Issue 1 | 2024-2025 OFFICIAL PUBLICATION OF THE UTAH ASSOCIATION OF PUBLIC CHARTER SCHOOLS CELEBRATING 25 Years of Charter Schools in Utah
©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 the 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 the 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 Looking Forward to Another Great 25 Years By Royce Van Tassell, Executive Director, UAPCS 6 Celebrating 25 Years of Charter Schools The Beginnings By Eric Smith, CEO of Smithfam Holdings, Founder of UAPCS 8 25 Years of Public Charter Schools in Utah 12 ALUMNI SPOTLIGHT Abriel Rosenvall and Sam Garrison Finding Passion and Purpose 18 Back to School Night at Promontory A Vibrant and Impactful Start to the Year By Amber Edelman, Director, Promontory School of Expeditionary Learning 20 Navigating Utah’s Open and Public Meeting Act What Charter School Boards Need to Know 23 Upcoming Trainings and Seminars
EXECUTIVE DIRECTOR’S MESSAGE Royce Van Tassell Executive Director, UAPCS This edition of Charterology celebrates 25 years since the opening of the first charter schools in Utah. We have a chance to look back at the beginnings of the movement through the eyes of two pioneers, Eric and Michelle Smith. Their leadership has spanned the years at schools, at UAPCS and on the State Charter School Board. In the present, we can see the impact of a Karl G. Maeser Preparatory Academy education on two alumni. And looking forward, UAPCS stays busy with advocacy and support. GOOD NEWS FOR UTAH’S CHARTER SCHOOLS The U.S. Department of Education recently notified UAPCS that it is receiving a $44 million grant to expand high-quality charter schools in Utah. We will administer this grant over five years to develop high-quality new charter schools and to help existing high-quality charter schools open new campuses. The federal grant is part of the U.S. Department of Education’s Charter School Program (CSP). State-level applicants compete for a share of the annual $440 million Congress has appropriated for the CSP. Strict federal rules govern how new charter schools may use these funds. For example, new schools and new campuses can hire a director, rent office space and get the training, technology, software and supplies new charter schools need to start strong. The federal grant will also allow UAPCS to expand our “new director incubator,” which embeds potential directors in existing charter schools for a year before their own school opens. It provides them with hands-on experience running the day-to-day operations of a school, budgeting, HR, compliance and the myriad other tasks inherent in running a charter school. This grant is perhaps the most significant opportunity Utah charter schools have had in the past decade. It provides a strong incentive for existing schools to perform well, attract more parents, succeed and expand. It also creates an incentive for education innovators to flesh out new models so that more students can find their place. A LEGISLATIVE AGENDA Fiscal Projections UAPCS will shepherd several pieces of legislation through the 2025 Legislature, and we’ll talk more about them in the coming weeks and months. But schools naturally want a better sense of the fiscal impacts they should anticipate. A variety of reports from the State Tax Commission and the Legislature make clear that, unlike the last several years, legislative coffers will not be overflowing. Nevertheless, the existing Utah code has already banked an increase in the Weighted Pupil Unit (WPU) of about 3.9%. In other words, the base budget the Legislature will adopt the first week of the General Session is almost certain to include that increase. By contrast, every other portion of the state budget will be clamoring to avoid budget cuts. UAPCS is also working with a variety of charter school stakeholders to improve the structure of charter school base funding. Given the uncertainty around tax collections this year, it is hard to predict whether we will see the increase we are hoping for here. However, we hope to structure it so that inflation doesn’t eat into the purchasing power of this line item. We will keep you apprised as negotiations continue. LOOKING FORWARD TO ANOTHER GREAT 25 YEARS 4
POLICY AGENDA As we approach the 2025 session, we have spent hours upon hours discussing with legislators the structural opportunities for charter schools to thrive better. Those conversations have gone remarkably well, and we are hopeful that we will make significant progress in several key areas. First, we want to expand which schools can qualify for the state’s credit enhancement or moral obligation program. Second, we want to free charter schools from many of the regulatory strings imposed by various restricted streams of funding. Expanding Who Can Qualify for Enhancement Because charter schools are incapable of imposing a property tax, the state does not back charter school debt with its “full faith and credit.” That typically means that we pay between 75 and 125 basis points more in interest than school districts, whose debt is backed by the “full faith and credit” of Utah. To help high-performing schools