEDS OF INDIVIDUAL CHILDREN. 
          I'M THRILLED THAT JULIE NASH AND HER DEPARTMENT AND I ARE WORKING TOGETHER TO PROVIDE THE SUPPORT THAT ANY CHILD NEEDS, IN ORDER TO ACCESS AFTER THE BELL. 
          THAT'S JUST BEEN A REALLY BEAUTIFUL COLLABORATIVE EFFORT, BECAUSE IT'S REALLY FUN TO SEE CHILDREN THRIVING OUTSIDE OF SCHOOL AND HAVING OPPORTUNITIES TO JUST BE LIKE ANYBODY ELSE. 
          I THINK IT'S ALSO EXCITING THAT WE HAVE LOTS AND LOTS OF STAFF WHO ARE NATIVE SPANISH SPEAKERS, HIGH SCHOOL STUDENTS WHO WORK WITH STUDENTS WHO ARE SPANISH SPEAKERS. 
          IT REALLY IS EXCITING ANYMORE THAT THERE REALLY ISN'T A BARRIER TO ACCESSING THESE EXCITING PROGRAMS. THIRDLY, IS THIS IDEA OF BUILDING ON A PROJECT THAT WAS FUNDED BY THE FEDS, NOW FUNDED LOCALLY, THAT CAN LAST. 
          AS TODAY'S NEWSPAPER HIGHLIGHTED, THE WAY WE FOUND TO DO THIS IS TO WORK WITH THE LOCAL ASSETS THAT EXIST SO OUR ARTS ORGANIZATIONS, OUR SPORTS ORGANIZATIONS, OUR SCIENCE ORGANIZATIONS COLLABORATE WITH AFTER THE BELL SO WE TEAM A TCSD STAFF MEMBER WITH AN OUTSIDE ORGANIZATION STAFF MEMBER. 
          WE'VE GOT GREAT CHILD ADULT RATIOS, AND WE'RE LAUNCHING KIDS INTO THOSE PROGRAMS BECAUSE IT'S HARD TO NAVIGATE SOMETIMES, HOW TO FILL OUT ALL THE REGISTRATION FORMS AND THAT KIND OF THING SO KIDS CAN GET A TASTE OF WHAT THEY MIGHT DO, AND THEN WE HELP MAKE THAT CONNECTION. 
          I'LL JUST GO THROUGH EACH OF THESE VERY BRIEFLY, BUT I'VE GOT LOTS OF BEAUTIFUL PHOTOGRAPHS THAT SPEAK FAR BETTER THAN I DO. 
          THESE LEARNING OPPORTUNITIES REALLY ARE DESIGNED TO TAP INTO WHAT CHILDREN ALREADY KNOW AND LOVE OR EXPOSE THEM TO SOMETHING THAT THEY DIDN'T EVEN KNOW EXISTED. 
          WE'RE WORKING WITH LOTS OF WONDERFUL PEOPLE TO ENGAGE CHILDREN BETWEEN THE AGES OF FIVE AND 18. 
          QUICK HIGHLIGHTS ON THIS. 
          I KNOW YOU ALL HAVE ACCESS. 
          THIS ONE, I WILL NOT READ TO YOU. 
          BUT IN THE K-5 COLUMN, ON AVERAGE, COLTER, JACKSON AND MUNGER HAVE ABOUT 35% OF THEIR STUDENT POPULATION PARTICIPATING IN AFTER THE BELL, 64% OF ALTAS PARTICIPATING, WHICH IS REALLY EXCITING. 
          OUR DEMOGRAPHICS FOR AFTER THE BELL PRETTY MUCH MIMIC OUR DISTRICT DEMOGRAPHICS, WHICH HAS BEEN IMPORTANT ALL ALONG FROM THE VERY OUTSET OF THE PROGRAM. 
          WE OPERATE WITH A LOTTERY FOR REGISTRATION AND TO BE MORE ACCESSIBLE AND EQUITABLE, WE CONTINUE TO IDENTIFY STUDENTS WHOSE FAMILIES AND THE CHILDREN THEMSELVES MOST NEED AN OPPORTUNITY LIKE THIS. 
          IN FACT, TODAY, I COMMUNICATED WITH THE PRINCIPALS AND THE SITE LEADERS AND THE COUNSELORS ABOUT LETTING ME KNOW. 
          ARE WE MISSING ANYBODY? BECAUSE I THINK THAT'S A VERY IMPORTANT PART OF WHAT THIS PROGRAM CAN DO THAT OTHERS MAY NOT BE ABLE TO. 
          WE EXTEND AN INVITATION AND WE MAKE SURE THAT FAMILIES WHO MOST NEED THE PROGRAM ARE KNOWING. 
          THEY CAN KNOW ABOUT IT, THEY CAN REGISTER FOR IT, THEY GET THE HELP THEY NEED. 
          STAFF FOR THE ELEMENTARY PROGRAMS IS REALLY IMPRESSIVE. 
          THERE ARE ABOUT 40 TCSD STAFF ON A MONTHLY PAYROLL, IT VARIES, BUT ABOUT AVERAGE AND 10 COMMUNITY ORGANIZATIONS. 
          [00:20:08]
WE'RE SERVING THE NEEDS OF ABOUT 500 KIDS SO IT'S NOT A SURPRISE THAT WE HAVE A LOT OF PEOPLE INVOLVED. 
          THE MIDDLE SCHOOL IS A LOT LIKE FISHING FOR MINNOWS, AND I SPEND A GREAT DEAL OF TIME JUST TRYING TO HOOK KIDS, MEET THEM WHERE THEY ARE, ASK THEM WHAT THEY WANT TO DO. 
          WHEN A YOUNG KID CAME TO ME TWO WEEKS AGO AND SAID, MRS. WOOD, I NEED A TUTOR, I HOLD MY JOB UP AND SAID, WELL, WE'LL GO AHEAD AND RUN STUDY CLUB AGAIN THIS YEAR. 
          TONIGHT, I'M THRILLED TO SAY, I JUST LEFT STUDY CLUB. 
          THERE WERE THREE HIGH SCHOOL TUTORS AND NINE KIDS GETTING TUTORED AND IT WAS A CLASS A DAY. 
          LET'S HOPE IT CONTINUES, IT WASN'T JUST ONE OFF, BUT IT'S GREAT FUN WORKING WITH THEM AND MEETING THEM WHERE THEY ARE, AND THEY REALLY ENJOY WORKING WITH OLDER STUDENTS. 
          THAT'S THE THIRD COLUMN. 
          THE HIGH SCHOOL PROGRAM IS VERY MUCH DESIGNED TO BE REALLY WHERE WE'RE HEADING IN THE LONG RUN, BUILDING COMPETENCIES, THOSE SKILLS THAT ARE NOT PENCIL AND PAPER, THE SKILLS OF FIGURING OUT HOW TO WORK WITH A CHILD WHO HAS A SPECIAL NEED. 
          YOU'RE TUTORING THEM IN THE AFTERNOON. 
          THAT TAKES A SAVVY THAT'S HARD TO CREATE OR CONTRIVE, AND EFFECTIVE WORK HABITS, THEIR OWN SELF AWARENESS. 
          BY PAIRING THESE HIGH SCHOOL STUDENTS UP WITH OUR PROGRAMS, WE ARE BENEFITING THE HIGH SCHOOL STUDENTS AS MUCH AS THE YOUNGER KIDS WHO ARE LOOKING UP TO THEM AND RESPONDING TO THEM AS WELL. 
          NEXT SLIDE, PLEASE. MEETING STUDENT NEEDS. 
          I NOTED OUR COLLABORATION WITH JULIE AND HER TEAM. 
          I ALSO WOULD LIKE TO HIGHLIGHT JUST BRIEFLY THAT WE CONTINUE TO PARTNER WITH TETON LITERACY CENTER AND THE JACKSON HOLE CHILDREN'S MUSEUM. 
          WE PROVIDE A PARAPROFESSIONAL TO EACH OF THOSE GRADE LEVELS SO THERE CONTINUES TO BE AN INTEGRATION OF THE PROGRAMS AND I THINK THAT'S BEEN ENORMOUSLY HELPFUL. 
          SOME OF OUR MOST AT RISK, I DON'T LIKE THAT TERM. 
          I DON'T KNOW WHAT ELSE TO SAY. 
          THE KIDS WE WANT TO REACH ARE KIDS WE ALL SHARE AND SO THAT JUST BECOMES A REALLY VALUABLE PARTNERSHIP THAT I'D LOVE TO SEE CONTINUE. 
          RECENT FAMILY SURVEY, OF THOSE WHO ARE CURRENTLY ENROLLED IN AFTER THE BELL. I SKIP THAT. 
          THE PINK ONE FIRST, PLEASE. 
          I SENT THE PROCLAMATION JUST RECENTLY TO THE SCHOOL BOARD AND DR. CHAPMAN, THAT GOVERNOR GORDON NOTED THAT RECOGNIZING LIGHTS ON ON OCTOBER 24TH, THE IMPORTANCE OF OUT OF SCHOOL ENRICHMENT. 
          I JUST LOVE THIS PHRASE LIGHTS ON BECAUSE IT REALLY IS VERY IMPORTANT TO RECOGNIZE THAT SCHOOL BUILDINGS ARE BEING MAXIMIZED. 
          THESE FACILITIES THAT COST SO MUCH TO MAINTAIN AND TO MAKE THE MOST OF ARE BEING USED. 
          I LEFT AT 5:30 AND THERE WERE KIDS IN THAT BUILDING, AND THAT'S A REALLY VALUABLE WAY TO LOOK AT OUT OF SCHOOL TIME PROGRAMS. ONE THING I'D LIKE TO CLARIFY, WHICH I'VE NOT DONE FOR THE BOARD BEFORE. 
          THERE ARE TWO AFTER SCHOOL PROGRAMMING IN GENERAL. 
          ONE IS YOUTH SERVING, AND ONE IS YOUTH DEVELOPING. 
          THEY'RE EQUALLY IMPORTANT. 
          THEY JUST HAVE DIFFERENT METHODS. 
          YOUTH SERVING PROGRAMS ARE PRIMARILY SUPERVISED CARE, ACTIVITY, FUN, KIDS ARE HAVING A BALL. 
          THEY DON'T HAVE ANY [INAUDIBLE] EACH DAY MIGHT LOOK DIFFERENT WHEN THEY SHOW UP. 
          YOUTH DEVELOPING PROGRAMS ARE WHAT WE'VE DESIGNED. 
          THEY ARE PROGRAMS BASED ON A PERIOD OF TIME, SIX WEEKS IN LENGTH TYPICALLY, AND THEN THEY'LL SWITCH TO ANOTHER ACTIVITY OR A FULL 12 WEEK PROGRAM LIKE ENTREPRENEURSHIP, HAS BEEN A BIG ONE. 
          THE GOAL FOR US IS TO ACTUALLY DEVELOP PARTICULAR SKILLS, TO GIVE KIDS A CHANCE TO APPLY THEIR SCHOOL SKILLS AND FOR THEM TO DEVELOP ADDITIONAL COMPETENCIES. 
          AM I REALLY GOING OVER THREE MINUTES? LIKE 10? WHERE I'M I? 
          [00:25:01]
I SHOULD HAVE HAD ONE OF YOU GUYS WITH THE LITTLE TIMER THING, MY APOLOGIES. 
          I DON'T EVEN HAVE MY VOICE AND I TALK A LOT. 
          QUICKLY, THE SURVEYS. 
          GREAT. WE HAVE ABOUT A 25% RESPONSE RATE. 
          FAMILIES ARE HAPPY WITH THE GOALS OF THE PROGRAM, WHICH ARE SAFE AND SUPERVISED CARE, SUPPORTIVE RELATIONSHIPS, SENSE OF BELONGING, SOCIAL EMOTIONAL DEVELOPMENT, ACADEMIC ENRICHMENT, AND YOUTH MENTORSHIP. 
          NEXT ONE. THE KIDS THEMSELVES LOVE THE PROGRAM AND PARENTS ARE SATISFIED AS WELL. 
          WE'LL JUST KEEP DOING WHAT WE'RE DOING AS BEST WE CAN, TRYING TO GET BETTER AND BETTER EACH TIME. 
          THEN NEXT SLIDE. 
          TODAY'S NEWSPAPER ARTICLE TALKED A LOT ABOUT TAPPING INTO COMMUNITY PARTNERS, SO I WON'T GO ON WITH THIS, BUT I WILL THANK THE DISTRICT AND EVERYONE FROM PRINCIPALS TO CUSTODIAL STAFF. 
          IT TAKES EVERYONE TO SUPPORT THESE. 
          MY FINAL SLIDE, IT IS ALL ABOUT RELATIONSHIPS. 
          I THINK THAT ONE OF THE MOST BENEFICIAL THINGS THAT COMES OUT OF PARTICIPATING IN AFTER THE BELL AS AN ADULT IS PEOPLE HAVE THE OPPORTUNITY TO WORK WITH COLLEAGUES THEY DON'T USUALLY WORK WITH. 
          THEY GET A CHANCE TO MEET CHILDREN, THAT AREN'T IN THEIR OWN CLASSES, AND THEY GET THAT EXPERIENCE OF WHAT I CALL INTERGENERATIONAL, BUT IT'S JUST INTER-GRADE MIXING OF KIDS AND KIDS GET TO KNOW ONE ANOTHER BETTER TOO. 
          MY APOLOGIES FOR GOING WAY OVER TIME. 
          IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO ANSWER THEM. THANK YOU FOR YOUR TIME. 
          >> TRUSTEE GINGERY. 
          >> READING THIS JUST REAL QUICK. AT THE VERY BEGINNING, YOU SAID THAT YOU DO THE LOTTERY AT ELEMENTARY LEVEL. 
          NUMBER 1, HOW BIG OF A WAIT LIST DO YOU HAVE? NUMBER 2, HOW MUCH MORE MONEY WOULD IT TAKE FOR US NOT TO HAVE A WAIT LIST OR IS THAT EVEN A POTENTIAL? 
          >> YOU KNOW, IN ALL HONESTY, I'M NOT SURE IT'S A FINANCIAL FACTOR. 
          THERE'S A SWEET SPOT IN TERMS OF THE NUMBER OF KIDS AND 16 IS QUITE A LOT AFTER SCHOOL, SO THAT TENDS TO BE AN X. 
          [NOISE] PARDON ME. 
          I THINK THAT STAFFING IS MORE OF AN ISSUE, IT TAKES A LOT TO ASK SOMEONE TO SPEND ADDITIONAL TIME AFTER SCHOOL. 
          FINANCES ARE ONE PIECE OF A LARGE HOLE. 
          BUT I APPRECIATE YOU ASKING AND IN ANSWER TO YOUR QUESTION ABOUT WAIT LIST. 
          THE YOUNGER CHILDREN, K-2 ARE THE BIGGEST ONES. 
          SOMETIMES I'LL HAVE A WAIT LIST OF 15 KIDS. 
          I COULD DO ANOTHER PROGRAM. 
          I HAVE DONE THAT IN THE PAST BUT THAT AGE GROUP IS TOUGH ACROSS TOWN SO WE'RE ALL TRYING. THANK YOU. 
          >> THANK YOU. THAT'S IT. 
          >> NEXT ITEM ON THE AGENDA IS 
          [D. Reports and Items for Discussion]
THE STUDENT SCHOOL BOARD MEMBER REPORT. 
          >> THE FIRST THING WE'D LOVE TO TALK WITH YOU GUYS ABOUT IS OUR 11:00-4:00 MEETING LAST MONDAY FOR THE STUDENT SENATE. 
          WE STARTED OFF IN TABLE GROUPS. 
          WE HAD ABOUT NINE TABLE GROUPS DISCUSSING OUR SCHOOLS CONSENSUS AS WE LEFT THE LAST MEETING, DISCUSSING HOW WE WANTED THE STUDENTS TO GO FORTH IN THEIR OWN SCHOOLS CONGRESSES. 
          WE CAME BACK AND THE BIGGEST CONSENSUS WAS THAT WE NEEDED SOMETHING DONE ABOUT PHONES AND LUNCHES, WHICH IS WHAT WE'VE BEEN THINKING HAS BEEN HAPPENING, BUT IT JUST REAFFIRMED OUR BELIEFS THAT THOSE ARE THE LARGEST ISSUES FACING OUR DISTRICT. 
          WE MOVED INTO WORKING ON GRAPHIC ORGANIZERS THAT DR. CHAPMAN WAS SO AMAZING AND MAKING. 
          AS YOU CAN SEE IN SOME OF THE PICTURES, WE ALL WERE DISCUSSING AND TRYING TO SPREAD IDEAS ABOUT HOW WE ALL WANTED TO SHARE OUR INFORMATION ABOUT IT. 
          WE THEN MOVED INTO A ROOM WIDE DISCUSSION AND THE BIGGEST TOPICS THAT KIDS FROM ALL AGES BROUGHT UP WERE HEALTH AND NUTRITION, AS WELL AS FOOD WASTE, 
          [00:30:02]
OVER USE OF STYROFOAM AND PLASTIC, AS WELL AS ALLERGIES. 
          THE OVERUSE OF PLASTIC AND STYROFOAM, THOSE RESOURCES CAME ESPECIALLY FROM THE YOUNGER GRADES. THEY'RE WORRIED. 
          I WAS EXTREMELY SURPRISED AS WELL AS THE STUDENT SCHOOL BOARD MEMBERS, THAT SUCH YOUNG KIDS WERE TAKING SUCH A STANCE ON WASTE. 
          I'VE NEVER EXPERIENCED THAT. 
          WE DISCUSSED AS WELL AS TEACHERS TALKED WITH THE KIDS ABOUT HOW AND WHY THERE'S A USE OF STYROFOAM PLASTIC, AS WELL AS IDEAS OF HOW WE CAN MOVE AWAY FROM IN THE FUTURE. 
          WE THEN MOVED INTO PHONES AND MANY KIDS AGREED THAT RESTRICTIONS NEED TO BE IN PLACE. 
          I THINK THERE'S A VERY SMALL GROUP OF PEOPLE THAT THOUGHT THAT NO RESTRICTIONS ON PHONES WAS NECESSARY. 
          THE MIDDLE SCHOOL'S POLICIES ON CELL PHONES WERE ACTUALLY THE MOST POPULAR THROUGHOUT ALL GRADES. 
          THE IDEA OF NO PHONES THROUGHOUT THE SCHOOL DAY EXCEPT FOR A SMALL BREAK THROUGHOUT THE DAY, I BELIEVE IT WAS 10 MINUTES. 
          HOWEVER, KIDS LIKE THE IDEA OF HAVING IT FOR LUNCH WHICH ISN'T SOMETHING THAT THE MIDDLE SCHOOL OFFERS. 
          THEN WE OF COURSE, DID THIS THROUGH A GAME. 
          WE DID A LITTLE FOUR CORNERS GAME WHERE EVERYONE WENT TO A CORNER ASSIGNED TO THE BELIEFS THAT THEY ALIGN THEMSELVES WITH. 
          WE DID THE SAME THING WITH SOCIAL MEDIA AND WITH SOCIAL MEDIA IT WAS FOUND THAT MANY KIDS HAD BETWEEN 2-3 OR MORE SOCIAL MEDIA APPS THAT THEY USE ON A DAILY BASIS OR HAVE DOWNLOADED ON THEIR PHONES, WHICH IS MORE THAN I THINK MOST OF US ASSUMED WAS THE CASE. 
          I BELIEVE DR. CHRIS AND TRUSTEE DORNAN WERE ONE OF VERY FEW WITH NO SOCIAL MEDIA APPS ON THEIR PHONES AND I WAS PART OF A VERY SMALL GROUP WITH ONE WHILE THE MAJORITY WERE 2-3. 
          WE HAD A VERY PRODUCTIVE MEETING ABOUT LUNCHES AND PHONES, AS WELL AS TALKING ABOUT LEADERSHIP AND CONSENSUS WITHIN THE SCHOOLS. 
          OVERALL, REALLY PRODUCTIVE MEETING. 
          I'M LOOKING FORWARD TO DECEMBER'S MEETING. 
          >> MOST FOR OUR NEXT SLIDE. 
          FEW WEEKS BACK, THE THREE OF US WENT OVER TO THE MIDDLE SCHOOL TO TALK WITH KIDS FROM ALL THE DIFFERENT PAGES ABOUT THEIR IDEAS ON CELL PHONES AND SOCIAL MEDIA, AND THE IMPACT IN THEIR SCHOOL THAT THEY'VE SEEN PERSONALLY. 
          WE TALKED TO FIVE RANDOM MIDDLE SCHOOLERS IN EACH GROUP AND FROM EACH GRADE. 
          I TALKED WITH THE SIXTH GRADERS AND IT WAS VERY INTERESTING TO ME FROM WHAT THEY SAID IS THEY SAID THEY REALLY DON'T USE THEIR PHONES. 
          THEIR PHONES ARE FOR CONTACTING PARENTS, FOR EMERGENCY PURPOSES. 
          ONE OF THE STUDENTS I TALKED WITH SAID SHE'S NOT ALLOWED TO HAVE PHONES SINCE SHE'S 18. 
          ANOTHER KID SAID THAT HE IS ONLY ALLOWED TO HAVE HIS PHONE AT SCHOOL IN ORDER TO GET IN CONTACT WITH HIS PARENTS. 
          THE SECOND HE GETS HOME HIS MOM TAKES HIS PHONE AWAY FROM HIM. 
          I JUST THOUGHT THAT WAS VERY INTERESTING BECAUSE COMPARED TO KIDS IN SEVENTH OR EIGHTH GRADE GOING IN HIGH SCHOOL, THEIR PHONES ARE THE MOST IMPORTANT THING TO THEM FROM WHAT I'VE SEEN. 
          ANOTHER COUPLE OF OTHER QUESTIONS I ASKED THEM IS, DO THEY HAVE ANY SOCIAL MEDIA? MAJORITY OF THEM SAID, NO, WE DON'T OR I HAVE ONE APP, I DON'T USE IT, OR I HAVE SOME APPS, DON'T REALLY USE THEM. 
          SOCIAL MEDIA JUST ISN'T VERY BIG TO THEM IN SIXTH GRADE. 
          THEN ONE THING THAT I'VE KNOW HAS BEEN GOING ON THROUGH THE COUNTRY CURRENTLY IS LIKE THE SCHOOL WIDE PHONE BANDS. 
          I ASKED THEM WHAT THEY THOUGHT IF THE SECOND THEY GOT TO SCHOOL, THEY HAD TO LOCK UP THEIR PHONES SCREEN OR HIDE THEM ALL DAY. 
          THEY ALL RESPONDED WITH SOMETHING ALONG THE LINES OF, I UNDERSTAND WHY WE WOULD HAVE TO DO THAT BUT I WANT TO GET IN CONTACT WITH MY PARENTS OR GUARDIANS IF SOMETHING WERE TO HAPPEN, AND I NEEDED TO GET IN CONTACT WITH THEM. 
          SOME OF THE IDEAS WAS JUST, YOU COULD DO THAT, BUT THERE SHOULD BE A POLICIES, THE OFFICE ATTENDANCE TEXT MY NOTIFICATIONS AND STUFF LIKE THAT. 
          OBVIOUSLY, THAT'S A LITTLE DIFFICULT TO MANAGE WHEN YOU HAVE SO MANY STUDENTS IN THE SCHOOL. 
          THEN LASTLY, ONE OF THE BIG TOPICS I JUST HAVEN'T HEARD OF AS MUCH ANYMORE, ESPECIALLY IN HIGH SCHOOL WAS THE TOP OF CYBERBULLYING. 
          I ASKED THEM IF THEY HAVE PERSONALLY EXPERIENCED OR PERSONALLY OR HAVE SEEN FRIENDS OR FAMILY MEMBERS IN THE MIDDLE SCHOOL EXPERIENCING THE SAME. 
          [00:35:03]
ALL OF THEM SAID ONE WAY OR ANOTHER THAT THEY HAD, EITHER THEY HAD EXPERIENCED IT PERSONALLY OR THEY HAD HEARD OF FRIENDS EXPERIENCED CYBERBULLYING, WHICH IS VERY INTERESTING BECAUSE I FEEL WE CONNECT CYBERBULLYING TO SOCIAL MEDIA. 
          THE MAJORITY OF THE SIXTH GRADERS DIDN'T HAVE SOCIAL ANY FORM OF SOCIAL MEDIA WHATSOEVER. 
          MY PERSONAL TAKEAWAYS FROM FROM SPEAKING WITH THE SIXTH GRADE STUDENTS WAS OBVIOUSLY, THEY'RE STILL GROWING AND CHANGING THE FRESHLY AT THE ELEMENTARY SCHOOL, GETTING INTO THE BRAND NEW SETTING. 
          A BIG PART OF THEIR LACK IN SOCIAL MEDIA IS BECAUSE OF THEIR PARENTS. 
          MY QUESTION FOR THAT IS, AS THEY GROW UP, WILL THEY START TRYING TO INFLUENCE THEIR PARENTS AND HAVING THEM GETTING IT DOWNLOADED SO THAT THEY CAN FIT IN WITH THEIR FRIENDS OR, AS THEY GROW UP AND GET IN THE HIGH SCHOOL? MY GENERAL TAKEAWAY FROM THIS IS IS SOCIAL MEDIA ISSUE OR IS IT A MORE LIKE A EDUCATIONAL ISSUES LIKE WE'RE NOT TEACHING THEM ABOUT BEING RESPECTFUL, SOCIAL MEDIA OR BEING RESPECTFUL WITH THEIR TIME AND FEW STUFF LIKE THAT, STUFF THAT THEIR PARENTS ARE TRYING TO TEACH THEM. 
          BUT OBVIOUSLY AS THEY GROW UP SOMETHING THAT'S NOT HAPPENING AS OFTEN. 
          >> JUST HAVE TO TALK WITH FIVE RANDOM SEVENTH GRADERS. 
          WERE WITNESS SIMILAR, IF NOT THE SAME QUESTIONS. 
          [NOISE] I TALKED WITH ABRAHAM, LIAM, LIV, JAMMIE AND TIFFANY. AMAZING STUDENTS. 
          THEIR IDEAS ON ALL THE TOPICS WERE UNBOUNDED. 
          THEY HAD ALL THINGS TO TALK ABOUT AND ALL IDEAS. 
          SOME WERE A BIT OUT OF THE BOX AND SOME WERE REASONABLE. 
          AS I SAY, A LOT, IT'S REFRESHING SEEING KIDS OF ALL AGES AND ALL GRADES, BEING ABLE TO FORM THESE COMPLEX THOUGHTS AND PLANS. 
          AS WE'VE TALKED ABOUT BEFORE, YOU CAN SEE THESE STEPS THROUGHOUT EDUCATION IN THESE KIDS LIVES WHERE ONCE THEY COME OUT OF ELEMENTARY SCHOOL, THEY START GETTING INTRODUCED TO PHONES. 
          THEN YOU GET THE SIXTH GRADERS WITHOUT MUCH SOCIAL MEDIA. 
          THEN YOU GO INTO SEVENTH GRADE AND MANY OF THESE STUDENTS USE THE APP SHOWN ABOVE, SNAPCHAT, INSTAGRAM, TIKTOK AND MESSAGES TO COMMUNICATE WITH FRIENDS OR WITH THEIR PARENTS OR WITH HONESTLY RANDOM STRANGERS WHEREVER THEY PLEASE. 
          THEY'RE NOT QUITE YET TO THE FULL ADDICTION STAGE, I WOULD SAY. 
          MANY OF THEM ADMITTED TO WELL, FIRST, THEY TOLD ME THAT THEY ONLY USED THEIR PHONES TO COMMUNICATE WITH PARENTS AND TOOK A LITTLE BIT OF DIGGING AND RELIABILITY UNTIL THEY CAME BACK AND TOLD ME HOW, I GAME A LITTLE BIT, I'LL USE SOME SOCIAL MEDIA, I'LL DO THIS ON MY PHONE, I'LL WATCH SOME YOUTUBE. 
          BUT MANY OF THEM ARE WORRIED TO LET GO OF THEIR PHONES DURING THE SCHOOL DAY BECAUSE THEY ALL USE THE SAME IDEA OF WHAT IF TORNADO COMES THROUGH? WHAT IF AN EMERGENCY HAPPENS OR WHAT IF WE NEED TO USE OUR PHONES? THEY JUST DON'T LIKE THE IDEA OF GIVING IT UP. 
          MANY OF THEM SAID HOW WITHIN THEIR SCHOOL DAY, THEY'LL HAVE THEIR PHONE IN THEIR POCKET, AND WITHIN THE MIDDLE SCHOOL, THE RULE IS IT IS IN YOUR BACKPACK AND IT IS AWAY FROM AND THEY'LL GET IT TAKEN AWAY FROM THEM. 
          WHICH IS SOMETHING THAT THEY DON'T LIKE THE IDEA THAT EVEN IF THEY'RE NOT ON IT AND IT'S JUST SEEN BY A TEACHER, IT'S STRIPPED AWAY FROM THEM. 
          I ALSO SPOKE WITH THEM ABOUT THE IDEA OF A SCHOOL WIDE BAND. 
          IMMEDIATE NOSE, THEY ALL HATE THE IDEA. 
          THEY WANT THE ABILITY TO GET IN COMMUNICATION WITH PARENTS AND WILLING TO NOT BE ON PHONE FOR PARTS OF THE DAY BUT WANT TO BE ABLE TO SOMEHOW BE ON IT. 
          WHICH IS ALREADY GIVEN I, THEY GIVE A 10 MINUTE TIME, BUT THEY WANT MORE. 
          WHICH CAME, LIKE I SAID, THROUGH A BIT MORE DIGGING IS THAT AT THE SURFACE LEVEL, THEY ALL SAY THAT THEY'RE NOT ADDICTED OR THAT THEY DON'T USE THEIR PHONES FOR MUCH. 
          HOWEVER, IT DOESN'T ALWAYS SEEM TO BE THE CASE. 
          IT'S JUST THAT NEXT STEP ABOVE SIXTH GRADERS. 
          THEY'RE STARTING TO INTRODUCED TO SOCIAL MEDIA. 
          DIDN'T QUITE GET TO CYBER BULLYING THE SEVENTH GRADERS WERE REALLY INTERESTING TO TALK ABOUT. 
          LIKE I SAID, THEY HAD DIFFERENT IDEAS, BUT I DON'T KNOW IF A REWARD SYSTEM WITH PHONES IS SOMETHING THAT WILL BE LOOKED FORWARD. 
          >> I GOT TO SPEAK WITH EIGHTH GRADERS. 
          [00:40:01]
THEIR NAMES WERE SIDNEY, CHANEY, AUGUST, EVELYN AND EDWIN. 
          THEY TOLD ME THAT THEIR SOCIAL MEDIA APPS CONSIST OF I LIKE TO CALL THEM THE BIG THREE, SNAPCHAT INSTAGRAM AND TIKTOK, AND THEY HAVE A AVERAGE DAILY SCREEN TIME OF ABOUT 2-3 HOURS. 
          I PERSONALLY DIDN'T BELIEVE THAT. 
          I THINK THEY HAVE A LONGER AVERAGE DAILY SCREEN TIME AN THEY TOLD ME. 
          CONSIDER THEY SPEND MORE TIME SCROLLING ON THEIR PHONES THAN WHEN I ASKED THEM IF YOU WERE TO HAVE THE CHOICE BETWEEN READING A BOOK AFTER SCHOOL OR SPENDING A COUPLE OF HOURS ON YOUR PHONE. 
          THEY ALL TOLD ME THEY WOULD RATHER SPEND ON THEIR PHONE. 
          WHICH GOES INTO DOOM SCROLLING, WHICH IS I WOULD CLASSIFY THAT AS A KID WHO, YOU'RE AVOIDING ALL OF YOUR RESPONSIBILITIES BY THE SHORT TERM PLEASURE OF JUST CONSTANTLY SEEING NEW IMAGES AND IT'S LIGHTING UP PLEASURE SENSORS IN YOUR BRAIN THAT ARE NOT EASILY AS EASILY LIT UP WHEN YOU'RE ON WHEN YOU'RE READING A BOOK OR DOING WORK, BUT THEY DO EVENTUALLY WEAR OUT. 
          WHEN I ASKED THEM ABOUT THE ATTENDANCE POLICY THAT WE HAVE AT THE HIGH SCHOOL AND WHAT THEY THOUGHT ABOUT THAT, THEY THOUGHT THAT IT WAS FAIR AND IT MAKES SENSE, BUT THEY WOULD RATHER KEEP THEIR PHONES FOR LUNCH DURING THE DAY, THEN HAVE IT AWAY AT ALL TIMES. 
          WHEN I ASKED THEM IF THEY WOULD RATHER HAVE AN ALTERNATIVE WAY OF CONTACTING THEIR PARENTS FOR EMERGENCIES, IF THAT WERE THE CASE, OTHER THAN A PHONE, TWO OF THEM SAID YES, AND THREE OF THEM SAID NO, THAT THEY WOULD RATHER KEEP THEIR PHONES. 
          I THINK ONE QUOTE THAT IS IMPORTANT IS A STUDENT TOLD ME, I THINK WE HAVE AN ADDICTION, BUT IT'S NOT BAD. 
