[00:00:04] >> WE'LL GO AHEAD AND BRING THE TCST NUMBER ONE [A. Call to Order] BOARD OF EDUCATION BOARD MEETING ACT INTO THE SESSION. THESE RISE FOR PLEDGE OF ALLEGIANCE. >> >> ORGANIZATIONAL MEETING. WE ARE GOING TO GO INTO THE ORGANIZATIONAL MEETING. TONIGHT IS A NEW YEAR FOR SCHOOL BOARD AND ELECTION OF NEW OFFICERS. [B. Election of Officers for 2025] IT HAS BEEN AN HONOR TO SERVE AS A CHAIRMAN OF THE BOARD OF TRUSTEES FOR THE LAST TWO YEARS. IT HAS BEEN AN AMAZING EIGHT YEARS OF SERVING AS A TRUSTEE, AND I'M GRATEFUL TO THE VOTERS FOR VOTING ME BACK FOR FOUR MORE. I WANTED TO GIVE A QUICK SHOUT OUT OF GRATITUDE TO THE TRUSTEES I'VE SERVED WITH. ANNIE BAND, JOE LARO, ALAN BROMSTED, JENNIFER ZONG, AND, OF COURSE, JANINE. WAL HAVE HELPED ME ALONG THE WAY AND MY TRUSTEES THAT CONTINUE TO SERVE WITH, KEITH REID, STEPHAN, KATE AND BETSY. I APPRECIATE YOUR KNOWLEDGE, COUNSEL, AND FRIENDSHIP. >> NOW I WANT TO WELCOME JERRY BOX TO THE GROUP. THIS IS A LITTLE BIT LIKE ALL THE HOMEW FOR ME. JERRY'S DAUGHTERS AND MY KIDS HAVE BEEN CLASSMATES SINCE OUR DAYS OF PRESCHOOL. BACK IN THE SWEET PEAS AND BUMBLEBEES DAYS. THE DISTRICT IS LUCKY TO HAVE YOUR SKILL SET KNOWLEDGE TO ADD TO OUR CONVERSATIONS AND DECISIONS. ALL OF US HAVE DIVERSE BACKGROUNDS, AND I BELIEVE THIS ELECTED BOARD SHOWS WHAT HAPPENS WHEN WE WORK TOGETHER AND COME UP WITH SOLUTIONS COUNTY GOAL. PARENT TUT COUNTY'S CHILDREN FOR AN EVER CHANGING WORLD. TO FULFILL THIS VISION OF MISSION, I'M SO GRATEFUL SUPERINTENDENT CHAPMAN FOR LEADERSHIP AND ALL OF THE EDUCATIONAL PROFESSIONALS THAT MAKE TCSD, NUMBER 1, THE ENEMY OF THE STATE. OVER THE PAST TWO YEARS, WE HAVE MADE TREMENDOUS PROGRESS ON OUR FACILITIES, AND FOR THE FIRST TIME, THE THREE LARGEST ELEMENTARY SCHOOLS ARE PROFICIENT IN THE EYES OF THE STANDARDIZED TEST. WE ALL THOUGHT YOU WERE PROFICIENT. FOR THE STANDARDIZED TEST AND WE CONTINUE TO HAVE THE GRADUATION SUCCESS THAT IS THE ENVY OF THE STATE. UNFORTUNATELY, THERE ARE SOME THINGS STILL HANGING OVER OUR HEADS. THE HIGH SCHOOL CAPACITY ISSUE REMAINS HUNG UP IN THE STATE'S BUREAUCRACY. STILL WAITING FOR OUR QUICK MERCER STUDY IS BEYOND FRUSTRATING AND IS PREVENTING THE BRONX ACHIEVEMENT CENTER FROM MOVING FORWARD. I'M ALSO CONCERNED ABOUT THE FUNDING MODEL GOING FORWARD. EVEN THOUGH PON COUNTY RESIDENTS PAY MORE THAN ENOUGH PROPERTY TAXES TO PAY OUR PROFESSIONALS AN EQUITABLE WAGE. THE MODEL HAS THE BOARD OF TRUSTEES HANDCUFFED WITH WHAT WE ARE ALLOWED TO PAY. IN MY OPINION, THESE ARE THE TWO MOST IMPORTANT ISSUES FACING THIS BOARD OF TRUSTEES. FINALLY, THE BIGGEST PAYMENT JOY I'VE HAD IS WATCHING MY KIDS SUCCEED. SADIE, IT MEANS SO MUCH TO ME TO WATCH THEM SUCCEED IN THE SAME DISTRICT THAT I GREW UP IN AND CREDIT FOR ALL OF MY SUCCESS. AND NOW COMES THE FUN. FINAL WORDS. I WANT TO LEAVE YOU ALL WITH TWO QUOTES, THAT I HAVE ON MY DESK AT HOME. THEY HAVE BEEN GREAT GUIDES AND REMINDERS TO ME OVER THE FIRST EIGHT YEARS. FIRST, IS A QUOTE THAT SENATOR AL SIMPSON HAS USED MANY TIMES, BOTH IN PUBLIC AND IN PRIVATE. HE GIVES THIS CREDIT TO HIS MOTHER, FORMER FIRST LADY OF WYOMING, LORNA SIMPSON. FOR THIS, PATRI CORTES THE CONTAINER IT'S CARRY. AND THAT'S SOME GREAT WARM WORDS FOR US ALL TO THINK ABOUT. THE SECOND QUOTE. IT'S A SMALL PLAQUE THAT PRESIDENT REAGAN HAD ON THE RESOLUTE DESK IN THE OVAL OFFICE. I BELIEVE THE BOOK CAN BE CREDITED TO MR. COCA COLA, ROBERT W WOODRUFF, THE LONGTIME CEO AND DRIVING HORSE BEHIND THE INTERNATIONAL PARK. THIS QUOTE IS THERE IS NO LIMIT TO WHAT A MAN CAN DO OR WHERE HE CAN GO IF HE DOESN'T MIND, WHO GETS THE CREDIT. WITH THAT, I OPEN THE FLOOR FOR NOMINATING ON NEXT CHAIR. >> MR. CHAIR? I WOULD NOMINATE [00:05:02] BETSY CARLIN FOR THE NEXT CHAIR OF THE TO COUNTY SCHOOL DISTRICT BOARD OF TRUSTEES. >> ARE THERE ANY OTHER NOMINATIONS? >> MOTION TO CLOSE NOMINATIONS, SECOND. >> SECOND CLOSED NOMINATIONS. ALL THOSE IN FAVOR PLEASE SAY AYE. >> AYE. >> AYE. >> CONGRATULATIONS CHAIRMAN. >> CHAIRMAN CARLIN. THANK YOU FOR YOUR SERVICE FOR THE BOARD OF TRUSTEES. I WOULD ECHO MANY OF THINGS YOU SAID ABOUT THIS BOARD. WE ARE A WELL OPERATING MACHINE. I AND THANKS TO GILLIAN AND ALL OF YOU OUT THERE. WE'VE BEEN ABLE TO REALLY FEEL LIKE WE'RE MOVING FORWARD IN THIS SCHOOL DISTRICT. THANK YOU FOR YOUR SERVICE. WE HAVE A LITTLE FOR. [LAUGHTER] THANK YOU. >> IS THAT TO BE USED WITH THIS FAVOR? [LAUGHTER] >> THANK YOU VERY MUCH. I APPRECIATE THE VOTE OF CONFIDENCE, AND I'M LOOKING FORWARD TO SERVING AS THE CHAIR AGAIN. LET'S ALL CROSS OUR FINGERS THAT MY CHAIRMANSHIP DO NOT END WITH ANOTHER YET. WITH THAT, WE NEED A VICE CHAIR AND A CLERK AND A TREASURER. >> VICE CHAIR. >> YES. >> I NOMINATE STEPHAN AS VICE CHAIR. IS THERE ANY OTHER NOMINATIONS VICE CHAIR? ANY OTHER VICE. I WILL GO AHEAD AND NOMINATE KATE MEADE FOR CLERK. >> TREASURER? >> I'LL NOMINATE BILL SCARLETT FOR TREASURER. MADAM CHAIR. >> ANY OTHER NOMINATIONS? >> MOVED TO CLOSED NOMINATIONS? >> WE'VE MOVED TO NOMINATIONS HAVE BEEN CLOSED. WE HAD STEPHAN ABRAMS NOMINATED AS VIE CHAIR, KATE MEADE AS BILL SCARLETT AS TREASURER. ALL IN FAVOR? >> AYE. >> AYE. >> AYE. >> AYE. >> OPPOSED. CONGRATULATIONS, AND WELCOME. >> THANK YOU. >> NOW WE GO INTO GOVERNANCE INTO THE COMMITTEE RULES. [C. Committee and Liaison Positions for 2025] EVERYBODY BEAR WITH ME. I'VE GOT TO GET BACK IN THE HEADSPACE OF COMPLETING THE MEETING. ALL WING THE LEADER. >> GOVERNMENT. LET'S SEE. FINANCE AND AUDIT COMMITTEE. THAT WOULD BE BILL STARLETT AS CHAIR. WHO ELSE WOULD LIKE WE NEED TWO OTHER TRUSTEES TO SERVE ON THAT COMMITTEE. >> MADAM CHAIR, I WOULD LIKE TO REQUEST IF THEY WOULD AGREE JERRY BOSH AND STEPHAN ABT TO SERVE ON STEPHAN CONTINUE TO SERVE ON THE FINANCE COMMITTEE. THAT'S OKAY. IS THAT A WITH OKAY YOU, JERRY? >> THANK YOU. >> EXCELLENT. THANK YOU. EDUCATIONAL SERVICES. THAT WOULD BE THE EDUCATION SERVICE COMMITTEE. I KNOW THAT KEITH IS NOT ABLE TO BE HERE TONIGHT, BUT HE WOULD LIKE TO SERVE IN THAT ROLE. AGREED. WE WOULD LIKE TO CONTINUE? >> YES, PLEASE. >> IT SAYS THREE. WE'VE HAD JUST TWO. >> IT'S UP TO YOU AND THE BOARD. OTHER PEOPLE CAN COME CONSISTENTLY OR THEY CAN KEEP IT UP OR WHATEVER. IS THERE ANYBODY ELSE THAT IS FEELING LIKE THEY WANT TO BE A CONSISTENT MEMBER OF THAT COMMITTEE? >> I WENT. >> THANK YOU. LET'S DO THAT. >> BOSCH BOY. >> MADAM CHAIR. TO GO BACK UP TO GOVERNMENTS. YOU HAVE? >> WE HAVE ONE TRUSTEE. IT WOULD BE MYSELF, STEPHAN, AND WE NEED IT HAS BEEN I HAVE BEEN DOING IT AS THE CLERK. IT COULD ALSO BE THE TREASURER. I COULD BE JUST A JUST A TRUSTEE. [00:10:03] IS THERE ANYBODY WHO WOULD LIKE TO JOIN THE GOVERNANCE COMMITTEE AND THAT'S WHERE WE DEVELOPED THE AGENDA A WEEK BEFORE THE MEETING. >> I'M HAPPY TO GO BACK ON. NOBODY ELSE WANTS. >> THANK YOU. >> NOW WE CAN JUMP TO BCS FIVE. THAT IS CURRENTLY ME, AND I'M HAPPY TO CONTINUE TO DO THAT. >> THANK YOU. >> THE BC CWC THREE TRUSTEES. I THINK KEITH WAS ALSO ON THAT COMMITTEE AND WOULD LIKE TO MAINTAIN THAT ROLE. I READ YOU HAD EXPRESSED INTEREST AND ONE MORE PERSON. >> MADAM SURE. I WOULD LIKE. >> GREAT. THANK YOU. REC DISTRICT. THIS WILL BE GOING TO BE THREE OF US OR IS IT GOING TO BE ALL OF US? >> IT'S THE WHOLE BOARD. >> THE WHOLE BOARD. >> PLUS WE'LL GET TWO. >> YOU NEED TO ASK TWO NEW COMMUNITY MEMBERS OR THE CURRENT ONES JUST CARRY FORWARD AT THAT TIME. >> WE HAVE TWO COMMUNITY MEMBERS THAT HAVE PARTICIPATED IN THE PAST. WE RAN ADS. WE DIDN'T HAVE ANY NEW PEOPLE THAT WANTED TO PARTICIPATE. AS WE GET TO THE CITRIC BOARD LATER, WE HAVE A RECOMMENDATION TO CHANGE THOSE BYLAWS AND HAVE A COMMITTEE. IF THERE WAS SOMETHING THAT THE FULL BOARD AND SLASH RECREATION BOARD WANTED A ADVISEMENT OR COUNSEL ON, THEN WE COULD FORMULATE A COMMITTEE AN AD HOC COMMITTEE WITH COMMUNITY MEMBERS THAT MAYBE NOT MAKE IT SO FORMAL. >> IT'S HELPFUL WITH THE GRANT APPLICATIONS FROM THE COMMUNITY. YOU BREAK THAT OFF INTO ADVISORY GROUP? >> YES. IT MAKES SENSE. WE'LL MOVE ON TO LEGISLATIVE LIAISON. >> I WOULD TO CONTINUING THAT. IS THAT ALL RIGHT? ANYBODY ELSE DYING TO DO THAT? >> THE TOWN COUNCIL LIAISON. WHO'S CURRENTLY DOING THAT? >> I WOULD LIKE TO DO THAT. >> I WOULD LOVE FOR YOU TO DO THAT. [LAUGHTER] >> TETON COUNTY COMMISSIONERS LIAISON. >> SURE. I WOULD VOLUNTEER FOR THOSE. >> THANK YOU. >> THANK YOU. >> HOSPITAL LIAISON. WHO IS CURRENTLY DOING THAT? >> I'M HAPPY TO KEEP DOING IT. WHAT'S GOING ON THERE. >> TWO TRUSTEES FOR THE FUND FOR PUBLIC EDUCATION. >> I'M DOING THAT. THROW IT UP TO ME. >> STUDENT SCHOOL BOARD LEADS. I HAVE BEEN DOING THAT FOR QUITE A WHILE. I'M HAPPY TO CONTINUE, BUT I'M ALSO HAPPY TO STEP ASIDE IF THERE ARE OTHER PEOPLE THAT WOULD LIKE TO PLAY THAT ROLE. >> I'D LIKE TO DO THAT. NOT IN YOUR PLACE. >> IS THERE ANYBODY ELSE? >> I SEE IF KEITH WANTS TO CONTINUE IT. >> I'LL ASK KEITH, AND IF HE DOESN'T WANT TO, THEN I CAN DO IT ANYWAY, I SUPPOSE TO HAVE. PECAN COUNTY PARKS AND REC LIAISON. >> I CAN KEEP DOING THAT. >> WOULD YOU LIKE ME TO DO THAT? SURE? >> THANK YOU. I HAVE PERFECT DEFENDANT'S RECORDS. >> COMMUNITY PREVENTION COALITION, READ. I'VE REALLY ENJOYED DOING THAT. BUT I'VE WORKED ON WEDNESDAY WITH ME. >> YOU HAVE SPENT A LOT OF TIME WITH THAT ORGANIZATION, HAVEN'T YOU? >> THERE'S A FAIR AMOUNT OF TIME REALLY. >> I LIKE IT. >> THE HOT SPRINGS EARLY CHILDHOOD BOSS. I'M DOING THAT. I'VE BEEN DOING IT. IT'S REALLY. [00:15:09] >> THAT'S IT. NO MORE TRY WHATEVER THAT WAS. >> NOPE. [LAUGHTER] [OVERLAPPING]. >> THE TRY PART-TIME GROUP. >> THE TRY PART-TIME GROUP. YES. WE WILL NOW MOVE ON TO APPROVAL OF THE AGENDA. [D. Approval of the Agenda] >> MADAM CHAIR? >> YES. >> I WOULD LIKE TO MAKE A MOTION TO MOVE FROM THE CONSENT AGENDA TO OUR ACTION ITEMS. THE APPROVAL OF THE BRONX ACHIEVEMENT CENTER 100% DESIGN AND NOTICE TO PROCEED TO 50% CONSTRUCTION DOCUMENTS. >> TO THE ACTION ITEMS? >> TO THE ACTION ITEMS. >> I SECOND THAT. >> ANY DISCUSSION. ALL IN FAVOR? >> AYE. >> OPPOSED? THAT MOVES TO ACTION ITEMS. WITH THAT CHANGE, IS THERE A MOTION TO APPROVE THE AGENDA? >> I'LL MOVE THE AGENDA AS AMENDED. >> SECOND. >> SECOND. >> ALL IN FAVOR? >> AYE. >> AYE. >> AYE. >> OPPOSED? MOTION CARIES. ONTO THE SUPERINTENDENT'S REPORT. [E. Superintendent's Report] >> THANK YOU, TRUSTEES, AND CONGRATULATIONS ON YOUR NEW ROLE AND WELCOME TRUSTEE BOSCH. THIS EVENING, WE'RE STARTING OUT WITH OUR STATE SWIMMING CHAMPIONS AND MIKE HANSEN OFTEN DOESN'T GET ALL OF THE FUN, BUT TONIGHT HE GETS ALL THE FUN. >> SUPERINTENDENT CHAPMAN, MADAM CHAIR, TRUSTEES. THANK YOU FOR THE OPPORTUNITY TO RECOGNIZE SOME OF OUR STATE-CHAMPION ATHLETES. THESE ARE SOME PEOPLE THAT YOU HAVE SEEN BEFORE AND MAY SEE AGAIN. WHILE I CAN SPEAK ABOUT IT, I THINK COACH JENKINS WILL BE A FAR BETTER PERSON TO SPEAK ABOUT HIS ATHLETES. COACH JENKINS, COME ON UP. >> HELLO, TRUSTEES. THANK YOU SO MUCH FOR HAVING US SUPERINTENDENT CHAPMAN, ASSISTANT SUPERINTENDENT CHRIS. MY NAME IS JIM JENKINS. IN CASE YOU DON'T KNOW ME, I'VE BEEN IN THE DISTRICT FOR ALMOST 30 YEARS TEACHING AND COACHING. I'M PLEASED TO INTRODUCE TO MY RIGHT, MAREN TATTERSALL, AND OVER HERE, AMAYA OLIVIERI, TWO STATE CHAMPION SWIMMERS IN TWO INDIVIDUAL EVENTS THIS YEAR AT THE 4A STATE SWIMMING & DIVING MEET IN NOVEMBER. I'M SUPER PLEASED TO INTRODUCE THEM TO YOU. MAREN WAS STATE CHAMPION IN THE 200 FREESTYLE AND THE 500 FREESTYLE, SET VARSITY RECORDS IN BOTH. AMAYA WAS STATE CHAMPION IN THE 100 FREESTYLE, SET A VARSITY RECORD IN THAT AND WAS ALSO STATE CHAMPION IN THE HUNDRED BACKSTROKE, AND NOT EVEN A HALF A SECOND OFF OF THE VARSITY RECORD THAT IS 11 YEARS OLD NOW. SHE CAME OUT OF THE WATER AND WAS DISAPPOINTED WITH HER TIME AFTER SHE LOSE A STATE CHAMPION, SO THAT I THINK IS A TESTAMENT TO WHAT THESE TWO EXPECT WHEN THEY'RE IN THE POOL. I WILL TELL YOU THAT AFTER OVER 30 YEARS OF COACHING, BUT ALMOST 30 YEARS HERE IN JACKSON, I CAN COUNT THE NUMBER OF TIMES ON ONE HAND THAT I'VE COACHED ATHLETES WITH THE TALENT AND THE WORK ETHIC THAT THESE TWO HAVE. LITERALLY, WE STARTED THE SEASON OFF BY MAREN SITTING DOWN AND SAYING, HEY, COACH, WHAT DO YOU THINK ABOUT IN THE MORNING PRACTICES, INSTEAD OF US STARTING AT 6:30, WE STARTED AT SIX O'CLOCK? INSTEAD OF US DOING THIS HARD OR MENTALLY BREATH CONTROL PRACTICE, WE DO A PRACTICE WHERE YOU JUST BEAT US UP FOR AN HOUR AND A HALF. THEN WE GO TO SCHOOL. WE DID THAT AND THEY DID THAT, AND IT WAS AMAZING. IT REALLY SAYS A LOT TO WHAT THESE TWO BOTH HAVE ACHIEVED SO FAR, BUT ALSO WHAT THEY'RE GOING TO ACHIEVE IN THE FUTURE. I'M SUPER EXCITED TO BE INVOLVED WITH THEM IN ANY CAPACITY, AND I'M PLEASED TO INTRODUCE THEM TO YOU TONIGHT. THANKS FOR HOSTING US. YES, MAREN TATTERSALL, AMAYA OLIVIERI, STATE CHAMPIONS [INAUDIBLE]. >> CHAIR. >> YES. >> THANK YOU. >> TRUSTEE KEITH. OH, WAIT. >> COACH JENKINS, COULD YOU TELL US WHAT YEAR YOUR SWIMMERS, MAREN AND AMAYA [OVERLAPPING]. >> THEY'RE BOTH JUNIORS, SO THEY'RE RETURNING NEXT YEAR. MAREN IS A REPEAT STATE CHAMPION IN THE 200 FREESTYLE, AMAYA IS A THREE-TIME REPEAT CHAMPION IN THE 100 BACKSTROKE. >> WONDERFUL. THANK YOU. >> MADAM CHAIR. >> YES. I JUST WANT TO POINT OUT TO SOMEBODY THAT HAS A DAUGHTER THAT'S A FRESHMAN, THEY'RE NOT JUST GREAT SWIMMERS, THEY'RE GREAT PEOPLE. THEY TAKE CARE OF THE FRESHMAN AND IT'S AWESOME. >> THANK YOU. I SECOND THAT FOR SURE. >> THANK YOU. >> THANK YOU VERY MUCH. >> GREAT. CONTINUING CONTRACTS ACHIEVEMENT. >> THANK YOU. MADAM CHAIR, TRUSTEES, [00:20:04] THERE IS A LIST OF RECIPIENTS THIS YEAR OF THE CONTINUING CONTRACT ACHIEVEMENT. AS I'M SCANNING THE ROOM, THERE ARE SOME PEOPLE THAT ARE PRESENT AND MANY THAT AREN'T BECAUSE THEY'RE COACHING AND IT'S LIKE HOLIDAY CONCERT TIMES AND VARIOUS ACTIVITIES. WE'RE GRATEFUL TO HAVE RECIPIENTS IN THE AUDIENCE. COLIN AND SADIE, IF YOU'LL HELP ME HAND THESE OUT. THEN FOR THE STAFF MEMBERS THAT ARE HERE, CONTINUING CONTRACT, IF YOU'LL COME UP TO THE PODIUM SO WE CAN RECOGNIZE YOU, AS I SAY, YOUR NAME AND YOUR BUILDING, THAT WOULD RATE. SARAH KILMAIN FROM COLTER ELEMENTARY. KENDALL SALEM FROM COLTER ELEMENTARY. JESSICA SCHERMERHORN FROM COLTER ELEMENTARY. MAGGIE CARRUTH FROM JACKSON ELEMENTARY. ALSO FROM JACKSON ELEMENTARY, HILARY HAYS, AND MCKENZIE HEATER FROM JACKSON ELEMENTARY. JAY TOMICH FROM MUNGER MOUNTAIN ELEMENTARY. CLINTON WEAVER FROM WILSON ELEMENTARY. FROM JACKSON HOLE MIDDLE SCHOOL, MICHELLE BLAKE, TONY MATTHAEI, CHELSEA PARMENTER, NATASHA PETERSON, WENDY RUSSELL, PAM THOMPSON, AND JOHN WILLIAMS. FROM JACKSON HOLE HIGH SCHOOL, COLIN BINKO, SHAUNA EARL, JORDAN KURT-MASON, AND KATIE STEELE. THANK YOU VERY MUCH, HILLARY, FOR COMING. [LAUGHTER] IT WAS SO EASY. I THOUGHT IT WAS GETTING MUCH HARDER. [LAUGHTER] THANK YOU, HILLARY, FOR COMING THIS EVENING AND MAKING TIME FOR US TO HONOR YOU. WE'LL MAKE SURE THE REST OF THE RECIPIENTS RECEIVE THEIR CERTIFICATES. THE NEXT ITEM UNDER THE SUPERINTENDENT'S REPORT IS THE DISTRICT LEADER'S REPORT. IF THERE ARE ANY QUESTIONS THAT WE CAN ANSWER. >> ANY QUESTIONS? >> I ACTUALLY HAVE ONE. IT'S PROBABLY FOR DR. CHRIS. WITHIN THE DISTRICT'S LEADER REPORT, I LEFT MY PIECE OF PAPER AT HOME. BUT THERE, I THINK, WERE MAYBE FOUR MENTIONS OF PROFESSIONAL DEVELOPMENT-TYPE MEETINGS THAT WERE HAPPENING WITHIN DIFFERENT SCHOOLS AND DIFFERENT GROUPS OF SCHOOLS. CAN YOU TELL ME JUST, SO THAT I HAVE THIS INFORMATION FOR A CONVERSATION THAT'S COMING UP LATER, WHEN ARE THOSE MEETINGS TYPICALLY HELD? I THINK THERE WAS SOMETHING MENTIONED IN THE HIGH SCHOOL, THE MIDDLE SCHOOL, AND A COUPLE OF THE ELEMENTARY SCHOOLS? >> MADAM CHAIR, TRUSTEES, GREAT QUESTION. A FEW OF THE PROFESSIONAL LEARNING OPPORTUNITIES, AND THERE'S SEVERAL IN HERE, I'LL SPEAK TO A COUPLE THAT CROSS BUILDINGS, WHICH APPLY TO OUR LATER CONVERSATION. ONE OF THEM IS OUR WORK AROUND OUR EVIDENCE-BASED GRADING FOCUS, WHICH WILL ALSO COME UP IN THE ES COMMITTEE. JUST TO BE CLEAR ABOUT WHAT THAT MEANS. I CAN EXPLAIN MORE ABOUT AT THAT POINT. BUT THAT IS A CROSS-BUILDING PD INITIATIVE WITH THE MIDDLE SCHOOL AND HIGH SCHOOL THAT IS TAKING PLACE TWO CONSECUTIVE DAYS, THURSDAY AND FRIDAY. TYPICALLY, WHAT WE HAVE DONE THIS YEAR IS WE TRIED TO ALIGN THAT PD WITH A FLEX FRIDAY, IF THAT ALIGNS WITH THE HIGH-IMPACT FRIDAY, WHICH IS THE INTENT OF THOSE, IF YOU RECALL. WE DO SUB TEACHERS OUT DAYS THAT ARE NOT A FLEX FRIDAY TO PROVIDE THAT PD TIME. WE HAVE OTHER PDS LISTED IN THERE ON [INAUDIBLE] PROBLEM SOLVER, [INAUDIBLE] COUNSELORS, SOCIAL-EMOTIONAL LEARNING SUPPORT FOR STUDENTS. THAT FOLLOWS THE SAME MODEL WHEN WE PULL A TEACHER. COUNSELORS DON'T REQUIRE AS MANY SUBS IN THE CLASS, INCLUDING SOCIAL WORKERS. BUT TEACHERS DO IF THEY'RE INVOLVED. ALSO, WE ALSO PULL ADMINISTRATORS OUT OF THE BUILDING. ALWAYS THE [INAUDIBLE] TO HAVE OUR ADMINISTRATORS AND LEADERS IN OUR BUILDING FOR THAT PD. A LOT OF THAT PROFESSIONAL DEVELOPMENT IS SUBBED OUT. WE TRY TO BE CREATIVE WITH THAT IN ORDER TO LESSEN THE SUB REQUESTS. WHEN SOMEONE HAS A PLAN, WHEN CAN WE MOVE IT IN A DAY WHERE MAYBE ATTENDANCE IS PROJECTED TO BE VERY LOW BECAUSE OF OTHER ACTIVITIES? IT'S A CREATIVE PUZZLE WE PUT TOGETHER. >> BUT OFTEN IT IS A SUB IN THE CLASSROOM TEACHING SOMEBODY ELSE'S LESSONS? >> CORRECT. SUBS ARE USED AT A HIGH FREQUENCY FOR OUR CURRENT SYSTEM. TO BE FRANK, THAT HAPPENS. I WANT THAT TO BE AN OUTLIER CONVERSATION. TO BE FRANK AND CLEAR, WE'VE HAD SUBS IN THE PAST, WE TRY TO MINIMIZE THOSE REQUESTS AS MUCH AS POSSIBLE. [00:25:02] BUT THERE ARE SOMETIMES WE'RE A LITTLE PUT IN A POSITION WHERE THE DATE CAN'T BE CHANGED, AND THEREFORE, WE HAVE TO GO FOR THAT DATE. >> THANK YOU. [INAUDIBLE] TRUSTEE BOSCH. >> DR. CHRIS, A FOLLOW-UP TO THE CHAIR'S QUESTION. WITH REGARDS TO THESE CONFERENCES OR THESE PD, I'M GOING TO MESS UP THE ACRONYM PLCS, WHEN YOU'RE DOING THEM, HOW MANY FOLKS ARE THERE, SAY AT THE ELEMENTARY SCHOOL, THE MIDDLE SCHOOL LEVEL? THEN ARE YOU THERE OR IS SOMEBODY ELSE THERE? CAN YOU JUST GIVE ME SOME BACKGROUND ON THAT? >> YES. MADAM CHAIR, TRUSTEE BOSCH, THAT'S ANOTHER REALLY GOOD QUESTION IN TERMS OF SPECIFICS. USUALLY, WHEN THEY OCCUR, DEPENDING ON THE PD, FOR EXAMPLE, OUR SECONDARY FOCUS AROUND EVIDENCE-BASED GRADING AND AGENCY, ESSENTIALLY, GETTING KIDS TO OWN THEIR LEARNING, WE SOMETIMES CAN HAVE 20-30 IN A ROTATION COHORT, BUT NOT ALL THOSE REQUIRE A SUB. IT COMES DOWN TO WHO NEEDS A SUB. I WOULD SAY IN THAT PARTICULAR PD, IT CAN RANGE BETWEEN 10-15 STAFF MEMBERS. DEPENDING IN ELEMENTARY WHEN WE TALK ABOUT PD, WE HAVE SOME COMING UP IN JANUARY ON 9TH AND 10TH AROUND PLC PROFESSIONAL DEVELOPMENT LEARNING. THAT'S TWO DAYS, AND THAT'LL BE ELEMENTARY STAFF WITH APPROXIMATELY 20-25 STAFF MEMBERS THURSDAY AND FRIDAY, TWO CONSECUTIVE DAYS. >> ARE THERE SUBS REQUIRED FOR THAT? >> THE MAJORITY OF THOSE, YES. >> ANY OTHER QUESTIONS ON DISTRICT LEADERS' REPORT? >> I HAVE A QUESTION. REALLY QUICK. WE'RE STILL MISSING DRIVERS, ARE WE GOING TO HAVE ANY NEGATIVE IMPACTS COME SPRING IF WE DON'T FILL THOSE POSITIONS? MAINLY ON WEDNESDAY, THURSDAY, FRIDAY ACTIVITIES SCHEDULE? >> MADAM CHAIR, TRUSTEE SCARLETT, I BELIEVE WE SHOULD MAKE IT THROUGH THE SPRING. THE CONCERN IS JUST THE SUSTAINABILITY OF CONTINUING TO TUITION AND NOT REALLY GETTING A LOT OF DRIVERS COMING IN. I'M NOT AS CONCERNED ABOUT SPRING 2025. >> I JUST KNOW WE HAVE A SPRINGTIME, I IMAGINE, IT'S ONE OF THE BUSIEST TIMES OF THE YEAR FOR ACTIVITY BUSES? >> IT IS, AND WE'VE ADDED SOFTBALL, SO WE'LL SEE HOW THAT GOES. BUT WE HAVE A DECENT AMOUNT OF SUBS THAT HELP US OUT ON FRIDAYS LOCALLY. I'M NOT AS CONCERNED WITH THE SPRING AS, LIKE I SAID, AS I AM JUST FIGURING OUT A WAY TO CHANNEL OR RECRUIT DRIVERS LONG-TERM. >> THANK YOU. >> YOU ARE WELCOME. >> ANOTHER QUESTION FOR HOWARD. CAN YOU MAYBE JUST SEND US ALL A LITTLE MORE EXPLANATION OF WHAT ST. VRAIN SCHOOL WAS DOING WITH THEIR ONE-TO-ONE AND THE TECHNOLOGY, SEEMS LIKE FROM WHAT YOU READ, I THINK IT'S GREAT. BUT I KNOW WE'RE COMING UP TO A REFRESH. MAYBE YOU CAN, IN THAT