►
From YouTube: Regular Board Meeting and Executive Session 3-13-23
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
A
All
right
and
at
this
time,
Madam
clerk,
could
you
please
let
us
know
the
board
meeting
agenda
postings.
B
A
D
A
I
have
a
second
a
motion,
a
second
any
further
discussion
trustees.
Okay
hearing
none
I
like
to
ask
for
a
vote
all
those
in
favor,
please
say:
aye.
E
A
F
F
First,
we
would
like
to
recognize
the
Jefferson
Middle
School
student
leadership
and
Mrs
Mrs
Cameron.
If
you're
here,
would
you
like
to
come
up
with
them?
Please.
G
H
I
Our
mission
is
to
find
a
resolution
to
bullying
and
educate
schools
on
the
impact
it
has.
We
also
want
to
make
sure
future
students
do
not
experience
bullying,
like
others
have.
We
believe
this
will
positively
impact
schools
and
kids
will
feel
safe.
The
other
aspect
of
our
campaign
is
to
highlight
the
many
cultures
at
Jefferson.
Together
we
are
better
and
we
want
to
promote
this
message.
J
And
you
guys
might
ask
why
this
campaign
is
important
to
us.
Bullying
is
a
big
issue
in
our
school.
It
is
a
problem
that
we
want
to
be
a
part
of
the
solution.
Everyone
deserves
to
feel
safe
at
school.
Bullying
has
been
around
for
a
long
time
and
it
needs
to
be
solved.
Bowling
through
racial
slurs
makes
our
school
unpleasant
for
everyone.
The
impact
those
words
have
can
hurt
more
than
than
physical
violence.
J
E
K
We
know
our
words
are
impactful
or
more
impactful
than
our
teachers
and
principals.
Our
peer-to-peer
interviews
aren't
honest
and
show
how
bullying
and
racism
hurt
real
kids
in
our
school.
Our
slogan
is
my
culture
is
our
Legacy.
This
Logan
means
that
all
of
our
unique
cultures
come
together
to
band
together
as
a
community.
We
believe
that
our
togetherness
will
create
a
lasting
impact.
H
A
Before
hold
on
before
you
leave
okay,
so
can
you
one
by
one,
come
up
and
tell
us
your
name
and
what
grade
you're
in.
C
I
So
what
started
this
is
that
we've
noticed
that
there's
a
very
large
amount
of
bullying
and
racism
at
our
school
I.
Don't
think
it
was
one
person
being
bullied
but
multiple
and
just
racial
slurs
that
may
have
been
thrown
around
that
some
people
might
not
have
found
offensive
and
some
might-
and
so
it
kind
of
started
the
movement
to
wanting
to
stop
the
bullying.
M
Madam
chair,
so
thank
you
for
doing
this.
I
mean
we
know
that
you
know
in
our
world
that
bullying
has
no
place,
that
we
can
have
respectful
dialogue
and
talk
about
things
and
whether
it's
tough
topics
or
important
topics
or
things
like
that.
You
know
we,
we
may
have
differences
with
people,
but
we
can.
We
can
learn
how
to
to
talk
those
out
and
to
talk
through
those.
So
I
commend
you
for
taking
that
approach.
Thank
you.
N
In
the
I
have
to
applaud
you
all
for
putting
this
program
together
and
coming
here
and
sharing
it
with
us.
You
are
our
future
and
you
are
a
wonderful
examples
of
what
we
have
to
look
forward
to
and
I.
Thank
you
all
so
much
and
anybody
else
that
may
not
be
here
tonight
that
also
put
their
input
into
this
and
you've
done
a
great
job.
Thank
you.
I
applaud
you
yeah.
D
I'm
curious
I'm.
First,
you
know
thank
you
for
doing
this.
This
is
wonderful
and
it's
it's
amazing
that
it's
coming.
You
know
from
you
and
and
and
not
from
teachers
or
admin
who's
asking
you
to
do
it,
but
it's
it's
really
coming
from
the
students
and
so
I'm
curious.
What
your
peers
have
thought
about
this
program,
or
this
this
endeavor
and
and
what
kind
of
feedback
that
you've
gotten
from
from
your
classmates
or,
if
you've
noticed
any
kind
of
difference
in
the
hallways
or
anything.
J
So
we've
noticed
kind
of
a
big
change
in
our
school,
from
where
it
used
to
be
to
like
a
daily
basis
where
you
would
hear
a
lot
of
racial
slurs
and
a
lot
of
kids
being
bullied.
But
as
we
have
been
putting
up
campaigns
and
starting
this
video
and
just
kind
of
spreading.
The
word
of
that,
like
it's,
not
like
a
fun
thing
for
kids
to
experience
that
it
has
changed
a
lot
and
that
a
lot
of
more
kids
are
like
thinking
more
about
what
they
say
and
what
they
do.
D
A
That's
awesome
so
yeah
I,
remember
when
I
was
in
junior
high
I
was
scared.
I
was
just
scared
because
I
was
you
know
your
your
your
changing
your
body's
changing
you're
getting
taller.
You
know
all
this
stuff
is
happening
and
and
to
actually
take
lead
into
something
like
this
is
amazing,
and
you
know
it's
it
helps
you
know
it.
It
I
think
it
makes
more
of
a
difference
when
it
comes
from
you.
A
Instead
of
like
your
teachers
or
Administration
saying
you
got
to
stop
and
you
got
to
do
this,
you
gotta
do
that,
but
when
it
comes
from
you,
people
tend
to
think
or
your
peers
tend
to
think
you
know.
Maybe
they
have
a
point.
You
know,
because
not
that
you
know
our
the
adults
and
administrations
don't
have
points,
you
know
a
reason
for
their
rules
and
but
you
know
sometimes
it
just
makes
a
bigger
difference
when
it
comes
from
your
peers.
So
I
really
appreciate
that
you
guys
are
here
doing
this.
A
Were
you
nervous
a
little
bit
a
little
bit?
Okay,
but
you
you
did
a
great
job.
Your
presentation
is
amazing
and-
and
thank
you
for
the
advisor
for
doing
this,
because
you
know
I'm
just
excited
to
see
what
you
guys
will
end
up
doing
in
high
school
and
then
and
then
going
on
to
you
know.
Maybe
if
you
go
on
to
college
or
post
post-secondary
school
or
you
know
what
wherever
you're
at
you
know,
leadership
starts,
it
starts
you're
doing
it
right
now.
So
that's
just
awesome
and
amazing.
A
So
thank
you
so
much
we
want
to
probably
bring
them
up
here.
Come
on
up
a
picture
yeah,
so
you
can
come
and
take
a
picture
with
us
just.
L
G
There
she
goes
okay,
so
I
just
wanted
to
add.
If
I
may,
that
we've
worked
really
closely
with
Jessica
Watson
Juan
Sanchez
from
the
district
office,
and
we
really
appreciate
their
support
and
our
video
is
in
the
final
editing
stages
and
it
should
be
ready
before
spring
break
and
our
goal
is
to
share
that
with
all
schools
in
the
Coldwell
School
District
not
just
keep
it
at
Jefferson.
So
hopefully
this
message
can
go
out
to
everyone
and
make
a
different
district-wide.
A
Yeah
tell
us
about
what
the
plan
is
now
that
I'm
going
to
put
you
on
the
spot
for
the
end
of
the
year
with
this,
this
culture,
so.
G
This
we
have
a
big
culture
event
happening
at
the
end
of
the
school
year,
we're
serving
our
kids
to
find
out
what
countries
they
come
from,
all
the
different
states
that
they
represent
and
then
what
how
many
different
languages
they
speak,
because
we
have
kids
that
speak
three
and
four
languages
that
go
to
our
school,
and
we
just
want
to
honor
that
so
we're
going
to
make
a
flag
wall
in
our
school
that
has
pictures
of
all
the
countries
and
states
where
they're
from
and
then
we're
going
to
ask
our
parents
to
get
involved
at
the
end
of
the
year
and
share
some
celebrations
that
they
have
in
their
own
culture,
whether
it's
food
or
dance
or
music
just
have
a
big
event
at
the
end
of
the
year.
O
Senator
trustees,
thanks
for
having
us.
This
is
awesome
because
we
get
to
brag
on
a
few
of
our
programs
for
this
evening,
and
so
the
first
one
is
our
cheer
team
and
I
will
introduce
to
you
their
coaches,
Erica,
Shull
and
Courtney
Shull.
Q
So
this
year
we
had
a
bunch
of
Trials
and
errors.
As
always,
with
this
team,
we
started
out
the
year
with
28
members
on
our
competitive
team.
We
ended
with
27.,
which
is
a
lot
more
than
what
we're
normally
used
to
last
year.
We
had
18
and
then
year
before
that
we
had
14,
so
we're
growing
slowly.
But
surely,
but
this
team
they've
overcome
a
lot
more
than
people
think
we're
more
than
just
what
you
see
on
the
sideline
at
football
games.
Q
I
know
it's
kind
of
hard
to
believe
sometimes,
but
they
do
way
more
tricks
than
what
you
guys
see.
It's
sometimes
the
safety
issue,
so
we
don't
do
them
at
games,
but
we
compete
in
four
different
categories
this
year.
Normally
we
only
compete
in
three,
but
this
year
we
did
four.
We
do
a
show
routine,
which
is
two
minutes
and
30
seconds
doesn't
seem
like
a
long
time.
Q
But
when
you're
moving
yelling
jumping
lifting
it's
a
lot
and
then
we
do
a
palm
routine,
which
is
just
dancing
with
pom-poms
you'd,
be
surprised
at
how
many
people
love
it
with
the
glitter
Palms
and
then
we
do
a
sideline,
which
is
just
a
cheer,
but
it
has
selective
stunts
that
you
can
do
we're
limited
on
stunts
tumblings
props
that
we
can
use.
So
not
every
team
has
the
same
stuff,
and
then
this
year
we
also
added
a
co-ed
stunt
group
which
is
new
to
us
this
year.
Q
We
do
a
one
minute
routine,
where
it's
just
non-stop
stunting.
The
flyer
doesn't
touch
the
ground
unless
we're
doing
a
new
stunt
and
by
the
end
they're
dying,
but
they
did
it.
We
threw
together
our
stunt
group
like
a
week
before
state
or
a
week
before
districts,
and
then
they
practice,
maybe
four
hours.
Then
they
we
didn't
expect
a
place.
The
way
District
works
is
they
take
the
top
half
of
every
category.
So
if
there's
four
teams,
they
take
two
there's
three
teams.
They
take
two.
Q
If
there's
five
teams
they
take
three,
there
was
only
two
teams
in
our
category,
so
it
was
us
and
Valley
View,
but
they
ended
up
taking
first,
which
at
districts,
which
was
a
big
shock.
It's
just
hard.
We
never
know
what
these
judges
are.
Gonna,
like
it's
all
subjective
to
whatever
they
like
our
theme.
This
year
was
Michael
Jackson,
so
our
boys
got
to
do
a
little
Michael,
Jackson
dancing
the
whole
all
the
music
was
Michael
Jackson,
it
was
fun
and
then
our
Palm
was
Throwbacks,
so
we
had
TLC
Christina.
Q
Janet
Jackson
in
there,
so
we
did
a
lot
of
fun
things
this
year
with
this
team
and
they
pulled
it
off.
It
was.
S
P
P
Q
Was
a
favorite
and
we
have
some
of
our
kids
who
would
like
to
share
some
of
their
stories
just
to
show
you
like
the
battles
that
we've
had
this
year?
Okay,
starting
from
the
very
beginning,
we
just
ended.
Q
We
actually
just
did
our
showcase
last
Saturday
so
two
days
ago,
but
they
would
like
to
share
their
stories
with
you.
Okay,.
T
G
T
This
was
my
first
year
doing
cheer.
My
friends
convinced
me
to
do
it
and
going
into
it.
I
didn't
have
the
grades
to
be
able
to
make
the
team
I
went
to
all
the
open,
gyms
and
I
fell
in
love
with
it.
I
went
to
the
tryouts,
and
even
though
my
coaches
knew
what
my
grades
had
previously
looked
like
and
after
people
had
told
them
that
I
wouldn't
be
a
good
fit
for
the
team.
Because
of
my
grades,
they
fought
for
me.
They.
T
They
told
me
that
we,
they
made
a
plan
for
me
to
work
it
out,
I
enrolled
in
idla
through
the
summer,
so
that
I
could
get
some
of
my
credits
in
and
I
worked
my
butt
off
all
summer
trying
to
prove
to
them
that
I
was
a
good
fit
for
their
team
and
that
I
deserved
a
spot
on
that
team
and
I
can't
thank
these
coaches
enough
because
they
I
was
a
failing.
Student
and
I
was
ready
to
drop
out
last
year.
A
T
My
coaches
have
been
the
biggest
influence
on
me
this
year,
I'm
now
almost
a
straight
A
student
because
of
them
they
were
shoulders
to
cry
on
when
I
needed
them.
They
give
the
best
advice
to
any
other
kids
out
there.
They
pushed
me
when
I
didn't
think
I
could
be
pushed
anymore
after
after
showing
them
that
I
deserved
a
spot
on
that
team.
It
was
like
a
family
bond
that
I
had
with
them.
My
teammates
I,
don't
know
what
I
would
do
without
them.
This
has
been
one
of
the
best
decisions.
T
I
could
ever
make
and
I'm
sad
to
see
it
go,
but
it
was
something
that
I
needed
for
myself
to
get
me
through
my
senior
year
and
even
with
all
the
experiences
I
got,
we
went
to
out
of
state
camp,
and
that
was
an
experience
we
went
to
Utah
and
it
was.
It
was
such
an
experience
that
I
wouldn't
have
been
able
to
have
if
it
weren't
for
them.
If
they
didn't
fight
for
me,
going
through
sideline
for
the
football
season
was
so
fun.
It
brought
my
team
together,
like
no
other
they're.
T
Basically,
like
sisters
and
brothers
to
me,
I,
don't
know
what
I
would
do
without
them
and
then
entering
competition
season.
It
was
practice
every
single
day,
five
days
a
week
and
those
practices
were
hard
to
get
through.
They
were
long
and
wanted
a
lot
of
water
breaks,
but
we
pushed
through
them
and
after
every
single
Saturday
we
competed
it
was
it
just
like
brought
so
much
happiness
to
all
of
us,
knowing
that
we
showed
our
coaches,
what
we
could
do
and
when
we
made
it
to
districts
it
was.
T
We
just
had
a
knot
in
our
stomach,
hoping
that
we
could
fight
and
hoping
that
we
could
beat
Valley
of
you
so
that
we
could
get
that
spot
at
State
and
hearing
them
like
say
our
names
saying
that
we
won
it
was
just
so
uplifting
and
being
able
to
go
to
state
my
senior
year
and
be
being
able
to
finish
off.
Strong
was
just
like
nothing.
I
could
ever
imagine
so.
T
U
V
V
Our
practices
start
in
June
and
go
all
the
way
through
the
summer.
At
summer
practices
we
don't
just
learn
how
to
do
things
for
sideline
or
what
you
see
at
football
and
basketball
games.
We
have
to
work
on
stunts
and
pyramids
for
cheer
camp,
which
Cheer
Camp
is
about
3
12
hours
days
of
straight
cheering.
V
When
we
get
back
from
camp,
we
immediately
start
learning
our
comproteins
as
well
as
go
into
starting
football
season.
We
love
cheering
on
our
football
boys
and
it's
definitely
a
huge
highlight
in
my
high
school
career
after
football
season.
We
start
our
competition
season
and
basketball
season.
We
competed
at
several
competitions
this
year
we
started
with
shake
it
up
at
Nampa,
High
School,
where
we
got
third
place
for
Palm
and
first
played
for
co-ed
show.
V
Then
we
went
to
Treasure
Valley
Invitational,
where
we
got
second
place
for
show
as
well
as
third
for
Palm
and
fourth
for
sideline.
We
went
to
districts
and
got
first
in
show
first
in
coed
stunt
third
place
for
Palm
and
sideline,
which
made
all
four
of
our
routines
qualify
for
State
at
State.
We
placed
third
in
show
and
stun
and
fifth
overall
in
the
4A
division.
V
This
team
has
worked
really
hard
all
year
and
showed
a
lot
of
dedication
and
all
of
these
people
are
saying
that
it
was
about
winning.
But
when
you
go
back
and
watch
the
videos,
none
of
us
actually
accepted
the
awards.
Our
coaches
wouldn't
have
accepted
him
for
us,
because
none
of
us
wanted
to
go
get
it.
We
all
wanted
to
be
there
as
a
team
together.
So
for
me
that
like
really
showed
what
our
team
was
this
year
and
like
Emily
said
it,
we
are
all
siblings
now
and
it's
just
how
it's
gonna
be.
W
Hi,
my
name
is
Alexis
Snodgrass,
and
this
is
my
second
year
cheering
at
Colorado,
High,
School,
I'm
gonna
be
a
I'm
going
to
be
a
senior
this
year.
I
would
like
to
take
the
time
to
thank
the
superintendent
and
the
ad
for
coming
and
supporting
us
at
competitions.
I
would
like
to
thank
all
of
the
parents
and
all
the
people
who
supported
the
cheer
team
when
we
needed
it
the
most
and
for
our
lovely
coaches.
W
I
would
like
to
thank
them
for
always
being
there
when
I
needed
it,
especially
when
my
grandpa
was
in
the
hospital
and
I
had
it
come
this
year
and
he
had
a
surgery
when
I
had
a
competition
and
I
had
to
be
at
the
competition
instead
of
in
Utah
for
him.
But
we
practiced
five
days
a
week
and
it's
really
hard
like
it's
really
hard,
like
you're
doing
you're
something
24
7
and
if
you
drop
a
stunt,
Courtney
and
Erica
will
tell
you
what
you're
doing
wrong
and
then
you
gotta
fix
it.
W
They
had
a
they
had
to
get
all
their
stuff
ready
to
graduate
and
no
matter
what
we
had
like
going
on.
