Issue 2 | 2023-2024 charterology the study of what works in education [NOUN] OFFICIAL PUBLICATION OF THE UTAH ASSOCIATION OF PUBLIC CHARTER SCHOOLS Cultivating Community and Belonging ABUKAR HASSAN
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©2024 Utah Association of Public Charter Schools | The newsLINK Group, LLC. All rights reserved. Charterology is published two times each year by The newsLINK Group, LLC for Utah Association of Public Charter Schools and is the official publication for this association. The information contained in this publication is intended to provide general information for review, consideration and education. The contents do not constitute legal advice and should not be relied on as such. If you need legal advice or assistance, it is strongly recommended that you contact an attorney as to your circumstances. The statements and opinions expressed in this publication are those of the individual authors and do not necessarily represent the views of Utah Association of Public Charter Schools, its board of directors, or the publisher. Likewise, the appearance of advertisements within this publication does not constitute an endorsement or recommendation of any product or service advertised. Charterology is a collective work, and as such, some articles are submitted by authors who are independent of the Utah Association of Public Charter Schools. While the Utah Association of Public Charter Schools encourages a first print policy, in cases where this is not possible, every effort has been made to comply with any known reprint guidelines or restrictions. Content may not be reproduced or reprinted without prior written permission. For further information, please contact the publisher at 855.747.4003. contents 4 EXECUTIVE DIRECTOR’S MESSAGE Prioritizing Utah’s Charter Schools By Royce Van Tassell, Executive Director 6 BOARD MESSAGE UAPCS Stands Ready to Lead By Doug Keefe, Board Chair 8 Abukar Hassan Cultivating Community and Belonging 12 2024 Charter Day on the Hill 14 Charter Day on the Hill, as Written by 8th‑Grade Students By Cooper Andrews and Aspen Dail, Gateway Academy Students 16 2024 Legislative Summary 18 If You Train, You’ll Retain Stabilizing Your High Value Paraeducator Pool By David E. Forbush, Ph.D.,Associate Director, Utah State University — Center for the School of the Future 20 Utah Charter School Conference Preview 22 ACES: Aspiring Charter Executive Seminars
EXECUTIVE DIRECTOR’S MESSAGE Royce Van Tassell, Executive Director The legislature has adjourned sine die, which means I can spend more time at home with my wife. Graduation season will soon be upon us. Tears will flow as families remember the awkwardness of being a freshman, the joys and sorrows of finding and supporting friends, late nights writing papers and studying for tests. State champions will be crowned — including for the first time in boys volleyball. We will all celebrate as Itineris, UCAS, AMES and company announce how many millions of dollars in scholarships their graduating class received. What a wonderful, diverse collection of charter schools Utah has. Like every state, we have our flare ups, some silly and some hurtful. But Utah’s legislature is committed to charter schools. Our voice matters. As members of the House and Senate consider proposals, they want to know what charter schools think. They want to help Utah’s charter schools. The same is true in the governor’s office and the State Board of Education. How do we know that? Utah’s elected officials continue to prioritize charter schools. While California is trying to plug a budget hole that is nearly $70 billion (yes, BILLION), Utah’s “socks and underwear” budget, as Sen. Jerry Stevenson memorably put it, included a 5% increase in the WPU and a 6% increase in the LRF. That kind of steadily increasing support for Utah’s charter schools is just one reason to love being a part of Utah’s charter land. I hope you enjoy the last part of this school year. Relish the relationships with your colleagues, students and the families who entrust their children to you. And know that you are an important part of something great — Utah’s wonderful charter land. PRIORITIZING UTAH’S CHARTER SCHOOLS 4
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BOARD MESSAGE Doug Keefe Board Chair 6