REFRESH, [INAUDIBLE]. >> WE'RE PREPARING FOR IT NOW AND NEXT YEAR. >> IT'LL COME BEFORE THE BOARD FOR APPROVAL PROBABLY IN FEBRUARY. >> I WOULD LOVE TO KNOW WHAT THEY'RE DOING. JUST A LITTLE MORE EXPLANATION. YOU CAN SEND THAT, YOU DON'T NEED TO TELL US NOW, JUST MAYBE FOLLOW-UP EMAIL TO US. >> CHRIS IS IN THOSE MEETINGS TOO, SO WE'LL GET THAT [INAUDIBLE] TO YOU. >> THANKS. >> OTHER QUESTIONS OR COMMENTS ON THE DISTRICT LEADERS' REPORT. THANK YOU VERY MUCH. WE'LL MOVE ON TO THE EDUCATIONAL MOMENT WITH PIER TRUDELLE AND FRIENDS. [LAUGHTER] >> AND THE TEAM. I'VE BEEN CHALLENGED BY MR. HANSEN OVER HERE TO SEE IF I CAN MAKE THIS A MOMENT. I LOVE A LITTLE BIT OF STIFF COMPETITION WITH DR. CHRIS, SO I THINK I'M GOING TO SEE IF I CAN MAKE THIS WORK WITH THIS GREAT TEAM I HAVE HERE BEHIND ME. GOOD EVENING, TRUSTEES. IN ADDITION TO BEING THE PRINCIPAL AT SUMMIT INNOVATIONS, I ALSO HAVE THE OPPORTUNITY TO LEAD THE K-12 STUDENT SUPPORT TEAM. THAT CONSISTS OF SCHOOL PSYCHOLOGISTS, SCHOOL SOCIAL WORKERS, AND SCHOOL COUNSELORS. WE MEET MONTHLY TO SUPPORT EACH OTHER AS A K-12 PLC, WORKING ON SUPPORTING THE ACADEMIC, SOCIAL EMOTIONAL, AND CAREER SUPPORTS FOR STUDENTS. WHAT WAS REQUESTED OF US TO SPEAK TO TONIGHT IS THE ROLES THAT THE STUDENT SUPPORT TEAM MEMBERS PLAY WITHIN THE MTSS SYSTEM. I HAVE ASKED A SCHOOL COUNSELOR, A SCHOOL PSYCHOLOGIST, AND A SCHOOL SOCIAL WORKER TO COME UP AND INTRODUCE THEMSELVES AND SPEAK TO WHAT IT LOOKS LIKE FOR THEM SUPPORTING STUDENTS THROUGH THAT MTSS SYSTEM. [00:30:04] >> HELLO. I'M HANNAH FREDERICKS. I AM THE SCHOOL COUNSELOR AT COLTER. AS PIER SAID, WE SUPPORT THE ACADEMIC, SOCIAL, AND EMOTIONAL WELL-BEING OF ALL STUDENTS. SOME EXAMPLES OF WHAT THAT LOOKS LIKE FOR ME AT THE K-5 LEVEL THROUGH OUR MULTI-TIERED SYSTEM OF SUPPORTS. AT THE TIER 1 LEVEL, THOSE UNIVERSAL SUPPORTS FOR ALL STUDENTS THAT COULD LOOK LIKE SCHOOL-WIDE CLASSROOM LESSONS. FOR EXAMPLE, DURING THE MONTH OF OCTOBER, NATIONAL BULLYING PREVENTION MONTH, THEY GO INTO ALL THE CLASSROOM SCHOOL-WIDE, SO EVERY CLASS, EVERY STUDENT GETS A SERIES OF LESSONS ON BULLYING PREVENTION. AT THE TIER 2 LEVEL, AN EXAMPLE COULD LOOK LIKE A GROUP OF STUDENTS OR STUDENTS HAVING A DIFFICULT TIME AT A RECESS, HAVING TROUBLE WITH PEERS, MAYBE THEY'RE GETTING IN TROUBLE. WE MIGHT INVITE THEM TO A SMALL GROUP WHERE WE'RE WORKING ON PROBLEM-SOLVING AND CONFLICT-RESOLUTION SKILLS. THEN AT THE TIER 3 LEVEL, THAT MORE INDIVIDUALIZED SUPPORT FOR FEWER STUDENTS COULD LOOK LIKE CRISIS INTERVENTION. IF A STUDENT IS HAVING A HARD TIME STAYING REGULATED IN CLASS, THEY MIGHT BE CRYING EVERY TIME THEY DON'T FINISH A PROJECT, THE TEACHER MAY CALL ME AND ASK FOR SOME SUPPORT. I CAN IMMEDIATELY RESPOND, WORK WITH THE STUDENT ON SOME TOOLS TO FEEL CALM AND THEN CONTINUE DEVELOPING THOSE SKILLS AND PRACTICING THOSE SKILLS FOR FUTURE USE. THANK YOU, ALL. >> I'LL ADD ON. MY NAME IS BEN BERTEL. I'M A DEDICATED SCHOOL SOCIAL WORKER PRIMARILY HOUSED IN THE MIDDLE SCHOOL, AND I ALSO SPEND TIME AT SUMMIT. I SAID DEDICATED IN THE SENSE OF MYSELF AND SARAH TETON AT THE HIGH SCHOOL ARE THE ONLY TWO SOCIAL WORKERS WITH THE TITLE SOCIAL WORKER IN THE SCHOOL DISTRICT. THAT SAID THERE ARE MANY OF OUR SCHOOL COUNSELORS, ARE TRAINED SOCIAL WORKERS IN THE SCHOOL COUNSELOR ROLE. SO THAT'S TO SAY THERE'S A LOT OF OVERLAP BETWEEN ROLES, CERTAINLY. I'LL TRY TO SPEAK JUST QUICKLY, BUT GENERALLY ABOUT A SCHOOL SOCIAL WORKER. IN ADDITION TO WHAT PARE AND HANNAH SHARED ABOUT ACADEMIC, SOCIAL, AND EMOTIONAL WELL-BEING, WE'RE THERE TO ADDRESS BARRIERS BY PROVIDING COUNSELING, BY CONNECTING WITH FAMILIES, CONNECTING WITH FAMILIES AND CONNECTING FAMILIES WITH RESOURCES, AND COLLABORATING WITH TEACHERS, ADMINISTRATORS, AND THEN COMMUNITY AGENCIES, CERTAINLY. THIS INCLUDES CRISIS INTERVENTION, PROMOTING ATTENDANCE, SUPPORTING STUDENTS WITH SPECIAL NEEDS, AND IT'S ALSO MORE GENERALLY ABOUT FOSTERING A SAFE AND INCLUSIVE SCHOOL ENVIRONMENT. I WOULD SAY, SOCIAL WORKERS, ALONG WITH THE WHOLE SST TEAM, HELP STUDENTS THRIVE BOTH IN AND OUTSIDE OF THE CLASSROOM BY ADDRESSING CHALLENGES LIKE MENTAL HEALTH ISSUES, FAMILY DYNAMICS, SOCIOECONOMIC FACTORS, CERTAINLY THE LIST COULD GO ON. THINK ABOUT THIS TIERED PYRAMID. AS FAR AS TIER 1, I'M PROUD OF THE MIDDLE SCHOOLS STUDENTS CENTER TEAM. WE HAVE BEEN ROLLING OUT JUST VERY QUICK FIVE-MINUTE LESSONS OVER ZOOM, TWICE A WEEK TO ALL STUDENTS. EVEN THOUGH THEY'RE BRIEF, EVERY TEACHER IS SEEING THAT EVERY MORNING, SO IT ALLOWS FOR MORE CONVERSATIONS AND INDEPTH THINKING ABOUT IT TO OCCUR NATURALLY, ORGANICALLY THROUGHOUT THE SCHOOL DAY. THOSE LESSONS CAN VARY BUILDING OFF OF HANNAH SHARED ABOUT BULLYING PREVENTION LESSONS IN THE ELEMENTARY SCHOOL. WE'LL DO ANTI-BULLYING LESSONS TOO. COULD BE NAVIGATING THE DIGITAL WORLD. THE GREAT COUNSEL JUST DID A REALLY GREAT PRESENTATION ON THE BRAIN SCIENCE AROUND STRESS, SO CAN RUN THE GAMUT. TIER 2, WHERE I FIND MYSELF A LOT OF THE TIME. ONE EXAMPLE OF THIS, DR. CHRIS MENTIONED COLLABORATIVE PROBLEM SOLVING. THIS IS WHERE WE CAN MEET WITH INDIVIDUAL STUDENTS OR SMALL GROUPS OF STUDENTS TO PROBLEM SOLVE AN ISSUE THEY'RE HAVING IN SCHOOL. THE BEAUTY OF THIS APPROACH IS THAT WHILE WE'RE ACTIVELY WORKING TO ADDRESS THE PROBLEM THAT MAYBE WILL MAKE THE TEACHER'S LIFE A LOT EASIER IN THE CLASSROOM GO SMOOTHER. WE'RE ALSO BUILDING SKILLS IN THAT PROCESS FOR A STUDENT TO GENERALIZE IN OTHER ENVIRONMENTS. THEN LASTLY, AS WE GO THE PYRAMID TO TIER 3, I JUST WANTED TO TOUCH ON, I HAVE A LOT OF TRAINING AND SUICIDE ASSESSMENT AND RESPONDING TO STUDENTS WHO ARE HAVING SUICIDAL IDEATION. WE LEARN ABOUT STUDENTS STRUGGLING IN A VARIETY OF WAYS. BUT ONE THING THAT I CAN SAY WE CONSISTENTLY DO IS WE RESPOND IN AN EMPATHETIC, [00:35:05] CARING AND SERIOUS MANNER. WE TAKE ANY OF THOSE CONCERNS SERIOUSLY EVERY SINGLE TIME. THE ACTUAL STEPS MAY LOOK DIFFERENT FOR DIFFERENT KIDS, OF COURSE. BUT WE CONSISTENTLY FOLLOW A RESEARCH BACKED APPROACH TO THE ASSESSMENT PROCESS AND THEN CONSISTENTLY WE'LL WORK WITH PARENTS FOR FOLLOW UP CARE OR CONTINUED CARE. THAT'S NOT JUST A ONE OFF ASSESSMENT AND THEN CARRY ON WITH YOUR DAY, WHAT NEED TO BE MET. CERTAINLY, THOSE ARE JUST QUICK EXAMPLES, BUT I WANTED TO PASS IT ALONG TO ABBY. >> HELLO. I'M ABBY KURT MASON, ONE OF THREE SCHOOL PSYCHOLOGISTS SERVING THE ENTIRE DISTRICT. AS YOU KNOW, WE'RE A LITTLE SHORT STAFFED IN THIS AREA. FIRST, I'LL JUST SHARE WHAT A SCHOOL PSYCHOLOGIST IS AND WHAT CAPACITY WE SERVE IN. THEN I CAN TARGET A LITTLE BIT ABOUT WHAT MY WORK LOOKS LIKE AT THE SECONDARY LEVEL. AS I MENTIONED, I'M AT THE HIGH SCHOOL SUMMIT AND MUNGER MOUNTAIN THIS YEAR, SO SERVING IN A LOT OF CAPACITIES. BUT IN GENERAL, SCHOOL PSYCHOLOGIST, I LIKE TO LOOK AT US AS EXPERTS IN DISABILITIES AND DIFFERENCES IN KIDS. FOR EXAMPLE, INDIVIDUALS WITH LEARNING DISABILITIES, AUTISM SPECTRUMSORER, ADHD, WHATEVER THAT MIGHT BE, INCLUDING MENTAL HEALTH CONCERNS, DEPRESSION, ANXIETY, IF THAT IMPACTS THEIR ABILITY TO ACCESS THEIR EDUCATION. THAT'S WHERE WE COME IN. WE CONDUCT EVALUATIONS TO LOOK AT ELIGIBILITY UNDER THE WYOMING CRITERIA FOR SPECIAL EDUCATION SERVICES. THAT'S A BIG WORLD THAT WE SERVE IN ADDITION TO BEHAVIORAL ASSESSMENTS TO HELP INFORM PROGRAMMING AND INTERVENTIONS FOR STUDENTS. THAT'S OUR PRIMARY ROLE. WE WORK HEAVILY WITH OUR SPECIAL EDUCATION TEACHERS AS CONSULTANTS. WE MIGHT PROVIDE DIRECT SERVICES TO STUDENTS WITH AN INDIVIDUALIZED EDUCATION PLAN AND SPECIAL EDUCATION AND HELP THEM WRITE BOLLS AND HELP THEM WRITE THAT ENTIRE PLAN AND THROUGHOUT THE YEAR, PROVIDE FEEDBACK TO THEM ON THAT. THAT'S THE ROLE OF THE SCHOOL PSYCH AT THE SECONDARY LEVEL ACROSS THE TIERS, HOW I SERVE THE HIGH SCHOOLS. I HAVE ACTUALLY TAUGHT FULL CLASSROOM LESSONS AT SELMA AND AT THE HIGH SCHOOL THOSE TOPICS INCLUDED SELF REGULATION, LEARNING ABOUT THE BRAIN, THINGS OF THAT NATURE, EXECUTIVE FUNCTIONING SKILLS. I'VE ACTUALLY TAUGHT PARENT UNIVERSITY CLASSES TO SUPPORT THE COMMUNITY. THEN I'M NOT AS DEEP INTO THE CAREER IN COLLEGE, BUT WE DO DO HEAVY TRANSITION PLANNING FOR STUDENTS. I COLLABORATE A LOT WITH OUR COUNSELING DEPARTMENT. AT THE TIER 2 LEVEL, THERE'S A LOT OF COLLABORATION THAT OCCURS WITH MYSELF AND OUR STUDENT SERVICES TEAM TO TALK ABOUT, ARE THERE GROUPS OF KIDS AND CLUSTERS THAT MIGHT BENEFIT FROM SOME OF THAT TARGETED SMALL GROUP INTERVENTION OUTSIDE THE CLASSROOM SETTING AT THE HIGH SCHOOL, WE DO OFFER WHOLE CLASSROOM LESSONS THROUGH FLEX TO EITHER TARGETED GROUPS OF INDIVIDUALS LIKE NINTH GRADERS. THEY NEED ALL THE SUPPORT THEY CAN GET TO HELP THEM WITH THAT FLUID TRANSITION INTO HIGH SCHOOL. THEN LIKE, AT THE TEAR LEVEL, I MIGHT PUSH INTO SPECIAL EDUCATION CLASSROOMS TO SUPPORT STUDENTS WITH SPECIFIC NEEDS. I LISTEN TO MY SPECIAL EDUCATION TEACHERS AROUND WHAT THOSE NEEDS MIGHT BE. THEN AT THE TIER 3 LEVEL, THAT WOULD BE REALLY WHERE I'M WORKING DIRECTLY WITH THE STUDENT, OR WORKING HEAVILY WITH OUR SPECIAL EDUCATION TEAMS TO SUPPORT THOSE STUDENTS, DEVELOPING REALLY TARGETED PLANS, TARGETED GOALS TO SUPPORT THOSE STUDENTS, INCLUDING CRISIS INTERVENTION. THAT'S WHAT WE LOOK LIKE ACROSS TIERS. AS I MENTIONED, TRANSITION, PLANNING AT THE HIGH SCHOOL LEVEL IS HUGE. FROM THE TIER 1 TO THE TIER 3 LEVEL, WE REALLY WANT TO MAKE SURE KIDS HAVE A PLAN AND THAT ALL OF OUR SERVICES AND ALL OF OUR PROGRAMS ARE IN ALIGN WITH SUPPORTING THEM POST SECONDARY AFTER HIGH SCHOOL. ARE THERE ANY QUESTIONS FOR ME. MAYBE THIS IS FOR PAIR. YOU'VE DESCRIBED A LOT OF THE DIFFERENT ROLES THAT ARE OUT THERE. I THINK I HEARD ONE TIME IN A CONVERSATION THAT WELL, I'M CURIOUS, HOW MANY OF THIS STAFF IS UNDER THE MODEL AND HOW MANY DO WE HAVE THAT IS BEYOND THE MODEL? >> THAT WAS A REALLY GREAT QUESTION. I DO HAVE THOSE NUMBERS AT THE TIP OF MY TONGUE, BUT I THINK IT'S SOMETHING THAT I'M HAPPY TO SHARE WITH YOU. I THINK ONE OF THE THINGS THAT WE'RE ALWAYS GRATEFUL FOR IS THAT THIS DISTRICT HAS PRIORITIZED THE MENTAL HEALTH AND WELL BEING OF ALL OF OUR STUDENTS, AND DR. CHAPMAN HAS BEEN A STRONG ADVOCATE. SINCE I'VE BEEN HERE, I'VE SEEN A HUGE INCREASE IN STAFFING, ESPECIALLY SOCIAL WORKERS AND SCHOOL PSYCHOLOGISTS. WE WOULD BENEFIT FROM A FEW MORE SCHOOL PSYCHOLOGISTS AND I KNOW JULIA HAS ALSO BROUGHT THAT UP IN THE PAST, AND WE HOPE THAT WE CAN ADD THAT TO OUR TEAM. I DO NOT HAVE THE EXACT RATIOS, [00:40:01] BUT I KNOW THAT WE ARE DEFINITELY USING THEM FOR THE BEST OF THEIR ABILITY, AND WE'RE JUST GRATEFUL FOR THEIR EXPERTISE. >> WELL, AND I'M ASKING THAT BECAUSE I THINK THAT IT'S REALLY ADMIRABLE THAT WE GO BEYOND THE MODEL BECAUSE WE SEE THE NEED AND THE IMPORTANCE OF MAKING SURE THAT THIS DEPARTMENT IS WELL STAFFED AND TAKING CARE OF KIDS, SUPPORTING KIDS. >> I THINK ONE OF THE THINGS THAT THEY DIDN'T MENTION AS MUCH THAT I THINK IS A HEAVY LIFT AND ESSENTIAL PIECE THAT I THINK IS IMPORTANT IS WE HAVE AN AMAZING GROUP OF PARTNERS IN OUR COMMUNITY THAT SUPPORT OUR STUDENTS. BUT THAT TAKES MANAGEMENT THAT TAKES REFERRALS AND THAT TAKES COORDINATION, AND OUR STAFF DO AN AMAZING JOB OF COORDINATING AND HOOKING UP OUR FAMILIES AND STUDENTS WITH THOSE RESOURCES. WE'RE VERY LUCKY THAT THE FUND FOR PUBLIC EDUCATION RAISES MONEY EVERY YEAR TO PAY FOR OUTSIDE COUNSELING SERVICES FOR OUR STUDENTS, AND IT'S A LIFT AS WE SEE A GREATER AND GREATER NEED. OF COURSE AGREE WITH YOU THAT WE CAN NEVER HAVE ENOUGH STAFF TO SUPPORT OUR STUDENTS IN THIS AREA. ANY OTHER QUESTIONS? CRISTIE JUST TO ADD VERY QUICKLY, KRISTIN WAS ABLE TO PULL UP SOME DATA. WOW. WE ARE FUNDED FOR 15.82 STAFF NUMBERS AND WE HAVE 27. TRUSTEE BOSCH. >> I'M JUST CURIOUS WHAT PROGRAMS ARE YOU GUYS HAVE THAT OPERATE ON THE IDEA OF SAYING GROUP DISCUSSIONS ABOUT ISSUES THAT MIGHT COME UP WITH STUDENTS INSTEAD OF WHAT I SEE IS WE'RE LOOKING AT AREAS WHERE THERE'S PROBLEMS OR ISSUES ARE COMING UP. BUT TALKING ABOUT THESE THINGS. I KNOW YOU TALKED A LITTLE BIT ABOUT STRESS AND THINGS LIKE THAT, BUT ISSUES THAT GET MAYBE A LITTLE BIT MORE SENSITIVE AND THE IDEA OF SAY SUICIDE OR GUNS OR WHATEVER. ARE WE DOING ANYTHING LIKE THAT WHERE WE'RE TALKING TO THE STUDENT BODY CELLS? >> YES. WE HAVE PROGRAMMINGS K THROUGH 12 AT TIER 1, WHICH IS OUR BEGINNING LEVEL WHERE WE DO, AND I THINK ALL OF THEM SPOKE TO DIFFERENT OPPORTUNITIES WHERE THEY TALK TO ALL STUDENTS, WHETHER THAT'S FLEX AT THE HIGH SCHOOL, OR I KNOW THAT ELEMENTARY COUNSELORS DO SECOND STEP, WHICH IS A PREVENTION PROGRAMMING. AND WITHIN MOST OF THESE PROGRAMS, THEY ADDRESS HARD TOPICS AS WELL AS IMPORTANT TOPICS. THIS PAST YEAR WITH THE DEPARTMENT OF JUSTICE REQUIREMENTS THAT WE'VE DONE, WE'VE ACTUALLY ADDED SOME SPECIFIC COMPONENTS AROUND SOME TOUGH CONVERSATIONS AROUND HARASSMENT, BULLYING, DISCRIMINATION. I WOULD SAY THAT WE'RE CONSTANTLY REVIEWING WHAT ARE THE ESSENTIALS THAT CAN BE CHALLENGING AND MAKING SURE THAT OUR STAFF AND OUR TEACHERS HAVE THE SKILLS TO BE ABLE TO TALK TO STUDENTS ABOUT THAT. THAT IS ONE OF THE THINGS THAT THIS TEAM DOES A REALLY GREAT JOB OF SUPPORTING STAFF. SOME STAFF HAVE MORE OF A COMFORT LEVEL THAN OTHERS AND HAVING SOME OF THESE HARD CONVERSATIONS. BUT I WOULD SAY THAT ACROSS THE BOARD, WE NOT ONLY BUILD SKILLS PROACTIVELY, BUT WE ARE RESPONSIVE AND MAKING SURE THAT STUDENTS KNOW WHERE THEY CAN GO TO TALK TO SOMEONE ABOUT SOMETHING THAT'S CHALLENGING. DID I ANSWER YOUR QUESTION? >> YOU DID. >> ANYBODY ELSE? >> THANK YOU VERY MUCH. >> THANK YOU. >> THAT'S GREAT. >> WE ARE MOVING ON. [F. Reports and Items for Discussion] WE'LL GO ON TO REPORT. WE'LL START WITH THE STUDENTS SCHOOL BOARD REPORT. >> WE ARE STILL FOCUSING ON LUNCHES AND CELL PHONES. STARTING OFF WITH PHONES. ONE OF THE THINGS I RESEARCHED FROM OUR LAST MEETING UNTIL NOW IS, LIKE WHAT PHONE EDUCATION CURRENTLY LOOKS LIKE ACROSS THE NATION AND NOW IT MAY NOT BE THE SAME IN EVERY STATE, EVERY SCHOOL DISTRICT. BUT IT WAS REALLY INTERESTING BECAUSE WHEN YOU KNOW GOOGLE WHAT CELL PHONE EDUCATION IN AN ELEMENTARY SCHOOL LOOKS LIKE COMPARED TO THE MIDDLE SCHOOL, IT'S DRASTICALLY DIFFERENT. FOR ELEMENTARY SCHOOL, ONE OF THE SEARCHES OR ONE OF THE TOP RESULTS THAT COMES UP IS HOW TO SET HARD RULES AND REGULATIONS ON CELL PHONE USAGE IS THE ONLY WAY TO ENSURE EDUCATIONAL SUCCESS AND PREVENT THE USE OF SOCIAL MEDIA AND OTHER DISTRACTIONS THAT INVOLVE THE USE OF CELL PHONES. HOWEVER, WHEN THE SAME THING IS SEARCHED UP IN TERMS OF MIDDLE SCHOOL, THE HARD RULES THAT HAVE BEEN SET FOR ELEMENTARY SCHOOL ARE SUDDENLY NOT AS IMPORTANT. I THINK BOTH AND I CAN BOTS TO THE FACT THAT WHEN YOU GET IN MIDDLE SCHOOL, LIKE THE SOCIAL SCENE DEFINITELY PICKS UP AND YOU WANT TO BE A PART OF EVERYTHING EVERYBODY ELSE. BUT WITH THAT, UNFORTUNATELY, NOWADAYS, IT DOES COME WITH A HIGHER CELL PHONE USAGE. SOCIAL MEDIA IS BEING DOWNLOADED MORE OFTEN. IT'S BEING USED ACROSS THE BOARD. ALSO WHAT CAME UP IS [00:45:01] THIS I DID SEE A LITTLE BIT WHEN I WAS IN MIDDLE SCHOOL IS THAT LIKE SOME TEACHERS MAY INCORPORATE THE USES CELL PHONES IN PROJECTS OR TO SUBMIT ASSIGNMENTS OR SOMETHING WHERE IT'S LIKE NECESSARY IN A CLASSROOM. OBVIOUSLY, IT IS IMPORTANT TO START USING PHONES LIKE FIRST FOR STUDENTS TO START USING PHONES AS THEY GET OLDER AND START LEARNING ABOUT THEM. BUT THERE ARE SO MANY NEGATIVE EFFECTS THAT THEY'RE JUST THESE STUDENTS ARE THROWN INTO USING THEM AND THEY'RE NOT REALLY TAUGHT ABOUT LIKE HOW TO USE IT MORE PRODUCTIVELY AND MORE RESPECTFUL RESPONSIBLY. THEN THERE'S ALSO THE INCREASE OF POTENTIAL CYBER BULLYING AND SOCIAL MEDIA ABUSE. >> FOR THE FUTURE EDUCATION OF PHONES, THIS IS ACTUALLY RESEARCHED DONE BY KEATON CHAMBERLAIN OR OTHER STUDENTS SCHOOL MEMBER. UNFORTUNATELY, SHE IS SICK AND SHE IS UNABLE TO MAKE IT. ALL CREDIT HERE GOES TO HER. I'M JUST RELAYING INFORMATION. SHE WAS ABLE TO FIND. WE WANT TO DESIGN AN EDUCATIONAL PROGRAM OR SORTS TO TEACH KIDS IN WHETHER IN ADVISORY OR COMPUTER CLASSES IN ELEMENTARY AND MIDDLE SCHOOLS SO THAT AS IS TRYING TO RELATE, THEY CAN GET INFORMATION ON HOW TO USE THEIR PHONES RESPONSIBLY AND THEY DON'T GROW UP GETTING RESTED INTO THE IDEA OF SOCIAL MEDIA OR OR GAMING ON TECHNOLOGY, OR IT COULD ALSO BE INCORPORATED WITHIN A HEALTH LESSON OR SOME OF MENTAL HEALTH BECAUSE WE ALL KNOW THE IMPACTS OF SOCIAL MEDIA CAN HAVE ON MENTAL HEALTH. WE DO, OF COURSE, WANT TO MAKE IT FUN. IT WOULD ONLY OCCUR ONCE OR TWICE A MONTH AT MOST BECAUSE IF YOU HAMMER A SUBJECT ON A STUDENT TOO HARD FOR TOO LONG, THEY TEND TO START TO REJECT IT. MAKE SURE THAT THERE'S AN EVEN BALANCE BETWEEN LEARNING AND BEING ABLE TO USE IT IN THE REAL WORLD. THE FIRST SESSION WOULD GO OVER THE CIVIL BASICS AND BUILD OFF OF KIDS PREVIOUS KNOWLEDGE. WHAT THEY'VE EXPERIENCED GROWING UP, USING PHONES ALREADY AND BUILD OFF OF THAT, WHETHER BREAK DOWN THE BAD HABITS AND BUILD UP NEW ONES OR JUST BUILD OFF GOOD HABITS ALREADY. SECOND SESSION TALKS ABOUT RESPONSIBILITIES, RESPECT, AND KINDNESS WHEN USING PHONES. AGAIN, TRYING TO BUILD THOSE GOOD HABITS THAT THE RESPONSIBLE HABITS SO THEY CAN BECOME GOOD ONLINE CITIZENS. A THIRD SESSION GOES OVER CYBER BULLING EFFECTS AND PREVENTIONS. AGAIN, TALKING ABOUT THE MENTAL HEALTH EFFECTS OF PHONE, SOCIAL MEDIA, GAMING, ANY ONLINE ACTIVITIES ON A PHONE WHERE YOU CAN BE ES INTO A WORLD WHERE YOU CAN BE TALKING TO SOMEONE FROM ACROSS THE COUNTRY AND YOU HAVE NO IDEA. EACH LESSON WOULD BE DIFFERENT WITH ABOUT SIX OR SO LESSONS IN TOTAL, WHICH I BELIEVE KEATON WILL GO OVER SOON. THERE'S NO SPECIFIC TARGET AUDIENCE. WE WANT TO HIT ALL THE BOXES, HOWEVER, BETWEEN OUR MEETINGS AND TALKING TOGETHER. WE'VE COME TO REALIZE THAT IT'S LOW INCOME OR A HISPANIC OR MINORITY FAMILIES THAT STRUGGLE WITH IT A LOT. THERE'S LESS RESEARCH DONE ABOUT CELL PHONES. WE REALLY WANT TO MAKE SURE THAT EVERYONE GETS THE SAME OPPORTUNITY, SAME ABILITY TO USE THEIR PHONES AND TECHNOLOGY RESPONSIBLY. >> OUR NEXT SLIDE. THIS WAS JUST A LESSON PLAN EXAMPLE. IT'S NOT SUPER IN-DEPTH, BUT AS WE FURTHER EXPLORE HOW WE WANT TO DESIGN THIS, WE WILL GO MORE IN-DEPTH. OBVIOUSLY, OUR MAIN GOAL IS TO MAKE IT FUN, INTERACTIVE, LIKE REAL GOOD LEARNING EXPERIENCE BECAUSE I FEEL LIKE AS YOU GET OUT OF ELEMENTARY SCHOOL, GO INTO MIDDLE SCHOOL, ALL OF THOSE HANDS-ON PROJECTS TO DWINDLE. OBVIOUSLY HERE THIS IS LIKE YOU GET INTO A GROUP, ANSWER FOLLOWING QUESTIONS, AND LIKE AS THIS LESSON GOES ON, BEING LIKE TO TEACH THEM THINGS EITHER THAT THEY DON'T KNOW OR THAT THEY WOULD LIKE TO CONTINUE LEARNING ABOUT. ONE OF OUR PLANS BEFORE OUR JANUARY MEETING IS TO HOPEFULLY MEET AGAIN WITH THE STUDENT SENATE AND ASK KIDS WHAT THEY WOULD BE INTERESTED IN LEARNING, LEARNING ABOUT SURROUNDING PHONES AND LIKE THE DIFFERENT ACTIVITIES THAT WOULD GET THEM EXCITED TO LEARN ABOUT THESE TOPICS. OUR GOAL IS TO JUST MAKE IT SUPER INTERACTIVE, SUPER FUN, BUT TO ALSO PROVIDE THEM WITH THE TOOLS THEY NEED TO REMAIN PRODUCTIVE, REMAIN RESPONSIBLE, AND JUST BUILD A SUPER KIND LEARNING LEARNING ENVIRONMENT AND ENVIRONMENT SURROUNDING CELL PHONES. >> BUILDING OFF OF LAST MEETING, WE HAD A GUEST SPEAKER COME IN FROM THE HIGH SCHOOL. IT WAS THE NUTRITION TEACHER. AS SOMEONE WHOSE OPINION I VALUE, IN COACH, LOWER, [00:50:01] WE WE MET UP AND I WANTED TO GET HIS OPINIONS REGARDING THE SCHOOL LUNCHES. THOMAS LOWER, HE IS NOT ONLY THE STRENGTH COACH FOR THE JACKSON BRONCS FOOTBALL TEAM, AND WILL BE FOR THE TRACK TEAM AS WELL, BUT HE'S A NATIONAL CHAMPION WEIGHTLIFTER, AND HE'S ALSO A PERSONAL TRAINER OPERATING HERE IN TETON COUNTY. HE'S TRAINED IN PLAN NUTRITION PLANS FOR SOME OF THE TOP ATHLETES IN THE COUNTRY IN MANY AND WESTERN WYOMING, INCLUDING MULTIPLE IN THIS DISTRICT THAT HAVE COME THROUGH. WE DISCUSSED SOME DISAPPOINTMENTS THAT WE'VE SEEN WITHIN SOME LOOPHOLES THAT WE WERE INTRODUCED TO LAST SCHOOL BOARD MEETING, SOME REGARDING POTATOES AS VEGETABLES OR FRENCH FRIES BEING USED AS VEGETABLES. BUT ALSO THE POSITIVES THAT CAN BE HAD WITH SCHOOL LUNCHES AND THE IMPACT THAT CAN HAVE ON YOUTH. AS THE