Whenever
it
was
the
day
of
competition,
we
would
pull
it
together.
All
of
us
would
pull
it
together.
All
of
us
would
work
together
and
then,
like
the
feeling
of
being
at
districts
and
learning
that
we
were
going
to
state
was
was
pretty
great
and
we
had
27
of
us,
which
was
a
lot
more
than
last
year,
a
lot
more
and
none
of
us
like
felt
like
we
were
all
like
a
family.
W
A
X
L
U
X
I
was
I
was
able
to
have
the
opportunity
to
try
something
I've,
never
I've
never
been
able
to
do
because
I've
got
the
opportunity
to
do
the
start
routine
first
date
and
at
districts
and
I
grew
so
close
to
my
group
that
I
had
we
had
some
up
and
downs
a
lot
of
fighting,
but
we
pulled
this
together
and
we
became
a
team
and
then
the
whole
team.
We
grew
so
close
to
each
other,
working
together
almost
every
day
and
I
just
wanted
to
thank
everyone.
A
A
C
A
quick
comment:
Madam
Jared,
as
you
were
saying,
Emily
you're,
saying
I
think
a
lot
of
a
lot,
even
even
as
adults.
You
just
need
somebody
to
believe
in
you
a
lot
of
time,
yeah
and
we
believe
in
you,
kids.
We
believe
in
that
everybody
in
this
school
and
and
I
think
it
just
need
you.
C
T
N
S
L
S
Q
S
Because
it's
caught
it
costs
so
much
and
I
know
being
out
here.
I
know
some
of
the
kids
struggle
like
they
work
to
pay
for
their
own
uniforms.
Z
S
They
work
to
pay
for
Camp,
they
work
for
that
stuff.
So
we
do
a
couple
fundraisers
before
season
and
then
that's
that's
it
and
what
we
get
we
improvise.
We
do
what
we
got
to
do
to
make
things
just
fall
into
place,
so
they
have.
What
they
need
to
be
able
to.
You
know,
do
what
they
need
to
do
and
compete
against
the
other
team.
P
A
L
S
Kids
in
the
Caldwell
School
District,
we
live
in
Nampa.
We
travel
out
here
to
to
coach
the
kids
and
to
do
this,
and
this
will
be
our
seventh
year
here
at
Caldwell.
So
it's
not
because
we
have
kids
in
the
system.
It's
just.
We
love
the
passion
of
it.
That's
what
we
do,
and
you
know
we
have
kids
I,
bring
my
old
kids
from
when
I
coach
them.
You
know,
I
was
there
for
eight
years
in
and
they
talk
to
the
kids
and
they've
seen
those
kids
in
there
and
since
we
post.
A
R
L
L
B
One
spot
a
little
bit,
I'm
ready
one.
Two
three.
L
AA
O
Madam
chair
trustees,
I
would
just
like
to
add
to
the
chair
presentation
that
if
you
have
never
been
to
a
district
or
state
cheer
competition,
you
should
go
because
it
is
not
like
sideline
chair.
It
is
like
wow,
it's
amazing.
So
it's
it's
different.
It's
really
cool
Madam,
chair
trustees.
I
would
like
to
introduce
our
wrestling
team,
coach,
klosser
and
the
wrestlers
I
don't
know.
Tamara
was
bringing
them
in
okay.
O
Yeah
I
also
want
a
Madam
chair,
recognize
parents
that
are
in
the
audience
both
from
Cheer
and
wrestling
and
our
other
students,
because,
as
you
know,
it's
a
lot
to
take
kids
to
practices
and
be
at
competitions
and
all
and
then
money.
So
the
parents
are
behind
their
kids,
and
so
we
really
appreciate
it.
That's
awesome
so.
O
To
you,
coach,
slotser,
he's
presented
to
you
before
yeah
these
guys
had
a
great
season
and
they're
going
to
tell
you
all
about
it.
L
U
AC
Few
people
we
had
first,
we
had
10
State
placers.
Three
three
state
champs,
six
in
the
finals,
which
I
think
six
was
more
than
any
other
team.
We
didn't
win
them
all,
but.
AC
Okay,
we
had
our
second
three-time
state
champion.
Hunter
vitamin
a
professional
state
champion
raise
your
hand,
so
we.
AC
A
AC
L
A
AC
Let's
see
what
else
academically
we
I
think
if
I
count
right,
we
had
11
kids
that
were
3.5
and
better.
Oh
wow,
that's
what
you
probably
do
is
more
traveling
than
anybody
else.
We
have
three
weekends.
We
go
there
four
day
so
Thursday
through
Sunday,
so
they
still
have
to
keep
their
grades
up
and
or
attempt
too
well
they're,
while
they're
traveling
and
stuff,
and
we
almost
travel
every
weekend.
So
our
fundraising,
we
have
to
fundraise
a
lot
of
money
to
get
through
all
the
pay
for
motels
and
stuff,
like
that.
AC
But
we
are,
the
end
of
our
season.
Was
great
I,
don't
think
we
could
have
a
better
tournament
at
state
tournament
than
we
did
I
think
we
went
21-4
on
Friday
night.
That
was
the
night
of
the
semis
and
so
the
day
that
you
really
know
if
you're
going
to
be
a
safe
place
or
not,
and
then
the
first
night
on
Thursday
we
were
16
and
four,
so
we
had
about
as
good
as
we
could
do
I
thought
in
each
tournament.
You
know
leading
up
to
that.
AC
AC
Four
four
seniors:
all
four
seniors
are
here
all
four
seniors
placed.
Oh.
AC
Much
when
you
go
through
our
program,
if
you
make
it
for
for
all
four
years,
you
either
you'll
get
to
the
state
tournament
or
you'll,
be
a
state
play.
Sir,
almost
every
senior
that
I've
had
that's
went
for
four
years
at
the
high
school
has
has
went
that
far
I've.
A
Been
to
a
couple
of
practices
where,
with
your
seed
program,
that
you
start
you
know
well
I
know
that
a
lot
of
you
start
younger,
but
I've
been
to
a
lot
of
the
like
the
kids,
Junior,
High,
kids
and
and
I
think
wow,
these
kids,
you
know
how
many
of
you
have
done
wrestling
for
more
than
the
four
years
you
were
in
high
school,
so
yeah
part
of
that
seed
program.
That's
awesome!
That's
great!
So
it's
working
right,
it's
working!
So
that's
cool!
A
C
Like
to
say
some
words,
no
I'm
just
really
proud
of
you
guys
I
was
like
Madam
chair
said:
I
was
a
wrestler
since
I
was
when
you
could
start
at
five
years
old
over
in
Parma,
High,
School
and
or
at
Parma,
and
we
did
the
same
thing.
We
started
when
we
were
young
and
when
I
was
in
high
school
we
back
then
we
had.
We
did
great.
We
had
you
know
time.
C
After
time
we
were
state
state,
state,
state,
champs,
I,
think
I
could
see
it
in
your
guys's
eyes
that
you
guys
love
it.
Man
right,
you
guys,
love
wrestling.
You
gotta
love
wrestling
to
to
do
it
all
all
these
years
and
Coach
Klutz,
good
job,
coach,
splatzer,
yeah,
good
job.
AC
A
C
U
F
A
A
AD
Oh
that's
easier
for
me
something
for
the
girls.
It's
always
really
hard
to
find
someone.
That's
Really
Gonna
encourage
you
to
be
your
best
and
thankfully
I
had
coach
gotzer
and
he
was
always
looking
out
for
me
and
and
wanting
to
look
out
for
women's
wrestling,
which
is
also
really
hard,
because
not
every
coach
has
the
best
intentions
for
women's
wrestling.
So
it's
always
good
to
be
a
women's
wrestler
and
persevere
through
hard
times
and
thankfully
called
Ojai
as
coach
klutzer
and
it's
growing.
A
AD
Personally,
I
wrestle
at
Oklahoma
City
University
I'm,
taking
a
redshirt
year
this
year,
because
I
tore
my
AC
all
this
summer.
So.
S
AD
A
B
L
O
F
Thank
you,
madam
chair
and
trustee
is
for
that.
It's
been
a
bit
before,
since
we
could.
We
thought
we
could
share
out
and
so
I
know
it's
a
lot
and
we
have
other
things
that
are
happening,
as
you
know,
as
I
send
out
emails,
or
we
receive
updates
from
our
teachers
of
students
who
are
like
Robotics
and
National
History
Day.
So
we'll
keep
you
abreast
of
that.
I
do
believe
that
we,
we
won't
have
high
school
reports
this
evening
from
Paul
or
Abigail,
okay,
and
so
from
there.
We
just
move
on
okay.
A
Do
we
have
any
other
reports
from
the
high
school
Dr
winter?
Is
that
following.
A
All
right
so
next
on
the
agenda
is
our:
let's
see
our
consent
agenda
and
so
we'll
take
action
on
we
will
I
I
will
ask
to
have
to
approve
all
the
following
items
by
a
single
vote
unless
one
one
of
the
trustees
would
like
to
have
an
item
removed
from
the
consent
agenda
to
be
considered
and
discussed
separately.
So
at
this
time,
I
would
like
test
promotion
to
approve
the
consent
agenda.
A
A
AA
There
trustees
looks
like
we're
getting
lined
up
for
this
summer
and
spring
break
Caldwell
High
School.
We
were
looking
at
Spring
break,
but
the
auditorium
the
curtains
were,
pushed
to
Summer
the
FCS
room
has
been
getting
remodeled,
we've
purchased
the
new
ranges
and
we've
been
working
on
getting
the
cabinets
reset
and
the
stainless
countertops
fit
it.
AA
We've
addressed
some
of
the
graffiti
that
was
done,
we're
still
looking
at
pricing
for
the
band
trailer.
That
was
tagged,
we're
looking
at
options
of
painting
and
doing
a
wrap
on
it.
So
we're
still
waiting
for
pricing
to
come
back
on
that
we've
got
the
front
entry
security
vestibule
approved,
so
we're
going
to
be
putting
that
out
to
bid
and
Syringa
at
the
HVAC.
AA
The
gym
has
been
waiting
on
the
units
to
come
in
once
they
come
in
we'll
be
able
to
move
forward
and
schedule
that
the
choir
music
room
we've
been
looking
at
new
HVAC
and
air
conditioning
we're
looking
to
modify
the
roof,
so
it
holds
the
the
weight
of
the
the
units.
AA
So
we're
right
now
in
discussions
with
the
structural
engineer
and
see
what
needs
to
be
done
to
support
those
Lincoln
Elementary,
the
the
annex,
the
bathroom
remodel,
Plumbing
project
is
going
out
to
bid
the
library
roof
is
been
out
and
we'll
be
getting
roofed
the
week
of
spring
break
or
the
week
thereafter,
and
then
we
hope
to
do
the
main
roof
and
the
entry
canopy
for
this
summer
to
get
those
ones
done.
AA
Sacagawea
the
blind
proposal
was
accepted
and
they'll
be
installing
those.
Over
the
summer
time
you
said:
Indian
Creek
Academy,
the
HVAC.
The
gyms
received
approval
as
well.
The
unit
should
be
within
and
within
the
next
two
weeks
and
we'll
be
able
to
schedule
that
to
get
the
heat
in
the
in
the
gym,
Canyon
Springs,
the
fence
has
been
all
repaired
and
working
on
getting
that
one
wrapped
up
and
but
behind
us
we.
AA
And
he
started
today
as
a
matter
of
fact,
so
we're
looking
forward
to
seeing
some
some
good
things
and
at
the
at
the
high
expect
so
Van
Buren,
the
play
equipment
is
looking
to
be
installed
over
spring
break
and
the
roof
is
out
to
bid
to
get
that
one
redone
Jefferson,
Middle
School,
that's
also
roof,
is
out
to
bid
look
to
see
if
we'll
be
able
to
get
that
one
done.
AA
This
summer
the
front
entry
vestibule
has
been
approved
so
we'll
be
working
with
arctics
and
doing
the
layout
right
now
figuring
out
how
that's
going
to
lay
out
for
the
front
entry
for
for
that
school,
the
gym
bathrooms
those
will
be
remodeled
the
two
bathrooms
down
by
the
gym.
Those
will
be
remodeled,
so
we're
looking
at
I'm
talking
to
the
contractors
to
see
what
needs
to
be
done
to
upgrade
those
bathrooms
Washington
Elementary.
AA
That
roof
also
is
out
to
bid
so
we're
looking
to
hopefully
get
some
good
response
back
to.
When
we
put
that
one
out
we'll,
hopefully
get
the
response.
We
need
to
get
a
good
contractor
to
redo
that
one
district-wide
over
spring
break
would
look
to
do
things
such
as
clean
carpets,
replace
the
untold
bulbs
just
to
fit
in
what
we
can
for
that
week
on
why
the
students
are
out,
and
hopefully
we'll
get
as
much
done
as
we
can.
A
AA
C
AA
So
it
could
come
in
so
it
restricts
some
going
right
into
school.
They'll
have
to
stop
there'll,
be
a
wall
or
a
storefront
that
will
keep
them
and
then
we'll
set
up
another
area
for
the
receptions
to
be
right
up
front
with
the
SRO.
So
then
that
way,
it's
set
up
a
lot
better,
where
you
don't
have
full
access
to
them.
Yeah.
F
So
in
Jefferson,
when
you
enter
Jefferson,
you
know
you
can
just
walk
in.
You
could
go
right
to
the
band
room
right.
So
the
secretaries
can
let
you
they'll,
let
you
in,
but
you
could
go
a
lot
of
different
places
so
that
will
we
just
know
there
needs
to
be
a
place
to
make
sure
people
check
in
okay
and
then
at
Caldwell
High.
Also
people
could
just
come
in
yeah
and
they
don't
necessarily
have
to
stop
in
and
check
in
at
the
office.
So
I
think
you
may
have
heard
officer.
A
M
Chair
I
just
want
to
thank
the
public
again,
for
you
know,
passing
our
plant
facilities.
Levees
I
love
you
several
years
ago
and
for
supporting
the
district.
Whenever
we've
had
you
know,
plant
facility
or
supplemental
levees,
the
money
is
used
carefully
and
prudently,
and
you
know
we've
got
a
lot
of
schools
and
a
lot
of
facilities
and
they
continue
to
age
and
they
they
need.
You
know
maintenance,
and
so
we
appreciate
the
public
for
trusting
the
district
to
make
those
decisions.
So
thank
you
for
carrying
that
out.
We
appreciate
that
Mr
career.
A
Thank
you,
sir
okay,
all
right
and
next
we
have
the
cfbo
financial
update
once
again
that
you
can
find
that
on
their
website.
A
Cfo.Org,
and
that's
just
that
is
our
Caldwell
Foundation
of
educational
opportunities
and,
like
I
said
you
can
find
that
on
on
their
website.
We
also
have
information
items.
Is
the
Caldwell
School
District
calendar
important
dates?
A
Folks,
you
can
go
on
our
our
board
docs
and
check
out
the
the
important
dates
that
we
have
we
put
on
there
just
when
school
board
meetings
happen
when
when
there's
no
School
parent-teacher
conferences,
things
like
that
so
you're
able
to
go
on
there
and
and
look
at
that
so
and
then
next
we're
going
to
have.
A
Okay,
so
I'm
gonna
read
rules
and
protocol
for
public
input.
The
public
comment
period
will
be
limited
to
a
total
of
45
minutes
unless
it
is
extended,
but
it
looks
like
there's.
We
only
have
two
people
tonight,
so
it
won't
be
that
long
names
will
be
called
an
order
appearing
on
the
request
to
participate
form
and
on
there
we
have
should
a
large
number
of
the
public
wish
to
speak
on
the
same
issue
or
topic.
Members
of
the
public
are
encouraged
to
select
a
representative
to
summarize
their
position.
A
Please
come
forward
to
the
podium
and
address
the
board.
Please
state
your
name
and
city
of
residence
for
the
record.
A
Each
person
will
have
the
floor
for
a
maximum
of
three
minutes:
a
trustee,
I'm
thinking
trustee
Butler
will
he
will
give
a
two-minute
warning
and
a
one
minute
warning
and
then,
when
the
time
is
up
by
the
showing
of
cards,
please
do
not
exceed
your
time
limit,
please
no
applause
or
cat
calling,
during
or
after
a
presentation,
and
please
do
not
personally
attack
or
address
board
members,
District
administrators,
District
staff
or
audience
members.
A
If
you
would
like
to
provide
the
board
more
information
than
the
time
permits,
please
reduce
your
concerns
to
written
form
and
you
may
visit
the
school
board
public
comments
section
on
the
district
website.
Written
comments
must
include
your
name
address
and
phone
number
and
we
ask
that
we
are
in
a
public
forum,
so
please
be
respectful,
and
so
at
this
time
we
would
like
to
call
up
on
Nicole,
Trejo
foreign.
P
AE
Caldwell
Idaho
Madam,
chair
trustees,
Dr
French
I'd,
like
to
start
by
speaking
toward
policy
2340,
controversial
issues
and
the
academic
and
academic
freedom.
I
appreciate
the
board
holding
this
policy
last
month.
Due
to
my
input
and
I'm
thankful,
the
committee
changed
the
language
in
section
10.1.
So
thank
you
for
that.
One
thing
that
is
a
little
confusing
to
me
in
it.
AE
Still,
though,
is
the
opt-in
versus
opt
out
language,
section
9.2,
says
to
fill
out
a
form
to
opt
out
of
a
topic
which
may
be
contrary
to
religious
or
moral
values
on,
and
it
gives
the
form
and
form
2340
F1
is
an
opt-out
for
sex
education.
Specifically,
however,
under
Section
10.2,
which
is
under
sex
education,
says
that
quote.
Students
enrolled
in
classes,
including
these
units
are
required
to
have
prior
parental
approval
before
receiving
instruction,
and
this
language
is
an
opt-in
language.