obtain better terms, in 2012 then-Sen. John Valentine created the credit enhancement or moral obligation program. Under this program, schools performing very well operationally, academically and financially can apply to the Charter School Finance Authority (CSFA) to sell credit-enhanced bonds. If they meet the CSFA’s rigorous standards — including obtaining an investment grade rating from Fitch’s, Moody’s or S&P — the state will put a moral obligation behind that school’s bonds, meaning that they will repay the bondholders in the event of a default. This credit enhancement lowers the interest rate on those bonds by somewhere between 50 and 75 basis points. To date, the Legislature has never had to go into its pocket to repay any charter school debt, let alone to repay credit-enhanced charter school debt. Moreover, about 25 schools have qualified for this program, selling $500 million in bonds. Over the term of those bonds, those charter schools should save about $100 million. Given that strong track record, it seems appropriate to look at how the state can expand access to this program. Rep. Neil Walter is running legislation that we expect will provide access to this program to another 25 high-performing charter schools. It would provide $3 million into the CSFA’s moral obligation backup account, effectively giving them a “warm fuzzy blanket” to assure them that the state wants to expand the program. Our expectation is that the CSFA will expand access to this program by allowing more small (probably enrollment between 200 and 500 students) but highly effective schools to participate. We are pleased by the warm reception Rep. Walter’s bill is already receiving. Expanding Charter School Options For several years Sen. Fillmore has led the effort to remove unnecessary regulatory strings on all of public education. In fact, he has explicitly permitted schools to treat as unrestricted up to 35% of state-restricted funds. The next step in this process will be a bill this year to create a “charter pupil unit.” The concept here is really very simple. As schools of choice, charter schools face the ultimate accountability mechanism: the decisions of families to send their students to a school. This competitive pressure requires that schools remain in close contact with their school community, and that they provide the education and programs students and families want. Schools failing to do so lose enrollment and may even close. With such a supple and effective accountability mechanism, it is, at best, awkward to layer additional restrictions on how schools can use the funds the Legislature provides them. So Sen. Fillmore’s bill would sever the strings between about 10 of the Legislature’s restricted funding streams, stack the statewide per pupil average of those streams on each other, and provide that amount to each charter school. Importantly, severing these regulatory strings won’t alter a charter school’s obligation to meet the needs of their students. At all. The obligation to meet those students’ needs predates any of those funding streams. In reality, all Sen. Fillmore’s bill will do is allow charter schools a freer hand in meeting the needs of their students. In a state as committed to parents and families as Utah is, Sen. Fillmore’s bill will be a natural fit. With growth-focused funding, eliminated restrictions and the continued excellence of charter school leaders, teachers and staff, we look forward to another great 25 years of charter schools in Utah! HENRY SUDWEEKS Henry.Sudweeks@playandpark.com 435-619-7625 www.playandpark.com 5
CELEBRATING 25 YEARS OF CHARTER SCHOOLS The Beginnings By Eric Smith, CEO of Smithfam Holdings, Founder of UAPCS In the fall of 2000, my wife, Michelle, came to me, bursting with excitement about a school she had heard about up at the Sundance ski resort. It was a small one-room elementary school with only about 40 students. She had plans to visit the next day, and when she came back that evening, she was even more thrilled. The school was free to attend and was a charter school. At the time, I had heard of charter schools but didn’t know much about them. However, her excitement quickly turned to disappointment when she learned there was a waiting list with hundreds of children, meaning our kids had almost no chance of attending. While visiting with the principal, Michelle discovered that there were two groups in Utah trying to start new charter schools — one in Cache Valley and the other in northern Utah County. Since we lived in Lindon, Utah, she contacted Debbie Besselievre, who was leading the effort to start a school called Timpanogos Academy. The next day, Michelle met Debbie and learned about their mission. Debbie had recently moved from Colorado, where her children attended a Core Knowledge charter school that she loved, and she wanted to create something similar here in Utah. She had already put flyers on doors in Cedar Hills, gathering about a dozen families to support the cause. As Michelle and I became more involved, we learned a lot about charter schools and their origins in states like Minnesota and Wisconsin. We also found