NUTRITION TEACHER CAME IN AND SPOKE WITH US, THE HABITS BUILT WHEN YOU'RE YOUNG GO THROUGH YOUR ENTIRE LIFE, AND WE WANT TO BE ABLE TO ADD GOOD HABITS FROM ELEMENTARY SCHOOL, THROUGH MIDDLE SCHOOL, ALL THE WAY UP TO HIGH SCHOOL BEFORE YOU GO ON AND MAYBE EVEN PREVENT THE OMINOUS FRESHMAN 15 THAT WE HEAR ABOUT. WE'VE HAD IDEAS WITH REGARDS TO BRINGING IN LOCAL SUPPLIERS OR BUSINESSES TO PROVIDE A UNIQUE AND HEALTHY MEAL PROGRAM TO OUR SCHOOLS, WHETHER IT'S LOCAL CROPS OR LOCAL FOODS FROM TIME TO TIME, MAKE IT SPECIAL, INTERESTING, ORIGINAL AND UNIQUE. NOW, I DO HAVE TO POINT OUT SODEXO HAS MADE SOME NOTICEABLE IMPROVEMENTS AS OF LAST MEETING. ESPECIALLY WITHIN THIS LAST WEEK WE BELIEVE WAS A CHICKEN FRIED RICE AND SOME FAJITAS AS WELL. THEY ARE HEARING THE FEEDBACK THAT SOON SCHOOL BOARD IS COMING OUT WITH AS WELL AS OTHER STUDENTS AND THEY'RE RESPONDING TO IT. BUT WITHOUT FURTHER ADO, I'D LOVE TO BRING UP THOMAS LOWER. IT'S AN IMPRESSIVE YOUNG MAN [LAUGHTER]. >> THANKS, COLIN. MADAM CHAIR, TRUSTEES, APPRECIATE YOU GUYS. HAVE ME ON TODAY. I APPRECIATE COLIN. JUST GIVE ME THE ABILITY TO SPEAK. LIKE YOU SAID, I'VE BEEN WORKING WITH THE HIGH SCHOOL FOR RIGHT ABOUT THE A LAST EIGHT OR NINE MONTHS. I WENT TO THE UNIVERSITY OF NEBRASKA FOR KINESIOLOGY AND HUMAN SCIENCES. I'VE BEEN DOING THIS FOR THE PAST 20 YEARS AND I WORK WITH YOUTH. I'VE BEEN WORKING WITH ANYWHERE FROM EIGHT YEAR OLDS TO 18 YEAR OLDS, JUST STARTING OFF GENERAL POPULATION, TRYING TO GET IN SHAPE TO PEOPLE TRYING TO GO TO THE NFL COMBINE. I'VE SEEN THE LARGE SCOPE OF THINGS. WHEN COLIN ASKED ME TO DO THIS, I WANTED TO PICTURE THE WAY THAT I APPROACHED THIS. IT'S INTERESTING TODAY THAT WE HAD LIKE THE FOCUS SEEMS TO BE ON MENTAL HEALTH. WE'VE GOT A LOT OF PEOPLE TALK ABOUT THE MENTAL HEALTH. I LOOK AT NUTRITION THAT WAY AND HOW IT AFFECTS OUR KIDS AND YOUTH ESPECIALLY BECAUSE I WORK WITH ATHLETES. FROM THE OUTSIDE, TYPICALLY, YOU WOULD ASSUME THAT THESE KIDS ARE HEALTHY. I LOOK AT METABOLIC HEALTH. I LOOK AT HOW YOU ACTUALLY FUNCTION AND HOW THAT IS ACTUALLY TIED TO MENTAL HEALTH, HOW IT'S TIED TO CHRONIC DISEASE. I THINK YOU CAN ALL AGREE THAT A MAJORITY OF OUR KIDS ARE SICK. LIKE THEY'RE JUST DOWNRIGHT SICK. WE HAVE ONE IN THREE RIGHT NOW ARE OBESE. THEY'RE SAYING ONE IN THREE, ONE IN TWO BY 2050 WILL HAVE TYPE 2 DIABETES. THAT TO ME IT'S SO UNNECESSARY. I COME TO YOU KNOWING THAT THIS IS A REALLY COMPLICATED TOPIC. THERE IS LOGISTICS ISSUES, THERE'S JUST GETTING FOOD PERIOD TO KIDS. BUT I'VE HEARD THE VOICES FROM THE KIDS AND STUFF ON WHAT THEY'RE DEALING WITH THE QUALITY OF FOOD. I THINK IT'S ALL JUST ABOUT GIVING OPTIONS. WHEN I APPROACH KIDS, ONE OF THE BIG THINGS IS HOW THESE FOODS ARE PRESERVED AND HOW THEY'RE SHIPPED AND THINGS THEY HAVE TO ADD TO THEM. A LOT OF PEOPLE DON'T REALIZE AS SOON AS YOU PICK A BLUEBERRY, IT STARTS TO LOSE NUTRITIONAL VALUE IMMEDIATELY. THE LONGER IT GOES, THE LESS IT IS. WE'RE ESSENTIALLY EATING DEAD FOOD. VITAMINS LIKE IRON AND VITAMIN D, AND THEN WE LOOK AT HOW VITAMIN D IS LINKED TO MENTAL HEALTH DISORDERS. IT'S LINKED TO ANXIETY, IT'S LINKED TO DEPRESSION. I LOVE THAT YOUNG PEOPLE ARE ESPECIALLY LIKE COLIN. HE'S A SENIOR. THIS ISN'T GOING TO MATTER TO HIM NEXT YEAR. THAT'S PART OF THE REASON WHY I'M HERE TALKING TODAY. I THINK IT'S AMAZING THAT HE IS EVEN PUTTING A STEP FORWARD TO TRY TO IMPROVE THE FOOD FOR THE KIDS, EVEN IF IT'S JUST LIKE A SMALLER CHANGE. [00:55:02] LIKE EVEN IF IT'S THE LOCAL GREENHOUSE OR TO WORK WITH LOCAL IN THIS AREA, WE HAVE AMAZING LOCAL VENDORS THAT SUPPLY THINGS LIKE SLOW FOODS, THAT I THINK ALL OF THAT WOULD BE AVAILABLE AND ALL THOSE PEOPLE WOULD BE WILLING TO WORK WITH PUBLIC SCHOOLS. I HAVE AN 18-MONTH-OLD DAUGHTER, SO THIS WEIGHS HEAVILY ON ME BECAUSE I THINK IT'S GOING TO BE HARDER AND HARDER UNLESS CHANGE IS MADE PRETTY SOON. I WANTED TO COME TO YOU GUYS AND JUST TALK ABOUT LIKE THAT REALM OF THINGS AND THE OBESITY. I'VE SEEN IT ESPECIALLY I WOULD SAY LIKE THIS LAST YEAR OR TWO WHERE I WORKED PREDOMINANTLY WITH JACKSON KIDS BECAUSE I'VE BEEN ALL OVER. I'M MORE PRIVATE SECTOR, SO I WORK WITH STAR VALLEY KIDS, I WORK WITH VICKER KIDS, I WORK WITH FALLS. I TRAVEL ALL OVER AND WORK WITH KIDS THAT WOULD BE SEEMINGLY HEALTHY. I THINK THAT THE WAY DIET IS LINKED TO HOW THEY PERFORM IN THE CLASSROOM, THE ATTENTION DEFICIT DISORDERS, THE MENTAL HEALTH ISSUES ARE TIED WAY CLOSER THAN PEOPLE WILL EVER GIVE THEM CREDIT FOR. IF NOTHING ELSE, IF I CAN BRING A LITTLE BIT OF ATTENTION FOR THAT, THEN THAT'S ALL I NEED TODAY. THANK YOU. >> THANK YOU. >> NOW, TO BRING IT TO A QUESTION THAT TRUSTEE BOSCH POSED TO US A MONTH AGO DURING A FIVE-MINUTE INTERMISSION. WHAT ARE WE GOING TO DO ABOUT IT? WE'VE COME NOW. THIS IS OUR THIRD OR FOURTH MEETING, SPEAKING ABOUT LUNCHES AND THE ISSUES THAT SURROUND IT. WE WANT TO RESEARCH HEALTHY ALTERNATIVES THAT THE SCHOOL CAN OFFER. WE UNDERSTAND THAT THERE'S ALWAYS GOING TO BE SOME UNHEALTHY ALTERNATIVE, BUT WHAT CAN WE BRING INTO THE SCHOOLS THAT ARE GOING TO BE A HEALTHY ALTERNATIVE THAT KIDS CAN REACH TO AT ANY TIME? WE WANT TO PUT TOGETHER FOCUS GROUPS OR THE STAKEHOLDER GROUPS THAT WAS MENTIONED PREVIOUSLY TO GET EVERYONE'S FEEDBACK ON THE SCHOOL LUNCHES AND HOW THEY BELIEVE THEY CAN IMPROVE GOING FORWARD. WHETHER IT'S WE LIKE THIS MEAL, THIS MEAL DOESN'T TASTE WELL, OR I FELT REALLY CRAPPY AFTER EATING THIS MEAL. SOMETHING ALONG THOSE LINES. AS TRUSTEE BOSCH WOULD NOW HAVING KIDS BEING IN SPORTS AND EATING THE SCHOOL LUNCHES, IT CAN BE DIFFICULT GOING BETWEEN THE TWO BECAUSE YOU CAN GET TIRED, LETHARGIC AND FATIGUED EATING UNHEALTHY FOODS AS COACH LOWER EXPLAINED. WE WANT TO EXPAND SURVEYS TO OTHER SCHOOLS AND CREATE [NOISE] ABOUT WHAT FOOD SHOULD LOOK LIKE THAT WAY. IT'S NOT SUCH A LARGE DISCONNECT BETWEEN HIGH SCHOOL, MIDDLE SCHOOL, AND ELEMENTARY SCHOOL, BUT WE CAN ALL BE EATING NOT THE SAME BUT SIMILAR HEALTHY FOODS. BRING IN DIFFERENT LOCAL ORGANIZATIONS, AS I MENTIONED BEFORE, BECAUSE WE WANT EVERYONE TO BE ABLE TO HAVE A FUTURE AND BUILD GOOD HABITS GOING FORWARD. WE ALSO WANT TO MEET WITH SODEXO, THE REGIONAL MANAGER WHO CAME UP AND SPOKE IN THE NOVEMBER MEETING. TRYING TO FIGURE OUT, WHAT CAN THEY DO? BECAUSE WE KNOW THAT IT'S A DIFFICULT SUBJECT. THERE'S A LOT OF LOGISTICAL, FINANCIAL BOUNDARIES, AND WE WANT TO KNOW WHAT CAN WE DO TO MAKE IT SO THAT WITHIN THOSE BOUNDARIES AND WITHIN THOSE REGULATIONS, WE CAN MAKE IT THE BEST WE POSSIBLY CAN. OUR PLAN IS TO RELAY IN THE NEXT MEETING AN UPDATE NOT ONLY FROM THE STUDENT SENATE, BUT FROM SODEXO ON HOW WE'RE DOING ON THESE PLANS SO THAT YOU GUYS KNOW WHAT WE'RE DOING GOING FORWARD. >> QUESTIONS? >> I HAVE A QUESTION. >> YES. >> MADAM CHAIR. >> TRUSTEE MEADE. >> DO YOU KNOW A LOT OF THIS IS TIED INTO MONEY? WE WOULD BE NAIVE TO SUGGEST THAT WE CAN BUY ANYTHING TO SERVE OUR STUDENTS. ITS NOT A POSSIBILITY. SINCE YOU GUYS ARE LOOKING INTO THIS, ESPECIALLY WHEN YOU'RE TALKING TO SODEXO, YOU SHOULD PROBABLY TALK TO KRISTEN MAYO WHO IS OUR FINANCE MANAGER WHO CAN TALK TO YOU ABOUT THE FINANCIAL END OF THAT. >> YES. >> SCHOOLS IN WYOMING AREN'T SUPPORTED BY THE STATE FOR SCHOOL LUNCHES. WE PAY FOR IT AND YOU KNOW DURING COVID, WAS AWESOME BECAUSE THE FEDERAL GOVERNMENT PAID FOR ALL LUNCHES. WHICH IS PROBABLY SOMETHING THAT WE SHOULD PUSH TOWARDS BECAUSE YOU WANT EVERYBODY TO HAVE ENOUGH. BUT IT'S IMPORTANT TO KEEP IN MIND THAT THERE IS A FINANCIAL INDICATION TO THAT. [01:00:02] THIS SCHOOL BOARD, BILL, YOU HAVE THE NUMBERS PROBABLY AT YOUR FINGERS, HAS SPENT AN ADDITIONAL TWO OR $300,000 A YEAR, SOMETIMES UPWARDS OF $500,000. THAT ON TOP OF WHAT THE UNITED STATES DEPARTMENT OF AGRICULTURE DOES FOR US. THAT'S REALLY AN IMPORTANT THING TO KEEP IN MIND TOO SINCE YOU'RE DOING SUCH A GREAT JOB ON ALL THIS WORK YOU ALL. >> YEAH. WE WANT TO TRY AND FIND A WAY TO WORK WITHIN THOSE BOUNDARIES SO THAT WE'RE NOT ADDING TOO MUCH OF AN EXPENSE ON THE SCHOOL DISTRICT, BUT WE'RE ALSO ADDING HEALTHIER ALTERNATIVES. >> ABSOLUTELY. THANK YOU VERY MUCH. >> ABSOLUTELY. >> THANK YOU VERY MUCH. NEXT, WE WILL GO ON TO FISCAL MANAGEMENT COMMITTEE. >> DIRECTOR MA'AM. >> GOOD EVENING, TRUSTEES. THANK YOU, STUDENT SCHOOL BOARD AGAIN. THAT WAS A VERY GOOD REPORT. SODEXO AND MYSELF ARE LOOKING FORWARD TO WORKING WITH YOU GUYS ON HOW TO IMPROVE THE PROGRAM MOVING FORWARD. I LOVE TO HEAR THOUGH THAT WHEN WE ENTERED INTO THIS PARTNERSHIP WITH SODEXO THIS YEAR, THE SOLE INTENT WAS TO IMPROVE THE QUALITY OF FOOD THAT WE'RE SERVING TO STUDENTS. I THINK THAT THEY HAVE MET THAT, AND I'M HAPPY TO HEAR THAT THEY'RE RESPONDING TO SOME OF THE FEEDBACK THAT WE'RE PROVIDING. THAT IS WHY WE WENT WITH A CONTRACTOR, AND I KNOW THAT THEY'LL CONTINUE TO HELP IMPROVE WHERE THEY CAN. STAYING WITHIN THE BUDGETARY CONFINES GENERAL FUND BUDGET UPDATE. WE ARE RIGHT ON TRACK, PERFORMING WELL IN THE GENERAL FUND. I'M NOT GOING TO TAKE TOO MUCH TIME BECAUSE WE HAVE A STELLAR AUDIT PRESENTATION COMING UP LATER IN THE MEETING THAT I KNOW YOU GUYS ARE ALL EXCITED FOR. BUT WE ARE IN THE THICK OF HEATHER SCHON AND I ARE IN THE THICK OF REALLY NEGOTIATING OUR BENEFITS PLAN RIGHT NOW. WE'RE PUTTING A LOT OF PRESSURE ON OUR PARTNERS THROUGH OUR HEALTH INSURANCE TO GET THE BEST BIDS THIS YEAR. AS YOU ALL KNOW, IT TOOK US A WHILE OF WEPT AND GET OUR DATA. NOW THAT WE HAVE OUR DATA, WE'RE ASKING, WHAT DO WE DO WITH IT AND HOW DO WE COME UP WITH A LONG-TERM PLAN TO OFFER SOME STABILITY TO OUR HEALTH INSURANCE FOR THE DISTRICT? >> ANY QUESTIONS? >> ANY QUESTIONS? THANK YOU. >> EDUCATIONAL SERVICES COMMITTEE. >> TAKE ONE NOW, PASS AROUND. >> CHAIR OF TRUSTEES, THANKS FOR YOUR OPPORTUNITY TO SPEAK TONIGHT. THERE ARE TWO ITEMS IN THE EDUCATIONAL SERVICES COMMITTEE. >> I WANTED TO SPEAK TO BOTH OF THEM. I WILL ASK FOR SOME BOARD GUIDANCE ON THE DATE IN WHICH YOU'D LIKE ME TO SPEAK TO THE CALENDAR ITEM, WE KNOW THAT'S A BIG TOPIC. BUT I'LL START WITH THE FIRST ONE. IN TERMS OF THE EVIDENCE BASED GRADING LIGHT ITEM. WHAT I'VE DONE HERE IS I PUT TOGETHER A SUMMARY FOR YOU OF THE FACTS OF WHAT WHEN WE SAY EVIDENCE BASED GRADING, WHAT THAT IS. TRUSTEE DORNAN, PLEASE COMPLIMENT OR DISAGREE OR ENTER THE CONVERSATION WHEN YOU SEE FIT. I WANT TO MAKE SURE THAT I'M REPRESENTING THIS CORRECTLY BASED OFF OUR CONVERSATION THAT WE HAD IN OUR COMMITTEE. YOU WILL HEAR A LOT OF THIS. THIS CAME UP IN THE EDUCATIONAL LEADERS REPORT. ONE OF MY SUCCESS CRITERIAS FOR MYSELF TONIGHT WAS TO HAVE YOU MAKE SURE WHEN YOU WALK OUT THE DOOR TONIGHT, YOU WILL BE CRYSTAL CLEAR ON WHAT THIS IS, THIS EBG EVIDENCE BASED GRADING PD AND LEARNING AND IMPLEMENTATION. BACKING OUT OF THE WORDS, ESSENTIALLY WHAT WE ARE MOVING INTO, AND IT'S NOT NEW IF YOU TALK TO TRUSTEE DORNAN, BUT WE'RE REALLY TRYING TO ACCELERATE STUDENT OWNERSHIP OF THEIR LEARNING. SO WHAT DOES THAT REALLY MEAN, ALL THE GOBBLY WORDS AND EDUCATION? WE WANT STUDENTS TO BE MORE INVOLVED IN THEIR ASSESSMENT. TRADITIONALLY, THE ASSESSMENT HAS BEEN TRUSTEE SCARLETT. PLEASE COMPLETE THE QUIZ, TURN IT IN. YOU GET EIGHT OUT OF 10. NOW YOU HAVE A B. WE DO HAVE QUIZZES LIKE THAT THAT STILL HAPPEN. [01:05:03] BUT WHAT WE'RE TRYING TO DO IS MOVE TOWARD A SYSTEM THAT IS MUCH MORE TWO WAY, WHERE NOW TRUSTEE SCARLETT HAS THE OPPORTUNITY IN THE ASSESSMENT TO PROVIDE FEEDBACK OF HOW HE THINKS HE DID, HOW HE COULD DO BETTER AND IMPROVE AND UNDERSTAND THE ASSESSMENT, WHICH CONTRIBUTES TO THE OVERALL GRADE. THAT INFORMS THE TEACHER. THE TEACHER CAN MAKE ADJUSTMENTS AND REASSESS THE STUDENT TO TRY TO GET A MUCH MORE ACCURATE REPRESENTATION OF WHAT THAT STUDENT KNOWS. THAT'S THE GOAL. THE GOAL IS TO HAVE A MUCH BETTER ASSESSMENT PROCESS OF THAT [INAUDIBLE] [NOISE]. BUT YOU CAN'T JUST MAKE ASSESSMENTS. YOU HAVE TO CHANGE YOUR TEACHING PRACTICE FOR THAT TO HAPPEN. YOUR PRACTICES AND ASSESSMENTS SHOULD MATCH. SO WE ARE REALLY WORKING HARD WITH OUR STAFF RIGHT NOW TO IMPLEMENT TEACHING AND ASSESSMENT PRACTICES THAT UP THE ON STUDENTS BEING PART OF THEIR ASSESSMENT, PART OF THE TEACHING PROCESS, SO IT'S NOT JUST TEACHER TO STUDENT, BUT IT'S STUDENT TO TEACHER AS WELL. IT COMES IN MANY DIFFERENT FORMS. THAT GOES BACK TO YOUR PD QUESTION. I'M SURE ON THE EVIDENCE BASED GRADING. HAVING THOSE TEAMS ROLL THROUGH SOME OF THAT LEARNING IS IMPORTANT. SO WE HAVE CONSISTENCY IN OUR TEAMS, REGARDLESS OF GRADE LEVEL OR WHAT SUBJECT YOU TEACH? SO THE OTHER BIG PIECE OF THIS TOO, WHICH I WANT TO MAKE A CONNECTION TO TONIGHT IS THAT IT GOES BEYOND CONTENT. WE WANT TO MEASURE SKILLS THAT STUDENTS CAN DEMONSTRATE THAT ARE TRANSFERABLE BETWEEN CLASSES AND GRADE LEVELS. CONTENT REMAINS, BUT WE'RE ELEVATING ALSO THE ABILITY OF A STUDENT TO DEMONSTRATE THOSE LIFELONG SKILLS THAT WERE PART OF OUR LEARNER PROFILE TO COME. WHETHER THAT BE PROBLEM SOLVING, CREATIVE THINKING, ADVOCATING CONFLICT, WORKING IN TEAMS. WE WANT STUDENTS TO NOT ONLY UNDERSTAND THE CONTENT STANDARDS THAT WE NEED TO BE TEACHING, BUT HOW THEY DEMONSTRATE THAT IN THE SKILLS THAT CROSS CLASSES. SO THAT ENGLISH 10 CLASS, THAT ASSESSMENT COULD BE MEASURING ARGUMENTATIVE WRITING. THAT WORLD HISTORY 10TH GRADE CLASS WOULD BE MEASURING ARGUMENTATIVE WRITING JUST THROUGH DIFFERENT CONTENT MEANS. BUT THE SKILL IS TRANSFERABLE AND YOU CAN LEARN IT IN MULTIPLE SETTINGS. THOSE ARE THE CORE COMPONENTS OF EBG, THERE WAS A LOT MORE TO IT, BUT I THINK WE HAVE OTHER THINGS TO DISCUSS TONIGHT AS WELL. I JUST WANTED TO MAKE SURE THAT THE BOARD HAD A NICE SNAPSHOT OF THAT. I'M HAPPY TO TAKE SOME QUESTIONS ON THAT FIRST LINE ITEM. IF YOU'D LIKE TO, OR THINK THAT [OVERLAPPING]. >>TRUSTEE. >> DR. CHRIS, I'M GOING TO ASK THIS AND IT MIGHT BE VERY DIFFICULT TO DO, BUT YOU GIVE AN EXAMPLE WITH TWO DIFFERENT SUBJECT MATTERS. I'VE TALKED TO PEOPLE ABOUT THIS SUBJECT AND HOW IT TRANSLATE. BUT WHAT I'M STILL LOST ON IS WHEN YOU TALK ABOUT LET'S JUST SAY QUADRATIC FORMULA. EXPLAIN TO ME WHEN WE TEST FOR THAT, WE TEST AND DO YOU KNOW IT? DO YOU UNDERSTAND IT? WHAT I DON'T GET IS, HOW HAS THE STUDENT BEEN COMING BACK IN THE ASSESSMENT WITH THE TEACHER AND DOING WHAT YOU'RE SAYING, WHICH IS EXPLAINING HOW THEY GOT THERE OR WHAT THEY MISSED OR WHAT THEY COULD DO BETTER. >> MADAM CHAIR, TRUSTEE BOSCH. THE PROCESS OF WHAT YOU JUST DESCRIBED IS THE ANSWER. FOR EXAMPLE, IF I'M IN A ALGEBRA 1 CLASS AT THE HIGH SCHOOL OR A TRIG PRECAL AT THE HIGH SCHOOL, WE ALREADY HAVE A CURRICULUM AT THE HIGH SCHOOL, ESPECIALLY IN OUR INTRO LEVEL MATH. IT'S CALLED CPMS. IT'S COLLEGE PREPARATORY MATH. BASICALLY, IT'S TEAMS WORKING TOGETHER TO PROBLEM SOLVE TO SOLVE MATH. WITH DESIGNATED ROLES, NOT JUST SIT TOGETHER AND HELP EACH OTHER, BUT VERY DESIGNATED ROLES, THE ENGAGEMENT IN THOSE CLASSES ARE SOME OF THE HIGHEST IN OUR SECONDARY SCHOOLS. NOW, THE ASSESSMENT PROCESS IS A PROCESS. IT GOES BEYOND A 10 QUESTION, DO THESE PROBLEMS TURN IT IN FOR A GRADE? THAT COULD BE PART OF IT. BUT THE NEXT STEP IS SITTING DOWN WITH A STUDENT, ASKING THEM WHY THEY ANSWERED THE QUESTION THEY DID. AND ALSO GIVING PARTIAL CREDIT ON CERTAIN PARTS THAT THEY GOT RIGHT AND RETEACHING THOSE CONCEPTS. SO THINK ABOUT IT FROM A ONE AND DONE TO A PROCESS ASSESSMENT THAT CAN FULLY PAINT A BETTER PICTURE OF WHAT THE KID KNOWS. I CAN TELL YOU MY PERSONAL EXPERIENCE, I WAS NOT A GREAT STANDARDIZED TEST TAKER. IF I HAD THE OPPORTUNITY TO RETAKE OR SHOW IN A DIFFERENT WAY OR EXPLAIN WHAT I KNEW, I THINK I WOULD HAVE DONE BETTER BACK IN GRADE SCHOOL. [01:10:02] I JUST FEEL LIKE WE COULD DO BETTER IN SHOWING WHAT KIDS KNOW BEYOND A ONE AND DONE PROCESS. THANK YOU. >> DR. CHRIS, HOW DO WE ASSESS THIS? HOW DO WE KNOW IF THIS IS SOMETHING IF WE INCORPORATE THAT AND WHAT WE'RE DOING? HOW DO WE KNOW WHETHER THAT TURNED OUT TO BE A GOOD THING OR NOT? WE DO A LOT OF PROGRAMS, WE START THEM AND WE NEVER HAVE AN OPPORTUNITY TO DETERMINE WHETHER IT'S SOMETHING THAT'S REALLY WORKING WITH STUDENTS. >> MADAM CHAIR, TRUSTEE MEADE THE OVERALL GOAL OF EVERYTHING I TRIED TO DESCRIBE IS TO GET KIDS TO CARE ABOUT THEIR LEARNING AT A HIGHER LEVEL. IT IS A SPECIFIC ANSWER. IF I WALK INTO A CLASSROOM AND THE ENGAGEMENT LEVEL IS HIGHER, AND I SEE MORE MEANING ABOUT WHY I'M DOING THIS ASSESSMENT, I'M A FIRM BELIEVER, WE'RE GOING TO HAVE HIGHER ENGAGEMENT, AND WE'RE GOING TO HAVE A BETTER EDUCATIONAL SYSTEM VERSUS EDUCATION IS SOMETHING THAT'S DEEMED TO ME OR SOMETHING THAT I SIMPLY HAVE TO COMPLY WITH ALL THE TIME. SO IT'S A LITTLE SUBJECTIVE. BUT IT'S IMPORTANT TO UNDERSTAND THAT THIS IS A TEACHING AND LEARNING SYSTEM. IT'S NOT A PROGRAM. IT'S NOT SOMETHING YOU PULL OFF THE SHELF AND PLUG AND PLAY. TEACHERS CAN ADAPT THEIR TEACHING, CHANGE IT AS LONG AS THE CORE PRINCIPLES OF BETTER ASSESSING THE KID AND HAVING A BETTER PICTURE ARE THERE. YOU'RE PARALLEL TO EBG IT'S JUST ABOUT A BETTER TEACHING SYSTEM OVERALL. I APOLOGIZE IF IT SOUNDED LIKE IT WAS MORE A BINDER APPROACH. IT'S A TEACHING APPROACH. IT'S NOT A PROGRAM THAT YOU BUY. >> THANK YOU. >> MADAM CHAIR. TRUSTEE ABRAMS. >> DR. CHRIS, I HAVE A FEW QUESTIONS FOR YOU REGARDING THE EBG. I'M CURIOUS TO KNOW, WHAT'S THE STAFF FEEDBACK ON THE PROCESS? I'M ALSO CURIOUS TO KNOW WITH THIS TRANSITION INTO EBG, IS THIS PUTTING MORE PRESSURE ON THE STAFF WHO ARE FRONTLINE IN THE EDUCATION OF THE STUDENTS? THEN ALSO, HOW DO YOU BUILD CONFIDENCE IN THIS PROGRAM WITH THE PARENTS, AND ALSO THE PEOPLE OUT THERE WHO ARE TRADITIONALISTS IN LEARNING? >> THAT'S LIKE A TEDX QUESTION. [LAUGHTER] BUT THEY ARE VALID QUESTIONS. YOU'RE REALLY GET THE POINT OF COMMUNITY COMMUNICATION ON CHANGE. YOUR FIRST POINT IS A REALLY IMPORTANT ONE, AND I THINK IT TIES INTO THE SECOND LINE ITEM IN REGARDS TO TIME TO CHANGE. I'M A PROPONENT OF CHANGING IF IT'S BEST FOR KIDS, AND IT TAKES TIME TO DO THAT. IF YOU SURVEYED OUR STAFF AT THE SECONDARY LEVEL, SOME OF THE INITIAL FEEDBACK YOU WOULD PROBABLY HEAR IS THAT IT'S A LOT. I'M DOING A LOT. HOW DO I MANAGE MY DAY? TO BE VERY HONEST AND FRANK. WE ALSO HAVE SIGNIFICANT WINDS HAPPENING, OR WE HAVE YEAR 2 IMPLEMENTATION OCCURRING. IF YOU ASK SOME OF THOSE TEACHERS WHO ARE SOME OF OUR VETERAN TEACHERS, THEY'RE SEEING SUCCESSES WITH THEIR ENGAGEMENT. HERE'S ANOTHER KEY THAT I CAN SHARE WITH YOU. WE'RE ALSO SEEING THOSE KIDS COME IN, WANTING HELP VERSUS HAVING TO GET HELP IN THE MORNING TIME AND DURING PLUCK SESSIONS. SO THAT'S SOME METRICS THAT WE SEE, JUST THAT EFFECT HAS CHANGED. THE COMMUNICATION PIECE IS A BIG ONE. IT DID COME UP IN OUR ES COMMITTEE AS WELL, HOW WE MESSAGE THIS TO PARENTS. REMEMBER, IN TERMS OF AN EBG PROCESS, CLASS BY CLASS RIGHT NOW. IT'S NOT SCHOOL WIDE AS IT GROWS. SO OUR APPROACH RIGHT NOW IS, IF YOU'RE IN A CLASS THAT'S REALLY MOVING FORWARD WITH THIS TYPE OF TEACHING PHILOSOPHY, WE WANT THAT TEACHER TO WORK WITH THOSE PARENTS DIRECTLY VERSUS A WHOLE SCHOOL MESSAGE, WHICH COULD BE CONFUSING, ESPECIALLY IF THOSE CLASSES AREN'T IMPLEMENTING THIS YET. IT'S MORE OF A ONE ON ONE APPROACH WITH THE FAMILY RIGHT NOW. GIVEN OUR PHASES OF IMPLEMENTATION. >> YES. >> DR. CHRIS, I'M SORRY. IT'S JUST ME. CAN YOU GIVE ME A SPECIFIC AS TO WHAT THIS LOOKS, MEANING LIKE TEACHER COMES IN, KID DOESN'T DO WELL, DOESN'T GET THE RIGHT ANSWER OR WHATEVER. [01:15:03] MOST TEACHERS, I THINK TRY TO MAKE SURE THEIR KIDS ARE GETTING IT. IT'S NOT JUST HERE'S A TEST, AND THEN LET'S MOVE ON. WHAT IS DIFFERENT ABOUT THIS? SPECIFICALLY, WHAT'S DIFFERENT ABOUT THIS THAN SAY, HEY, LET'S GO OVER THIS TEST? YOU GOT A B+, LET'S GO OVER THE QUESTIONS YOU GOT WRONG. LET'S TALK ABOUT THAT. HOW IS THIS DIFFERENT? >> TRUSTEE BOSCH, YOU BRING UP THE QUESTION THAT CAME UP IN OUR COMMITTEE. IF YOU WOULDN'T MIND, ONE OF OUR OBJECTIVES IS NEXT MONTH IS FOR THE BOARD TO ACTUALLY HEAR FROM A COUPLE OF EDUCATORS WHO ARE IMPLEMENTING TERMS OF THE RECOMMENDATION. SO CAN I PAUSE ALL METHODS, SO YOU CAN SEE A PRACTICAL EXAMPLE OF SOME OF THOSE ASSESSMENTS FROM TEACHING PRACTICE? >> THAT