          THEY SAID WE CAN GO A COUPLE OF HOURS WITHOUT OUR PHONES. 
          I THINK THAT'S ME FOR ITSELF THE BIGGEST DRIVING FACTOR FOR HAVING THE PHONE TO THE EIGHTH GRADERS IS THEIR FEAR OF MISSING OUT. 
          THEY ALWAYS WANT TO KNOW WHAT'S GOING ON ONLINE, WHAT'S GOING ON IN OTHER PEOPLE'S LIVES. 
          BUT I DON'T THINK THEY GRASP THAT THE ONLY THING THAT THEY'RE REALLY MISSING OUT ON IS JUST LIFE ITSELF. 
          THEY'RE MISSING OUT ON EXPERIENCES WITH OTHER PEOPLE BECAUSE THEY'RE SEEING IT THROUGH WHATEVER SOCIAL MEDIA APP THEY'RE ON INSTEAD OF HAVING THAT REAL INTERPERSONAL CONNECTION. 
          I ASKED THEM IF THEY COULD ALL GO BACK IN TIME AND NOT HAVE A PHONE. 
          THEY ALL SAID THAT THEY WOULD NOT DO IT, THEY WOULDN'T GO BACK IN TIME AND STILL HAVE THEIR PHONE. 
          I THINK ALL OF OUR OVERALL TAKEAWAYS FROM IT IS OBVIOUSLY, PHONES AREN'T GOING TO GO AWAY. 
          THEY'RE SOMETHING THAT'S UNFORTUNATELY PERMANENT NOW IN MOST OF OUR LIVES. 
          I THINK OUR MAIN QUESTION IS IT SOCIAL MEDIA IS SOCIAL MEDIA THE GENERAL GENERAL ISSUE WITH, LACK OF PRODUCTIVITY, CYBER, ALL OF THAT, OR IS IT OUR LACK OF EDUCATION SURROUNDING THE TOPIC, THE REAL PROBLEM. 
          WHAT I MEAN, BY EDUCATION IS WE LIKE, DO WE SPEND ENOUGH TIME TEACHING ALL OF THESE STUDENTS, HOW TO RESPECTFULLY USE THEIR PHONES, HOW TO PUT IT AWAY AND NOT BE WORRIED ABOUT WHAT'S GOING ON EVERY SECOND OF EVERY MOMENT WHILE THEY'RE IN A CLASSROOM SETTING? ARE THEY LIKE ARE WE TEACHING THEM THAT YOU DON'T NEED TO HAVE YOUR PHONE AT LUNCH TO HAVE A CONVERSATION WITH THE PERSON SITTING ACROSS FROM YOU? THAT'S LIKE THAT WAS OUR GENERAL, QUESTION IT'S HOW DO WE CONTINUE? TEACH HOW TO USE PHONES IN MODERATION, AND THEN ALSO TEACH THEM THAT, ESPECIALLY FROM WHEN WE WERE TALKING WITH ELEMENTARY SCHOOL KIDS AT THE STUDENT SENATE OR THE FIRST STUDENTS SENATE IN SEPTEMBER AND ASKING THEM WHAT THEY THINK SOCIAL MEDIA IS. 
          MANY ELEMENTARY SCHOOLS THOUGHT, IT'S THE SOLE PURPOSE OF SUICIDE OF DRUG ABUSE, ALL OF THIS STUFF IS REALLY UNFORTUNATE. 
          IF WE WERE ABLE TO TEACH ELEMENTARY SCHOOL KIDS THAT'S NOT WHOLE REASON THAT THIS ALL HAPPENED AND TO TEACH THEM MORE ABOUT PHONES AND ALL OF THAT. 
          ESPECIALLY STARTING AT A YOUNGER LEVEL, IT'S GOING TO BE MORE BENEFICIAL TO THE FUTURE AGES AND GOING INTO MIDDLE SCHOOL GOING INTO HIGH SCHOOL, GOING INTO COLLEGE. 
          IT'S GOING TO BE A LOT MORE BENEFICIAL THAN JUST SITTING BY AND LETTING THESE BELIEFS BE TOLD TO THEM. 
          LAST BUT NOT LEAST OUR SCHOOL LUNCHES. 
          FIRST, I WANT TO START WITH STUDENT FEEDBACK FROM THE STUDENT SENATE. 
          WE GOT THE SIMILAR FEEDBACK FROM LAST MEETING THAT IT'S TOO EXPENSIVE AND IT COULD BE HEALTHIER. 
          HOWEVER, I NOTICED FROM THE ELEMENTARY SCHOOL KIDS, 
          [00:45:02]
THEY HAD VERY POSITIVE FEEDBACK REGARDING THEIR LUNCH CHOICES SUCH AS PIZZA AND COOKIES. 
          THEY REALLY SAID THEY REALLY WANTED THAT BACK THEY REALLY WANT THEIR PIZZA AND THEIR COOKIES BACK. 
          THEN I SENT OUT A SURVEY TO THE ENTIRE HIGH SCHOOL STUDENT BODY, AND ABOUT 209 RESPONSES WERE RECORDED AND 71 OUT OF 209 STUDENTS ARE EATING LUNCH FIVE TIMES A WEEK, WHICH APPROXIMATELY MEANS THAT 319 STUDENTS ARE EATING SCHOOL LUNCH EVERY SINGLE DAY, 57.5% OF STUDENTS BELIEVE THE SCHOOL LUNCH IS GOOD, BUT SOME THINGS COULD CHANGE AND 75% OF STUDENTS WISH THAT SCHOOL LUNCHES WERE A BIT HELPIER. 
          WHEN ASKED WHAT OPTIONS THEY WOULD LIKE TO HAVE DURING LUNCH, OVER 60 STUDENTS SUGGESTED PASTA AND PROTEIN, IT'S A SIMPLE YET SUFFICIENT MEAL. 
          STUDENTS WITH FREE RESPONSE QUESTIONS SUCH AS WHAT WOULD THEY CHANGE. 
          ADVOCATED ONCE AGAIN FOR HEALTHIER, FRESHER, MORE QUALITY FOOD ALONG WITH CHEAPER PRICES, OVER 70% OF STUDENTS MADE IT CLEAR THAT THEY WOULDN'T MIND PAYING MORE MONEY IF THE FOOD WAS HEALTHIER AND BETTER. 
          I CAME UP WITH A COUPLE OF SOLUTIONS FOR THIS. 
          A QUICK AND SIMPLE SOLUTION IS CHANGING THE FOOD OPTIONS THAT STUDENTS HAVE ACCESS TO AT LUNCHTIME. 
          A PUB MED ARTICLE THAT I FOUND CALLED TITLED IMPACT OF ALTERING THE AVAILABLE FOOD OPTIONS ON SELECTION. 
          THE OBJECTIVE OF THAT ARTICLE WAS INCREASING THE AVAILABILITY OF LOWER ENERGY FOODS INCREASES THEIR SELECTION. 
          WHEN A STUDENT HAS MULTIPLE LOW ENERGY OPTIONS AND A FEW HIGH ENERGY OPTIONS TO CHOOSE FROM DURING LUNCHTIME, A MAJORITY OF THE TIME THEY'LL GO FOR THE LOWER ENERGY OPTIONS. 
          WE CAN MAKE CURRENT OPTIONS HEALTHIER WITH BASIC INGREDIENTS LIKE ADDING SPICES TO OUR MEATS. 
          ANOTHER PUB MD ARTICLE TITLED STRATEGIES TO IMPROVE SCHOOL MEAL CONSUMPTION, SUGGESTS ADAPTING RECIPES TO IMPROVE THE PALATABILITY AND OR CULTURAL APPROPRIATENESS OF FOODS. 
          WHEN IT'S TACO TUESDAY, KIDS CAN ENJOY A GROUND BEEF WITH AN ABUNDANCE OF SPICES AND FLAVOR AND HEALTH INSTEAD OF A BLAND GROUND MEAT THAT THEY'RE PROBABLY GOING TO END UP THROWING AWAY OR NOT ENJOYING. 
          A LONG TERM SOLUTION IS A FUTURE GREENHOUSE FOR THE SCHOOL WHERE CLUBS AND CLASSES COULD LEARN ABOUT PLANT SCIENCES, SUSTAINABILITY, AND THE QUALITY OF FOOD. 
          NOT ONLY WOULD THIS GREENHOUSE PROVIDE INGREDIENTS FOR THE CULINARY STUDENTS, BUT ALSO FOR SCHOOL LUNCHES IN GENERAL. 
          ABOUT 66% OF STUDENTS SAID THEY WOULD BE INTERESTED IN HAVING GREENHOUSE IN THE FUTURE. 
          THEN I ASKED MISS FARRIS FROM THE HIGH SCHOOL, SHE'S THE NUTRITION TEACHER TO COME AND SPEAK TO YOU ALL. 
          >> THANKS, KEATON. 
          KEATON CAME TO ME A COUPLE OF WEEKS AGO AND SAID, I WANT TO TACKLE THIS ISSUE, AND IT'S AWESOME WHEN A STUDENT COMES FORWARD WITH A LOT OF INITIATIVE AND A LOT OF PASSION. 
          WE DID A LITTLE BIT OF RESEARCH, WHAT'S OUT THERE? WHAT ARE OTHER SCHOOLS DOING THAT ARE TRYING TO ESSENTIALLY CHANGE CULTURE A FOOD NORMS. UNFORTUNATELY, IN THIS COUNTRY, WE HAVE LOT OF COUNTER CULTURAL EFFORT THAT WE REALLY NEED TO PUT FORWARD IF WE WANT TO HAVE OUTCOMES THAT ARE DIFFERENT FROM WHAT THE NORMS ARE. 
          THE STANDARD AMERICAN DIET, WHICH CARRIES THE ACRONYM SAD, I THINK IS WHAT IT IS. 
          WE HAVE VERY CALORIE DENSE, NUTRIENT POOR, USE OF REFINED OILS, REFINED SUGARS, HIGH GLYCEMIC INDEX, ALL OF THESE THINGS THAT WE KNOW AND CONTINUE TO LEARN ABOUT ARE REALLY DETRIMENTAL FOR NOT JUST PHYSICAL HEALTH, BUT MENTAL HEALTH. 
          KEATON AND I LOOKED AT A BUNCH OF DIFFERENT RESEARCH. 
          SHE REFERENCED SOME OF THESE ARTICLES THAT WE FOUND ON FULL MD. 
          SOME REOCCURRING THEMES THAT WE THOUGHT WERE MOST APPLICABLE. 
          WE'RE REALLY FOCUSING ON NOT JUST HAVING MORE OPTIONS BUT HAVING MORE HEALTHY OPTIONS, AND ALONG WITH THAT, LIMITING STUDENTS AVAILABILITY TO THESE COMPETITIVE FOODS. I'LL SHARE. 
          >> WE HIGHLIGHTED SOME OF THESE ARTICLES AND JUST SOME EXCERPTS TO SHARE IF YOU WANT TO LOOK OVER BUT I THINK ONE OF THE MOST PROFOUND THINGS THAT WE CAME ACROSS WAS THAT YOU INFINITE SOCIAL NORMS. 
          [00:50:02]
WHEN YOU HAVE A GREATER AVAILABILITY OF IN THIS CASE, WHAT WOULD BE HEALTHY FOODS, AND THEN WHEN THEY ARE IN MORE ABUNDANCE, STUDENTS CHOOSE FROM THOSE THINGS THAT ARE IN MORE ABUNDANCE THEN WHAT YOU GET BY THAT IS A CULTURAL SHIFT. 
          YOU GET A PERCEPTION THAT THIS IS WHAT IS REALLY DESIRED AND IT'S SOMETHING THAT CAN BE EFFECTIVELY CHANGED JUST WHEN WE THINK ABOUT WHAT WE'RE PUTTING OUT THERE. 
          ANECDOTALLY AS A PARENT, I GOT A SCHOOL LUNCH BILL, AND I SAID TO MY SON, WHAT IS THIS FOR AND HE SAYS, OH, WELL, EVERY DAY WHEN I GET OFF THE BUS, I LIKE TO GET THE SUGARY CEREAL IN HIS WORDS AND I WAS LIKE, WELL, THAT'S NOT WHAT WE DO AT HOME, BUT IT'S AVAILABLE. 
          IF WE REALLY THINK ABOUT WHAT WE'RE MAKING AVAILABLE, AND IF WE WANT TO SHIFT OUR CULTURAL NORMS, I THINK THAT'S SOMETHING TO SHOOT FOR BECAUSE CURRENTLY, 71% OF THE US POPULATION IS OVERWEIGHT AND OBESE. 
          IF WE CONTINUE WITH STANDARD AMERICAN DIET OPTIONS, WE ARE GOING TO TREND TOWARDS A NORM THAT MANY OF US IN JACKSON ARE VERY VERY PRIVILEGED, AND ALSO VERY THANKFUL, I THINK, TO MAINTAIN SEPARATION FROM. 
          SO I THINK WE HAVE ALSO LOOKED AT SOME LITERATURE REVIEW, LINKING NUTRITIONAL FACTORS WITH THINGS LIKE ACADEMIC ACHIEVEMENT AND ALSO THE HUGE LINK WITH MENTAL HEALTH. 
          I GUESS THE LAST THING I'LL SAY HERE IS WE SPEND A TON OF ENERGY AS TEACHERS THINKING ABOUT WHAT OUR INPUTS ARE, HOW WE'RE EDUCATING, HOW WE'RE MEASURING, WHAT OUR INPUTS ARE AND FOOD IS INFORMATION WITH VERY MEASURABLE AND TRANSFERABLE OUTCOMES AND TO PLACE THE EMPHASIS ON CONTENT AND MATERIAL WITHOUT PUTTING EMPHASIS ON WHAT WE PROVIDE FOR OUR KIDS IN TERMS OF NUTRIENT INFORMATION, I THINK IS INHERENTLY MISSING THE MARK. 
          WHEN OUR STUDENTS COME FORWARD SAYING, WE WANT MORE NUTRITIOUS FOOD, I JUST THINK IT'S SOMETHING TO REALLY CELEBRATE AND THE WORK THAT THEY'RE DOING IS AWESOME AND TO JUST HEAR THEIR VOICE IS WONDERFUL. THANK YOU. 
          >> ANY QUESTIONS FOR BOARD MEMBERS? STEVENS. 
          >> I APPRECIATE THE STUDY THAT YOU DID ON CELL PHONE USAGE. 
          IT'S A PROX OF MINE. 
          I HAVE A SIXTH GRADER WHO DOES NOT HAVE A CELL PHONE. 
          I THINK IT'S INTERESTING AS THE KIDS PROGRESS TO BECOME OLDER IT'S OBVIOUS OF WHAT YOU FOUND IN THE RESEARCH. 
          I'M ADDICTED, BUT I GO UP MY PHONE FOR A FEW HOURS NOT REALLY UNDERSTANDING WHAT ADDICTION IS. 
          SO ONE OF THE QUESTIONS WAS IS IT AN EDUCATION PIECE, AND IS IT AN EDUCATION PIECE FOR THE STUDENTS OR IS IT AN EDUCATION PIECE FOR THE COMMUNITY AS A WHOLE, WHICH WOULD ENCOMPASS THE PARENTS OR ANYBODY RESPONSIBLE FOR A STUDENT AND IS IT AN EDUCATION PIECE FOR THOSE PARENTS AS WELL ALL THE STUDENTS REPLICATING WHAT THEY SEE THEIR PARENTS DO AT THE SAME TIME? IT'S A BIG ISSUE, AND I APPRECIATE YOU ALL TACKLING IT AND LOOKING AT IT, AND IT IS VERY OBVIOUS THAT OUR COMMUNITY IS NOT IMMUNE TO WHAT'S GOING ON ON THE NATIONAL LEVEL AND HOW CAN WE MAKE IT COOL? TO NOT HAVE A CELL PHONE OR LET'S JUST BRING BACK THE CROCUS MIAMI CELL PHONE WHERE THEY GOT TO CARRY AROUND A LITTLE PACK. 
          THE PHONE IS THIS SIZE. 
          NOBODY'S GOING TO BRING THAT PHONE. 
          THANK YOU FOR THE RESEARCH. 
          >> THANK YOU. 
          >> I REALLY APPRECIATE THE SURVEY YOU DID ON THE LUNCHES. 
          THAT WAS VERY HELPFUL, AND I LOVE THAT YOU BROUGHT A GUEST SPEAKER AND THAT WAS WONDERFUL TOO. 
          THAT WAS EXCELLENT. I REALLY ENJOYED ALL OF THAT, ESPECIALLY THE NUTRITION. 
          >> I'LL JUST SAY I ALSO APPRECIATE IT. 
          [00:55:02]
THESE ARE TWO HOT TOPICS, I THINK, NUTRITION AND CELL PHONE USE, AND IT IS INTERTWINED WITH OUR EDUCATION AND MAKES A BIG DIFFERENCE SO THANKS FOR DISCUSSING IT AND I LOVE HEARING KIDS TALKING ABOUT THE IMPACTS OF CELL PHONES AND HOW IT'S AFFECTING THE YOUNGER KIDS AND THANKS. 
          >> THANK YOU. 
          >> I'M GOING TO TAKE SOME OF THIS NUTRITION WHEN WE GO ON OUR NEXT TOPIC A LITTLE BIT LATER. 
          WE'LL WITH SOME QUESTIONS. 
          FISCAL MANAGEMENT COMMITTEE AND WE'RE OFF TO KRISTEN, LIKE I ALWAYS DO. 
          >> THIS IS AN EXCITING TIME OF YEAR FINANCE-WISE FOR THE STATE AND THE FUNDING MODEL AND ALL OF THAT. 
          THERE'S A COUPLE OF REPORTS HERE. 
          FIRST ONE WE'LL LOOK AT IS THE WYOMING ECONOMIC ANALYSIS DIVISION. 
          THIS IS A BUY QUARTERLY REPORT THAT THEY PUBLISHED AND WE'RE GOING TO GO STRAIGHT TO THESE ARE HERE FOR YOUR REVIEW, BUT WE'LL GO STRAIGHT TO PAGE 4. 
          THIS IS THE VERY TOP NUMBER ON THE LEFT FOR SISON COUNTY. 
          YOU CAN SEE OUR REGIONAL COST ADJUSTMENT UNDER THE WYOMING COST OF LIVING INDEX IS 176. 
          IF YOU'LL REMEMBER LAST YEAR, WE APPROVED THE COMPENSATION PACKAGE, YOU APPROVED IT AT 174% BUT OUR ACTUAL FUNDED REGIONAL COST ADJUSTMENT IS ONLY 167 THIS YEAR. 
          NEXT YEAR, I'VE DONE THE ANALYSIS BECAUSE THIS IS THE FINAL REPORT THAT'S INCLUDED IN THE FUNDING MODEL FOR THE FISCAL YEAR '26 IT'LL BE 170, WILL BE OUR FUNDED. 
          THIS HAS NO SIGN OF DECREASING, IT JUST CONTINUES TO INCREASE AND SO INCLUDED IN YOUR LEGISLATIVE PRIORITIES, WHICH I THINK YOU'VE SEEN IS A REAL ADVOCACY FOR CHANGING THE METHODOLOGY IN THE FUNDING MODEL TO A PRIOR YEAR OR THREE-YEAR AVERAGE, WHICHEVER IS GREATER SIMILAR TO THE OTHER COMPONENTS IN THE MODEL. 
          THAT'S THE FIRST ONE THERE. 
          THE NEXT REPORT WE'LL LOOK AT IS CALLED THE CREW REPORT FOR SHORT. 
          THIS IS ACTUALLY A POWERPOINT DONE AS AN ANALYSIS OF THE CREW REPORT AND WE'LL GO TO CAN'T REMEMBER WHICH PAGE BUT THEY WROTE IT DOWN FOR ANDREAS SHE HAS IT. 
          IT'S THE TEACHERS' PAGE IF YOU JUST GO DOWN TO THE TEACHERS. WHAT ABOUT THAT? HERE. WHAT THEY'RE DOING HERE IS THEY'RE COMPARING WHAT'S ACTUALLY HAPPENING IN WYOMING TO WHAT THE FUNDING MODEL SAYS SO WHEN YOU SEE THE MODEL AVERAGE SALARY HERE, THAT'S THE SALARY THAT IS IN THE MODEL THAT'S BEING FUNDED ON AVERAGE THROUGHOUT THE STATE. 
          NOW, EVERY COUNTY, EVERY DISTRICT, HAS A DIFFERENT REGIONAL COST ADJUSTMENT SO THERE'S DIFFERENT FACTORS THAT GO IN HERE, AND THEN NEXT TO THAT, YOU SEE WHAT THE ACTUAL AVERAGE SALARY IS. 
          WHEN WE TAKE THE AVERAGE REGULAR SALARY AND ADJUST FOR OUR REGIONAL COST ADJUSTMENT, YOU GET AN AVERAGE SALARY OF 107223. 
          OUR AVERAGE SALARY IN TETON COUNTY IS 8927460. 
          SO YOU CAN SEE HOW BECAUSE OF A COUPLE OF FACTORS, THE REGIONAL COST ADJUSTMENT, THE MODEL HASN'T BEEN ADJUSTED TO ACTUAL SALARIES, THAT WE'RE APPROXIMATELY 15,000-$17,000 BEHIND WHERE WE SHOULD BE WITH A REGIONAL COST ADJUSTMENT. 
          ANOTHER REASON TO CHANGE THE METHODOLOGY FOR THE REGIONAL COST ADJUSTMENT. 
          THERE'S TONS OF INFORMATION IN THESE REPORTS, BUT I WANTED TO HIGHLIGHT THOSE TWO NUMBERS. 
          I THINK THOSE ARE IMPORTANT GOING INTO THE RECALIBRATION PROCESS THAT THEY'LL START AS SOON AS THE SESSION ENDS IN FEBRUARY AND MARCH. 
          THE OTHER REPORT THAT'S LINKED HERE, WE WON'T GO INTO IT IS THE CRAIG REPORT, WHICH IS THE WYOMING REVENUE FORECAST. 
          THEY USUALLY FORECAST MUCH WORSE THAN WHAT ACTUALLY HAPPENS BUT ONE THING THAT YOU CAN SEE AS YOU START TO GO IN HERE AND REVIEW IS THAT ALL OF OUR RESERVE BALANCES CONTINUE TO GROW IN THE STATE OF WYOMING AND THAT'S ONE OF THE PRIORITIES OF THE LEGISLATURE IS TO BE FISCALLY CONSERVATIVE AND TO SAVE MONEY AND CONTINUE TO SAVE MONEY. 
          WE HAVE DIFFERENT POTS OF MONEY LIKE SCHOOL FUNDING POT OF MONEY AND THEN THE LSR AND THOSE ALL CONTINUE TO GROW NOT ONLY WITH ADDITIONAL DEPOSITS THAT THE STATE IS ABLE TO PUT IN BUT ALSO WITH THE INTEREST THAT THOSE REVENUES AND THOSE AMOUNTS ARE GAINING. 
          GOOD INFORMATION TO LOOK AT IF YOU'RE INTERESTED. ANY QUESTIONS? 
          [01:00:03]
          >> THANK YOU. 
          I'LL SEE AFTER HOW MANY GUESSES. 
          >> THIS IS EDUCATIONAL COMMITTEE. 
          >> HEY, SCOTT, I'LL JUST GO THROUGH REAL FAST BECAUSE YOU'RE GOING TO SPEND A LOT OF TIME TONIGHT ON THE SCHOOL IMPROVEMENT PLANS. 
          NUMBER 1 WE TALKED ABOUT THE STRATEGIC PLAN, WHICH WE'LL BE VOTING ON TONIGHT SO WE FINISH THAT UP. 
          WE ALSO TALKED ABOUT THE SCHOOL IMPROVEMENT PLANS, WHICH YOU'RE GOING TO SEE HERE IN A FEW MINUTES. 
          DR. CHRIS HAS MADE IT MUCH SIMPLER FOR ALL OF US TO UNDERSTAND AND HAVE CONSISTENCY BETWEEN THE SCHOOLS SO YOU'LL SEE TWO SLIDES, WHERE THEY ARE, AND THEN THE SECOND SLIDE IS WHERE THEY'RE GOING. 
          WE TALKED A LOT ABOUT SCHOOL DATA THAT CAME OUT AND PARTICULARLY THE DISTINCTION BETWEEN FIFTH AND SIXTH GRADE, DISTINCTION BETWEEN EIGHTH AND NINTH GRADE, AND ALSO SUSTAINABILITY OF THE 10TH-GRADE NUMBERS. 
          THE BIGGEST TOPIC WE DID, WE DISCUSSED MTSS. 
          WHAT I REALLY ENJOYED ABOUT HAVING REED DORNAN ON THERE, REED ALWAYS POINTS OUT THAT WE GIVE NEW NAMES TO THINGS, BUT IT'S ALWAYS THE SAME THING. 
          SHE SAID THIS IS WHAT WE USED TO DO ON FRIDAY AFTERNOONS. 
          ALL THE TEACHERS WOULD GET TOGETHER AND DISCUSS HOW TO SUPPORT THE STUDENTS. 
          THAT WAS AN EXCELLENT WAY OF DESCRIBING IT. 
          IT'S THE SAME AS TPI USED TO BE. 
          WE WENT THROUGH MTSS, MTS IS GREAT. 
          WE ALL LOVE MTSS. 
          THIS IS WHERE YOU HAVE YOUR THREE TIERS. 
          WE DO BEHAVIOR AND EDUCATION. 
          IT'S A GREAT SYSTEM. 
          WHEN YOU PUT IT UP ON A SCREEN, WE ALL AGREE THAT LOOKS GREAT. 
          WHAT WE GOT REALLY TALKING ABOUT WAS THE IMPLEMENTATION, AND THAT'S THE PART THAT THIS DISTRICT NEEDS TO WORK ON IS THE IMPLEMENTATION. 
          WE HAVE LOTS OF GOOD IDEAS THAT COME OUT OF MTSS MEETINGS BUT THEN WE DON'T HAVE THE STAFF TO ACTUALLY IMPLEMENT AND NOT A QUICK TURNAROUND. 
          WE TALKED A LOT ABOUT THAT WE NEED MORE SUPPORT STAFF AND A LOT OF IT TURNS UP GOING ON THE SHOULDERS OF THE PARENTS, THE NURSES, AND PEOPLE LIKE THAT. 
          TALKED ABOUT HOW TO GAUGE HOW IT IS GOING AND ONE OF THE IDEAS WAS, WE NEED TO ALWAYS GO BACK TO THE CLASSROOM TEACHER AND SAY, DID THAT HELP OR DID IT NOT? THE CLASSROOM TEACHER SHOULD PROBABLY BE THE FINAL ARBITER OF DID THAT WORK OR NOT. 
          EVERYONE HAS AN OPINION SOMETIMES, BUT THEN IF IT'S NOT HELPING IT CERTAINLY WASN'T WORKING. 
          WE TALKED ABOUT THE NEGATIVES. 
          OF COURSE, BECAUSE WE HAVE MEGAN FELTS. 
          MEGAN ALWAYS HAS THE ANSWER, AND SHE ACTUALLY HAD IT READY TO GO BECAUSE SHE KNEW WHAT THE NEGATIVES WERE GOING TO BE. 
          MEGAN POINTED OUT THEY HAVE CREATED A TASK FORCE TO INVESTIGATE AND TO LOOK INTO THE IMPLEMENTATION OF MTSS. 
          HER AND HER TASK FORCE WILL BE GOING TO EACH SCHOOL AND LOOKING AT HOW TO BETTER IMPLEMENT MTSS. 
          THE MEETINGS SEEM TO WORK WELL. 
          THE IDEA SEEMED TO WORK WELL, IT'S THE IMPLEMENTATION. 
          IT'S THE CONSISTENCY BETWEEN SCHOOLS THAT SHE'S GOING TO WORK ON. 
          WE ALSO TALKED ABOUT THE TASK FORCE, POTENTIALLY BECOMING AN APPEAL DISTRICT MTSS. 
          YOU'D HAVE A BIGGER MTSS THAN THE TOP SERVING AS AN APPEAL BOARD IF YOU'RE NOT GETTING WHAT YOU NEED AT THE SCHOOL LEVEL. 
          THAT WAS EVERYTHING ON THAT. I WOULD JUST POINT OUT A LITTLE BIT UNRELATED TO EDUCATION COMMITTEE, BUT TRUSTEE ZUNG, TRUSTEE DORNAN, AND MYSELF, SUPERINTENDENT. 
          WE ALL TRAVELED OVER TO CWC. 
          GREAT MEETING. IT WAS GREAT TO SIT AND FACE TO FACE WITH EVERYONE. 
          WE TALKED A LOT ABOUT CONCURRING, OF COURSE BUT WHAT WE REALLY WERE THERE TO TALK ABOUT WAS DUAL. 
          AS SOON AS THEY BUILD THEIR NEW SCHOOL, WHICH IS TWO YEARS OFF THERE'S THE POTENTIAL. 
          WE DON'T DO ANY DUAL RIGHT NOW JUST TO REMIND EVERYONE. 
          CONCURRENT IS WHERE THE COLLEGE CREDIT, BUT IT'S OUR TEACHERS TEACHING IT IN THE HIGH SCHOOL. 
          DUAL IS WHERE A KID ACTUALLY GOES TO CWC JACKSON CAMPUS AND IS TAUGHT BY CWC INSTRUCTOR. 
          WE DON'T HAVE DUAL CLASSES YET, BUT THAT WAS MOSTLY WHY WE HAD GONE OVER TO RIVERTON TO TALK TO THEM DIRECTLY ABOUT POTENTIAL OF DUAL CLASSES AT THEIR CAMPUS. 
          WHAT WOULD THOSE BE POTENTIALLY AND HOW WOULD WE DO IT, HOW WOULD WE RELEASE KIDS FROM SCHOOL TO GO, AND THEN WE TALKED A LOT ABOUT CURRENT DUAL CREDIT ISSUES PUTTING SOME LIMITATIONS ON DUAL CREDITS. 
          IT WAS A VERY GOOD MEETING. 
          IT'S A WONDERFUL CAMPUS, ESPECIALLY THE NURSING PROGRAM WAS AMAZING. 
          THE INTERTRIBAL CENTER, IVAN POSEY, JUST GOT ELECTED THE LEGISLATURE. 
          HE'S THE HEAD OF THE INTERTRIBAL CENTER. 
          HE GAVE US A WONDERFUL TOUR. 
          THAT WAS FASCINATING. 
          IT WAS JUST REAL INTERESTING. 
          I THINK THEY WERE VERY APPRECIATIVE THAT WE CAME OVER AND THEN THE NEW CWC JACKSON BRANCH DEAN, SANDY, SHE RODE IN THE CAR WITH US FOR SIX HOURS QUESTIONED HER ABOUT EVERYTHING ABOUT CWC, SO WE ARE FULLY KNOWLEDGEABLE NOW ABOUT EVERYTHING. 
          [01:05:02]
SO IT WAS FUN TO TALK TO HER FOR THAT LENGTH OF TIME. 
          I'M NOT SURE SHE'LL TAKE ANOTHER CAR RIDE WITH US. 
          I DON'T THINK SHE WAS EXPECTING US TO QUIZ HER FOR SIX HOURS BUT I THOUGHT IT WAS VERY EFFECTIVE. 
          THAT'S EVERYTHING THAT EDUCATION COMMITTEE WAS UP TO AND YOU'LL SEE THE STRATEGIC PLAN HERE IN A MOMENT. 
          YOU CAN PROVE THAT. YOU'LL SEE THE SCHOOL IMPROVEMENT PLANS. 
          I THOUGHT DR. CHRIS CAME UP WITH A MUCH BETTER WAY TO PRESENT. 
          HOPEFULLY, YOU'LL SEE THAT IT'S A LITTLE BIT MORE EFFECTIVE. 
          >> THANK YOU. QUESTIONS. 
          >> GO AHEAD AND MOVE ON TO OTHER REPORTS. 
          SUPERINTENDENT CHAPMAN. 
          >> THANK YOU. WE HAVE, SORRY, MY CURSOR IS KEEPING UP WITH ME. 
          THE DRAFT LEGISLATIVE POLICIES AND THESE ARE DRAFTED ANNUALLY FOR OUR BOARD TO CONSIDER AND THIS IS HELPFUL FOR ANY TIME COMMUNICATING WITH LEGISLATORS, WHETHER IT'S IN A PUBLIC MEETING, IF WE'RE IN CHIEN, OR HOSTING EVENTS OR VISITORS IN OUR VALLEY SO IT'S HELPFUL FOR US TO HAVE THESE ADVOCACY PRIORITIES. 
          THIS IS A FIRST DRAFT AND I WOULD APPRECIATE ANY FEEDBACK OR CHANGES THAT ANYBODY HAS TO THIS DRAFT SO THAT WE CAN BECOME FAMILIAR WITH THEM. 
          I LIKE TO CARRY THEM AROUND AND HAND THEM OUT, BUT I ALSO LIKE TO TAILOR MY COMMENTS TO WHOMEVER I'M SPEAKING WITH BASED ON WHERE I THINK WE ACTUALLY MIGHT GET SOME TRACTION. 