out that the little school in Sundance was part of a small pilot program created in 1998 through Utah Legislation sponsored by Rep. Brian Allen. This program allowed up to eight charter schools to be established for a few years. Unfortunately, the new school phase of the pilot was over, and the entire program was set to expire. Determined to make a difference, we joined forces with another group working to start a school in Logan (which later became Thomas Edison Charter School). Together, we set out to pass a bill expanding charter schools and making the program permanent. In this process, we met Sen. Howard Stephenson, who sponsored SB169 in the 2001 Legislative session. This bill allowed for the creation of four new state-sponsored charter schools per year plus unlimited district-sponsored charter schools. It also removed the “pilot” status, giving existing schools much-needed stability. Later that year, three new charters were granted — to Thomas Edison Charter School, John Hancock Charter School and Timpanogos Academy. At the time, it felt like the end of all our challenges, but little did we know that it was just the beginning. Back in 2001, there was no startup funding for charter schools; 6
Over the past 25 years,we’ve watched the dedication of so many people help the charter school movement grow and evolve. the first dollars wouldn’t arrive until July of the year we were supposed to open. We received no local district funding, leaving us with only the state Weighted Pupil Unit (WPU) money to work with. By 2002, I realized charter schools needed to organize to address the many inequities in the system. It was nearly impossible to operate in the same way traditional public schools did. So, I gathered the leaders of the 11 existing charter schools, and together, we created the Utah Association of Public Charter Schools (UAPCS). The UAPCS was formed with two primary goals: to share best practices between schools and to advocate for all charter schools. Initially, we focused on the most urgent issue — funding. We were able to create startup grant programs and made headway in securing funding, similar to what district schools received through local property taxes. We also noticed that the state wasn’t granting the four new charters per year that they were allowed. Instead, they sent all the applications back to the school districts, where support was minimal. We teamed up with Parents for Choice in Education (led by none other than our own Royce Van Tassell) and Rep. Marda Dillree, who sponsored HB152 in the 2003 session. The bill created the Utah State Charter School Board (USCSB), which would review and recommend charter applications for approval to the Utah State School Board (USSB). The bill also required that members of the USCSB demonstrate support for charter schools and that the USSB should only deny recommended applications with strong reason. I served on the USCSB for many years, and Michelle just finished two four-year terms in July. Over the past 25 years, we’ve watched the dedication of so many people help the charter school movement grow and evolve. Countless children have benefited from having their unique needs met by a system that fosters innovation and choice. Not only have charter schools provided more options for parents and students, but their very existence has pushed traditional public schools to innovate and improve as well. This isn’t meant to be an exhaustive account of the early days of charter schools in Utah, but rather a first-person reflection on our journey. It has been a blessing to be involved and to have played a small part in the progress of such a meaningful movement. 7
1999 Pinnacle Canyon Academy Soldier Hollow Charter School Tuacahn High School for the Arts Uintah River High 2000 City Academy 2002 Fast Forward High John Hancock Charter School Thomas Edison Charter School Timpanogos Academy 25 YEARS OF PUBLIC CHARTER SCHOOLS IN UTAH “The Utah public education landscape has seen significant positive changes since the original eight pilot charter schools opened.At a workshop at the 2004 National Charter School conference in Florida,I recall a charter school founder,in response to her sacrifice and substantial opposition,saying that she put a note on her refrigerator that simply stated,‘I’m doing it for the kids.’ Amen! That is why we’re all doing it.” — Jim Petersen,Founder,Thomas Edison Charter School 8