AE
So
I
feel
like
there's
just
a
little
contradictory
unto
whether
it
is
opt-in
or
opt
out,
because
prior
parent
approval
would
be
opt-in,
but
the
form
at
the
top
says
opt
so
needing
to
know
which
one
of
those
is
what's
required
under
that,
and
next
I'd
like
to
speak
toward
policy
4501
public
participation
in
board
meetings.
First
I
want
to
thank
the
committee
for
removing
a
patron
input
form
being
required
to
be
filled
out
in
section
five.
It
just
says
we
can
use
the
sign
up
sheet.
AE
So
I
appreciate
that
I'm
sure
it's
less
paper
and
less
to
have
to
file
without
the
whole
form.
One
thing
though,
I
did
see
on
here
was
we
used
to
be
able
to
email,
or
it
says
we
could
present
or
mail
to
the
board
clerk
materials
that
we
wanted
to
be
seeing
not
just
our
input
and
that
has
all
been
taken
out
in
section
seven.
So
I'm
not
sure
if
someone
wanted
to
submit
articles
or
they
wanted
to
submit
a
study
or
something
like
that
to
the
board.
How
should
we
do
that?
AE
Because
when
I
did
patreon
and
put
through
the
form
before
it
did
not
have
a
spot
like
that,
I
noticed
to
attach
like
a
document
or
a
study
or
a
link
to
a
study
or
something
so
wanting
to
know
how
we
should
submit
that
going
forward
with
this
policy
and
one
other
thing.
I
am
thankful.
It
has
in
here
that
that
personally
directed
abusive,
obscene,
repetitive
irrelevant
from
section
9
and
defamatory
and
abusive
remarks
in
section
10
has
been
in
here,
specifically
that
they
can't
be
done.
AE
My
husband
and
I
have
had
remarks
from
testimony
directed
specifically
at
us
in
Prior
meetings,
so
I'm
glad
that
will
not
be
an
issue
anymore,
and
one
thing
I
would
like
clarify.
Location
on
is
section
13.
It
says
a
person
who
disrupts
the
educational
process
or
presence
is
detrimental
to
the
morals.
Health
academic
learning
or
discipline
of
the
pupils
or
her
lawyers
in
schools
or
on
school
grounds
is
guilty
of
a
misdemeanor
and
it
states
the
code,
but
I
feel
like
that's
little.
AE
Blip
of
the
code
is
taken
out
of
context
because
that
piece
of
code
starts
by
talking
about
being
in
schools
and,
as
you
can
read
in
here,
it
talks
about
being
in
school
in
classrooms,
disrupting
learning,
which
is
nothing
to
do
with
our
public.
Our
board
meetings
here,
except
I,
could
see
on
school
grounds
loitering,
so
maybe,
if
you're
outside
after
a
meeting,
that's
not
allowed
but
other
than
that,
I
did
not
see
how
that
section
pertained
and
like
I
said
it
seems
to
be
taken
out
of
context
when
you
look
at
the
code.
AE
Did
I
say
backwards
so
yeah?
Let
me
see
yeah
4105.
A
AF
AF
Trustees,
my
name
is
Nicole
Hyland
and
I
live
in
Caldwell,
real
quick
on
the
4105
I
just
wanted
to
say
that
I
she
did
wonderful,
but
I
just
want
to
add.
I.
Do
think
that
it's
important
that
we
have
public
input,
whether
it's
up
here.
Attaching
documents
like
she's,
saying
I,
disagree
with
that.
So
I
just
want
to
add
that
so
my
I
wanted
to
talk
quickly
on
14,
20
and
2340
about
14
21st.
AF
20
on
the
trustee
expenses
in
trying
to
do
it
quickly
on
the
first
page,
I
think
that
on
1.1
and
like
I
said,
I'm
gonna
go
really
fast,
so
1.1
I
think
we
need
to
emphasize
that
it
says,
however,
comma
I
think
we
need
to
emphasize
that
it
says
outside
the
district.
Just
so
we
make
that
clear,
and
we
don't
forget
that
2.1
needs
clarification.
AF
It
says
the
it
says
whenever
any
trustee
resides
at
such
distance
from
the
meeting
place
on
the
board
as
to
require
such
member
to
incur
extraordinary
expense
in
traveling
from
his
or
her
home.
To
and
from
the
meeting
place,
the
board
May
approve
payment
to
a
trustee
of
the
extraordinary
expense
incurred
in
attending
in
any
such
meeting.
AF
Okay,
the
board
has
determined
that
those
trustees
will
travel
in
that
those
trustees
who
will
travel
in
excess
of
25
miles
from
the
place
where
school
board
meetings
are
generally
held,
shall
be
entitled
to
an
allowance
or
mileage
or
actual
travel
expense
incurred.
Whichever
is
less
but
I'm,
really
thinking
that
you
guys
should
live
in
the
district,
so
you
guys
shouldn't
be
traveling
25
miles
now
it
that's.
AF
Where
the
clarification
needs
for
that,
because
if
you're
traveling
25
miles
outside
for
an
additional
event,
then
I
can
see
that,
but
that
needs
to
be
cleared
or
clarified.
I'm
sorry,
the
strikethrough
in
3.1
items
need
to
be
present
present
when
travel
expenses
are
assumed
or
generalized
instead
of
itemized
that
may
harness
possible
exploitation
of
reimbursements
and
then
3.2.
The
strikethrough
of
3.2
needs
to
be
present
as
well,
just
because
I
feel
it
is
a
direct
and
clear
guideline
that
can't
be
exploited.
AF
3.1.1
needs
clarification
to
be
specified
that
reimbursements
are
for
anything
outside
of
normal
district
meetings.
Regular
meetings
are
part
of
the
job.
AF
AF
start
with
the
praise.
I
really
do
I
really
appreciate
the
opt
out
form.
This
is
something
that
a
lot
of
parents
have
wanted
and
if
it's
truly
to
caveat
what
Nicole
treyquel
had
said,
if
it's
truly
something
that
needs
to
be
clarified,
let's
do
it,
but
I
do
appreciate
y'all
doubtful.
Okay,.
AF
A
A
Okay,
yeah
and
so
we'll
continue
with
our
looks
like
we're
on
a
regular
agenda,
and
so
some
of
these
items
that
we're
gonna
go
over
on
the
agenda.
Some
of
them
are
information
only
and
some
of
them
will
be
asking
for
an
action.
So
at
this
time,
with
this
following
agenda,
item
is
information
only,
and
so
we
have
National
History
Day
and
we
have
I
don't
know.
Did
you
have
a
separate
introduction
that
you
wanted
to
do
for
Mr,
okay,
Mrs
Wilson?
If
you
would
like
to
please.
O
Madam,
chair
trustees,
every
year
our
Juniors
participate
in
the
National
History
Day
research
project
and
presentations,
and
you
all
most
of
you
I
think,
have
been
judges
during
the
National
History,
Day,
I'm,
sure
Mr
Wirtz
knows
how
many
years
in
a
row
we've
done
it.
We
only
took
a
Hiatus
for
a
couple
of
years,
but
we
did
have
some
great
success
from
our
students
this
year
they
were
really
quality
projects.
O
The
teachers
I
talked
to
said
that
the
quality
was
high
and
if
you
were
able
to
judge
us
I'm
sure
you
saw
that
so
I'll
turn
it
over
to
Mr
Wirtz,
who
is
the
leader
of
the
social
studies
Department?
He
is
the
department,
chair
and
he'll
have
some
more
info
for
you
and
we
also
have
in
the
audience
Miss
Callaway,
who
is
another
social
studies
teacher
at
Caldwell,
High
School,
oh
yeah,
there
she
is,
and
so
she
must
not
have
wanted
to
present
she's
here
tomorrow.
AG
Yeah,
thank
you,
madam
chair
and
trustees.
This
is
our
27th
annual
competition.
We
took
one
year
off
from
2021,
we
didn't
do
it
and
every
Junior
at
Caldwell
High
participates
in
this
either
in
a
an
individual
project
or
with
a
partner.
We
had
186
projects
this
year
and
we
are
the
only
Comprehensive
High
School
that
does
any
competition
like
this.
For
History
Day,
that's
our
size.
It
is
something
that
every
Junior
does
and
they
will
pick
a
topic
related
to
the
year's
theme.
AG
This
year
was
Frontiers
in
history
and
they
are
really
making
an
argument
about
how
the
topic
of
their
choice
was
a
frontier
in
history.
So
they
get
to
use
some
of
the
skills
that
we
are
learning
in
history,
about
research
and
evaluating
sources
to
writing.
Thesis
statements
to
make
that
argument
that
their
topic
was
a
frontier
and
what
I
really
like
about
this
is
that
it
is
a
way
for
students
that
maybe
history
is
not
their
favorite
subject,
but
they
get
a.
AG
They
probably
care
about
something,
someone
that
in
history
a
band
an
event,
sometimes
a
movie,
something
that
happened
that
then
they
can
really
use
those
historical
skills
and
research
that
and
as
teachers
we
will
support
them
in
whatever
they
need.
But
it
is
kind
of
self-directed.
They
do
the
research,
they
pick
their
topics.
Sometimes
we
have
to
help
them
kind
of
frame
it
in
the
aspect
of
of
Frontier
or
whatever.
The
theme
is
so
you
want
they
might
have
to.
U
AG
AG
Yes,
that
was
another
one.
We
had
some
interesting
ones
every
year.
There's
always
some
really
really
interesting
ones,
but
you
know
so
we
might
have
to
help
them
kind
of.
How
is
that
a
frontier
and
focus
on
that
aspect
of
it?
So
we
had
judges
from
the
community
look
at
the
projects.
They
picked
three
top
prizes,
and
then
we
have
four
honorable
mentions
of
Tide
our
top
prizes
first
or
top
three
placers.
AG
Thanks
to
a
grant,
we
got
from
the
wittenberger
foundation,
we'll
earn
scholarships
of
500
300
and
200
respectively,
for
the
top
three
placers
and
our
top
Placer
was
Raul
right
here
with
his
project
on
Walt,
Disney
and
Raul,
just
competed
in
the
district
competition
at
Edwards
Charter
School
this
last
weekend,
and
he
took
second
there.
Wow
and
he'll
be
going
on
to
the
state
competition.
AG
A
AG
P
AG
Level
they
can,
you
know,
add
to
it
whatever
they'd
like
Okay,
we
also
junior
Nara,
De
La
Cruz
won
a
second
place
with
her
project
or
the
mark.
March
of
the
four
soyuz
300
scholarship
she
won:
Emily
Vaughn
who's
not
present,
won
200
scholarship
on
her
project.
AG
On
horses,
we
also
had
honorable
mentions
in
Kiera
Mansfield
with
her
project
on
paper,
Wednesday
kovelt,
with
her
project
on
Stonewall
over
here
yeah
Raquel,
Arredondo
and
Adrian
Flores,
with
their
project
on
the
Tesla
coil
and
Linnea
Torres
and
Saul
alatora
Ramos,
with
the
project
on
Coco
Chanel
were
our
honorable
mentions.
A
AG
Do
you
have
any
questions
for
our
students.
A
So
trustees,
you
want
to
go
first,
any
questions
that
you
have
comments.
AG
On
set
on
this
weekend,
there
was
students
representing,
oh,
maybe,
eight,
to
ten
different
schools
and
they
have
a
junior
competition
too
for
middle
school
and
then
there's
the
senior
competition
which
the
high
schoolers
competing.
Okay.
P
AG
F
Mr
worth,
can
we
the
students
who
may
not
be
competing
at
the
state
level?
I,
don't
know
how
many
will
be,
but
those
who
have
that
were
recognized
at
Caldwell
height
can
we
have
them
put
their
their
on
their
display.
Their
projects
on
display
here
in
the
district
office
for
a
while
I.
AG
F
Actually
you
know
you
think
that
we
are
a
comprehensive
High,
School
1400,
approximately
1400
students
and,
and
we
it
that's
amazing-
that
we
participate
in
this,
because
it's
just
a
shout
out
to
the
level
of
expectation,
the
high
expectations
we
have
and
and
that
students
rise
to
that
level
of
expectation,
because
you've
judged
and
you've
seen
that
and
you
have
all
varying
levels
and
even
students
who
may
be
new,
who
may
not
speak
English,
prepare
a
presentation
which
is
and
then
they
need
to
present,
and
it
is
quite
you
know,
everyone
is
expected
to
to
stretch.
F
AG
Yeah-
and
that
is
what's
really
unique,
is
like
when
we
go
went
to
the
district
competition,
we're
the
only
High
School
like
this,
that
had
a
student
competing
most
the
other
schools
like
Melba
and
compass
charter
and
Idaho
Arts,
Charter,
small
schools,
where
you
they
have.
You
know
specific
classes
sometimes
for
history
day,
and
this
is
a
project
that
every
Junior
in
our
huge
school
does
in
their
history
class.
O
Madam,
chair
trustees,
if
you
remember
probably
about
this
time
last
year,
we
came
to
you
with
a
proposal
to
increase
the
graduation
requirements
from
46
credits
to
48
credits,
and
the
two
credits
were
adding
a
full
year
to
our
district
requirements
for
social
studies
for
U.S
history.
So
our
students
take
a
full
year
of
U.S
history
at
the
10th
grade
level,
a
full
year
of
U.S
history
of
the
11th
grade
level
and
then
go
on
to
government
for
a
full
year
in
economics.
O
So
we
have
like
Dr
French
said
you
know,
put
an
emphasis
on
social
studies
and
students
learning
how
to
be
good
citizens,
learning
about
the
history
that
gets
us
where
we
are
right
now
and
I
think
it's
kudos
to
the
social
studies,
teachers
for
the
dedication
to
this
project,
and
thank
you
to
you
for
putting
the
investment
and
resources
into
increased
graduation
requirements
in
that
specific
area.
So
thank
you
for
that.
This
is
kind
of
the
fruits
of
that
labor.
A
Yeah
and
I
I
want
to
make
a
comment,
because
this
year,
I
was
fortunate
to
be
one
of
the
judges
and
to
see
the
the
lunchroom
completely
packed
with
all
these
projects
and
and
and
the
kids
were
all
dressed
up
ready
to
present.
You
know
their
shoes
were
all
shined.
Their
hair
was
all
fancy
and
everything,
but
I
mean
it
was
amazing
to
see
the
kids
with
their
presentations
and
it's
not
it's
not
just
you
know,
put
right
towards
and
stick
it
on.
You
know
a
little
frame
piece
of
paper
into
pictures.
It's
not
it's!
A
You
know
the
the
the
little
paper
that
you
gave
us.
It
tells
us
what
we
have
to
grade
and
you
know,
and
then
they
have
to
present
and
and
why
they
felt
what
what
why
this
touched
them,
what
it
meant
to
them
and-
and
it
was
cool
to
see
them,
speak
about
it
in
their
own
words
and
not
necessarily
just
read
off
of
the
off
of
the
the
cards
that
were
on
the
on
the
boards,
and
so
I
mean
it.
It
really
shows
you
know
and
and
how
these
kids
are
really
into
this
they're.
A
Really,
you
know
they're,
like
this
really
meant
a
lot
to
me
and
and
the
time
and
effort
that
they
put
into
it
was
great
and
so
I'm
so
proud.
A
I
mean
I'm
so
proud
to
see
these
kids
that
are
doing
this
and
and
I
hope
that
they
end
I
hope
you
guys
understand
you
know
and
in
the
process
of
what
you
have
to
do,
and
what
you're
learning
with
this
process
about
history
and
why
you
picked
your
project
and
and
I
think
it's
just
great,
and
it
would
be
great
to
have
your
your
projects
here
at
the
district
office.
So
other
people
can
see
it.
Thank
you
so
much
yeah,
so
yeah
so
come
on
up
and.
N
L
B
A
A
F
Okay,
Madam
chair
Mrs
Wilson's
here
to
speak
to
you
about
Caldwell,
High
School,
just
a
graduation
update
last
year.
If
you'll
recall,
we
hadn't,
they
gave
us
an
update
in
March
because
we
know
we're
in
the
home
stretch
and
so
they're
just
going
to
give
you
an
update
on
this
class.
O
Adam
chair,
we
are
in
the
home
stretch
and
graduation
is
coming
May
24th
at
3
P.M
at
the
Idaho
Center
I
hope
you
have
it
on
your
calendars.
We
want
you
all
to
be
there
so
this
year,
oh
sorry,
I
got
a
tickle
in
my
throat
just
right
at
that.
So
we
have
272
students
in
the
senior
class
and
I'm
happy
to
say
that
they
are
on
track.
O
Really
we
just
have
oh.
Thank
you.
I
will
need
that.
Thank
you.
We
have
nine
students
who
may
not
graduate
during
this
school
year
of
a
class
of
272
students,
so
we
have
all
the
counselors
and
the
vice
principals
have
all
the
students
listed
on
a
spreadsheet.
They
have
shared
access
to
that.
It
lists
what
they
need
to
graduate
and
then
we
categorize
them
as
green,
yellow,
red
I,
always
say
I.
Think
I've
said
this
to
you
before.
O
We
don't
know
who's
not
going
to
graduate,
because
all
students
are
in
classes
required
for
graduation,
so
they're
all
working
really
hard,
but
you
know
sometimes
things
happen
so,
but
as
far
as
what
students
are
in
their
typical
grades,
99
of
them
are
where
they
should
be.
So
there
is
nine
students
who
may
graduate
this
summer
and
those
parents
know
I
think
there
is
one
student
who's
special
education
that
knows
that
he
will
be
back
for
another
school
year,
probably
or
another
semester.
So
we
are
using
a
program
this
year.
O
We
do
two
different
things
for
a
credit
recovery
for
students
who
failed
a
class
required
for
graduation
one
is
our
teachers
have
created
courses
online
in
Google
classroom
and
our
students
during
seventh
period
and
after
school,
stay
at
school
and
they
work
with
Mr
Stefan
leday
he's
one
of
our
safe
School
aides,
but
he
works
with
our
students,
so
they
can
either
join
through.
They
joined
that
group,
either
through
Google
classroom
with
one
of
our
teachers
at
Caldwell,
High
School
that
has
created
that
class
and
Proctors
it
and
runs
it.