          IF THERE'S ANY FEEDBACK OR CHANGES, YOU'D SUGGEST, WE'D BE HAPPY TO MAKE THOSE. 
          >> WELL, WE HAVE THIS FOR A MONTH AND THEN MAYBE VOTE ON IT AT DECEMBER MEETING. IS THAT YOUR INTENT? 
          >> YES. 
          >> AT DECEMBER MEETING, IF WE HAVE CHANGES, WE CAN. 
          >> THAT WOULD BE GREAT. 
          >> I DON'T HAVE BUT IT'S GREAT. 
          [LAUGHTER] 
          >> I APPRECIATE KRISTEN MADE THE ADJUSTMENTS AND SO THOSE NUMBERS THAT WE LOOKED AT EARLIER ARE IN HERE AND THEY ARE UP TO DATE. 
          I PARTICULARLY APPRECIATE HAVING EYES ON IT THAT BECAUSE YOU ALL UNDERSTAND IT SO WELL, HOW CAN WE BETTER EXPLAIN IT TO SOMEONE WHO DOESN'T HAVE THE BACKGROUND KNOWLEDGE THAT YOU HAVE? YOU'LL SEE THIS AGAIN ON OUR DECEMBER AGENDA. 
          >> EVANS. 
          >> I HAVE ONE QUESTION THAT IS VERY, VERY CONCERNING. 
          WE TALK ABOUT THE RCA ALL THE TIME. 
          IS THERE ANYTHING THAT DISTINGUISHES US AND I SEE THAT SUBLET COUNTY IS UNDERFUNDED AS WELL. 
          BUT WHAT IS THE DRIVING FORCE THAT THESE OTHER DISTRICTS ARE FUNDED WELL OVER THEIR RCA CALCULATION AND UP TO EVEN 16% TO WHERE WE ARE NOT? 
          >> CHELSIE, [LAUGHTER] YOU'RE AN EXPERT IN THIS AREA. 
          >> GO AHEAD. BUT BOY STEPHEN, YOU JUST YOU HIT IT ON THE NAIL. 
          YOU GOT IT. 
          >> IN THE FUNDING MODEL, THERE ARE THREE DIFFERENT METHODOLOGIES THAT CAN BE USED TO ESTABLISH WHAT YOUR REGIONAL COST ADJUSTMENT IS. 
          THERE'S A HANDFUL OF DISTRICTS THAT FALL UNDER THE WCLI. 
          IN PAST RECALIBRATION CYCLES, THAT IS THE INDEX THAT MANY LEGISLATURES ARE TRYING TO GET RID OF AND THAT WOULD BE VERY DETRIMENTAL TO OUR DISTRICT BECAUSE THE OTHER INDEX THAT'S USED AS THE DONIC INDEX. 
          BASICALLY, WE WOULD GET A LOWER DONIC REGIONAL COST ADJUSTMENT BECAUSE WE HAVE THE MOUNTAINS AND THE NATIONAL PARKS AND FUN THINGS TO DO HERE. 
          WHAT THAT DOESN'T HELP WITH IS THE ACTUAL COST IT TAKES TO LIVE HERE. 
          THOSE ARE THE TWO METHODOLOGIES AND THE DONIC INDEX HASN'T BEEN REFRESHED. 
          THE COMPONENTS IN IT HAVEN'T BEEN REFRESHED SINCE 2005. 
          THEY'RE NOT EASY COMPONENTS TO REFRESH. 
          THE CONSULTANTS THAT THE LEGISLATURE HIRES EVERY TIME THEY DO THE RECALIBRATION, KEEPS SAYING THE SAME THING. 
          IF YOU'RE GOING TO KEEP USING THE DONIC INDEX, YOU NEED TO FIND A WAY TO REFRESH IT, WHICH THEY DON'T. 
          THE WCLI HAS COMPONENTS THAT AUTOMATICALLY RENEW EVERY YEAR, LIKE THE WYOMING ECONOMIC ANALYSIS THAT THEY PROVIDE AND OTHER COMPONENTS THAT RENEW AUTOMATICALLY EVERY YEAR THAT ARE ALREADY DONE. 
          THE THIRD INDEX THAT'S USED IS CALLED THE HOLD HARMLESS. 
          [01:10:03]
THERE ARE SOME SMALL DISTRICTS, SOME LARGE DISTRICTS ACROSS THE STATE, THAT THEIR CALCULATED REGIONAL COST, WE COULD GO BACK TO THAT CHART, IS ACTUALLY 84%. 
          THEY'RE 84% OF WHAT THE AVERAGE IS IN WYOMING. 
          BUT BECAUSE THERE'S THE HOLD HARMLESS PROVISION IN THE FUNDING MODEL, THEY AUTOMATICALLY ARE FUNDED AT 100%. 
          THEY'RE FUNDED 16% AHEAD OF WHAT THEIR ACTUAL REGIONAL COST IS, WHERE WE ARE CONSISTENTLY FUNDED BEHIND BECAUSE OUR REGIONAL COST IS INCREASING EVERY YEAR WITH THE COST OF LIVING. 
          >> THE INEFFICIENCY TO IT ALL HAS GOT TO JUST COST THE STATE SO MUCH MORE MONEY THAN IF THEY WERE ABLE TO FIND ONE METHODOLOGY. 
          >> NO. 
          >> YOU CAN'T HAVE ONE METHODOLOGY. 
          >> IF YOU GO TO ONE METHODOLOGY, THEY ALL WANT TO GO TO DON. 
          >> WE MUST TELL THEM NOT TO GO TO THAT. 
          >> IN THE PAST, WE'VE JUST SAID, WE GET THAT THIS DOESN'T WORK VERY WELL. 
          BUT WHAT WE CARE ABOUT IS TEA TOKEN. SURE? 
          >> YES. 
          >> WE WANT THEM TO STICK WITH THAT WCLI. 
          BECAUSE WHEN YOU FIRST LOOK AT IT, YOU GO, WHY IS THAT? HOLD HARMLESS ONE STILL THERE. 
          THE MORLEN IS AT 84% AND MORLEN STILL GETS MORE MONEY THAN THEY NEED BUT YOU NEED WASHING COUNTY'S VOTE BECAUSE THEY'LL SUPPORT US BECAUSE WE'RE LIKE, HEY, YOU'RE GETTING A GOOD DEAL THERE. 
          THAT'S WHY WE TRY NOT TO PUSH TOO HARD BECAUSE IT DOES MAKE SENSE. 
          THE PROBLEM IS EVERYONE SHOULD GO TO WCLI. 
          IT'S JUST THAT'S WHAT THEY SHOULD DO. 
          BUT EVERY TIME WE BRING IT UP, THEY GO, YOU'RE RIGHT, WE SHOULD GO TO ONE. LET'S GO TO DONIC. 
          DONIC IS WHERE YOU EAT THE ENVIRONMENT, I GUESS, EAT THE FLOWERS OR SOMETHING. 
          BECAUSE UNDER THE DONIC, BOM SUTTER SHOULD BE GETTING THE MOST MONEY. 
          BECAUSE WO SUTTER, NO DISRESPECT TO WOUTER, BUT THAT'S WHERE YOU PROBABLY DON'T IT'S VERY DIFFICULT TO GET A TEACHER. 
          WHAT THEY'RE SAYING IS, IT'S VERY EASY TO GET A TEACHER HERE BECAUSE EVERYONE WANTS TO COME HERE, NOT FOR THE MONEY, BUT TO ENJOY THE SCENERY, WHICH MAKES ABSOLUTELY NO SENSE. 
          ANYWAY, YOU HIT IT ON THE BELL. 
          I WISH BILL WAS HERE BECAUSE BILL CAN EXPLAIN IT MUCH BETTER THAN I CAN. 
          HE GETS VERY FRUSTRATED, BUT KATE REALIZED WELL, BETSY. 
          BUT BOY, THAT'S THE ISSUE IS THAT YOU'RE USING THREE DIFFERENT WAYS TO DO IT. 
          IT TOTALLY WOULD MAKE MORE SENSE TO JUST USE WCL. 
          IT WOULD SAVE THE STATE A LOT MORE MONEY. 
          BUT UNTIL SOMEONE CAN PUSH THAT, WE'RE IN THIS WEIRD SITUATION. 
          >> THANK YOU. 
          >> WE NEED TO HAVE THAT SPEECH ABOUT EVERY SIX MONTHS OR SO. 
          >> YEAH. 
          >> I GUESS WE'LL GET TO REVIEW THAT AGAIN NEXT MONTH. 
          [LAUGHTER] WHERE'S MY [OVERLAPPING] 
          >> NEXT PAGE HERE WE GET THIS CONSTRUCTION UPDATE. 
          >> YES. 
          >> THANK YOU. 
          >> EVENING AGAIN. TRUSTEES, SO FOR THE CONSTRUCTION UPDATE, I'LL JUST RECAPTURE THE TWO PROJECTS, THE TRANSPORTATION BUILDING PROJECT AND THE BROCK CENTER. 
          I KNOW THAT WAS PART OF THAT INFORMATION WAS IN THE LEADERSHIP CONDUCT A. 
          FOR THE TRANSPORTATION BUILDING, WHERE WE ARE IN THE PROJECT IS WE HAVE MOVED PAST THE 60% CONSTRUCTION DOCUMENTS. 
          THE NEXT STEP, NEXT MILESTONE FOR THAT WILL BE 95% CONSTRUCTION DOCUMENT. 
          WE WILL BE BRINGING THAT PACKAGE ALONG WITH AN UPDATED COST ESTIMATE AT THE JANUARY BOARD MEETING. 
          CURRENTLY, THAT PROJECT IS GOING SMOOTHLY AND JUST A REMINDER AT THE 60% COST ESTIMATE WE WERE VERY CLOSE TO ON BUDGET. 
          FOR THAT PROJECT, THE STATE HAS ALLOCATED 750,000 FOR CONSTRUCTION AND THE 60% COST ESTIMATE OF THAT $13,769,000. 
          YOU FEEL CONFIDENT THAT FOR THE COST ESTIMATE WE ARE TRACKING FOR THE BRONC ACHIEVEMENT CENTER. 
          LIKE WE WENT OVER BEFORE, WE'RE MOVING TOWARDS 100% DESIGN DEVELOPMENT PACKAGE FOR THAT PROJECT. 
          AGAIN, WE WILL BRING THAT PACKAGE FOR YOU NEXT MONTH ALONG WITH A REVISED COST ESTIMATE FOR THAT PROJECT. 
          [01:15:06]
ANY QUESTIONS ON THOSE TWO? 
          >> ANY QUESTIONS? 
          >> GREAT. 
          >> THANK YOU. 
          >> THEN I'M TO GIVE ONE MORE OUR EMPLOYEE HOUSING BUILDING. 
          I DID INCLUDE A MORE DETAILED CONSTRUCTION UPDATE WITH SOME PHOTOS OF THAT PROJECT. 
          I DO HAVE TO MAKE A CORRECTION. 
          I GAVE YOU SOME BAD INFORMATION ON THE ACTUAL NOTICE TO PROCEED FOR THAT PROJECT. 
          I WILL REVISE THIS IN THE NEXT REPORT, BUT IT WAS AUGUST 8. 
          I REFERENCED IN THE REPORT. 
          ALSO, I HAD THE TOTAL NUMBER OF DAYS WRONG, THAT'S GOING TO BE. 
          THAT PROJECT CONSTRUCTION SCHEDULE IS FOR ONE YEAR, EIGHT MONTHS, ABOUT 686 DAYS. 
          IF YOU NOTICE THAT, I'LL MAKE THOSE CORRECTIONS AND THE NEXT PROJECT. 
          BUT THAT ONE IS GOING WELL AND THAT ONE IS GUARANTEED MAXIMUM PRICE. 
          WE HAVE A CONTINGENCY, AND WE'VE BEEN WORKING DILIGENTLY WITH THE CONTRACTOR ON VALUE ENGINEERING AS WE PROGRESS WITH THAT AND IT'S GOING WELL. 
          >> [INAUDIBLE] 
          >> YES. WE DO HAVE THE ARCHITECTURAL TEAM, NIEL IS OUR PROJECT MANAGER. 
          I'M AVAILABLE ONLINE IF YOU HAD ANY QUESTIONS ABOUT THAT PROJECT. 
          >> ANY QUESTIONS ABOUT THE PROJECT. 
          >> THANK YOU. 
          >> NEXT REPORT IS FOOD SERVICE NUTRITIONAL UPDATE. 
          >> I WOULD LIKE TO INTRODUCE DANNY REID AND WILLIAM EDWARDS. 
          WILLIAM WORKS FOR SODEXO, AND DANNY IS WITH THE DISTRICT, AND THEY WORK TOGETHER ON CREATING [INAUDIBLE] 
          >> KRISTEN, THANK YOU, BOARD OF TRUSTEES FOR GIVING US THIS MOMENT TO PUT THIS PRESENTATION HERE TONIGHT. 
          I DID WANT TO FORMALLY, AS WE PROMISED ON OUR LAST BOARD MEETING, INTRODUCE WILLIAM EDWARDS, WHO WORKS FOR SODEXO, WHO'S THEIR GENERAL MANAGER. 
          I'M EXCITED ABOUT OUR PARTNERSHIP WITH SODEXO THIS YEAR. 
          I JUST WANTED TO SAY IT'S BEEN A HUGE UNDERTAKING TO ROLL THIS OUT. 
          IT'S BEEN A MAJOR CHANGE FOR EVERYBODY INVOLVED THOUGH TO STAFF, STUDENTS, PARENTS, EVERYBODY. 
          I ALSO WANTED TO ACKNOWLEDGE THE STUDENT BOARD'S REPORT ON FOOD THIS EVENING. 
          I JUST WANTED TO SAY THANK YOU GUYS. 
          I DO AGREE THAT IT'S INCREDIBLE THAT THERE ARE STUDENTS THAT ARE TAKEN ON NUTRITION AS SOMETHING THAT THEY CARE ABOUT. 
          PART OF THIS PRESENTATION THAT WILLIAM HAS WORKED HARD ON THIS EVENING IS TO HIGHLIGHT OR BE SOMEWHAT OF AN ANSWER TO SOME OF THOSE THINGS, WHETHER IT BE THE NUTRITIONAL SIDE. 
          WE'VE BEEN RECEIVING A LOT OF FEEDBACK SO FAR THESE LAST TWO MONTHS, AND I'VE CHARACTERIZED THAT FEEDBACK FROM PARENTS, ADMINISTRATORS, AND WHATNOT, WOULD BE QUALITY, SUSTAINABILITY AND NUTRITION. 
          TONIGHT, WE WANTED TO ROLL OUT WITH THE IDEA THAT START DOING SOME PRESENTATIONS, THAT BE AT A BOARD MEETING EVENTUALLY WITHIN SCHOOLS TO COVER SOME OF THESE TOPICS, BUT WE ARE WORKING HARD. 
          IT'S ONLY TWO MONTHS INTO IT TO ADDRESS SOME OF THOSE CONCERNS THAT HAD BEEN BROUGHT FORTH TO US, WHETHER IT BE ABOUT SUSTAINABILITY WITH STYROFOAM OR THE QUALITY THAT SOME SORT WAYSIDE AT SOME OF OUR SCHOOLS. 
          WITH AT ALL, LET WILLIAMS KIND OF TAKE THIS ON WITH PRESENTATION. 
          >> THANK YOU, DANNY. SIX MONTHS AGO IF ANYBODY ASKED IF I THOUGHT I WOULD BE PRESENTING AT A BOARD MEETING, I WOULD HAVE QUICKLY SAID, THAT CHANGED REALLY QUICKLY. 
          I THINK THE IMPORTANT THING TO KNOW HERE IS THAT THIS IS A NEW PROGRAM AND SO THE CHANGES ARE AN ONGOING DEVELOPMENT AND THERE IS CERTAINLY PLENTY OF SPACE FOR THE FEEDBACK AND FOR THE GROWTH OF THIS PROGRAM. 
          I THINK THAT'S WHY WE'RE HERE AND WE CARE ABOUT THE STUDENT POPULATION. 
          THERE OBVIOUSLY OUR BIGGEST ASSETS TO THIS COUNTRY AND TO THE WORLD IN GENERAL. 
          WITH THAT BEING SAID, I DID WANT TO JUST HIGHLIGHT THE DYNAMIC THAT IS TETON COUNT SODEXO AND THE USDA BECAUSE THEY WORK TOGETHER SEAMLESSLY TO IMPLEMENT A PROGRAM THAT IS CONFIDANT TO USDA GUIDELINES. 
          THIS IS JUST FEATURING A PRETTY STRAIGHTFORWARD EXAMPLE OF WHAT YOU MIGHT SEE ON THE LEGALLY OFFERING AT THE SCHOOLS. 
          THERE'S ALWAYS FRESH FRUIT VEGGIES. 
          THERE'S NOT ALWAYS PASTA OPTIONS, BUT THAT'S SOMETHING THAT IS WANTED, WE CAN CERTAINLY FIGURE OUT HOW TO MENU THAT MORE AS WITH ANYTHING. 
          YOU CAN SEE THE CIRCUIT WAFFLES. 
          THOSE ARE WHOLE GRAIN WAFFLES. 
          THEY HAVE VERY MINIMAL SYRUP ON THERE. 
          EVERYTHING THAT YOU SEE HERE FITS INTO A DAILY AND WEEKLY NUTRITIONAL CALCULATION THAT IS SET FORTH BY SODEXO TO ENSURE THAT IS USDA COMPLIANT. 
          [01:20:02]
EVEN IN THE TIMES WHEN YOU DO SEE THOSE ITEMS THAT YOU'RE LIKE, IT'S NOT HEALTHY. 
          IT'S THERE TO BE A CHOICE FOR THE STUDENTS AND WITH THAT BEING SAID, IT'S CERTAINLY POSSIBLE TO BE UNHEALTHY IF YOU EAT THE SAME UNHEALTHY THING EVERY DAY. 
          I THINK THAT'S THE BIGGER DISCUSSION HERE IS OVER INDULGENCE AND MODERATION. 
          BECAUSE WE DON'T WANT TO TAKE THE OPTION AWAY FROM THEM. 
          WE WANT TO EMPOWER THEM TO MAKE THE RIGHT CHOICE. 
          THAT BEING SAID WE GO TO THE NEXT SLIDE. 
          THE USDA, THEY DO HAVE A GOAL STANDARD FOR BREAKFAST AND LUNCH, AND I KNOW THERE'S A TON OF DISCUSSION ABOUT WHAT THIS WHOLE REIMBURSABLE OR COMPLETE PLATE OR COMPLETE MEAL IS. 
          TO THE USDA, THE COMPLETE BREAKFAST IS THREE ITEMS. BOTH OF THE THREE ITEMS, YOU HAVE TO CHOOSE HALF A CUP OF A FRUIT OR A VEGETABLE, AND THEN TWO ADDITIONAL ITEMS. AS YOU CAN SEE HERE, IT COULD BE AVAILABLE IN EGGS AND FRUIT OR MILK AND FRUIT AND EGGS OR A PIECE OF TOAST AND FRUIT AND YOGURT. 
          IT'S UP TO THE STUDENTS. THEY DO FOLLOW AN OFFER VERSUS SERVE PROGRAM, SO WE DON'T TELL THEM WHAT THEY HAVE TO TAKE. 
          WE ALLOW THEM TO MAKE THE CHOICE AND THEN EITHER IT FALLS INTO THE CATEGORY OF A REIMBURSABLE MEAL OR IT DOESN'T. 
          THEN OF COURSE, WE CHARGE ACCORDINGLY. 
          THAT MEANS SET ALSO HAS RECIPES WHERE IT'S NOT A STRAIGHT FORWARD AS SEE THREE THINGS ON A PLATE LIKE WHEN YOU LOOK AT A SLICE OF PIZZA. 
          IT CAN COUNT AS TWO GRAINS BECAUSE THERE'S ENOUGH GRAIN COMPONENTS IN THE CRUST ALONG WITH THE COMPONENT OF THE CHEESE AND THE PEPPERONI CAN BE FACTORED AS A PROTEIN. 
          IT'S NOT ALWAYS STRAIGHTFORWARD, BUT WHEN YOU'RE LOOKING AT A COMPANY LIKE SODEXO IT TAKES THESE GUIDELINES THAT THE USDA SETS, AND IT PUTS THEM INTO A VERY OPERATIONALLY SOUND PROGRAM THAT'S EASY TO LIKE IMPLEMENT INTO MANY, MANY DISTRICTS. 
          WHEN YOU LOOK AT THE USDA, IT'S A PROGRAM THAT AIMS TO BE UPWARDS OF 60 MILLION STUDENTS BETWEEN PUBLIC CHARTER AND PRIVATE SCHOOLS. 
          THAT'S A BIG THING TO UNDERTAKE. 
          THERE'S OF COURSE A TON OF POLITICS AND STIGMA AROUND THE USDA, BUT I THINK IT'S IMPORTANT TO NOTE THAT THEY DO HAVE TEAMS OF SCIENTISTS THAT STUDY THIS STUFF METICULOUSLY AND SODEXO JUST IMPLEMENTS THEIR GUIDELINES. 
          THE NEXT SLIDE IS THE LUNCH COMPONENTS, WHICH ARE PRETTY MUCH THE SAME AS BREAKFAST. 
          THERE'S SLIGHT VARIANCES. 
          THEY STILL HAVE TO TAKE THE HALF CUP OF FRUIT OR VEGETABLES, AND THEN ANY OTHER SELECTIONS THAT THEY WANT, SO LONG AS THEY HAVE AT LEAST THREE COMPONENTS. 
          WHEN YOU'RE TEACHING YOUR CHILDREN OR YOUR STUDENTS ABOUT WHAT A FULL MEAL IS, IT'S ENSURING THAT YOU'RE TAKING FRUITS OR VEGGIES, ONE AND THEN AT LEAST TWO OTHER COMPONENTS. 
          FOR INSTANCE, AT THE HIGH SCHOOL, I SEE PEOPLE TAKING TWO SLICES OF PIZZA AND A LOAD OF FRIES. 
          TECHNICALLY, THAT'S REIMBURSABLE BECAUSE THE FRIES COUNT AS THE VEGETABLE. 
          IN THE EYES OF A PARENT OR SOMEBODY, IT PROBABLY DOESN'T SEEM THAT HEALTHY BECAUSE IT'S PIZZA AND FRENCH FRIES. 
          LATER ON, WE'LL GET INTO THE NUTRITIONAL ANALYSIS OF PIZZA VERSUS FRIES AND THINGS OF THAT, BUT YOU CAN GO TO THE NEXT SLIDE. 
          >> THIS IS A STANDARD PATTERN ACROSS K THROUGH 5,6 THROUGH 8.9 THROUGH 12 GRADES. 
          IT'S BROKEN DOWN INTO THE CATEGORIES OF FRUIT VEGETABLES, WHICH HAS SUB CATEGORIES THAT THE USDA ALSO IMPLEMENTS THAT YOU HAVE TO SERVE AT LEAST ONE TIME A WEEK, ARE DARK GREEN, RED AND ORANGES, MEANS AND BE, STARCHY OTHERS. 
          AND THEN THERE ARE THE CATEGORIES OF GRAY. 
          MEATS OR MEAT ALTERNATIVES AND MILKS. 
          THOSE ARE YOUR FIVE POSSIBLE COMPONENTS, AND AGAIN, YOU HAVE TO TAKE THREE. 
          ONE OF WHICH HAS TO BE THE FRUIT OR THE VEGETABLE. 
          THEN DOWN AT THE BOTTOM, YOU ALSO SEE THE THRESHOLDS THAT ARE ALLOWED FOR SODIUM, AS WELL AS CALORIES. 
          THIS IS CURRENT STANDARDS. 
          THERE WERE NO UPDATES IN 2024, BUT AS WE'RE LOOKING INTO GOING TOWARDS 2027, THE USDA HAS REGULATED THAT BY JULY 1, 2027, THEY WILL REDUCE TOTAL WEEKLY SUGAR ALLOWMENT TO 10%. 
          SODIUM MUST BE REDUCED 10% AT BREAKFAST AND 15% AT LUNCH. 
          I THINK THEY'RE MAKING STRIDES. 
          I THINK AGAIN, BACK TO THE POINT OF TRYING TO FEED 60 MILLION STUDENTS ACROSS THE NATION. 
          I THINK EVERYBODY CAN AGREE IT'S NOT THE BEST POSSIBLE NUTRITION OR FOOD POSSIBLE THAT WE COULD BE SERVING, 
          [01:25:07]
BUT IT'S WHAT FEEDS THE ENTIRE NATION. 
          JUST TO TOUCH ON, I DON'T KNOW IF YOU'VE SAW, BUT THEY JUST HIRED, THEY JUST APPOINTED A NEW PERSON ONTO THE USDA SECRETARY BOARD TO OVERSEE THE USDA GUIDELINES, WHAT HIS NAME? JOEL SALATSIN. 
          HE WAS APPOINTED AS THE ADVISOR. 
          HE'S INTO REGENERATIVE AGRICULTURE AND SUSTAINABLE FARMING, AND I THINK AGAIN, WE'LL SEE A LOT OF CHANGES AT THE USDA LEVEL AS WELL. WE CAN GO ON. 
          >> ANY CHAIR PART? SORRY. ANY QUESTION. [LAUGHTER] 
          >> WILLIAM, FIRST OF ALL, THANK YOU FOR BEING HERE AT THIS WONDERFUL PRESENTATION. I APPRECIATE. 
          I GET THAT SODEXO IS A BIG CORPORATION INTERNATIONAL EVER, AND THEY GET THE USDA AND THE USDA SAYS THIS AND THEY SEND OUT. 
          I ASSUME IT COMES IN BEING IT'S THE SHIP YOU THE FOOD AND YOU DISTRIBUTE. 
          I GUESS MY QUESTION TO YOU IS HOW MUCH DISCRETION DO YOU HAVE? YOU HAVE TO TAKE WHAT THE CORPORATION SENT YOU, SAID, THESE ARE THE FOOD MEALS, OR AS WAS DISCUSSED EARLIER, YOU MENTIONED, IF PASTA WAS SOMETHING EVERYBODY WANTED MORE OF. 
          DO YOU HAVE THAT DISCRETION TO TELL THE I DON'T KNOW, OVERSEERS, WHERE THEY'RE AT, THAT YOU WOULD LIKE THEM TO SEND SOMETHING DIFFERENT HERE. 
          HOW MUCH DISCRETION DO YOU HAVE? 
          >> IF WE COULD JUST GO TO THE NEXT SLIDE REAL QUICK. 
          YOU CAN SEE A PICTOGRAPH. THERE IS A GENERAL FLOW. 
          YES, WE DO HAVE NATIONAL DIETICIANS AT THE CORPORATE LEVEL. 
          THEN WE ALSO HAVE REGIONAL DIETITIANS. 
          OURS ARE CASEY AND BAILEY, THEY'RE PHENOMENAL, AND THEY DO CREATE SOME OF THESE RECIPES ALONGSIDE THE CORPORATE TEAM AS WELL. 
          AS YOU CAN SEE, WE PRETTY MUCH FOLLOWED A DIFFERENT ACCOUNT IN COLORADO WITH THE MINDFULNESS OF, ATHLETIC, A LITTLE BIT MORE ACTIVE. 
          IT'S NOT SET IN STONE. 
          WE OF COURSE HAVE POPULATION, I WOULD ASSUME. 
          BUT RIGHT NOW WE'RE FOLLOWING THAT MENU AS WE GO THROUGHOUT THE YEAR, WE CAN MAKE REQUESTS TO DO DIFFERENT MENU ITEMS. I GET FEEDBACK FROM THE KITCHEN MANAGERS, AS WELL AS A STUDENT BOARD AND THE COMMUNITY ABOUT MENU ITEMS THAT JUST AREN'T POPULAR OR THAT WE DON'T WANT TO SEE AS MUCH, AND WE CAN CERTAINLY MENU IN NEW ITEMS, HEALTHIER ITEMS. BUT OF COURSE, THE BIGGER PICTURE HERE IS THAT WHAT WE'RE CONSIDERING HEALTHY TO SOME VERSUS OTHERS AND WHAT IS ALLOWABLE TO SOME AND AVAILABLE TO SOME AND NOT TO OTHERS. 
          BUT YES, GENERALLY SPEAKING, WE GET THE FEEDBACK [OVERLAPPING]. 
          >> MY SECOND QUESTION HERE IS, YOU KEEP SAYING WE'RE REIMBURSABLE MEAL. I DIDN'T KNOW WHAT THAT MEANT. 
          YES. THE USDA WILL REIMBURSE THE DISTRICT A CERTAIN DOLLAR AMOUNT FOR PAID FREE AND REDUCED STUDENT FREE REDUCED AS LONG AS THEY GET THAT FULL THREE COMPONENT PLATE, THEN IT'S A REIMBURSABLE MEAL, YOU'LL RECEIVE AN INCENTIVE BACK FROM THE GOVERNMENT. I DO. 
          >> THOSE ARE MY TWO QUESTIONS. THANK YOU. 
          >> IF WE COULD GO BACK TO THE OTHER SLIDE, I JUST THINK IT'S IMPORTANT TO REALLY HIGHLIGHT THE LEVEL OF ACTIVITY THAT THE KIDS HERE HAVE IN THEIR DAY TO DAY LIVES. 
          WHEN YOU ARE LOOKING AT THE GROWTH FACTORS OF CERTAIN STUDENTS, THEIR LEVEL OF ACTIVITY, WHETHER OR NOT THEY'RE GOING THROUGH PUBERTY, POSSIBLY MENSTRUAL CYCLES, GROWTH SPURTS, HORMONE CHANGES, ALL OF THESE THINGS AFFECT THE TOTAL DAILY CALORIES THAT STUDENTS NEED AND WHEN YOU'RE LOOKING AT NUTRITION, OFTENTIMES, IT'S MORE DETRIMENTAL THAT STUDENTS ARE NOT EATING ENOUGH. 
          THEY'RE EXPENDING MORE CALORIES THAN THEY'RE CONSUMING. 
          WHEN YOU LOOK AT THE MENU ITEMS THAT ARE MENU THROUGHOUT THE WEEK, THEY FIT INTO A NUTRITIONAL ANALYSIS THAT STUDENTS OF ALL LEVELS OF ACTIVITY SEDENTARY, SOMEWHERE IN THE MIDDLE OR VERY ACTIVE. 
          THEY COULD EAT SOMETHING THAT IS SUSTAINABLE TO THEIR DIET. 
          WE CERTAINLY CAN'T CONTROL WHETHER OR NOT A STUDENT IS INACTIVE AND STILL DECIDES TO EAT PIZZA AND FRENCH FRIES EVERY SINGLE DAY, THAT, OF COURSE, IS A BIGGER DISCUSSION FOR THEM TAKING OWNERSHIP OVER THEIR OWN HEALTH AND NUTRITION. 
          BUT I DID WANT TO HIGHLIGHT THE CHART ON HERE. 
          WHEN YOU GET INTO THE 9TH-12TH GRADE STUDENTS UPWARDS OF 3,000 CALORIES A DAY. 
          [01:30:03]
WHEN YOU'RE LOOKING AT THE NUTRITION OF 150 CALORIE RICE CRISPY TREAT THAT'S MADE WITH WHOLE BRAIN. 
          IN THE BIGGER PICTURE OF THINGS. 
          SURE IF YOU'RE EATING SIX OF THEM A DAY ON TOP OF OTHER UNHEALTHY ITEMS ALL DAY LONG. 
          IT'S A TERRIBLE DECISION FOR YOUR HEALTH. 
          BUT WHEN YOU'RE FACTORING IN THE EXTRA CALORIE ALLOTMENT THAT IS NEEDED FOR AFTER SCHOOL ACTIVITIES AND DIFFERENT ACTIVITIES THROUGHOUT THE DAY, JUST GENERAL BRAIN PROCESSING THAT IS REQUIRED. 
          IT CAN BE A DECENT OPTION. 
          WHEN YOU COMPARE IT TO A BRAND MUFFIN THAT IS BAKED IN YOUR HOUSE, THERE ARE VERY LITTLE DIFFERENCES BETWEEN THE NUTRITIONAL VALUE, WHEN YOU BREAK THEM DOWN TO A CHEMICAL STANDPOINT. 
          I DON'T WANT TO DEMONIZE THE IDEA OF SIX GRAMS OF SUGAR IN A BOWL OF CEREAL THAT A STUDENT TAKES IN THE MORNING, THAT HIT GOING OR THEY GOING. 
          THEY GO TO THE CLASSROOM AND THEY NEED THAT EXTRA CALORIE TO GET THEIR BRAIN GOING TO START LEARNING. 
          WE OFTEN HAVE MISCONCEPTION THAT A LITTLE BIT OF SUGAR IS GOING TO SEND THEM OFF THE WALLS. 
          THAT'S JUST NOT TRUE. 
          YOUR BRAIN NEEDS THE GLUCOSE IN ORDER TO GROW AND DEVELOP. 
          AGAIN, I ALSO DON'T WANT TO MAKE IT SEEM I'M ADVOCATING FOR TOO MUCH SUGAR OR CEREALS. 