2003 Academy for Math, Engineering & Science American Preparatory Academy Freedom Preparatory Academy Ogden Preparatory Academy Salt Lake Arts Academy 2004 DaVinci Academy East Hollywood High Itineris Early College High School Moab Charter School Northern Utah Academy for Math, Engineering & Science North Davis Preparatory Academy Ranches Academy Summit Academy Walden School of Liberal Arts 2005 Beehive Science & Technology Academy Lincoln Academy Navigator Pointe Academy North Star Academy Odyssey Charter School Reagan Academy Success Academy Utah County Academy of Science Wasatch Peak Academy “American Prep felt parents would benefit from a classical school that used proven,evidence-based reading and math instructional programs taught at the student’s level.We founded our school on the works of E.D.Hirsch (Core Knowledge) and Siegfried Englemann (Reading Mastery and Connecting Math Concepts) and have experienced enduring academic success.American Prep’s name highlights our mission to prepare generations of great Americans with deep,factual knowledge about our amazing nation as well as the skills and desire to perpetuate the American ideals into the future.” — Carolyn Sharette,Superintendent of Schools, American Preparatory Academy “In 2004,Reagan Academy was created to fill a void in the school landscape that lacked individualized student academic attention. Parents are attracted to the partnership aspects of the school. Reagan Academy is an example of a school doing it right! With the connections formed between home and school,the child has the best of both worlds in order to achieve their full potential. The locally run school allows for parents to be more involved in the decisions at the school level,having a more immediate and lasting influence on their educational experience.” — Justin Riggs,Director,Reagan Academy 2006 Channing Hall Entheos Academy George Washington Academy Intech Collegiate Academy Lakeview Academy Legacy Preparatory Academy Monticello Academy Mountainville Academy Paradigm High School Renaissance Academy Salt Lake School for the Performing Arts Spectrum Academy Syracuse Arts Academy Noah Webster Academy 2007 C.S. Lewis Academy Canyon Rim Academy Dual Immersion Academy Edith Bowen Laboratory School Guadalupe School Karl G. Maeser Preparatory Academy Open Classroom 2008 Gateway Preparatory Academy Merit College Preparatory Academy Providence Hall Quest Academy Rockwell Charter High School Salt Lake Center for Science Education Utah Virtual Academy Venture Academy 9
2009 Early Light Academy Excelsior Academy Hawthorn Academy Jefferson Academy Mountain Heights Academy Vista School 2010 Bear River Charter School Canyon Grove Academy Good Foundations Academy Maria Montessori Academy Summit Academy High School Weilenmann School of Discovery 2011 Endeavor Hall Utah Connections Academy 2012 Highmark Charter School Pacific Heritage Academy Promontory School of Expeditionary Learning Valley Academy 2013 Leadership Learning Academy Mana Academy Charter School Utah Career Path High School Utah International Charter School Voyage Academy Weber State University Charter Academy “Bridge Elementary opened in Roy,the founder’s hometown,to provide families with an option to the neighborhood school.Bridge is the only charter school in Roy.With our free before and after school programs and military preference we are filling a need for our community that goes well beyond just academics.” — Lani Rounds,Founder/ Principal,Bridge Elementary 2014 Ascent Academies of Utah Esperanza School Mountain View Montessori Mountain West Montessori Academy Scholar Academy Utah Military Academy Winter Sports School 2015 Athenian eAcademy Greenwood Charter School Lumen Scholar Institute Roots Charter High School Terra Academy Vanguard Academy 2016 American Academy of Innovation Athlos Academy of Utah Franklin Discovery Academy Wallace Stegner Academy Wasatch Waldorf Charter School “We saw a need for a flexible educational option that provides soft landings and safe haven for the students in the margins; those who struggle in a typical setting,whether they need additional time and support,or whether they are professional students (actors,dancers,skiers,rodeo circuit riders,etc.) fitting school in around life.” — Delaina Tonks,Executive Director,Mountain Heights Academy 2017 Bonneville Academy Leadership Academy of Utah Real Salt Lake Academy High School St. George Academy The Center for Creativity, Innovation and Discovery Treeside Charter School 2018 Ignite Entrepreneurship Academy 2020 Advantage Arts Academy Bridge Elementary School Mountain Sunrise Academy 2024 Elevated Charter School American Principles Academy 10
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ALUMNI SPOTLIGHT Education is a journey of discovery that begins with curiosity, opportunity and the guidance of mentors. Karl G. Maeser Preparatory Academy (Maeser Prep) offers a holistic education that can help students develop leadership skills, discover their interests and foster meaningful relationships. For Abriel Rosenvall and Sam Garrison, two alumni of Maeser Prep, this journey also led them to a lifelong partnership. Maeser Prep has been specifically organized to set students up for optimal success. At the forefront of students’ minds are the school’s primary values: truth, honor and virtue. The awards presented at the end of the year rally are based on the three values. This signals to the students the overall sense of purpose and the “upward lift” of education through people overcoming weaknesses through hard work. To take their learning further, students at the school also get involved in Socratic seminars, which combine history and language arts. Specifically designed to help students navigate original source literature and develop critical thinking skills, these seminars have proven to help students in a unique way. In fact, former student Abriel Rosenvall credits Socratic seminars with helping her develop a skill that became vital for her future career in nursing: “Nursing is heavy on critical thinking. This skill came naturally to me because of the Socratic method of learning.” Another distinct and integral feature of the school is the Winterim program, designed to “enhance student ABRIEL ROSENVALL and SAM GARRISON Finding Passion and Purpose 12