UAPCS STANDS READY TO LEAD On behalf of the UAPCS Board of Directors, I want to thank you for your membership, confidence and support of our organization. We appreciate the opportunity to build on recent and positive momentum with our membership, funding opportunities and legislative successes. We appreciate our partnership with the Utah State Charter School Board and its leadership through Dr. Paul Kremer and Marie Steffenson, Executive and Associate Executive Directors. Their leadership, team and our partnership with them are stronger than ever. Once again, our Charter Day on the Hill in January was enormously successful. We appreciated the support of Lt. Gov. Diedre Henderson, who addressed students, participating schools’ engaging student performances and enthusiastic volunteers who led our student Capitol tours. Executive Director Royce Van Tassell, along with an energetic and capable UAPCS staff, continues to drive an aggressive agenda within the charter school industry, including influencing a favorable direction with Utah State Board of Education policy. Our main goal is to provide a support system for the industry and lead programs that complement the objectives of our member schools while productively integrating with the overall objectives of the Utah State Board of Education and other key stakeholders. Please join us at the UAPCS Charter School Conference June 11-12 at the Davis Conference Center in Layton, Utah. It’s an ideal opportunity to network with UAPCS and your charter school peers while accessing industry resources and education. UAPCS stands ready to lead and promote the further growth and evolution of Utah education, and I appreciate the opportunity to lead the board during this exciting time. I look forward to working with you all and listening to your feedback. Doug Keefe UAPCS Board Chair 7
ABUKAR HASSAN Cultivating Community and Belonging 8
Abukar Hassan, his five siblings and mother moved to the United States from Egypt in 2007: “I was five years old, and we spoke very little English and didn’t have a penny to our name. But somehow, my mom entered us into a lottery that allowed us to move to America and find a better life.” His mother worked hard to provide for the children, often working six days a week. Abukar remembers that on her day off, she would invite other refugees over to teach them to cook nutritious meals. Amid her own adjustment to another country, food and language, she helped others. Her work ethic and dedication to service deeply influenced Abukar. Abukar’s mother worked as a custodian in the dormitory at the University of Utah. She said one day he would go there, not as a custodian, but as a student. His mother recognized that education would be the path to achieving the American Dream. Abukar believes that the dream is very much alive in the hearts of the refugees coming to the United States. Each morning, Abukar’s mother would drop off her children at school and remind them of three things: “Make good decisions, education is everything and be good to everyone around you.” Abukar, who would roll his eyes at the time, has since embraced those admonitions. It was the promise of good education and good people that drew Abukar’s mother to find City Academy. City Academy provides each student the opportunity to participate in schoolwide committees to promote citizenship through authentic service learning. Abukar’s experiences with the Rotary Club reinforced the value of life-long service to others. He participated in the Science Olympiad, which gave him lasting friendships, academic confidence and his first visit to a college campus, the University of Utah. At 15 years old, Abukar began making and selling branded t-shirts. Recognizing this interest in entrepreneurship, Abukar sought out more instruction. City Academy didn’t have a class specifically for entrepreneurship, but Dr. Sonia Woodbury, executive director, helped him find a curriculum, and he studied it with support. “My ideas were not shut down,” he said. He continues to work in fashion, co-owning a store in West Jordan, Apparel Depot, and an online distribution company, Oak River. As a high school senior, Abukar applied to the University of Utah Eccles School of Business and was rejected because he didn’t have one of the required math classes for entrance. He was discouraged, but his teachers encouraged him to sign up for the required class through concurrent enrollment at Salt Lake Community College. He did and was able to reapply and be accepted. Now a double major in business administration and information systems, Abukar recalls, “I was motivated because people believed in me.” Abukar is a people gatherer with a “reach that is far and wide,” according to Dr. Woodbury. Due to his love of people, the restrictions of the COVID pandemic were his worst nightmare. His