WOULD BE NEXT MONTH, WE'RE GOING TO SEE THAT. IS THAT WHAT YOU'RE SAYING? >> I WOULD LIKE TO HAVE THAT MAYBE PART OF THE ED MOMENT, NEED TO WORK WITH A FEW TEACHERS, BUT I THINK THEM SHOWING YOU WHAT AN ASSESSMENT LOOKS LIKE FREE EBG AND POST MIGHT HELP CLARIFY. >> SURE. TRYING TO UNDERSTAND THE MECHANICS OF WHY THIS IS SO DIFFERENT. WHAT'S DIFFERENT? THAT'S ALL. >> ABSOLUTELY. THE QUESTION. >> THANK YOU. >> YOU KNOW WHEN I FIRST HEARD ABOUT THIS TYPE OF ASSESSMENT SYSTEM, SOMEBODY DESCRIBED IT IN TERMS OF MEDICAL SCHOOL. YOU WOULD GO TAKE A STITCH CLASS. YOU WOULD LEARN HOW TO DO STITCHES AND SOMEBODY MIGHT GET AN A AND MOVE ON AND SOMEBODY MIGHT GET A C AND THE CLASS MOVES ON. SO YOU HAVE ONE DOCTOR WHO'S GIVING C STITCHES. BUT IN A SITUATION LIKE THIS, SOMEBODY WOULD GO BACK TO THAT DOCTOR OR THE MEDICAL STUDENT WHO GAVE C STITCHES AND WORK WITH THEM AND LOOK AT IT FROM A DIFFERENT ANGLE AND FIND OUT HOW THEY LEARN BEST AND MAKE SURE THEY DON'T MOVE ON UNTIL THEY GET A STITCHES. I THINK THAT THAT'S HOW THIS WORKS IS THAT YOU WORK WITH THE KIDS AS AN INDIVIDUAL AND FIND A WAY FOR THEM TO BE SUCCESSFUL SO THEY CAN MOVE ON, AND WHEN THEY MOVE ON AND ARE BEING SUCCESSFUL, THEN THEY'RE MORE ENGAGED IN THEIR LEARNING. I THINK IS HOW I UNDERSTAND IT. >> I THINK, CORRECT, A REFRAME WOULD BE, THINK ABOUT MOST OF OUR EXPERIENCES IN SCHOOL, LET'S SAY YOU'RE IN A CLASS THAT'S VERY LINEAR BASED IN LEARNING LIKE MATHEMATICS. WE'RE IN A PREDICAMENT AND SO IS EVERY SCHOOL WHEN YOU DON'T DO WELL ON A QUIZ, BUT WHAT HAPPENS IN THE CLASS? IT MOVES ON. IT'S A REFLECTION OF WHOLE GROUP INSTRUCTION AND OUR MASTER SCHEDULES, WHICH ARE A REALITY IN OUR SCHOOLS. WE HAVE TO FIGURE OUT A WAY TO FIND OUT WHAT THAT INDIVIDUAL KID CAN SHOW AND KNOW IN A WHOLE GROUP SYSTEM. SO WE DON'T JUST CONTINUE TO MOVE ON AND A STUDENT CONTINUES TO STRUGGLE BECAUSE OF OUR SYSTEM. PART OF EVIDENCE BASED GRADING, AND THE EVIDENCE IS INTENDED TO SHOW OTHER METRICS OF WHAT A KID KNOWS BEYOND JUST ONE METRIC. IT'S DIFFICULT FOR OUR EDUCATORS, GOING BACK TO YOUR QUESTION BECAUSE YOU'RE IN A WHOLE GROUP SYSTEM. BUT I DON'T BELIEVE IT'S AN EXCUSE NOT TO TRY TO HELP STUDENTS INDIVIDUALLY WITH A SYSTEM THAT BETTER REPRESENTS THEM, EVEN IF IT'S A WHOLE GROUP SYSTEM THAT WE HAVE. THAT'S WHAT WE'RE PUSHING ON, IF THAT MAKES SENSE. [BACKGROUND] >> THANK YOU. SHE CORRECT. [LAUGHTER] I SAW THE BEST EVIDENCE OF IT THIS THE DAY WE TOURED THE SCHOOLS, AND THAT STUDENT WHO WAS WORKING IN TECHNOLOGY PULLED UP HER OWN SELF ASSESSMENT AND TALKED ABOUT HER WHERE SHE WAS CRUSHING IT AND WHERE SHE NEEDS TO WORK SOME MORE. I THOUGHT THAT WAS VERY CONVINCING AND IMPRESSIVE. SHE WAS PRETTY DARN HONEST WITH HERSELF. IT SOUNDED TO ME AS THOUGH SHE'D BEEN WORKING WITH HER TEACHERS AND WITH FELLOW STUDENTS AND TEAM WORKING SHE KNOWS A LOT ABOUT HERSELF. IT WAS MULTIPLE ASSESSMENTS. >> KNOWING WHAT KIND OF LEARNER YOU ARE, BEING ABLE TO ARTICULATE THAT, AND KNOWING YOURSELF IS PART OF THIS AS WELL. I THINK THAT RAISES CONFIDENCE IN STUDENTS. [01:20:06] >> ANY OTHER QUESTIONS BEFORE WE MOVE ON TO THE NEXT TOPIC? >> NEXT TOPIC'S A LOT SHORTER. [LAUGHTER] I WANT TO CHANGE GEARS, AND I JUST WANT YOU TO TAKE A LOOK AT THE PHOTOGRAPH IN FRONT OF YOU FOR A MOMENT. I JUST WANT YOU TO LOOK AT THE PICTURE. I'M GOING TO ASK THE TRUSTEES A QUESTION. WHAT DO YOU SEE? >> SMILES. >> SMILES. I'M GOING TO GO DOWN THE LINE. TRUSTEE SCARLETT, WHAT DO YOU SEE? >> HAPPINESS. >> HAPPINESS. >> MADAM CHAIR. >> PRIDE. >> PRIDE. TRUSTEE ME. >> SAY A LOT OF WEIRD LITTLE BUGS [LAUGHTER]. >> I KNOW. [LAUGHTER] I'M RUNNING OUT OF MY POINTS HERE, BUT GOOD ONE. [LAUGHTER] [BACKGROUND] >> THE OLDER KIDS LOOKED AS YOUNG AS THE YOUNGER KIDS. [LAUGHTER] >> RUSTY BOSH. >> A COMMUNITY. >> COMMUNITY. THIS HAPPENED A WEEK OR SO AGO AT MUNGER. THIS IS AN EXAMPLE OF MUNGER AND THE HIGH SCHOOL COMING TOGETHER AND DOING A PROJECT, THE TWO TEACHERS AT THE BOTTOM, ONE WORKS AT THE HIGH SCHOOL, AND ONE WORKS AT MUNGER. I KNOW THIS IS A SIMPLE EXAMPLE, AND THE PURPOSE OF MY TALKING ABOUT CALENDAR NINE IS NOT A SALES JOB BECAUSE THERE ARE MANY VOICES THAT NEED TO BE CONSIDERED. BUT I DID WANT TO BRING THIS TO YOUR ATTENTION. THIS WAS CO-PLANNED WITH TWO SCHOOLS BY TWO TEACHERS AND THE ONLY WAY THEY COULD COME TOGETHER AND PLAN THIS UNIT IS BECAUSE THEY SHARE ONE THING IN COMMON. THEY BOTH HAVE KINDERGARTNERS AND THEIR FRIENDS, AND THEY DID IT AT NIGHT. THEY PLAN THIS ELABORATE INTERSCHOOL CONNECTION PROJECT. I WAS DOWN AT THIS CELEBRATION, THANKS TO BENET, DAN CARY, ANY LAR, AND THOSE WHO CAN BE TEACHERS. THE ENGAGEMENT LEVEL WAS OFF THE CHART. TO SEE OLDER KIDS WORKING WITH YOUNGER KIDS IS SOMETHING WE COULD DO MORE OF REGARDLESS OF THE CALENDAR. I JUST WANTED TO BRING THAT FORWARD TO SHOW YOU ONE EXAMPLE OF SOME WORK THAT'S POSITIVE AND FUN. [LAUGHTER] EDUCATION SHOULD BE FUN AS WELL. LET'S NOT FORGET THAT. I JUST WANT TO SAY A FEW POINTS, AND THEN I'M REALLY GOING TO STEP BACK AND ASK THE BOARD ABOUT THE NEXT STEPS, AND CONSIDERATIONS. I FULLY WANT TO START BY ACKNOWLEDGING THAT EVERYONE'S VOICE IS IMPORTANT IN THIS DISCUSSION. THAT INCLUDES OBVIOUSLY OUR TRUSTEES WHO ARE CHARGED WITH MAKING TOUGH DECISIONS. IT'S IMPORTANT TO ME, WHO IS INCUMBENT UPON ME TO BRING FORWARD PROPOSALS THAT REFLECT WHAT TEACHERS HAVE ASKED FOR, AND ADMINISTRATORS HAVE ASKED FOR. THAT'S MY JOB, AND I'M WILLING TO HAVE THOSE HARD CONVERSATIONS, WHICH I KNOW ARE NECESSARY. BUT EVERYONE'S VOICE IS IMPORTANT, AND IT'S CRITICAL TO THIS PROCESS. I ALSO WANT TO ACKNOWLEDGE THAT CHANGE IN RELATIONSHIP TO INSTRUCTIONAL HOURS IS A TOUGH CONVERSATION. I KNOW MANY MEMBERS OF THE BOARD HAVE STRONG BELIEFS ABOUT THIS. BUT I WANT OUR BOARD AND THE COMMUNITY IF YOU'RE HERE FOR THIS TOPIC, THANK YOU FOR BEING HERE. THIS IS NOT ABOUT JUST TIME. THIS IS ABOUT HOW WE USE OUR TIME. THAT IS CRITICAL TO THIS CONVERSATION. THIS PROPOSAL ABOUT THE CALENDAR IS ABOUT HOW WE USE THE TIME AND BE MORE EFFECTIVE WITH THAT TIME. IF I'M ABLE TO CO-PLAN, IF I'M ABLE TO WORK IN TEAMS, IF I'M ABLE TO VERTICALLY ALIGN MY CURRICULUM FROM GRADE K TO 12, CROSS SCHOOLS, CROSS TEAMS, WHICH IS VERY DIFFICULT RIGHT NOW. THAT MAKES ME A MORE EFFECTIVE EDUCATOR. PERIOD. IF YOU GIVE ME MORE TIME AS AN EDUCATOR, THAT'S FANTASTIC, BUT IT HAS TO BE USEFUL TIME, OR WE ARE WASTING TIME. PART OF THIS PROPOSAL IS ATTACKING THAT CORE ISSUE. IT'S ALSO IMPORTANT TO KNOW THAT THERE ARE A LOT OF FEARS IN THE COMMUNITY BASED ON INITIAL LETTERS AND COMMUNICATIONS. THERE MAY BE SOME FEARS IN THIS ROOM, AND THERE MAY BE SOME FEARS WITH OUR EDUCATORS IN OUR SCHOOLS ABOUT HOW THIS LOOKS. MEMBERS OF THE BOARD, THERE IS NO PERFECT ANSWER. THE PROPOSAL THAT WE HAVE LINKED TO THE AGENDA IS FOR DISCUSSION. [01:25:03] WE KNOW IT TAKES A PROCESS. IT MIGHT TAKE SOME COMPROMISE. I AM NOT TRYING TO STAND UP HERE AND SELL YOU A CALENDAR. I'M JUST REALLY BRINGING FORWARD THE NECESSITY FOR US TO THINK ABOUT HOW WE CAN BE MORE EFFICIENT WITH OUR TIME. WE'VE TRIED THIS IN THE PAST. FOR MEMBERS THAT ARE NEW ON THE BOARD, A COUPLE OF YEARS AGO, WE LOOKED AT A MODIFIED WEDNESDAY. WEDNESDAYS WERE PROBLEMATIC FOR A NUMBER OF REASONS, AND WE LISTENED TO OUR COMMUNITY VERY CLEARLY THAT THAT WAS NOT SOMETHING THAT THEY WERE INTERESTED IN, FOR A LOT OF LEGITIMATE REASONS. INCONSISTENCY IN THE WEEK. NO PROGRAMMING OFFERINGS AFTER SCHOOL OR K-5 STUDENTS WERE PROBLEMATIC. WHAT I'VE TRIED TO DO IN PROPOSAL ONE IS ANSWER SOME OF THESE OR BRING SOLUTIONS TO THE TABLE BASED ON HISTORICAL PROPOSALS. WE'RE LOOKING AT IN THIS PROPOSAL, OFFERING PROGRAMS TO OUR CHILDREN IN K-5, BETWEEN 1 AND APPROXIMATELY 4:00 P.M. FREE OF CHARGE TO FAMILIES. WE ARE OFFERING FAMILIES TRANSPORTATION TO THOSE PROGRAMS ACROSS OUR COMMUNITY AND IN OUR SCHOOLS. CURRENTLY WORKING WITH PARENTS ON THIS. I WORKED WITH A FOCUS GROUP LAST WEDNESDAY NIGHT IN THIS EXACT ROOM. I HAVE A PARENT COMMUNITY-WIDE ZOOM CALL TOMORROW NIGHT, AT 6:00. I PLAN ON HAVING MORE OF THOSE DISCUSSIONS WITH PARENTS. I HAVE MEETINGS SET UP WITH TETON LITERACY CENTER, TO SPEAK WITH THEIR PARENTS AND INVESTED FAMILIES AS WELL IN EARLY JANUARY. IN ORDER TO OFFER THESE PROGRAMS TO OUR FAMILIES, A TIMELINE IS IMPORTANT, BECAUSE IF WE'RE GOING TO OFFER AND LOOK AT A PROPOSAL LIKE THIS, AGAIN, PROPOSAL DRAFT DISCUSSION. I DO NEED TO GET AHEAD OF OUR COMMUNITY PARTNER SO ADEQUATE PROGRAMMING AND QUALITY PROGRAMMING CAN BE PLANNED IN ADVANCE OF THE FALL. IT'S IMPORTANT TO KNOW TOO THAT FROM A STAFF LENS, WE'RE LOOKING AT A STRUCTURED END-OF-DAY AFTERNOON CALENDAR. THE MAJORITY OF THE TIME WILL BE SITE-BASED. WHERE TEACHERS CAN WORK IN TEAMS BASED ON THE SITE GOALS THAT WE HAVE IN OUR S SCRIMPROVE PLANS. WE WILL ALSO HAVE SOME TIME, A SLIVER OF TIME FOR STAFF WHO HAVE INDICATED SOME FEARS AROUND, DISTRICT-WIDE MANDATES. WE WILL HAVE SOME DISTRICT FUNDING BUT OVERALL TIME WILL BE AT SITES BASED ON SCHOOL GOALS. WE WILL ALSO PROVIDE SOME TIME FOR STAFF, THAT THEY JUST NEED TO GET SOME WORK DONE INDIVIDUALLY. THE MAJORITY OF THE TIME WILL BE TEAM COLLABORATION-BASED. SOME CLARIFICATIONS AS WELL. ELEMENTARY WOULD BE RELEASED 2 HOURS AND 15 MINUTES EARLY ON FRIDAYS. NOT HALF DAYS, ACCORDING TO THE PAPER. HIGH SCHOOLS, WOULD APPROXIMATELY BE RELEASED 2 HOURS AND 30 MINUTES EARLY ON FRIDAYS. NOT HALF DAYS. THAT'S IMPORTANT. I CAN TELL YOU THAT WITH CERTAINTY BECAUSE I'VE RUN ALL THE HOURS IN TERMS OF STATE STATUTE OVER AND OVER AGAIN. THE OTHER PIECE THAT'S IMPORTANT TO THE CONVERSATION. IT'S NON-EDUCATIONAL RELATED, IS OUR TRANSPORTATION DEPARTMENT. HOLBY HAS BEEN VERY OPEN, AND FLEXIBLE, BRAINSTORMING WITH US TO MAKE HOW TO MAKE THIS HAPPEN, TO MAKE SURE WE HAVE TRANSPORTATION TO ACTIVITIES, BUT ALSO OUR NORMAL PROCESS CAN CONTINUE WITH BUS ROUTES WITH ONE POSITIVE ASPECT, PENDING FRIDAYS. THIS ACTUALLY MAKES OUR TRANSPORTATION DEPARTMENT MORE EFFICIENT, ESPECIALLY IF ROUTES WRAP UP AROUND 2.30. NOW WE'VE OPENED UP SOME POTENTIAL DRIVER SLOTS FOR FRIDAY, SATURDAY, AND SUNDAY ACTIVITY BUSES, WHICH WE'VE STRUGGLED WITH. I'M NOT ADVOCATING THAT BE THE REASON, I JUST WANTED TO MAKE SURE THAT THE BOARD WAS AWARE OF SOME OF THE TRANSPORTATION DYNAMICS. THE PROFESSION OF TEACHING HAS CHANGED, WE ARE NO LONGER IN POSITIONS WHEN I WAS IN SCHOOL WITH A TEACHER SHUT THEIR DOOR, TALKED, AND LEFT. THAT IS THE EDUCATIONAL LOTTERY OF KIDS. IT'S NOT WHO YOU GET, IT'S THE TEAM YOU GET NOW. TEACHERS NEED TO LEAN ON EACH OTHER. THEY NEED TO COMPARE DATA, AND THEY NEED TO HELP EACH OTHER BY SHARING TEACHING PRACTICES, [01:30:01] SHARING STUDENT DATA, AND LEARNING TOGETHER. WE ARE CONFRONTED WITH SOME CHALLENGES. I'M VERY INTERESTED IN CONTINUING THIS CONVERSATION. PERHAPS COMPROMISING ON DIFFERENT MODELS. I DID NOT WANT TO TAKE THE EVENING AND GO THROUGH THIS ENTIRE REPORT WITH YOU BECAUSE IT'S DETAILED AND HAS A LOT OF DATA IN IT. I DID WANT TO EXPLAIN TO YOU MY NEXT STEPS. AGAIN, TOMORROW'S APPARENT MEETING IS AT 6:00. A SURVEY HAS GONE OUT TO STAFF, JUST GARNERING OR GATHERING VERY GENERIC FEEDBACK WITH A VERY STRONG ASTRIC THAT THIS HAS NOT BEEN PASSED. THIS IS TO HELP INFORM THE DECISION, THE STAFF SURVEY. THEN, OF COURSE, I'M MEETING WITH PARENTS AT THE TETON LITERACY CENTER ON JANUARY THE SEVENTH. THERE ARE SO MANY ANGLES TO THIS PROPOSAL, AND VARIOUS AUDIENCES ARE IMPACTED. AGE 5, 6, 8, 9, AND 12, FAMILIES WHO HAVE CHILDREN IN MULTIPLE SCHOOLS, AND CONSISTENT RELEASE TIMES, I AM FULLY AWARE OF ALL THE VARIABLES AND ANGLES AND HOW PEOPLE WILL REACT. I'VE GOTTEN A FEW ZINGERS THIS WEEK, AS YOU CAN IMAGINE. THANK YOU FOR YOUR PATIENCE ON THOSE COMMUNICATIONS, I APPRECIATE THAT'S WHAT I HAVE FOR YOU TONIGHT, AND I'M HAPPY TO ANSWER SOME QUESTIONS AND HAVE A CONVERSATION WITH YOU OR PERHAPS GIVE ME SOME DIRECTION TOO ON WHAT YOU WOULD LIKE ME TO GO FORWARD. >> WE'VE RECEIVED CORRESPONDENCE E-MAILS AND STUFF LIKE THAT. I'VE READ THROUGH WHAT YOU'VE PREPARED SO FAR. I'VE EVEN READ THROUGH THE STUDIES THAT ARE HERE, AND WHAT I WOULD SUGGEST IS THAT I'M ONLY SPEAKING OBVIOUSLY. FOR ME, IF YOU WANT TO PERSUADE ME IS ACTUAL INFORMATION. UNFORTUNATELY, LIKE THE STUDY FLYING POLICY INSTITUTE, A SURVEY OF 44 SCHOOLS THAT ARE IN NATURE AND SPECIFICALLY STATES THAT. WE DON'T HAVE THOSE SAME VARIABLES THAT THEY HAVE. WE HAVE DIFFERENT VARIABLES. THEY HAVE DIFFERENT ISSUES. THE OTHER ONE IS FOR SCHOOLS WITH THE DEPARTMENT OF EDUCATION THAT WAS DONE RIGHT AROUND COVID, SO THERE WERE DIFFERENT VARIABLES THERE. WHAT I'M LOOKING FOR FROM YOU, WITH THIS SUGGESTION, IS INFORMATION, STUDIES, WHATEVER IT IS THAT TALKS ABOUT HOW THIS IS AFFECTED. EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT. I'LL GIVE YOU ANOTHER EXAMPLE. THAT ARTICLE WENT INTO DEPTH ON A LOT OF THINGS AS TO WHAT NEEDS TO HAPPEN TO MAKE THIS EFFECTIVE. I DON'T DISAGREE WITH YOU ON THE OVERALL CONCEPT, BUT I WANT TO BE VERY CLEAR THAT IT TALKS ABOUT A COLLABORATIVE EFFORT THAT ALLOWS TEACHERS TO HAVE SUBSTANTIVE DECISION-MAKING PROCESSES IN ALL ASPECTS OF THE SCHOOL. I'M NOT EXACTLY SURE HOW FAR YOU'RE GOING WITH SOME OF THIS AND CITING, BUT I'D LIKE TO SEE MORE INFORMATION. I REALLY HOPE THAT YOU'RE PLANNING ON NOT JUST MEETING WITH THE PARENTS HERE OR THERE, WHICH I THINK WE TALKED ABOUT THE OTHER NIGHT, WHICH IS GOING TO WHERE THEY ARE. ESPECIALLY GOING TO WHERE THE LATINO COMMUNITY IS AND LISTENING TO THEM, BECAUSE DAYCARE, CHILD PICK, ALL THESE THINGS, I KNOW, ARE GOING TO BE ISSUES FOR A LOT OF PARENTS. WE BETTER DARN WELL KNOW HOW MANY OR AT LEAST HAVE SOME GOOD ESTIMATE AS TO HOW MANY WERE IMPACTED. IT'S GOING TO BE REALLY HARD FOR ME TO SUPPORT THIS IF WE HAVE 150 PARENTS THAT ARE GOING TO NOW HAVE TO FIND AFTER-SCHOOL CARE OR LEAVE A JOB EARLIER OR DO THINGS LIKE THIS. WE ARE NOT PACKED, WE'RE JUST NOT. I'M JUST ASKING YOU FOR A LOT MORE INFORMATION ON THIS AND SOME INFORMATION ON SPECIFICS AS TO WHAT PDS YOU'RE TALKING ABOUT, WHAT IS ACTUALLY GOING TO HELP COME OUT OF THAT, AND HOW THE STAFF FEELS ABOUT IT. THAT'S JUST ME. I'M SORRY, BUT I'M FAT-DRIVEN. I'M GOING TO NEED TO SEE THAT INFORMATION. >> SURE. ABSOLUTELY. THANK YOU, TRUSTEE BOSCH. THESE ARE GOOD QUESTIONS. [01:35:01] >> [BACKGROUND] DR. CHRIS, FROM YOUR PRESENTATION, THE CALCULATION I MAKE IS THAT K-5 WILL HAVE 57 HOURS, LESS OF INSTRUCTION, WHICH EQUATES TO EIGHT DAYS OF SCHOOL OVER THE YEAR, AND THAT SEEMS LIKE A LOT TO ME TO TAKE AWAY. WE ALL SAY ALWAYS, THE CLASSROOM TIME IS THE MOST IMPORTANT THING. WHEN YOU TAKE 57 HOURS OUT, THAT REALLY CONCERNS ME. I DON'T KNOW IF THERE'S A COMPROMISE POSITION. I DO SEE THAT WORKING TOGETHER IS A REALLY GREAT THING FOR TEACHERS, AND I DON'T DENY THAT. BUT 57 HOURS FOR LITTLE KIDS. NOT SO CONCERNED ABOUT HIGH SCHOOL, BUT LITTLE KIDS, SOME OF WHOM ARE NOT READING THAT WELL, AND NEED THAT EXTRA WHATEVER IT IS, EIGHT DAYS, ALMOST TWO WEEKS AS INSTRUCTION. THAT'S PUNTING, SO THAT'S MY BIG CONCERN. IF THERE IS ANOTHER WAY TO DO IT, THINK ABOUT TAKING 2.5 HOURS AND PAYING TEACHERS TO STAY ON A PARTICULAR DAY TO DO THAT WORK AND PAYING THEM FOR IT. BE ABOUT OVER A YEAR AND BE ABOUT A STEP INCREASE, AND MAYBE THAT'S A POSSIBILITY. I JUST THINK WE HAVE TO LOOK OUT FOR OTHER POTENTIAL OPPORTUNITIES TO GET FEATURES INTO PD. YOU'RE DOING EXACTLY WHAT THIS BOARD ASKED YOU TO DO, WHICH IS TO PRIORITIZE THE PD AS THE MOST IMPORTANT THING. WE ASKED YOU TO PRIORITIZE THAT AND HOW IT WOULD LOOK, AND SO I THINK YOU'VE DONE THAT. BUT I JUST HAVE TO TELL YOU, MAN, THOSE HOURS FOR K-5, ARE VERY HARD FOR ME JUST TO FOLLOW UP. >> THANK YOU, TRUSTEE MAY >> KATE I AGREE WITH YOU, AND THAT WAS ONE OF THE REASONS THAT I WAS ASKING EARLIER DURING THE SUPERINTENDENT'S REPORT BECAUSE I THINK SOMETIMES WHEN THE PD IS EMBEDDED DURING THE SCHOOL DAY, THERE ARE JUST AS MANY MISSED HOURS WITH THE TEACHER BECAUSE THERE'S A SUBSTITUTE IN THE CLASSROOM. I DON'T HAVE THOSE FACTS, SO THAT'S AN ASSUMPTION FROM THINGS THAT I'VE HEARD OVER THE YEARS AND HAVE HAD SOME CONTACT WITH THE SCHOOLS. I WANT TO MAKE SURE THAT THAT HOLDS OUT TOO, BECAUSE I THINK IF THE KIDS ARE MISSING FACE-TO-FACE TIME WITH THEIR ACTUAL CLASSROOM TEACHER, CLOSE TO THAT MANY DAYS BECAUSE OF SUBS, BECAUSE OF PD, THEN THAT NEEDS TO BE DRAWN OUT TOO. BECAUSE THEN IT'S THEN IT'S A MORE APPLES-TO-APPLES VERSUS APPLE STORE? >> YES. THANK YOU FOR THAT. >> DID YOU HAVE SOMETHING? >> I DO. >> OKAY. [LAUGHTER] >> THANK YOU. MY HEAD IS JUST SPINNING WITH IT ALL, ESPECIALLY ALL THE CONVERSATIONS THAT I'VE HAD. I FEEL THAT WE HAVE AN OPPORTUNITY, BUT ALSO A CHALLENGE TO COMMUNICATE, TO OUR PARENTS AND OUR COMMUNITY. I HEAR FROM EDUCATORS AND IN THE PRESENTATIONS AND IN CONVERSATIONS. THEY NEED MORE TIME TO COLLABORATE. THEY CAN BE AS IMPACTFUL AND THE BEST TEACHERS THAT WE AS PARENTS WANT THEM TO BE. THOSE TEACHERS ARE PARENTS ALSO. THIS IMPACTS A LOT OF TEACHERS AS WELL. IT GOES BACK TO AS WELL THAT IT'S BASE GRADING, HOW DO WE COMMUNICATE THIS TO OUR COMMUNITY, TO OUR PARENTS THAT SAYS, THIS IS GOING TO BE THE GREATEST IMPACT, OFTEN THE GREATEST IMPACT FOR YOUR CHILD'S EDUCATION. FOR THE CHILD THAT'S STRUGGLING, THIS IS GOING TO PROVIDE A BETTER PATH BECAUSE THE TEACHERS CAN [01:40:01] COLLABORATE AND COME UP WITH A SOLUTION AND EXTRA HELP FOR THAT CHILD. AT THE SAME TIME, FOR WHEN THE STUDENTS ARE BEING RELEASED EARLY, ESPECIALLY THROUGH THE K25. WHEN SOMETHING LIKE THIS IS PRESENTED, GIVING GREAT CONFIDENCE TO THE PARENTS. SCHOOL DISTRICT IS NOT A DAYCARE, BUT IN A WAY IT IS A DAYCARE. WE HAVE TO GIVE PARENTS THE CONFIDENCE THAT THERE'S GOING TO BE SOMETHING MEANINGFUL FOR THEIR CHILDREN IF THERE IS AN EARLY RELEASE. JUST LOOKING AT THE TRANSPORTATION AS WELL, AND I DON'T KNOW IF I READ THIS INCORRECTLY, BUT IT LOOKS LIKE THERE'S TRANSPORTATION TO SOME PROGRAMS WHEN THE EARLY RELEASE HAPPENS. BUT THEN LET'S SAY THAT'S DONE AT 3:30 OR FOUR O'CLOCK. THEN WHAT HAPPENS? BECAUSE MAYBE A LOT OF PARENTS RELY ON THEIR STUDENTS BEING RIDING THE BUS AT THE END OF SCHOOL DAY WITH THE HOME DROP OFF ITS. THOSE ARE SOME QUESTIONS THAT WE GOT TO FIGURE OUT AS WELL. I'M NOT SAYING SCRAP THIS ALL TOGETHER. WHAT ARE THE OTHER OPTIONS? HOW CAN WE LOOK AT THEM SIDE BY SIDE? WHEN WE SEE THAT THESE DAYS ARE SEQUENTIAL, MEANING EVERY FRIDAY, HELPING PEOPLE UNDERSTAND, WHAT'S THE BENEFIT OF HAVING THIS EVERY WEEK RATHER THAN WHAT I HEARD, WELL, WHY NOT DO IT EVERY OTHER WEEK? WHY NOT DO IT ONCE A MONTH? BECAUSE FOR SOME PEOPLE'S PERSPECTIVE, IT'S AN EARLY RELEASE, BUT THERE ARE OBJECTIVES THAT YOU WANT TO ACCOMPLISH BY HAVING THESE PLANNING SESSIONS EACH WEEK. I THINK WHEN THIS INFORMATION COMES OUT, IT'S IMPORTANT TO SHARE THAT IN A FASHION THAT PEOPLE CAN DIGEST QUICKLY AND EASILY. THEN ALSO NOT MISINTERPRET BECAUSE IF THE NEWSPAPER WROTE, HEY, IT'S A HALF DAY FOR STUDENTS, AND YOU'RE SAYING, NO, IT'S NOT A HALF DAY FOR STUDENTS. MAYBE THE WAY THE INFORMATION WAS PRESENTED JUST WASN'T CLEAR ENOUGH FOR EVERYONE. IF IT'S AGAIN A LOT OF PEOPLE READING THE NEWSPAPER AND SO NOW A LOT OF PEOPLE THINK THAT IT'S A HALF DAY. I AM SO FOR THE COLLABORATION OPPORTUNITIES THAT WE CAN PROVIDE TO STAFF. I SEE THAT THEY NEED IT. I GO BACK TO WHAT BETSY SAID WITH WHEN YOU HAVE THE SUBSTITUTES. WE ARE BLESSED TO HAVE THE SUBSTITUTES THAT WE HAVE. BUT IT IS DIFFERENT HAVING SUBSTITUTE FROM THE TEACHER. THERE IS A LOSS OF LEARNING, FROM THE STUDENTS WHEN THERE IS A SUBSTITUTE TEACHER. I APPRECIATE THE TIMELINE THAT WE HAVE. BUT I THINK THERE'S A LOT OF SOLUTIONS THAT PARENTS PROBABLY WANT TO KNOW AND INFLECTION THAT THEY HAVE THAT WE GOT TO ANSWER FOR IT. YOU PUTTING THIS OUT THERE, DOCTOR RISK IS YOU WALKING THROUGH TARGET. [LAUGHTER] WHATSOEVER, AND I APPLAUD YOU FOR BEING THIS BRAVE PUTTING YOURSELF OUT THERE FOR THIS. >> THANK YOU ABRAMS, I'VE DONE SOME DEEP REFLECTION ON THAT COMMENT. [LAUGHTER] MEMBERS OF THE BOARD WHO HAVE BEEN HERE A LONG TIME. I'LL