learning by providing an intensive, focused educational experience.” Students select from a curated course catalog or submit their own independent study. In her senior year, through independent study, Winterim brought Abriel Rosenvall to Colorado to shadow her uncle Val, a CRNA (certified registered nurse anesthetist), and assist in knee replacements. Through this experience, Abriel realized that she was intrigued by the human body, the action of the surgical nurses and the OR work environment. It was this opportunity that helped Abriel solidify her dream of being a nurse — an opportunity that would not have been possible without Maeser Prep’s unique Winterim program. Abriel’s initial interest in the human body came from the anatomy unit in her general biology class. She credits the Maeser teachers with helping her see her potential and having high expectations for her — expectations that were not demoralizing, but motivating. “You could tell that they really cared. They expected us to be good citizens, good people. It really made a difference having that positive expectation,” she shared. Abriel also excelled athletically. She participated in swim, track and field, volleyball, and mountain biking for Pleasant Grove High School, as Maeser Prep doesn’t have their own mountain biking team. She appreciated the comradery of attending school and playing on teams with her classmates. “Because the school is small,” she explained, “you get to know each other very well.” As a freshman, Abriel was seated next to Sam Garrison in the Print Communications class taught by Ms. Natalie Gerber. Print Communications combines yearbook, journalism, photography and digital media. Both Abriel and Sam appreciated Ms. Gerber’s attention to their strengths and providing opportunities to grow, assigning Abriel creative work and Sam leadership and mentoring opportunities. As a senior, Sam became the editor-in-chief of the yearbook and school magazine. Ms. Gerber also 14
celebrated each students’ successes in class by highlighting their work in front of the class. Abriel shared that knowing someone believed in her as a 14-year-old gave her confidence in the years that followed. Sam Garrison’s education at Maeser Prep proved to be as beneficial and full of unique opportunities for him as it was for his classmate Abriel. Sam gravitated to other leadership positions. From sophomore through senior year, he worked on the peer-nominated Hope Squad and was a peer mentor for Special Education. Sam was drawn to STEM classes and became a math tutor as well. Sam (student body vice president) and Abriel (senior class president) participated in the student council. Athletics was also a place of meaningful connections to Sam. Sam participated in track and field and basketball, where calculus was part of the practice discussions. He said that competition came not only on the court or track, but in the classroom too. That healthy competition was motivating to him. “The jocks are also the nerds,” Sam commented, “and that’s what makes Maeser fun.” While Sam preferred STEM classes, he appreciated the liberal arts focus at Maeser. He knew he wanted to go to college and get an advanced degree but didn’t know what course to pursue. He found that his Maeser education exposure prepared him for generals in college and gave him an appreciation of history, literature and world civilization. The focus on discussion through the Socratic method also carried over to college, and to life in general. In college, Sam considered pursuing accounting or engineering. In the end, he decided on accounting — he realized that he preferred the human interaction that comes with business over the theoretical isolation often found in engineering. Sam’s natural organization and leadership skills developed at Maeser helped him get into the integrated Master of Accountancy program at Brigham Young University. Service oriented, Sam served a two-year mission for The Church of Jesus Christ of Latter-day Saints in Fort Collins, Colorado. Meanwhile, Abriel accepted a scholarship at Southern Utah University to pursue nursing. After serving a Spanish-speaking mission for The Church of Jesus Christ of Latter-day Saints in Washington, D.C., she transferred to Utah Valley University (UVU). She worked as a medical assistant while in nursing school and as a swim coach at Maeser Prep for two years. She received her BS in nursing from UVU in August 2024. Abriel and Sam graduated from Maeser Prep in 2018. Ms. Gerber’s decision to seat them next to each other turned out to be serendipitous. Always in touch, but apart for a time, they were married on June 24, 2021. Their wedding reception was an early high school reunion. (They’ll have to plan other reunions as student council officers!) Abriel is a nurse for Alpine Pediatrics and volunteers as the social media 15