last few months at City Academy were held remotely, and he sadly didn’t get a traditional high school graduation. He began at the University of Utah in the dorms under COVID restrictions. He remembers putting notes in front of everyone’s door to ask them to stick their heads out of the windows at a certain time so they could all talk. He wanted to continue being part of a community just as he was at City Academy. As a recipient of the First Ascent Scholarship, given to academically focused students with significant financial need, Abukar was given a cohort to guide him through the intimidating college experience. From his high school graduating class of 20 students to a college classroom of 140 students, Abukar appreciated the guidance. City Academy hosts a Thanksgiving dinner for students in November. Having not grown up celebrating Thanksgiving, he loved the comradery of sharing a meal with his classmates. While at the University of Utah, he replicated that feeling. He recognized that many students had nowhere to go for Thanksgiving, especially immigrants, refugees and others that he encountered in the First Ascent program. He approached the Alumni Office and the Office of the President, asking for donations so he could host a dinner. He raised $5,000, thinking he could serve about 100 people. When he opened registration, 340 people signed up in the first few hours. Quickly seeing the need was greater than he anticipated, Abukar went back to the supporting organizations and sought out more sponsors to raise a total of $11,000 so no one would be left out. He was pleased to share the tradition of Thanksgiving with so many students. Abukar is involved broadly at the University, including president of the Student Alumni Board, an intern in the Office of the President and a member of the Finance Club. While in his business classes, Abukar noticed a lack of diversity. He knew that many refugees, immigrants or people of color (POC) didn’t pursue higher education. They didn’t believe that there was a place for them in business, especially in the technology sector. Abukar started Black to Business, a student 9
“I was motivated because people believed in me.” organization that “strives to unify the black community (and allies) at the David Eccles School of Business. This club also encourages student growth through academic support, diversity, inclusion, workshops and community service.” Abukar wants action-oriented students of color to know that there is a community of POC in business. He was drawn to entrepreneurship because of the creativity and problem-solving involved. He believes that all refugees are entrepreneurs because they possess these skills already. Creativity and problem-solving were required to get to the United States. He wants them to see that through education, they can be successful. He hopes to encourage young POC to attend college, take advantage of opportunities ahead of them, be successful and maintain connections to their community. Abukar’s favorite quote is from Albert Einstein: “Imagination is everything. It is the preview of life’s coming attractions.” During his junior year, Abukar received the Obama-Chesky Scholarship for Public Service — also known as the Voyager Scholarship — funded by the Obama Foundation and Brian Chesky, Airbnb co-founder and CEO. As part of the two-year scholarship program, “each recipient will receive up to $50,000 in financial aid for school, a $10,000 stipend to pursue a summer work-travel experience, the opportunity to attend an in-person convening with Obama and Chesky and a 10-year travel stipend 10
with $2,000 every year for 10 years to facilitate ongoing travel after graduation.” Abukar was one of 100 students across the country to receive the scholarship and the only student from Utah. He said, “Growing up, I had many directions that I could have imagined for my life, but if you had told me that I would have achieved the success that I’ve done so far, I would say that you’re joking.” Even with graduation quickly approaching, Abukar isn’t slowing down. He spent a portion of last summer in San Francisco using AI to build curriculum for Title I schools with English language learners. He has also participated in business internships in Boston, New York and Korea. He plans to complete a few weeks of study abroad in Amsterdam and Switzerland this spring before graduation. He shared, “When you give me an opportunity, I’ll milk everything out of it.” Abukar plans to combine his love of business entrepreneurship with his appreciation of education. His ideal work would be to make education equitable for students of color to help them cultivate business success within a strong community of support. Just like he did. Managing your charter school just got a lot easier. Our expert HR Services and Payroll can help you focus on what’s really important … your students and teachers. 801-270-6851 wtapeo.com 11