O
O
There's
tests
and
quizzes
Mr
leday
Works
to
unlock
that
if
the
students
don't
make
proficiency,
and
so
they
work
through
that,
so
students
are
meeting
every
day
or
excuse
me
not
every
day
three
days
a
week
every
day
he
offers
it
during
seventh
period
and
three
days
a
week
after
school,
so
students
stay
with
him.
He
monitors
their
progress.
O
We
have
teachers
who
are
the
teachers
of
record
for
that
who
also
monitor
students,
progress
and
then,
when
they
earn
that
credit
teacher
signs
it
reviews
it
signs
it
and
gives
it
to
the
register
and
she
puts
it
on
the
transcript.
So
that's
our
process
for
students
who've
struggled
before
and
are
trying
to
get
back
on
track,
but
I
was
really
pleased
with
those
numbers
that
and
some
of
those
students
who
are
considered
red
still
May
finish
this
school
year.
So
we're
everybody's
on
Deck
to
help
them
out
with
that.
O
Madam,
chair
I
would
just
say
that
the
counselors
and
the
vice
principals
have
been
in
contact
with
parents.
So
all
all
of
the
parents
and
Guardians
know
where
students
are
at
so
they've
either
had
a
face-to-face
conversation
or
a
phone
call
conversation
with
those
parents.
Okay,
so.
A
O
Madam
chair
typically,
those
students
would
have
more
credits
than
they
could
earn
in
a
semester,
so
students
can
take
seven
classes,
and
so,
if
they
had
12
or
13
classes
to
get.
However,
through
Ingenuity
and
through
our
online
teachers
teaching
online
classes,
students
can
move
at
their
own
pace,
and
so
you
know,
students
who
they
may
be
in
seven
classes
and
then
stay
after
school
and
if
they
had
two
or
three
credits
to
get
potentially
they
could
work
through
that
and
Mr
leday
Mr
leday,
who
runs.
It
is
an
excellent
tutor.
O
He
graduated
from
Colma
high.
He
is
one
smart
guy
and
he
can
tutor
in
math
like
there's
no
tomorrow,
so
he's
a
great
asset
to
that
program.
Okay,.
C
Can
walk
okay,
quick
question
so
for
kids
that
play
sports?
When
can
they
go
in
and
find
find
Mr
great.
O
Question
Madam
chair
trustee
godina,
so
students
can
work
at
home
on
these
programs
because
they
all
have
a
Chromebook.
So
if
they
have
access
to
the
internet,
they
can
work
on
it.
We
just
ask
them
that
they
take
tests
and
quizzes
with
Mr
leday,
so
coaches
are
on
board
with
having
students
take
some
time
to
make
sure
that
they
pass
their
classes
and
get
their
credits
so
if
they
need
to
miss
practice
or
whatever
they
just
communicate
with
their
coach.
But
yes,.
C
I
know
we
have
higher
standards
for
our
for
our
kids
too,
that
play
sports.
They
need
a
better
grade,
point
average
and
than
most
so
yeah
I
I
can
appreciate
that,
because
my
daughter
plays
Sports
and
boy,
it's
tough
trying
to
balance
everything
out.
So
we
appreciate
this.
Let
you
offer
that
Madam.
O
Chair
trustee,
godina
I
would
say
that
I'm
just
trying
to
think
through
all
of
the
sports,
but
I
think
every
Athletic
program
had
some
type
of
study
hall
this
school
year,
either
pre-season
or
started
off
with
a
study
hall
before
practice
and
then
did
park
I.
Think
almost
everybody
has
some
type
of
study
hall
for
students.
So
they
know
that
they're
student
athletes
and
the
student
comes
first,
so
everybody's
on
board
with
that
including
Mr
Hallock,
myself,
Dr
French.
So
great
thank.
P
AH
Good
evening,
Madam,
chair,
Pristina
and
trustees,
so
taking
a
look
at
graduation.
I
always
feel
like
I
should
start
by
reminding
everybody
that
the
students
that
we
have
our
students
are
at
risk
of
not
graduating.
So
sometimes
we
have
a
little
bit
of
a
tough
job,
but
we're
currently
looking
at
77
total
seniors
this
year,
I'd
like
to
point
out
that
39
of
those
seniors
started
the
year
on
track
to
graduate.
AH
So
those
are
ones
that
were
like
okay,
you're
on
track
to
graduate
at
the
beginning
of
your
senior
Year,
we're
pretty
good
that
we
can
get
you
across
the
line.
We
have
six
that
have
completed
graduation
already.
The
shares.
We're
really
excited
about
that
and
looking
forward
to
celebrating
that
even
more
in
May,
with
our
senior
celebrations
and
graduation
itself,
also
just
to
consider
some
of
our
seniors
I
went
and
looked
started
the
year
with
as
few
as
18
to
or
19
credits.
AH
So
so
that's
quite
a
bit
of
ground
to
make
up
and
not
a
very
much
amount
of
time.
So
we
have
committed
to
doing.
We
took
all
77
students
and
divided
them
between
four
of
us
and
we're
doing
individual
conferences
with
every
one
of
those
seniors.
We've
been
doing
it
for
about
a
month
and
it's
really
really
interesting.
AH
I'll
share
I
won't
show
the
student's
name
but
I
met
with
a
student
today,
and
he
shared
that
he
really
had
a
rough
half
of
the
year,
the
first
semester
he
he
said,
I
didn't
I,
didn't
do
anything.
I
didn't
do
anything,
but
he
had
some
family
stuff
going
on
and
he's
now
responsible
for
about
15,
head
of
cattle
and
he's
the
only
person
who
is
responsible
for
them,
and
so
he
was
sharing
that
he
was
going
to
have
to
balance
that
and
recognizing
now
that
this
is
his
senior
year.
AH
He's
got
to
kick
it
into
gear
and
our
job
is
just
to
figure
out
what
we
can
do
to
support
them.
And
how
and
under
our
current
system,
I
was
able
to
say
to
him.
Well,
it's
still:
it's
still
possible.
Let's
see
what
we
can
do
you,
so
it
was
exciting
and
I
think
he'll
end
up
pulling
it
out
and
being
able
to
complete
in
May,
and
then
we
will
probably
end
up
doing
a
summer
school
program
in
June
for
a
few
more
that
need
to
finish
up
but
yeah.
That's
good
questions
and.
A
They
and
they
realized
too
right
that
you
know
I,
think
that
sometimes
they
get
to
this
point
and
senioritis
starts
to
spread
with
the
other
kids
and
they're
like
whoa
yeah.
You
know
I'm,
not
gonna,
be
there
in
May,
but
you
know
if
we
can
retain
those
and
and
just
make
sure
that
they
understand
you
know.
If
you
can
finish
summer
school
I
mean
it's
I,
think
the
the
percentage
of
the
kids
that
will
stay
with
the
summer
school
will
graduate
versus
the
ones
that
say:
I,
don't
know
yeah.
You
know
so
yeah.
AH
C
You
know,
I
I,
think
it's
a
great
idea
that
you
that
you're
talking
to
these
kids
yeah,
we
don't
know
what
they're
going
through
a
lot
of
the
times
and
just
like.
Maybe
you
didn't
know
that
you
had
all
that
cattle
to
take
a
lot
of
kids
there
in
the
same
boat
or
different
things.
They
have
a
lot
of
things
on
their
mind.
They
just
need
somebody
to
again
back
to
believe
in
them
and
and
you
telling
them
yeah,
you
can
do
this
or
you
can
do
it
in
the
summer.
C
One
of
the
two
you
know,
but
we
want
you
to
finish,
but
I
think
it's
a
great
idea
that
that
that
you're
talking
to
them
and
maybe
they'll
talk
to
you
more
than
they
talk
to
their
parents,
some
of
the
times.
AH
Sometimes-
and
we
also
are
mentors-
you
know
the
mentors
build
those
relationships
with
the
students
as
well,
so
I
want
to
give
full
kudos
to
our
mentors
that
are
really
building
those
relationships
and
saying
hey.
We
can
do
this,
setting
plans
with
the
students
and
making
sure
that
they're
on
task
as
much
as
they
possibly
can
so
graduation
I
believe
is
May
22nd,
so
Weevil
you.
R
A
About
that
trustees,
any
comments
for
Miss
McMillan,
you
guys
are
doing
a
great
job.
Let
us
know
if
you
need
anything.
Okay,
talk
to
that.
Lady
right
there
all.
F
Yes,
Madam
chair
and
trustees,
so
I
I,
Mrs
Wilson,
invited
me
to
a
faculty
meeting
where
the
staff
teacher
the
teachers
were
giving
a
report
on
the
work
they've
been
doing
so
a
year
ago.
I
think
it's
been
about
a
year
ago
now,
I'm
looking
at
around
the
room.
We
there
was
a
challenge.
I
will
say
that
was
placed
before
them
saying
we.
What
are
we
can
we
come
together
as
high
schools?
F
Let's
look
at
our
standards
and
then
what's
that
conversation
look
like
what
are
we
teaching
at
Canyon
and
Caldwell,
and
how
do
we
work
together
for
the
to
make
sure
our
kids
are
advancing
and
they
are
the
Exemplar
of
a
Caldwell
graduate?
So
they
have
the
call.
The
high
school
teachers
have
been
doing
work
for
over
a
year
now
and
I
asked
them
to
come
share
with
you.
F
O
Thank
you
for
having
me
back
so
I
think
that
just
as
I
was
thinking
well,
Dr
French
was
talking
some
of
the
things
that
we've
talked
about
tonight,
extracurriculars,
which
are
the
things
that
make
High
School
meaningful
to
your
team,
and
you
heard
how
the
impact
the
coach's
impact
that
they
have
on
students
lives
and
the
same
with
wrestling.
O
You
know,
National
History
Day
is
academic,
but
a
lot
of
the
work
is
done
outside
of
school
and
but
really
what
we're
here
for
is
you
know
Reading
Writing,
Math,
Science,
Social,
Studies
and
then
all
of
the
other
great
stuff
that
comes
along
with
that.
So
it
was
the
day
that
Dr
French
came
to
Kabul,
High
I
think
it
was
just
really
refreshing,
even
though
we
do
math
science
English
social
studies
every
day.
O
It
was
refreshing
to
focus
on
that
for
a
moment
and
think
about
reflect
on
a
Year's
worth
of
work
that
the
teachers
had
been
doing.
That's
what
they
do
on
Wednesday
afternoons.
They
get
together.
They
collaborate
so
once
a
month,
Canyon,
Springs
and
Caldwell
High
School
get
together
and
collaborate,
and
then
the
teachers
disperse
and
on
the
other
days
of
other
Wednesdays,
they
could
also
work
on
this
work.
O
So
there's
a
document
provided
by
Dr
French
for
us
to
follow,
and
really
it
was
about
getting
Clarity
for
teachers,
for
students
and
for
parents
that
we
can
show
them
what
we're
teaching
so
that
they
know
what's
going
on
in
the
classroom,
the
resources
that
teachers
are
using
the
standards
that
they're
covering
at
what
time
of
year
and
just
really
going
deep
into
that
and
having
a
document
so
that
whenever
we
get
a
new
teacher,
then
I
said
well.
What
do
you
teaching
English
and
we're
like?
Well
Romeo
and
Juliet?
Here's
the
book.
O
You
know
it's
more
than
that.
You
know,
there's
a
reason
why
why
do
we
teach
that
text?
You
know
all
of
the
stuff
that
goes
into
that.
So
I've
invited
some
of
our
teachers.
They
are
the
department
chairs
for
our
core
subjects.
So
I
don't
know
if
they
want
to
draw
straws
as
to
who
goes
first,
but
I
will
introduce
them,
and
then
they
can
leg
wrestle
to
figure
out
who
comes
up
here.
Tracy
white
is
our
English
department
chair.
Where
is
she
Heidi?
Okay,
we
have
Mr
Burnham
works.
O
L
AG
Right,
Madam,
chair
trustees,
thank
you
yeah,
so
we
had
this
challenge
about
a
year
ago
to
kind
of
make
a
common
curriculum
with
Canyon
Springs
and
in
the
social
studies
Department
over
the
probably
two
years
prior
to
that,
we
had
kind
of
worked
together
to
create
a
scope
and
sequence
amongst
all
of
us
that
we
would
use,
but
we
didn't
include
Canyon
Springs
in
that
and
then,
when
we
were
tasked
with
using
this
framework
that
is
used
in
Pocatello,
it's
been
and
we've
had
to
revisit
those
things.
AG
It's
been
really
helpful
because
it's
a
lot
more
comprehensive
and
it's
forced
us
to
think
about
a
lot
more
aspects
of
our
curriculum.
It's
also
been
really
great
talking
with
canning,
Springs
colleagues
each
month,
just
to
kind
of
hear
about
different
strategies
and
different
ways
that
they
approach
subjects
and
also
in
history.
We
all
kind
of
have
our
area
that
we
like
more
than
others,
and
so
when
you
get
history
teachers
together
a
lot
of
times,
we
just
end
up
we're.
AG
You
know
supposed
to
be
writing
learning
intentions
for
the
1920s,
but
then
we're
talking
about
something
that
happened
in
the
1920s
and
how
we
approach
that
in
class
and
and
it
gets
fun
and
we
can
get
off
task.
But
we
have
been
We've
accomplished
a
lot
we
have
worked
through
adding
to
and
are
almost
entire
U.S
history.
AG
One
curriculum
framework
we're
about
75
percent
of
the
way
through
in
our
U.S
history
2
framework,
and
then
this
summer,
I
think
we're
going
to
look
at
the
government
framework
and
kind
of
make
some
adjustments
there
for
this
next
year.
AB
Hello,
Dr,
Frenchman
and
chair
trustees,
The
English
Department,
has
been
working
with
Canyon
Springs
as
well.
We
started
out
with
talking
about
common
texts
and
having
anchor
texts
and
there's
a
lot
of
research
about
why
we
would
have
anchor
texts.
It
gives
students
common
background,
common
vocabulary.
AB
As
a
senior
teacher,
someone
could
say:
Hey
you
remember
when
you
read
Romeo
and
Juliet
and
every
kid
can
nod
their
head
and
say
yes,
and
so
they
have
that
common
background.
So
we
chose
one
short
work,
so
a
short
story
and
then
one
longer
work
either
a
novel
or
a
play
for
each
grade
level
and
talked
about
when
we
would
teach
those
and
then
we
talked
about
writing
and
when
we
were
going
to
do.
AB
Those
writing
prompts,
as
we
have
a
lot
of
kids
who
go
from
Caldwell
High
to
Canyon
and
some
met
return,
and-
and
so
we
don't
want
the
same
kid.
You
know
having
to
read
the
same
book
three
times,
because
they've
bounced
back
and
forth
so
we
went
through
and
we
chose
and
narrowed
down
narrowed
down.
AB
English
teacher
yeah
our
priority
standards.
So
if
you
look
at
the
standards,
there
are
a
lot
of
standards
that
are
in
with
the
state
standards,
and
so
we
narrowed
down
those
we'll
have
them
down
to
what
are
the
most
important
ones.
AB
So
we
have
started
crosswalking
those
new
standards,
looking
what
has
really
changed?
Is
it
just
verbiage
or
is
it
actual
Concepts
and
skills
that
they
would
like
for
us
to
do
so?
We
started
kind
of
crosswalking
those
and
deciding
how
we
can
hit
those
standards
with
the
curriculum
that
we
have.
AB
AB
Our
ninth
grade
team
has
been
meeting
every
week
and
they
have
been
really
good
about
being
intentional
about
following
the
standards
we've
got
one
teacher
who
really
is
really
the
driving
force
she
wants
to
know
where
we're
going
and
what
we're
doing,
and
so
because
of
that
we
have
a
ninth
grade
meeting
pretty
much.
Every
week
we
ended
up
having
a
common
ninth
grade,
end
of
course,
exam,
which
just
means
that
we
all
focused
on
the
same
skills
and
then
we're
able
to
test
those
skills,
and
then
we
could
change
it.
AB
A
little
bit
so
I
teach
the
honors
9th
grade,
which
is
a
little
bit
different
than
the
regular
ninth
grade.
So
I
was
able
to
add
a
little
to
my
end,
of
course,
exam,
but
we
did
have
that
and
we
are
working
on
another
end.
Of
course,
exam
for
May
there's
been
a
lot
of
work
with
the
10th
grade
and
the
11th
grade.
Lots
of
sharing
lots
of
collaboration,
more
I
think
this
year
than
I've
seen
in
a
lot
of
years
and
I.
Think
part
of
that
is
fresh
blood.
AB
We
have
also
I've
done
a
lot
of
work
with
the
CWA.
We
decided
as
a
department
that
we
wanted
to
do
that
twice
this
year,
so
that
we
could
use
that
as
our
goal.
So
we
tested
the
kids
in
the
fall
in
our
classrooms
and
then
we
just
did
the
CWA
and
we
kept
the
prompt
the
same
and
the
Articles
the
same
so
that
we're
actually
looking
at
the
growth
of
their
writing
can.
AB
And
then
we
so
in
the
fall
the
English
teachers
gave
it
in
their
classrooms.
They
graded
it
by
themselves,
then
in
the
spring
we
gave
it
as
a
whole
school.
So
we
changed
our
schedule.
Everybody
took
it
third
period
one
day
and
then
last
week
we
had
the
entire
staff
grade
and
I
will
say
that
as
an
English
teacher,
it
was
really
nice
to
hear
the
other
departments
say
wow.
These
are
really
good.
AB
These
are
better
than
we've
read
in
past
years,
and
so
it
took
us
longer
than
we
thought
it
was
going
to
take
to
read
them,
but
that's
because
instead
of
giving
us
this
much
of
a
paragraph,
those
kids
wrote
two
and
three
pages
wow
of
a
writing
to
that
prompt
and
it
was
developed
position
on
social
media
privacy.