manager for the Pleasant Grove mountain biking team. Sam currently works as an accounting intern at Pattern in Lehi, Utah, while pursuing his master’s degree. “The culture carried us to grow a lot,” Sam recalls. “Maeser valued and celebrated times when people chose to be better people, or chose to value their education, serve others or lift other people.” An educator’s goal is to help their students to be interested and engaged so that they can ultimately find their life’s work and purpose. This goes hand in hand with a parent’s goal, which is to raise children to be kind and collaborative — to ultimately be good people. As a bonus, it would be great if they could find a like-minded person to spend their life with as well. It’s safe to say that Abriel and Sam have made their teachers and families proud. 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 16
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BACK TO SCHOOL NIGHT AT PROMONTORY A Vibrant and Impactful Start to the Year By Amber Edelman, Director, Promontory School of Expeditionary Learning At Promontory School of Expeditionary Learning in Perry, Utah, we believe in creating memorable and meaningful experiences for our students and families. This year’s Back to School Night was no exception. With excitement in the air, we kicked off the new school year by transforming a traditional back-to-school night into a lively and interactive event that engaged everyone in our community. As students arrived, they received a Bingo card, turning the evening into a fun-filled adventure. The goal was simple: Visit the various stations around the school, meet new faces and collect stickers for their Bingo cards. The energy and sense of discovery were palpable, with colorful balloons marking each stop and music playing outside. One of the first stops on the Bingo card was the classroom, where students met their teachers and got a glimpse of their learning spaces. From there, families made their way to the tech room, where they were introduced to essential digital tools like Parent Square and Canvas, ensuring that everyone will stay connected throughout the year. Students and families also explored a variety of creative spaces, including the Art Room, the Orchestra Room, the Choir Room and the Dance Movement Room. At each stop, they met with teachers and got a sneak peek into the artistic and musical experiences awaiting them. These stops showcased the many opportunities for students to express their creativity and discover new talents, building excitement for the year ahead and highlighting the richness of the learning experiences at Promontory. Our curriculum encourages curiosity, critical thinking and real-world learning as the students learn to be great thinkers, problem-solvers and leaders. Families were able to see firsthand where the students embark on meaningful learning expeditions that prepare them to face challenges with confidence. Outside, the playground — still under construction — was another exciting stop. Students could check on the progress, imagine the fun coming and take the opportunity to meet new friends, strengthening the sense of community. Beyond the partially completed playground, families were reminded of Promontory’s extensive 5-acre west side, home to outdoor classrooms that provide unique learning experiences in nature. Additionally, a 2-acre area to the southeast of the school is being developed to offer even more outdoor learning spaces. A special treat awaited everyone as our incredible lunch ladies served impressive fresh fruit kabobs, keeping the energy high throughout the evening. The board of directors hosted a station where families could ask questions, learn more about the school’s leadership and meet the board members. Then they could apply for Free and Reduced Lunch, ensuring that every student is ready to succeed. The event wasn’t just about technology and classrooms. Our PTA program, Parents of Promontory, welcomed families and shared 18
opportunities to volunteer and engage in classroom activities, fostering a sense of community right from the start. Our incredible librarians also played a vital role, greeting families in the library with their trademark warmth and enthusiasm. As students filled their Bingo cards, they met with the director, Mrs. Ed (Director Amber Edelman), to enter their cards into a raffle for fun prizes. This added an extra layer of excitement, with students leaving the event with smiles and anticipation. The evening format — combining the open house style with a Bingo challenge — created a welcoming environment where families connected and engaged. Teachers reported almost 100% participation, setting the tone for a school year filled with enthusiasm, learning and a strong connection between home and school. What made this event so special was how it truly captured the spirit of Promontory. Our school motto, “We are Crew, not Passengers,” was in full effect, reminding everyone that we all work together and share responsibility for making our school the best it can be. This Back to School Night was more than just an event — it was a celebration of our school family, building lasting relationships and fostering a strong sense of belonging. We hope this experience inspires other schools to think outside the box, creating events that not only inform but also inspire. At Promontory, we know that sometimes all it takes is a Bingo card, colorful balloons and a fresh approach to make a lasting impact on the great thinkers and leaders of tomorrow. 19