2024 CHARTER DAY ON THE HILL Lt. Gov. Henderson and Royce Van Tassell Bryan Bowles, Chair, Utah State Charter School Board Lt. Gov. Henderson addresses hundreds of charter school students. Lt. Gov. Deirdre Henderson spoke to students after being introduced by Bryan Bowles, chair of the State Charter School Board. Syracuse Arts Academy student leading the presentation of the flag and pledge of allegiance. 12
Salt Lake School for the Performing Arts Advantage Arts Academy Jump Team at Canyon Rim Academy Rockwell High School students performing Shakespeare Utah Arts Academy Utah Military Academy Choir Student performances by Utah Arts Academy, Rockwell Charter High School, Utah Military Academy, Advantage Arts Academy, Syracuse Arts Academy, Mountain Sunrise Academy, Salt Lake School for the Performing Arts and Canyon Rim Academy. Sponsors included the National School Choice Awareness Foundation, Utah Beverage Association,Able & Strong and American Insurance. Mountain Sunrise Academy 13
CHARTER DAY ON THE HILL, as Written by 8th‑Grade Students By Cooper Andrews and Aspen Dail, Gateway Academy Students On the morning of Jan. 23, 2024, Gateway students loaded the St. George Shuttle to go to the State Capitol. They joined other charter schools from around the state to celebrate National School Choice Week. National School Choice Week is a yearly event where, during a week in January, charter schools celebrate school choice by taking part in fun activities and events. This week highlights how everyone should have an effective and engaging learning experience, as well as the options that are available in learning. 14
Once on the bus, the students traveled for three hours, laughing and enjoying each other’s company all the way there. The Capitol towered over the students as they arrived at its front steps. Once inside, they were amazed and awestruck by the beautiful architecture. Shortly after arriving, they began their tour of the Capitol. They walked through the Hall of Governors, watched part of a legislative session and stood under the mural of Utah history that was imprinted on the globe. 8th-grade student Roxy Carnesecca, when asked about her favorite part of the tour, said, “I really enjoyed viewing the legislative session. It was really cool.” After completing the tour, the students made their way up the marble stairs and joined the other schools visiting the Capitol. They were greeted by the Lieutenant Governor, Deidre Henderson, who gave a speech sure to inspire anyone who listened to it. Henderson said that when she looked into the crowd of students, she could see a bright future. 8th-grade student Hannah Feree said, “She sounded like she really wanted to help us.” Afterward, the students reconvened for a short lunch break before sitting down to watch schools perform as part of the day’s activities. The performances ranged from singing to dancing to Shakespeare to jump roping, all of which were very polished and well done. Sadly, all good things must come to an end. With the performances ending the trip, students loaded back onto the buses and headed back home. Overall, the trip was an amazing and insightful experience. From the tour to the speech to the performances, every part of the trip was meaningful in its own unique way. It was for sure memorable for everyone who participated. 8th‑grade student Bryn Harris, when asked how she felt about the trip, said, “I loved it. I thought it was cool for us to hear the lieutenant’s speech and see the architecture. It was really cool.” 15