AB
So
we're
I'm
looking
forward
to
seeing
the
scores
we've
done
most
of
the
data
entry
and
then
our
next
step
is
to
return
those
to
the
students
with
the
rubric
that
the
teacher
filled
out.
AB
L
AI
O
AI
Know
facts
write
them
down,
so
we
again
started
last
summer
or
last
year
at
the
end
of
the
year
and
started
to
look
at
I
guess.
AI
We
have
some
people
that
are
really
pretty
young
and
have
never
taught
before,
and
so
it's
been
really
good
for
them
to
get
in
there
and
like
really
see
all
of
this,
and
then
they
have.
We
have
a
well
a
couple
of
us
that
have
been
there
for
a
long
long
long
time,
and
so
it's
good
for
me
to
get
back
in
there
and
do
that
too,
and
just
refresh
and
see
this.
You
know
go
through
this
stuff,
so
we
started
out.
AI
Canyon
Springs
mainly
has
in
common
with
us
like
math
one
math
two,
so
we
have
multiple
classes
at
the
high
school,
but
we
started
with
math
one
two
and
three,
which
are
our
basic
freshman
sophomore
junior
classes
that
they
would
take
and
they
go
by
in
progression,
so
math
one
math
2.
We
started
with
mainly
because
that's
who
we
would
have
in
common
with
with
Canyon
Springs,
so
we
started
out
focusing
on.
AI
Overall
we
went
through
the
Pocatello
document
and
they're
the
standards
they
had
and
what
they
had
and
we
went
through
and
looked
at
all
of
that
talked
about
and
looked
at
what
we
do
as
a
district
and
how
we
needed
to
tweak
that
and
change
it
to
make
it
ours.
So
we
didn't
go
through
and
recreate
a
wheel.
We
went
through
and
looked
at
what
they
had.
And
yes,
we
cover
this.
We
cover
this.
Do
we
need
to
cover
this
because
they've
got
it?
AI
Is
that
something
we
should
do,
or
is
that
a
priority
for
us?
We
went
through
all
of
math
one
math,
two
and
math
three,
just
looking
at
the
basic
standards
and
finding
our
kind
of
overall
core
standards
that
we
needed
to
cover.
We
did
that
for
math,
one
two
and
three
and
part
of
that
work
was
done
over
the
summer
with
Canon
Springs
being
part
of
all
three
of
those
and
then
we've
continued
to
work
through
that
process.
AI
This
year,
mainly
focusing
on
math
one
and
two
when
we
work
with
them
and
then
we
also
on
our
other
weekend,
our
other
weeks,
our
other
Wednesdays.
We
have
continued
to
progress
through
looking
at
learning
intentions
that
type
of
thing,
and
then
we
also
sat
down
and
decided
because
Canyon
Springs
has
since
kind
of
changed
their
curriculum
and
looking
at
standards
based.
AI
So
we
decided
okay,
let's
sit
down
and
we
are
going
to
choose
five
core
big,
huge
ideas
that
we
need
to
cover
each
semester
for
math,
1
and
math2,
and
we
focused
on
we
did
this
with
everybody,
whether
you
taught
calculus
down
to
math
one.
All
of
us
got
together
and
worked
on
that
and
came
up
with
five
core
standards
for
first
semester
for
math
one
five
core
standards
like
the
big
things
that
these
are
our
absolutes,
that
we're
covering
with
all
these
other
little
things
that
we're
putting
in
and
then
we're
working
on.
AI
We
will
move
to
math2
next
with
that,
so
it's
just
been
kind
of
a
progression
of
we're
still
working
on
things.
There's
no
one
level.
That
is
completely
done
with
everything,
because
it's
constantly
a
work
in
process,
but
we
have
the
bulk
of
the
document
refurbished
to
focus
on
Caldwell
for
math
one
two
and
three.
F
I'm
going
to
go
back
and
I
think
I
can
pull
up.
This
Birch
had
sent
me
a
shared,
a
document
with
me,
so
I
can.
AJ
All
right,
Madam,
chair
trustees,
Dr
French,
I'm,
Eric,
Kendall
I'm,
representing
the
science
at
Caldwell,
High
School.
AJ
So
the
work
that
we
did
over
the
last
year
is
early
continuation
of
a
lot
of
the
work
we've
been
doing
over
the
course
of
many
years
at
Caldwell
and
now
incorporating
Canyon
Springs
High
School
to
work
together
and
figure
out
what
things
we
have
in
common
and
then
what
things
are
different
between
the
way
we
teach
science
at
the
two
different
high
schools
where
we
came
to
is
working
on
physical
science
and
biology
and
then
in
physical
science,
really
focusing
on
the
core
standards
of
chemistry
and
physics
that
are
taught
in
physical
science.
AJ
That
every
high
school
student
needs
to
be
able
to
understand
the
things
they
can
know
and
do
by
the
time
they
get
home
that
freshman
physical
science
class
and
then
that
would
prepare
them
for
the
biology
class
that
they
would
typically
take
as
a
sophomore.
And
then
there
are
other
courses
that
are
taught
in
the
high
school
that
are
past
those
core
courses
which
are
oftentimes
the
choice
of
the
students,
whether
it
be
chemistry
or
physics
or
an
AP
class
so
and
computer
science,
yeah
I
talked
a
while
about
that.
AJ
So
the
the
the
framework
that
Dr
French
provided
was
really
a
great
place
for
us
to
focus
those
efforts
and
get
things
in
a
way
that
looked
consistent
across
all
of
our
science
courses
and
across
all
the
different
curriculum
being
taught
across
Caldwell
High
School
and
Candy
Springs.
A
Okay,
so
well
so,
and
while
we're
waiting
for
that,
so
Canyon
Springs,
what
what
do
you?
What
do
you
have
to
say
there
is?
What
do
you
have
to
say?
I
mean
how.
AH
P
AH
AH
I
know
when
I
was
in
the
math
department,
they
were
like.
Well,
we
have
these
assessments.
Well,
let's
take
them
because.
P
AH
Need
to
be
doing
the
same
work
and
making
sure
all
of
our
students
are
reading
the
same
goals.
So
I've
enjoyed
the
time.
I
would
say
it's
not
always
been
easy,
but
it's
good
and
it's
worth
doing
the
work
good.
F
Good,
okay,
so
Madam
chair
and
trustees
that
I
I
couldn't
access.
The
document
I
had
because
I
left
my
cell
phone
up
here
and
I'm
like
I'm,
taking
a
lot
of
time.
But
what
what
you're
seeing
is.
This
is
the
template
we
kind
of
modeled
off
of
which
is
the
Pocatello
School,
District,
template
and,
and
you
can
see,
this
is
the
math.
So
when
you
scroll
down,
thank
you,
you'll
see
where
it.
It
gives
you
the
standards
that
we're
going
to
be
discussing
and,
as
you
continue
to
scroll
down
and
I,
think
Christy.
F
So
that
that's
Mrs
Wilson
has
asked
for
that,
for
the
next
step
is
to
be
able
to
meet
with
eighth
grade
teachers
so
that
we
can
look
at
a
vertical
alignment
and
make
sure
that
our
standards
are
vertically
aligned.
And
then
this
is
very
similar
to
what
our
Caldwell
High
School
and
Canyon
Springs
High
School
Math
teachers
are
doing
this
work.
So
it's
a
kind
of
an
it's
an
example
of
what
they've
been
doing,
and
most
everyone
has
a
similar
template
to
this.
A
Okay,
so
as
the
the
teacher
on
the
board
here,
Vice
chairman,
do
you
have
any
questions
for
for
these
teachers.
M
Madam,
chair
I,
don't
know
that
I
have
any
questions
just
Kudos
and
thank
you,
for
you
know
using
the
Wednesdays
effectively.
I
know
that
when
Dr
French
became
superintendent
I
don't
know
six
years
ago,
maybe
seven,
something
like
that
succession
that
you
made
collaboration
and
professional
learning
communities
a
priority,
and
so
we
we
support
that
idea
of
professional
learning
communities
and
and
making
sure
that
we
use
those
Wednesday
afternoons
which
can
be
fairly
disruptive
for
the
community
as
a
whole,
because
kids
get
off
school
early.
M
D
Madam,
chair
I,
have
a
question
so
I
have
a
two-part
question.
I
guess
so,
there's
a
lot
of
words
in
Academia
and
for
parents
to
try
and
understand
it
is
very
difficult.
So
I
was
wondering
if,
if
any
of
you
would
like
to
kind
of
differentiate
between
what
what
the
difference
would
be
between
standards,
curriculum
and
instruction.
AB
Can
jump
in
so
standards
are
the
things
that
we
are
given
by
the
state?
Okay,
so
the
state
says
if
there
are
standards
right.
These
are
the
things
that
we
think
students
need
to
know
and
those
are
not
always
in
student
friendly
language,
and
so
we
try
very
hard
to
put
those
into
student-friendly
language
for
the
kids
when
we're
talking
about
it
all
right
for
us
as
well,
when
we're
talking
about
it
so.
L
AB
AB
Right
and
then
in
English,
it
would
be.
Students
would
be
able
to
write
a
persuasive
essay
right.
So
then
the
curriculum
is
what
we
pull
in,
to
be
able
to
do
that
so
I
yeah
resources.
A
couple
of
years
ago,
I
found
a
program,
it's
called
100
writing
and
it
takes
my
on
level
sophomore
step
by
step
through
the
persuasive
process.
So
it
starts
with
what
is
fact
and
what
is
opinion
it
starts
with
what
is
serious
and
debatable,
and
what
is
personal
preference
I
tell
them?
AB
AB
So
that's
the
that's
the
curriculum,
that's
what
we
bring
in
the
resources
that
we
have
to
meet
these
standards,
so
in
the
English
Department
we
have
textbooks
that
we
bought
about
15
years
ago.
AB
AB
AB
P
Z
D
I
guess
that
was
my.
The
follow-up
question
is,
you
know,
you've
all
talked
about
standards
and
and
what
the
state
requirement
is,
but
I
know
and
you're
talking
about
doing
alignment
and
all
getting
on
the
same
page.
Excuse
me,
and
that
sounds
very
static.
I
guess
very
plain,
but
I
know
that
it.
It
doesn't
mean
that
in
every
classroom
it's
taught
the
exact
same
way
and
I
guess
that
was
that
was
like.
D
My
question
is
what
that
difference
is
is
because,
just
because
there's
one
standard
doesn't
mean
it's
only
taught
one
way,
and
so
I
was
trying
to
get
figure
out.
Okay
by
all
of
you
doing
this
and
putting
in
this
all
of
the
long
hours
on
every
Wednesday
and
throughout
the
week
you
know
what
does
that
really
mean
for
the
student
in
the
classroom.
AI
Room,
we
are
talking
our
Focus
standards,
we're
going
to
cover
those,
but
how
we
deliver
it
to
those
kids
using.
We
may
all
use
the
same
curriculum
and
resources
also,
but
it's
the
delivery
that
is
going
to
do
different,
and
so
that's
where
your
you
know,
personality
comes
out
of
what
you
give
is
how.
P
AG
Another
thing
too,
like
especially
the
social
study
standards
from
the
state
they're
very
short
and
vague,
so
there
might
be
a
standard
that
is
explaining
U.S
involvement
in
War
of
1812,
the
Mexican
American
War
Civil
War
Spanish
American,
War,
World,
War,
One,
World,
War,
II
Vietnam,
and
that's
it,
but
then
like
okay.
Well,
he
was
involvement,
World
War
II.
Well,
we
were
involved
and
we
fought
these
guys
and
these
guys.
Okay,
what
else?
So
that's
part
of
what
we
do
is
unpack
that
standard
and
say:
okay,
we'll
have
a
comprehensive
understanding
of
World
War
II.
AG
What
else
do
we
need
to
talk
about?
And
so
that's
where,
like
the
learning
intentions
are
coming
in
that
our
standard
is
we're,
meaning
this
standard
that
addresses
Wars
and
then
we're
going
into
specific
things
that
either
build
up
to
World,
War
II
or
happening
during
World,
War,
II
or
effects
of
World
War
II?
And
that's
what
a
lot
of
our
in
social
studies
our
discussions
about
is.
P
AB
And
we've
been
given
the
autonomy
to
teach
kind
of
how
we
do
that.
So,
as
English
teachers,
we
have
a
fundamental
difference
in
Persuasion
and
I'm
right
and
they're
wrong,
but
in
Persuasion
you
have
your
introduction.
You
have
your
reasons.
You
have
a
counterclaim,
you
have
a
conclusion
and
some
teachers
say
your
counter
claim
comes
first
and
some
teachers
say
your
counterclaim
comes
last
and
some
teachers
say
you
put
it
sort
of
in
in.
O
P
O
Is
that
where
the
standards
come
from,
is
the
state
gets
teachers
together,
they're
written
by
teachers,
and
so
they
get
them
together?
We
have
teachers
that
have
served
on
standards
committees
over
many
years
and
get
together
and
they
talk
about
what
are
the
essential
things
that
we
need
to
guarantee
that
kids
in
Idaho
no
and
so
that's
kind
of,
and
then
you
know,
there's
some
other
things
that
happen
in
there.
But
that's
one
of
the
steps,
that's
where
it
comes
from.
P
D
P
A
Yeah
yeah,
but
this
teacher
part
is
really
cool
I,
really
that
was
really
cool.
Thank
you
so
much
thank
you
for
for
that
information
and,
like
Vice
chairman,
he
said
you
know,
we
appreciate
the
fact
that
you
know
professional
development.
Isn't
just
okay,
we're
done
take
a
break.
You
know
it's.
You
guys
are
actually
doing
things
and
you're
actually
improving
the
education
process
within
the
two
schools,
the
high
schools.
So
thank
you
very
much.
Thank
you
appreciate
it.
Thank
you.
A
Okay,
let's
see
next
on
the
agenda
is
our
start
time
survey
results
Dr,
French,
yes,.
F
Madam,
chair
and
trustee,
so
as
you're
aware,
we
did
a
survey
results
for
families
and
then
for
staff
and
in
looking
at
those
results,
I
would
ask
for,
if
you
allow
us
additional
time
to
to
re
rethink,
maybe
some
of
the
quite
the
questions.
So
this
is
what
we
have.
We
have
support
for
secondary
starting
later.
We
don't
necessarily
have
support
for
elementary
starting
earlier,
but
transportation
cannot
support
both
groups
starting
later,
so
we
wanted
to
just
make.
F
If
we
can
go
back
and
have
another
conversation
about,
you
know
start
times
if
secondary
started
at
8
30.
Can
we
look
at
what
would
it
look
like
if
elementaries
started
closer
to
nine?
Let's
say
9
15.,
but
we
haven't
asked
parents
about
that.
I.
Just
I
can
tell
you
that
Elementary
parents
were
supportive
of
their
secondary
students.
Starting
later
they
didn't
want
their
Elementary
student
starting
earlier
staff
supports
they've,
do
their
support
for
starting
later,
but
it's
like
how
does
that
work,
because
so
Transportation
wise
we
couldn't.
F
We
don't
have
the
support
to
flip-flop
them
so,
but
we
may
have
more
conversations
and
we'd
like
to
have
more
conversations
just
to
see
if,
if
it's
even
possible,
to
consider
a
later
late
start
for
elementary
I.
Don't
think
we'll
have
a
proposal
for
this
next
school
year.
But
it's
possible
that
Maybe
24-25
Maybe.
F
D
F
N
All
right,
yes,
so
would
you
be
creating
another
survey,
possibly
and
maybe
languaging
it
different,
so
that
it's
like
the
understanding
that,
because
we
have
transportation
issues,
you
can't
do
both
I
mean
you
have
to
do
them
in
conjunction
with
each
other?
Yes,
so
it's
it's!
Maybe
the
language
of
the
survey
was.
F
A
And
maybe
get
I,
don't
know
the
schools
in
the
districts
where
it
is
working,
possibly
have
a
spokesperson.
We.
X
A
All
right,
thank
you.
Thank
you
for
working
on
that
and
the
next
item
and
on
our
agenda
is
the
the
new
audit
proposal,
so
I
believe
Cheryl
Sanderson
will
be
up
to
speak
with
us
about
this.
B
Z
Z
I
am
proposing
that
we
switch
to
Quest
CPAs
they're
local
they're,
able
to
complete
our
audit
in
a
much
timely,
more
timely
basis.
As
you
know,
last
year
we
went
clear
into
November,
which
is
is
difficult,
but
also
I,
think,
due
to
the
travel
and
probably
primarily
to
the
travel,
but
the
cost
just
was
really
creeping
up
over
the
last
few
years,
I'm
very
familiar
with
Quest
CPAs
I've
used
them
with
two
different
districts.
Z
They
work
with
over
100
districts
and
charters
around
the
state,
I
think
they're,
still
very
highly
regarded
with
the
State
Department
of
Education.
Also,
so
I
would
like
to
request
the
board
to
prove
the
included
proposal
at
the
stated
price.
This
does
include
our
single
point
audits
for
our
federal
funds
and
any
other
items.
That'll
arise
and
they've
agreed
to
get
us
on
the
schedule.
We
will
begin
our
audit,
relatively
early,
probably
with
the
first
cuts
and
first
reviews
by
the
first
of
August
in
hopes
of
having
it
completed
by
October.
F
Cheryl's
being
really
nice,
but
you
know
that
we
were.
The
audit
did
not
come
in
in
a
timely
manner
and
it
delayed
us
to
where
we
were.
You
know
in
concerned
about
meeting
State
requirements.
We
also
there
was
a
turnover
in
ownership
or
of
the
company,
so
we
I
think
we
saw
some
of
that
this
year
and
Mrs
sanderson's
very
nice,
but
the
cost
was
the
cost
increase
was
not
a
small
it
wasn't.
It
was,
as
Tracy
Robertson
said,
it
was
skyrocketed.
Z
It
so
it
increased
over
20
000
in
one
year,
and
the
proposal
is
less
than
half
going
forward
and
I
think
in
their
defense.