NAVIGATING UTAH’S OPEN AND PUBLIC MEETING ACT What Charter School Boards Need to Know
Charter school boards in Utah operate within a framework of laws designed to ensure transparency and accountability in decision-making. One such framework is the Utah Open and Public Meetings Act (OPMA), which mandates that the public has access to the workings of governmental bodies, including charter school boards. Compliance with this law not only builds trust with stakeholders, but also avoids legal pitfalls. Recent amendments and evolving practices in virtual meetings, use of digital tools and meeting notifications make it essential for charter boards to stay updated. This article explores the essentials of OPMA and the practical steps for charter schools to comply with a focus on new updates. THE PURPOSE OF UTAH’S OPEN AND PUBLIC MEETINGS ACT Charter school boards are required to follow this act in order to maintain transparency. The law mandates that meetings be open to the public, adequately noticed and that minutes be recorded. In recent years, amendments have added clarity to how these meetings can be conducted electronically, as well as how boards can use tools like email and collaborative platforms while staying compliant. RECENT CHANGES TO THE OPEN AND PUBLIC MEETINGS ACT Virtual Meetings and Electronic Communication One of the most significant areas of evolution in OPMA pertains to electronic meetings. In response to the growing need for flexibility, especially post-pandemic, Utah lawmakers have expanded provisions allowing public bodies to meet electronically. These changes are vital for charter schools that often have board members spread across different regions and occasionally need to make decisions outside of in-person meetings. Electronic Meetings The law allows boards to hold electronic meetings if certain conditions are met. The board must adopt a resolution, rule or ordinance allowing for electronic meetings and must provide public notice that the meeting will be conducted electronically, specifying how the public can attend or participate. This may include teleconferencing, video conferencing platforms like Zoom or other digital tools. • Public Participation: It’s essential that the public is given a reasonable opportunity to attend or comment during electronic meetings. Boards should ensure the platform used allows this level of interaction. Use of Email and Collaborative Documents While emails and platforms like Google Docs can be convenient for drafting documents and working on agendas, they must not be used as substitutes for public meetings. Recent guidance emphasizes that substantive discussion or decision‑making on public matters through emails or collaborative documents is a violation of OPMA. Charter boards should avoid “working meetings” through digital tools unless properly noticed and open to the public. NOTICING AND POSTING REQUIREMENTS OPMA places strict guidelines on how and when public bodies, including charter school boards, must notify the public of their meetings. Properly noticing a meeting 21
ensures transparency and gives the community the chance to participate. Missteps in this area can lead to non‑compliance and legal challenges. Timing for Notices Meeting notices must be posted at least 24 hours in advance. This includes providing an agenda that specifies the topics to be discussed. A common error boards make is posting general meeting notices without specific agenda items, which violates OPMA. The public should know what will be addressed during the meeting. Posting Locations Notices must be posted: • On the Utah Public Notice website. This is a critical requirement for all public meetings. • At the principal office of the public body or, if no such office exists, at the building where the meeting is to be held. MEETING MINUTES AND RECORDINGS Meeting minutes are one of the key ways that public bodies maintain transparency. OPMA requires that minutes be kept for all open meetings and that they include essential details about what occurred. Meeting minutes should include: • The date, time and place of the meeting. • Names of board members present and absent. • A summary of discussions and decisions made, including motions, proposals, resolutions, orders and ordinances. • Any votes taken, including how each board member voted. Posting Minutes Draft minutes must be made publicly available within 30 days of the meeting, and approved minutes must be posted within three days of their approval. Boards that do not post minutes in a timely manner risk violating OPMA. Audio/Video Recordings Public bodies