2024 LEGISLATIVE SUMMARY FISCAL WINS 5% Increase in the WPU (even in a “socks and underwear” budget year) HB 221 (Rep. Karen Peterson) • Provides projected $6,000 stipend for student teachers. • Statewide appropriation of $8.4M one time. $192/Student Increase in the LRF HB 105 (Rep. Kera Birkeland) • $500 to each PreK-6 teacher for classroom supplies. • $250 to each 7-12 teacher for classroom materials. • Statewide appropriations of $8.4M one time. POLICY WINS HB 182 (Rep. Karianne Lisonbee) • Requires annual parent consent for a school to administer a non-academic survey to students. • Makes the model school climate survey opt-in at the school level. HB 301 (Rep. Karianne Lisonbee) • Eliminates the requirement to send contracts about your facility to the authorizer. • Requires authorizers and charter schools to develop performance metrics unique to each school. • Authorizes a charter school to voluntarily merge with another charter school. HB 499 (Rep. Susan Pulsipher) • Modifies the frequency of required trainings to match recommendations of the Reports and Requirements Task Force. SB 173 (Sen. Lincoln Fillmore) • Greater flexibility for charter schools to target teacher stipends to the areas each school needs. • Opportunity to give significant bonuses to the best-performing teachers based on each school’s evaluation of who their best teacher was. HB 82 (Sen. Candice Pierucci) • Simplifies the trust lands process for charter schools. 16
OTHER BILLS OF NOTE PASS HB 413 (Rep. Steve Eliason) • If an LEA fails to notify the State Board of Education about whether they will use the student mental health screener, the State Board will include the LEA on a list submitted to the Education Interim Committee. HB 269 (Rep. Mike Petersen) • Adds the Ten Commandments and Magna Carta to the list of historical documents LEAs may use in curricula and activities. HB 29 (Rep. Ken Ivory) • If three school districts or two school districts and five charter schools determine that a learning material is “objectively” sensitive, then every LEA statewide must remove it. • The State Board of Education may overrule that statewide presumption if, within 60 days, they discuss that material in a public meeting and vote to reinstate it. HB 84 (Rep. Ryan Wilcox) • Requires an armed security person in school when school is in session. • Requires wearable panic alert device in each classroom and security film or ballistic windows on all ground-level windows. • Requires each school to conduct a school safety needs assessment. • Provides $100M one time and $2M ongoing. HB 415 (Rep. Mark Strong) • Eliminates curricular and co-curricular fees for core classes that are not electives beginning in FY 26. • Appropriates $35M one time to be used over three years to help schools adjust. FAIL HB 514 (Rep. Kevin Stratton) • Would have permitted LEAs to use volunteer accredited chaplains. HB 303 (Rep. Jeff Stenquist) • Would have prohibited teachers and other school officials from endorsing, disparaging or promoting political or social viewpoints. 17
IF YOU TRAIN, YOU’LL RETAIN Stabilizing Your High Value Paraeducator Pool By David E.Forbush,Ph.D.,Associate Director,Utah State University — Center for the School of the Future 18
Many paraeducators are hired in Utah’s approximately 1,400 schools to assist Utah’s 36,600 teachers in instructing and supporting Utah’s 674,600 students. Though many are hired, too few are trained to effectively engage in the complex work of supporting the academic and social-emotional learning required of all students, including those with disabilities (SWD). School-age students will attempt to escape or avoid learning tasks for which they are poorly or inadequately prepared to engage. Like students, paraprofessionals can be at high risk of leaving employment if they are poorly or inadequately trained or not trained at all. The risk of leaving employment is reduced by effectively preparing paraeducators for the roles and responsibilities assigned to them. Students can cause behavioral disruption in learning environments. These disruptions may produce property damage or worse — physical harm — to other students, paraeducators or For example, paraeducators first identify and define Ronnie’s challenging behavior. Using their freshly developed definitions, they collect data about Ronnie’s behavior, which is helpful in learning what may be triggering and sustaining his behavior. Paraeducators then hypothesize or make an educated guess about the purposes of Ronnie’s behavior (Does Ronnie’s behavior produce something desirable [e.g., get a break from learning tasks] or help him avoid or escape from something undesirable [e.g., writing]?). Paraeducators then develop a fictitious behavior intervention plan for Ronnie (in actual practice, paraeducators develop these plans with their supervising teachers). Further training offers direction on implementing the plan, measuring its impact on student behavior and making data-based decisions to improve the plan’s impact. Participating paraeducators exit the training far more capable of addressing significant behavior challenges, which reduces their risk of leaving employment and increases the safety in their jobs. Whatever the origin of your training, what is