You
know,
there's
been
a
great
deal
of
turnover
in
everyone's
organizations
the
last
few
years,
and
so
that
was
a
big
criteria
in
the
selecting
or
or
looking
at
other
firms
is
their
ability
to
to
complete
our
audit
on
a
timely
basis,
but
having
them
here,
they're
able
to
interact
easier,
I,
think
the
availability
and
just
access
to
our
records.
Z
You
know
if
something
comes
up
they're
here
they
can
ask,
we
can
provide
it.
I.
Just
think
that
it's
time
I
think
they've
done
a
great
job
for
us
in
the
past,
but
I
think
it's
time
for
us
to
look
at
other
options.
M
But
I'm
sure
I
just
know
that
from
the
some
of
the
board
trainings
that
we've
been
to
in
the
past
that
they've
always
recommended
that
every
few
years
you
have
somebody
else,
do
your
audit
just
because
they
they're
you
know
their
firm
may
do
something.
Do
things
a
little
differently.
They
may
look
at
things
differently,
analyze
things
differently,
ask
different
questions,
and
so
for
the
you
know,
just
the
financial
and
fiscal
Health,
the
district
I
think
it's
probably
a
good
idea.
Every
few
years
to
shift
to
somebody
else.
Okay,.
A
N
Madam,
chair,
Mrs,
Sandra
I
think
that,
for
me,
one
of
the
things
that
makes
sense
in
your
presentation
is
that
they're
much
more
local
and
anytime.
You
have
somebody
that
is
doing
something
that
needs
access
right
away.
N
The
previous
company
was
in
Idaho
Falls.
That's.
P
N
P
A
Okay
and
yeah
I'm,
thank
you
for
looking
out
for
our
school
district
and
our
in
our
funds.
I
mean
that's
really
really
important
that
twenty
thousand
dollars
or
or
more,
however
much
it
was.
You
know
it
makes
a
big
difference.
So
thank
you,
Miss
Henderson,
for
that
trustees.
Are
you
I'd
like
to
ask
for
a
this.
A
So
I'd
like
to
ask
for
a
motion
for
to
accept
the
new.
The
new
audit
proposal,
change.
D
A
D
A
AK
Madam,
chair
trustees,
I
I
I
thought
a
couple
of
high
school
did
a
great
job,
answering
trustee
Butler's
question.
What
I
also
might
offer.
AA
AK
Sometimes
people
might
say
that
standards
are
the
road
map
that
we
are
given
to
move
our
students
from
A
to
B
in
a
particular
school
year
and
instruction
is
the
vehicle.
Then
we
would
use
to
get
from
A
to
B
instruction.
Finally,
would
be
the
educator
in
the
driver's
seat,
driving
that
vehicle
to
its
destination
and.
L
AK
AK
Since
we
got
back
from
break
so
starting
in
early
January,
we
convened
a
group
of
13
that
included
a
building
administrators
teachers
from
both
Elementary
and
secondary,
as
well
as
our
rock
star
parent
Shauna
Smith,
and
starting
in
this
mid-January,
we
surveyed
staff
and
patrons
about
what
they
value
and
what
they
would
like
to
see
land
on
our
school
calendar.
AK
From
there
six
surveys
excuse
me,
six
templates
were
created,
of
which
two
came
forward
that
went
out
for
a
vote,
then,
on
March
1st
with
that
said,
we
had
results
where
383
staff
members
participated
by
sharing
their
vote.
AK
689
Caldwell
School
District
families
shared
their
feedback
as
well,
and
between
option
A
and
option
b
option
a
was
by
far
the
winner
winner
as
they
go
staff
staff.
It
was
about
71
and
for
our
for
our
patrons
it
was
well
over
50
percent,
so
there
was
a
majority.
AK
Thankfully
we
we
both
agreed
on
option
A
the
biggest
difference
between
option
A
and
B
was
Thanksgiving
so
option
A,
which
is
up
for
your
consideration
this
evening,
has
this
with
a
week-long
Thanksgiving
break,
which
is
reflected
in
what
people
requested
when
they
did
survey
in
January.
In
addition
to
option
A,
it
is
reflected
in
what
people
requested,
which
was
a
two-week
break
at
Christmas
time
and
then
spring
break,
and
you
know
the
rest
of
the
calendar
is,
is
pretty
typical
of
what
we
would
see.
AK
One
thing
I
might
offer
is
that
with
option
A
before
you
this
evening
for
consideration,
students
first
day
would
be
August
16th
and
what
I?
What
I
might
share
is
that
71
of
Staff
75
and
a
half
percent
of
Caldwell
families
would
like
to
see
semester
one
end
before
Christmas
break
right.
So
when
we
start
building
templates
and
calendars,
we
we
take
that
Midway
Mark
and
then
really
we
work
backward
toward
the
beginning
of
the
school
year
rather
than
you
know
you.
AK
The
other
way
would
be
to
take
it
from
the
front
end
and
just
count
the
days
and
see
how
it
works
out.
However,
with
a
high
level
of
value
associated
with
the
end
of
quarter
to
semester,
one
being
before
Christmas
break,
that's
the
Benchmark
that
then
we
work
backwards
through
the
months
to
get
us
the
start
of
our
year.
AK
The
reason
I
offer
that
Madam
chair
is
that,
while
71
75
and
a
half
percent
would
prefer
to
see
a
semester
at
one
end
when
it
does
also,
on
the
other
hand,
53
percent
of
staff
and
about
41
of
our
families
would
like
to
see
us
start
a
little
later
in
August
in
the
survey
that
we
did
this
year.
The
hope
would
be
that
we
would
start
the
week
of
August
21st,
but
then
again
counting
up
the
days
that
put
us
back
the
week
prior
to
a
start
date
for
students,
August
16th,
for
staff.
AK
It's
August
10th.
With
that
in
mind,
given
your
decision
on
what
you'd
like
to
do
and
if
you
don't
like
it
we'll
go
back
we'll
happily
go
back
to
the
drawing
board
Madam
chair
trustees.
If,
however,
you
chose
to
approve
this
calendar,
the
goal,
then,
if
the
committee
would
be
to
reconvene
again,
one
question
that
we
would
love
to
offer
for
our
families
and
staff
to
give
us
feedback
on,
would
be
what
do
they
value
more?
AK
Do
they
value
that
end
of
semester,
one
prior
to
Christmas
over
a
late
yeah
that
start
to
the
school
year
like
what
is
more
of
a
priority
for
them
a
little
bit
of
a
starter
late,
which
then
would
have
a
reciprocal
effect
of
more
than
likely
returning
from
Christmas
break
a
little
bit
into
continuing
on
with
semester,
one
or
you
know
taking
it
back
the
other
way.
AK
A
You,
and
so
we
don't
want
to
touch,
we
don't
want
to
touch
Christmas
two
weeks
and
we
don't
want
to
touch
Christmas
break
and
we
don't
want
to
touch
Thanksgiving
break
right
because
they
they
want
the
week
of
Thanksgiving
unless
they
want
to
come
in
later
in
August
and
just
take
think
Thursday
and
Friday
off.
Yes,.
AK
Ma'am
so,
based
on
our
survey,
what
was
highly
valued
and
oftentimes,
we
find
that
both
staff
and
our
families
are
in
agreement
would
include
things
like
we
both
agreed
on
the
preference
for
the
first
week
of
school.
However,
what
was
valued
more
was
the
end
of
semester,
one
before
Christmas.
The
large
majority
prefers
to
be
out
before
Memorial
Day,
with
both
cohorts
of
folks
for
Thanksgiving
break.
AK
76.6
percent
of
our
staff
would
like
the
entire
week
for
our
families.
It
was
56.6
would
like
the
entire
week
and
then
the
second
choice
for
Caldwell
families
would
be
a
three
a
three
day
Thanksgiving
week.
That
was
reflected
in
option
b,
that
that
went
out
for
feedback.
How
and
then.
In
addition,
the
two
full
weeks
at
winner
Madam
chair
that
you
mentioned
92.6
percent,
appreciate
that
from
staff
and
for
our
Caldwell
families,
81.5
appreciate
seeing
that
on
the
calendar.
AK
Thank
you
two
two
full
weeks
at
winter
break
and
then
for
our
families
81.
Oh
man,
this
is
like
super
small
Quant
81.5
were
in
favor
of
a
two-week
Christmas
break
with
just
shy
of
10,
not
having
a
preference,
so
91
and
a
half
percent
I
had
the
no
preference
or
appreciated
that
okay.
AI
A
L
P
A
Okay,
all
right
just
these
questions
for
me,
singing.
D
Madam
chair
yes,
kind
of
one
question
and
another
statement:
I
guess
I'm
curious
on
the
April
26th
today.
Yes,.
AK
D
AK
Yes,
sir
Madam
chair
trustees,
thank
you
for
the
question.
I
lovingly
refer
to
that
April
date
as
no
school
for
anyone.
For
no
reason.
However,.
AK
I'm
not
imagine
I
might
offer
that
it
is
a
mental
health
day
and
to
be
fair
in
April,
coming
off
the
fact
that
in
March
we
only
have
in
this
proposal
13
student
days
and
then
we
go
for
quite
a
stretch
in
April.
Then
yes,
okay,.
F
Well,
part
of
it
is
also
our
contracted
days
for
teachers
in
in
order
to
well.
Basically,
we
only
have
so
many
contracted
days,
and
so
we
want
to
make
sure
that
we're
all
all
the
way
through
May
does
that
make
sense.
It
is
part
of
their
the
teacher
contract
we
have
183
days,
and
so,
if
we
free
that
day
up,
we
get
through
all
the
iset
testing.
Graduation,
all
the
things
in
May
and.
AK
Then
also
thank
you,
Dr
French
also
Madam,
chair
trustees.
If
we
did
not
have
that
day
included,
it
would
then
mean
that
one
additional
contract
day
and
then
one
more
day
for
students
like
it.
It
has
an
impact
on
the
back
end
of
adding.
A
AK
M
I'm
sure,
yes,
just
speaking
from
a
teacher's
perspective,
I
know
that
it's
nice
to
have.
It
can
be
difficult
to
come
back
after
Thanksgiving
after
Christmas
break.
Excuse
me
and
wrap
up
your
semester
when
you've
got
maybe
a
week
we
can
have
two
weeks
whatever
it
is.
M
I
mean
people
check
out
mentally
emotionally,
physically,
all
those
adverbs.
And
so
then
you
come
back
after
a
long
break
like
that
and
you're
like
oh
we're,
gonna
take
a
final
exam,
the
end
of
course
exam.
Or
what
do
you
do?
Or
you
know
you
probably
you
can't
do
another
course
exam
in
that
one
week
after
the
break,
because
kids
are
going
to
have
checked
out
and
hit
delete
on
their
hard
drive,
their
mental
hard
drive.
M
Unfortunately,
it's
it's
learning
loss
is
real
and
so
I
know
that
it's
it's
you
know
oftentimes
preferred,
but
of
course
we're.
You
know
it's
trying
to
balance
that
with
the
you
know,
all
these
needs
and
all
these
variables
so
I
just
thought,
I'd.
Throw
that
perspective
in.
A
D
Madam,
chair
I,
can
have
a
question
comment
about
that.
I
guess
I'm
curious.
If
there's
a
way
it's
laying
in
Dr
French.
If
the
board
can
help
that
I
mean
I,
think
it's
been
probably
close
to
a
decade
that
we've
been
ending,
that
first
semester
before
the
Christmas
break
and
if
there's
something
that
we
can
do
to
more
make
that
more
permanent
situation
rather
than
a
question
every
every
year
that
has
to
go
through.
D
AK
Yeah
I
mean
I
think
that
there
have
been
his
calendars
in
our
history
that
have
had
them:
students
returning
the
tricky
part
that
sort
of
comes
with
that
is
that
when
semester
ends
after
Christmas
break
secondary
folks,
in
particular,
trustee
Butler
bring
up
their
concern
of
sort
of
that
two-week
learning,
loss
and
festivity
to
all
of
those
things
as
they
look
ahead
to
their
new
set
of
courses.
AK
There's
also
sort
of
the
dynamic
of
finals
week
and
the
wonky
week.
That
comes
with
it
just
coming
back
after
two
weeks,
and
then
you
throw
in
Martin
Luther,
King,
Day
or
civil
rights
day,
whatever
you
want
to
call
it
on
the
15th.
In
addition
to
that,
then
we
also
have
the
student.
Excuse
me
the
teacher
non-directed
day
so
I
remember
as
a
parent.
AK
My
children
were
in
elementary
at
the
time
and
it
felt
I
mean
I
was
a
teacher
in
our
district
as
well,
and
it
felt
like
we
came
back
for
two
weeks
worked
a
little
bit.
Then
we
had
Martin
Luther,
King,
Day
or
excuse
me
the
non-directed
report
card
day
and
then
Martin
Luther
King,
and
it
was
just
a
little
wonky
to
get
back
in
the
group
of
things.
So
that's
a
dynamic
and
I
Madam
chair
trustees.
AK
I
would
also
mention
that
for
secondary
it
is
I,
don't
want
to
be
dramatic
and
say
the
hell
they
want
to
die
on,
but
it's
pretty
it's
pretty
solid
in
their
convictions
of
what
they'd
like
to
see.
F
D
I
think
so
to
help
to
to
borrow
a
phrase
from
Vice
chairman
Manning,
to
help
streamline
the
process.
So
we
don't
have
to
start
it
at
the
beginning
of
scratch.
Every
time
and.
AK
That
behind
the
question,
if
you
choose
to
approve
this
option,
option
A,
then
the
one
question
survey
that
would
go
out
would
be.
What
do
you
value
more?
Do
you
evaluate
the
semester,
one
ending
prior
to
Christmas
break,
given
the
fact
that
that
affects
the
start
time?
What's
your
greater
value,
and
then
that
would
give
us
additional
information
as
we
move
forward.
P
AL
N
So
yes,
so
Madam
chair,
if,
if
we
were
going
to
do
that,
the
semester
would
end
before
the
Christmas
break,
would
we
also
want
to
add
in
there
that
school
will
end
Before,
Memorial,
Day.
P
AK
Madam,
chair
trustees,
what
I
would
offer
is
that
you
can
do
whatever
you
want,
and
you
know,
and
as
an
outsider,
who
hasn't
started
on
calendar
committee.
AK
It
really
is
a
great
opportunity
when
you
do
join
calendar
committee,
because
the
options
truly
aren't
too
many.
So
if
the
board
were
to
choose
trustee
Barber
since
suggestion
to
have
that
Midway
Point,
as
well
as
the
end
point
and
sort
of
all
the
things
in
the
middle
are
pretty
well
defined
and
highly
predictable.
So
if
that
would
be
the
route
you'd
like
to
take,
then
the
ambiguity
of
what
the
calendar
would
and
could
be
with
would
be
more
clearly
defined,
be
a
pretty
quick
process.
AK
Chair
trustees,
our
recommendation
would
be
for
you
to
consider
approving
option.
A
is
presented
before
you
in
your
board,
packets,
which
reflects
the
majority
that
is
recommended
for
staff
and
Caldwell
families
for
the
23-24
school
year.
M
A
N
C
Z
A
F
Yeah
Madam,
chair
and
trustees,
I
received
this
from
Anderson
Julian
Hall
and
I
am
Mr
I'm,
not
sure
if
you
can
speak
to
it.
I
just
know
that
it
was
sent
to
me
in
it
was
sent
as
a
follow-up
after
the
jewel
litigation.
Sure,
oh
thank
you
yeah.
Thank
you.
L
F
L
AL
This
is
sort
of
much
for
seeing
the
jewel
litigation
and
settlement
thereof.
There
is.
AL
Is
a
companion,
lawsuit,
that's
coming
and
that's
been
filed,
and
it
really
has
to
do
with
social
media
platforms
such
as
Google,
Facebook,
Snapchat,
Tick,
Tock,
all
the
social
media
platforms
that
are
super
popular
with
the
with
the
students
in
all
the
schools
and
how
they
either
Market
certain
ideas
or
don't
censor
those
ideas
and
and
the
negative
impacts
that
come
about
them
and
and
essentially
what
we're
looking
at.
AL
And
these
are
videos
of
that
promote
eating
disorders,
violence,
self-harm,
bullying,
those
types
of
things
that
provide
an
Avenue
for
children,
either
to
get
at
each
other
or
get
into
their
own
heads
enough
that
it's
really
super
disruptive
to
the
learning
environments
for
children-
and
there
is-
has
been
a
a
large
lawsuit
filed
against
these
entities
by
various
school
districts
around
the
United
States
and
these
practices,
or
to
at
least
create
a
situation
where
they're
monitored
more
closely
for
these
types
of
issues
and
what
what
ultimately
is
is
in
front
of
you
is
whether
or
not
to
opt
in
to
what's
called
a
mass,
a
mass
lawsuit
instead
of
a
class
action
lawsuit,
so
mass
action
lawsuit
and
the
real
difference
there
is
a
mass
action
lawsuit
as
opposed
to
a
class
action,
considers
your
guys's
claim
individually.
AL
So
if
you
guys
have,
if
you
guys,
opt
in
a
separate
lawsuit
will
be
filed
on
your
behalf
in
the
in
the
federal
district
court,
and
then,
ultimately,
they
will
be
removed
to
a
central
sort
of
courtroom
in
San
Francisco.
AL
That
will
consider
them
as
a
whole
a
little
bit
different
than
what
you
see
in
the
class
action
lawsuit
where
you've
got
certain
and
certain
people
that
are
going
to
be
the
representatives
over
a
gigantic
lawsuit
with
common
claims,
in
the
sense
that,
at
the
end
of
the
day,
if
there
is
a
prevailing
verdict
on
any
of
the
claims
that
you
bring
forth,
you
get
the
benefit
individually
of
the
award.
Whereas
in
this
in
a
in
a
class
action
lawsuit.
AL
What
you're
seeing
is
it's
getting
gonna
get
divided
up
by
by
the
class,
and
so
you
won't
get
your
individual
award.