PROBABLY. YOU WANT TO DO THIS AGAIN? [LAUGHTER] I'VE TAKEN SOME BULLETS IN MY TENURE. [LAUGHTER] I WILL I APPRECIATE THIS. THIS IS VERY VALUABLE. FRANCIS SCARLET, I DIDN'T KNOW IF YOU WANTED TO MAKING SURE I'M THOROUGH WITH. >> WELL, MY BIGGEST FEAR IS LOOKING AT WHERE IS THE PROGRESS THAT WE'VE MADE, ESPECIALLY AT THE ELEMENTARY SCHOOL LEVEL? I'M JOIN TRUSTEE MEADE. HOPEFULLY I CAN SAY THAT. I'M CONCERNED ABOUT MAKING A CHANGE TO MESS UP A GOOD THING. THINK OF COCA COLA NUMBER 1 SO IN THE WORLD. THEY ROLLED OUT NEW COKE. IT WAS GOING TO BE PATTER. [01:45:01] WE COKE. THAT'S NO LONGER ANYWHERE. ANOTHER THOUGHT. I INSTEAD OF DOING A EARLY RELEASE, WOULD THERE BE ANY REASON WHY WE COULDN'T DO A LATE START? SO ON A MONDAY MORNING, I KNOW THE COMMUNITY SCHOOL OVER HERE DOES A STANDARD START. THAT BE MORE TENABLE? YOU'RE GOING TO LATE START TO ALLOW THE TEACHERS TO COME IN ON A MONDAY MORNING AND THEN BE ABLE TO APPLY WHAT THEY DISCUSS THE REST OF THE LESS. >> IN REAL TIME. >> IN REAL TIME. JUST AN ALTERNATIVE BECAUSE I DO BELIEVE TRUSTEE COLLABORATION IS IMPORTANT. >> I HAD A FEW MORE COMMENTS OR REQUEST. I LOOK FORWARD TO SEEING THE FEEDBACK THAT YOU GET FROM STAFF CONCERNING THAT, I THINK THAT'S REALLY IMPORTANT BECAUSE I WANT TO KNOW THAT IF WE ARE GOING TO LOOK AT THIS DEEPLY THAT STEP REALLY ARE APPRECIATING, AND NEED AND WANT AND SEE THIS AS A GOOD SOLUTION. I AGREE WITH TRUSTEE ABRAMS, AND I ASKED THIS IN GOVERNANCE THE OTHER DAY, AND I CAN SAY IT OR ASK IT AGAIN. BUT IN THE PAST WITH CREST, THERE WEREN'T ALWAYS ENOUGH POSITIONS FOR ALL THE KIDS THAT NEEDED THEM. I THINK IF WE WERE TO MOVE FORWARD WITH SOMETHING LIKE THIS, WE NEED TO GUARANTEE THAT ALL THOSE K5 KIDS HAVE SOME TO GO. THAT'S SAFE AND ENRICHING. WE HAVE AMAZING COMMUNITY COLLABORATORS THAT DID AMAZING THINGS DURING THE REST DAYS, PARTICULARLY DURING THE PANDEMIC AND SO I KNOW IT CAN BE DONE. IT JUST NEEDS TO BE DONE TO MAKE SURE THAT THAT'S THAT'S FOR ALL. I THINK THAT AGAIN, IT'S A TRUST THING, PEOPLE WANT TO TRUST THAT WHAT WE SAY WE'RE GOING TO DO, WE'RE GOING TO DO IF WE MOVE FORWARD WITH THIS. I THINK OVER THE LAST SEVERAL YEARS, WE'VE LOOKED AT DIFFERENT WAYS TO FIND THIS TIME FOR THE START. I THINK WE NEED TO FIND SOMETHING THAT IS GOING TO WORK AND IT'S GOING TO WORK FOR EVERYBODY, AND IT'S GOING TO SUPPORT EXCELLENCE IN THE SCHOOLS AND ALLOW IT TO BE CONSISTENT BECAUSE OVER THE LAST THREE YEARS, WE'VE TRIED SOME DIFFERENT THINGS, LIKE WE HAD THE FLEX FRIDAYS, AND NOW WE HAVE THE FLEX FRIDAY. AT THE SECONDARY LEVEL, BUT NOT IN THE ELEMENTARY SCHOOLS AND THERE'S ALMOST NO DAYS. YOU KNOW WHAT I MEAN. I THINK SOME OF THAT WAS BECAUSE IT WAS NOT AS PREDICTABLE. IT WAS PREDICTABLE FOR US, BUT IT WASN'T PREDICTABLE FAMILIES, I THINK THIS IS A REALLY IMPORTANT TOPIC. THERE'S A LOT OF THING NEEDS THAT NEED TO BE MET AND WE NEED TO FIGURE OUT THE BEST WAY TO DO IT AND STICK WITH IT FOR YEARS. >> MAYBE JUST A FEW CLOSING COMMENTS AND I'LL WRAP IT UP. I THINK THE GOAL FROM THE VERY BEGINNING WAS TO ENSURE THAT EVERY PARENT WOULD HAVE A PROGRAM, A QUALITY. LET ME BACK UP. QUALITY PROGRAM OPTION 1-4 WRITINGS. ALSO TO ENSURE THAT PARENTS CAN GET INTO THAT PROGRAM WITHOUT ANY BARRIERS. I SAY THAT FROM THIS STANDPOINT OF THE LAST THING THAT WE WANT TO CREATE IS FAVORITISM TOWARD A PARENT WHO HAS THE ABILITY TO WORK BEHIND A SCREEN ALL DAY, WAITING FOR THE SIGN UP WINDOW TO HIT, GET IN AND OTHER PARENTS ARE LEFT OUT. WE WANT TO AVOID THAT. IF THAT ADDRESSES SOME IMMEDIATE QUESTIONS IN THE PUBLIC AND THIS ROOM. THE OTHER PIECES IS, KATE, I HEAR YOU LOUD AND CLEAR ON THE TIME. I THINK YOU'VE KNOWN ME LONG ENOUGH TO KNOW THAT I'M AN ADVOCATE FOR GREAT TEACHING. I DO BELIEVE IT IS LESS TIME. NATIONALLY, WE'RE THERE, BUT THAT WE'RE IN WYOMING. BUT NATIONALLY, WE'RE IN THE SAME BALLPARK. I DO BELIEVE THAT IF A TEACHER CAN PLAN MORE IN A BETTER FASHION, IT'LL BE BETTER QUALITY. ALTHOUGH I KNOW THAT'S A VERY SUBJECTIVE STATEMENT. THE SUB IMPACT IS A BIG ONE. [01:50:04] I FEEL LIKE SOMETIMES WHEN WE'RE MOVING AND PUSHING AND TRYING TO DO THE RIGHT THING, SECURING SUB-SKILLS A LITTLE. DOESN'T I DON'T LIKE THE LACK OF CONSISTENCY OF THAT CONVERSING BEING IN THE CLASS. I MY CURRENT ROLE AS A PRINCIPAL AS A TEACHER. IF YOU TALK TO TEACHERS, CREATING SUB PLANS IS HARDER THAN BEING GONE SOMETIMES. IT'S A CONVERSATION. TRUSTEE BOSCH, YOU BROUGHT UP SOME GOOD POINTS ABOUT TEACHER INVOLVEMENT. YOU CAN BE REST ASSURED THAT EVERY BUILDING IN THIS DISTRICT, EVERY SCHOOL HAS WHAT WE CALL A GUIDING COALITION, THAT MAKES DECISIONS WITH THE PRINCIPAL. EACH MEMBER ON THAT GUIDING COALITION IS A FACILITATOR AND TEACHER LEADER OF A LARGER TEAM. THERE'S REPRESENTATION AT EACH SCHOOL WHERE TEACHER VOICE IS ELEVATED. THE AFTER SCHOOL CARE QUESTION MARK, IS A REAL ONE, TRUSTEE, BOSH. THERE'S A LOT OF FEARS ON THAT. IF WE LOOK AT DIFFERENT ALTERNATIVES, THIS PLAN IS JUST GETTING US STARTED TALKING ABOUT IT. IT WOULD BE A GOAL OF OURS WITH A FIRM COMMITMENT TO MAKE SURE PEOPLE HAD THAT CARE FOR THAT COUPLE OF HOURS THAT THEY NEEDED. PARENTS WERE NOT CONFRONTED WITH ADDITIONAL STRESS, BUT I'LL GO TO WORK A LITTLE BIT BRING UP WITH SOME DIFFERENT IDEAS. I APPRECIATE THE BOARD HEARING THIS LONG CONVERSATION. IT IS A BIG ONE AND IMPORTANT ONE. WE HAVE OTHER ITEMS TO TALK ABOUT TONIGHT. TRUSTY DORAN, YOU'RE GIVING ME THE LOOK LIKE GET OFF THE PODIUM? [LAUGHTER] >> I'M THINKING HARD. I'M THINKING ABOUT WHAT WE DID IN THE 1940S. NOBODY HAD MONEY OR ANYTHING IN THE SCHOOLS. WHAT WE DID ON FRIDAYS IS THE ARTS, THE WHOLE SCHOOL, ESPECIALLY THE K THROUGH FIVE SCHOOLS. IF YOU COULD HIRE, A NON CONTENT AREA TEACHER OR STAFF MEMBER TO WORK IN THE ARTS WITH STUDENTS ON FRIDAYS. YOU COULD KEEP THEM THERE ALL DAY, THROUGH A REGULAR SCHEDULE. IT MIGHT NOT BE THAT EXPENSIVE. HOW MANY WE HAVE WHAT FIVE ELEMENTARY SCHOOLS? I WOULD NEED ONE PERSON AND IT WOULD TAKE SOME PROGRAMMING. THAT'S THE TIME FOR FIELD TRIPS, THAT'S THE TIME FOR PRACTICING FOR PLAYS, CHRISTMAS PROGRAMS AND SO FORTH. >> MR. DORNAN, YOU BRING UP A GOOD POINT. ONE OF THE THINGS I TO MENTION IS ANOTHER INDIRECT GOAL OF THIS IS IN THE K5 SCHOOLS RIGHT NOW, WE HAVE A SIGNIFICANT AMOUNT OF ENRICHMENT ACTIVITIES THAT HAPPEN DURING THE SCHOOL DAY. THEY'RE GREAT WINTER SPORTS TO LEARN TO SWIM. THESE ARE IMPORTANT PROGRAMS IN OUR COMMUNITY. WE DO HAVE AN OPPORTUNITY TO POTENTIALLY NOT ALL, BUT SOME OF THEM COULD SHIFT TO FRIDAYS AND YOU'RE ACTUALLY GETTING BACK MORE INSTRUCTIONAL TIME BECAUSE WE USE MULTIPLE DAYS FOR SOME OF THESE PROGRAMS. WHETHER IT BE PLAYS, AND THESE ARE IMPORTANT. BUT AGAIN, IT'S ABOUT HOW WE USE THE TIME. AND WE SHIFT SOME. AS OPPOSED TO JUST ALWAYS ASSUMING THINGS ARE THE SAME. I'LL GO TO WORK ON SOME OF THAT. APPRECIATE YOUR TIME. >> THANK YOU. >> THANK YOU. >> WE HAVE ONE REPORT AND THEN PUBLIC COMMENT. I'M HOW DO PEOPLE WE COULD EITHER POWER THROUGH THROUGH PUBLIC COMMENT AND THEN TAKE A BREAK BEFORE ACTION ITEMS, WHICH IS WHAT I'M THINKING UNLESS SOMEBODY HAS TO GET UP RIGHT COMMENT. WE'LL GO THROUGH THE CONSTRUCTION REPORT AND THEN PUBLIC COMMENT. >> GOOD EVENING, MADAM CHAIR, TRUSTEES. MY NAME IS DEAN PARCHER, FACILITIES DEPARTMENT. GOOD EVENING. BROADLY, WE HAVE FOUR CAPITAL PROJECTS UNDERWAY, A COUPLE IN DESIGN, AND ONE IN CONSTRUCTION, AND ONE ABOUT TO GO INTO CONSTRUCTION. I'LL START WITH THE FIRST PROJECT THAT WE HAVE UNDER CONSTRUCTION, WHICH IS OUR 24 UNIT EMPLOYEE HOUSING PROJECT. WE SHOULD HAVE THE ARCHITECT. >> [INAUDIBLE] >> I WANTED THE OPPORTUNITY TO INTRODUCE THE BOARD TO NEIL ZERN, [01:55:01] OUR PROJECT ARCHITECT WITH WICK ARCHITECTS. I'LL JUST GIVE A MOMENT. IS HE ON? >> HE IS ON. >> HE'S NOT. HAPPY TO HAVE YOU. >> YES, GOOD EVENING. >> WELCOME, NEIL. CAN YOU HEAR US? >> YES. THANK YOU. >> IF YOU HAVE ANY QUESTIONS FOR HIM OR I, EITHER OF US CAN ANSWER QUESTIONS. THE EMPLOYEE HOUSING UNIT IS A PROJECT THAT WAS FUNDED THROUGH SPED FUNDS. WE'RE UNDER CONSTRUCTION AND THE BUILDING IS A 24 UNIT EMPLOYEE HOUSING PROJECT. LIKE I SAID, WE HAVE 14 ONE-BEDROOM UNITS, EIGHT TWO-BEDROOM UNITS, AND TWO THREE-BEDROOM UNITS. CONSTRUCTION IS GOING WELL. IT WAS VERY BUSY ON THE SITE OVER THE LAST FEW WEEKS, SO THEY HAVE FINISHED POURING THE FOUNDATION AND THE FOUNDATION WALLS. THEN I DON'T KNOW IF YOU ALL NOTICED THERE WAS A BIG CRANE AND THEY LIFTED THE PRECAST T'S, WHICH IS THE FIRST LEVEL OF THE BUILDING. WE GOT THAT DONE. IT'S REALLY STARTING TO TAKE SHAPE. WITH THAT, AS FAR AS A FINANCIAL UPDATE, THERE'S NOT A BIG UPDATE ON THIS PROJECT SINCE I WAS LAST BEFORE THE BOARD BECAUSE WE DIDN'T RECEIVE THE NEXT PAYOUT. I THINK WITH THAT, I'LL STAND FOR QUESTIONS ON THIS PROJECT. >> ANY QUESTIONS ON THE EMPLOYEE HOUSING PROJECT? >> THAT'S GREAT. >> THANK YOU. THEN LASTLY, I GUESS, TWO THINGS THAT WE DID EXTEND AN INVITATION TO THE BOARD TO COME WALK THE SITE WITH US ONCE A MONTH. WE'RE HAPPY TO HAVE ANYBODY THERE, AND THEN NEIL WILL BE ON THAT WALK AS WELL, AGAIN, AS WELL AS THE SUPERINTENDENT OF SHAW CONSTRUCTION SO THEY CAN ANSWER QUESTIONS, AND THEN NEIL WILL BE IN PERSON AT THE NEXT MEETING AND WE WERE GOING TO PRESENT SOME MATERIAL SELECTIONS AND GIVE YOU A COUPLE LITTLE MORE UPDATE ON THE INTERIORS ON THE PROJECT. THAT'S THAT FUND. THE NEXT PROJECT I WANT TO GIVE YOU UPDATE ON IS THE TRANSPORTATION FACILITY. WE ARE BUILDING A NEW 20,000 SQUARE FOOT TRANSPORTATION FACILITY, WHICH IS A COMBINATION OF NEW MECHANICAL BAYS WHICH ARE VERY SORELY NEEDED, SO WE'RE VERY EXCITED TO HAVE IT AND OFFICES. THIS PROJECT IS FUNDED BY THE STATE. THE CURRENT FACILITY WE HAVE WAS IN VERY LOW CONDITIONS, SO THE STATE ALLOCATED FUNDING FOR THIS PROJECT. THE CURRENT STATUS OF THE PROJECT IS WE JUST RECEIVED THE 95% CONSTRUCTION DOCUMENT SUBMITTAL. WE DIDN'T HAVE IT IN TIME FOR THIS MEETING. AT THE NEXT MEETING, WE'LL BRING THAT FORWARD FOR YOU TO REVIEW AND ALSO CONSIDER THE NOTICE TO PROCEED. THIS PROJECT IS SLATED TO GO OUT FOR BID IN FEBRUARY AND WE'LL START CONSTRUCTION THIS SUMMER. >> MORE QUESTIONS? >> QUICK QUESTION. ONCE WE START CONSTRUCTION [INAUDIBLE] FOR 18 MONTHS. >> EIGHTEEN MONTHS. PART OF THAT IS THERE'S SOME LOGISTICS WITH BUILDING THE NEW FACILITY, MOVING THE EXISTING DEPARTMENT OVER, AND THEN DEMOLISHING THE BUILDING THAT THEY INHABIT NOW WITH THAT. >> CALLING THIS BUILDING. IT'S NOT THE BUS BARON ANYMORE. >> TRANSPORTATION FACILITY. AGAIN GRADED. >> MAYBE MR. HANSEN. [LAUGHTER]. >> WITH THE FIGURE EIGHT? >> THANK YOU. >> THANK YOU VERY MUCH. THAT BRINGS US TO THE END OF REPORTS. >> TRUST CHAIRMAN. TRUSTEE DORNAN AND WE DID NOT GET THIS ON THE AGENDA. BUT SHE WANTED TO MAKE COMMENT ABOUT THE FUND FOR PUBLIC EDUCATION. DO YOU HAVE THAT DOCUMENT IN FRONT OF YOU OR WOULD YOU LIKE ME TO ASSIST. I WILL ASSIST. TRUSTEE DORNAN AND NOW TRUSTEE BOSCH ARE THE REPRESENTATIVES FOR THE FUND FOR PUBLIC EDUCATION. THEIR BOARD MEETS REGULARLY. THEY FUND FOR PUBLIC ED WANTED THE TRUSTEES TO KNOW THAT THEY'RE DOING WORK ON BEHALF OF THE SCHOOL BOARD AND THEY WANT AND THEY'RE EAGER FOR DIRECTION FROM THIS BOARD TO HELP THEM FRAME THEIR FUTURE. AS WE ALL KNOW, AND I'M GUILTY OF THIS AS WELL, AS SOON AS WE THINK OF A FUNDING CHALLENGE, I ALWAYS GO, LET'S GO ASK THE FUN FOR PUBLIC END. THEY CAN HELP US BECAUSE THEY'VE DONE SUCH AN AMAZING JOB IN SUPPORTING AND RAISING FUNDING FOR THE SCHOOL DISTRICT. [02:00:02] IT USED TO BE MORE LIKE THE CHERRY ON TOP OF THINGS THAT WE COULDN'T AFFORD TO DO. BUT AS YOU'LL HEAR FROM THEIR LIST OF PRIORITIES THAT THEY'RE WORKING ON, IT HAS BECOME THE FOUNDATION AND THE THINGS THAT WE CANNOT DO. FOR EXAMPLE, THE FUND HAS FOCUSED EFFORTS IN FIVE KEY AREAS, SUBSIDIZED MEALS, STUDENT MENTAL HEALTH, IN SCHOOL DENTAL SCREENINGS, SCHOLARSHIPS, AND ENSURING KIDS HAVE THE MATERIALS THEY NEED TO SUCCEED IN THE CLASSROOM, WHICH INCLUDES WINTER CLOTHING, SCHOOL SUPPLIES, AND SNACKS. THE GOAL OF THE FUND FOR PUBLIC ED THIS YEAR IS TO RAISE 1.2 MILLION DOLLAR FOR THESE INITIATIVES. OF COURSE, I ASK AND THEY ASK THAT EVERYONE PLEASE DO AN END OF YEAR GIFT TO THE FUND FOR PUBLIC ED TO SUPPORT THE DISTRICT. ALSO HELP SPREAD THE WORD. YOU CAN GIVE ONLINE, DROP DONATIONS OFF OF THE DISTRICT OFFICE OR SEND THEM VIA THE MAIL. I'M SURE MY FAMILY IS GOING TO BE EXCITED TO KNOW THAT THEY ARE GETTING END OF THE YEAR GIFT DONATIONS IN YOUR NAME. [LAUGHTER] INDEPEND YOU NEED A HOLIDAY GIFT. I'LL JUST MAKE THAT SUGGESTION. ALSO, A QUICK REMINDER TO THE FAMILIES OF OUR SENIORS. SCHOLARSHIP APPLICATIONS ARE DUE JANUARY 17 AT 5:00 P.M. THE FUND FOR PUBLIC EDUCATION IS CONTINUING TO OFFER OFFICE HOURS SCHEDULED AT THE HIGH SCHOOL AND IN THE OFFICE HERE FOR ANYONE. WHO WOULD LIKE SOME HELP IN SUBMITTING THOSE APPLICATIONS. THANKS FOR THAT AND I APPRECIATE TRUSTEE DORNAN FOR BEING A MEMBER OF THAT BOARD AND REMINDING ME, I FORGOT TO PUT IT ON THE AGENDA. >> IF I CAN ADD TO THAT, ONE OF THE THINGS WE'D LIKE THE BOARD TO CONSIDER IS SETTING SOME PRIORITIES FOR US. THAT LAST SUMMER, FOR INSTANCE, WE RAISED $85,000 FOR SCHOOL LUNCHES JUST FOR SUMMER. WE RAISED 1.2 MILLION FOR SCHOLARSHIPS, AND THIS WAS JUST THE BEGINNING. WE'RE DOING DENTAL SCREENING AND MENTAL HEALTH INITIATIVES AND ALL THINGS. WE'RE BEGINNING TO GET TO THE POINT WHERE WE SAY WE CAN'T DO IT ALL. WE WOULD LIKE THE BOARD TO SIT DOWN AND HELP SET PRIORITIES. >> SEEMS LIKE THAT WOULD BE A GOOD FUTURE AGENDA ITEM. REPORT AND CONVERSATION. >> THANK YOU. ANYTHING ELSE? THAT BRINGS US TO PUBLIC COMMENT. [G. Communication to the Board - Public Comment] THIS IS THE TIME TO COME UP, AND GIVE FEEDBACK ON THINGS NOT ON THE AGENDA TONIGHT, THAT MEANS THINGS THAT ARE NOT IN ACTION ITEMS WHERE THERE'S AN OPPORTUNITY FOR PUBLIC COMMENT WITHIN EACH ACTION ITEM. YOU WILL HAVE THREE MINUTES TO GIVE COMMENT. ONE THING THAT I WOULD SAY BASED ON TONIGHT'S CONVERSATION JUST A MINUTE AGO AND NEWSPAPER ARTICLES AND THAT THING IS THAT IT WAS VERY CLEAR DURING THE REPORT THAT THIS IS A TOPIC OF CONVERSATION. IT IS BEING DISCUSSED. WE'RE LOOKING AT PROS AND CONS. THIS IS NOT A DECISION THAT'S BEEN MADE, AND SO WE WANT TO HAVE PUBLIC COMMENT ADD TO THE CONVERSATION IN RECOGNITION THAT A DECISION HAS NOT BEEN MADE. WITH THAT, IS THERE ANY PUBLIC COMMENT IN THE ROOM? >> COME ON. >> IT A MINUTE TO GET. >> HI EVERYBODY. MY NAME IS KATIE MURPHY. I DID NOT COME HERE PREPARED TO SPEAK TONIGHT, BUT THANK YOU FOR THE OPPORTUNITY. I'VE JOTTED DOWN SOME NOTES BECAUSE I THOUGHT THIS WAS A REALLY INTERESTING INFORMATIVE MEETING. I COME FROM A PLACE OF GRATITUDE FOR EVERYONE HERE, TRUSTEES, ADMINISTRATORS, EVERYONE. I SEE A LOT OF FRIENDLY FACES. I LOVE THAT ABOUT OUR SMALL TOWN. I HAVE TWO YOUNG CHILDREN, ELEMENTARY AGED AT COLDER. I HAVE SOME FEEDBACK QUESTIONS AND THINGS THAT I WANT TO RAISE. I'LL WRITE AN E MAIL TO SO YOU HAVE IT, BUT I WAS REALLY HEARTENED TO HEAR ALL OF YOUR THOUGHTFUL FEEDBACK ACROSS THE PANEL AS WE'RE LOOKING AT SUCH A BIG CHANGE. [02:05:02] BUT I DO HAVE ADDITIONAL QUESTIONS SUCH AS THE IMPACT ON OUR FRIDAY ELEMENTARY KIDS THAT ARE ALREADY MEETING AFTER SCHOOL CARE ON FRIDAYS. THEY'RE ALREADY TAKING A BUS FROM SCHOOL TO SOMEWHERE AT 2:45, WHETHER IT'S THE REC CENTER OR TO JEN OR WHEREVER THEIR PARENTS CAN FIND AFTER SCHOOL CARE. NOW ARE THOSE KIDS TAKING A BUS TO AN AFTER SCHOOL PROGRAM AND THEN MAYBE OR MAYBE NOT HAVING TRANSPORTATION TO WHAT THEY THEN GO TO AS THEIR AFTER SCHOOL PROGRAM. BECAUSE FOR THE VAST MAJORITY OF FAMILIES, AS A PARENT, I CAN TELL YOU, KIDS AREN'T ALWAYS GOING HOME AND ABLE TO GO HOME TO A HOUSE AT 3:00 ON A FRIDAY AFTERNOON. NOW WE'RE SHUTTLING THEM AND FOR A KID, THAT'S AN ACTIVE DAY. THERE'S A LOT OF EXHAUSTION IN TRANSITIONS AND TRANSPORTATION. THAT'S SOMETHING THAT I WOULD REALLY LIKE TO SEE DELVED INTO A LITTLE DEEPER. FRANTICALLY LOOKING FOR MY NOTES, I KNOW THAT TIME IS COUNTING DOWN ON ME. I WAS HOPING SOMEBODY ELSE WOULD GO FIRST. >> I COULD BE BETTER PREPARED. BUT I ALSO I THINK THE COLLABORATION PIECE IS HUGE FOR TEACHERS, AND I DO WANT TO LEARN MORE ABOUT ALTERNATIVES THAT WERE THOUGHTFULLY EXAMINED AND FOR ONE REASON OR NOT ANOTHER CROSSED OFF THE LIST AS THIS WON'T WORK BECAUSE I DO FEEL LIKE THIS IS A REALLY DRASTIC CHANGE FOR OUR COMMUNITY. I THINK IT WILL AFFECT MANY FAMILIES, AS YOU'VE ALL NOTED IN MANY DIFFERENT WAYS. I THINK THANK YOU, DR. CHRIS FOR ALL OF YOUR OPPORTUNITY TOMORROW AT SIX FOR THE ZOOM CALL. I THINK WE NEED MORE NOTICE THOUGH TO OUR COMMUNITY. I BARELY GOT THIS ON MY CALENDAR BECAUSE I DIDN'T HAVE A WHOLE LOT OF NOTICE OR MAYBE I MISSED IT IF I DID. THAT'S ON ME. I WILL BE ON THE CALL TOMORROW AT SIX. I THINK IT IS CRITICAL TO MEET WITH THE FAMIES AT. BUT IT'S ALSO A LITTLE SCARY TO KNOW WE'RE GOING TO THIS HOLIDAY SEASON WHERE PARENTS ATTENTION IS DIVERTED. THAT IS JUST FACT. TO HAVE THE HINT OR SUGGESTION THAT THERE MAY BE A VOTE ON THIS AS EARLY AS JANUARY IS A THAT'S TERRIFYING BECAUSE I ALSO WANT MORE SECURITY KNOWING THAT COMMUNITY PARTNERS ARE, LIKE YOU SAID, ABLE TO ABSORB EVERY SINGLE ONE OF THESE KIDS. THANK YOU ALL. [LAUGHTER] I'LL YOU. >> DAN. >> CHAIR. BOARD. THANK YOU. DAN ABRAHAM. COMMENT AS A PARENT, BUT ALSO FOR ATTORN MONGER FIRST AND FOURTH GRADE. I USED TO BE A SECONDARY SCIENCE TEACHER FOR MANY YEARS, OR A SECONDARY SCHOOL ADMINISTRATOR WITH DR. CRISP. I VERY LUCKY TO WORK UNDER HIM AND A CURRENT SCHOOL ADMINISTRATOR AT THE ELEMENTARY LEVEL. I FEEL REALLY STRONGLY ABOUT THIS PROPOSAL IN THAT MY TEACHERS NEED MORE TIME TIME TO EDUCATE MY CHILD, YOUR CHILD, MANY OF THE OTHER MONGER CHILDREN THAT ARE IN THIS OR PARENTS ARE IN THIS ROOM. I'VE HAD SEVERAL STAFF ASK HOW TIED I AM TO WHAT IS IT 1:00- 4:00 ON FRIDAY. I'M TIED TO THE HOURS THAT TEACHERS WILL HAVE TO BETTER PLAY TOGETHER, DO A JOB THAT DOES NOT LOOK LIKE IT LOOKED. TEN YEARS AGO, WHEN I WAS STARTING AS A TEACHER 15 YEARS AGO, 25 YEARS AGO, 35 YEARS AGO. BE READY TO MEET THOSE KIDS WHO WERE BORN IN JACKSON WITH ALL THE TAIL WINDS YOU CAN IMAGINE TO COME TO SCHOOL AND WHO ARRIVED IN OUR COUNTRY ONE WEEK AGO, HAVEN'T BEEN IN SCHOOL FOR MONTHS OR YEARS. THAT'S THE JOB. WE ASKED THEM TO DO DAY AND DAY OUT. I DO NOT THINK THE CURRENT AMOUNT OF TIME THEY HAVE, AND WE HAVE SQUEEZED EVERY SINGLE BIT OUT OF THAT SCHEDULE. I DO NOT THINK THAT JOB IS SUSTAINABLE IN THE LONG RUN. I'M ASKING MY TEACHERS TO CONTINUE MONGERS GROWTH AND SUCCESS WITH THAT OVER THE LAST THREE YEARS AND PUSH IT FURTHER WITH FEWER TIMES THAT THEY CAN MEET TOGETHER THAN WE'VE EVER HAD IN THE PAST. FULL STOP. DAY IN OCTOBER, DAY AND FEBRUARY. THAT'S THE ONLY TIME IN PERSON THEY'LL BE ABLE TO GET TOGETHER AND WORK. I BROUGHT IT UP AT THE PARENT MEETING THAT IT IS NOT REASONABLE TO ASK A TEACHER IN NOVEMBER OR OCTOBER TO PLAN A MATH UNIT FOR THE BEGINNING OF FEBRUARY FOR STUDENTS THAT MAY HAVE NOT EVEN ARRIVED IN OUR SCHOOL YET. CAN'T DO IT. IT'S NOT REAL. THINGS I WANTED TO HIGHLIGHT AND SAY, I REALLY APPRECIATE, THINGS I DID NOT HEAR, BECAUSE I'VE HEARD SOME COMMUNITY CHATTER AND SOME NICE FACEBOOK TROLLING THAT OUR TEACHERS ARE LAZY. BY NO MEANS. I DID NOT HEAR. THEY DON'T CARE ABOUT OUTCOMES FOR OUR STUDENTS. I WANTED TO SAY, THANK YOU FOR THAT. I THINK IT MEANS A LOT TO KNOW FOR EVERY TEACHER IN OUR BUILDING THAT YOU CARE ABOUT THEY ARE DOING AND BELIEVE IN THEM. LEAD A TEAM OF 60 HARD WORKING CARING AND DEDICATED EDUCATORS AND STAFF MEMBERS, AND THEY APPRECIATE YOUR BELIEF IN THEIR HARD WORK. THIS LAST THING I'D SAY IS I HEARD YOU SAY YOU VALUE THAT TIME FOR EDUCATORS. THAT SEEMS PRETTY UNIVERSAL, AND YOU VALUE THOSE EDUCATIONAL MINUTES AND MAKING [02:10:02] SURE THERE'S THOSE WAKE UPS AND GO TO SCHOOL. I'M ALL FOR INCREASING THE NUMBER OF SCHOOL DAYS. I'LL TELL MY STAFF. AT A SCHOOL WITH 53% REDUCED LUNCH EVERY SINGLE DAY THAT KID COMES TO SCHOOL, EVEN IN THIS PROPOSAL GOING 175-179. THAT'S A FULL DAY THEY GET BREAKFAST AND LUNCH AND A FULL DAY OR MORE DAYS