most important is recognizing and addressing the need for behavior-related training when paraeducators are assigned to support students with challenging behavior. Contact Dr. David Forbush at david.forbush@usu.edu to discuss the implementation of paraeducator training in your school. teachers. Paraeducators are often required to supply behavioral support with little training and, far more frequently, no training at all. In recent years, paraeducators have filed lawsuits against their employing school districts for assigning them to students who have dangerous behaviors with no training or inadequate training, resulting in work-related injury. Some injury cases have aired on Utah primetime television, and unfortunately, in all observed cases, it was evident the school or district did not have an appropriate training program in place for their paraeducators. The need for behavioral training for paraeducators is significant. Such training is needed to increase school safety, reduce property damage, improve learning and provide students with disabilities with increased access and effective engagement in less restrictive learning environments. In response to these needs, Utah State University’s Center for the School of the Future developed the Paraeducator Behavior Modules (PBM), which were authored by behavior analysts, and a learning scientist assisted to ensure the modules resulted in paraeducators learning the associated content effectively and efficiently. PBM modules were designed to support paraeducators working with students presenting moderate to significant behavior challenges. The three PBM modules are Canvas-based and result in paraeducators achieving 15 learning objectives relevant to the application of behavioral principles and strategies in school settings under the direction of their supervising teachers. Paraeducators receive a completion certificate detailing their performance across all objectives, which is presented to their supervising teachers or administrators to verify training and knowledge acquisition. The modules prepare paraeducators to better understand and respond to student behavior. Several case studies thread through the training. The Ronnie case is particularly prominent. Paraeducators apply acquired knowledge to the learning difficulties produced by Ronnie’s behavior. To train, retain and stabilize your paraeducator pool, scan the QR code to learn more and enroll in Paraeducator Behavior Modules. https://noncredit.learn.usu.edu/ browse/paraeducator/courses/ paraeducator-behavior-modules 19
UTAH CHARTER SCHOOL CONFERENCE PREVIEW We’re looking forward to this year’s exciting line-up at the Utah Charter School Conference. We hope you’ll join us June 11-12 at the Davis Conference Center in Layton, Utah. Register today! https://www.utahcharters.org/event/register/uapcs-2024-charter-school-conference 20
WHAT TO EXPECT BREAKOUT SESSIONS ESCAPE THE TYPE A TRAP: THREE STEPS TO BEAT BURNOUT AND SUSTAIN PEAK PERFORMANCE After years of uncertainty, people from all industries and walks of life feel tired, disillusioned, stuck, overwhelmed and burnt out. They want a better way to succeed and stay at peak performance without the constant hustle and grind that ultimately leads them to burn out. Helping individuals and organizations break free from burnout is Erin’s mission with every keynote. Her three practical and easy-to-implement steps, coupled with her unique and inspiring message, lead to real, measurable outcomes. Audiences leave feeling excited, re-engaged, motivated and fired up again, not only about their work but also their lives. And most importantly, they leave with a toolkit they can put to use immediately to start seeing results quickly. As a result of this program, attendees will: • Identify burnout warning signs before it’s too late. • Reevaluate priorities and processes to increase energy and joy. • Cultivate a mental health toolkit to maximize wellbeing when overwhelmed or burnt out. • Transform their perspective to increase resilience and sustain peak performance. • Feel seen, heard and hopeful. KEYNOTE SPEAKER, ERIN STAFFORD JUNE 11 Welcome session, Breakout sessions, Vendor Hall, Circle of Excellence Awards Dinner JUNE 12 Breakout sessions, Keynote Address by Erin Spafford, Vendor Hall, Giveaways UAPCS will have over 50 breakout sessions to attend! Specific breakout strands will be focused on administrators, teachers, board members, business managers, special education and more. Re-licensure points in MIDAS are available for all breakout sessions and the keynote! A sampling of this year’s breakouts include: » Behavior Interventions to Decrease Challenging Behavior » Teaching is Not for the Faint of Heart » Improving Academic Outcomes by Focusing on the Essential » Writing Policy and Procedures for your School » The Super 7 of a Great Admin Day at School » Exploring the Powers and Risks of Artificial Intelligence (AI) 21