          WE CAN CERTAINLY TAKE THEM AWAY. 
          BUT THE IMPORTANT THING TO KNOW HERE IS THAT THEY HAVE TO HAVE THE OPTIONS AND THEY HAVE TO HAVE THE AVAILABILITY. WE CAN GO TWO SLIDES. 
          IF I START RAMBLING, YOU HAVE TO LET ME KNOW [LAUGHTER] [NOISE]. 
          AGAIN, JUST LIKE SOME KEY FACTS ABOUT NUTRITION. 
          I THINK OVER TIME, PEOPLE HONESTLY DEVELOP A BIT OF A TOXIC HABIT AS IT RELATES TO FOOD AND JUST TO TOUCH A LITTLE BIT, LIKE WE BROUGHT UP THE STANDARD AMERICAN DIET, BUT THIS ISN'T THE STANDARD AMERICAN POPULATION, WE'RE NOT A SEDENTARY COMMUNITY. 
          WHILE, YES, IT'S AMAZING TO THINK THAT WE COULD ALL EAT QUINOA WRAPS AND CARROTS AND REALLY HEALTHY NUTRITIOUS SNACKS AND EVERYTHING, ON A DAILY BASIS. 
          BUT THE REALITY IS THAT NOT EVERYBODY IS GOING TO EAT THAT, BUT THEY'RE STILL GOING TO BURN 3,000-3,500 CALORIES A DAY, AND WHERE ARE THEY GOING TO MAKE UP THOSE CALORIES? IF IT'S NOT IN A SNACK HERE OR A SNACK THERE. 
          JUST TO QUICKLY TOUCH WHEN WE'RE TALKING ABOUT SUGAR CARS, EVERYBODY HAS THEIR DIETARY PREFERENCES. 
          BUT GENERALLY SPEAKING, WHEN YOU CONSUME CARBS OR SUGAR IT'S GOING TO GET STORED IN YOUR BODY, YOU'LL USE THE GLUCOSE FOR FUEL. 
          IF YOU HAVE ANY LEFTOVER, IT'LL GO TO YOUR LIVER, YOU'LL SAVE IT FOR LATER, AND YOU WILL USE THAT AS AN ENERGY SOURCE THROUGHOUT YOUR DAY. 
          OF COURSE, YOU'RE CONSUMING TOO MUCH. 
          IT DOESN'T GET SO IT'S TURNED TO FAT. 
          BUT ASSUMING THAT YOU'RE A STUDENT THAT IS ACTIVELY ENGAGED IN CLASS AND YOUR MENTAL PROCESSES ARE ACTIVELY RUNNING, OR YOU'RE PERFORMING A SPORT OR YOU'RE IN SOME OTHER EXTRACURRICULAR ACTIVITY. 
          THIS DISCUSSION ABOUT CARBS AND SUGAR, I THINK ALSO NEEDS TO BE FACTORED INTO THE SPECIFIC NEEDS OF EACH CHILD IN EACH STUDENT AND WHAT THEIR DAY TO DAY LIFE LOOKS LIKE [INAUDIBLE]. 
          ONE THING I WILL NOT IN THAT SODEXO IS, THE USD SETS THE STANDARD FOR LIQUID SUGAR BECAUSE IT IS SCIENTIFICALLY PROVEN HOW DETRIMENTAL IT IS TO JUST DUMP SUGAR IN A LIQUID FORM STRAIGHT TO YOUR INTESTINES BECAUSE IT GENERALLY SPEAKING IS LIKE A HUGE GLUCOSE SPIKE AND YOU DON'T NEED THAT AMOUNT OF GLUCOSE OR ENERGY STORED IN YOUR BODY, SO IT DOES GET CONVERTED TO FAT. 
          BUT WHEN YOU'RE TALKING ABOUT FRUITS AND OTHER COOL GRAIN SNACKS THAT HAVE SUGAR IN THEM, THERE'S FIBER IN THEM. 
          IT COUNTERACTS THE GLUCOSE AND THE FRUCTOSE, AND IT ASSISTS WITH DIGESTION. 
          IT DOESN'T GET STORED AS STARCH. 
          IF YOU NOTICE AT THE HIGH SCHOOL, I THINK YOU COULD ALL AGREE THAT THE DRINKS THERE, THEY HAVE VERY MINIMAL CALORIES BECAUSE THEY'RE NOT ALLOWED TO HAVE SUGAR. 
          VERY LITTLE SUGAR. WE CAN GO ON. 
          >> MADAM CHAIR. 
          >> YES. 
          >> IF I COULD MAKE A SUGGESTION. 
          I THINK WE ALL HAVE THE POWERPOINT. 
          MAYBE PEOPLE HAD QUESTIONS ABOUT THE REST OF IT. 
          I THINK OUR MAIN QUESTION WAS DISCRETION AND YOU'VE ANSWERED THAT. 
          [01:35:02]
I APPRECIATE THE POWERPOINT. 
          WE DO HAVE THE STRATEGIC IMPROVEMENT PLAN AND THE SCHOOL IMPROVEMENT PLAN TONIGHT. 
          I'M JUST WONDERING IF ANY BOARD MEMBERS ANY FURTHER QUESTIONS ON THE POWERPOINT. 
          WE CERTAINLY COULD GO THROUGH THOSE QUESTIONS, BUT I'M NOT SURE WE NEED TO FINISH THE POWER POINT. 
          >> SUGGESTION. DOES ANYONE HAVE SOME QUESTIONS AFTER REVIEWING THE POWERPOINT? 
          >> NO. FIRST, I WANTED TO THANK YOU FOR BEING RESPONSIVE AND COMING IN [NOISE] AND TALKING TO US BECAUSE IT HAS BEEN A GENERAL TOPIC OF CONVERSATION SINCE THE BEGINNING OF SCHOOL. 
          I UNDERSTAND THE PROGRAMS. IT TAKES A WHILE TO COME UP TO SPEED AND FIGURE OUT WHAT WORKS. 
          EVERY SCHOOL DISTRICT IS A LITTLE DIFFERENT. 
          LOOK AT WHOLE FOODS. 
          THEY CAME IN AND THEY'VE HAD TO MAKE SOME ADJUSTMENTS BECAUSE WE WANT LOCAL THINGS THERE AND I'M SURE THAT THEIR CORPORATE OFFICE WAS THRILLED WITH THAT. 
          FIRST, I WANT TO SAY THANK YOU. 
          THE OTHER THING IS THAT AS WE GO FORWARD, WE'VE HEARD FROM THE STUDENT SCHOOL BOARD AND THE NUTRITIONIST AND THAT THING, AND JUST PUT IT OUT THERE, I'M ALWAYS A PROPONENT OF STAKEHOLDER GROUPS. 
          I KNOW SO AS WE KEEP GOING AND IF THERE STILL CONTINUES TO BE QUESTIONS OR, PEOPLE WANT TO GIVE THEIR OPINION, I WONDER IF IT WOULDN'T BE A SMART THING TO CREATE SOME SORT OF STAKEHOLDER GROUP, JUST SO THAT YOU ALL GREAT. 
          DISSEMINATE SOME OF THIS INFORMATION THROUGH THEM. 
          >> THANK YOU, BETSY CARLIN. 
          IT'S ACTUALLY IN OUR CONTRACT. 
          WE'RE GOING TO BE WORKING HARD IN THE NEXT MONTH. 
          PROBABLY, WOULD LIKE TO PUT SOMETHING TOGETHER, A RECRUITMENT PROCESS, BUT WE ARE SUPPOSED TO HAVE A STAKEHOLDER GROUP. 
          WE WILL BE WORKING ON THAT. 
          THAT'S GOING TO INCLUDE COMMUNITY PARTNERS, WHETHER IT BE PARENTS, TEACHERS, ANYBODY AND WE WILL BE TAKING THE FEEDBACK, HOPEFULLY MEET A FEW TIMES THROUGHOUT THE YEAR AND WE'RE GOING TO TALK ABOUT THOSE THREE PRONG KEY ISSUES THAT I THINK WE'RE CONSISTENTLY HEARING ABOUT, WHETHER IT'S QUALITY, SUSTAINABILITY, AND THEN OBVIOUSLY THE NUTRITIONAL SIDE TOO SO WORK TO BE DONE. 
          >> MAKE SURE TO KEEP ON THE PAPER. 
          [LAUGHTER]. 
          >> TRUSTEE ABRAMS. 
          >> MAY MAKE A COMMENT. WILLIAM, THANK YOU FOR THE PRESENTATION AS WELL. 
          I THINK IT'S IMPORTANT FOR EVERYBODY TO REALIZE, FOR EXAMPLE, THERE WAS A PICTURE OF A SUGARY I'LL CALL IT SUGARY CEREAL THERE. 
          YES. THANK YOU. LUCKY CHARMS. ONE OF THOSE IS YOU CAN GET AT THE STORE. 
          THE OTHER ONE IS THE ONE THAT WE SERVE AT THE SCHOOL DISTRICT, BUT YOU CANNOT GET IN THE STORE. 
          IT IS USDA APPROVED. 
          IT FOLLOWS THE GUIDELINES. 
          THERE'S SO MUCH DIFFERENCE IN THAT, AND IT'S THE SAME THING WITH OTHER THINGS THAT THE SCHOOL SYSTEM HAS THERE'S CHIPS THAT ARE DIFFERENT THAT YOU DON'T GET OVER AT THE MAVERICK OR THE GROCERY STORE. 
          THERE'S VERY CLEAR STRICT GUIDELINES THAT SODEXO AND OUR FOOD SERVICE DEPARTMENT HAS TO FOLLOW FOR USDA GUIDELINES AS FAR AS WHAT IS BEING PROVIDED TO OUR STUDENTS. 
          YES, IT'S ALL ABOUT CHOICE FOR THE STUDENTS AND SOMEBODY GOING TO EAT LUCKY CHARMS EVERY DAY OR TWICE A DAY OR TWICE A WEEK. 
          IT'S JUST THAT BALANCE. 
          THERE'S A LOT OF INFORMATION TO UNPACK IN THE REST OF THE MEETINGS. 
          I NEED MORE TIME ON THAT, TOO SO. THANK YOU. 
          >> ANY OTHER COMMENTS? I GUESS I WILL MAKE ONE COMMENT AS WELL. 
          WE HAVE CONSISTENTLY BEEN HEARING THAT STUDENTS WANT HEALTHIER CHOICES. 
          I GUESS ONE QUESTION WOULD BE, I THINK KEITH WAS STARTING TO ALLUDE TO IT, LIKE, COULD WE NOT OFFER THE SUGARY CEREALS AND THE SUGARY DRINKS OR JUST FEW OF THEM AS THAT WAS BEING SUGGESTED IS JUST HAVING VERY FEW AND MORE OF THE OTHER OPTIONS AND NOT SO MUCH RELY ON OUR KIDS MAKING A CHOICE, BUT HAVING BECAUSE I KNOW IN MY HOUSEHOLD, IF I HAD A CUPBOARD FULL OF COOKIES AND, IT HALF COOKIES AND HALF VEGGIES, THEN THE COOKIES WOULD BE GONE AND I HAVE A CRAVING KID ON MY HAND. 
          BUT IF I HAVE TROUBLE, IT DOES MAKE A DIFFERENCE. 
          I THINK IT DOES MAKE A DIFFERENCE AS WE'RE TALKING ABOUT STUDENT PERFORMANCE AND ATTENTION. 
          THAT'S WHAT WE WANT TO HAVE OUR KIDS AND FOR OUR TEACHERS. 
          I HAVE KIDS THAT THEY CAN TEACH TOO. THANK YOU. 
          >> ABSOLUTELY. 
          >> THANK YOU. 
          >> YOU GOT A QUESTION? [OVERLAPPING]. 
          >> THANK YOU. [NOISE] IT'S OKAY, 
          [01:40:02]
WE'LL TAKE A FIVE MINUTE BREAK AND THEN YOU'RE BACK AT 7:45. 
          >> THIS MEETING BACK TO ORDER? [BACKGROUND] 
          [E. Action Items]
          >> THE NEXT ITEMS ON THE AGENDA ARE ACTION ITEMS. 
          >> MADAM CHAIR, COULD I MOVE TO MOVE ITEM NUMBER 3 UP TO BE THE NEXT ITEM IN ORDER TO ACCOMMODATE SOME PEOPLE THAT NEED TO BE GOING? IT'S THE EVANS LAND CATTLE SEWER CONNECTION. 
          >> IS THERE A SECOND? 
          >> I'LL SECOND. 
          >> THERE'S A MOTION AND A SECOND TO MOVE CONSIDERATION OF THE EVANS LAND AND CATTLE COMPANY SEWER CONNECTION APPLICATION UP TO THE FIRST ACTION ITEM. 
          ALL THOSE IN FAVOR PLEASE SAY AYE. 
          >> AYE [OVERLAPPING] 
          >> AYE. 
          >> MOTION CARRIES. 
          >> I WAS AN AYE ON THAT [LAUGHTER] 
          >> YOU STARTLED ME. GOOD EVENING, TRUSTEE CHARLOTTE REYNOLDS. 
          THE ITEM BEFORE YOU IS A REQUEST FOR EVANS LAND AND CATTLE TO CONNECT TO THE MUNGER MOUNTAIN ELEMENTARY SCHOOL SEWER LINE. 
          INCLUDED IN THE AGENDA ITEM IS THE APPLICATION NARRATIVE FROM Y2 ON BEHALF OF THE PROPERTY OWNER. 
          OUR SEWER OPERATOR, MATT OSTIC, PROVIDED AN EMAIL WITH HIS ANALYSIS. 
          HE IS HERE AS WELL TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE, AS WELL AS ZIA FROM Y2 REGARDING THEIR REQUEST. 
          GIVEN THAT THE SEWER OPERATION IS WELL OUTSIDE MY AREA OF EXPERTISE, I THOUGHT I'D JUST GO AHEAD AND OPEN IT TO THE BOARD'S QUESTIONS AND THEN HOPE MATT CAN ADDRESS YOUR QUESTIONS AND THEN ZIA CAN PRESENT HIS REQUEST AS WELL. 
          >> JUST TO CLARIFY, CHARLOTTE, MATT'S OSTIC COMPANY IS OUR OPERATOR OF THE SEWER SYSTEM, SO MATT'S HERE TO TELL US ESSENTIALLY IF THIS IS A GOOD IDEA OR NOT A GOOD IDEA. 
          ZIA YASROBI IS HERE. 
          HE REPRESENTS EVANS LAND AND CATTLE WITH WISHES TO CONNECT TO THE SEWER. 
          >> YES. 
          >> WE HAVE TWO ENGINEERS TO HELP US TONIGHT [OVERLAPPING] [LAUGHTER] 
          >> EXACTLY. MATT IS HERE ON BEHALF OF THE DISTRICT SYSTEM TO ADDRESS OR EXPLAIN HOW THIS REQUEST MAY IMPACT OR AFFECT. 
          >> I GUESS I'LL JUST CUT TO THE CHASE AND YOU OR MATT COULD ANSWER IT. 
          IT SEEMS TO ME IF A UNIT IS STILL MULTIPLE BEDROOMS, IT'S STILL A BATHROOM, IT STILL LOOKS LIKE 72 UNITS TO ME, THAT'S 72 ERU USED. 
          I'M NOT UNDERSTANDING AND THROWING IT OUT THERE. 
          I'M HOPING SOMEBODY CAN CONVINCE ME OTHERWISE. 
          I'M NOT UNDERSTANDING WHY WE GO DOWN TO 36. 
          HERE IS AT 72. I GUESS THAT IS THE PRIMARY QUESTION. 
          WE'RE BEING ASKED TONIGHT TO APPROVE THE CONNECTION, WHICH I THINK WE'RE FINALLY. 
          THE ISSUE THAT WE NEED TO RESOLVE IS, IS IT 72 OR 36? 
          >> MADAM CHAIR. MR. TRUSTEE GINGERY, I BELIEVE THAT IS THE CRUX OF THIS QUESTION. 
          ADDITIONALLY, IF THE BOARD APPROVES THIS CONNECTION, IT WILL MAKE SURE THAT EVERYONE IS VERY CLEAR ABOUT THE PROCESS AND THAT COMING TO THIS BOARD IS THE FIRST STEP. 
          THE REQUEST WILL STILL GO TO THE TOWN OF JACKSON FOR THEIR APPROVAL. 
          IT WILL HAVE TO GO TO THE TETON SCENIC PRESERVE TRUST FOR THEIR APPROVAL. 
          IT'LL HAVE TO GO TO MELODY RANCH, LLC FOR THEIR APPROVAL, AND THEN COME BACK TO THIS BOARD ONCE ALL OF THOSE APPROVALS ARE IN PLACE FOR THE CONNECTION AGREEMENT TO BE SIGNED. 
          I JUST WANTED TO MAKE SURE THAT THAT PROCESS IS CLEAR AS WELL. 
          THIS IS THE FIRST STEP IN MANY. 
          BUT YES, THE QUESTION IS, ULTIMATELY, IF THE BOARD APPROVES THE CONNECTION REQUEST, THEN ARE YOU WILLING TO CONSIDER THE PROPOSAL FOR THE 36 UNITS? 36 ERU APPROACH OPPOSED TO WHAT I THINK IS THE DISTRICTS POSIT HOW WE HAVE IT STRUCTURED THAT IT WOULD BE FOR 72 UNITS. 
          WITH THAT, MAYBE THAT COULD ANSWER KEY QUESTIONS YOU HAVE. 
          [01:45:03]
          >> MATT, IF WE COULD REFER JUST TO GIVE YOU A SUMMARY OF YOUR REPORT? 
          >> SURE. I THOUGHT ZIA WOULD GO FIRST [LAUGHTER] THE ISSUE IS, OR YOU'RE CHARGING A FULL ERU PER HOUSE OR A HALF ERU PER HOUSE. 
          I THINK THE DEFINITION IS PRETTY CLEAR A THREE-BEDROOM HOUSE WITH ONE ERU. 
          IT DOES SAY UP TO $450 PER DAY, BUT I THINK THE DEFINITION IS PRETTY. 
          A TWO-BEDROOM HOUSE AND ONE-BEDROOM HOUSE, AND A THREE-BEDROOM HOUSE ARE ONE ERU. 
          >> MR. [INAUDIBLE] DO WE EVEN HAVE THE DISCRETION TO CHANGE IT? I MEAN, IT'S IN THE RULES. 
          DOES THE RULES ALLOW FOR DISCRETION FROM THE BOARD, OR DO WE NEED TO AMEND OUR RULES TO ALLOW WHAT ZIA IS ASKING FOR? 
          >> YES. THAT'S A LEGAL QUESTION. 
          >> [OVERLAPPING] I UNDERSTAND IT'S A RULE. 
          I'M JUST CURIOUS IF IT'S A VARIANCE REQUEST. 
          >> THE APPLICANT'S ARGUMENT IS THAT THE FLOWS ARE ACTUALLY LOWER, THEY COULD JUSTIFY THE NUMBERS. 
          I DON'T HAVE THE NUMBERS AT ALL IN FRONT OF ME. 
          IT'S HARD TO JUSTIFY THAT TONIGHT. 
          I FEEL A PRIOR APPLICANT CAME IN FOR THE GAME AND FISH PROJECT. 
          THEY PAID THE FULL FEE. 
          I'M NERVOUS ABOUT SETTING PRECEDENCE. 
          I GUESS THIS IS A BIG ENOUGH PROJECT THAT I THINK IT DOES MERIT CONSIDERATION IF GIVEN A BREAK ON THE FEES BECAUSE THERE ARE SO MANY UNITS, BUT EVEN CHARGING THE FULL PRICE BASED ON AN ANALYSIS I DID A YEAR AGO, YOU'RE STILL LOSING MONEY ON THE OPERATING COSTS. 
          BUT AS FAR AS THE APPLICANT IS CONCERNED, THEY'RE DEALING WITH SCHOOL DISTRICT COSTS AND THEN THEY HAVE TO ALSO PAY THE CAPACITY FEES TO THE TOWN. 
          IT'S ALMOST LIKE DOUBLE SCHOOL FEES TO MAKE THIS WORK. 
          >> THANK YOU. 
          ANY OTHER QUESTIONS FOR MATT? I HEAR. WE'LL GO AHEAD AND HEAR FROM THE APPLICANT. 
          I KNOW WE MIGHT HAVE MORE QUESTIONS. 
          >> MORE QUESTIONS. I OFFER MORE. 
          >> NO. 
          >> MADAM CHAIR, THANK YOU FOR BRINGING US AHEAD OF YOUR SCHEDULE. 
          MY INVOLVEMENT GOES A LITTLE FURTHER THAN JUST REPRESENTING THE APPLICANT. 
          I WAS ACTUALLY THE ENGINEER THAT DESIGNED THE SYSTEM, AND I WAS THE ONE THAT PUT THIS WHOLE THING TOGETHER. 
          THE NUMBER OF BEDROOMS TO CALCULATE SEWER FLOWS IS BASICALLY DESIGNED FOR THE PURPOSE OF EACH FIELD. 
          BUILDING IN EACH FIELD, AND WHEN YOU CALCULATE THE REALITY, THERE'S A FACTOR OF SAFETY OF 01,100% IN THE ACTUAL GENERATED SEWER FLOW FOR THE AVERAGE HOUSEHOLD. 
          I HAVE PROVIDED WATER USE DATA FOR THE PAST SEVERAL YEARS. 
          THE RULE OF THUMB IS THAT 70% OF THE WINTER USE PER HOUSEHOLD IS WHAT ENDS UP IN THE SEWER MONTHLY YEAR-ROUND. 
          BASED ON THAT, EACH ONE OF THESE HOMES GENERATES BETWEEN 150-180 GALLONS A DAY OF SEWER. 
          CURRENTLY, THERE ARE 31 IN EACH FIELD SEPTIC SYSTEMS THAT SERVE THE 72 UNITS. 
          THAT IS HOW WE CAME UP WITH THE COMPROMISE. 
          OKAY. YOU HAVE 31 SYSTEMS, TWO BUILT MAKE ONE EQUIVALENT RESIDENTIAL UNIT. 
          THAT'S ONE OF THE RULES OF, FINGER MAP JUSTIFICATION. 
          BUT I'VE GOT NUMBERS TO PROVE THAT IT'S ACTUALLY LESS THAN THAT. 
          WE HAVE LESS ERU FIGO. 
          IT SAYS THREE BEDROOMS OR 450 GALLONS. 
          IT DOESN'T SAY THREE BEDROOMS. THERE'S OR IN THERE. 
          [01:50:03]
THERE IS A DISCRETION IN THERE TO INTERPRET IT EITHER WAY. 
          EVANS MOBILE HOME PARK IS THE LAST AFFORDABLE HOUSING LEFT IN TETON COUNTY. 
          THAT'S WHERE I DON'T KNOW IF ANY OTHER SCHOOL DISTRICT EMPLOYEES LIVE THERE, BUT IT'S THE LAST AFFORDABLE HOUSING. 
          RIGHT NOW, I HAVE OBTAINED THEIR MAINTENANCE RECORDS FOR THEIR SYSTEM. 
          WASTEWATER SYSTEM. 
          MACY'S HAS BEEN TAKING CARE OF THEIR SYSTEM FOR MANY YEARS. 
          THEY AVERAGE FROM A LOW OF $8,000 A YEAR TO A HIGH OF $20,000 A YEAR IN MAINTAINING THEIR SYSTEM. 
          THEIR SYSTEM IS FULLY OPERATIONAL AND THERE ARE NO PROBLEMS WITH IT. 
          EXCEPT IT'S GOT NO. 
          BUT I DESIGNED THIS SYSTEM. 
          WE COUNTED ON EVANS MOBILE HOME PARK, TETON COUNTY SCHOOL DISTRICT EMPLOYEE HOUSING THAT'S GOING TO BE BUILT AT SOME POINT UP ABOVE MUNGER MOUNTAIN. 
          WE SAY TEN ACRES UP THEREFORE NINE ACRES FOR. 
          THE 84 ACRES OF ROBERTSON PROPERTY AT THE DENSITIES CLOSE TO THE AFTER J DENSITIES AND THIS BIG MEADOW, THE OTHER SIDE OF THE WIDER. 
          ALL OF THOSE WERE CALCULATED IN DESIGNING THIS SYSTEM. 
          THIS SYSTEM NEEDS FLOWS. 
          IT'S STRUGGLING, AND I HAVE BEEN TALKING TO THESE FOLKS. 
          THIS IS THE RIGHT THING TO DO. 
          THE GEOLOGY HERE IS NOT CONDUCIVE TO A SEPTIC SYSTEM. 
          THERE'S A SHALE LAYER, 25, 30 FEET BELOW THE SURFACE. 
          THAT'S IMPENETRABLE. 
          THE WASTEWATER HITS THAT AND STARTS GOING HORIZONTAL. 
          THIS IS THE RIGHT THING TO DO. 
          THE REALITY IS, THAT THESE FOLKS ALREADY PAID FOR THE SYSTEM ONCE. 
          THE STATE OF WYOMING BUILT THE SYSTEM WITH THE STATE OF WYOMING'S MONEY. 
          NOW TAKE IT $20,000 A YEAR MAINTENANCE COST AND TURN IT INTO $178,000. 
          THAT'S NOT AFFORDABLE. IT JUST DOESN'T PASS ON ANYBODY'S BROKER. 
          AS FAR AS CONNECTION FEES GO, THAT'S FINE. WE'LL DO IT. 
          IF YOU CAN JUSTIFY ACCEPTING HALF OF THE 71 36 ERUS, THEY'RE GOING TO BE FINE WITH THAT. 
          BUT AS FAR AS THE $178 PLUS THE TOWN FEES, WHICH IS IT GOES IN EXCESS OF $200 A MONTH. I LIVE IN TOWN. 
          YOU LIVE IN AFTER J, YOU PAY $55 A MONTH FOR WASTEWATER BECAUSE YOU LIVE AUDIT. 
          I LIVE IN TOWN, AND I PAY 30. 
          ASKING MOBILE HOME PARK TO PAY 200 IS JUST UNBELIEVABLE. 
          BECAUSE OF WYDOT'S CONNECTION. 
          NELSON ENGINEERING DID A STUDY, AND THEY STUDIED ASPEN'S, WATER AND SEWER DISTRICT, WILSON SEWER DISTRICT, AND ANTITOM VILLE. 
          THE RESULT WAS THIS, $200 A MONTH IS OUT OF THIS WORLD. 
          THAT WAS DONE ON BEHALF OF WYDOT. 
          I CAN JUSTIFY THE NUMBERS I GAVE YOU. 
          JUST TO SEE IF THIS COURT APPROVED THE CONNECTION, AND ALLOW US TO COME BACK AND FURTHER JUSTIFY THIS TO THE BOARD AND COME UP WITH A NEGOTIATED NUMBER THAT THEY CAN LIVE WITH AND THE DISTRICT CAN LIVE WITH. 
          WE'VE LAID THE GROUND RULES. 
          THERE IS PRECEDENCE BECAUSE WYDOT DIDN'T PAY THE NUMBERS. 
          WYDOT CAME BACK WITH THEIR OWN NUMBERS. 
          THAT'S WHAT I'M ASKING THE BOARD TO DO. 
          WE DON'T HAVE TO SAY, THIS IS IT. 
          BOOM. AS YOU SAID, THIS IS GOING TO BE A LONG DRAWN-UP PROCESS. 
          >> THANK YOU, ZIA. 
          >> ARE THERE ANY OTHER QUESTIONS FROM THE BOARD FOR EITHER ZIA, 
          [01:55:03]
MATT, OR CHARLOTTE BEFORE WE TAKE PUBLIC COMMENT ON THIS ITEM? 
          >> I HAVE A QUESTION. 
          >> THIS IS THE QUESTION FOR ZIA. 
          I HEARD RUMORS THAT THE REASON THAT THIS IS BEING ASKED FOR NOW IS BECAUSE THE PROPERTY IS ON THE VERGE OF BEING SOLD. IS THAT TRUE? 
          >> I DON'T KNOW. I HAVE BEEN DEALING WITH DELA AND STEVE. 
          I AM NOT PRIVY TO THAT, AND I CAN ASK HIM. 
          >> MR. [INAUDIBLE] FIRST OF ALL, THANK YOU VERY MUCH. 
          I THINK IT'S GREAT THAT EARLY IF THAT TRAILER CORK COULD BE CONNECTED. 
          I THINK THAT WOULD BE A WONDERFUL THING. 
          A, IT HELPS OUR SYSTEM IT FLOWS AT NUMBER TWO IT PROTECTS THE ENVIRONMENT, SO I THINK THAT'S GREAT THAT THEY'RE MOVING TOWARD THAT. 
          I'M WONDERING WHAT YOUR TIMELINE IS BECAUSE I'M JUST THROWING OUT AN IDEA THAT WE MIGHT WANT TO CONTINUE THIS TO MAYBE JANUARY TO GIVE SARAH AND GET SOME TIME AND SOME TIME AND [INAUDIBLE] MY CONCERN IS MORE WE SET DOWN A SET OF RULES, AND I'M NOT QUITE SURE IF WE DO HAVE MUCH DISCRETION. 
          WE TOLD GAME AND FISH, THESE WERE THE NUMBERS. 
          THAT'S WHAT THEY'RE PAYING US. 
          I LIKED HOW MATT HAD SET THIS UP. 
          IT WAS SET RULES, AND THEN IF WE'RE GOING TO START NEGOTIATING WITH EACH ONE AND EVERYBODY GETS A DEAL, AND EVERYBODY REASON WHY THEY GET A DEAL. 
          I JUST WANT TO MAKE SURE WE'RE ALLOWED TO DO THAT. 
          DOES IT MESS UP ANY OF YOUR SCHEDULING AND YOUR TIMELINE IF WE DELAYED THIS TO MAYBE JANUARY, TO DISCUSS THIS MORE JUST INTERNALLY, OR WERE YOU GUYS PLANNING ON DOING CONSTRUCTION THIS SPRING? 
          >> NO. CONSTRUCTION IS GOING TO TAKE A LOT OF MONEY, SO IT'S NOT DESIGNED YET. 
          WE HAVEN'T DESIGNED THE SYSTEM YET. 
          >> WE WOULD HAVE SOME TIME IF WE WANTED TO MAYBE WAIT TWO MONTHS AND COME BACK IN JANUARY AND HAVE A LAUNCH. 
          >> THAT'S WHY I ASKED IF YOU APPROVED THIS CONCEPT THAT YES, YOU ARE INTERESTED IN THIS, AND THEN LEAVE THE REST OF IT TO BE DETERMINED. 
          THAT'S WHY I MADE THAT SUGGESTION. 
          >> THANK YOU. 
          >> ANY QUESTIONS FOR THE APPLICANT? ZIA, THANK YOU. 
          >> THANK YOU. 
          >> WE WILL OPEN THE FOR PUBLIC COMMENT ON THIS ITEM. 
          IS THERE ANY PUBLIC COMMENT ONLINE? 
          >> YEAH. 
          >> THERE JAMES CHUCK [LAUGHTER] 
          >> BOARD, PRINCIPAL AT MUNGER, I WILL NOT BE TOUCHING THE SEWER SYSTEM, BUT ONE IDEA I HAD AS I WAS SITTING THERE, PART OF MY OTHER WORK FOR A LONG TIME IS ADVOCATING FOR THE PARK SPACE AT SOUTH PARK BRIDGE WHERE THE BLM LAND TRANSFERS ARE HAPPENING. 
          IT'S RIGHT NEAR MUNGER, STUDENTS CAN ACCESS IT. 
          I ALSO WORK WITH RIVER ORGANIZATIONS IN TOWN AND THERE IS A LOT OF MOMENTUM TO TRY TO MOVE A LOT OF THESE SEPTIC SYSTEMS SOUTH OF TOWN ONTO SEWER. THAT'S GREAT. 
          I ALSO THINK THERE'S SOME VERY DEEP WELLS OF MONEY FOR GRANTS AND PRIVATE DONATIONS TO COVER THE COSTS OF THINGS LIKE THAT AND I WOULD MAYBE ENCOURAGE AS A POSSIBILITY LIKE SEEKING OUT, IS THERE AN ORGANIZATION THAT WOULD WANT TO PREVENT ANY EFFLUENT GETTING INTO THE SNAKE RIVER THAT'S NATIONALLY DESIGNATED AND MAYBE COULD FUND THAT. 
          TROUT FISHERMEN LOVE RIVERS AND THEY MAY HAVE A POSSIBILITY OR A WAY TO HELP SUPPORT THAT. THAT'S ALL 
          >> THANK YOU. ANY OTHER PUBLIC COMMENT? I'M JUST MOVING AROUND. SEEN NONE WE'LL CLOSE THE PUBLIC COMMENT AND BRING IT BACK TO THE BOARD FOR DISCUSSION. 
          >> MADAM CHAIR? 
          >> YES. 
          >> I LIKE TRUSTEE GINGERY'S THOUGHT TO GIVE US SOME MORE TIME, SO THAT GOES TO SARAH TO DO A LITTLE BIT MORE WORK OF WHAT'S BEING REQUESTED HERE. 