THAT THEY GET CARE, AND THEY ARE NOT INDEPENDENT AT HOME. I DO APPRECIATE THAT ABOUT. I'D ASK YOU TO BE OPEN TO REMEMBERING THIS OTHER LEVERS TO PUSH ON, WHICH WOULD BE START DATE OF SCHOOL, THE END OF SCHOOL, AND THE BREAKS WE HAVE DURING THE SCHOOL TIME. THOSE SEEM LIKE UNTOUCHABLE. BUT IF YOU CAN FIND START THE END, THE BREAKS, THE START OF THE DAY, THE END OF THE DAY, THERE ARE ONLY SO MANY PLACES TO SQUEEZE. THAT'S WHAT I THINK THIS PROPOSAL IS THE RESULT OF. SO JUST KNOW THERE'S OTHER LEVERS THAT CAN BE PUSHED IN. DR. CHRIS CREATIVE AS HECK. PLEASE CONSIDER THOSE CREATIVE CHANGES YOU MAKE. THANK YOU. >> OTHER PUBLIC COMMENT IN THE ROOM? DO WE HAVE PUBLIC COMMENT ONLINE? >> I DO NOT. >> OWING ONCE. OWING TWICE? LET'S TAKE A LET'S COME BACK AT 8:20. [H. Action Items] >> NEXT ON THE AGENDA IS THE CONSIDERATION OF THE FISCAL YEAR OF 2024 ANNUAL AUDIT. [INAUDIBLE]. >> THANK YOU, TRUSTEES. I'D LIKE TO REINTRODUCE DAVE DECORIA, OUR AUDITOR, AND WELCOME HIM TO GIVE HIS PRESENTATION. SHOULD BE PRETTY LENGTHY. >> IT'S GOING TO BE QUICK. I WANT TO BE EVERYBODY'S FAVORITE AUDITOR TONIGHT. [LAUGHTER] THIS IS NOT TO DOWNPLAY THE IMPORTANCE OF FINANCES TO THE SCHOOL, WHICH IS VERY IMPORTANT, BUT THIS IS MORE OF A REPORT THAN A CONVERSATION TYPE THING UNLESS YOU'VE GOT QUESTIONS WITH WHAT I PRESENT TONIGHT. WE'RE GOING TO GO STRAIGHT TO THIS PAGE. THIS ACTUALLY PRESENTS THE THINGS THAT I'M REQUIRED TO PRESENT TO YOU. USUALLY, WE GET A LITTLE MORE WORDY. TONIGHT I'M NOT GOING TO. THE FIRST ITEM ON THE LIST IS THE TYPE OF REPORT THE AUDITOR GAVE ON THE FINANCIAL STATEMENTS, AND IT WAS UNMODIFIED THIS YEAR. WHAT THAT MEANS BASICALLY IS THE NUMBERS THAT WE WERE GIVEN FROM KRISTIN, LAURA, AND THE STAFF, YOU CAN RELY ON THOSE NUMBERS. THEY'RE GOOD NUMBERS. WE MOVE SOME STUFF AROUND A LITTLE BIT, BUT THE BASIC NUMBERS ARE RIGHT. ONE THING THAT WE'VE DONE IS YOU NOW HAVE A HOUSING FUND. AS THE CONSTRUCTION TAKES PLACE ON THESE UNITS THAT YOU BUY, THERE WAS A PURCHASE OF A MELODY HOME THIS YEAR AS WELL. THAT'S ACCOUNTED FOR IN THE CAPITAL CONSTRUCTION FUND. BUT THEN WHEN A PROJECT IS DONE, WE MOVE IT INTO THE HOUSING FUND. THE HOUSING FUND IS PROPRIETARY FUND, WHICH MEANS WE TRY TO PAY FOR THE OPERATION OF THE HOUSING FUND WITH THE RENTS THAT YOU TAKE IN. IN REALITY, THERE'S NO WAY THAT YOU COULD CHARGE ENOUGH TO PAY FOR THE CONSTRUCTION, EVEN THOUGH THAT'S WHAT WE TRY TO DO. IN MOST CASES, WITH PROPRIETARY FUND, ESPECIALLY IN AN EDUCATIONAL SETTING IS THE CAPITAL PART OF IT IS BROUGHT IN FROM OTHER AREAS, AND THEN ONCE THE OPERATION START, WE TRY TO PAY FOR IT WITH THE RENTALS. THAT'S A NEW FUND THAT YOU HAVE THIS YEAR. INTERNAL CONTROL. WE NEED TO REPORT ON THAT. WHEN WE DO THE AUDIT, WE HAVE TO LOOK AT YOUR INTERNAL CONTROLS, NOT JUST THE NUMBERS. ARE THERE CONTROLS IN PLACE TO MAKE SURE THAT THE NUMBERS IF THERE IS A PROBLEM, THERE'S CONTROLS THAT WILL CATCH THOSE. MATERIAL WEAKNESS, THAT'S A BAD THING. THAT MEANS YOU'VE GOT A PROBLEM, AND YOU NEED TO FIX IT NOW. YOU DON'T HAVE ANYTHING LIKE THAT. SIGNIFICANT DEFICIENCIES, WE DO HAVE THOSE. WE'VE TALKED ABOUT THEM IN THE PAST, WE'LL HIT THEM VERY QUICKLY TONIGHT AS WELL. NON-COMPLIANCE. NON-COMPLIANCE HAS TO DO MAINLY WITH YOU. IT HAS TO DO WITH IS YOUR CASH PROPERLY INSURED? DID YOU GO OVER BUDGET? WE DID HAVE THE GENERAL FUND THIS YEAR THAT WENT OVER BUDGET. I KNOW KRISTIN HATES THIS. SHE REALLY DOES NOT LIKE TO GO OVER BUDGET. FOR ME, IT'S NOT THAT BIG A DEAL, QUITE HONESTLY. I'VE BEEN DOING THIS FOR 28 YEARS IN THE STATE AND I'VE SEEN PEOPLE THAT BUDGET AND THEY BUDGET WITH EVERY PENNY THEY HAVE. [02:15:02] SO THERE'S NO CHANCE THEY'RE GOING TO GO OVER BUDGET. WELL, TO ME, THAT'S USELESS. IT'S LIKE YOU'RE GOING TO BE UNDER BUDGET, BUT YOU'RE GOING TO BE UNDER BUDGET BY TWO MILLION DOLLARS ON A THREE MILLION DOLLAR COST SET. WELL, THAT DOESN'T DO ANYBODY ANY GOOD. IN THE GENERAL FUND, WHICH I THINK WAS $60 MILLION OR SOMETHING LIKE THAT SPENT, $68 MILLION, A LARGE NUMBER YOU WERE LESS THAN TWO MILLION DOLLARS OVER BUDGET COMBINED. THAT'S SOMETHING THAT YOU DON'T WANT TO DO. I'M SURE KRISTIN'S GOING TO WATCH IT VERY CLOSELY NEXT YEAR, BUT I DON'T SEE THAT AS A BIG DEAL. YOU'RE BUDGETING CORRECTLY, IN MY OPINION. FEDERAL PROGRAMS. I GOT TO REPORT ON THOSE. YOUR FEDERAL PROGRAMS THAT WE AUDITED THIS YEAR HAD TO DO WITH THE ESSER AND GEER FUNDING. WE KEEP EXPECTING THAT TO GO AWAY. IT CAME INTO BEING WITH COVID AND ALL OF THAT STUFF. BUT THIS YEAR, YOU SPENT $3.8 MILLION DOLLAR STILL IN THE ESSER FUNDS. [INAUDIBLE] IS THE EXPERT FOR THE DISTRICT. WE SAT DOWN AND HAD LENGTHY DISCUSSIONS ABOUT WHAT IT COULD BE SPENT ON, WHAT IT COULDN'T BE SPENT ON. ONCE WE CORROBORATED ON WHAT IT WAS PROPER, THEN I WENT AND LOOKED AT INVOICES TO MAKE SURE THAT IT WAS SPENT ON THE PROPER THINGS AND WITH FEDERAL MONEY, YOU HAVE TO HAVE CONTROLS IN PLACE. YOU CAN'T BE LUCKY WITH FEDERAL MONEY. YOU GOT TO BE GOOD. THE WAY THAT WE AS A FIRM HEIST THE CONTROLS, IS IF [INAUDIBLE], EXPERT AND SHE'S PROVEN, THAT'S THAT'S THE WRONG WORD. SHE'S HELPED ME DOCUMENT WHY SHE'S THE EXPERT. IF I SEE HER INITIAL ON AN INVOICE, I FEEL PRETTY GOOD ABOUT IT. THAT TELLS ME THAT THE EXPERT APPROVED IT. AND [INAUDIBLE] APPROVED ALL THE SPENDING THAT WAS DONE ON THE ESSER FUNDS. PLUS YOU WERE IN COMPLIANCE, SO WE HAD NO FINDINGS IN THE FEDERAL FUNDS THIS YEAR. >> QUESTION. STOP YOU RIGHT THERE, MADAM CHAIR. WITH THE ESSER FUNDS AT $3.8 MILLION ON PAGE 53 ON YOUR AUDIT, THAT GOES AWAY NEXT YEAR OR [OVERLAPPING]. >> THAT CAME INTO BEING, AGAIN, WITH COVID. THAT'S REALLY WHERE IT CAME IN AND WE'VE STILL GOT FUNDING THAT HAS COME INTO THE FEDERAL GOVERNMENT THAT IS TRICKLING DOWN TO SCHOOLS TO HELP WITH STAFFING. THAT'S WHAT YOU USED A LOT OF IT FOR. BUT EVENTUALLY, WE EXPECT IT TO GO AWAY, RIGHT [INAUDIBLE]? >> YEAH. >> THERE WAS KIND OF A USE IT OR LOSE IT. >> IT'LL BE IN OUR AUDIT NEXT YEAR, AND THAT WILL BE [INAUDIBLE]. >> OKAY. >> THIS IS ONE OF THE FEDERAL MONEY THAT WE SPENT ON ESSER WAS UNUSUAL BECAUSE YOU COULD USE IT TO SUPPLANT REGULAR SPENDING, WHICH IS GENERALLY A NO. THEY LET YOU GO IN AND SAY, THIS TEACHER, WE WOULD HAVE GENERALLY PAID FOR THEM WITH GENERAL FUND MONEY. WITH REGULAR FEDERAL PROGRAMS, THEN YOU CAN'T USE THAT FEDERAL MONEY TO SUPPLANT THAT. BUT THEY ALLOWED YOU TO USE GEER AND ESSER, SAY, YEAH, WE WOULD HAVE PAID FOR THAT STAFF MEMBER WITH GENERAL FUND MONEY, BUT WE'RE GOING TO GO AHEAD AND USE OUR FEDERAL MONEY INSTEAD. THAT'S SOMETHING TO LOOK AT. SOME OF YOUR FUNDING IS GOING TO GO AWAY. WE DON'T KNOW EXACTLY WHEN IT'S GOING TO HELP, BUT IT SHOULD TRICKLE DOWN IN THE NEXT YEAR OR TWO. THE FINDING. SEGREGATION OF DUTIES. I KNOW YOU HEAR IT EVERY YEAR. I STILL THINK IT'S IMPORTANT. I THINK IT'S IMPORTANT TO HEAR THAT YOUR STAFF IS NOT SEGREGATED ENOUGH. WHEN THE BOARD IS LOOKING AT SPENDING, IF THERE'S SOMETHING THAT DOESN'T LOOK RIGHT TO YOU, YOU OUGHT TO ASK THE QUESTION, BECAUSE AGAIN YOU DON'T HAVE ENOUGH LEVELS TO HAVE SUPERVISION OR WATCHDOGS. QUITE HONESTLY, THAT'S WHAT YOU'RE LOOKING AT A SEGREGATION. IF YOU'VE GOT A NUMBER OF LEVELS OF APPROVAL, THEN YOU'RE SAFER THAN IF YOU'VE GOT ONE OR TWO. THAT'S BASICALLY WHAT IT IS. YOU DON'T. THE ONLY WAY TO GET RID OF THAT IS TO HIRE A BUNCH OF PEOPLE IN THE ACCOUNTING DEPARTMENT AND CREATE THE LEVELS, AND THAT DOESN'T MAKE ANY SENSE AT ALL. THAT'S A FINDING THAT IT'S IMPORTANT, BUT REALLY NOTHING YOU CAN DO ABOUT IT. THE OTHER ONE HAS TO DO AGAIN WITH THE YEAR END CLOSE. YOUR PEOPLE DO A FANTASTIC JOB ON DAY TO DAY STUFF. [02:20:03] GETTING READY FOR THE AUDIT REQUIRES YOU TO GO FROM YOUR MODIFIED ACCRUAL BASIS OF ACCOUNTING TO THE FULL ACCRUAL ACCOUNTING BASIS. NOW THAT'S SOMETHING THEY DON'T DEAL WITH ALL THE TIME. SO I COME IN AND I ACTUALLY HELP THEM GET THOSE NUMBERS QUITE A BIT. I WOULD LIKE TO COME IN THE SPRING AND WE HAVEN'T EVEN TALKED ABOUT THIS YET. I'D LIKE TO COME IN IN THE SPRING WHEN I'M NOT GOING CRAZY ON SCHOOL DISTRICTS AND GOVERNMENTS AND COUNTIES AND STUFF LIKE THAT AND SIT DOWN AND SPEND SOME TIME GOING THROUGH WHAT I ACTUALLY DO TO COME UP WITH SOME OF THE NUMBERS THAT ARE IN THE FINANCIAL STATEMENTS. I KNOW BILL ONE TIME YOU SAID THAT WOULD NEVER GO AWAY. I STILL THINK WE CAN GET THERE, BUT IT'LL TAKE A LITTLE MORE. >> A SEGREGATION. >> YEAH. IT'LL TAKE MORE. THAT'S REALLY MY REPORT. UNLESS I'VE GOT QUESTIONS. >> I HAVE A COUPLE OF [OVERLAPPING]. >> GO AHEAD. >> THIS GETS INTO SAUSAGE MAKING. WE HAVE BEEN THE TAXPAYERS AWARDED AS THE SPED TAX DOLLARS. HOW ARE WE ACCOUNTING FOR THOSE? HOW DOES IT SHOW UP? >> THE SPED DOLLARS YOU SAY? >> THE SPED DOLLARS. DO WE SHOW A SPED RECEIVABLE? >> WELL, IT DEPENDS. THE WAY YOU COME UP WITH A RECEIVABLE IS YOU HAVE EXPENDED MONEY FOR SOMETHING THAT YOU'RE GOING TO BE REIMBURSED FROM THE STATE. THE STATE HAS GONE INTO A DIFFERENT ACCOUNTING. IT USED TO BE THAT ALL THE SPED MONEY CAME THROUGH THE SPECIAL REVENUE FUND. >> SPED, SPECIAL PURPOSE EXCISE TAX. >> YEAH. >> THE EXTRA PENNY ON SALES TAX HERE. WE WERE GIVEN $16 MILLION? >> $16 MILLION FOR A [INAUDIBLE]. >> AND $24 MILLION? >> ONLY $16.7 MILLION FOR [INAUDIBLE]. >> SO WE HAVE ROUGHLY $32 MILLION. >> IT'S NOT EVER [INAUDIBLE]. >> SO WE DON'T CARRY [OVERLAPPING]. >> NO, WE DON'T CARRY THAT. >> THAT'S NOT SHOWN ANYWHERE. >> NO. IT DOES NOT. >> I MENTIONED THIS LAST YEAR, 19, PAGE 39, ECONOMIC DEPENDENCY. THE DISTRICT RECEIVES A LARGE PORTION OF ITS FUNDING FROM THE STATE OF WYOMING. WE ONLY RECEIVE [OVERLAPPING]. >> YOU'RE A RECAPTURED DISTRICT. YOU'RE RIGHT, BILL, AND I MISSED IT, AND LET'S MAKE SURE THAT I DON'T. >> IT'S TRUE. >> WE ARE GIVEN THE AUTHORITY TO SPEND OUR MONEY. >> [OVERLAPPING] BECAUSE TECHNICALLY ALL OF THAT MONEY DOES BELONG TO THE STATE OF WYOMING, AND THEN THEY GIVE TAX [INAUDIBLE]. >> THEN THEY GIVE IT BACK WITH THE FUNDING MODEL. THERE'S NOT MANY [LAUGHTER]. >> 100% IS [INAUDIBLE]. >> WHAT SHE'S SAYING IS TRUE. BUT I GET WHAT YOU SAY AS WELL. >> TREASURY AGAIN. [LAUGHTER]. >> WE'VE GOT SEVERAL RECAPTURE DISTRICTS THAT WE ACTUALLY AUDIT. MOST OF THEM COME ABOUT BECAUSE OF MINERALS. BUT YOURS COMES AROUND BECAUSE OF YOUR SALES TAX AND PROPERTY TAX, SOMETHING LIKE THAT. IT'S A DIFFERENT DRIVER IN THE MONEY THAT YOU HAVE TO GIVE TO THE POOL, AND THEN GET MONEY BACK FROM THE POOL. BUT YEAH, MOST PEOPLE IN MINERAL TAX, THE GUYS THAT HAVE A LOT OF MINERAL AND THEN IT COMES OUT OF THE GROUND AND THEY PUT IT INTO THE KITTY AS WELL AND THEN THEY GET THEIR PROPORTIONATE SHARE BACK. I KNOW BILL THAT YOU DON'T LIKE IT. >> I WOULD LOVE FOR US TO SOMEWHERE IN THIS PUBLISH THE RECAPTURE ENTITLEMENT OUT OF [INAUDIBLE]. >> EXPLAIN THAT BETTER IS WHAT YOU'RE SAYING. >> YEAH. BEEN OVER THE 21 YEARS? >> I HAVE A HISTORICAL ANALYSIS. >> HISTORICAL ANALYSIS. SOMEWHERE, EVEN IF WE ADD IT IN AS OUR OWN SHOWING THAT OVER THE TIME, WE HAVE DONE THIS 100% FROM [OVERLAPPING]. >> WE COULD PUT IN OTHER SUPPLEMENTARY SECTION IN THE FINANCIALS IF THAT'S SOMETHING THAT YOU WOULD LIKE TO SEE. >> THE OTHER PEOPLE THAT ACTUALLY READ THIS, THERE'S PROBABLY ABOUT 10 OF US. >> I THINK YOU'RE HIGH. [LAUGHTER] >> THE ACCOUNTING DEPARTMENT, I GET A KICK OUT OF THIS. BUT I JUST THINK THE MORE WE CAN TELL THAT STORY, FOR US POLITICALLY IS IMPORTANT. >> I GOT YOU. YOU'RE RIGHT. >> BECAUSE WE'RE OUT HERE ON THE WESTERN FRONTIER DEFENDING FRONT-LINE DEFENSE OF IDAHO FROM THE REST OF THE STATE OF WYOMING AND THEY DON'T CARE. >> CAN WE ADD TO THIS ONE? >> NO. >> WE'LL DO IT >> THIS ONE IS DONE. >> WE'RE GOING TO MARK IT DOWN AND WE WILL ABSOLUTELY DO SOMETHING THAT WILL TELL THE STORY. [02:25:02] >> FOLLOW AN ADDENDUM? >> YEAH, FOLLOW AN ADDENDUM. WE'LL TRY TO MAKE SURE [LAUGHTER] OTHER WAYS. YES, SIR. >> I JUST HAVE A QUESTION FROM AN ACCOUNTING STANDPOINT WITH REGARDS TO THE SPED TAX AND THE EXPENDITURES. HOW ARE THOSE DEALT WITH IN THE AUDIT? WHERE ARE THEY REFLECTED? IS IT DONE SOMEHOW SEPARATE? >> [INAUDIBLE]. WE RECEIVED VERY LITTLE FUNDS FOR [INAUDIBLE] ACHIEVEMENT CENTER [INAUDIBLE]. WHEN WE RECEIVE THOSE FUNDS ARE COMING INTO THE CAPITAL CONSTRUCTION FUND, WHICH IS FUND 31. I COULD PROBABLY FIND IT IN THERE. IT'S LISTED AS REVENUE IN CAPITAL CONSTRUCTION. WE HAVE NOT BOOKED THOSE AS A RECEIVABLE. WE COULD. IT'S A LITTLE BIT DIFFICULT TO BOOK IT AS A RECEIVABLE BECAUSE IF SOMETHING HAPPENED, I GUESS, WITH THE COUNTY WHERE THEY SAID WE'RE NOT GOING TO DO THIS ANYMORE OR SOMETHING HAPPENED, IT ACTUALLY WOULDN'T BE A RECEIVABLE. >> IN THE FUND STATEMENT AS WELL IF YOU HAVEN'T RECEIVED IT WITHIN 60 DAYS OF YEAR END, YOU CAN'T RECOGNIZE IT AS A RECEIVABLE. >> BUT ON PAGE 40, YOU HAVE CAPITAL CONSTRUCTION AND OTHER EXPENSES, BUT THERE'S NOTHING LISTED AT ALL THERE. >> FOR REVENUE? >> NO. I'M LOOKING AT EXPENDITURES. >> THAT'S THE GENERAL FUND, THOUGH. >> THAT'S THE GENERAL FUND. I'M GETTING THERE. >> [OVERLAPPING] PAGE 42. >> WE CAN THROUGH THE AUDIT IN DETAIL. >> I'M SORRY, GUYS. I WAS TRYING TO BE HELPFUL TONIGHT. YOU'RE GREAT. NO, NOW I GOT IT. THAT'S GOING TO LOOK LIKE A REAL SHORTFALL BECAUSE WE DON'T HAVE ANY OF THE REVENUES LISTED THERE. >> EXACTLY. >> NOT NECESSARILY. THERE'S LOTS OF THINGS THAT GO INTO THE CAPITAL CONSTRUCTION FUND. THAT'S GOING TO BE ANY CAPACITY AND SUITABILITY MONEY. THAT'S ANY OF THE PROJECTS THAT WE HAVE GOING NOW. WE RECENTLY RECEIVED ESSER FUNDING FOR THE [INAUDIBLE], WHICH WAS PREVIOUSLY PAID FROM THAT CAPITAL CONSTRUCTION FUND. BUT THEN WE RECEIVED ESSER MONEY IN SEPTEMBER TO OFFSET THAT, SO WE ACTUALLY REPLACED IT. THERE'S LOTS OF INS AND OUTS IN THE CONSTRUCTION FUND. ONE YEAR IT MAY LOOK LIKE IT'S A SHORTFALL. THE NEXT YEAR, IT MAY LOOK LIKE IT'S OVER. THE REVENUES ARE EXTREMELY HIGH COMPARED TO THE EXPENDITURES. WE ALSO HAVE A SLIB LOAN THAT'S OUT THERE FOR THE EMPLOYEE HOUSING. WHAT WE'RE TRYING TO DO BECAUSE THAT'S A LOAN THAT WE'RE GOING TO HAVE TO PAY INTEREST ON, WE'RE TRYING TO KEEP THE CAPITAL CONSTRUCTION FUND AS SLIM AS POSSIBLE SO THAT WE PAY LESS INTEREST ON THE SLIB LOAN MONEY AS WE DRAW IT. BUT BECAUSE THE EMPLOYEE HOUSING PROJECT WILL PACE FASTER THAN WHAT THE SPED PAYOUT IS FOR THAT PROJECT, WE MAY HAVE TO TAP INTO THAT LOAN, WHICH MEANS THEN WE'LL HAVE TO PAY INTEREST OUT OF THE CAPITAL CONSTRUCTION FOR THOSE MONIES EVENTUALLY. THAT LOAN IS ACTIVE FOR FIVE YEARS. >> YOU MAINTAIN A SPECIFIC CASH FLOW STATEMENT WITH REGARDS TO JUST CONSTRUCTION PROJECTS THAT WE CAN LOOK AT FROM TIME TO TIME? >> YEAH. WE HAVE A MONTHLY UPDATED PROJECT LIST THAT SHOWS ALL OF OUR PROJECTS WHERE THEY ARE, AND THEN WE MAINTAIN THE FUND 31, THE CAPITAL CONSTRUCTION FUNDS IN THEIR OWN FINANCIAL STATEMENTS SEPARATELY. SO WE CAN PULL BASICALLY THE CASH BALANCE ON THAT ACCOUNT AT ANY TIME >> THANK YOU. >> THANK YOU. >> ANYBODY ELSE? THANK YOU VERY MUCH. >> THANK YOU. >> WE'RE GETTING GOOD AT THIS. >> I KNOW IT. >> WHAT'S THAT? >> WE GET SIX YEARS OF THIS. WE'RE GETTING GOOD. [LAUGHTER]. >> THANK YOU FOR BEING HERE TONIGHT. >> THANK YOU. >> NOW COMMUNITY INPUT. IS THERE ANY PUBLIC COMMENT ON THE AUDIT HERE OR ONLINE. >> SEEING NO PUBLIC COMMENT. WE HAVE A MOTION. >> MADAM CHAIRMAN, A MOVE TO ACCEPT AND APPROVED OF THE TETON COUNTY SCHOOL DISTRICT NUMBER 1 FINANCIAL AUDIT OR 30TH 2024. >> A SECOND. >> ANY BOARD DISCUSSION? SEEING NONE. WE HAVE A MOTION ON THE TABLE. ALL THOSE IN FAVOR? >> AYE. >> OPPOSED? MOTION CARRIES. WE NOW MOVE ON TO THE CONSIDERATION OF THE 2025 FORWARD MEETING SCHEDULE. >> TRUSTEES BEFORE YOU IS A DRAFT MEETING SCHEDULE. NORMALLY, WE MEET ON THE SECOND WEDNESDAY OF THE MONTH. HOWEVER, THERE ARE THREE DATES THAT ARE NOTED IN RED JANUARY 15TH, [02:30:04] APRIL 16TH, AND JULY 16TH, WHERE THOSE DATES DON'T FALL ON THE SECOND WEDNESDAY OF THE MONTH, THESE WILL BE NOTICED IN THE PAPER. THEN JUST BELOW THAT WOULD BE THE RECREATION DISTRICT MEETING SCHEDULE THAT YOU'LL BE ADDRESSING A LITTLE BIT LATER, BUT IT'S ON THE SAME DOCUMENT. IF YOU HAVE ANY QUESTIONS WE'RE HAPPY TO ANSWER. >> ANY QUESTIONS FOR DR. CHAPMAN? >> A QUESTION. >> YES. >> DR. CHAPMAN, DO WE NOTICE ALL OF OUR MEETINGS IN THE PAPER? >> THEY ARE NOTICED TWICE ANNUALLY. WE HAVE TO DO PUBLIC NOTICE IN THE PAPER AND AS SOON AS A BOARD MEETING IS PUBLISHED, AT THE VERY BOTTOM OF THIS SHEET, YOU'LL SEE TO SUBSCRIBE TO BOARD MEETING NOTICES. THEY'LL AUTOMATICALLY, SO ANYBODY THAT'S INTERESTED IN GETTING THAT REOCCURRING BOARD MEETING ANNOUNCEMENT AND THE WEB LINK TO LOG IN, THEY GET THIS MEETING NOTICE. IT ALSO GOES AUTOMATICALLY TO ALL STAFF IN THE SCHOOL DISTRICT, WHETHER THEY SUBSCRIBE OR NOT. [LAUGHTER] IT'S AN OPT OUT. IT'S NOT EVEN AN OPT OUT. IT'S NOT EVEN AN OPT IN. IT'S JUST AN IN. YES. >> THANK YOU. WE'VE DISCUSSED THIS A LITTLE BIT, BUT I WANT TO BE JUST VOICE MY QUESTION ABOUT THIS I THINK IT MIGHT BE MORE FOR SARAH, BUT WE NOTICE THESE MEETINGS, AND IF WE HAVE AN EXECUTIVE SESSION, WE'RE SUPPOSED TO, I THINK, BY STATUTE, COME OUT OF A SCHEDULED MEETING AT THE TIME OF THE MEETING. I AGAIN AND CONCERNED THAT WE PROVIDE ADEQUATE NOTICE. IF YOU'RE GOING TO DO THAT EXECUTIVE SESSION THAT WE PROVIDE NOTICE PURSUANT TO WHATEVER THE STATUTE SAYS IN ADVANCE. HERE WE'RE SAYING 6:00 PM AND IF WE'RE NOT GABLING OUT OF THAT MEETING AT THAT TIME, WE'RE DOING IT AT EARLIER TIME OR SOMETHING OF THAT NATURE, I THINK WE HAVE TO BE CAUTIOUS THAT WE PROVIDE ADEQUATE NOTICE. >> I GUESS WHAT WE NEED TO DO IS JUST HAVE SARAH ADDRESS. >> ADDRESS RECOMMENDATION LEGAL RESEARCH. >> THANK YOU. >> ANY OTHER QUESTIONS FOR STAFF? ANY PUBLIC COMMENT? ANY ONLINE? >> DISCOVERY QUESTION. >> GOOD. SEEING NO PUBLIC COMMENT, DO WE HAVE A MOTION? >> MADAM CHAIR, A MOVE TO APPROVE THE 2025 40 MEETING SCHEDULE [INAUDIBLE] >> ANY BOARD DISCUSSION? WE HAVE A MOTION ON THE TABLE. ALL IN FAVOR? >> AYE. >> AYE. >> OPPOSED? MOTION PASSES. CONSIDERATION OF THE CONTINUATION OF MILL LEVY FOR REGION 5 BOCIS. >> THANK YOU, MADAM CHAIR, TRUSTEES. REGION 5 BOCIS, RECENTLY PASSED, I BELIEVE IN SEPTEMBER, AMENDED AND RESTATED BY LAWS. ANNUALLY, THE BOARD SETS THE MILL LEVY. DO YOU CONSIDER PROVIDING A MILL OR A PERCENTAGE OF A MILL TO VARIOUS ORGANIZATIONS? WHEN WE DISCUSS THIS IN MAY, WE GAVE SOME CONSIDERATION TO CONSIDERING NOT CONTINUING TO LEVY A MILL OR A PERCENTAGE OF A MILL TO REGION 5 BOCIS. REGION 5 BOSS AS A REMINDER IS A FULLY FUNDED BY STATE REIMBURSE. REGION 5 BOSS IS CBRV. IT'S LOCATED IN WILSON. IF THERE IS A STUDENT THAT NEEDS ADDITIONAL SERVICES OR SUPPORT THAT WE CANNOT PROVIDE IN OUR SCHOOL DISTRICT, FOR WHATEVER REASON, OR IT'S A BETTER PLACEMENT FOR THE STUDENT, WE WORKED WITH REGION FIVE BCS TO PLACE A STUDENT AT CRB. THEY INVOICE US AND BILL US FOR THE SERVICES THAT STUDENT REQUIRES, [02:35:01] AND IT'S FULLY SUPPORTED BY THE STATE. IT WOULD BE OUR RECOMMENDATION BECAUSE IT'S FULLY SUPPORTED BY THE STATE THAT THE SCHOOL DISTRICT NO LONGER LEVY A MILL OR A PERCENTAGE OF A MILL. FOR THE PURPOSE OF SUPPORTING REGION PY POSS BECAUSE IT IS FULLY SUPPORTED BY THE STATE. WE HAD MADE RECOMMENDATIONS TO THE EXECUTIVE DIRECTOR. HE'S BEEN HERE TO PRESENT. I LET HIM KNOW THAT WE WERE CONCERNED ABOUT THE BURDEN ON THE TAXPAYERS HERE IN TETON COUNTY BECAUSE WHILE IT'S NOT A SIGNIFICANT AMOUNT, THERE ARE ALSO OTHER THINGS THAT TAXPAYERS ARE CONTRIBUTING TO. WE WERE TRYING TO ADDRESS THAT, ESPECIALLY IN LIGHT OF IF THERE IS ANOTHER FUNDING MECHANISM FOR REGION PPOSIS. I COMMUNICATED WITH EXECUTIVE DIRECTOR DAN MAYER, THAT WE WERE CONSIDERING THAT. HE FULLY UNDERSTANDS THAT. I MADE A SUGGESTION OF HOW HE MIGHT GENERATE SOME REVENUE FOR THE CAPITAL IMPROVEMENTS THAT THEY NEED TO MAKE. THAT SUGGESTION WOULD BE TO ADD AN ADDITIONAL FEE IN THEIR TUITION FOR CAPITAL IMPROVEMENTS, AND THEY LEVY THAT OR ASSIGN THAT TO THEIR INVOICE. THAT THEY CAN I UNDERSTAND THEIR NEED FOR CAPITAL IMPROVEMENTS, BUT THEY HAVE OTHER FUNDING STREAMS AND SOME OPTIONS THEY COULD INCLUDE THAT DOESN'T