ACES: ASPIRING CHARTER EXECUTIVE SEMINARS This course will provide training targeted to individuals interested in becoming charter school administrators. Five classes will be provided in conjunction with the UAPCS Summer Conference, and two classes will be held over Zoom. Those who complete the course will receive: • Relicensure points. • Scholarship to the 2024 UAPCS Conference. • Certificate of Completion. • Be included in a hiring pool. This course and the conference scholarship are supported by a grant fro m t he SCSB. DATE TIME CLASS TITLE PRESENTER June 11, 2024 8:40 a.m.-9:40 a.m. Navigating Utah's Teacher Licensing Landscape: A Director's Guide to Charter School Compliance Malia Hite In-Person June 11, 2024 9:45 a.m.-11:00 a.m. Governance vs. Management: Clarifying the Dynamics Between Charter School Directors and the School Board DeLaina Tonks In-Person June 11, 2024 11:15 a.m.-12:00 p.m. Utah's Required State Reports: A Guide for Charter School Directors Autumn Holladay In-Person June 11, 2024 1:30 p.m. -2:45 p.m. Effective Time Management Strategies for New Charter School Directors Blake Clark In-Person June 12, 2024 12:50 p.m.-1:50 p.m. Financial Stewardship in Charter Schools: Mastering Funding and Budgeting for Directors Jeff Besinger In-Person June 18, 2024 9:00 a.m.-10:30 a.m.* Analyzing Administrative Challenges: Case Studies for Charter School Directors Kim Dohrer Via Zoom June 25, 2024 9:00 a.m.-10:30 a.m.* Charter School Governance: Navigating Ethics and Legalities Erin Preston Via Zoom *Times are subject to change. REGISTER FOR THE SUMMER 2024 ACES COURSE! https://forms.gle/2NkFntZvTEjJMUVh9 JOIN THE CLASSES OVER ZOOM! https://us02web.zoom.us/j/81962239111 22
AARON METCALFE | 801-951-7000 / 801-870-9974 www.hoganconstruction.com HENRY SUDWEEKS Henry.Sudweeks@playandpark.com 435-619-7625 www.playandpark.com PBM modules are available to school districts, charter schools, and paraeducators for $50 per person. To register, scan the QR code. Paraeducator Behavior Modules You work hard to find and hire paraeducators, increase retention with the proper training. To learn more about the modules visit, cehs.usu.edu/csf/paraeducator-modules DID YOU KNOW? Enjoy your association news anytime, anywhere. Scan the QR code to visit our online publication to stay up to date on the latest association news, share articles and read past issues. charterology.thenewslinkgroup.org 23
Jeffrey M. Hirst, CIC Account Executive 448 South 400 East Salt Lake City, Utah 84111 (801) 364-3434 www.american-ins.com Creating a protected environment for educational opportunities. American Insurance has worked hard over the years to cultivate relationships with insurance carriers that provide the best coverage and service to charter schools. Our goal is to provide schools with the protection they need so they can focus on education and growth. Program Advantages Include: • Competitive pricing from strong, private insurers • Broad coverage options and strong protection • Flexibility to meet the school’s needs, including out-of-state travel and non-profit board liability coverage • Loss control & risk management resources We are the UAPCS endorsed property & casualty insurance program. Bonneville Salt Flats The Bonneville Salt Flats comprises 30,000 acres of desolate, densely packed salt pan. The spot’s incredibly flat and smooth terrain makes it a popular destination for speed-seeking land racers since 1914. Racing takes place at part of the Bonneville Salt Flats known as the Bonneville Speedway. There are five major land speed events that take place at the Bonneville Salt Flats. Bonneville "Speed Week" takes place mid-August followed by "World of Speed" in September and the "World Finals" take place early October. In 1964, a man named Norman Craig Breedlove broke the record for longest continuous tire skid when he lost control of his jet-powered Spirit of America on the flats. The resulting skid marks stretched six miles long. Did You Know? Utah is home to the longest skidmark of all time. This magazine is designed and published by The newsLINK Group, LLC | 855.747.4003 785 East 200 South, Suite 13 Lehi, UT 84043
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