are required to make an audio recording of their meetings and make it available to the public. For electronic meetings, it is often practical to record both video and audio. Recordings provide an additional layer of transparency and ensure that the public has access to the full details of the meeting. CLOSED SESSIONS: WHEN ARE THEY PERMITTED? While OPMA mandates that most discussions occur in an open and public setting, there are circumstances when a board may enter a closed session. However, these sessions are limited to specific situations, such as: • Discussing the character, professional competence or physical or mental health of individuals. • Strategy sessions to discuss pending or reasonably imminent litigation. • Discussions about the purchase, exchange or lease of real property. To enter a closed session, the board must first hold an open meeting and take a public vote to close the meeting. The motion must clearly state the reason for the closed session, and minutes must still be kept, although they may be sealed depending on the topic. ENSURING COMPLIANCE AND AVOIDING PITFALLS To ensure compliance with OPMA, charter school boards should implement the following best practices: 1. Training: Board members should undergo regular training on OPMA requirements to stay updated on changes. Many organizations, including the Utah Association of Public Charter Schools (UAPCS), offer training. 2. Policies and Procedures: Boards should adopt clear policies and procedures that outline how meetings will be noticed, conducted and documented. These policies should be reviewed annually and adjusted as necessary to reflect changes in the law. 3. Consult Legal Counsel: If there is any uncertainty about OPMA compliance, it is always wise to consult legal counsel. Simple mistakes, like failure to properly notice a meeting or incorrectly entering a closed session, can lead to significant legal and reputational consequences. Utah’s Open and Public Meetings Act is a vital tool for ensuring government transparency, and charter school boards are no exception to its provisions. By understanding and adhering to the act’s requirements — especially with regard to electronic meetings, the use of digital tools, proper meeting notice and recording of minutes — boards can maintain trust with their stakeholders and fulfill their legal obligations. Staying up-to-date on recent changes and implementing best practices will help ensure that your board remains in full compliance with OPMA. Staying up-to-date on recent changes and implementing best practices will help ensure that your board remains in full compliance with OPMA. 22
UPCOMING TRAININGS AND SEMINARS ASPIRING CHARTER EXECUTIVE SEMINAR (ACES) This series prepares future charter school leaders with crucial skills in educational leadership, financial management, governance, community engagement and legal compliance. Participants will receive practical insights to excel as charter school executives through eight Zoom sessions. https://tinyurl.com/mr2j26v4 BOARD MEMBER TRAINING SERIES Designed for charter school board members, this series covers legal responsibilities, financial oversight, strategic planning and community engagement. The four Zoom classes aim to empower board members with the knowledge needed for effective governance and leadership. https://tinyurl.com/47krdrze ADMINISTRATIVE LUNCH SEMINAR SERIES This series enhances school leadership through engaging Zoom seminars on educational leadership, operational efficiency and personal growth. The 10 sessions focus on best practices, collaborative learning and practical strategies to boost effectiveness. https://tinyurl.com/28fd64a7 PRE-OPERATIONAL CHARTER BOARD TRAINING Targeted at newly approved charter school boards and directors, this training provides guidance on governance, financial management and strategic planning to ensure a successful school launch. The 10 Zoom seminars prepare participants for operational readiness. https://tinyurl.com/njkwsktu BOOK STUDY ON “DARE TO LEAD” BY BRENÉ BROWN Participants explore Brené Brown’s principles of courageous leadership, vulnerability and empathy through structured discussions. This four-session Zoom book study aims to enhance leadership skills and foster trust and resilience. https://tinyurl.com/42frr683 Save the Date! WINTER ADMINISTRATIVE RETREAT Feb. 7, St. George Join us in beautiful St. George for a refreshing Winter Administrative Retreat on Feb. 7. This event will provide a day of professional development, collaboration and rejuvenation for charter school leaders. Whether you’re looking to sharpen your leadership skills or connect with peers, this retreat will offer a perfect blend of learning and networking in a serene setting. More details to come — stay tuned! OTHER IMPORTANT EVENTS Charter Day on the Hill Jan. 21, 2025 National School Choice Week Jan. 26-Feb. 1, 2025 National Charter Schools Week May 11-17, 2025 Utah Association of Public Charter Schools Conference June 10-11, 2025 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 E. 200 S., Ste. 13 Lehi, UT 84043
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