          I AGREE THAT I DON'T WANT TO JUST STRIKE DEALS. 
          I THINK IT NEEDS TO BE VERY CLEAR WITH WHAT IT COSTS. 
          MAYBE AFTER PRINCIPAL DAN'S COMMENTS AND ZIA CAN COORDINATE SOME IDEAS OF HOW TO HELP THOSE FOLKS REDUCE THEIR COSTS FOR CONNECTIONS AS WELL. 
          [02:00:05]
I THINK IT NEEDS TO BE TABLED FOR SOME FURTHER RESEARCH. 
          >> TRUSTEE CARLIN. 
          >> I GUESS I WOULD JUST SAY THAT I COULD CERTAINLY SUPPORT THAT. 
          I THINK THE IDEA OF HAVING MORE PEOPLE ON SEWER RATHER THAN SEPTIC ESPECIALLY THAT CLOSE TO THE RIVER MAKES A LOT OF SENSE TO ME. 
          I HAVE TO SAY THAT WE'VE BEEN TALKING FOR EIGHT YEARS ABOUT SEWERS ALMOST EVERY MEETING THAT I'VE BEEN TO, AND MAYBE THIS IS THE FIRST TIME I'VE COMMENTED. 
          [LAUGHTER] I SUPPORT THE IDEA OF IT. 
          I WOULD LIKE MORE DETAIL AND PROBABLY TO HAVE A LITTLE MORE GUIDANCE. 
          AGAIN, JUST STRIKING DEALS, I THINK WE NEED TO BE PRETTY STRAIGHT ACROSS THE BOARD. 
          >> TRUSTEE MEAD, I SAW YOU UNMUTED. 
          >> I WOULD AGREE THAT WE NEED MORE INFORMATION BECAUSE WE ESTABLISHED THIS CRITERIA BASED ON ADVICE OF EXPERTS. 
          NOW WE'RE HEARING THAT AT LEAST MR. YAS ROBY BELIEVES THAT THAT WASN'T GOOD, OR I DON'T KNOW. 
          BUT I'D LIKE TO HAVE SARAH TELL US WHAT OUR DISCRETIONARY OPPORTUNITIES ARE HERE BEFORE WE START GOING AND AND DEALING ON IT. 
          >> I WILL SAY MY COMMENTS. 
          I DID LOOK INTO THE ERU NUMBERS. 
          I GUESS I WOULD AGREE WITH MATT THAT OUR DEFINITION IS PRETTY CLEAR THAT IT'S A RESIDENTIAL UNIT HOUSE CONDO WITH UP TO THREE OR LESS BEDROOMS OR APPROXIMATELY 450 GALLONS. 
          I THINK THE OR 450 GALLONS PER DAY IS IF WE'RE NOT TALKING ABOUT A RESIDENTIAL UNIT, THEN YOU WOULD USE THE 450 IF YOU'RE TALKING ABOUT A FACTORY OR COMMERCIAL UNIT OR SOME OTHER TYPE OF FACILITY. 
          I WOULD ACTUALLY BE COMFORTABLE MOVING FORWARD WITH THE 72 UNITS. 
          IF WE WANT TO LOOK AT OTHER OPTIONS, I'M OKAY EXTENDING IT. 
          THERE IS A PROVISION I BELIEVE IT'S IN OUR DOCUMENTS, THE USE RULES AND REGULATIONS THAT SAYS THAT AT THE CUSTOMER'S EXPENSE, THEY CAN DEMONSTRATE ACTUAL DISCHARGES DIFFER FROM ESTIMATES PER THE JACKSON MUNICIPAL CODE 13.08.014 REQUIRE SAMPLING WITH THE AUTO DEVICE OVER SEVEN DAYS DURING THE PEAK SEASON. 
          THERE'S AN AVENUE TO ALLOW FOR A LESSER DISCHARGE AFTER THEY PROVE IT USING THESE METHODS. 
          I GUESS I'D BE COMFORTABLE MOVING FORWARD WITH THE 72 GIVEN THAT THEY HAVE THE OPTION TO DEMONSTRATE THAT THERE'S LESS DISCHARGE AND THEN WE COULD REDUCE THE RATES BASED ON THAT AT A LATER DATE. 
          IT DOES HELP THEM MOVE ALONG BECAUSE THEY HAVE QUITE A LOT OF STEPS TO GO THROUGH BEFORE THEY KNOW THEY CAN CONNECT. 
          I LIKE PRINCIPAL ABRAMS' SUGGESTION THAT I THINK THERE ARE A LOT OF ORGANIZATIONS THAT WOULD PROBABLY FUND RAISE OR CHIP IN TO HELP GET THIS DEVELOPMENT CONNECTED. 
          I ALSO TOTALLY AGREE WE NEED MORE SEWER SYSTEM. 
          >> MADAM CHAIR, NUMBER ONE, I HATE TO VOTE ON THIS WITHOUT TRUSTEE SCARLETT HERE BECAUSE HE LOVES TO TALK ABOUT SEWER. 
          [LAUGHTER] IT'S HIS FAVORITE TOPIC, SO I DON'T WANT TO TAKE THAT AWAY HIM. 
          [LAUGHTER] SUBJECT MATTER. IT DIDN'T SOUND LIKE THE TIMELINE WAS REALLY IMPORTANT. 
          MR. YAS ROBY DID BUILD OUR SYSTEM FOR US. 
          I THINK HE'S PUT A LOT OF THOUGHT INTO THIS. 
          I THINK IT'S IMPORTANT THAT SOUNDS AS THOUGH HE'S BEEN TALKING WITH THE OWNERS. 
          THEY DON'T HAVE TO JOIN THE SEWER. 
          I THINK WE NEED TO FIND A WAY TO GET THEM ON THE SEWER BECAUSE THAT WAS DEFINITELY A PART OF WE ARE BUILDING IT, 
          [02:05:02]
BUT WOULDN'T THAT BE GREAT IF THEY WERE ON THERE. 
          I GUESS WHAT I'M WORRIED ABOUT WITH THE 72 IS IF IT'S JUST COST PROHIBITIVE, ONCE THEY SEE THAT THAT'S WHAT WE'RE GOING TO CHARGE, THEY JUST WON'T MOVE FORWARD AT THAT POINT. 
          MAY BE I'M PROBABLY WHERE YOU'RE AT, I'M SURE OF THE 72, BUT IT BE NICE TO SPEND THE NEXT TWO MONTHS MAYBE SEEING IF THERE'S ANOTHER WAY. 
          CAN WE ALTER OUR RULES? IS THERE SOMETHING ELSE WE CAN DO TO TRY TO MAKE THIS NOT SO COST PROHIBITIVE SO THAT THEY WILL GET ON AND JUST SEE IF WE EVEN HAVE ANY DISCRETION IS ALL I REALLY WANTED TO LOOK AT. I WAS GOING TO MAKE A MOTION TO [INAUDIBLE]. 
          >> YOU CAN MAKE WHATEVER MOTION YOU LIKE. [LAUGHTER] 
          >> WELL, I KEEP GOING YOUR DIRECTION TOO. 
          I WAS HESITATING TO DO IT. 
          >> I GUESS I WILL THROW OUT THE PITCH AGAIN THAT I THINK I WON'T BE ON THE BOARD WHEN WE MAKE THIS STEP TO TRY TO TRANSFER THE SEWER SYSTEM OVER TO TETON COUNTY, WYOMING, BECAUSE I THINK THEY'RE IN A MUCH BETTER PLACE TO PROVIDE FROM VISIONS THAT WE'RE TALKING ABOUT. 
          OUR MISSION IS FOR EDUCATING STUDENTS, AND WE NEED TO DO THAT IN A FISCALLY RESPONSIBLE WAY. 
          THE ANALYSIS THAT MATT PROVIDED FOR US, WE'RE LOSING MONEY ON THE SYSTEM, AND THIS WOULD MEAN WE WOULD BE LOSING MORE MONEY WITH DISCOUNTS. 
          BUT I'M 100% ALSO AGREE WITH MR. [INAUDIBLE] THAT IS THE RIGHT THING TO DO ENVIRONMENTALLY AS WELL. 
          I'D LIKE TO ENTERTAIN A MOTION. 
          >> MADAM CHAIR, I MOVE TO CONTINUE THIS ITEM UNTIL OUR JANUARY 4TH MEETING. 
          >> SECOND. 
          >> I SECOND. 
          >> A MOTION AND TWO SECONDS TO CONTINUE THIS ITEM TO THE JANUARY MEETING. 
          ALL THOSE IN FAVOR PLEASE SAY AYE? 
          >> AYE. 
          >> ANY OPPOSED? THE MOTION CARRIES. THANK YOU. 
          >> THANK YOU. 
          >> THE NEXT ITEM ON OUR AGENDA IS CONSIDERATION OF THE 2024-25 [INAUDIBLE] STRATEGIC PLAN. 
          MR. CHRIS [INAUDIBLE]. 
          YOU GUYS NEED TO TALK MORE. 
          [LAUGHTER] 
          >> MADAM CHAIR, I JUST OPENED THE ROOT BEER [LAUGHTER] [INAUDIBLE] CALORIES [LAUGHTER]. 
          FANTASTIC. TONIGHT, THIS IS I THINK OUR THIRD MEETING AND DISCUSSION ON THE STRATEGIC PLAN. 
          WE'RE ASKING THE BOARD THIS EVENING TO OFFICIALLY APPROVE OUR PLAN. 
          WITH A FEW CAVEATS, WE WILL MAKE SOME ADJUSTMENTS AS WE MOVE FORWARD IN THE YEAR AS WE LEARN ABOUT OUR CRITICAL SUCCESS INDICATORS, HOW WE CAN GET TIGHTER ON THOSE. 
          THANK YOU FOR YOUR COMMENTS, JENNIFER ON THAT. 
          IT IS A NEW FORMAT FOR US, AND IT'S A NEW WAY OF THINKING ABOUT OUR YEAR WHEN WE PLAN. 
          WE DO ASK FOR A LITTLE GRACE AS WE MOVE FORWARD THIS YEAR, AND THE GOAL IS FOR THIS TO BECOME TIGHTER AS THE YEAR MOVES ON, AND ESPECIALLY MOVING INTO NEXT YEAR HAVING A NEW FORMAT AND A NEW WAY TO PLAN THE YEAR, WE'RE HOPING IT BECOMES EVEN MORE CLEAR FOR THE BOARD AND OUR PUBLIC AT LARGE. 
          I'M OPEN FOR QUESTIONS AT THIS POINT. 
          SUGGESTIONS. ANYTHING ELSE YOU WOULD LIKE TO COMMENT ON. 
          >> ANY QUESTIONS? TRUSTEE GINGERY. 
          >> REALLY NOT A QUESTION, BUT I JUST REALLY WANT TO THANK DR. CHRIS BUT I LIKE THE NEW FORMAT. 
          I THINK IT'S USER FRIENDLY, AND THAT'S WHAT YOU REALLY WANT TO PLAN TO BE SOMETHING THAT IS USER FRIENDLY THAT YOU'RE GOING TO USE, THAT YOU'RE GOING TO KEEP REFERENCING BACK TO TO MAKE SURE YOU'RE ON THE RIGHT COURSE. 
          I APPRECIATE ALL THE HARD WORK THAT'S GONE ON INTO PUTTING ESSENTIALLY WHAT ARE THE SAME WORDS PUT INTO A DIFFERENT FORMAT. I APPRECIATE THAT. 
          >> ANY OTHER QUESTIONS FOR DR. CHRIS? SEEING NONE. THANK YOU. NEXT UP FOR OUR PUBLIC COMMENTS. 
          ANYTHING ONLINE? ANYONE IN THE ROOM, PUBLIC COMMENT? SEEING NONE, WE'LL CLOSE 
          [02:10:02]
THE PUBLIC COMMENT AND BRING IT BACK TO THE BOARD FOR DISCUSSION. 
          >> MADAM CHAIR, I MOVE TO APPROVE THE TETON COUNTY SCHOOL DISTRICT 1 STRATEGIC PLAN FOR THE 2024-2025 SCHOOL YEAR AS PRESENTED. 
          >> I SECOND. 
          >> A MOTION AND A SECOND TO APPROVE THE TCSD 1 STRATEGIC PLAN FOR THE 2024-25 SCHOOL YEAR AS PRESENTED. 
          ALL THOSE IN FAVOR PLEASE SAY AYE? 
          >> AYE. 
          >> ANY OPPOSED? THE MOTION PASSES. 
          >> [INAUDIBLE]? 
          >> IT TAKES A WHILE. [LAUGHTER] 
          >> IT'S COMING OVER THE WIRE. [LAUGHTER] 
          >> NEXT ACTION ITEM IS CONSIDERATION OF THE DISTRICT AND SCHOOL IMPROVEMENT PLANS. 
          >> MADAM CHAIR, THE GOAL OF THIS EVENING IS TO PROVIDE THE BOARD A QUICK OVERVIEW FROM OUR SITE PRINCIPALS. 
          WE HAD PREPARED A PRESENTATION FOR THEM TO GO THROUGH IN REGARDS TO SUCCESSES LAST YEAR, BUT ALSO THIS YEAR'S TARGETS. 
          WE ALSO HAVE ATTACHED FOR YOUR INFORMATION, OUR SCHOOL IMPROVEMENT PLANS. 
          ESSENTIALLY TWO LINKS, PRESENTATIONS THAT YOU WILL HEAR, AND THEN THE SECOND LINK FOR CLARITY IS OUR EXECUTIVE SUMMARY OF OUR DISTRICT, OUR SCHOOL IMPROVEMENT PLAN. 
          IF YOU CLICK ON THAT, YOU WILL SEE ALL THE INDIVIDUAL SCHOOLS AT THE BOTTOM OF THAT DOCUMENT THAT YOU'RE WELCOME TO REVIEW. 
          DEMOGRAPHICS ARE LISTED HERE, BREAKDOWN OF STUDENTS, BREAKDOWN OF STAFF, [INAUDIBLE], EDUCATION LEVELS, ETC, ARE ALL ON THE EXECUTIVE SUMMARY. 
          FOR THE PRESENTATIONS THOUGH, WE CAN GO AHEAD AND CLICK ON THAT LINK. 
          FOR TIME SAKE, I JUST WANT TO GIVE A QUICK INTRODUCTION BEFORE WE JUST DIVE RIGHT IN WITH THE BOARD'S PERMISSION. 
          HERE'S OUR ORDER OF PRESENTATIONS. 
          I WANTED TO GO BACK AND REVIEW WITH THE BOARD VERY QUICKLY WHAT SOME OF THESE COLOR DOTS MEAN. 
          AS YOU'RE HEARING FROM OUR PRINCIPALS, THERE'S A LITTLE BIT MORE CLARITY ON WHAT THE COLOR CODES MEAN. 
          WE HAVE TWO AREAS THAT YOU'LL HEAR FROM, SUCCESS AREAS, AND THEN TARGET AREAS. 
          THOSE TARGET AREAS COME FROM AREAS WHERE WE NEEDED TO IMPROVE OR CONTINUE TO GROW IN THE DIRECTION WE ARE. 
          KEY DEFINITIONS TO THE RIGHT OF WHAT THEY MEAN, [INAUDIBLE] HISTORICAL, PRESENT. 
          YOUR CSIS, OR CRITICAL SUCCESS INDICATORS ARE THE LIGHT GREENS AS MEASUREMENTS, ARTIFACTS, ETC, WHICH YOU'LL HEAR ABOUT. 
          THEN THE LAST ONE IS A NEW CONVERSATION PIECE. 
          PERHAPS IT'LL GENERATE SOME QUESTIONS FROM THE BOARD. 
          THIS IS WHAT CONTRIBUTES TO OUR SUCCESS OR WHAT WILL CONTRIBUTE TO OUR TARGET AREAS. 
          YOU'LL HEAR MANY THEMES AROUND PAST CONTRACTS YOU'VE APPROVED, PAST PROFESSIONAL DEVELOPMENT. 
          THOSE ARE THE CONTRIBUTORS THAT YOU'LL HEAR THROUGHOUT THE YEAR WHERE THOSE THINGS HIT THE BOARD FOR APPROVAL. 
          I'M GOING TO STOP TALKING. 
          LET'S HEAR FROM OUR PRINCIPALS THIS EVENING. 
          YOU CAN GO TO THE FIRST SLIDE. 
          I'M GOING TO HAVE MR. HOWELL, PLEASE COME UP. THANKS, JAMES. 
          >> GOOD EVENING, TRUSTEES. JAMES HOWE, PRINCIPAL JOHN COLTER ELEMENTARY. 
          SUPER EXCITED TO PICK US OFF THIS EVENING, AND SOME CELEBRATIONS DIRECTLY FROM COUGAR NATION. 
          FOR THE FOURTH YEAR IN A ROW, WE ARE EXCEEDING EXPECTATIONS ACCORDING TO THE WYOMING STATE REPORT CARD, AND THAT'S A TREMENDOUS CELEBRATION OF OUR TEAM OF OUR STAFF, AND SPECIFICALLY OUR CLASSROOM TEACHERS. 
          WHEN COMPARING ALL LARGE SCHOOL DISTRICTS IN THE STATE OF WYOMING, CES LEADS ALL LARGE ELEMENTARY SCHOOLS IN WYOMING IN 3-5 MATH AND ELA WY-TOPP AVERAGE. 
          IT'S ANOTHER ONE OF OUR TREMENDOUS SUCCESSES THAT WE'RE SUPER PROUD OF OUR TEAM. 
          WE ARE STILL, TRUSTEE CARLIN ENGAGED IN BETTER PRACTICE. 
          THAT'S ONE I LEARNED TONIGHT. 
          BETTER PRACTICE FROM THE LENS OF CONTINUING TO REFINE OUR PLC PROCESS AND CONTINUING TO FOCUS ON RESEARCH BASED PRACTICES IN THE TIERS OF INSTRUCTION, INCLUDING OUR INSTRUCTIONAL STRATEGIES IN TIER 1. 
          ANOTHER SUCCESS AREA THAT WE WANT TO CELEBRATE IS, 81% OF OUR ENGLISH LANGUAGE LEARNERS MET THEIR GROWTH TARGET FOR THE '23, '24 SCHOOL YEAR. 
          AT THE FOURTH GRADE LEVEL, ALL EIGHT OF OUR ELL STUDENTS EXITED COLTER'S ELD PROGRAM, 
          [02:15:05]
AND WE ATTRIBUTE THAT TO A HEIGHTENED FOCUS ON TIER 1 INSTRUCTIONAL STRATEGIES AND REALLY PROMOTING STUDENTS ENGAGEMENT AND PARTICIPATION WITHIN SHELTERED INSTRUCTION IN OUR CORE INSTRUCTION BLOCKS. 
          SOME OF THE TARGET AREAS THAT WE'RE LOOKING AT. 
          THERE IS AN ACHIEVEMENT GAP THAT DOES EXIST AT COLTER ELEMENTARY. 
          WHEN YOU LOOK AT OVERALL PROFICIENCY BY SUBGROUP AT 88.6% WHITE AND 51.8% LATINO, WE DO HAVE THAT DISTRIBUTION OF 36.8%. 
          WITHIN ONE OF OUR CRITICAL SUCCESS INDICATORS IS WE INDEED HAVE THAT ACHIEVEMENT GAP. 
          BUT OUR LATINO STUDENTS CONTINUE TO HAVE MORE GROWTH THAN THEIR WHITE PEERS, ESPECIALLY AS WE LOOK AT PERFORMANCE GROWTH FACTOR OF 60.1% FOR LATINO AND ALL ACTIVE ELL STUDENTS IN OUR CELEBRATION OF EXITING SOME OF THOSE STUDENTS AT 65.8 COMPARED TO THEIR ANGLO COUNTERPARTS. 
          ONE OF THE WAYS THAT WE ATTEMPT TO MEET THE NEEDS OF ALL STUDENTS IS WITHIN OUR WIN TIME, WHICH IS OUR WHAT I NEED TIME WITHIN OUR TIER 3 MODEL, AND ESPECIALLY FROM THE PERSPECTIVE OF AN ENGLISH LANGUAGE LEARNER AND GETTING LOTS OF REPETITION AND DIFFERENTIATED INSTRUCTION FOR THOSE KIDS THAT ARE THE MOST NEED. 
          THAT TIME VERY MUCH COMPLIMENTS WHAT WE ARE DOING IN TIER 1 INSTRUCTION AS WELL. 
          OUR LAST TARGET AREA THAT WE'VE HAD, THAT WE'VE ALREADY BEGUN, BUT ARE STILL HOPING TO MAKE PROGRESS ON IS FAMILY ENGAGEMENT. 
          I HAVE TWO SONS, ONE OF WHICH IS AN EIGHTH GRADER AT THE MIDDLE SCHOOL. 
          I COULDN'T IMAGINE BEING AT YOUR SCHOOL WHEN YOUR FATHER IS THE PRINCIPAL, BUT I DO HAVE A FIFTH GRADER WITH ME ALSO. 
          BUT WHEN WE SIT DOWN AT OUR DINNER TABLE AND TRY TO GET MY BOYS TO ENGAGE IN ACADEMIC CONVERSATIONS, I DON'T GET A LOT OF INFORMATION FROM THEM, AND THAT'S WHY WE STARTED A SOCIAL NORMING CAMPAIGN AT COLTER WHAT'S KNOWN AS, ASK ME ABOUT. 
          WHAT THIS TARGETED AREA IS FOR, IS TO CREATE ACADEMIC CONVERSATIONS AT HOME WITH PARENTS. 
          WE THINK THIS AIDED SOME RESULTS THAT WE HAD FROM THE TCSD FAMILY SURVEY FROM 2023 TO THE SPRING OF 2024. 
          CES IMPROVE THE PERCENTAGE OF FAVORABLE RESPONSES IN EVERY CATEGORY ON THE TCSD FAMILY SURVEY. 
          AND SECONDARILY, WE DID A SURVEY OF PARENTS LAST SPRING WITH A MARCH LAUNCH OF ASK ME ABOUT, WHICH IS BASICALLY A SENTENCE STARTER THAT WE USE THAT EITHER GOES HOME DAILY IN A STUDENT'S AGENDA OR FOR OUR FRIENDS THAT CAN'T WRITE AN AGENDA, POSSIBLY AT THE K12 LEVEL, COMES HOME IN THE MONTHLY NEWSLETTER FOR PARENTS TO BE ABLE TO BEGIN AN ACADEMIC CONVERSATION. 
          THINK OF IT AS AN ACADEMIC CONVERSATION SENTENCE STEM. 
          70.8% OF PARENTS THAT TOOK OUR SURVEY AGREED THAT ASK ME ABOUT HELPED IMPROVE ACADEMIC CONVERSATIONS WITH THEIR CHILDREN AT HOME. 
          QUESTIONS FROM THE BOARD. 
          >> QUESTIONS FROM THE BOARD. THANK YOU. 
          >> THANK YOU. 
          >> GOOD EVENING, TRUSTEES. TRACY PODESTA, JACKSON ELEMENTARY SCHOOL. 
          AS I WITH OUR GUIDING COALITION REFLECTED ON OUR SUCCESS AREAS FROM OUR PREVIOUS SCHOOL IMPROVEMENT WORK, WHAT WE REALLY WANTED TO HIGHLIGHT IS A LOT OF THE WORK WE'VE DONE AROUND OUR GUARANTEED REVIVAL CURRICULUM AT THE SCHOOL LEVEL IN OUR PLCS. 
          A LOT OF CONSTRUCTION AROUND GETTING CLEAR ON OUR LOCAL PRIORITY STANDARDS, REALLY AROUND WHAT WE HAVE IS THAT SUCCESS AREA IN TERMS OF RIGOROUS INSTRUCTION, A REALLY SIGNIFICANT EMPHASIS ON GRADE LEVEL CONTENT IN ORDER FOR KIDS TO MEET EXPECTATIONS. 
          IT'S REALLY EXCITING TO SEE THE LEVEL OF SUSTAINED GROWTH JACKSON ELEMENTARY HAS BEEN ABLE TO MAINTAIN SINCE 2022. 
          WE HAVE HAD A 13% INCREASE IN THE PERCENT OF STUDENTS WHO ARE MEETING EXPECTATIONS ON WY-TOPP, WHICH I THINK IS PRETTY SIGNIFICANT GROWTH FOR TWO YEARS TIME. 
          WE LOOK CAREFULLY AT THE ELP, WHICH IS OUR ENGLISH LANGUAGE LEARNER PROGRESS MEASURE ON WY-TOPP, AND WE'VE EXCEEDED EXPECTATIONS IN THAT, 
          [02:20:02]
WHICH SIMILAR TO JAMES, ONE OF THE WAYS WE LOOK AT THAT ACHIEVEMENT MEASURE AND THE GROWTH MEASURE SIMULTANEOUSLY, PARTICULARLY WITH OUR LANGUAGE LEARNERS WHO WE KNOW MAY HAVE A LONG WAY TO GO TO MEET THAT ACHIEVEMENT MEASURE, BUT IS THAT GROWTH EXCEEDING WHERE WE WANT THEM TO GO IN ACCELERATING THAT GROWTH THROUGH A STRONG GUARANTEED AND VIABLE CURRICULUM. 
          I THINK THE DATA SHOWS WE'RE MAKING SOME REALLY GOOD PROGRESS ON THAT. 
          LAST YEAR SUCCESS WAS UPDATING OUR SCHEDULE AND REALLY OVERHAULED OUR MASTER SCHEDULE TO AN EQUITY BASED SCHEDULE, MAKING SURE THERE'S PLENTY OF TIME FOR CORE INSTRUCTION AS WELL AS SUPPORTIVE INTERVENTIONS. 
          WE ARE A SCHOOL WIDE AVID SCHOOL. 
          IT IS OUR FIFTH YEAR OF AVID. 
          I PUT THAT AS A CONTRIBUTOR IN BOTH LAST YEAR AND THIS YEAR IS, WE HAVE A LOT OF MOMENTUM AROUND THE CURRICULUM AND INSTRUCTION THAT WE TEACH OUR STUDENTS, BUT AVID IS REALLY WHAT KEEPS THAT MOMENTUM ACCELERATED THROUGH REALLY DEVELOPING STUDENT AGENCY, GOAL SETTING, ORGANIZATIONAL TOOLS, STUDENT DATA FOLDERS, AND OUR DATA SHOWS THAT THERE'S A HIGH LEVEL OF TEACHER COMMITMENT AND STAFF COMMITMENT TO OUR AVID STRATEGIES. 
          AS WE LOOK AT, THE NEXT SLIDE, THIS YEAR'S TARGET AREAS, WE'RE CONTINUING OUR WORK ON THE GUARANTEED AND VIABLE CURRICULUM AND REALLY STARTING TO HONE IN A LITTLE BIT AROUND EFFECTIVE PRACTICES FOR MULTILINGUAL LEARNERS AND A STRONG EMPHASIS ON LANGUAGE RICH CLASSROOMS, WHICH INCLUDES STUDENT TALK STRUCTURES, LANGUAGE FUNCTIONS, MAKING MATH THINKING VISIBLE OR SOME OF OUR SPECIFIC STRATEGIES, SO WE CAN MAINTAIN WHAT WE'RE SEEING WITH OUR IMPROVED ACHIEVEMENT THAT WE'VE SEEN OVER THE LAST FEW YEARS. 
          AGAIN, SIMILAR TO COLTER, WE'VE ALSO ANALYZED FOR GAPS IN SOME OF OUR SUBGROUPS AND PARTICULARLY SOME GAPS BETWEEN OUR ACTIVE ELS, AND OUR IEPS, AND OUR FREE AND REDUCED LUNCH. 
          TRYING TO LOOK NOT ONLY AT THE AGGREGATE, BUT HOW ARE ALL OF OUR DEMOGRAPHICS OF STUDENTS DOING. 
          SKIP THAT FIRST. UNDER SUCCESS FOR ALL THE TARGET AREA THIS YEAR IS AROUND STUDENT GOAL SETTING. 
          THE RESEARCH IS REALLY CLEAR THAT THE IMPACT OF STUDENTS SETTING MONITORING GOALS IS PRETTY HIGH FOR THEIR ACHIEVEMENT AND GROWTH. 
          THAT IS ONE OF OUR AVID GOALS, WE'RE IN OUR THIRD YEAR OF REALLY BUILDING A SOLID GOAL SETTING PROCESS FROM KINDERGARTEN THROUGH FIFTH GRADE, AND WE'VE SEEN SOME PRETTY EXCITING RESULTS. TAKE SOME QUESTIONS. 
          >> QUESTIONS, BOARD? 
          >> I WOULD JUST SAY, CONGRATULATIONS ON REACHING PROFICIENCY AS A SCHOOL. 
          >> THAT'S GREAT. THANK YOU. 
          >> THANK YOU. 
          >> GOOD EVENING, TRUSTEES. 
          DANIEL ABRAHAM, PRINCIPAL OF MUNGER, SEWER EXPERTS. 
          I HAVE A LOT OF SUCCESSES TO TALK TO YOU ABOUT, BUT I'LL KEEP THEM SMALL AND FEW BECAUSE I'VE BEEN HERE A LONG TIME. 
          MUNGER FOR THE FIRST TIME SINCE THE OPENING ARCHIVED A MEETING EXPECTATIONS RATING ON THE WAEA REPORT CARD, WHICH IS A MAJOR MILESTONE FOR US. 
          ALL OF OUR STAFF ARE VERY PROUD OF IT. 
          I FEEL APPROPRIATE COMING AFTER TRACY BECAUSE I WANT TO SAY THAT I DID THAT A YEAR AFTER TRACY DID THAT AS WELL. 
          I LOOKED TO HER A LOT FOR INSPIRATION ON HOW TO LEAD A SCHOOL. 
          WHEN I THINK ABOUT OUR SUCCESS AREAS THAT LED US TO MEETING THAT EXPECTATION AND FINALLY GETTING THERE, GETTING OVER THE HUMP. 
          WE ARE A HIGH GROWTH SCHOOL. 
          MUNGER IS A HIGH GROWTH SCHOOL. 
          I WANT US TO ALWAYS BE A HIGH GROWTH SCHOOL. 
          I SAY THAT BECAUSE I DON'T KNOW IF WE'LL EVER BE A CLASSICALLY HIGH ACHIEVEMENT SCHOOL BECAUSE OUR STUDENTS ARE LEARNING IN TWO LANGUAGES. 
          HALF OF OUR STUDENT POPULATION COMES IN IN A NON DOMINANT LANGUAGE WHICH ALL OF OUR TESTING IS DELIVERED IN, AND ALL OF OUR ASSESSMENT IS DONE IN. 
          I'M PROUD OF THE FACT THAT WE'RE A HIGH GROWTH SCHOOL, AND I THINK THAT'S WHERE WE HANG OUR HAT AND THAT'S WHAT WE'RE REALLY GOOD AT. 
          WHAT I SAW LAST YEAR FROM OUR STUDENTS AND OUR TEACHERS, OUR MEAN STUDENT GROWTH PERCENTILES, THAT MEASUREMENT WE USE FOR GROWTH AND EQUITY MEASUREMENTS WAS 59.3 OVERALL. 
          THAT'S 0.7 AWAY FROM EXCEEDING EXPECTATIONS ON THE STATE METRIC, SO WE WERE MEETING EXPECTATIONS AT THE VERY TOP OF THAT, AND IN MATH ITSELF, WE WERE ACTUALLY EXCEEDING THE STATE BAR FOR EXPECTATIONS ON OUR GROWTH MEASUREMENTS, WHICH IS FANTASTIC. 
          WHERE THAT COMES FROM? I REALLY ATTRIBUTE THAT TO VERY LITTLE THAT I AM DOING ON A DAY TO DAY BASIS IN THE CLASSROOMS AND WHAT OUR HIGH FUNCTIONING PLC TEAMS ARE DOING. 
          WHEN DR. CHRIS MENTIONED THERE WAS SOME TRAINING 
          [02:25:03]
AND SUPPORT FROM OUR SCHOOL BOARD AND OUR SCHOOL DISTRICT, HAS BEEN AROUND DEVELOPING AND UNDERSTANDING THAT PLC PROCESS, IT HAS BEEN AROUND THE TRAINING OUR TEACHERS HAVE RECEIVED, AND THEN THE TIME AND SPACE THEY HAVE TO ENACT THAT TRAINING. 
          MUNGER, IF YOU LOOK AT THE SCHOOL DISTRICT OVERALL EXECUTIVE SUMMARY, WE HAVE THE HIGHEST NUMBER OF STAFF IN A LOWER NUMBER OF TOTAL TEACHING YEARS THAN THE OTHER LARGE ELEMENTARY SCHOOLS. 
          WE HAVE THE YOUNGEST STAFF. 
          THEY NEED A LOT OF SUPPORT AND TRAINING BECAUSE THEY'RE NEW IN THEIR JOBS, AND I REALLY APPRECIATE THAT WE CAN GIVE THAT TO THEM ON A CONSISTENT YEAR TO YEAR BASIS. 
          THE SECOND PIECE OF CELEBRATION FROM LAST YEAR THAT I DO THINK CONTRIBUTES TO OUR OVERALL SUCCESS, REALLY BLUNTLY, OUR FAMILIES LOVE OUR SCHOOL. 