You'll
get
a
portion
and
a
very
small
portion
of
a
percentage
of
what
that
is,
and,
generally
speaking,
the
rest
of
the
ghosts
who
lawyers
in
this
instance,
though,
our
firm
is
more
of
a
conduit
to
a
larger
lawsuit.
AL
That's
filed
by
the
France
Law
Group
and
we
are
just
assisting
in
the
filing
of
the
general
claims
from
what
would
be
your
district
and
other
districts
in
the
state
and
asking
for
damages
not
not
a
lot
different
than
what
you
saw
in
the
jewel
lawsuit
and
what
you
opted
into
previously,
and
the
doctor
French
will
probably
talk
about
the
settlement.
Offer
that's
in
front
of
you
today
to
decide
or
not,
but
for
this
instance
we're
not
asking
for
a
lot
of
District
help.
AL
We
anticipate
it'll
be
less
than
10
hours,
just
just
Gathering,
just
the
the
regular
type
of
information
we're
going
to
need
for
proof,
and
but
we
don't
anticipate
there
being
any
involvement
with
staff
with
depositions
or
anything
else.
That
would
be
part
of
what
you
would
consider
a
general
class
action
lawsuit,
so
the
the
districts
involvements
can
be
very
minimal,
but
the
upside
could
be
really
good.
AL
You
potentially,
if
it
prevails,
you
guys,
will
benefit
from
extra
funds
in
your
budget
that
you
could
allocate
towards
to
counseling
positions
or
certain
programs
to
address
these
issues
in
your
districts
that
you
just
otherwise
wouldn't
have
available
to
you.
That's
about
as
much
as
I
know
about
it.
We
did
provide
a
fairly
lengthy
explanatory
paper
on
it
that
goes
into
far
more
detail
than
what
I
just
did,
but
for
time
constraints,
that's
the
that's
a
bolt.
A
A
AL
AL
You
know
to
the
point
of
suicide
in
a
lot
of
instances,
and-
and
so
it's
just
a
very
important
social
issue
that
we
have
to
be
mindful
of,
but
whether
or
not
you
guys
want
to
get
into
a
lawsuit
is,
is
completely
a
board
decision.
But
in
my
in
my
opinion,
there
isn't
a
lot
of
downside
to
this.
AL
You
opt
in
you're
not
being
asked
for
a
lot
of
Personnel
time
and
there's
a
good
likelihood
that
we'll
get
a
settlement
out
of
it
and
you'll
realize
some
extra
funds
to
help
address
those
issues
in
your
in
your
school
board
or
in
your
school
district.
Okay,.
AA
AL
No,
you
guys,
if
you
lose,
you
don't
get
assessed
fees
or
costs
from
the
lawsuit.
That's
all
insulated,
so
no
nothing
monetarily
at
all-
and
you
know,
as
far
as
socially
I
think
it's
a
good
idea.
I
think
it
does
paint
a
good
picture
of
you
guys
being
active
and
concerned
about
your
patrons
and
their
children,
and
my
hope
is
at
the
end
of
this.
AL
There
will
be
funds
available
for
the
board
to
utilize
to
bring
in
other
programs
that
are
helpful
to
combat
these
issues
within
your
District
or
to
provide
even
a
paid
position
within
your
District
counseling
or
otherwise
to
help
children
who
are
navigating
the
negative
effects
of
these
issues.
Foreign.
N
Yes,
so
when
you're
talking
about
a
settlement
of
a
financial
settlement,
that
is
you
know,
that
would
be
like
gravy
on
the
meal.
I
guess!
But
we'll
are
you
hoping
for
with
this
suit
that
then
they
start
monitor
that
I'm.
Looking
at
this
Facebook
Instagram
meta,
blah
blah
blah
all
these
places
will
that
change
their
behavior
I.
AL
F
AL
You
could
that's
a
good,
that's
one
way
to
look
at
it,
but
I
think
the
jewel
lawsuit
did
get
a
lot
of
attention,
and
this
is
along
the
same
lines
and
I
think
that
a
lot
of
the
social
issues
that
are
involved
in
these
lawsuits,
but
in
this
one,
are
very
prevalent
in
our
schools
right
now
and
they're
big
social
issues
that
we
all
need
to
be
paying
attention
to
and
I
know
you
guys
do
and
so
I
think
it's
a
matter
of
just
wrangling
in
these
big
social
media
platforms
that
our
kids
are
really
spending
a
lot
of
time
on
and
being
influenced
by
by
wrangling
in
what
their
message
is
and
how
to
how
it's
it's
put
out
to
our
students
and
our
kids.
A
Trustee
Butler,
okay,
all
right
so
trustees
at
this
time
we
have
a
motion
in
front
of
us.
How
do
you
guys
feel
about
moving
forward
with
the
motion
to
do.
A
I
mean
I'm.
Sorry
we
have
we
have
if
I
would
like
to
ask
for
emotion.
How
do
you
folk?
How
does
this
board
feel
about
moving
forward
with
the
lawsuit
like
to
hear
comments.
C
N
N
There's
not
really
a
downside
if,
if
we
join
in
because
I
like
the
idea
that
it's
not
going
to
require
different
staff,
members
spend
hour
upon
hour
upon
hour,
trying
to
pull
information
together.
You're
welcome
and.
N
If
we
don't
join,
I
mean,
what's
our
alternative,
I
mean
this
is
it's
like
this
is
not
going
to
get
any
better
without
any
action,
whether
it's
with
us
joining
in
or
not
so
I
just
see
it
as
kind
of
a
win-win
thing
that
if
we
can
get
the
attention
through
something
like
this,
the
purveyors
of
all
of
this
interesting
information
that
is
out
there
without
any
screening
or
consideration
of
our
youth,
it
seems
like
a
a
good
possibility.
N
AL
Truman
Madam
trustee
trustee
Robertson
the
the
reality.
W
AL
It
is
you
guys,
have
cell
phone
policies,
and
you
have
some
some
policies
that
address
how
students
view
content
from
these
entities
during
the
school
day,
but
you
don't
have
something
that
monitors
how
things
are
done
outside
the
school
walls
and
honestly,
it's
really
hard
to
police
those
cell
phone
policies
anyways
and
there's
no
way
to
keep
them
from
looking
at
these
certain
sites
and
what
content
is
available
on
those
sites.
The
only
real
the
only
real
way
to
combat
this
is
to
have
those
social
media.
AL
Any
of
these
do
changes
internally
and
the
only
way
to
really
get
their
attention
is
through
a
mass
litigation
that
involves
hundreds
or
thousands
of
schools
and
that's
what
we're
that's.
What
we're
doing
is
we're
just
collecting
schools
at
this
point
that
have
individual
claims
and
and
I
think
that
the
the
overall
effect
of
these
lawsuits
I
think
will
be
even
though
we're
dealing
with
large
corporations
when
you've
got
such
a
group
as
as
a
school
district
and
you've
got
hundreds
or
thousands
of
them.
It
does
create
quite
a
loud
voice.
D
You
know
and
kind
of
go
back
and
forth
both
ways
right,
you
know,
we've
we've
definitely
seen
the
outcome
of
what
happens
on
social
media.
D
You
know
you
mentioned
the
the
destruction
in
in
bathrooms
that
we've
seen
in
all
of
these
different
challenges
and
and
things
that
come
across
social
media
and
it
it's
a
difficult
to
kind
of.
Also
back
that
up
and
say:
well,
you
know
on
their
side,
they
would
say:
well
it's
it's
up
to
the
parents
to
monitor
it,
and
so
that's
where
it
it's
interesting
for
me
to
see
where
this
actually
can
go,
because
that
I
feel
that's
all
they
really
have
to
say.
Is
we
just
perform?
D
You
know,
allow
a
platform
and
whatever
happens,
happens
right,
but
we
have
to
deal
with
the
consequences
of
what
actually
happens
on
those
devices
and
platforms
and
a
lot
of
times.
It's
it's.
D
Even
without
the
parents,
even
knowing
what's
happening,
you
know
they
come
to
the
school
and
destroy
the
school,
and
then
afterwards
parents
find
out
that
they
even
have
it
on
their
device
or
or
anything
so
so
I
think
for
that
being
able
to
be
a
voice
for
parents
who
don't
have
the
option
of
joining
a
class
action
or
mass
action
lawsuit,
but
to
be
the
voice
for
them.
In
explaining
that
you
know
this
is
a
real
issue
that
that
everybody
is
dealing
with
I,
think
just
for
that.
It's
probably
worth
pursuing.
M
I,
don't
know
that
I
have
anything
really
profound
to
say:
I
mean
maybe
there's
some
parents
out
there.
That
would
say
you
know
we
have
parental
rights.
We
can
you
know
our
kids
are
allowed
to
watch
whatever
they
want
to.
They
should
be
able
to
see
whatever
they
want
to.
They
should
I,
don't
know,
but
you
know
I
got
it.
I
mean
it.
Is
the
parents
job
to
us
to
help
their
kids
understand
the
values
that
shape
their
world?
M
It's
also,
you
know
state
law
for
us.
You
know
it
says
that
we
shall
help
help.
We
are
responsible.
We
shall
I
can
remember
the
exact
verbiage,
but
we
are
responsible
for
the
health
and
morals
of
the
pupils,
and
so
you
know
does
this
fall
into
that
category?
That
we
shall
do
this,
you
know.
Do
we
enter
this
mass
action
suit?
A
I
have
a
question
for,
like
is
hirosaki
or
Dr
French?
What
so,
where
does
Idaho
sit
with
suicide
rates
with
youth
I
mean
I,
know
that.
F
I
know
that
that
is
one
of
the
at
the
one
of
the
top
three
I.
Don't
know
the
exact
number,
but
it's
one
of
the
top
three
reasons
we
lose
young
people
yeah
and
it's
our
own
district
has
experienced
that,
and
that
is
a
awful
thing
to
experience.
But
we
also
know
that
our
administrators
are
dealing
with
issues
that
have
happened
outside
of
school.
I
would
I
was
just
in
an
event
where
they
spoke
about
the
Canyon
County
anti-trafficking.
You
know,
youth,
children
and
Snapchat
was
a
number
one
needs.
F
You
know
parents
need
to
make
sure
that
is
not
on
a
child's
phone
because
they
talked
about
how
devastating
and
how
I
would
say
how
children
can
be
lured
into
a
room
or
a
room
in
Snapchat
and
just
the
the
things
that
can
take
place
and
a
parent
has
no
idea,
because
you
can't
even
see
it
on
the
phone.
You
don't
even
know
that
your
child
has
access
to
that.
U
F
AL
F
AL
If
you
don't
mind,
if
you
don't
mind
trustees,
I
in
Dr
French,
it's
a
good
point,
I
a
lot
of
the
lawsuits
that
I
have
to
deal
with
like
whether
or
not
be
inappropriate
relationships
between
staff
members
and
students
for
students
to
students
as
far
as
bullying
or
things
that
go
on
in
school.
P
P
AL
You
have
to
deal
with
the
effects
of
it
and
it
caught
it
constantly
pops
up
in
my
practice.
F
You
cannot
have
something
that's
taking
place
outside
of
school
and
those
students
show
up
to
school
and
not
think
that
that
we
see
young
people,
I
would
I'm
going
to
say
young
women
who
their
self-esteem
is
affected
by
how
many
likes
or
dislikes
and
I,
think
counselors
could
speak
to
that,
and
that
is
not
happening
necessarily
in
school,
but
it's
affecting
their
experience
at
school.
AL
And
those
are
being
perpetuated
in
the
high
school
atmosphere
and
you're
getting
thumbs
up
or
thumbs
down
and
and
these,
and
it
really
does
affect
the
the
social
atmosphere,
if
not
absolutely
the
person's
self-esteem
and
creates
a
really
terrible
situation
for
an
individual.
A
lot
of
times
in
mostly
it's
girls,
unfortunately,
but
yeah
and
you've
got
these
you've
got
you've
got
these
polls
going
around
schools
that
are
absolutely
starting
out
on
these
platforms
and
everybody
knows
it
and
it's
within
those
those
peer
groups,
and
it
can
just
be
devastating.
R
R
These
are
the
ones
that
have
come
to
our
attention:
Okay
yeah
by
somebody
reporting
staff
member
themselves
initiating.
So
we
have
conducted
85,
85
different
assessments
concerned
for
a
student
or
students
in.
C
A
Okay,
so
with
that
in
mind,
I
would
like
to
ask
if,
whatever
you
guys
feel
if
you
want
to
for
a
motion
to
accept
to
join
the
lawsuit
and
if
somebody
had
would
like
to
do
the
motion.
I
have
kind.
L
A
F
Yes,
Madam
chair
so
I
this
was
made.
I
was
made
aware
of
this
late
Friday.
F
F
We
that
we
we
were
invited
if
we
would
like
to
have
Mr
Greg
Cheney
and
his
Law
Firm
they've
offered
to
to
represent
the
entire
group
who's.
Who
is
has
been
named
or
would
has
the
potential
of
being
named
in
the
Civil
investigative
demand.
He
is
willing
to
rep
and
represent
the
organization's
pro
bono.
He
just
had
asked
that
The
Board
needs
to
look
at
this
information.
F
We
can
probably
speak
a
bit
to
the
community
grants
we
when
we
submitted.
We
were
very
forthright
in
what
we
were
asking
to
use
the
money
for
and
it
was
to
improve
Early
Learning.
We
did
say
it
would
improve
and
we're
looking
at
preschool,
and
we
were
very
open
about
that.
There
is
questions
about
from
the
jfac
regarding
those
grants
and
wondering
if
they
were
used
correctly
and
then
they
are,
they
would
like
they
there's.
F
Obviously
an
effort
to
consider
a
civil
investigative
demand,
I'm,
not
a
really
very
and
knowledgeable
about
what
that
might
mean,
but
I
understand.
It
would
be
to
look
at
this
to
see
if
there's
an
actionable
lawsuit.
Is
that
correct,
Mr
Stoll,
my
close.
AL
Thank
you
for
the
question.
Dr
French
I
believe
as
much
as
I
know
about
it,
which
isn't
a
lot
is
that
there
is
some
questions
about
whether
or
not
the
money
should
have
been
spent
on
preschool
type
activities
instead
of
certain
grades.
I
think
I
think
jfact
is
saying
that
there
there
were
particular
grades
that
the
that
were
anticipated
to
be
where
the
money
should
have
gone.
Whether
or
not
their
message
was
communicated
effectively
to
the
districts
is
another
question
and
ultimately,
where
this
will
kind
of
bear
out.
AL
I,
don't
obviously
know
what
this
looks
like,
but
it
looks
like
possibly
yeah.
There
will
be
an
investigation
into
various
school
districts
or
whoever
got
this
type
of
money
and
how
it
was
applied.
What
the
what
the
results
gonna
be
I
couldn't
tell
you
it's
unlikely
you're
going
to
get
sued,
but
they
they
might
try
to
claw
some
money
back
but
again,
I'm
speculating
right
now,
they're
intense
on
this
has
have
not
been
spelled
out
publicly.
AL
So
we
don't
exactly
know
what
is
it
what's
going
to
happen
in
this
in
this
scenario?
But
there
is
certainly
they
are
looking
for
an
accounting
of
where
the
money
went
at
this
point,
I
don't
know
if
you
need
legal,
separate
legal
guidance
on
this
at
this
point
from
from
another
Law
Firm,
but
because
at
this
point
nothing
actually
there
is
no
legal
consequences
on
the
tables.
AL
So
at
this
point
it's
just
a
fact-finding
venture
and
you
guys
keep
good
books
I,
don't
see
any
reason
why
you
didn't
turn
over
what
your
books
are,
including
the
communications
of
what
you
understood.
The
parameters
would
be,
and.
AH
AL
Money
and
that
should
all
be
public
pressure
anyways,
not
sure
why
you
would
need
legal
some
of
those
issues
at
this
point,
but
because
I
don't
know
of
any
threaten
lawsuits
at
this
point
you
can,
where
those
would
even
come
from,
because
that
there
shouldn't
be
a
private
private
type
of
action
against
the
school
district
or
how
that
money
was
spent
and
the
legislative
initiative.
AL
P
F
And
Madam
chair
and
trustee,
so
I
I
think
Mr
Cheney
is
well
I.
I
can't
speak
for
him.
I
think
there
are
entities,
because
there
are
smaller
organizations
that
don't
have
access
to
maybe
legal
they're,
a
daycare.
They
may
be
a
preschool
or
Private
Preschool,
so
he
is
stepped
up
to
representing
and
help
help
them,
and
he
just
invited
all
anyone
to
participate.
You
know
he
would
represent
the
whole
group
that
received
those
Grant
funds.
F
We
do
have
access,
you
know
where
we
may.
We
sit
in
a
different
position
than
a
private
data.
Yes,
we
do
have
access
to
council
so,
but
I
did
not
want
to
not
I
mean
I.
I
didn't
want
to
make
that
you
needed
to
make
the
decision
on
whether,
if
you
would
like
him
to
if
you
would
like
to
be
with
this,
if
the
group,
as
Mr
still
said,
we
haven't
been
served
anything
at
this
time,
we
did
receive
around
250
000
in
grant
money
for
our
early
learning.
F
So
it's
very
possible
and
maybe
we'll
be
asked
to
pay
it
back.
I
feel
like
we've
done.
We
were
very
upright
forthright
when
we
excuse
me
when
we
ask
when
we
applied
for
the
grant,
I
mean
that
we
did
not.
We
we
felt
like
we
were
following
the
guidance
for
the
grant,
so
it's
just
but
I
do
think
you
need
to
consider
it
and
then
I
don't
have
a
recommendation.
Okay,
because
I
know
that
we
have
counsel.
If
we
need
it.
C
C
A
Yeah
yeah,
I
yeah
I
feel
that
we
I
will
but
I
mean
it's
up
to
the
board
that
we
have
legal
counsel
already.
So
if
it
was
to
come
up
because
we
haven't
even
been
served
yet
right
correct
on
this,
and
so
you
know,
I
just
feel
that
we
have
legal
counsel
already
in
case
we
if
this
was
to
come
up.