INVOLVE A MIL LEVY. HE UNDERSTOOD THAT AND UNDERSTANDS THE RATIONALE FOR THEIR NEW BYLAWS. THEY REQUESTED THAT IF WE NO LONGER WANTED TO BE MEMBERS THAT WOULD GIVE THEM A YEAR'S NOTICE SO THEY CAN PLAN FINANCIALLY. HE ALSO UNDERSTANDS THAT, YOU KNOW, WORST CASE SCENARIO, WE DON'T GIVE THEM NOTICE, AND THEN MIS BOARD DOESN'T VOTE TO APPROVE AM IN MAY OR IN JUNE. THERE'S NOTHING WE CAN DO. WE CAN'T GIVE HIM ANY NOTICE. HE UNDERSTOOD THAT. HE REQUESTED THAT EVEN IF THE BOARD DECIDES TO NOT I RECOMMEND A MILL LEVY FOR OUR COMMUNITY THAT THEY'D STILL LIKE TO HAVE A REPRESENTATIVE. FOR YOU ALL, CHAIR WOMAN SCAR HARTLAND. [LAUGHTER] THE REPRESENTATIVE FOR REGION FIVE PCS. HE WOULD VERY MUCH LIKE FOR THE SCHOOL DISTRICT TO CONTINUE WITH REPRESENTATION BECAUSE THEY FEEL LIKE HAVING FEEDBACK FROM THE MEMBER DISTRICTS, EVEN IF THEY'RE NOT FINANCIALLY SUPPORTING ON TOP OF PAYING THE TUITION. THEY WOULD STILL LIKE TO HAVE MEMBERSHIP. WE WOULD STILL HAVE A VOICE AND A WAY IN WHICH TO STAY CONNECTED TO REGION BIPOSS WITHOUT LEVYING A MILL LEVY. >> QUESTIONS. >> I MAKE IT JUST A QUICK COMMENT. THE COMMENT I WANT TO MAKE JUST FOR CLARIFICATION FOR TRUSTEE BOSH. IS THAT SO REGION B BOSS IS CRBV, BUT THERE'S ALSO, I THINK FOUR SMALL DAY SCHOOLS THROUGHOUT THE REGION THAT ARE BY DISTRICTS. WE DON'T USE ANY OF THOSE SMALL DAY SCHOOLS BECAUSE THEY WOULD BE HOURS AND HOURS AWAY FOR A CHILD, JUST SO YOU KNOW THAT IT'S NOT JUST CRBV, IT'S A BIGGER SYSTEM. BUT IT'S NOT A SCHOOL SYSTEM. IN THE SENSE IN WYOMING'S TERMS. >> THAT'S RIGHT. >> WHAT ARE THE OTHER DISTRICTS DO YOU KNOW? >> THANK YOU, MADAM CHAIR, TRUSTEE, BOSCH. I BELIEVE THERE ARE 12 MAYBE MEMBER DISTRICTS. YOU CAN BE A MEMBER DISTRICT. THE ONLY BENEFIT TO MEMBERSHIP IS YOU HAVE A SEAT AT THE TABLE. OTHER DISTRICTS DO NOT LEVY AND NO LEVY, YET THEY STILL SEND STUDENTS TO REGION 5 BOSS SCHOOL, BUT THEY'RE NOT A MEMBER DISTRICT. YOU DON'T HAVE TO BE A MEMBER DISTRICT TO HAVE ACCESS. IF YOU HAVE A NEED TO SEND A STUDENT THERE OR FOR WHATEVER CIRCUMSTANCE, YOU DON'T HAVE TO BE A MEMBER DISTRICT. THE OTHER THING THAT I WANTED TO POINT OUT, WE ARE CURRENTLY THE MILL LEVY IS 0.05. THAT AND THAT GENERATES $204,544. THAT'S OUR CURRENT LEVEL. [02:40:02] >> YOU SAID THAT AGAIN. >> POINT ZERO FIVE, AND $204,544.0661. >> THANK YOU. >> ANY OTHER QUESTIONS FOR DR. CHEN? >> CRBV CONTINUES TO BE ON? NO. PROBABLY. BUT THEY'RE NOT A MEMBER OF THE BOSS DISTRICT FIVE. OR ARE THEY? >> CHAIRWOMAN DOCTOR. CBRV IS ONE OF I THINK FIVE SCHOOLS THAT ARE PART OF REGION 5 CLOSE OR RE SCHOOL OR SOMETHING LIKE THAT. CBRV, AND THAT IS PRIMARILY THE ONLY LOCATION THAT WE SEND STUDENTS? OUR STUDENTS TEND TO BE DAY STUDENTS. THEY STILL HAVE REVENUE STREAM BECAUSE THEY CHARGE US THEIR FULL TUITION. A STUDENT AND EXECUTIVE DIRECTOR NASH CAN HELP ME WITH SOME NUMBERS, BUT IF THE TUITION CAN RANGE ANYWHERE $101100-200 THOUSAND PER STUDENT. >> DEPENDING IF THEY STAY OVER THE SUMMER, IF WE HAVE TO RUN $100,000. >> IT'S A AND IT'S FULLY REIMBURSED BY THE STATE. THAT'S NOT THE CONCERN THAT WHY WE BELIEVE THIS IS ONE AVENUE THAT NOT LEVY A MILL OR A PORTION OF A MILL TO REGION FIVE POCS. DOES NOT NEGATIVELY I MEAN, OF COURSE, THEY WOULD LIKE THE MONEY $200,000. NOTHING TO SNEEZE THAT. THEY'D LIKE THAT. HOWEVER, THEY HAVE OTHER OPPORTUNITIES, AND IT IS FULLY FUNDED. FOR EXAMPLE, IF THE TUITION IS $10,000 A MONTH FOR ALL THE SERVICES IN THE TUITION FOR A STUDENT. IF THEY ADDED A PERCENTAGE TO THAT, THAT WOULD GO TOWARD THEIR CAPITAL CONSTRUCTION NEEDS OR THEIR OPERATIONAL NEEDS, THEY COULD DO THAT AND IT'S FULLY REIMBURSED BY THE STATE. IT DOESN'T IMPACT OUR TAXPAYERS. IT'S NOT LIKE SOME OF THE OTHER PROGRAMS, WHERE THERE WOULD BE SIGNIFICANT IMPACT TO NOT DOING THE RECREATION DISTRICT MILL LEVY OR CWC MILL LEVY OR THE EARLY CHILDHOOD MILL LEVY. THAT WOULD HAVE A SIGNIFICANT NEGATIVE IMPACT. THIS DOESN'T HAVE A SIGNIFICANT NEGATIVE IMPACT. DOESN'T HURT OUR SCHOOL DISTRICT. IT DOESN'T HURT REGION 5 BOSCH SEASON. IT DOESN'T HURT MOST IMPORTANTLY OUR KIDS, BUT OUR COMMUNITY. >> I JUST ONE LAST QUESTION. IF WE DON'T OPT TO DO AWAY WITH IT, WHAT'S THE PROCEDURE IF SOMEWHERE DOWN THE ROAD, MAYBE THE STATE JUST DECIDES TO STOP FUNDING THIS OR WHATEVER, YOU STILL HAVE THIS DEED. IS THAT A POSSIBILITY? IS THAT ANYTHING WE HAVE TO WORRY ABOUT? >> CHAIRMAN CARRIE BOSCH. CURRENTLY IN WYOMING. THIS IS A STUDENT THAT WOULD GO TO REGION 5 BOSCH WOULD MOST THEY'RE COMING FROM THE SCHOOL DISTRICT, THEY WOULD HAVE AN INDIVIDUALIZED EDUCATION PLAN. THAT IS FULLY FUNDED BY THE STATE OF WYOMING, AND IT'S A FEDERAL REQUIREMENT. IF WE HAD A NEED, WE WOULD HAVE TO SEND WE'D HAVE TO PAY FOR IT, BUT THE STATE WOULD BE ON THE ACCOUNTABLE FOR THAT. >> YOUR CHAIR. MR. AGINS. I JUST WANT TO CLARIFICATION AS FAR AS WITH THE SUGGEST SUGGESTED ACTION HERE. APPROVING THE CONTINUATION MEANS THE MILL LEVY CONTINUES AND VOTING NO FOR THE CONTINUATION MEANS THAT WE NO LONGER WANT TO HAVE THE MILL LEVY ASSESSED ON TETON COUNTY PROPERTY OWNERS. THAT CORRECT? ONE OTHER QUESTION. I SEE THAT THERE'S AN ADOPTION OF BY LAWS. IS ANYTHING THAT WE ARE VOTING ON TONIGHT IN REGARDS TO THE ADOPTION OF THE BY LAWS? >> THOSE BY LAWS WERE ADOPTED IN SEPTEMBER. I THINK IT'S JUST TO SHOW YOU REFERENCE THE REFERENCE. THOSE WERE ADOPTED BY THE MEMBER DISTRICTS. THEY DID ALL WORK TO GET ALL THE MEMBER DISTRICTS AT THE MEETING BECAUSE THAT DOESN'T ALWAYS HAPPEN. [02:45:01] >> THANK YOU FOR THE CASE. >> COMMUNITY INPUT? SEEING NONE? DO I HAVE A MOTION? >> MADAM CHAIR, I WOULD MOVE TO APPROVE THE CONTINUATION OF PROVIDING A MILL LEVY TO REGION 5 BOSCH FOR 2025 AS PRESENTED. >> SECOND. >> WE HAVE A MOTION AND A SECOND. IS THERE ANY MORE BOARD DISCUSSION? >> YES. WE'RE FOR CONTINUING THE MILL, WE WANT TO STOP CORRECT? >> THAT'S CORRECT. >> ALL IN FAVOR OF CONTINUATION OF PROVIDING A MILL LEVY, SAY AYE. OPPOSED? THE MOTION DOES NOT PENS. CONSIDERATION OF AWARD OF CONSTRUCTION CONTRACT TO RODAC ROOFING FOR THE JACKSON HOLLE HIGH SCHOOL ROOF REPLACEMENT. >> EVENING AGAIN, DIANA HARDER, FACILITIES DEPARTMENT. I HAVE BEFORE YOU FOR YOUR CONSIDERATION AN AWARD OF CONSTRUCTION CONTRACT FOR RODAC ROOFING, FOR THE JACKSON HOLE HIGH SCHOOL RE-ROOF PROJECT. A LITTLE BACKGROUND ON THIS PROJECT. A COUPLE OF YEARS AGO, THE STATE DID FACILITY ASSESSMENT OF ALL OF OUR FACILITIES, AND THEY NOTED WHAT WE ALREADY KNEW, WHICH WAS THE ROOF ON THE HIGH SCHOOLS AT THE END OF ITS LIFE AND NEEDED TO BE REPLACED. THE STATE ALLOCATED MONEY TO REPLACE THE ROOF AS PART OF A COMPONENT PROJECT, WHICH IS BASICALLY SAYING THIS PROJECT IS EXPENSIVE ENOUGH THAT YOU MAY NOT BE ABLE TO COVER IT WITH THE MAJOR MAINTENANCE FUNDS THAT THEY ALLOCATE ON AN ANNUAL BASIS. WITH THAT, THIS IS A STATE FUNDED PROJECT. THE FACILITIES DEPARTMENT WORKED WITH LANCE JOHNSON, OUR PROJECT MANAGER, AND WE ISSUED A CALL FOR BIDS FOR THE PROJECT. WE DID REJECT THE FIRST ROUND OF BIDS DUE TO SOME COMMUNICATION THAT HAPPENED DIRECTLY BETWEEN SOME OF THE MANUFACTURERS AND THE DISTRICT. IT'S AN ABUNDANCE OF CAUTION. WE CANCEL THAT BID, REJECTED THE BIDS THAT WERE RECEIVED AND SENT THEM BACK OPEN, AND THEN ISSUED PRETTY MUCH VERBATIM THE SAME CALL FOR BIDS. WE RECEIVED FIVE BIDS IN RESPONSE TO THE SECOND CALL FOR BIDS. AND RODAC WAS THE LOW BIDDER. WITH THAT, WE'RE BRINGING FORWARD A RECOMMENDATION TO AWARD THE CONTRACT TO THEM. PLEASE NOTE BECAUSE THIS IS A STATE FUNDED PROJECT, THE CONTRACT FOR THIS IT'S THE STATE'S CONTRACT. WE CANNOT MODIFY IT, AND THE SIGNATORY PROCESS WILL BE RUN THROUGH THE STATE. THE APPROVAL TONIGHT IS BASICALLY APPROVE THE AWARD, AND THEN THERE'LL BE A NOTICE OF AWARD THAT WE'LL SIGN, AND I WILL SEND TO THE STATE SIGNIFYING THAT YOU ALL ACCEPTED RODAC AS THE CONTRACTOR. WITH THAT, I STAND FOR QUESTIONS. >> ANY QUESTIONS? SEE NONE. IS THERE ANY COMMUNITY INPUT? NO COMMUNITY INPUT? DO WE HAVE A MOTION? >> I MOVE TO APPROVE THE AWARD OF THE CONSTRUCTION CONTRACT, THE RODAC ROOFING FOR THE JACKSON HOLE HIGH SCHOOL ROOFING REPLACEMENT PROJECT NOT TO EXCEED $3,000,784 [INAUDIBLE] AS PERCENT. >> SECOND. >> ANY DISCUSSION? SEEING NO DISCUSSION. ALL IN FAVOR. >> AYE. >> AYE. >> AYE. >> OPPOSED? MOTION PASSES. CONSIDERATION OF PERSONNEL REQUEST AS DISCUSSED IN EXECUTIVE SESSION. >> MADAM CHAIR, I MOVE THAT WE APPROVE THE PERSONNEL REQUEST AS DISCUSSED IN EXECUTIVE SESSION. >> SECOND. >> IT'S BEEN MOVED AND SECONDED. ALL IN FAVOR. OPPOSED? [02:50:05] >> NO. >> NO. >> MOTION PASSES. NOW WE MOVE ON TO CONSIDERATION OF THE BRONX ACHIEVEMENT CENTER, 100% DESIGN AND NOTICE TO PROCEED TO 50% CONSTRUCTION DOCUMENTS. >> THANK YOU, MADAM CHAIR. >> I LIKE IT. [LAUGHTER] >> I DO HAVE A PART OF THAT SUBMISSION WAS A COST ESTIMATE, BUT WE DID NOT RECEIVE IT IN TIME TO PUT IN A DOC [INAUDIBLE] HARD COPY. WE WILL SEND YOU A DIGITAL COMPANY AS WELL. UPDATE AND BACKGROUND ON THIS PROJECT. THIS IS THE BRONX ACHIEVEMENT CENTER PROJECT, WHICH THIS PROJECT STARTED WHEN WE PUT THIS OUT FOR A REQUEST FOR AN ARCHITECTURAL TEAM. THE CONCEPT FOR THIS BUILDING STARTED OUT, AS I'LL SAY CONCEPT A. THEN AS IT DEVELOPED AFTER WE GOT OUR FIRST COST ESTIMATE, AND THEN ALSO AS WE STARTED WORKING WITH THE STATE ON THE OVERCROWDING SITUATION AT THE HIGH SCHOOL. IT CHANGED AND WE MOVED IT INTO BASICALLY A RE-PHASE PROJECT THAT HAD A REPURPOSING OF PART OF THE EXISTING JACKSON HOLE HIGH SCHOOL, B, A NEW GYM, WHICH IS CALLED THE CHAMPIONSHIP COURT, WHICH IS THE DRAWINGS THAT YOU SAW TONIGHT, AND THEN C, WHICH IS A SECOND PHASE ON THAT BRONX ACHIEVEMENT CENTER, WHICH WOULD BE A THIRD GYM, A WEIGHT ROOM, AND SOME OTHER PROGRAMMING. IT'S REALLY CHANGED IN THE STRATEGY, OF THE DESIGN PROCESS AND OF THE CONCEPT OF THE PROJECT. A LARGE PART OF THAT IS BECAUSE OF FUNDING A THAT BRONX ACHIEVEMENT CENTER CHAMPIONSHIP COURT IS BEING FUNDED BY SPET FUNDS. AS I KNOW YOU'VE HAD SOME DISCUSSION ON THIS EARLIER, THAT WE HAVE NOT RECEIVED THOSE FUNDS. ALSO WITH THE COMPLEXITY AND THE RELATIONSHIP AND WORKING ON THE MERCER AND THE OTHER STUDIES THAT ARE GOING ON, WHICH IS THE ACTUAL HIGH SCHOOL REPURPOSING. WITH THAT BEING SAID, I JUST WANTED TO GIVE THAT OVERVIEW. WE ARE AT 100% DESIGN DEVELOPMENT FOR THE PROJECT. I INCLUDED DRAWINGS AND ALSO SOME NICE RENDERINGS OF THE INTERIOR, SO I'M HAPPY TO ANSWER ANY QUESTIONS WITH THAT. THEN LASTLY, JUST WANTED TO HIGHLIGHT ON THE COST ESTIMATE. THE CURRENT ESTIMATE AT 100% DD. I GIVE YOU THE RIGHT NUMBER IS 23,244,000. THAT'S ALL IN HARD COSTS AND SOFT COST. I JUST WANT TO HIGHLIGHT A COUPLE. WE ALSO INCLUDED IN THIS COST ESTIMATE. YOU CAN SEE IT'S A SIDE-BY-SIDE COMPARISON WITH OUR SCHEMATIC DESIGN COST ESTIMATE AND OUR DESIGN DEVELOPMENT COST ESTIMATE. IT'S FAIRLY CLOSE, SO THE NUMBER IS REALLY FIRMING UP. I JUST WANT TO HIGHLIGHT THERE ARE A COUPLE AREAS WHERE THERE COULD STILL BE SOME MOVEMENT, BUT IN GENERAL, THE BUILDING IS WELL DEFINED AND WE FEEL THAT THIS IS A PRETTY ACCURATE COST ESTIMATE AND WHERE WE'RE GOING TO BE AS WE MOVE INTO CONSTRUCTION DOCUMENTS. THE FIRST PART IS WE'RE CARRYING A 5.6 ESCALATION ON THIS ESTIMATE, SO THAT'S ANNUAL, WHICH EQUATES TO ABOUT $1,000,000. OBVIOUSLY, THAT ESCALATION HAS BEEN COMING DOWN. IT WAS AROUND 12% WHEN WE WERE A SCHEMATIC DESIGN, BUT CONSTRUCTION COSTS ARE STABILIZING A LITTLE BIT AND CONTINUING TO COME DOWN, BUT OBVIOUSLY THAT COULD STILL CHANGE. THE OTHER PIECE THAT'S CARRIED IN HERE, WHICH IS A SUBSTANTIAL NUMBER AND MIGHT CHANGE SOME IS THE REVIEW AND PERMITTING. WE CAN APPLY FOR A WAIVER TO SOME OF THESE FEES, SO WE'RE STILL WORKING ON THAT, SO THAT NUMBER MAY CHANGE A LITTLE BIT. THEN THE FURNISHINGS AND FIXTURES. AS IT STANDS NOW, WE'RE CARRYING $800,000 FOR THAT. [02:55:03] BUT AGAIN, WE HAVE SOME FINE-TUNING TO DO WITH THAT, AND THERE ARE OPTIONS TO MOVE EXISTING FIXTURES AND FURNISHINGS FROM THE EXISTING FACILITY INTO THE NEW DEPENDING ON WHAT HAPPENS WITH THE MERCER AND THE HIGH SCHOOL REPURPOSING. THERE'S A COUPLE OF THINGS I JUST WANTED TO HIGHLIGHT FOR YOU ON THAT. THEN LASTLY, I WAS GOING TO BRING UP THE SCHEDULE. WHERE WE ARE WITH THE SCHEDULE WITH THIS IS WE'RE ASKING FOR NOTICE TO PROCEED TO CONSTRUCTION DOCUMENTS. IF YOU ALL CHOOSE TO DO THAT, THEN THE NEXT TIME WE WOULD COME BEFORE YOU IS IN MARCH AND WE WOULD AGAIN HAVE A FULL CD SET FOR YOU TO REVIEW A COST ESTIMATE. THEN AT THAT POINT, WE CAN HAVE DISCUSSION ON THE NEXT STEPS. WITH THAT, I STAND FOR QUESTIONS. >> MADAM CHAIR, COULD YOU HAVE THEM FIX THE FIRST PAGE OF THEIR PRESENTATION TO SPELL ACHIEVEMENT CORRECTLY? [LAUGHTER] >> YES. I THINK I COULD DO THAT. THANK YOU. I WILL PASS THAT BACK ON. >> CALL ME A STICKLER, BUT WE ARE EDUCATORS. [LAUGHTER] TRUSTEE DORNAN. >> CHAIRMAN, [INAUDIBLE] DIANA. THE ABBREVIATION AT THE TOP OF THE COLUMNS ON PAGE 1, DD AND ST SCHOOL DISCOUNT. >> NO. >> OH, SHOT. [LAUGHTER] >> NO. THAT IS A SCHEMATIC DESIGN. THERE'S FOUR PHASES IN THE DESIGN PROCESS AND IT'S CONCEPTUAL AND THE SCHEMATIC IS THE SECOND ONE. DESIGN DEVELOPMENT, WHICH IS WHAT WE'RE JUST FINISHING NOW IS THE THIRD AND THEN CONSTRUCTION DOCUMENTS IS THE FOURTH. >> AND THE DD IS? >> DESIGN DEVELOPMENT. >> DESIGN DEVELOPMENT? >> YEAH. >> ONE OTHER QUESTION. LOOKING AT MASONRY THE SCHEMATIC DESIGN ALMOST DOUBLE THE COST. IT'S THE ONLY NUMBER THAT PRACTICALLY THAT ISN'T LESS THAN THE OTHER COLUMN. >> YES. WE MADE A LOT OF CHANGES IN THE MASONRY. YOU CAN SEE BASICALLY IN AN EFFORT WE DID SOME VALUE ENGINEERING AFTER WE RECEIVED THE SCHEMATIC DESIGN PROCESS ESTIMATE, AND WE REALLY TOOK A LOOK AT THAT, AND THAT WAS ONE THING WE DECIDED THAT WE WOULD DO SOME VALUE ENGINEERING, SO WE REMOVED A LOT OF MASONRY. THAT MADE THAT QUITE A MOVEMENT, WHICH HAS HELPED US KEEP THE BUDGET WHERE IT IS. DURING DESIGN DEVELOPMENT, REALLY, WHAT IF YOU LOOK THROUGH THESE NUMBERS, WHERE THERE HAS BEEN MOVEMENT IS LIKE ELECTRICAL, SPECIAL SYSTEMS, OUR SECURITY VESTIBULES, THE MORE DEFINITION WE GET IN THERE, THOSE PRICES HAVE FLUCTUATED A LITTLE BIT. BUT THAT OFFSET WITH THE MASONRY, WE WERE HAPPY IT DID WHAT WE WANTED IT TO DO TO KEEP THE PRICE DOWN, AND WE STILL THINK IT'S A PRETTY GOOD LOOKING BUILDING, TOO. >> THANK YOU. >> I HAVE A QUESTION. MAYBE I HAVEN'T BEEN PAYING ATTENTION OVER THE TIME PERIOD THAT WE'VE BEEN INVOLVED WITH THIS, BUT WE STARTED OUT WITH A GYM THAT HAD HOW MANY BASKETBALL COURTS? THREE INSTEAD OF ONE. NOW IT'S DOWN TO? >> LONG ENOUGH [INAUDIBLE], AND AN INDOOR TRACK. >> MADAM CHAIR AND TRUSTEE MEADE. YES. COUPLE OF KEY CHANGES THAT, YES, WE HAD A VERY BIG ACHIEVEMENT CENTER, AND THEN THEY WERE THOSE LABS AND WORKSHOP CLASSROOMS ATTACHED TO IT. WHEN THE DESIGN TEAM CAME ON, WE DID OUR KIND OF FIRST CONCEPTUAL DESIGN AND WITH THE PROGRAMMING, IT WAS ALL IN. THIS IS WHAT WE WANT. THIS IS WHAT THE BOARD HAD EXPRESSED. AS YOU MAY RECALL, WE GOT AN ALL IN PRICE FOR THAT AND THE REPURPOSING IN THE HIGH SCHOOL OF AROUND $70 MILLION. THAT WAS A REAL WAKE UP CALL TO WHAT WE COULD AFFORD. A MAJOR VALUE ENGINEERING, THE NEXT PHASE OF THAT WAS LIKE, WE HAVE OUR 16 AND CHANGE MILLION DOLLAR IN SPET FUNDING. WHAT COULD WE GET DONE WITH THAT SO WE CAN GET SHOVEL READY WITH CONSTRUCTION DOCUMENTS AND KIND OF PLAN TO MOVE FORWARD? THEN ALSO SOME FEEDBACK FROM THE HIGH SCHOOL STAFF, WHICH IS WHERE THEY WANTED, THERE WAS SOME FEEDBACK THAT THEY REALLY FELT IT WOULD BE [03:00:01] NICE TO HAVE THOSE CLASSROOMS IN THE SCHOOL COMMUNITY AND CLOSER RATHER THAN A SEPARATE FACILITY. WITH THAT, THAT'S WHEN IT WAS REALLY THE CONCEPT OF REPURPOSING THE EXISTING BIG GYM, MOVING THOSE CLASSROOMS IN THERE, AND THEN REDUCING THE SIZE OF THIS FACILITY TO SOMETHING THAT WE COULD GET SHOVEL READY TO GO KIND OF EVOLVED. THERE WERE A LOT OF ITERATIONS IN BETWEEN THAT, BUT A BIG PUSH FOR THAT WAS THAT $70 MILLION. >> WE'RE ASKING THE STATE FOR THE MONEY TO DO THE RENOVATION OF THE HIGH SCHOOL, AND THAT'S HOW MUCH MONEY? AFTER WE MAKE A NEW GYM AND WE DON'T USE THE GYM THERE. >> MADAM CHAIR, TRUSTEE MEADE WHEN WE ORIGINALLY CAME UP WITH THIS, THE TOTAL COST OF IT IN 2018, THE ESTIMATED COST WAS 36 MILLION FOR EVERYTHING THAT WE NEEDED. THAT AGED ESTIMATE HAD WE KNOWN BETTER MAYBE WE WOULD HAVE ASKED FOR MORE IN THE SPET, THAT'S JUST REALLY NOT THE WAY IT WAS STRUCTURED, SO WE DID THE BEST WE COULD. THE STATE OUR LAST REQUEST WAS FOR THE TOTAL AMOUNT, AND THEY PENCILED IN ABOUT 24 MILLION. BUT SINCE THEN, WE'VE ALSO ASKED FOR THE VESTIBULE TO BE INCLUDED IN THAT MOST COST EFFECTIVE REMEDY STUDY. THE STATE, I BELIEVE, RECOGNIZES, WE'RE TALKING PROBABLY ABOUT 22 MILLION, BUT THAT THAT ISN'T AGED NUMBER, AND IT LIKELY IS GOING TO BE SIGNIFICANTLY MORE, AND THAT'S JUST THE WAY IT IS. THAT IS SOMETHING THAT THE STATE CONSTRUCTION DEPARTMENT, AS WELL AS THE LEGISLATIVE BODY THAT APPROVED WITH FUNDING, RECOGNIZED. THE BIGGEST HURDLE IN THIS PROCESS IS THE FIRST THEY'RE NOT TAKING YOUR WORD FOR IT OR OUR ARCHITECT'S WORD FOR IT. THEIR FIRST STEP IN THIS PROCESS IS TO APPROVE A MOST COST EFFECTIVE REMEDY STUDY. THAT WAS SUPPOSED TO BE A 30 DAY DEAL. IT WAS SUPPOSED TO BE DONE THIS SUMMER. WE HAVEN'T SEEN IT. I HAD A GOOD CONVERSATION WITH A THE DIRECTOR [INAUDIBLE] OF THE STATE CONSTRUCTION DEPARTMENT. HE ASSURED ME THAT NOW THAT CAMPBELL COUNTY'S PROCESS IS WRAPPED UP, WE HAVE THE SAME CONSULTANT IN GT, THAT THEY WOULD BE ON OURS NEXT. >> THE REASON I'M ASKING THE QUESTION, SUPERINTEND [INAUDIBLE] IS BECAUSE IF WE HAVE THE 8B AND C, IT APPEARS THAT THE SPET MONEY THAT WE GOT IN BRONX ACHIEVEMENT CENTER, THAT'S WHAT WE HAVE. WE'RE LOOKING AT IT HERE. IS THE MONEY FOR A, THE RENOVATING JACKSON HOLE HIGH SCHOOL? THAT'S WHAT WE'RE LOOKING FOR IN THE MERCER STUDY. BUT WHAT ABOUT C? >> [INAUDIBLE] TRUSTEE MEADE, C WOULD BE FROM THE STATE. BECAUSE WE'VE GOT THE SPACED IN. I WILL BE REALLY IMPRESSED IF MGT COMES UP WITH SOMETHING THAT WE HAVEN'T ALREADY CONSIDERED. THIS BOARD AND OUR COMMUNITY WILL HAVE AN OPPORTUNITY TO WEIGH IN ON THAT AND AGREE OR DISAGREE WITH THEIR FINDINGS. IF B IS WHAT WE HAVE THE SPET, A AND C WOULD BE STATE FUNDED OR NOT. >> C WOULD BE IN ADDITION ONTO WHAT WE'RE LOOKING AT HERE WITH ALL THE OTHER BELLS AND WHISTLES. >> I'M SORRY I'M LATE TO THIS PARTY [LAUGHTER] BUT IF WE GET A AND B, WE END UP WITH ONE BASKETBALL GYM, THE REPURPOSING OF THE CURRENT GYMS IN SCHOOL. >> GYM. >> WHICH ONE? THE SMALLER ONE? >> THE BIG ONE. >> WE'RE MAINTAINING THE SMALLER GYM? >> FOR NOW. THAT IS THE PLAN. >> THIS SIDE IS THE PLAN. >> IT'S THE PROPOSAL. >> BECAUSE? >> WE ARE HUNG UP IN THE BUREAUCRACY OF THE STATE FACILITIES DEPARTMENT. [03:05:06] >> THE PART THAT WOULD BE REPURPOSED IS JUST THE CURRENT MAIN GYM. BRONX ACHIEVEMENT CENTER WOULD BE BUILT, AND THEN WE WOULD START THIS PROCESS. >> THERE'S MORE THAN JUST THE GYM. THERE'S THE WEIGHT ROOMS, THERE'S THE KITCHEN, THERE'S THAT WHOLE HOT CORRIDOR. THAT WAS THE VISION WHEN WE PATCH THIS POINT. >> THE ONLY CONCERN I WOULD HAVE IS SOMEHOW WE END UP WITH B, A, OR C. C SEEMS LIKE IT'S AN ICING ON THE CAKE OR THE CHERRY ON TOP, WHATEVER YOU WANT TO CALL IT. BUT IF WE END UP WITH B AND NOT A. >> CHAIRMAN CARLIN, TRUSTEE BOSCH, THAT IS A CONCERN, OF COURSE. IF THAT'S THE CASE, THEN WHAT WE WOULD END UP WITH IS B IS THE NEW BRONX ACHIEVEMENT CENTER, THE ADDITION, WHICH IS A GYM, AND THEN WE STILL HAVE THE MAIN GYM. IT IS MY PROFESSIONAL OPINION AND BELIEF THAT WE'RE GOING TO GET SOMETHING. I DON'T KNOW THAT MGT WILL COME UP WITH A SOLUTION THAT IS BETTER THAN REPURPOSING THE BIG GYM, OUR CURRENT GYM NOW. IT'S COST-EFFECTIVE BECAUSE THE ALTERNATIVE, FRANKLY, IS A NEW BUILDING. THAT'S $200 MILLION, AND THAT IS NOT COST EFFECTIVE. I THINK THIS IS GOING TO BE THE BEST ALTERNATIVE, AND THEN THAT WHOLE CORRIDOR, WEIGHT ROOM, AND ALL OF THAT WILL BE ALSO REPURPOSED. IF FOR SOME REASON THE STATE SAYS, NO, YOU TOOK CARE OF YOURSELF, YOU'VE GOT YOUR OWN GYM COMING ON HERE, THAT'S ALL YOU GET, THEN IT'LL BE INCUMBENT