          THAT REALLY MAKES A BIG DIFFERENCE. 
          THEY TRUST OUR TEACHERS, THEY FEEL RESPECTED BY OUR TEACHERS, STUDENTS FEEL RESPECTED. 
          I ATTRIBUTE THAT TO OUR OVERALL INSTRUCTIONAL MODEL AND THE GOAL OF OUR SCHOOL. 
          ANYONE COME INTO OUR SCHOOL AND THEY COMMUNICATE IN A LANGUAGE THAT THEY KNOW AND UNDERSTAND AND FEEL COMFORTABLE IN, WITH AT LEAST HALF OF OUR SCHOOL. 
          THAT'S A REALLY IMPORTANT PIECE. 
          PARENT TEACHER CONFERENCES, THE FIRST OF THREE NIGHTS TILL EIGHT O'CLOCK JUST FINISHED UP ABOUT 30 MINUTES AGO, AND THOSE CONFERENCES ARE DELIVERED IN BOTH LANGUAGES TO EVERY SINGLE FAMILY THAT WALKS IN THE DOOR, WHICH DOUBLES OR TRIPLES THE NUMBER OF CONFERENCES FOR A MUNGER TEACHER TEAM, BUT IT'S IMPORTANT AND MAKES BIG DIFFERENCE. 
          OUR FAMILY PERCEPTION SURVEYS LAST YEAR, WE'RE IN THE 80TH-99TH PERCENTILE NATIONWIDE, AND THEY WERE THE HIGHEST OF ELEMENTARY SCHOOLS AND ALL SCHOOLS IN THE DISTRICT IN TERMS OF PARENTS OF OUR SCHOOL SO I'M REALLY PROUD THAT. 
          THEN TARGET AREAS AS WE MOVE FORWARD TO THIS CURRENT YEAR, WHICH WE'RE REALLY FAR INTO THIS YEAR IT FEELS LIKE, IT'S NOVEMBER ALREADY. 
          BUT WE WANT TO CONTINUE OUR FORWARD PROGRESS AND ACHIEVEMENT GROWTH AND EQUITY. 
          SOME OF OUR ACHIEVEMENT SCORES HAVE FINALLY CRACKED OVER 50%, WHICH KEEP IN MIND 50% OF OUR SCHOOL DOES NOT HAVE ENGLISH AS THEIR FIRST LANGUAGE. 
          ACTUALLY, IT'S CLOSER TO 55% WITH NEWCOMERS THAT COME TO OUR BUILDING. 
          OUR GROWTH AND EQUITY SCORES, SOME OF THOSE HAVE DOUBLED SINCE 2018 WHEN THE SCHOOL FIRST OPENED, WE WANT TO CONTINUE THAT TRAJECTORY TO BE A HIGH GROWTH SCHOOL. 
          REALLY SPECIFICALLY, WE'RE GOING TO TARGET THE TWO AREAS WE FOUND THROUGH OUR DATA ANALYSIS AROUND WY-TOPP, WHICH IS THAT STUDENTS IN OUR FREE AND REDUCED POPULATION WHEN WE ARE A TITLE 1 SCHOOL. 
          THE HIGHEST PERCENTAGE OF TITLE 1 ARE FREE AND REDUCED STUDENTS THERE, AND SOME STUDENTS IN OUR HISPANIC SUBGROUP ARE NOT YET MEETING OR EXCEEDING NATIONAL AVERAGES. 
          IF YOU TAKE A STEP BACK FROM MUNGER IN TCSD OR IN THE STATE OF WYOMING AND LOOK AT IT ACROSS THE NATION, WE ARE DOING AMAZING IN SO MANY SPOTS, BUT WE'RE STILL NOT QUITE MEETING SOME OF THE NATIONAL BENCHMARKS FOR FREE AND REDUCED STUDENTS AND FOR HISPANIC STUDENTS. 
          WE'RE ACTUALLY DOING BETTER IN A LOT OF ENGLISH LANGUAGE LEARNER STUDENTS, BUT WE'RE NOT MEETING ALL THOSE STUDENTS YEAR OVER YEAR. 
          THE PLACE I SEE THAT HAPPENING THAT CONTRIBUTE TO THAT WILL AGAIN BE OUR PLC TEAMS, PUTTING THE TRUST AND THE GUIDANCE IN OUR TEACHER TEAMS TO BUILD EFFECTIVE UNITS OF INSTRUCTION THAT HAPPEN FOR 175 DAYS IN THE CLASSROOM ENVIRONMENT IN THE TIER 1 SETTING, AND DOING THAT THROUGH THE PLC PROCESS. 
          THE LAST PART THERE, TALK TO OUR PRINCIPALS. 
          I'VE TALKED TO SOME OF OUR STAFF, WE ARE SUCCESSFUL THIS YEAR, NOT IN SPITE OF OUR MISSION ENVISION AND WORKING IN TWO LANGUAGES, BUT BECAUSE OF IT. 
          I THINK THAT'S REALLY IMPORTANT FOR OUR SCHOOL TO REMEMBER AND TO MAINTAIN THAT IDENTITY AND FOR OUR STUDENTS TO MAINTAIN THEIR IDENTITY AS THE NEXT GENERATION OF BILINGUAL GLOBAL LEADERS. 
          AT THE END OF FIFTH GRADE, WE AIM TO HAVE 80% OF STUDENTS, WHICH WOULD BE A LITTLE BIT OF A BUMP FROM LAST YEAR, GOING ON TO MIDDLE SCHOOL, PROFICIENT OR MEETING THEIR YEARLY ADEQUATE BENCHMARK IN THEIR SECOND LANGUAGE, WHETHER THAT'S SPANISH OR ENGLISH. 
          WHETHER YOU ARRIVE THE COUNTRY IN THE FIRST WEEK OF FIFTH GRADE OR YOU'VE BEEN AT MUNGER ALL THE WAY FROM KINDERGARTEN ON, WE WANT TO SEND 80% OF THE STUDENTS ON THE MIDDLE SCHOOL PROFICIENT OR ACHIEVING PROFICIENCY IN THEIR SECOND LANGUAGE. 
          ONE OF THE WAYS WE'RE GOING TO DO THAT THIS YEAR IS WORKING WITH SANDRA AND SETH AT THE MIDDLE SCHOOL. 
          THEN WORKING UP TO THE HIGH SCHOOL HAS BEEN ALIGNING OUR OVERALL LANGUAGE TESTING SYSTEM. 
          WE'RE ALIGNED ON THE ENGLISH SIDE WITH THE ACCESS TEST, AND WE'RE WORKING TO ALIGN HOW WE TEST COMPREHENSIVE SPANISH LANGUAGE SKILLS KINDERGARTEN THROUGH 12TH GRADE. THAT'S MUNGER. 
          >> QUESTIONS? 
          >> THANK YOU VERY MUCH. 
          >> WILSON ELEMENTARY. 
          >> CHAIR ZUNG, TRUSTEES, SCOTT MCDOWELL, WILSON ELEMENTARY SCHOOL, HOME OF THE GRIZZLIES, WHICH I BELIEVE BY NATURES LAWS, ARCH ENEMY OF JOHN COLTER. 
          [LAUGHTER] IT'S A PRIVILEGE TO BE HERE. 
          [02:30:05]
THIS IS MY 43RD SCHOOL YEAR IN A ROW OF GOING TO SCHOOL SINCE KINDERGARTEN. 
          [LAUGHTER] IT'S MY 14TH, I DO KEEP TRACK EVERY YEAR. 
          IT'S MY 14TH AS AN ADMINISTRATOR. 
          THIS IS MY FIFTH YEAR AT WILSON ELEMENTARY. 
          FEELS MORE LIKE MY THIRD, THOSE FIRST TWO WERE INTERESTING. 
          I'VE NEVER BEEN MORE INTRIGUED AND EXCITED TO GROW WITH A SYSTEM AND A STAFF. 
          THIS YEAR, WE'VE DEFINITELY BEEN LEARNING TOGETHER AND ADAPTING TO WHAT'S PROVEN TO ALREADY BEEN AN INTERESTING YEAR FILLED WITH SOME TWISTS AND TURNS. 
          TWO CELEBRATIONS THAT YOU'LL SEE UP THERE, ACHIEVEMENT SCORES FOR READING AND MATH. 
          WE DID EXCEED THE STATE EXPECTATIONS, BOTH IN THE 70% FOR READING AND MATH. 
          FROM A READ PERSPECTIVE, WITH OUR GOAL LAST YEAR OF GROWTH, WE MET THAT GOAL IN READING, AND WE ACTUALLY MORE THAN DOUBLED WITH OUR EQUITY GROUP WHERE WE ARE TRYING THE MOST TO REACH THOSE STUDENTS WHO NEED IT THE MOST. 
          READING WAS A SUCCESS THERE BASED ON THE WYTOPP. 
          URGENT FACTS, THE AREAS THAT WE'RE TARGETING, EVEN THOUGH WE EXCEEDED THAT EXPECTATIONS AND ACHIEVEMENT, THAT GROWTH PIECE, WHICH SOMETIME WITH MORE THAN TWO MINUTES TO TALK TO, I HAVE A GOOD GROWTH STORY TO SHOW YOU THAT THAT, TO ME, AS DAN STATED, IS MORE IMPORTANT THAN ANYTHING ELSE. 
          THAT FOR THE SECOND YEAR IN A ROW WAS A STRUGGLE FOR US IN MATH. 
          IT WAS ALREADY ON OUR RADAR, AND IT'S STILL ON OUR RADAR. 
          OUR SUB-EQUITY GROUP, STUDENTS, AGAIN, IN THE LOWER 25% THAT WE'RE TRYING TO REACH MOST, STILL WE DID NOT HAVE THE GROWTH THAT WE EXPECTED FROM LAST YEAR. 
          OUR PLAN LAST YEAR AND OUR TARGET FOR MATH LOOKS VERY MUCH SIMILAR TO THIS BECAUSE IT JUST DIDN'T MOVE, AND IT DROPPED BY A LITTLE BIT. 
          TO THE QUESTION OF HOW DO WE IMPROVE THE SYSTEM OVERALL? WHAT IS OUR SCHOOL IMPROVEMENT PLAN? SOME THINGS I WOULD HIGHLIGHT THAT ARE TIER 1 ACTION ITEMS. FIRST, I WOULD START WITH MY OWN GOALS TO GROW AS AN EDUCATIONAL LEADER TO FURTHER DRIVE OUR SUCCESS AT TIER 1 FOR ALL STUDENTS IN THAT CORE INSTRUCTION. 
          WE'VE ESTABLISHED A HIGHLY COLLABORATIVE AND POSITIVE CULTURE AT WILSON. 
          I NEED TO MORE EFFECTIVELY LEAD A MODEL THAT IS FOCUSED ON SHARED LEADERSHIP AMONG THE STAFF. 
          I NEED TO DO A BETTER JOB OF ASKING FOR HELP AND LEVERAGING THE STRENGTHS OF MY STAFF, AND THAT WOULD DEFINITELY BE A PERSONAL GOAL THAT I'M CURRENTLY TRYING TO MAKE GAINS ON. 
          IF YOU WERE TO ASK ME WHAT THAT LOOKS LIKE RIGHT NOW, TWO-AND-A-HALF MONTHS INTO SCHOOL, WHO'S LEADING THE WORK AT WEST, I WOULD TELL YOU THE GUIDING COALITION, A REDESIGNED MTSS TEAM, AND THE PLCS. 
          EVIDENCE OF THAT WORK RIGHT NOW THAT MAYBE YOU WON'T SEE IN THIS ONE SLIDE. 
          THE GUIDING COALITION ASSISTED WITH OUR SCHOOL IMPROVEMENT PLAN. 
          THE GUIDING COALITION HELPED WITH REVAMPING OUR MASTER SCHEDULE FOR THE YEAR. 
          THE MTSS TEAM COLLABORATED TO REVAMP OUR TIER 2 AND TIER 3 INSTRUCTIONAL SUPPORT TIMES THAT INCLUDE MORE CONSISTENT WIN TIMES ACROSS ALL GRADES. 
          WE HAVE 100% ENGAGEMENT IN PLCS, AND THE WORK THEY'RE DOING IS EXCEPTIONAL. 
          WEDNESDAYS IS OUR K-1 PLCS. 
          TODAY, IN THOSE MEETINGS, IT WAS GREAT TO SEE THE PRE-TEST IN MATH THAT WE'RE DOING, CREATING THE GROUPS FOR THOSE WIN TIMES, AND WE'RE TRYING TO SHUFFLE THE STAFFING THAT WE DO HAVE TO BE ABLE TO DO THOSE SMALL GROUPS AND TARGET STUDENTS FOR THE MATH WORK. 
          WE ARE FOCUSED ON THE FOUR CRITICAL QUESTIONS OF THE PLC LEARNING COMMUNITY. 
          OUR INSTRUCTIONAL SUPPORT STAFF, INCLUDING OUR READING INTERVENTIONISTS ARE STRETCHED OUT IN FOR KIDS IN MORE WAYS THAN WE'VE EVER DONE BEFORE AND ACROSS ALL GRADES. 
          WRITING STANDARD ALIGNMENT. 
          WE'VE BEEN DOING THAT SINCE SEPTEMBER. 
          THAT'S LED BY THE GUIDING COALITION. 
          STAFF MEANS PROFESSIONAL DEVELOPMENT, CURRENTLY LED BY THE TEACHERS. 
          LAST WEEK, MY SPECIAL EDUCATION TEAM AND INTERVENTIONIST FACILITATED A LITTLE MATH, ONE-HOUR WORKSHOP BASED ON WHAT THEY TOOK FROM THREE WEEKS AGO ON A BRIDGES INTERVENTION TOUR TRAINING. 
          THE STAFF, THE GUIDING COALITION, THE MPSS TEAM ARE DRIVING THE BUS ON ADDRESSING OUR TARGET AREAS. 
          OUR STAFF IS 100% ON BOARD WITH THE SCHOOL-WIDE GOALS. 
          PLC WORK AT EACH GRADE LEVEL AND TRYING TO ALIGN OUR SYSTEM. 
          A COUPLE OF OTHER THINGS I WANT TO HIGHLIGHT OF, AGAIN, BIG SYSTEM PIECES THAT WE THINK WILL MAKE A BIG DIFFERENCE MOVING FORWARD. 
          MENTORING. THIS YEAR, WE'RE DEVELOPING OUR OWN MENTORING PROGRAM INTERNALLY FOR NEW TEACHERS AT WILSON. 
          THE PAST TWO YEARS, WE'VE TAKEN ON A TEACHER. 
          THERE'S ALWAYS THAT PARTNER TEACHER, AND I THINK WE'VE DONE WELL MENTORING. 
          WE BELIEVE WE COULD DO A BETTER JOB. 
          IT'S SOMETHING WE'VE TARGETED. 
          WE'VE ALREADY SEEN A HUGE IMPACT. 
          WE HAVE TWO SECOND-GRADE TEACHERS, SO A WHOLE TEAM FOR US, THAT'S TWO TEACHERS, AS WELL AS A SPECIAL EDUCATION TEACHER WHO'S BEING MENTORED BY ANOTHER SPECIAL EDUCATION TEACHER. 
          WE'VE ALREADY LOGGED 25 HOURS OF MENTORING TIME IN TWO MONTHS, WHICH INCLUDES PEER-TO-PEER OBSERVATIONS, PLANNING, CO-TEACHING. 
          WE'RE REALLY TRYING TO USE THIS YEAR. 
          IT'S BEING LED BY TWO GUIDING COALITION MEMBERS, AGAIN, BY MYSELF. 
          IT'S A SHARED LEADERSHIP MODEL. 
          THEY ARE DOING THE WORK, THEY ARE CREATING WHAT WE PLAN ON USING YEAR-TO-YEAR. 
          [02:35:04]
WE'VE RESTRUCTURED OUR MTSS STAFF. 
          WE DIDN'T INCREASE OUR STAFF, RATHER WE SHUFFLED THINGS AROUND. 
          WE COLLABORATED WITH OTHERS TO SHIFT RESPONSIBILITIES FROM CERTAIN CLASSIFIED POSITIONS INTO CERTIFIED ROLES. 
          THIS REQUIRED A SHIFT OF OUR STAFF AND OUR FTE, BUT IT WILL IMPROVE THE SYSTEM AND RESOURCES. 
          THE CHANGES WE'VE ALREADY BROUGHT HAVE REALLY ALLOWED US TO FOCUS AND BRING MORE ATTENTION TO THE DATA AND BE ABLE TO TRACK IT. 
          WE HAVE MORE EYES ON IT AND MORE TIME THAN WE'VE HAD BEFORE TO BE MORE RESPONSIBLE WITH WHAT WE HAVE IN FRONT OF US. 
          LASTLY, I WOULD HIGHLIGHT OUR STAFFS COMMITMENT TO PROFESSIONAL LEARNING. 
          IN THE PAST TWO YEARS, ALL CLASSROOM TEACHERS HAVE COMPLETED THE PLC COACHING ACADEMY. 
          WE'LL HAVE OUR LAST ONES WRAPPING UP IN JANUARY. 
          MY TWO BRAND-NEW TEACHERS BEING THE EXCEPTION. 
          WE HAVE SIX TEACHERS WHO ARE CERTIFIED IN ORTON-GILLINGHAM. 
          WE HAVE FIVE TEACHERS WHO HAVE COMPLETED THE LETRS TRAINING. 
          OUR SPECIAL EDUCATION TEAM RECENTLY DID A BRAND NEW WRITING PD AT THE START OF THE YEAR. 
          THEY ALSO WENT TO THE BRIDGE INTERVENTION TRAINING. 
          WE ARE TRYING TO GAIN AS MUCH SKILL, STRATEGIES, AND THINGS THAT WE CAN DO FOR ALL STUDENTS AT WILSON. 
          WE'RE FULLY COMMITTED TO COLLABORATIVE LEARNING AND SEEING THE RESULTS IN THE DATA NEXT YEAR. 
          I LOOK FORWARD TO STANDING HERE NEXT YEAR AND SHOWING YOU THE RESULTS OF OUR WORK AND OUR REDESIGN. 
          WITH THAT SAID, I WOULD JUST SAY, AGAIN, NOTING, WE SAW IT ON THE RADAR LAST YEAR, AND SO THIS IS CARRYING OVER. 
          OBVIOUSLY, WE DIDN'T MEET THE TARGET LAST YEAR AND WE ARE ALL IN ON HOW DO WE DO THINGS DIFFERENTLY AND ADDRESS OUR TARGET AREAS. 
          I ACTUALLY WROTE ALL THIS FOR GETTING THERE WITH SLIDES, SO I HOPE THAT HAD SOMETHING TO DO WITH WHAT YOU SEE. 
          [LAUGHTER] THE SLIDES WERE LIKE TWO WEEKS AGO. 
          I WROTE THIS TODAY. 
          ANYWAYS, I WOULD BE HAPPY TO FURTHER ANSWER ANY QUESTIONS YOU MIGHT HAVE. 
          >> THAT WAS EXCELLENT, VERY SELF-REFLECTIVE. I APPRECIATE THAT. 
          THE ONE THING I NOTICED, I WAS OUT AT YOUR SCHOOL RECENTLY, AND YOU'RE AN INTERESTING SCHOOL BECAUSE YOU'RE NOT REALLY AN OUTLYING SCHOOL LIKE KELLY OR MORAN, BUT YOU'RE DEFINITELY NOT A TOWN SCHOOL LIKE MUNGER, COLTER, AND JACKSON. 
          I'M JUST CURIOUS. 
          YOU'RE DOING A LOT TO MAKE SOME CHANGES. 
          WHAT CAN WE AS A BOARD, AND PARTICULARLY WHAT I WAS THINKING ABOUT WAS, YOU DON'T HAVE ALL THE STAFF THAT LIKE A TEMP SCHOOL HAS, ALL THE PAIRS, AND THE SUPPORT STAFF. 
          I DON'T THINK YOU HAVE A MATH INTERVENTIONIST. 
          YOU HAVE A READING INTERVENTIONIST, YOU DON'T HAVE A MATH. 
          WHAT CAN WE BE DOING TO ASSIST YOU MORE? DO YOU NEED MORE STAFF? DO WE NEED TO BE SENDING MORE PEOPLE OUT FROM THE TOWN SCHOOLS TO COME OUT AND HELP OUT THERE? WHAT CAN WE DO TO HELP YOU? 
          >> [LAUGHTER] THANKS, PLEASE. THAT'S A BIG QUESTION. 
          JUST THE FIRST THINGS THAT COME TO MIND WHEN YOU SAY THAT, I THINK ALL OF US, ELEMENTARY EDUCATOR ADMIN WHEN WE GET TOGETHER, WE ALL RESPECT THE FACT THAT WE ARE ALL IN VERY DIFFERENT SCHOOLS, WE ALL HAVE VERY DIFFERENT STAFFS, WE HAVE DIFFERENT NUMBERS, DIFFERENT POPULATIONS. 
          I DO THINK WE ALL KNOW THAT WE'RE NOT APPLES TO APPLES IN COMPARISON, THINGS ARE DIFFERENT. 
          THAT'S WHERE, FOR EXAMPLE, BUILDING OUT WIN TIMES. 
          TRACY AND I HAVE HAD THIS DISCUSSION BECAUSE SHE'S BEEN AT WILSON TRYING TO DO THE SPECIAL SCHEDULE AT WILSON. 
          IT'S DIFFICULT EVERYWHERE, BUT IT'S A COMPLETELY DIFFERENT THING OUT THERE TOO. 
          EVERY YEAR, IT'S BEEN SOMETHING. 
          IF I HAD MY WAY, I'D TAKE MORE STAFF. 
          IF I COULD TARGET CERTAIN THINGS, I DON'T KNOW HOW THAT WOULD LOOK. 
          BUT YES, WE'RE TRYING TO REDESIGN WITH WHO WE HAVE. 
          HOWEVER, I GUESS, TO YOUR BIGGER QUESTION, THE IDEA WAS, IF THIS IS OUR FTE AND OUR STAFFING, HOW CAN WE BETTER PURPOSE THE STAFFING OR PUT MORE HIGHLY QUALIFIED TRAINED STAFF IN FRONT OF STUDENTS THAT NEED IT THE MOST? THAT'S WHY THROUGH YOUR BOARD DOCS TWO OVER THE PAST MAYBE 6-8 MONTHS TOO, YOU'VE SEEN SOME SHUFFLES AT WILSON. 
          WE'VE HAD MANY CHANGES AND PEOPLE CHANGING INTO A FULL-TIME TO A PART-TIME ROLE. 
          THOSE HAVE ALL BEEN TO ADDRESS THAT NEED OF WE HAVE NEEDS, BUT TO YOUR POINT, WE DON'T HAVE A MATH INTERVENTIONIST. 
          WHEN WE THINK OF SUPPORTING MATH, IT'S VERY MUCH, I THINK I'VE SAID THIS A COUPLE OF TIMES, DIFFERENT PEOPLE. 
          IN MY BUILDING, THE ONLY PEOPLE THAT REALLY KNOW HOW TO TEACH THIRD THROUGH FIFTH MATH VERY WELL ARE THOSE SIX TEACHERS AND THE SPECIAL EDUCATION DEPARTMENT. 
          WHEN KIDS COME TO ME AND NEED A QUIET PLACE. 
          IT'S LIKE WHEN YOU SHOW UP AT YOUR DINNER TABLE AND DAD'S HELPING OUT, AND I'M LIKE, WELL, HERE'S A BUNCH OF THINGS I MIGHT KNOW AND I'M NOT SURE WHERE YOU'RE AT. 
          I DO THINK THE REDESIGN IS WHAT WE HAVE. 
          BUT I THINK EVERY PRINCIPAL IN HERE WOULD BE LIKE, IF THERE'S MORE TO GIVE, WE'LL TAKE IT. 
          I WOULD ECHO WHAT DAN SAID THOUGH OF THE PROFESSIONAL DEVELOPMENT AND THOSE OPPORTUNITIES. 
          [02:40:03]
THE THINGS THAT WE'VE DONE AND BEING ABLE TO SAY, ALL STAFF HAVE GONE THROUGH TRAINING, OR BEING ABLE TO COLLABORATE WITH JULIE NASH ON GETTING SPECIAL EDUCATION STAFF AND OTHER INTERVENTIONISTS TRAINED IN CERTAIN PROGRAMS, THAT IS HUGELY BENEFICIAL. 
          THAT SUPPORT IS VERY HELPFUL. 
          I DON'T KNOW HOW I DID ON THAT BECAUSE THAT WAS HUGE. 
          I'D BE HAPPY TO ANSWER ANY OTHERS THAT ARE EASIER THAN [LAUGHTER]. 
          >> [INAUDIBLE] QUESTIONS? THANK YOU. 
          >> YEAH. 
          >> ALTA ELEMENTARY. 
          >> GOOD EVENING. THANK YOU FOR HAVING ME. 
          JENNA BACK, PRINCIPAL OF ALTA ELEMENTARY SCHOOL. 
          I FIRST JUST WANTED TO START AND SAY THANK YOU TO JENNIFER FOR SERVING ON THE BOARD. 
          IT'S BEEN A LONG TIME SINCE WE'VE HAD AN ALTA MEMBER, SO I APPRECIATE THAT. THANK YOU. 
          [LAUGHTER] I WOULD LIKE TO JUST START BY TALKING ABOUT SOME OF THE THINGS THAT WE'RE PROUD OF FROM LAST YEAR. 
          REALLY, THAT IS OUR MASK SCORES. 
          ON OUR WYTOPP, WE HAD 100% PROFICIENCY ON OUR THIRD AND FOURTH GRADE, AND WE WERE MORE THERE. 
          THAT 85 IS JUST ONE STUDENT. 
          WE'RE EXTREMELY PROUD OF THAT. 
          THE OTHER THING THAT WE'RE EXTREMELY PROUD OF IS OUR SINGLETON PLCS THAT WE'RE DOING. 
          YOU HEAR PLCS ALL NIGHT, YOU'VE HEARD IT, AND REALLY WHAT IT LOOKS LIKE IS JUST A LOT DIFFERENT AT A SCHOOL WHERE YOU HAVE MULTI-GRADE TEACHERS AND YOU DON'T HAVE OTHER CLASSROOMS THAT HAVE THE SAME GRADE LEVEL TO COMPARE DATA. 
          WE HAVE STRIVED. LAST YEAR, WE DID A BOOK STUDY AND WE WORKED WITH KELLY AND MORAN TO LEARN MORE ABOUT WHAT PROCESSES AND PROCEDURES WE WANT. 
          LAST YEAR WAS THE FIRST YEAR WE IMPLEMENTED THEM, AND THEN THIS YEAR, WE'RE CONTINUING ON THOSE PROCEDURES, AND IT'S EXCELLENT. 
          THOSE ARE THE TWO THINGS THAT WE'RE REALLY PROUD OF FROM LAST YEAR. 
          THOSE WOULD BE OUR SUCCESSES. 
          MOVING ON TO THIS YEAR'S GOALS AND WHAT WE'RE WORKING ON. 
          WE REALLY NEEDED TO ADDRESS OUR ENGLISH SCORES. 
          YOU CAN SEE THAT WE WERE NOT PROFICIENT IN OUR ENGLISH ACROSS THE BOARD THROUGH FIFTH GRADE. 
          WHAT WE DID IS WE DOVE INTO OUR DATA AND WE REALIZED THAT OUR WRITING WAS AN AREA THAT WAS LOW FOR US. 
          WE DECIDED TO WORK ON WRITING AS OUR GOAL FOR NEXT YEAR. 
          IF YOU COULD SWITCH SLIDES, THAT WOULD BE GREAT. THANK YOU. 
          THE WRITING IS, WE'RE FOCUSING ON OUR LANGUAGE STANDARD, FOCUSING ON OUR CONVENTIONS, PUNCTUATIONS, CAPITALIZATIONS, AND WE'RE LOOKING AT THAT DATA IN OUR PLCS. 
          ONE OTHER THING THAT WE NOTICE WITHIN THAT, AND IT'S NOT CALLED OUT ON HERE IS THAT WE MET EXPECTATIONS ON OUR SCHOOL REPORT CARD, BUT WE DID NOT MEET OUR GROWTH. 
          THIS IS THE FIRST YEAR THAT WE DID NOT MEET OUR GROWTH EXPECTATIONS. 
          WHAT WE NOTICED WHEN WE LOOKED AT THAT DATA IS THAT THOSE KIDS ALL WERE, NOT ALL, THERE WAS ONE THAT WAS NOT. 
          BUT THE MAJORITY OF THOSE STUDENTS WERE PROFICIENT, BUT THEY WEREN'T GROWING AT THE ADEQUATE RATE. 
          IT WAS SUPER CLOSE, BUT THEY DIDN'T MAKE IT. 
          THAT'S SOMETHING ELSE THAT WE'RE LOOKING AT THROUGHOUT THE SCHOOL YEAR IN OUR PLCS. 
          THE OTHER COMPONENT WAS OUR SCIENCE SCORES WERE REALLY LOW, AND TO ADDRESS THAT, WE STARTED LOOKING AT THE SCIENCE CONTENT AND REALIZED THAT ON A MULTI-GRADE SCHOOL, WE WERE NOT GOING TO BE ABLE TO COVER ALL OF THE SCIENCE CONTENT TO THE SAME EXTENT THAT OTHER SCHOOLS WOULD BE ABLE TO DO THAT. 
          WE FOCUSED ON CRITICAL THINKING SKILLS. 
          MS. ANNE, SHE'S OUR FOURTH AND FIFTH-GRADE TEACHER, WAS REALLY INSTRUMENTAL IN HELPING US LOOK AT THE DATA, LOOK AT THE SCIENCE TEST, AND THEN WHAT SKILLS DO THE KIDS NEED AND HOW CAN WE GENERALIZE THOSE SKILLS ACROSS OUR SCHOOL DAY VERSUS JUST IN A SCIENCE LESSON? THAT'S WHERE THAT CRITICAL THINKING COMPONENT CAME IN AND IT'S NICE BECAUSE WE CAN INCORPORATE THAT WITH OUR WRITING, WE'VE INCORPORATED WITHIN OUR ELA. 
          THOSE ARE THE AREAS THAT WE'LL BE FOCUSING ON THIS SCHOOL YEAR. 
          I'M OPEN FOR ANY QUESTIONS. 
          >> QUESTIONS [INAUDIBLE]. 
          >> I JUST HAVE ONE REAL QUICK. HOW MANY KIDS DO YOU HAVE? 
          >> THIRTY-THREE. 
          >> I DON'T EVEN LOOK AT YOUR WYTOPP, TO BE HONEST WITH YOU BECAUSE IT'S SKEWED. 
          [LAUGHTER] YOU ARE SUCH A SMALL SCHOOL. 
          I DON'T THINK IT'S FAIR FOR US TO. 
          I GUESS LET ME JUST ASK YOU, HOW DO YOU THINK YOUR SCHOOL IS DOING? BESIDES THE WYTOPP STUFF, BUT AS THE PRINCIPAL, DO YOU THINK [NOISE] JUST A GROUP OF CHILDREN THAT WILL CYCLE THROUGH AND THEN THERE'LL BE A DIFFERENT GROUP? 
          >> TO PIGGYBACK OF WHAT SCOTT WAS SAYING ABOUT YOUR HIGHLY TRAINED TEACHERS. 
          PRIOR TO MY KINDERGARTEN FIRST GRADE, SECOND, 
          [02:45:03]
AND THIRD-GRADE TEACHER COMPLETING THE LEARNER SCORES, WE WERE HAVING OUR KINDERGARTEN AND FIRST GRADERS WERE LEAVING FIRST GRADE NOT PROFICIENT READERS. 
          OUR THIRD GRADERS ARE THE LAST SET OF THOSE KIDS. 
          NOW THAT'S WHAT WE'RE SEEING. 
          WE'LL SEE THIS SET OF THIRD GRADERS MOVE THROUGH. 
          WHAT I'M REALLY LOOKING FORWARD TO IS NEXT YEAR WHEN THOSE SECOND GRADERS ARE IN THIRD GRADE NEXT YEAR SEEING HOW THEY PERFORM BECAUSE THOSE ARE THE KIDS THAT HAVE HAD THE MOST ROBUST K-1 INSTRUCTION. 
          THE OTHER THING THAT I REALLY THINK THAT ISN'T CAPTURED ON HERE IS THAT OUR DOUBLE SCORES WERE INSANE. 
          IF YOU GO BACK A SLIDE, IN THIRD GRADE, IT WAS 50/50. 
          THOSE KIDS TRIPLED THEIR DOUBLE SCORES. 
          TRIPLED THEIR EXPECTED GROWTH, LIKE INSANE. 
          BUT IT'S NOT CAPTURED WHEN THERE'S THREE KIDS. 
          WHEN I FIRST SAW THIS, I WAS NOT PLEASED, OF COURSE. 
          THEN WHEN I DUG INTO IT, WE ARE A HIGHLY PERFORMING SCHOOL AND WE'RE DOING AN EXCELLENT JOB, AND IT'S PRETTY TOUGH WHEN YOU HAVE SMALL NUMBERS. 
          THANK YOU FOR ASKING THAT QUESTION. 
          >> THANK YOU. KELLY AND MORAN. 
          >> MADAM CHAIR GOLD, THANK YOU FOR GIVING US THE OPPORTUNITY TO SHOW OFF FOR OUR SCHOOLS, BECAUSE NO MATTER WHAT THE CLIENTELE IS IN EVERY SCHOOL, THE THING THAT WE ALL HAVE IN COMMON IS, WE ARE ALL THERE FOR THE KIDS, AND WE ARE ALL WORKING FOR THEM, AND WORKING TO MAKE SURE EVERYTHING WE DO HELPS THOSE KIDS LEARN AND GROW REGARDLESS OF IF, THEY'RE IN OUR FREE AND REDUCED LUNCH, OR IF THEY'RE IN OUR GIFTED PROGRAMS, AND SO THANK YOU FOR THE OPPORTUNITY TO BE ABLE TO TALK ABOUT SCHOOLS. 
          IT'S A GREAT THING TO BE ABLE TO DO. 
          I'M ANITA JENSEN, I AM THE PRINCIPAL OF KELLY/MORAN. 
          I'LL JUST STOP THERE. 
          THIS IS WHY I NEED TO KEEP GOING. 
          I WANT TO REALLY CELEBRATE. 
          OTHER PRINCIPALS HAVE TALKED ABOUT INEXPERIENCED TEACHERS. 
          TWO YEARS AGO, I HAVE FIRST YEAR TEACHER AT MORAN, AND BIG LEARNING CURVE FOR ALL OF US, ESPECIALLY WHEN YOUR FIRST YEAR OF TEACHING IS A MULTI GRADE, AND YOU'RE TEACHING TWO GRADE LEVELS OF CURRICULUM, OR THREE GRADE LEVELS OF CURRICULUM, AND THE SAME AMOUNT OF TIME THAT A TEACHER AT ONE OF THE TOWN SCHOOLS IS TEACHING ONE GRADE LEVEL OF CURRICULUM. 
          YOU ARE THAT LITTLE SQUIRREL IN THE CIRCLE, JUST RUNNING YOUR GUTS OUT AND GOING. 
          IT'S A HARD BALANCE. 
          I KNOW BECAUSE THAT'S HOW I STARTED MY FIRST JOB WAS TEACHING FOURTH, FIFTH AND SIXTH GRADE, AND IT'S THAT BALANCE. 
          WE DID NOT MAKE EXPECTATIONS AT ALL THAT YEAR. 
          I AM SO VERY PLEASED OF THAT TEACHER, AND THOSE STUDENTS WHO REALLY STEPPED UP BECAUSE AT THE END OF OUR '23, '24 DATA, FROM MORAN ELEMENTARY, 100% WHICH I KNOW IT'S A SMALL SCHOOL IT'S NOT A LOT, BUT, IF ONE THIRD OF YOUR STUDENTS IS ONE CHILD OF THREE, IT'S HARDER TO GET PAST THE NUMBERS THAT HAVE PLAYED THE NUMBER GAME, 100% OF THEM WERE PROFICIENT IN MATH, AND 100% OF THEM WERE PROFICIENT IN ELA. 
          I ATTRIBUTE THAT TO THE TEACHER THAT WE HAD, AND HIM STEPPING UP AND SAYING, "HEY, WE HAVE TO DO BETTER, WE CAN DO BETTER. YOU KNOW BETTER." THE STUDENTS STEPPING UP AND SAYING, "WE NEED TO TAKE MORE OWNERSHIP OF OUR LEARNING." THAT'S SOMETHING THE KELLY AND MORAN, THAT IS A BIG CELEBRATION FOR US, THAT LAST YEAR, WE REALLY PROMOTED AND REALLY PUSHED THAT STUDENT AUTONOMY, AND THAT TEACHER CAN TRY AS HARD AS THEY CAN TO HELP YOU, AND PROVIDE YOU WITH LEARNING OPPORTUNITIES, BUT UNTIL YOU OPEN YOUR MIND AND YOU EMBRACE WHAT YOU NEED TO DO AND THAT YOU ARE AN ACTIVE PARTICIPANT IN YOUR LEARNING, WE'RE ALL GOING TO GO SO FAR. 
          FOR KELLY AND MORAN, THAT IS A BIG SUCCESS FOR US, THAT THROUGH THAT STUDENT AUTONOMY, THROUGH TEACHERS REALLY CONCENTRATING ON WHAT ARE THE STANDARDS AND OBJECTIVES THAT STUDENTS NEED TO KNOW AND BE ABLE TO DO IN ORDER TO BE PROFICIENT FOR THE NEXT GRADE LEVEL. 
          WE HAVE ALIGNED OUR ENGLISH LANGUAGE ARTS, NOT ALWAYS FUN CONVERSATION TO SIT DOWN WITH A TEACHER WHOSE KIDS ARE COMING TO YOU AND SAY, "I REALLY NEED THOSE SECOND GRADERS TO COME IN ON TARGET FOR READING LEVEL. 
          I REALLY HAVE TO HAVE THAT BECAUSE I DON'T HAVE TIME THE NEXT YEAR TO CATCH THEM UP, AND MOVE THEM ONTO WHERE I NEED TO." THAT'S A BIG CELEBRATION FOR US AS WELL, AND ALL OF THAT SHOWS IN OUR DATA. 
          WE HAVE A STRONG MTSS PROGRAM AT KELLY, AT MORAN, 
          [02:50:05]
WE HAD STRONGER THAN WE DO NOW, AND SO WITH THAT, I WILL TRANSITION INTO OUR AREAS OF IMPROVEMENT. 
          THIS YEAR AT MORAN, WE HAVE ANOTHER NEW FIRST YEAR TEACHER. 
          SHE IS NOT FIRST YEAR FIRST YEAR, IN THAT, SHE HAS TAUGHT SECONDARY BEFORE, AND SHE HAS BEEN A PARAPROFESSIONAL OUT AT MORAN ELEMENTARY, KNOWS THE STUDENTS, KNOWS THE PROGRAM, AND FOR THE LAST SEVEN YEARS, WAS ONE OF OUR INTERVENTIONISTS PROVIDING INTERVENTION. 
          THIS YEAR AT MORAN, WE HAVE TWO FULL-TIME TEACHERS AND WE HAVE NO INTERVENTIONISTS, AND SO WE ARE LOOKING AT TWO TEACHERS THAT ARE TEACHING THREE GRADE LEVELS OF CURRICULUM, AS WELL AS TRYING TO FIND TIME TO DO THE INTERVENTIONS. 
          I WENT THROUGH SOME TRAINING THE OTHER DAY ON DIBELS. 
          I DID DIBELS YEARS AND YEARS AGO, BUT THEY'VE CHANGED THE PLATFORM, AND IT'S NOW ON A COMPUTER. 
          AFTER 27 YEARS, I'M STILL THINKING THE OLD PAPER STYLE, AND SO I'M GOING TO BE TAKING ON A MORE ACTIVE ROLE IN DOING PROGRESS MONITORING WITH THOSE STUDENTS. 
          I AM PROBABLY GOING TO BE HITTING UP THE SPECIALS TEACHERS AND SAYING, "WHEN IT COMES TIME FOR US TO BE DOING TIER 2, INTERVENTIONS WITH KIDS, I'M GOING TO BE ASKING YOU. 
          I'M GOING TO PULL YOU IN, YOU ARE PART OF THE MTSS TEAM BECAUSE YOU ARE A TEACHER, AND YOU CAN HELP AND WE NEED THAT HELP." AT KELLY, WE ARE GOING TO KEEP GOING WITH WHAT WE HAVE. 
          WE WILL BE GETTING A NEW TEACHER IN JANUARY. 
          OUR K1 TEACHER IS LEAVING, AND SO I VIEW THIS AS AN OPPORTUNITY TO REALLY HELP MOLD A NEW TEACHER. 
          I'M SUPER PROUD IN THAT SHE'S ONE OF THE APPRENTICES THAT [NOISE] WAS AN APPRENTICE LAST YEAR AND, WE'LL NOW BE STARTING A TEACHING POSITION, AND SO PULLING HER INTO THE MTSS, WE DO DATA TRIANGULATION AND WE DO DATA SHARING, AND SO AN AREA OF IMPROVEMENT IS GOING TO MAKE SURE SHE'S BROUGHT UP AND SHE KNOWS WHAT WE'RE DOING, AND SO SHE CAN HELP WITH KEEPING OUR KIDS MOVING FORWARD. 
          GOTTEN MYSELF OFF TASK A LITTLE BIT. 
          WE REALLY WANT TO MAKE SURE THAT BY THE END OF A UNIT, THAT OUR STUDENTS, 80% OF THEM ARE ON TARGET, THEY'RE WHERE THEY NEED TO BE, THEY HAVE MASTERED THERE BEFORE MOVING GONE. 
          THROUGH THE PLC TRAINING THAT ALMOST ALL OF THE TEACHERS NOW HAVE DONE, THERE IS A THING CALLED THE 15-DAY CYCLE WHERE THROUGHOUT A LEARNING CYCLE, YOU STOP ALL LEARNING, YOU ADDRESS THE DEFICITS OR, YOU ADDRESS THE STUDENTS WHO HAVE ALREADY MADE IT, AND NOW NEED A LITTLE BIT MORE CHALLENGE BEFORE NEW LEARNING HAPPENS. 
          THAT'S ONE OF OUR BIG GOALS FOR KELLY AND MORAN THIS YEAR IS TO IMPLEMENT THAT, SO THAT AT THE END OF A UNIT, WE KNOW 80% OF OUR STUDENTS ARE GOING TO BE WHERE THEY NEED TO BE BECAUSE WE HAVEN'T LEFT ANY OF THEM BEHIND. 
          NOT JUST BY THE END OF THE UNIT, BUT OUR GOAL ALSO IS BY THE END OF FIFTH GRADE, 80% OF ALL OF OUR STUDENTS WILL BE PROFICIENT IN MATH AND ELA. 
          WITH THAT, I'M GOING TO STAND FOR QUESTIONING. 
          >> QUESTIONS? NO. 
          >> THANK YOU. YOU ALMOST GOT ME OFF THE HOOK WHEN YOU SAID YOU DON'T REALLY LOOK AT THE DATA. 
          I JUST TURNED TO STEPHEN AND SAID, "I DON'T HAVE TO GO UP." [LAUGHTER] 
          >> PRINCIPAL, MIDDLE SCHOOL. 
          >> GOOD EVENING, TRUSTEES, [INAUDIBLE] PRINCIPAL OF JACKSONVILLE MIDDLE SCHOOL. 
          WE HAVE A LOT OF STUDENTS, [LAUGHTER] AND 658. 
          >> [OVERLAPPING] WITH THAT NUMBER, WE DO LOOK. 
          >> I KNOW YOU DO. 
          >> IT'S STATISTICALLY RELEVANT. 
          >> WE LOOK AT THAT WAY.. ONE THING WE DID WANT TO CELEBRATE FROM LAST YEAR IS AROUND THE SOCIO-EMOTIONAL GOAL OF A SENSE OF BELONGING IS, WE HAD 123 LESS BEHAVIORAL REFERRALS LAST YEAR COMPARED TO THE YEAR BEFORE. 
          WE DID OVER 50,000 INDIVIDUAL CHECK-IN SURVEYS. 
          THAT'S ON A DAILY BASIS WHERE WE ASKED KIDS TO ANSWER A FEW QUESTIONS ABOUT A WHOLE BUNCH OF DIFFERENT THINGS. 
          WE ACTUALLY HAD ZERO BABY INCIDENTS LAST YEAR, SO REALLY PROUD OF THAT. 
          OR WE ARE ATTRIBUTING THAT TO, OUR ADVISORY PROGRAM FOR ALL STUDENTS REALLY CONTRIBUTE TO OUR TEACHERS AND OUR GUIDING COALITION TEAM. 
          THE STUDENTS THEMSELVES. 
          I ALWAYS CALLED LAST YEAR A BETTER NORMAL. 
          IT REALLY DID FEEL THE COVID HANGOVER HAD PASSED AND KIDS WERE USED TO THE IDEA OF SCHOOL AGAIN. 
          THE [INAUDIBLE] AND REALLY FELT GOOD IN THAT SENSE. 
          [02:55:04]
TO GIVE CREDIT TO LIBBY TOO, I FEEL THE AFTER THE BELL CLUBS AND FAMILY ADVISORY EVENTS WERE BETTER THAN EVER LAST YEAR. 
          ANOTHER CELEBRATION WAS OUR SCIENCE ACHIEVEMENT. 
          WE WENT UP 58%, WHICH WAS WELL ABOVE THE AVERAGE. 
          I'LL GIVE A SHOUT OUT TO THE SCIENCE TEAM, PROBABLY ONE OF MORE VETERAN TEAMS AT THE MIDDLE SCHOOL. 
          LAST YEAR, WE HAD A PUSH IN MODEL WITH OUR ENGLISH LANGUAGE DEVELOPMENT TEAM. 
          HEATHER GOODRICH, TONY HIMENEZ, AND JUSTIN DAVIDSON. 
          WE ALSO ADDED TWO NEW CLASSES. 
          TO LIST, ONE IS A SUSTAINABILITY ELECTIVE, WHICH WAS REALLY COOL TO SEE THE KIDS REALLY EMBRACE SCIENCE IN A MORE ACTIVE AND HANDS-ON WAY, WHICH MS. JONES TAUGHT. 
          WE ALSO DID A BLD-ONLY SCIENCE CLASS, WHICH WAS A NEW MODEL FOR US, SO THAT WAS A BIG SUCCESS FOR US. 
          THERE ARE SOME CELEBRATIONS AMONGST MANY. 
          TARGET AREAS FOR THIS YEAR, AND SEEMS IT'S EVERY YEAR. 
          DEFINITELY IT'S AROUND OUR MATH ACHIEVEMENT FOR WY-TOPP. 
          WE'RE NOT WHERE WE WANT TO BE IN SIXTH GRADE IN ELA OR MATH. 
          IT'S A GUT PUNCH FOR US IN ELA. 
          I WOULD SAY THAT THAT'S BEEN A PRETTY CONSISTENT SCORE FOR US IN THE HIGH 60S, SOMETIMES EVEN TOP AROUND 70%. 
          THAT WAS HARD TO TAKE. 
          I THINK WE HUNG OUR HEADS FOR A LITTLE WHILE, AND THEN WE SAID, "WHAT WE DO ABOUT THAT?" BOTH IN MATH AND IN ELA FOR SIXTH GRADE, SOME THINGS THAT WE'RE TRYING ON THIS YEAR. 
          WE DID ADOPT A NEW RESOURCE MID SCHOOL MATH. 
          I WOULD INVITE YOU TO COME OVER TO THE MIDDLE SCHOOL AND SEE WHAT THAT'S ALL ABOUT. 
          IT REALLY IS THIS IDEA OF BUILDING THINKING CLASSROOMS. IT'S MORE COLLABORATIVE STRUCTURES THAN I'VE EVER SEEN IN A MATH CLASSROOM, MORE THINKING ABOUT MATH, MORE TALKING ABOUT MATH. 
          IT'S NEW FOR OUR STAFF. 
          OUR MATH TEAM ITSELF. 
          I THINK THERE'S ONLY ONE TEACHER THAT HAS MORE THAN THREE YEARS EXPERIENCE ON THE MATH TEAM. THEY'RE GETTING USED TO THAT. 
          THEY'RE ALL STARTING TOGETHER ON THAT NEW CURRICULUM, THAT NEW RESOURCE. 
          WE ALSO STARTED A TIERED INTERVENTION MATHS MODEL. 
          TRUSTEE GINGER, YOU'RE MENTIONING, WHAT IS MPSS AND HOW DO YOU ACTUALLY IMPLEMENT IT? WE MOVED LILY VASMIS INTO A INTERVENTIONIST ROLE, AND SO SHE'S DOING OUR TIER 3 MATH CLASSES. 
          THESE ARE REALLY SMALL GROUP, MAYBE 5-8 KIDS TOTAL THAT ARE SIGNIFICANTLY BELOW GRADE LEVEL, SO IT MIGHT BE AN EIGHTH GRADER HAVING MATH SKILLS THAT SHOWING OUT AT A SECOND, OR THIRD GRADE LEVEL. 
          SHE'S TAKING THAT ON. 
          THEN IN TIER 2, WE'RE DOING THAT THROUGH OUR ADVISORY PROGRAM, WHERE THOSE STUDENTS ARE GETTING MATH SUPPORT FOR THAT HALF HOUR PER DAY. 
          WHEREAS LAST YEAR IT WAS MORE OF A SOCIO-EMOTIONAL TARGET. 
          ALSO, FOR THE REST OF THE STUDENT BODY, WE HAVE A SCHOOL WIDE READING PROGRAM DURING THE ADVISORY TIME. 
          THAT'S BEEN GOING REALLY WELL. 
          IT'S REALLY NICE TO SEE STUDENTS READING AT SUSTAINED LEVEL. 
          CIRCULATION RECORDS REPORTS ARE THROUGH THE ROOF RIGHT NOW, WHICH IS REALLY COOL. 
          KIDS ARE READING AT SUSTAINED LEVELS FOR HALF HOUR PER DAY, MONDAY THROUGH THURSDAY, FRIDAYS WE DO CLUBS. 
          THOSE ARE TWO BOTH THAT ELA SCORE AND OUR MATH SCORES ARE OUR GOAL. 
          THEN I WOULD SAY WE HAVE A LARGE NUMBER OF STUDENTS THAT ARE IN OUR EQUITY SUBGROUP. 
          IF YOU REMEMBER, THAT'S IN THE 20TH OR BELOW, STATEWIDE FOR EITHER MATH OR ELA. 
          IN MATH, I THINK 155, AND THEN 121 STUDENTS 6-8, AND THAT'S EQUITY SUBGROUP. 
          THEM REACHING PROFICIENCY IS UNLIKELY IN THE NEXT YEAR, BUT CAN WE GROW THOSE STUDENTS, SO THAT THOSE NUMBERS ARE UNDER 100? THAT WOULD BE HUGE FOR US IN TERMS OF OUR REACHING OUR GROWTH LEVEL, AND HAVING LESS STUDENTS IN THAT EQUITY GROUP. 
          THOSE TWO GOALS ARE REALLY CLOSELY RELATED, I WOULD SAY, BUT SOME THINGS THAT WE'RE DOING TO TARGET THAT, IS THAT TIERED MPSS SYSTEM, OUR SPACE GRADING EFFORTS, AND REALLY AN EFFORT AROUND OUR ELD SUPPORT BOTH IN MATH AND IN SCIENCE, AND THEN OUR PULL OUT ELD CLASSES. QUESTIONS. 
          >> QUESTIONS, COMMENTS? 
          >> A COMMENT. 
          MATT, AS A PARENT, 
          [03:00:01]
I APPRECIATE HOW YOU, AND YOUR STAFF HELP STUDENTS TRANSITION FROM ELEMENTARY SCHOOL TO THE MASSIVENESS OF WHAT MIDDLE SCHOOL IS. 
          I KNOW ANXIETY WENT FROM HERE WHENEVER YOU LEARNED THAT HE'S GOING TO MIDDLE SCHOOL, AND OVER THE SCHOOL YEAR, YOU GUYS TRANSITIONING THEM OVER TO THE MIDDLE SCHOOL FROM ELEMENTARY SCHOOL WENT DOWN A LOT. 
          ALSO, THE FACT THAT THERE'S THE TEACHERS WHO ARE COMING IN EARLY IN THE MORNING TO HELP STUDENTS, IS MUCH APPRECIATED TO KNOW THAT IT'S OPEN FOR ALL THOSE STUDENTS. 
          JUST AN OBSERVATION FROM A PARENT THAT I COULD SAY, THANK YOU. 
          >> THANK YOU. WE DID HAVE A SIXTH GRADE INDUCTION PROGRAM AS PART OF THE ADVISORY PROGRAM, WHICH AN ONBOARDING PROCESS FOR ALL THINGS MIDDLE SCHOOL, SO THAT HELPS TOO. 
          >> IT WAS MAGNIFICENT. 
          >> THANK YOU. ANY OTHER QUESTIONS? 
          >> THANK YOU. 
          >> STUDENT SCHOOL BOARD MEMBERS ARE STILL HERE. 
          I DON'T KNOW IF YOU'RE WAITING FOR ME TO DISMISS YOU, BUT YOU COULD GO. 
          >> IT'S A LIFE SKILL YOU'LL NEED. 
          I THINK IT'S ONE OF THE [OVERLAPPING] 
          >> GOOD EVENING. PIER TRUDELLE, PRINCIPAL AT SUMMIT INNOVATIONS SCHOOL. 
          I JUST WANT TO CELEBRATE THE FACT THAT I JUST REALIZED THAT I WAS ON THE TEAM AT THE STATE LEVEL THAT DEVELOPED THE ACCOUNTABILITY REPORT CARD FOR ALTERNATIVE SCHOOLS. 
          I TEED MYSELF UP FOR SUCCESS BACK IN 2018. 
          [LAUGHTER] I'M CONTINUING TO CELEBRATE THE FACT THAT WE'RE EXCEEDING EXPECTATIONS, AGAIN, AT SUMMIT INNOVATIONS. 
          THAT'S TRULY A TESTAMENT TO OUR TEAM AND OUR STUDENTS AND ALL OF THE GREAT WORK THAT HAS GONE BEFORE US. 
          I'M JUST GRATEFUL THAT WE HAVE AN OPPORTUNITY TO TAKE OUR STUDENTS AT SUMMIT ACROSS THE FINISH LINE AND CELEBRATE THAT WITH YOU AT THE END OF THE SCHOOL YEAR. 
          THERE IS A TWO COMPONENTS OF THE ALTERNATIVE SCHOOL ACCOUNTABILITY SYSTEM THAT I WANT TO HIGHLIGHT, AND THAT IS, THERE IS AN ADDITIONAL SCHOOL CLIMATE COMPONENT AS WELL AS A STUDENT SUCCESS PLAN, WHICH IS REALLY A FOUR-YEAR INDIVIDUALIZED SUCCESS PLAN THAT REALLY IDENTIFIES SKILLS AND RESOURCES TO HELP STUDENTS KNOW WHERE THEY ARE, KNOW WHO THEY ARE AS LEARNERS, AND WHERE THEY'RE GOING TO GO. 
          THE BIGGEST COMPONENT, THAT I APPRECIATE ABOUT OUR ACCOUNTABILITY SYSTEM, IS IT'S BASED ON GROWTH, JUST LIKE DAN SPOKE TO. 
          IF WE GROW STUDENTS EVERY YEAR, WE'RE SUCCESSFUL, WE MEET THEM WHERE THEY'RE AT, AND WE BRING THEM ACROSS TO THEIR 12TH GRADE GRADUATION CEREMONY. 
          EVERY TIME I LOOK, AT ONE OF THOSE STUDENTS OR HEAR THEIR STORIES OF GRADUATION, I CAN CELEBRATE THEIR GROWTH AND SEE WHERE THEY'VE STARTED AND WHERE THEY'VE ENDED AND FOR SOME OF THEM, THAT'S STARTING WITH BARELY READING IN 9TH GRADE OR HAVING REALLY HUGE GAPS IN THEIR LEARNING, WHETHER THAT'S COVID OR TRANSITIONS FROM SCHOOL, AND REALLY SHOWING THEIR OPPORTUNITY TO CELEBRATE THAT THROUGH A PORTFOLIO THAT THEY CREATE THROUGH THEIR STUDENT SUCCESS PLAN. 
          THAT'S SOMETHING THAT WE'VE CONTINUED TO WORK ON. 
          OUR GRADUATION RATE INCREASED FROM 77-88%, WHICH IS GREAT FOR US, AND IT'S SOMETHING THAT WE WILL CONTINUE TO WORK ON. 
          A HUGE CELEBRATION LAST YEAR WAS OUR CONTINUED WORK IN MULTILANGUAGE STUDENTS WITH SOME OUTSIDE CONSULTING SUPPORT AS WELL AS SOME COACHING SUPPORT FROM JOE WILLIAMS, WHO IS ONE OF OUR COACHES. 
          WHAT WE ARE WORKING, ON THIS YEAR, IS TO REALLY FOCUS ON THAT SAFE AND HEALTHY CARING ENVIRONMENT. 
          WE HAD A ROUGH YEAR LAST YEAR, NOT ONLY FOR STUDENTS, BUT FOR STAFF. 
          WE HAD SOME LOSSES THAT WERE REALLY CHALLENGING. 
          WHEN WE THINK ABOUT STUDENT WELL-BEING, IT REALLY STARTS WITH STAFF. 
          I GOT AN OPPORTUNITY TO LISTEN TO DR. CHAPMAN SPEAK YESTERDAY ABOUT SCHOOL MENTAL HEALTH, AND THAT REALLY STARTS WITH TEACHERS. 
          IF OUR TEACHERS ARE IN A PLACE WHERE THEY'RE REGULATED AND READY TO TEACH, THEN IT IMPACTS OUR STUDENTS EACH AND EVERY DAY. 
          I THINK THAT'S A PRIORITY FOR OUR SCHOOL AND I'M GRATEFUL FOR THE SUPPORT THAT WE HAVE. 
          ONE OF THE THINGS THAT DR. CHAPMAN SPOKE TO YESTERDAY THAT REALLY RESONATES AND I THINK YOU'VE HEARD MOST OF THE PRINCIPALS SPEAK TO THIS, AND THAT IS WHAT IT MEANS TO COLLABORATE. 
          WE ASK A LOT OF OUR TEACHERS. 
          WE HAVE LOTS OF PLCS AND OPPORTUNITIES FOR TEACHERS TO IMPROVE THEIR SKILL SET. 
          SCOTT SPOKE TO FOCUSING ON MATH AND READING. 
          EACH AND EVERY ONE OF OUR SCHOOLS IS CONTINUALLY BUILDING THE CAPACITY OF TEACHERS, AND WE NEED TIME FOR OUR TEACHERS TO BE ABLE TO LEARN, COLLABORATE, WORK WITH EACH OTHER, AND HAVE THE OPPORTUNITY TO BE ABLE TO THEN THINK ABOUT WHAT THAT LOOKS LIKE THE NEXT DAY AT SCHOOL. 
          THAT REALLY HAPPENS THROUGH THE PLC TIME AND A COLLABORATIVE TIME. 
          [03:05:02]
WE NEED MORE OF THAT. 
          IT'S SOMETHING THAT I THINK IS ESSENTIAL FOR ALL OF OUR TEACHERS SO THAT THEY CAN HAVE TIME TO SHOW UP THEIR BEST SELVES THE NEXT DAY. 
          SQUEEZING THINGS IN BEFORE OR AFTER SCHOOL, WHEN THEY'RE ALSO TRYING TO TUTOR THE STUDENTS THAT ARE COMING IN FOR EXTRA HELP. 
          OUR TEACHERS SHOW UP AND DO IT EVERY DAY AND THEY STRETCH THEMSELVES MORE AND MORE EVERY DAY. 
          I THINK IT'S IMPORTANT FOR US AS AN ADMIN TEAM TO CONTINUE TO ADVOCATE FOR MORE TIME AND SPACE TO HELP THEM GROW AS TEACHERS. 
          I KNOW IT'S A LITTLE BIT OF A LARGER PITCH THAN MANY OF YOU GUYS HAVE BEEN SPEAKING TO, BUT I THINK IT'S A REAL BIG COMPONENT OF WHERE WE WANT TO GO AS A SYSTEM AND AS A SCHOOL. 
          I THINK IF OUR STUDENTS AND STAFF ARE WELL, THEN THEY'LL CONTINUE TO GROW. 
          I STAND FOR QUESTIONS. 
          >> WELL, I WAS JUST GOING TO ASK BASED ON THAT LAST LITTLE PITCH. 
          [LAUGHTER] 
          >> THIS IS A PLOT. 
          >> MAYBE IT'S NOT SOMETHING FOR YOU TO ANSWER NOW, BUT SOMETHING THAT WE NEED TO THINK ABOUT IS, I AGREE WITH YOU. 
          I THINK THAT WE TRIED TO BUILD SOMETHING INTO THE CALENDAR LAST YEAR, AND WE GOT A RESOUNDING NO FROM THE FAMILIES OF THE COMMUNITY, OUR CONSTITUENTS. 
          WE REORGANIZED WITH THAT LAST YEAR, THE YEAR BEFORE. I CAN'T REMEMBER. 
          BUT ANYWAY, SO WE REORGANIZED AND YOU ALL ARE DOING AN AMAZING JOB AND WE'RE HEARING GREAT THINGS ABOUT PLCS AND HOW IT IS WORKING. 
          WE JUST HAVE TO THINK ABOUT HOW WE CAN HAVE THAT COLLABORATIVE TIME FOR THE STAFF SO THAT YOU ALL CAN DO YOUR JOB AND BE HEALTHY AND REALLY LEAN IN, BUT WE NEED TO COMMUNICATE THAT SOMEHOW TO THE COMMUNITY SO THAT THEY CAN GET BEHIND IT AS WELL, SO WE CAN DO IT. 
          I THINK THAT'S REALLY GOOD. 
          FOR ME, THAT'S WHAT WE NEED TO THINK ABOUT. 
          >> I AGREE. 
          >> [BACKGROUND] I WAS AT THE SCHOOL THE OTHER DAY, DR. CHAPMAN'S [INAUDIBLE] I JUST WANTED TO SAY I WAS TELLING THESE GUYS UPSTAIRS. 
          I JUST LOVE SEEING THE NUMBER OF KIDS THROUGHOUT THE DAY GOING BETWEEN THE TWO SCHOOLS, AND YOU HAD TALKED A LOT ABOUT THE DIVERSITY OF YOUR POPULATION, THAT YOU HAVE A LOT OF KIDS THAT MAYBE JUST COME FOR WORK, FROM CLASS OR JUST DON'T FEEL COMFORTABLE WITH THE LARGER SCHOOL SETTING AND THEY COME OVER. 
          JUST WHEN YOU WALK THROUGH YOUR SCHOOL, IT'S JUST A VERY HEALTHY ENVIRONMENT. 
          IT FEELS LIKE A VERY CARING PLACE. 
          IT FEELS LIKE A VERY SAFE PLACE TO LEARN. 
          I ENJOYED COMING THE OTHER DAY. 
          IT'S A NICE FEEL WHEN YOU COME IN YOUR SCHOOL. 
          >> WELL, THANK YOU. IT REALLY IS A TESTAMENT TO OUR STUDENTS AND STAFF, AND IT IS A GREAT OPPORTUNITY FOR US TO SHARE STUDENTS WITH THE HIGH SCHOOL. 
          THEN IT IS GENEROUS ENOUGH TO ALLOW SOME OF THE STUDENTS TO COME OVER AND TAKE CLASSES AT OUR SCHOOL, BUT WHAT'S REALLY GREAT ABOUT IT IS IT CREATES GREAT RELATIONSHIPS FOR STUDENTS TO SEE WHAT WE HAVE TO OFFER AND THAT BETWEEN BOTH SCHOOLS, WE ACTUALLY CAN MEET THEIR NEEDS, SOME OF THEM MORE FULL-TIME THAN OTHERS, BUT IT'S BEEN GREAT RECRUITMENT TOOL. 
          THANK YOU GUYS SO MUCH. 
          ANYBODY ELSE HAVE ANY QUESTIONS? 
          >> NO OFFENSE. 
          >> THANK YOU. 
          >> THANK YOU. [BACKGROUND] 
          >> GOOD EVENING, TRUSTEES. 
          BENNETT LIEBERMAN, FROM COUNTRY DIRECTLY ACROSS THE STREET FROM COUGAR NATION. 
          [LAUGHTER] IF THE WIND'S BLOWING IN THE RIGHT DIRECTION, SOMETIMES I THINK I HEAR MR. HALL TALKING AT HER STAFF MEETINGS. 
          [LAUGHTER] 
          >> TURN [INAUDIBLE] THE LOUD SPEAKERS. 
          [LAUGHTER] 
          >> I'D LIKE TO FOCUS ON TWO SUCCESS AREAS, THIS EVENING. 
          ONE IS CREDIT ACCUMULATION, THE OTHER IS POST SECONDARY READINESS. 
          CREDIT ACCUMULATION LEADS TO OUR GRADUATION RATE, AND LIKE A LOT OF THE PRINCIPALS HAVE SPOKEN TO THIS EVENING, AND I FIRMLY BELIEVE THIS SCHOOL AT ITS CORE, IS A PEOPLE BUSINESS, AND YOUR PEOPLE NEED TO BE HAPPY, THEY NEED TO BE HEALTHY, THEY NEED TO BE COLLABORATIVE, THEY NEED TO BE WORKING IN TEAMS. IN ORDER FOR THEM TO DO THAT AT THEIR HIGHEST CAPACITY, MORALE HAS TO BE AT A STRONG LEVEL. 
          I FELT LIKE WE WALKED INTO THIS SCHOOL YEAR WITH A CONSISTENCY FROM WHAT WE BUILT ON LAST YEAR, AND THAT CREATED SOME REALLY GOOD STAFF MORALE AROUND THE HIGH SCHOOL. 