UPON US TO CONTINUE TO ADVOCATE, TO REQUEST THOSE FUNDINGS, OR FIND WAYS WE HAVEN'T PASSED OF REPURPOSING SOME OF THOSE FACILITIES. BUT THERE'S NO WAY WE COULD COME UP WITH THAT MONEY AND REPURPOSE THE GYM OURSELVES, AND NOR WOULD IT BE APPROPRIATE. BECAUSE IT IS A STATE REQUIREMENT. THEY ARE REQUIRED TO PROVIDE FACILITIES. SO I THINK IT'S A LONG SHOT TO END UP WITH ONLY TWO. IF WE END UP WITH ONLY B THEN WE HAVE THREE GYMS. >> WE'RE GETTING A NEW ROOF, WE GOT TO PUT SOMETHING UNDER IT [LAUGHTER] >> AS LONG AS IT'S NOT A PUDDLE. >> [OVERLAPPING] [LAUGHTER] THANK YOU FOR CLARIFYING FOR ME. >> A QUICK QUESTION. WHAT DOES THE BRONX ACHIEVEMENT CENTER SIT? HOW MANY SEATS? >> I [OVERLAPPING] YOU WOULD ASK ME THAT. THE EXISTING SEATING IN THE GYM WE HAVE NOW IS JUST OVER 1,300. THE NEW BRONX ACHIEVEMENT CENTER IS JUST OVER 1,800. >> CHAIRMAN CARLIN. >> YES. >> SUPERINTENDENT CHAPMAN, AND MAYBE WE DON'T KNOW THIS AT THIS HOUR, WHAT IS THE STATE-REQUIRED GATHERING SPACE ADEQUATE FOR OUR SCHOOLS? >> CHAIRWOMAN [OVERLAPPING] [LAUGHTER] [INAUDIBLE] SO I MIGHT AS WELL JUST CONTINUE. [LAUGHTER] >> [INAUDIBLE] [LAUGHTER] >> THE STATE REQUIREMENT IS THAT BUILDINGS HAVE A GATHERING SPACE SUFFICIENT FOR THE STUDENT BODY AND THE FACULTY TO BE IN ONE SPACE. EIGHTEEN HUNDRED WOULD BE SUFFICIENT OF THE HIGH SCHOOL STUDENT BODY AND FACULTY SO THAT WE HAVE A SAFE GATHERING. >> WHAT DO WE HAVE NOW AS A SAFE GATHERING SPACE, ON YOUR ROLLS? BECAUSE I'M JUST RUNNING NUMBERS IN MY HEAD, WE'RE PUSHING THE LIMIT IN THE EXISTING GYM. >> YES. >> WE ARE TOTALLY INSUFFICIENT ON THE AUDITORIUM. I'M GOING SOMEPLACE WITH THIS [INAUDIBLE] [LAUGHTER] >> ALLEGEDLY, AS DIRECTOR HARGER SAID, THERE ARE 1,300 SEATS IN THE GYM. I WOULD BEG TO DIFFER. I DON'T KNOW HOW 1,300 CAN FIT IN THERE. THE AUDITORIUM IS 550ISH. I WAS JUST THERE FOR MUNGER MOUNTAIN'S HOLIDAY CONCERT, [03:10:06] AND IT WAS PACKED. THEY HAD K2 IN ONE SEATING, AND 3-5 IN THE OTHER. IT WAS INCREDIBLE. THERE WERE PARENTS, AND RELATIVES, AND IT WAS AN AMAZING EVENT, AND IT DEFINITELY SHOWS HOW WOEFULLY INADEQUATE OUR FACILITIES ARE. I THINK THE BRONX ACHIEVEMENT CENTER WILL HELP, BUT IT'S NOT GOING TO BE A GATHERING SPACE SUFFICIENT FOR THE FUTURE OF THE SCHOOL DISTRICT. GIVEN THE HOUSING DEVELOPMENT AND HOW OUR GROWTH IS, IT'S NOT GOING TO BE SUFFICIENT, BUT THAT'S WHAT WE HAVE THE MONEY FOR. >> AS A VOTER AND A PROPERTY TAXPAYER IN THIS COMMUNITY, THIS IS NOT WHAT I VOTED FOR, HOW TO SPEND DOLLARS. I KNOW IT'S INFLATION, AND IT'S NOT YOU, AND IT'S NOT THE INTENT OF WHAT WE WERE TRYING TO DO, BUT THE BLAME ON THIS IS DIRECTLY LEVIED AT THE STATE FACILITIES DEPARTMENT, THE LEGISLATURE, AND THE BUREAUCRACY. [INAUDIBLE] >> MADAM CHAIR, MAY I ADD ONE MORE PIECE OF INFORMATION? >> YES. >> I FORGOT TO POINT OUT, WHICH I WANTED TO MAKE SURE I DID, IN THAT COST ESTIMATE, THAT PER THEIR CONTRACT, WE ALSO ASKED THEM TO LOOK AT A GEOTHERMAL HEAT PUMP HEATING SYSTEM FOR THIS PROJECT. I DID NOT POINT THAT OUT. THEY DID THE STUDY. THAT WOULD ADD $620,000 TO THE PROJECT. OBVIOUSLY, THAT'S A BIG NUMBER. BUT I WANTED YOU ALL TO THINK ABOUT THIS, SOME PROS AND CONS. THE PRO IN THAT IS THAT WE WOULD HAVE COOLING IN THE GYM. THIS IS THE SAME SYSTEM WE HAVE AT WILSON ELEMENTARY SCHOOL. IT'S ENERGY EFFICIENT. IT COULD LEAD TO SOME UTILITY SAVINGS WITH A BIG BUILDING TO HEAT AND COOL. IT'D BE A REAL PLUS. I KNOW DIRECTOR HANSEN CAN SAY WE HAVE ISSUES WITH THE TEMPERATURES IN OUR EXISTING GYMS THAT DON'T HAVE COOLING. THE OTHER THING THAT WE WERE THINKING THAT IF THE BOARD IS INTERESTED IN CONSIDERING THIS, WE COULD ALWAYS DO IT AS A ADD ALTERNATE IF WE WERE TO GO TO BID, THEN I WOULD BE VERY INTERESTED IN LOOKING FOR SOME GRANT FUNDING, MAYBE EMP FUNDING FROM THE COUNTY TO HELP PAY FOR THIS BECAUSE IT WOULD BE A SUSTAINABLE CHOICE, AND IT COULD LEAD TO DECREASING THE UTILITY COST FOR THIS FACILITY. I JUST WANTED TO POINT THAT OUT. >> THANK YOU. >> THANK YOU. >> MADAM CHAIR. >> YES. >> I'M CURIOUS. OUR SPEND IS ABOUT 16 MILLION THAT WE RECEIVED. WITHOUT THE ADDED GEOTHERMAL HVAC, WE'RE LOOKING AT 23.2. WHERE'S THE DIFFERENCE COMING FROM? >> [LAUGHTER] IT'S THE DARK PART. >> IT'S THAT DARK PART OF MONEY. IT'S NOT GETTING AWAY [LAUGHTER] >> WE HAVE GRADE 7 BREAKDOWN [INAUDIBLE] AT THE TIME [INAUDIBLE] >> BECAUSE THE BOARD CONTINUES TO APPROVE TO SET ASIDE MONEY EACH YEAR. >> WE HAVE ANOTHER 1.2 MIL. >> SURE. BY THE END OF THIS YEAR, JUNE THE 30TH [INAUDIBLE] >> ONE MORE [INAUDIBLE] >> THEN [INAUDIBLE] SO THIS BOARD COULD [INAUDIBLE] >> MADAM CHAIR, I HAVE TO FOLLOW UP WITH SOMETHING THAT TRUSTEE [INAUDIBLE] WAS ASKING. IF I UNDERSTAND THIS, WE ARE POTENTIALLY MOVING FORWARD WITH A BUILDING, ALREADY WE KNOW THAT'S NOT GOING TO MEET REQUIREMENTS. THEN THE QUESTION TO FOLLOW UP THIS IS WHAT ARE THOSE REQUIREMENTS? ARE THEY STATUTE, ARE THEY REGULATORY, OR ARE THEY GUIDELINES? BECAUSE WE'RE BUILDING A BUILDING THAT WE ALREADY KNOW IS NOT GOING TO MEET THE REQUIREMENTS. [03:15:03] >> DO YOU WANT ME TO [INAUDIBLE] >> YEAH. ANYBODY. PLEASE. >> THIS IS ORIGINALLY DONE AS AN ENHANCEMENT. MUCH THE SAME WAY JACKSON ELEMENTARY SCHOOL WAS DONE, WHERE IT DOESN'T MEET THE BOX OF STATES TO IT. WHAT I WAS SAYING IS BY BUILDING THIS BRONX ACHIEVEMENT CENTER, WE ARE DOING THE STATES FUNDING FOR THAT. THIS IS WHAT THEY ARE REQUIRED TO PROVIDE US. THE BRONX ACHIEVEMENT CENTER WAS AN ENHANCEMENT THAT WAS BEYOND WHAT THEY WOULD EVER IMAGINE. WHAT THEY WOULDN'T ALLOW STATE MONEY TO GO TOWARDS. WHAT WE WERE DOING IS SAYING WE'RE GOING TO BUILD THIS BUILDING. WE'RE ASKING YOU TO COME IN AND FIX THE CLASSROOMS, AND USE THIS SPACE TO DO THIS. BUT NOW WE'RE JUST BUILDING WHAT THEY'RE REQUIRED TO BUILD US ANYWAYS, BECAUSE INFLATION SHRUNK IT DOWN. THERE'S NO REQUIREMENT FOR INDOOR PRACTICE FACILITIES, FOR SOCCER TRACKS, OR INDOOR TRACKS WHEN THERE'S NO REQUIREMENT FOR CLIMBING WALLS. THERE'S NO REQUIREMENT FOR MULTI COURT BASKETBALL, SO THERE'S NO REQUIREMENT FOR LINING IT FOR TENNIS. THAT IS NONE OF THE STATES DEFINED STUFF. IF YOU WANT TO GET WONKY ABOUT IT YOU HAVE TO GO TO THE DIRECTOR OF THE STATE FACILITIES COMMISSION. THERE'S A SCHOOL SECTION THAT WILL GET IN YOUR DROPDOWN BOX. >> I'D BE HAPPY TO SEND IN. >> SEND THE LINK. >> YEAH. >> YOU GO IN THERE AND THAT TELLS YOU WHAT EVERY SCHOOL IS REQUIRED TO HAVE [INAUDIBLE] >> THIS RELATES TO THE A, B, AND C LAYOUT. IT SEEMS TO ME THEY'VE GOT TO FUND SOME PART OF C BECAUSE THE VESTIBULE IS NOT AN A OR B, IS IT? >> THE VESTIBULE WAS NEVER REALLY A PART OF ANY OF THAT. >> IT'S NOT IN THIS ESTIMATE AT ALL. >> CORRECT. HOWEVER, ACCORDING TO DIRECTOR MCOMIE IT IS, AND THE MGT CONSULTANTS HAVE INCLUDED THAT IN THEIR STUDY. WHEN WE GET IT, WE SHOULD BE SEEING IT. DIRECTOR MCOMIE IS AWARE THAT LAST MONTH THE BOARD REQUESTED THAT I SEEK IMMEDIATE FUNDING FOR THE VESTIBULE SO WE COULD GET STARTED ON THAT WHILE WE WAIT FOR THIS BECAUSE WE KNOW WE'RE GOING TO HAVE A SECURE VESTIBULE ADDED. WHILE WE WAIT FOR THE REST OF THE STUDY, I DID MAKE THAT INQUIRY, AND HE'S WORKING ON IT THROUGH HIS CHANNELS TO GET IT APPROVED AS WELL. HE HAS A SERIES OF MEETINGS THIS WEEK, AND I'M HOPING TO HEAR BY THE END OF THE WEEK WHAT HE WAS ABLE TO COME UP WITH. THE WORST CASE SCENARIO, IT WILL BE A PART OF THE MERCER STUDY AND WOULD BE INCLUDED IN WHATEVER THEY FUND. I WAS HOPEFUL THAT, BECAUSE WE KNOW IT'S GOING TO GET FUNDED, AND WE HAVE A RECENT DESIGN FOR IT. WE'RE READY TO GO. WE JUST NEED THE CONSTRUCTION MONEY SO WE CAN GO OUT TO BID. AGAIN, WE'VE ALREADY HAD IT BID ONCE, BUT BECAUSE IT'S OLD, IT'S [INAUDIBLE] WE'LL REBID IT. I BELIEVE I'D LIKE TO GET STARED ON THAT RIGHT AWAY SO WE CAN GET THE PERMITTING. WE CAN GET THE CONSTRUCTION COMPANY HIRED. I HOPE I'LL HAVE SOME GOOD NEWS BY THIS TIME NEXT MONTH. >> MADAM CHAIR. >> IT DOES SEEM THAT THIS BRONX ACHIEVEMENT CENTER IS IN OUR PROCESS AND IS JUST CHUGGING ALONG. BUT IT'S NOT REALLY THE BUILDING WE WANT. THIS ONE. I'M WONDERING WHAT THE ADMINISTRATION SENSE OF THAT IS, WHETHER WE SHOULD APPROVE THIS, KEEP CHUGGING ALONG WITH IT, OR WHETHER WE SHOULD WAIT FOR SOMETIME TO GET WHAT WE WANT. [03:20:05] BECAUSE THERE MAY BE A MIRACLE. MAYBE THE GROUPS [LAUGHTER] ARE STARTING TO COME BACK, AND THEY'LL SAY, WE NEED TO GIVE TETON COUNTY $60 MILLION [LAUGHTER] I'M DOUBTFUL THAT WILL HAPPEN, BUT IF IT DID, WE WOULD HAVE JUST BEEN CHUGGING ALONG ON THIS ROUTE WHEN WE COULD HAVE SOMETHING MUCH BIGGER, WHICH IS WHAT WE NEED. >> CAN I ASK A QUICK QUESTION? CHAIRMAN, IF WE WERE TO CONTINUE THIS TO NEXT MONTH AND SEE WHAT HAPPENS? BECAUSE I'M GOING TO HAVE TROUBLE VOTING MOVING FORWARD WHEN WE'RE STILL WAITING FOR ALL THESE CHIPS TO FALL FROM CHEYENNE. WE DON'T BAG THE PROJECT. BUT I KNOW IT'S HEARTBREAKING FOR ALL OF US. BECAUSE WE'VE ALL INVESTED A LOT OF TIME AND ENERGY AND EFFORT IN IT. WOULD THAT BE DETRIMENTAL TO THE STAFF? >> WE'LL BE FINE. >> I MAKE ONE COMMENT. BUT MY CONCERN IS LOOKING BACK AT THE ADJUSTMENTS THAT WE DID MAKE TO THE HIGH SCHOOL, AND THEN THAT GOT COUNTED AGAINST US. >> YES. >> I'M WORRIED THAT US PASSING THIS, WILL THEN BE COUNTED AGAINST US FROM WHEN WE GO TO SAY, WE NEED YOU TO MAKE THE IMPROVEMENTS TO THE HIGH SCHOOL FOR THE GYM FOR WHAT WE REALLY NEED. I HATE TO DELAY BECAUSE THAT COSTS MORE. [BACKGROUND] BUT IN DOING SO, IT GIVES US A LITTLE BIT MORE TIME. IS ONE MONTH GOING TO HURT US THAT MUCH, AND WE CAN BE THOUGHTFUL. >> WE'LL BE FINE WITH THAT. FRANKLY, THIS IS A LOT OF MONEY. YOU'RE MAKING DECISIONS FOR THE FUTURE OF THIS DISTRICT, AND WE'RE DOING THE SAME THING. I WANT IT TO BE WHAT WE KNOW WE NEED. I WANT TO BE FORWARD THINKING BECAUSE I DON'T WANT IT TO HAVE HAPPENED, WHAT'S HAPPENED IN THE PAST IS AS SOON AS WE OPENED, IT'S TOO SMALL. THAT DOESN'T SERVE ANYBODY. I DO THINK THIS DESIGN IS THOUGHTFULLY CONSIDERED. IT DOES TECHNICALLY MEET THE REQUIREMENTS OF 1,800 SEATS IN A GATHERING SPACE. IT DOES MEET THE REQUIREMENTS OF THE SPEC THAT WE REQUESTED. I FEEL LIKE IT'S THOUGHTFULLY DESIGNED SO THAT WE CAN GROW AROUND IT. WE CAN KEEP ADDING TO IT, SO I'M PLEASED WITH THAT. HOWEVER, WAITING ONE MONTH, TWO MONTHS, SIX MONTHS, IT'S NOT GOING TO BE THE END OF THE WORLD, AND WE WANT YOU TO BE PROUD OF IT. WE WANT YOU TO REALIZE THIS IS REALLY GREAT, AND IF WE'RE NOT THERE YET, THAT'S NO PROBLEM. I'D RATHER DELAY AND GET WHAT WE ARE HAPPY WITH AND THAT WE FEEL GOOD ABOUT THAN RUSH, SO THERE'S NO PROBLEM DELAYING. >> I THINK FOR OUR COMMUNITY TO BE PROUD OF IT BECAUSE THEY'RE PAYING FOR THIS. >> RIGHT. >> I THINK THERE HAVE BEEN COMMENTS THROUGHOUT THE YEARS ABOUT, WE GO TO OTHER COMMUNITIES AND THEY HAVE THESE GREAT SPORTING CENTERS AND WHATNOT, WHETHER OR NOT WE CAN AFFORD THAT. BUT I DO THINK THAT THERE IS PROBABLY A PERCEPTION OUT IN THE COMMUNITY THAT WE ARE GOING TO CREATE SOMETHING THAT IS COMPARABLE TO SOME OF OUR FELLOW COMMUNITIES ACROSS THE STATE AND WHETHER OR NOT WE CAN DO THAT. I THINK THAT SOME OF THIS HAS TO BE COMMUNICATED. WE'VE BEEN COMMUNICATING ABOUT ALL THE BUREAUCRACY AND EVERYTHING, BUT I JUST AGREE. I THINK IF PEOPLE HAVE AN EXPECTATION WE NEED TO, IF IT'S NOT GOING TO BE WHAT THEY WERE EXPECTING, WE NEED TO LET THEM KNOW BEFORE WE MAKE FURTHER PLANS. >> OKAY. >> MADAM CHAIR, I MOVE TO TABLE THIS TILL NEXT MONTH. [BACKGROUND] >> WE HAVE A MOTION ON THE TABLE IN A SECOND. ANY MORE DISCUSSION? ALL IN FAVOR. >> AYE [OVERLAPPING]. >> POST. >> MOTION CARRIES. >> WE ARE MOVING ON TO THE CONSENT AGENDA. [I. Consent Agenda] [03:25:03] >> MADAM CHAIRMAN, I MOVE TO APPROVE THE CONSENT AGENDA APPROVAL OF SOFFE CAMP CONSIDERATIONS AND REPORTS. TWO, APPROVAL OF NOVEMBER 24 CHECKERS SERVE. THREE, APPROVAL OF EXECUTIVE MEETING MINUTES OF NOVEMBER 13, 2024. FOUR, APPROVAL OF MINUTES OF THE NOVEMBER 13, 2024, REGULAR MEETING. FIVE, APPROVAL OF CONDUCT BOARD PURCHASE ORDER. NUMBER SIX, APPROVAL OF BOARD MEMBER TRAVEL, AND NUMBER SEVEN, APPROVAL OF CONSENT AGENDA. I'M SO SORRY [OVERLAPPING] >> THAT IS I'M SO HAPPY ABOUT THAT. [LAUGHTER] WE HAVE A MOTION IN A SECOND TO APPROVE THE CONSENT AGENDA. >> [BACKGROUND] HAS A QUESTION. [OVERLAPPING]. >> ANY DISCUSSION. >> JUST AS A POINT OF ORDER, MADAM CHAIRMAN, I BELIEVE THAT GIVEN THAT I WASN'T HERE AND PART OF THIS REPORT AT THAT TIME, I NEED TO ABSTAIN ON JUST THIS VOTE BECAUSE THERE ARE THINGS THAT I JUST DON'T KNOW ANYTHING ABOUT. I WASN'T THERE, SO I DON'T KNOW WHEN TO DO THAT. I JUST WANTED TO, IF YOU DO IT YAY AND NAY JUST TO LET YOU KNOW THAT. >> OKAY. YOU'RE GOING TO ABSTAIN. >> YOU CAN ABSTAIN ONE THROUGH [OVERLAPPING]. >> REALLY, ONE THROUGH FOUR, YES. >> FIVE, SIX, AND SEVEN. THE APPROVAL OF BOARD MEMBER TRAVEL AND APPROVAL OF CONSENT AGENDA. >> FIVE, SEVEN, AND EIGHT. [OVERLAPPING] >> YOU HAVEN'T REFRESHED? >> I HAVEN'T REFRESHED. >> YES. I DID THE SAME THING EARLIER, I WAS LIKE, I NEED TO REFRESH. [OVERLAPPING] NO, I DID [OVERLAPPING] [LAUGHTER] ALL RIGHT. >> DID YOU GET ALL THAT? >> TRUSTEE BOSCH IS GOING TO ABSTAIN FROM ONE, TWO, THREE, AND FOUR ON THE CONSENT AGENDA. ALL RIGHT. ALL IN FAVOR? >> AYE. [OVERLAPPING] >> OPPOSED? >> [BACKGROUND] IT CARRIES. >> NOW WE NEED A MOTION, [J. Adjourn into TCSD #1 Recreation District Board Meeting] TO ADJOURN INTO THE TETON COUNTY SCHOOL DISTRICT, RECREATION DISTRICT BOARD MEETING. >> MADAM CHAIRMAN, I MOVE WE ADJOURN INTO TCSD NUMBER ONE RECREATION DISTRICT BOARD MEETING. >> SECOND. >> ALL IN FAVOR? >> AYE. [OVERLAPPING]. >> REPORTS AND INFORMATION. >> THANK YOU. [LAUGHTER]. >> GO AHEAD. [LAUGHTER]. >> LAURA. >> SHE'S READY. [OVERLAPPING] [LAUGHTER]. >> GO AHEAD, DOCTOR. [OVERLAPPING]. >> OKAY. BOARD CHAIR, TRUSTEES, LARON DAVENPORT, TETON COUNTY SCHOOL DISTRICT FINANCE DEPARTMENT. THE REC DISTRICT'S FINANCES ARE VERY HEALTHY. WE'RE DOING GREAT. WE'RE GOING TO BE FINISHED WITH ALL THE GRANTS PROBABLY IN THE MONTH OF JANUARY, SO EVERYTHING WILL BE FULLY FUNDED, ESPECIALLY AFTER THE NOVEMBER PAYMENTS THROUGH TAXES. WE GOT A GREAT DEPOSIT THIS DECEMBER, SO IT'S HEALTHY. DOES ANYBODY HAVE ANY QUESTIONS? >> NO QUESTIONS. THANK YOU. >> YES. [LAUGHTER] >> LET'S SEE. >> [BACKGROUND] ALL RIGHT. DON'T JOKE FOR ME ON THIS ONE. [LAUGHTER] THERE'S A LINK THERE TO THE DRAFT RECREATION DISTRICT BYLAWS. TRUSTEES A YEAR AGO, WE AMENDED AND RESTATED THE BYLAWS OF THE REC DISTRICT BOARD, AND WE MISSED A FEW THINGS, AND SO ON THIS COPY, THE READ OUR RECOMMENDATIONS FOR SOME CHANGES. IN THE BODY OF THE E-MAIL OR THE BOARD DOCS, I SUGGESTED THAT IT BE APPROVED IN JANUARY. INSTEAD, I'D LIKE TO PUT THIS HERE AS A FIRST READ, AND THEN IN JANUARY, WE'LL UPDATE AND SEE IF THERE ARE ANY CHANGES OR JUST LIKE WE DO A BOARD POLICY, AND THEN IN FEBRUARY WOULD BE APPROVAL. TO OUTLINE THE CHANGES ON PAGE TWO, ONE OF THE THINGS THAT WE HAD INACCURATE IS THAT THE MEMBERS OF THE RECREATION DISTRICT BOARD WOULD SERVE FIVE YEARS, THE TETON COUNTY SCHOOL DISTRICT TRUSTEES, AKA YOU ALL, ARE THE MEMBERS OF THE RECREATION DISTRICT BOARD AND YOU SERVE FOUR-YEAR TERMS. THAT NEEDS TO COME OUT COMPLETELY AND GET CLEANED UP. LETTER C CLARIFIES THAT THE SAME OFFICERS, THAT ARE THE OFFICERS OF THE SCHOOL BOARD ARE [03:30:03] THE SAME OFFICERS OF THE RECREATION DISTRICT BOARD. THAT CLEANS SOME THINGS UP FOR US IN TERMS OF DISBURSEMENTS AND THOSE THINGS. >> HOW DID YOU LEAVE THAT D IN THERE? [LAUGHTER] >> THAT'S AN EDIT I MISSED. [LAUGHTER] SORRY ABOUT THAT. [LAUGHTER] >> WE'RE GETTING PAID. [LAUGHTER] >> [BACKGROUND] ZERO. LET'S SEE, THE OTHER CHANGES UNDER THE BUDGET SHALL BE APPROVED OR DEVELOPED NO LATER THAN THE THIRD WEDNESDAY IN JULY. AGAIN, CONSISTENT WITH THE SCHOOL DISTRICT BUDGET PROCESS. THEN THE NEXT SECTION THAT HAS AN EDIT REFERS TO COMMITTEES, AND THE RECREATION DISTRICT BOARD MAY HAVE AN ADVISORY COMMITTEE, AND THEN THAT PART IS OUTLINED THERE. THEN WE DID DELETE THE EXACT LANGUAGE ABOUT AN ADVISORY COMMITTEE BECAUSE IT MAY BE AN ADVISORY COMMITTEE, BUT IT'S NOT A REQUIREMENT TO HAVE AN ADVISORY COMMITTEE, CORRECT? AGAIN, THIS IS JUST FOR SOME CLEANUP, WE'LL LOOK AT IT AGAIN NEXT MONTH AS A REPORT AND THEN WE CAN VOTE ON IT. HOPEFULLY, DIDN'T MISS ANYTHING AGAIN. SOMETIMES YOU LOOK AT THESE SO MANY TIMES, AND THEN I THINK HOW DID WE MISS IT IN THE FIRST PLACE? THAT'S THIS SUGGESTION FOR THE BYLAWS, AND I KNOW WHEN YOU ALL LOOK AT IT AND IF YOU HAVE SOME OTHER EDITS, WE CAN CERTAINLY MAKE THOSE OVER THE NEXT 60 DAYS. >> OKAY. >> THIS IS A FIRST READ. WE DON'T WANT TO GO THROUGH IT ON THE FIRST READ. OKAY. >> ANY COMMENTS? >> [BACKGROUND] CHAIR. >> YES. >> [BACKGROUND] YOU HAVE EIGHT R IN BOTH OF YOUR NAMES [LAUGHTER]. >> I WAS THINKING RED AND MEAD [LAUGHTER]. >> THERE ARE SCHOOL SPORTS AND THERE ARE CLUB SPORTS. WHEN WE ARE ON THE BOARD FOR THE RECREATION DISTRICT, ARE WE RESPONSIBLE FOR THE CLUB SPORTS TOO? >> NO. THE RECREATION BOARD, AND ACTUALLY, IF YOU LOOK AT, ANDRE, WOULD YOU MIND PULLING UP THE REC DISTRICT BOARD FY 25, THE SECOND DOCUMENT THERE? I THINK THIS GIVES YOU A GOOD EXAMPLE OF WHAT THE RECREATION DISTRICT IS. >> YES, I READ THAT. >> THE YELLOW ARE COMMUNITY ACTIVITIES THAT ARE OPEN, THAT PROVIDE RECREATIONAL OPPORTUNITIES FOR STUDENTS. >> WE'RE PROVIDING OVERSIGHT FOR THE YELLOW, BUT [OVERLAPPING]. >> WHAT WE REALLY ARE PROVIDING IT'S A GRANTING PROCESS, AND SO THEY APPLY FOR UP TO $5,000 IN GRANTS, AND WE HAVE THE OPPORTUNITY TO PROVIDE THAT FOR THEM, OR WE CAN CHOOSE TO USE THOSE REC DISTRICT FUNDS IN A DIFFERENT WAY. WE CONTINUE TO DO THAT BECAUSE WE THINK THAT IT'S HELPFUL, IT'S ENRICHING FOR OUR KIDS, AND CONTINUE TO SUPPORT THEM THROUGHOUT THE DATE. HOWEVER, WE'VE TALKED ABOUT A LOT, THERE ARE OTHER THINGS THAT WE NEED TO TALK ABOUT THERE. >> POINT FORWARD. >> OKAY. THAT HELPS. >> I THINK THAT'S IT IN TERMS OF THE REPORTS. >> THANK YOU. COMMUNICATIONS TO THE BOARD. [K. Communication] >> WHAT WAS THAT? >> THEY WERE THANK YOUS FROM GRAND TETON MUSIC FESTIVAL, TETON COUNTY SEARCH AND RESCUE, COOMBS OUTDOORS, AND YOUTH FOOTBALL. WE'LL MOVE ON TO THE ORGANIZATIONAL MEETING. [03:35:06] I THINK THAT IN THE UPDATED BY-LAWS, THEY'D LIKE TO HAVE BE CONSISTENT FOR THE SCHOOL DISTRICTS THAT WORK FOR EVERYBODY. >> [BACKGROUND] DO WE SEE THAT IN THE ELECTION? >> MADAM CHAIRMAN, I MOVE THAT WE ELECT CHAIRMAN BETSY CARLIN, LIFE SHERIFF STEPHAN ABRAMS, CLERK IS, KATE MEADE, AND TREASURER B SCARLETT. >> SECOND. >> ALL IN FAVOR? >> AYE. [OVERLAPPING]. >> OPPOSED. >> [BACKGROUND]. >> CONSIDERATION OF THE REC DISTRICT MEETING SCHEDULE. >> MADAM CHAIRMAN, I MOVE TO APPROVE THE 2025 TCSD NUMBER ONE RECREATION DISTRICT MEETING SCHEDULE AS PRESENTED. >> SECOND. >> ANY DISCUSSION? ALL IN FAVOR? >> AYE. [OVERLAPPING] >> OPPOSED? >> MOTION PASSES. >> MADAM CHAIRMAN, I MOVE WE ADJOURN FROM THE REC DISTRICT AND RETURN TO REGULAR MEETING [BACKGROUND] >> ALL IN FAVOR. >> AYE. [OVERLAPPING]. >> OPPOSED. >> ALL RIGHT. >> COMMUNICATIONS TO THE BOARD. THERE WAS ONE LETTER BY MR. HORNER RELATED TO THE HIGH SCHOOL [BACKGROUND] ANY COMMUNICATIONS FROM THE BOARD? >> [BACKGROUND] [LAUGHTER] >> DISCUSSION ABOUT FUTURE AGENDA ITEMS. I WOULD JUST SAY THAT ONE THAT I'M THINKING OF IS PUBLIC EDUCATION. ANY OTHER? >> [BACKGROUND] THINKING ABOUT? >> ALL RIGHT. REVIEW OF MEETING. THE PROS, AND CONS. >> CONGRATULATIONS, MADAM CHAIRMAN. >> THANK YOU. >> NICELY DONE. >> NICELY DONE. >> THANK YOU, BILL, FOR YOUR SERVICE. >> ABSOLUTELY. >> IT'S GOOD TO BE BACK. >> WELCOME, GARY. >> FOUR MORE YEARS. >> YES. >> I WAS HAPPY TO SEE THE PUBLIC COMMENT. >> MOVED. >> GREAT IDEA. THANK YOU FOR SUGGESTING AND GETTING THAT DONE. >> ALL RIGHT. ANYTHING ELSE. ALL RIGHT. ADVANCED PLANNING. [L. Advanced Planning] IT'S THERE FOR YOU TO SEE. YOU HAVE A MOTION TO ADJOURN THE MEETING. >> SO MOVED. [LAUGHTER] [OVERLAPPING]. >> ALL IN FAVOR. [LAUGHTER]. >> AYE. [OVERLAPPING] [LAUGHTER]. >> THANK YOU, EVERYBODY. >> [OVERLAPPING] YOU TOO. * This transcript was compiled from uncorrected Closed Captioning.