          WE HAD IMPROVED PLC STRUCTURES THIS YEAR FROM THE YEAR BEFORE. 
          WE HAD MORE FOCUSED PROFESSIONAL LEARNING FOR THE PEOPLE THAT LEAD OUR PLCS. 
          LIKE PIER JUST SPOKE TO, THE COLLABORATION BETWEEN OUR TWO SCHOOLS HAS BEEN REALLY STRONG, 
          [03:10:07]
AND EVEN THOUGH SUMMIT HAD A TOUGH YEAR LAST YEAR, AND THERE WAS A FAIR AMOUNT OF TRAUMA, HER STAFF IS RESPONSIBLE FOR A LOT OF THE SUCCESS FOR OUR HIGH SCHOOL STUDENTS. 
          IN ANY GIVEN GRADUATING CLASS OF 225 STUDENTS, THERE MIGHT BE 12 OR 13 THAT DROP OUT IN THEIR FIRST OR SECOND YEAR OF HIGH SCHOOL. 
          THERE'S NOTHING YOU CAN DO ABOUT IT WHEN YOU GET TO THE WAY YOUR GRADUATION RATE GETS TABULATED. 
          OBVIOUSLY, WE TRY AND CONNECT WITH THOSE STUDENTS IN A WAY THAT THEY DON'T DROP OUT OF HIGH SCHOOL, BUT THE FACT REMAINS IN ANY GIVEN YEAR THAT NUMBER. 
          BUT THERE'S ALSO ANOTHER 12-20 STUDENTS WHO ARE STILL IN THE SCHOOL WHO MIGHT NOT GRADUATE IN THE YEAR THAT THEY'RE SUPPOSED TO GRADUATE, AND IT'S A TESTAMENT TO THE COUNSELORS AND THE TEACHERS AT THE HIGH SCHOOL AND THE TEACHERS AT SUMMIT THAT EVEN THOUGH THOSE STUDENTS MIGHT GIVE UP ON THEMSELVES, OUR STAFF AND OUR COUNSELORS DON'T GIVE UP ON THEM. 
          GETTING THEM TO THE FINISH LINE IS NOT SOMETHING THAT WE SHOULD TAKE FOR GRANTED. 
          IT TAKES A LOT OF ENERGY, A LOT OF WORK, A LOT OF EFFORT. 
          I'M REALLY HAPPY TO SHARE THAT SUCCESS, BUT I WOULD ALSO BUILD ON WHAT PIER JUST SAID. 
          TIME IS OUR MOST VALUABLE COMMODITY, AND OUR TEACHERS NEED MORE OF IT TO ADVANCE THIS WORK. 
          IN POST SECONDARY READINESS, OUR AVERAGE ACT SCORE IS WHAT IS MAINLY RESPONSIBLE FOR THE SUCCESS IN THAT AREA. 
          I THINK WE NEED TO DO BETTER AND BY DOING BETTER, THIS YEAR, WE'VE REALLY FOCUSED A LOT MORE ON OUR CTE PROGRAM. 
          STUDENTS WHO COMPLETE CERTAIN PATHWAYS AT THE HIGH SCHOOL AND THEN TAKE WHAT'S CALLED AN INDUSTRY RECOGNIZED EXAM. 
          THOSE STUDENTS CAN BE COUNTED AS POSITIVE INDICATORS, JUST LIKE STUDENTS WHO GET A CERTAIN ACT SCORE. 
          WE HAVE NOT BEEN DOING THAT WITH FIDELITY AT THE HIGH SCHOOL, AND WE HAVE NOT BEEN GETTING CREDIT FOR THOSE STUDENTS, AND WE'VE BEEN ENGAGED IN A CONCERTED EFFORT BOTH WITH OUR CTE DEPARTMENT AND OUR GUIDANCE DEPARTMENT TO GET THEM TALKING TO ONE ANOTHER, FOR THE FIRST TIME, TO CREATE A SHARED UNDERSTANDING OF WHAT COURSES STUDENTS NEED TO COMPLETE TO FINISH A CERTAIN PATHWAY, AND THEN WHAT EXAM ARE THEY GOING TO TAKE AT THE END OF THE YEAR THAT WILL ULTIMATELY GIVE US CREDIT FOR HOW THEY EXIT HIGH SCHOOL IF THEY PASS THAT EXAM. 
          OUR TARGET AREAS. 
          THIS YEAR ARE CONSISTENT WITH OUR TARGET AREAS FROM LAST YEAR. 
          WE KNOW WE'RE NOT DOING NEARLY AS WELL WITH OUR EQUITY SUBGROUP AS WE WOULD LIKE TO. 
          THOSE ARE OUR NEWCOMERS AND OUR MLS. 
          WE STILL HAVE A VERY 25% OF OUR POPULATION IS IN THAT CATEGORY. 
          WE HAVE FOCUSED ALL OF OUR PROFESSIONAL DEVELOPMENT BECAUSE OUR TEACHERS ASKED FOR IT ON HELPING THEM DEVELOP MORE LANGUAGE RICH CLASSROOMS. WE'VE HAD A LOT OF SUPPORT FROM THE DISTRICT WITH SANDRA AND HER WORK, AND WE'VE INVESTED 50% OF OUR PROFESSIONAL DEVELOPMENT TIME IN THAT AREA. 
          THE OTHER 50% OF PROFESSIONAL DEVELOPMENT TIME THAT WE HAVE OUR TEACHERS ENGAGED IN IS AROUND EVIDENCE-BASED GRADING. 
          THIS IS OUR SECOND YEAR OF IMPLEMENTATION OF A FIVE-YEAR PLAN FOR EVIDENCE-BASED GRADING. 
          LAST YEAR, WE HAD SOMEWHERE BETWEEN MAYBE 10 AND 15% OF OUR TEACHERS PARTICIPATING IN THAT INITIATIVE, AND THAT'S EXPANDED TO ABOUT 35% OF OUR TEACHERS, WHICH HAS BEEN A REALLY HEALTHY EXPANSION OF THAT. 
          AGAIN, OUR COLLABORATION WITH MATT AT THE MIDDLE SCHOOL HAS BEEN STRENGTHENED THIS YEAR. 
          WE MEET REGULARLY. 
          WE'RE TRYING TO ALIGN THE IMPLEMENTATION SO THAT PARENTS THAT HAVE KIDS GOING FROM THE MIDDLE SCHOOL TO THE HIGH SCHOOL ARE GOING TO SEE CONSISTENCY IN THE WAY THAT GRADES ARE BEING REPORTED AND IN THE WAY WE TALK ABOUT SKILLS AND WHETHER STUDENTS ARE BEING SUCCESSFUL IN THE IMPORTANT SKILLS IN THE CLASSROOMS THAT THE TEACHERS HAVE IDENTIFIED. 
          AGAIN, WITH EVIDENCE-BASED GRADING, IT'S ALL RELIANT ON HOW HEALTHY AND FUNCTIONAL OUR PLCS ARE. 
          I'M HAPPY TO TAKE IN QUESTIONS. 
          >> I HAVE TO TAKE A BREAK. 
          [03:15:01]
          >> I DON'T SEE ANY TARGET AREA, BUT I'LL ASK IT. 
          YOU HEARD ME SPEAK A FEW MEETINGS AGO, 10TH GRADE, WY-TOPP, NOT TOO GOOD. 
          THERE WAS SOME DISCUSSION THAT PERHAPS THE STUDENTS DON'T TAKE IT VERY SERIOUSLY. 
          I WENT TO STAR VALLEY, SHARED IN HIGH SCORES. 
          FIRST OF ALL, YOUR THOUGHTS ON WY-TOPP IS THAT AN IMPORTANT THING FOR YOUR SCHOOL? NUMBER 2, HAVE YOU THOUGHT ABOUT MAYBE REACHING OUT TO THE OTHER SCHOOLS, STAR VALLEY AND SHERIDAN AND, PARTICULARLY, FINDING OUT WHAT THEY'RE DOING DIFFERENTLY THAN WE'RE DOING. 
          IF THAT'S WHAT THE ACTUAL ISSUE IS, IT'S NOT THE ACTUAL SCORES, BUT THAT OUR KIDS AREN'T TAKING IT SERIOUSLY AND NOT TAKING THE TEST SERIOUSLY. 
          JUST YOUR THOUGHTS ON WY-TOPP, I'M CURIOUS WHY IT'S NOT A TARGET AREA, TOO. 
          >> IT'S NOT A TARGET AREA, AND I WOULD CONCUR WITH WHAT DR. CHAPMAN SAID DURING THAT MEETING. 
          THE ONLY REASON WHY WE WOULD WANT A HIGH SCHOOL STUDENT TO BECOME MORE PROFICIENT AT WY-TOPP WOULD BE TO IMPROVE THE SCORE ON THE STATE REPORT CARD, WHICH HAS ZERO IMPACT ON WHAT A STUDENT DOES DURING AND AFTER HIGH SCHOOL. 
          FOR ME, THE ONLY STANDARDIZED EXAM THAT CARRIES ANY WEIGHT OR ANY IMPORTANCE IS THE ACT, AND IT WOULD BE DOING OUR STUDENTS DISSERVICE TO TAKE OUR TIME, OUR ENERGY, AND OUR RESOURCES TO PREPARE THEM FOR THAT STANDARDIZED EXAM, WHICH DOESN'T HAVE ANY IMPACT ON WHAT THEY DO AFTER THEY GRADUATE FROM HIGH SCHOOL. 
          >> TRUSTEE GINGERY, TO YOUR QUESTION ABOUT, HAVE WE CONSULTED OTHER SCHOOL DISTRICTS. 
          WE HAVE, AND I HAVE A GOOD SUMMARY CHART THAT OUTLINES THEIR PRIORITIES. 
          INTERESTINGLY, THERE ARE SOME THINGS THAT THEY ALL HAVE IN COMMON, AND THAT IS DEDICATED TIME EVERY SINGLE WEEK OR AN EARLY RELEASE SO THAT STAFF CAN WORK TOGETHER. 
          THAT'S ONE COMMONALITY. 
          THE SECOND COMMONALITY IN ALL THE SCHOOL DISTRICTS WITHIN I SPOKE, AND I SPOKE WITH THEIR SUPERINTENDENTS, NOT THEIR PRINCIPALS. 
          BUT THEY ALL SAID, WE DON'T KNOW HOW YOU DO IT. 
          WE'RE CHASING YOUR ACT AND WE'RE CHASING GRADUATION RATE. 
          WE DON'T KNOW HOW YOU DO IT WITH THE NUMBER OF STUDENTS THAT ARE LEARNING ENGLISH FOR THE FIRST TIME, HOW YOU'RE ABLE TO GET THEM PROFICIENT ENOUGH THAT THEY CAN SPEAK THE LANGUAGE AND DO SO WELL ON SUCH A DIFFICULT CHALLENGING TEST IN ENGLISH AND GRADUATING CONSISTENTLY ABOVE 93% IS INCREDIBLE. 
          IT WAS REALLY FUN TO HEAR HOW THEY'VE STRUCTURED IT, AND WE HAVE A REALLY DETAILED CHART THAT WE'RE FILLING IN SO THAT IT WILL HELP GUIDE SOME OF OUR DECISIONS. 
          WE ARE LOOKING REALLY CLEARLY AND CAREFULLY AT, HOW CAN WE PROVIDE THE TIME THAT THE STACK NEED IN ORDER TO BE SUCCESSFUL BECAUSE WE'LL SEE THAT IN THE OUTCOMES. 
          I THINK WE HAVE SEEN INCREDIBLE OUTCOMES, AND WE NEED TO DECIDE AS A GROUP. 
          >> BECAUSE STRESS IS A HUGE PART OF IT, STRESS FOR KIDS, STRESS FOR FAMILIES AND FOR EDUCATORS. 
          WHAT WE'RE HEARING CONSISTENTLY FROM THOSE THREE GROUPS IS STANDARDIZED TESTS ARE CAUSING AN INORDINATE AMOUNT OF STRESS, AND IS THAT NECESSARY? DO WE NEED TO GET BACK TO MORE PLAY? GIVING KIDS THE OPPORTUNITY TO MAKE MISTAKES, NOT BE AFRAID OF MAKING MISTAKES. 
          IT'S NOT THE END OF THE WORLD THAT THEY DON'T DO WELL. 
          THEY'RE GOING TO HAVE A SECOND CHANCE TO SHOW THAT THEY KNOW WHATEVER THE MATERIAL IS IN A MORE UNIQUE WAY. 
          I THINK THOSE ARE SOME REALLY IMPORTANT CONVERSATIONS THAT WE APPRECIATE HAVING THE BOARD WEIGH IN ON BECAUSE IT IS A DEFINITE CHANGE IN DIRECTION. 
          WE ARE CONSISTENTLY HIGH ACHIEVING SCHOOL DISTRICT. 
          OUR EXPECTATIONS ARE HIGH, I DON'T WANT TO DEVIATE FROM THAT. 
          BUT I ALSO DON'T WANT TO CONTRIBUTE TO STRESS IN SOMETHING IN A FOCUS AREA THAT IS NOT MEANINGFUL OR HAS MUCH BEARING AT ALL ON THE INDIVIDUAL STUDENT. 
          BUT INSTEAD OF IT'S CONTRIBUTING NEGATIVELY TO HOW THEY'RE FEELING ABOUT SCHOOL, HOW THEY FEEL ABOUT THEMSELVES, HOW THEY FEEL ABOUT THEIR FUTURES. 
          I THINK THERE'S SO MANY MORE PRODUCTIVE WAYS FOR US TO MEASURE THAT. 
          [03:20:02]
WE'RE COLLECTING THE DATA REQUESTED BY THE BOARD AND TRYING TO PUT IT TOGETHER IN A WAY THAT'S SUSTAIN YET GIVES TETON COUNTY THE OPPORTUNITY TO FIGURE OUT WHAT'S BEST FOR THIS COMMUNITY, AND WHAT'S BEST FOR OUR STUDENTS AND HOW DO WE MOVE FORWARD WITH THOSE HIGH EXPECTATIONS WHILE BUILDING WELL BEING AND A SAFE HEALTHY CARING ENVIRONMENT AND NOT BACKING DOWN FROM WHAT WE BELIEVE IS IMPORTANT. 
          IF WE BELIEVE THAT WY-TOPP AND NINTH AND TENTH GRADE IS IMPORTANT, THEN WE NEED TO CONSIDER, WHAT CAN WE TAKE OFF THE EXPECTATION PLATE BECAUSE WE CANNOT DO IT ALL GIVEN THE TIME THAT WE HAVE. 
          >> JUST TO BE CLEAR, YOU'RE NOT SAYING IGNORE WY-TOPP ALTOGETHER, JUST IGNORE IT AT THE HIGH SCHOOL? 
          >> NO. IF YOU WERE ASKING MY PERSONAL OPINION, WHAT I WOULD SAY TO OUR HIGH SCHOOL STUDENTS IN PARTICULAR, IS IF I WERE A CLASSROOM TEACHER, I WOULDN'T SUGGEST PUTTING PRESSURE ON THEM TO DO WELL WHICH IS WHAT I HEAR FROM OTHER SUPERINTENDENTS. 
          THEY'RE FOCUSING QUITE A BIT ON IT WY-TOPP AND THEY'RE SAYING, HEY, WE NEED TO DO A REALLY GOOD JOB ON THIS BECAUSE IT SHOWS, IF I'M A GOOD TEACHER OR NOT. 
          THAT'S BASICALLY HOW THEY'RE FRAMING IT. 
          WHAT I WOULD PREFER AND I THINK WOULD BE MORE FUNCTIONAL IS EITHER THE STATE DROP IT BECAUSE IT'S NOT A FEDERAL REQUIREMENT. 
          THEY'RE NOT ALIGNING TO THE STANDARDS THAT ARE SET IN WYOMING. 
          THEY'RE TESTED ON THE WRONG YEARS, SO THAT'S NOT EFFECTIVE. 
          BUT WHAT I WOULD SAY TO STUDENTS AND WHAT I WOULD RECOMMEND AS FOR THE PRINCIPAL OR THE TEACHER, HEY KIDS, THIS IS A CHANCE FOR YOU TO PRACTICE, AND IT'S A CHANCE FOR YOU TO PRACTICE SHARING WHAT YOU KNOW, TAKING STANDARDIZED TESTS. 
          YOU'RE NOT GOING TO HAVE A TON OF OPPORTUNITY IN YOUR FUTURE TO TAKE STANDARDIZED TESTS. 
          WHAT A GREAT OPPORTUNITY. 
          BUT PRACTICE. 
          HERE'S THE TESTING TAKING SKILLS. 
          THIS IS THE CHANCE FOR YOU TO SHOW WHAT YOU KNOW. 
          IT GIVES US FEEDBACK ON WHAT YOU'RE READY FOR NEXT. 
          WE'RE GOING TO CONTINUE TO PROVIDE SUPPORT AND TEACH THE CURRICULUM. 
          BUT I WOULD TAKE THE STRESS OUT OF IT BECAUSE SO MANY OF THE STUDENTS A, THEY KNOW IT DOESN'T COUNT TOWARD ANYTHING REALLY FOR THEM PERSONALLY. 
          SO THEY BLOW IT OFF OR B, THEY GET SO STRESSED OUT ABOUT IT AND FULL OF ANGAINST THAT THEY GET FLOODED AND THEY SHUT DOWN. 
          I DON'T THINK THAT'S PRODUCTIVE EITHER. 
          I WOULD TAKE THE HIGH PRESSURE OFF OF IT AND ADMINISTER THEM IF WE HAVE TO. 
          WE DIDN'T HAVE TO I WOULDN'T OPT IN IF GIVEN THE CHOICE. 
          >> TODAY ALL OF OUR 9TH, 10TH, AND 11TH GRADERS TOOK THE PRACTICE ACT, AND SO WE DO ALLOCATE TIME AND RESOURCES AND ENERGY IN THE DIRECTION THAT WE THINK IT'S MOST BENEFICIAL FOR THEM. THANK YOU. 
          >> THANK YOU. 
          >> ARE WE READY FOR PUBLIC COMMENT? 
          >> YES. 
          >> IS THERE ANY PUBLIC COMMENT ONLINE OR IN THE ROOM FOR THE DISTRICT SCORE IMPROVEMENT PLANS? I DON'T KNOW [INAUDIBLE] THEM ALL OUT. 
          BRING IT BACK TO THE BOARD DISCUSSION. 
          ANY DISCUSSIONS? TRUSTEE GO ON. 
          >> I WOULD JUST SAY THAT I APPRECIATE ALL THE TIME THAT EVERYBODY PUT INTO IT AND I FOUND IT TO BE A REALLY, BENEFICIAL FOR ME TO HEAR THE PERCEPTION OF THE PRINCIPALS AND ABOUT HOW THE SCHOOL IS DOING WHAT THEY'RE DOING TO IMPROVE AND COMES CLEAR THAT OUR STAFF IS AMAZING AND I JUST APPRECIATE ALL THE HARD WORK THAT EVERYBODY IS DOING. THANK YOU. 
          >> I WOULD REITERATE THAT I WAS SAYING ABOUT THE SEWER. 
          THIS SEEMS MORE UP THE ALLEY. 
          [LAUGHTER] 
          >> I AGREE. 
          >> MOTION. 
          >> I MOVE TO APPROVE TETON SCHOOL DISTRICT NUMBER 1 SCHOOL IMPROVEMENT PLAN FOR 2024 AND 2025. 
          WE'LL HEAR ABOUT THAT. 
          >> I'LL SECOND. 
          >> WE HAVE A MOTION AND SECOND TO APPROVE THE TETON TSD NUMBER 1 SCHOOL IMPROVEMENT PLANS FOR THE 2024-25 SCHOOL YEAR AS PRESENTED. 
          [03:25:03]
ALL THOSE IN FAVOR PLEASE SAY AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> ANY OPPOSE? MOTION CARRIES. 
          THE LAST ACTION ITEM ON OUR AGENDA IS PERSONNEL REQUEST. 
          >> MADAM CHAIR, I'LL MAKE THIS IN THE AFFIRMATIVE. 
          HOWEVER, I'LL BE [INAUDIBLE]. 
          I MOVE FOR THE VARIANCE REQUESTS FROM EMPLOYEE AS DISCUSSED IN EXECUTIVE SESSION. 
          >> I'LL SECOND. 
          >> THERE'S A MOTION AND A SECOND TO APPROVE THE VARIANCE REQUEST FROM EMPLOYEE AS DISCUSSED IN EXECUTIVE SESSION. 
          ALL THOSE IN FAVOR, PLEASE SAY AYE. 
          THOSE OPPOSED, PLEASE SAY NO. 
          >> NO. 
          >> NO. 
          >> NO. 
          >> FAILS. MOVING ON TO THE CONSENT AGENDA ITEMS. 
          [F. Consent Agenda]
[BACKGROUND] 
          >> YOU CAN JUST SAY OR ASK FOR SAYING YES. 
          [LAUGHTER] 
          >> THE CONSENT AGENDA INCLUDES ITEMS 1 THROUGH 10, IS THERE A MOTION ON THE CONSENT AGENDA? 
          >> MADAM CHAIR, I'D MOVE FOR THE CONSENT AGENDA. ITEMS 1 THROUGH 10. 
          >> SECOND. 
          >> THERE'S A MOTION AND A SECOND TO APPROVE THE CONSENT AGENDA, ITEMS 1 THROUGH 10 AS PRESENTED. 
          ALL IN FAVOR. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> AYE. 
          >> ANY OPPOSED? THE CONSENT AGENDA PASSES. 
          COMMUNICATION, PUBLIC COMMENT. 
          [G. Communication]
NOT ON TONIGHT'S AGENDA. 
          IS THERE ANY PUBLIC COMMENTS ONLINE OR IN THE ROOM? COMMUNICATIONS TO THE BOARD. 
          WE'VE GOT A COUPLE OF LETTERS THAT ARE AVAILABLE FOR DOCS, WE DO READ ALL THE LETTERS, COMMUNICATIONS FROM THE BOARD, ANY COMMUNICATION FROM THE BOARD? 
          >> THANK YOU FOR YOUR SERVICE. 
          >> YEAH. 
          >> I'M CHAIRING TONIGHT, YOU'RE [INAUDIBLE]. 
          >> WELL, THAT'S THE NEXT ITEM. OH NO WAIT, REVIEW A MEETING. [LAUGHTER] 
          >> I JUST WANTED TO PUT THIS OUT REAL QUICK BECAUSE IT'S LATE. 
          BUT AS A CANDIDATE FOR REELECTION, I PARTICIPATED IN THE ROTARY PANEL AND WHATNOT. 
          I HEARD FROM SEVERAL CANDIDATES THAT WE NEEDED TO HEAR FROM FAMILIES. 
          IT'S BEEN A COUPLE OF YEARS SINCE WE'VE DONE A TOUR WITH SCHOOLS TO HEAR FAMILIES. 
          I'M WONDERING IF MAYBE WE NEED TO DO THAT THIS WINTER. 
          I THINK FROM MY PERSPECTIVE, THE LAST TIME WE DID IT, WE WERE COMING OUT OF THE PANDEMIC, AND SO WE WERE ON ZOOM. 
          BUT I THINK THAT MAYBE WOULD REMAIN A GOOD FORMAT BECAUSE IT DOESN'T ENTAIL FIGURING OUT HOW TO FEED YOUR CHILDREN AND GET TO THE MEETING AND/OR FIND A BABYSITTER, THAT THING, SO THAT WOULD BE JUST MY THING. 
          BUT I THINK IF THERE'S A PERCEPTION WE'RE NOT LISTENING TO FAMILIES, WE NEED TO LISTEN [INAUDIBLE]. 
          >> THANK YOU. 
          >> I LIKE THE IDEA OF THE ZOOM. 
          WHEN WE HAD THE SPANISH SPEAKING ONE A HUGE TURNOUT. 
          A LOT OF WHAT THEY SAID, THEY JUST FELT MORE COMFORTABLE. 
          BECAUSE THEY GOT ON THERE AND TALKED AND TALKED. 
          >> IT WAS GREAT. 
          >> IT WAS A GREAT ONE. 
          >> WE ALSO HAVE PIPER WORTHINGTON AS OUR FAMILY ENGAGEMENT COORDINATOR, AND SHE HAS A LOT OF FAMILY EVENTS. 
          I AM CERTAIN THAT WE CAN FIND SOME OPPORTUNITIES TO DO BOTH, AND SO PEOPLE WOULD HAVE SOME CHOICES AND GET FAMILIES ENGAGED. 
          >> GREAT. WHAT'S THE STRATEGY FOR MONDAY? YOU NEED ALL US THERE WITH THE GOVERNOR? WHERE DID YOU MEET US AND WHO ELSE IS WAS GOING TO BE THERE? 
          >> YES. THANK YOU. 
          GOVERNOR GORDON REQUESTED TO COME TO OUR SCHOOL DISTRICT. 
          HE WILL BEGIN, AND I'LL HAVE TO SEND YOU THE EXACT DETAILS OF THE CALENDAR, AND I WILL DO THAT. 
          BUT WE WILL BEGIN OUR TOUR AT MUNGER MOUNTAIN ELEMENTARY SCHOOL. 
          HE'LL BE ABLE TO CELEBRATE, AND OUR STUDENT SENATORS WILL BE INVOLVED IN DURING AND THEY'LL SIT DOWN AND NORMALLY, I THINK GOVERNOR GORDON LIKES TO ASK THE QUESTIONS, BUT OUR STUDENT SENATORS DECIDED THEY WANT TO ASK HIM SOME QUESTIONS. 
          [LAUGHTER] WHY IS POLITICIAN AND GOVERNOR HE HAS REQUESTED IN ADVANCE? [LAUGHTER] [INAUDIBLE] REALLY STUCK. 
          [INAUDIBLE] ONE OF THE STUDENT SENATORS AT MUNGER MOUNTAIN ELEMENTARY SCHOOL. 
          MARCO IS DESTINED TO BE A FUTURE PRESIDENT, AND I'M CONFIDENT HE WILL HAVE A COMPLETE LISTING FOR THE GOVERNOR. 
          [03:30:01]
WE WILL SPEND SOME TIME AT MUNGER MOUNTAIN, AND THEN WE WILL MOVE TO JACKSONVILLE HIGH SCHOOL. 
          WE HAVE SOME SPECIFIC CLASSROOMS, AND AGAIN, LUNCH WITH THE GOVERNOR AND SOME STUDENT SCHOOL BOARD MEMBERS AND OTHER STUDENTS WILL BE DOING A ROUND TABLE DISCUSSION. 
          I'LL BE HAPPY TO SEND THAT EXACT SCHEDULE OUT. 
          >> BETWEEN WALKS, BETWEEN PLACES, DO YOU NEED US TO PUSH HIM ON THE MERCER? WOULD THAT BE A GOOD TIME FOR STEPHEN TO POINT OUT THAT HE SHOULD JUST GO TO ONE, THE WCLI? [LAUGHTER] 
          >> YOU GOT TAPE THEM OUT. 
          >> IT'S MIDNIGHT. [LAUGHTER] 
          >> THANK YOU KATE. 
          >> THE GOVERNOR WAS VERY SUPPORTIVE. 
          >> NO, IT'S 20 OF 2. 
          >> HE IS VERY SUPPORTIVE OF OUR EFFORTS TO SECURE FUNDING FROM THE LEGISLATURE. 
          I THINK HE WOULD BE VERY INTERESTED IN HEARING THAT, THE LAG IN THE TERMINATION FROM THE FIRST SEARCH SETTING. 
          I THINK HE WOULD BE VERY INTERESTED IN HAVING THAT INFORMATION, AND WHAT ELSE DO WE NEED? HE'S VERY KEEN ON THE RIDE, THE REMERGING THE DELIVERY OF EDUCATION. 
          THAT'S SOMETHING THAT HE'S VERY EXCITED TO HEAR ABOUT AND SEE AN ACTION. 
          I THINK HIS VISIT ON MONDAY WILL BE A GOOD OPPORTUNITY FOR HIM TO SEE THE HIGH FUNCTIONING HIGH SCHOOL WE HAVE OUR DIVERSE NEEDS, HOW CROWDED IT IS, AND THAT OUR STAFF ARE INNOVATIVE AND LOOKING AT WAYS TO ENGAGE AND CONNECT STUDENTS TO THEIR FUTURES BEYOND THE TRADITIONAL FORMAT. 
          I THINK HE'LL REALLY ENJOY SEEING THE CELEBRATIONS AT MUNGER MOUNTAIN, BUT IT'S A GOOD OPPORTUNITY FOR US TO SAY, AND IMAGINE ALL THESE HOUSES RIGHT HERE, WHAT ARE WE GOING TO DO? 
          >> THE HIGH SCHOOL OFFERING CELEBRATIONS OR REWARDS FOR 100% ATTENDANCE? [LAUGHTER] SEE THE MAXIMUM ATTENDANCE? [LAUGHTER] 
          >> EVERY LUCKY CHILD. 
          >> MA'AM ONE MORE THING. 
          I'M JUST GOING TO TASTE THE REST OF THE BOARD DIDN'T REALLY KNOW. 
          THE STATE AND BOARD DID THOUGH TO SELL THE KELLY PARCEL FOR $100 MILLION TO THE FEDERAL GOVERNMENT. 
          THERE'S STILL SOME CAVEATS DEALING WITH THE ROCK SPRINGS BLM STUFF. 
          BUT AS SOON AS THAT ALL GETS TAMPERED OUT, I THINK WE CAN TAKE CREDIT FOR GIVING ANOTHER 100 MILLION TO THE STATE TO THE FOR THE REST OF THE SCHOOLS. 
          [LAUGHTER] WE'LL CLAIM THAT AS OURS, WE GAVE THAT. 
          >> IS THAT HOW THEY GET IT BACK TO US? 
          >> I DON'T THINK ANY IS COMING TO US OR ANY OTHER DISTRICTS. 
          >> NO. IT'S GOING TO GO TO THE ONES THAT GET 100%. 
          >> IT'LL GO TO THE WHOLE FARMERS. 
          [LAUGHTER] 
          >> ANY OTHER FUTURE AGENDA ITEMS OR PLANNING, MEETING? 
          >> I THINK WE OUGHT TO RETHINK WHERE WE PUT PUBLIC COMMENT IN OUR AGENDAS. 
          BECAUSE I DO THINK IT'S REALLY HARD FOR PEOPLE WHO WANT TO SPEAK JUST ABOUT ANYTHING, TO HAVE IT ALL THE WAY AT THE END OF THE AGENDA BASICALLY. 
          I THINK WE COULD PUT IT AFTER REPORTS ARE FINISHED AND BEFORE ACTION ITEMS. IF THEY HAVE SOMETHING TO SAY ABOUT ACTION ITEMS, THEY OBVIOUSLY CAN STAY. 
          BUT I THINK THAT DETERS PEOPLE FROM TALKING TO US ABOUT THINGS THEY HAVE ON THEIR MIND ABOUT WHAT WE DO, SO I HOPE WE CAN RECONSIDER THAT. 
          >> KATE, I WOULD SUPPORT THAT PUTTING IT AT THE TOP. 
          >> BECAUSE I THINK WE MOVED IT AT A TIME WHERE OUR MEETINGS WERE NOT QUITE, I THINK WE JUST HAVE MORE BUSINESS NOW, AND SO IT DOES GET REALLY LATE. 
          >> IT WAS REALLY A FORMER BOARD MEMBER. 
          >> YEAH. 
          > HE WAS PUSHING FOR IT. HE'S NOT ON HERE ANYMORE. 
          >> I THOUGH IT WAS KATE. 
          >> NO HE WASN'T. 
          >> WE ASK YOU TO DO THAT. 
          >> BUT I WILL SAY THAT WE HAVE HAD PEOPLE SAY WHO HAVE SAT THROUGH SOME OF THE MEETING GET, WOW, YOU HAVE A LOT TO THINK ABOUT AND A LOT TO DISCUSS. 
          THERE WAS SOME POSITIVE, BUT I JUST TOTALLY AGREE, TO HAVE IT COME UP AT 9:30-9 [INAUDIBLE]. 
          >> I AGREE WITH KATE. MAYBE NOT THE VERY BEGINNING SO MAYBE AFTER REPORT. 
          >> AFTER REPORT [OVERLAPPING] 
          >> ADVANCE PLANNING, GOT THANKSGIVING COMING UP, CHRISTMAS HOLIDAYS. 
          [H. Advanced Planning]
          [03:35:02]
          >> WE'RE JUST DRAGGING OUT YOUR TENURE. 
          [LAUGHTER] 
          >> ENGINEER YOU'RE JUST THOROUGH. 
          >> WHAT'S THAT? 
          >> SAID YOU'RE AN ENGINEER, YOU'RE THOROUGH. 
          >> I'M THOROUGH. I DIDN'T READ ALL THE CONSENT AGENDA [OVERLAPPING] 
          >> I'D MOVE ADJOURN. 
          >> SECOND. 
          >> MOTION AND A SECOND TO ADJOURN, ALL IN FAVOR. 
          >> AYE. 
          >> AYE.
* This transcript was compiled from uncorrected Closed Captioning.