So
that's
just
my
personal
feeling
that
okay.
A
M
Mr
stalini:
this
is
a
question
for
you,
but
who,
who
would
who
would
likely
Sue
in
this
sort
of
situation?
Do
we
have
a
sense
of
who
that
might
be
well.
AL
That's
the
interesting
question.
Generally
speaking,
there
wouldn't
be
a
private
right
of
action
here,
so
it's
not
going
to
be
a
Community
member
and
I
know
I'm,
not
sure
that
the
that
the
legislature
has
the
ability
to
sue
a
local
school
district
either
and
I.
Don't
I
honestly,
don't
believe
that
I
think
that
probably
this
is
just
going
to
be.
AL
If,
if
it
materializes
to
anything,
it's
going
to
materialize
into
some
legislative
action
to
claw
back
the
money
and
that's
what
I
think
it's
gonna,
that's
where
I
think
this
would
be
going.
AL
It
doesn't
make
sense
to
me
from
a
legal
perspective
that
there
would
be
any
sort
of
lawsuit
against
how
you
how
you,
how
you
appropriated
the
money,
I,
think
it's
more
than
administrative
issue
out
of
the
legislature
in
the
state
about
how
that
money
was
allocated.
Whether
or
not
you
guys
have
the
authority
to
extend
it.
AL
What
you
did
and
if
you
didn't,
then,
if
you
didn't
do
it,
you
know
the
way
that
they
told
you
that
the
way
that
it
was
intended,
I
guess
if
they
communicated
that
in
a
clear
way
from
the
outset,
which
I
don't
think
it
would
be
an
issue
right
now.
If
that
was
in
a
cloudy
message,.
AL
With
then
potentially
they
could
ask
the
money
back.
I
mean
I,
think
that's
really
where
we're
looking
at
instead
of
an
actual
lawsuit,
so
I
don't
think
that
there's
probably
some
big
breasts
being
sued
necessarily,
but
as
far
as
an
administrative
action
or
some
sort
of
legislative
action,
potentially
at
this
point
they're
just
talking
about
it,
and
there
is
some
contention
about
it
in
the
legislature
as
far
as
I
understand
so
I,
don't
believe
this
is
an
imminent
thing,
but
it's
certainly
something
that
should
be
under
radar,
but
I.
D
Yeah
Madam,
chair,
Dr,
French,
I,
guess
I
have
a
question
on
on
that.
The
way
the
money
was
dispersed
to
us
did
it
come
you
know
directly
from
the
state.
Was
it
something
that
we
applied
for?
Did
it
go
through
a
third
party?
I
guess
that's!
My
question
is
if
it
went
through
a
third
party
that
we
got
it
from
and
there
part
of
this
with
Mr
Cheney
than
it
might
be
reasonable
to
join
with
them.
If
it's
directly
with
the
state,
maybe
we
do
rely
on
our
own
Council.
F
So
sure
so
then
Grant,
oh
sorry,
madam
chair
and
trustee
Butler,
said
the
grant
funds
were
given
to
the
Department
of
Health
and
Welfare,
so
they
received
funding
and
I'm.
Looking
at
Tamara,
it
was
like
the
Esser
harpa
funds.
You
know
for
a
learning
loss,
then
2C
kids
applied
for.
Would
you
like
to
Tamara
yeah,
so
2C
kids
received
some
of
that
grant.
Funding
and
Tamara
is
all
involved
in
this
and
she
she
asked,
should
I
come
to
the
meeting
tonight.
I'm
like
you
know
they
might
have
a
question
for
you.
We're.
AM
Glad
you're
here,
thank
you.
Thank
you,
madam
chair
trustees,
trustee
Butler,
so
what
happened
was
we
were
invited
to
apply
for
the
grant
through
a
community
organization
called
2C
kids
and
the
focus
of
that
Grant
was
mainly
written
for
early
learning,
because
it's
an
early
learning
collaborative
and
a
portion
of
our
our
request
was
also
to
support
our
community
schools
through
professional
development.
So
ours
was
mainly
written
for
supplies,
professional
development,
training
for
teachers
and
staff
as
well
for
early
learning
and
Community
Schools,
and
we
applied
the
money.
AM
As
a
group
was
awarded,
there's
another
District,
that's
the
Fiscal
Agent,
so
they
have
all
the
money
and
then,
when
we
expend
funds
based
on
the
grant
parameters,
how
we
wrote
the
grant,
we
then
send
an
invoice
to
the
other
district
and
then
they
pay
us.
So
we
haven't
actually
received
earlier
when
we
said
we
had
received
when
I
said
two
times
a
week.
AM
I
did
I
mean
I,
didn't
think
it
would
be
fiscally
responsible
to
keep
spending
until
we
find
out
the
parameters,
but
everything
we
have
purchased
and
expended
funds
on
were
in
our
original
brand.
That
was
submitted
to
the
Department
of
Health
and
Welfare
and
approved,
and
then
each
quarter
I
believe
it
was
quarter.
We
had
to
submit
as
a
2C
kids
group
an
update
of
how
we
spent
our
funds
as
well
as
numbers
of
children
served
and
each
time
we
submitted
those
were
again
approved.
AM
So
then,
the
second
year
we
applied
again
very
similar
wording
and
it
was
again
improved,
and
so
we
were
just
Trucking
along
doing
what
we
said.
We
were
going
to
do
from
the
beginning,
and
now
we've
kind
of
hit
a
stop,
so
I
haven't
spent
any
more
of
the
funds.
AL
I,
don't
trustee
trustees,
I
I,
think
that
you
guys,
given
what
she
just
said:
I'm
not
privy
to
these
facts
until
just
now,
but
but
you
guys
are
in
a
good
spot.
Factually
I
mean
if
you
asked
if
you've
got
approvals
from
the
department
as
to
what
your
your
potential
expenditures
are
going
to
be,
and
you
have
a
third
party
basically
reviewing
your
expenses
before
they're
paid
out,
I
feel
like
you're,
in
probably
the
best
spot
of
all
the
entities.
If
you've
got
two
different
levels
of
insulation.
AL
If
you
will
of
decision
makers
that
are
above
you
that
are
reviewing
what
your
expenditures
are
and
whether
or
not
they
can
apply
with
what
the
fix,
what
the
grant
was
intended
to
provide
for
and
so
I
think
the
the
real
liability
is
going
to
be
with
whether
or
not
Health
and
Welfare
understood
the
message
and
whether
or
not
they
were
advising
and
approving
grants
that
were
outside
the
scope
and
then
whether
or
not
the
third
party,
that's
also
doing
sort
of
the
review
work
was
also
following
the
parameters.
AL
P
P
A
P
E
P
P
U
D
F
D
AL
AL
From
what
it
sounds
like
was
submitted
directly
to
the
2C
kids
program,
so
it
would
potentially
open
you
up
to
more
scrutiny
internally.
If
you
allow
this,
but
you
would
have
an
attorney
representing
you
there
that
would
Advocate
on
your
behalf,
but
I'm
not
sure
if
there
would
be
any
further
benefit.
I.
AL
Think
probably
the
target
is
going
to
be
the
one,
the
person
or
the
entity
Doling
out
the
money
which
is
going
to
be
the
C2
kids
program
and
what
they
were
considering
is
and
the
information
that
they
were
receiving
when
they
were
sending
out
the
money.
That's
going
to
be
I'm
I'm
speculating,
obviously,
but
I
would
assume
that.
That's
that's
where
the
audit's
gonna
occur.
P
AM
Me
sorry
I
got
excited
again:
Madam,
chair
trustees,
so
2C
kids
didn't
actually
receive
the
money.
It
was
a
neighboring
District
as
they're
the
acting
Fiscal
Agent.
So
it's
the
neighboring
District
who's
been
managing
it
for
various
school
districts
in
the
area.
So
it
wasn't.
F
A
Right
so
I
feel
that
we're
in
good
hands
with
our
legal
counsel,
if
anything
happens,
and
what
our
legal
counsel
has
said
as
of
right
now,
so
I
would
like
to
ask
for
a
motion
to
what
to
to
table
it.
In
other
words,
saying
you
know
that
we're
just
gonna
hold
off
and
see
what
happens
unless
trustees.
You
have
a
different
motion
that
you'd
like
to
put
out.
A
Then
I
will
make
a
motion.
I
will
make
a
motion
to
table
this
dhw
Community
Grant
to
table
the.
What
is
it
the
proposal
Dr
Frank's
for
the
retainer
yeah
for
the
retainer
to
table
it
at
this
moment
so
that
Dr
French
can
so
that
we
can
communicate
with
Mr
Cheney.
A
A
Opposed
Nate
okay
motion
passes,
so,
if
you
just
let
Mr
Cheney
know
that
we
have
tabled.
Thank
you
very
much
and
thank
you
Council
for
your
information
as
well
and
Mrs
Lawson.
Thank
you
very
much
for
your
information.
Okay.
So
now
settlement
offer
for
government
entity
claims
against
Jewel
Labs,
Incorporated
information,
Dr.
F
French
Madam,
chair
and
trustees,
this
I
just
wanted.
There's
no
action
on
this.
It's
just
an
information.
Only
I,
don't
remember
letting
you
know
that
the
Caldwell
school
district
is
eligible
to
receive
a
gross
offer
of
ninety
four
thousand
dollars
from
the
jewel
mass
action.
F
So
we
we
had
said
if
we
received
anything,
we
would
use
it
towards
Vape
detectors.
Vape
detectors
are
absolutely
expensive,
and
this
this
might
do
one
Middle
School,
it's
a
hundred
thousand
dollars
just
to
do
vape
detectors
in
the
locker
room
at
Caldwell,
High
School.
So,
but
we
do
appreciate
it
yeah
right.
It's
funding
that
we
can
use
and
The
Vape
detectors
are
working
very,
very
well
good.
It's
it's
too
yeah,
it's
too
bad,
but
they
are
working
anyway.
That
was
just
to
bring
that
to
your
attention.
Okay
and
I.
F
Don't
remember,
sharing
that
before
so
I
just
wanted
to
make
sure
that
you
were
aware.
Okay,.
F
A
Thank
you
and
then
future
agenda
items.
Trustees,
I
know
that
trustee
godina
did
you
want
yeah.
C
Our
plan
to
reduce
suicides-
it's
a
it's
a
huge
issue
here
in
Kenny
County.
It's.
AJ
C
C
County
I
know
in
Caldwell
it's
a
huge
issue
and
one's
too
many
right
and
one's
too
many
that
one
kid
is
it's
too
many
if
one
tries
and
we've
had
a
lot
of
them
that
succeeded
so
I'd
like
to
put
that
on
the
agenda
and
maybe
have
a
some
counselors
from
Cottonwood
there's
counselors
in
Cottonwood.
That
would
that
our
kids
go
to
that.
C
A
That
I
know
I
think
that
the
Family
Justice
Center
has
a
group
as
well
and
so
maybe
reach
out,
and
we
can
get
with
Dr
French
and
yeah
and
and
Madam
clerk
I'd
be
to
give.
A
Right
so
future
agenda
item
trustees,
any
other
future
Trend
items
and,
as
you
well
know,
you
just
have
to
a
couple.
Trustees
have
to
come
up
to
either
Dr
French
orai
with
an
agenda
item
and
we
can
put
it
on
the
agenda
and
that
one
is
that
so
at
this
time.
Yes,.
L
A
M
M
A
A
future
agenda
item
that
would
be
great.
Thank
you
and
then
I
know
it's
been
like
three.
Almost
three
and
a
half
hours
so
do.
Can
we
before
we
go
into
policy,
can
I'd
like
to
take
a
recess
yeah,
so
let's
just
take
a
like
a
10
minute
recess
and
we'll
just
come
back
and
what
is
it?
10,
30.,
10,
30.,
okay,
let's
just
we'll
be
back
all
right,
we're
live.
F
F
Replaced
with
74.30
and
some
of
those
policies
are
on
the
agenda.
You
know
for
first
or
second
reading,
but
that
when
those
policies
are
approved,
these
old
policies
will
be
rescinded.
F
50
excuse
me,
545
will
be
replaced
by
33.40
546
3340
641
was
replaced
by
2205
770
as
obsolete
771
is
also
obsolete.
So
those
two
spoke
about
having
private
food
service
providers
on
campus,
which
we
do
not
do
and
then
the
school
lunch
gave
school
lunch
prices
which
we
haven't
done
for
several
years.
Okay,.
L
M
M
A
F
Right,
Dr,
Frank,
hey
first
reading
now
remember
these
are
just
first
reading.
We
had
our
baseball
analogy
last
time.
F
So
2150
copyright
and
then
the
procedures
that
go
with
that
2410
504
to
replace
684
and
686,
and
then
also
the
procedures
I
have
I
had
Mrs
hirosaki
read
those
today
and
there's
a
we
will
have
a
slight
change.
It's
a
very
minor
change
in
it
just
to
make
sure
that
it
is,
it
actually
will
read
like
you
would
read
in
the
504
Act.
F
Thank
you
yeah,
it's
it's
it's.
It
will
refer
to
regular
and
special
education,
so
we
needed
to
add
the
term
regular
4105
public
participation
in
meetings,
74-30,
travel
expenses
and
allowances.
Excuse
me
allowances
and
expenses.
That
is
really
that's
more
geared
to
the
classified
and
certified
staff.
Then
the
expenditure
forms
our
lost
receipt.
F
N
Read
them
down
the
line:
yeah
policy,
2150
policy,
2150p
policy,
24
10.,
504
policy,
2410
P,
504
procedures,
policy,
4105
policy,
7430
policy,
73
4,
74,
30,
F1
and
7430
F2,
okay,.
D
Madam
chair
earlier
tonight
there
was
a
lot
of
discussion
or
a
lot
of
Patron
input
on
policy.
4105
can
I
without
really
having
time
to
digest
all
that
I
I
feel
comfortable,
passing
this
on
a
first
reading,
but
I
would
invite
the
public
to
submit
their
ideas
for
those
policies
and
those
changes
to
Dr,
French
or
ourselves,
so
that
policy
committee
can
can
review
that
as
well.
Okay,.
A
Alrighty
sounds
good,
so
then
any
other
any
other
comments.
Okay,
all
right,
all
those
in
favor,
please
say
aye.
A
Opposed
name
all
right:
Paul,
the
first
reading
passes
motion
passes
all
right
and
Dr
French
second
and
final
reading.
F
Yes,
so
the
policy
1420,
if
your
recall,
was
tabled
last
month
and
went
back
to
the
committee
with
revisions
and
it
is
specific
to
trusty
expenses,
2310
nutrition,
education,
2340,
controversial
issues
in
academic
freedom
that
was
also
taken.
It
was
tabled
last
month
and
taken
back
for
revisions
and
23.85
the
English
learner
program,
2400,
special
education,
25
20,
curricular
materials,
2605
Advanced
requirements,
2615
student
career
pathway
plans
and
then
2700,
P,
High
School,
graduation
requirements.
That
was
a
more
than
just
a
Nevada
revision.
F
If
you
recall,
and
then
3340
corrective
actions
and
Punishment
and
then
3340p
the
procedures,
then
we
had
35
25.
The
immunization
requirements
forms
one
in
Spanish
and
English
and
then
form
two
that
is
in
com
line,
with
Idaho
certificate
of
immunization
exemption
and
8200
local
school
wellness
and
8605
retention
of
District
records.
F
A
All
right
trustees
I
would
like
to
ask
for
a
motion
to
approve
second
and
final
reading
of
these
policies.
M
I'm
sure
I've
got
a
couple
questions.
Yes,
first
on
policy,
1420
I,
Believe,
Miss
Highland
had
some
questions
about
that
and
I'm
wondering
if
we
can
just
send
it
back
to
the
table
that
my
thought
is.
Maybe
we
table
it
just
for
another
review
by
the
policy
committee.
M
I
had
a
question
as
well
about
policy
2340
on
controversial
issues
and
academic
freedom,
the
form
F1.
It
mentions
birth
control,
but
but
the
but
policy
2340
crosses
it
out.
So
I'm
not
sure
I'm,
not
sure
exactly
what
that
means.
P
P
M
That's
okay,
it's
better
to
work
on
it
and
things
like
that
and
then
Madam
chair,
a
question
about
policy
8605
or
maybe
a
concern
that
is
on
retention
of
District
records
and
I.
Think
it
talks
in
there
about
staff
emails
deleting
those
and
we've
talked
about
this
in
years
past
a
little
bit
but
I
understand
that
you
know
the
districts
sometimes
has
a
burden
with
when
they
have
a
public
records
request.
M
They've
got
a
search,
sometimes
thousands
of
documents,
and
so
that's
you
know,
that's
challenging,
and
so
on
and
I
don't
know.
If
it's
even
been
practice,
you
know
that
we
have
deleted
emails
after
two
years.
For
example,
I
think
I've
got
most
of
mine.
M
I
didn't
I
didn't
actually
triple
check,
but
so,
if
it's
the
practice
to
keep
our
emails,
for
example,
trust
emails,
and
it
is
helpful-
you
know,
if
you
are,
you
know,
I
think
an
administrator
or
a
staff,
member
or
a
trustee,
and
if
it
is
the
policy
of
the
of
the
district
to
delete
all
those
emails
that
are
two
years
or
older
I
mean
there's
a
lot
of
institutional
there's.
A
lot
of
I
mean
there's.
M
There
have
been
dozens
of
times
when
I've
gone
back
and
like
oh
man
when
somebody
wrote
me
about
this,
such
and
such
you
know
a
couple
years
back
two
three
four
five
years
ago,
and
it
has
been
extremely
helpful
to
locate
that
email
again
with
any
documentation
or
links
or
data
or
information
in
that
email.
So
I
mean
if
it
hasn't
been
our
practice
to
delete
emails
after
two
years,
I
mean
I
can
imagine
you
know
any
of
the
administrators.
The
district
administrator
is
sitting
in
in
our
room
right
now.
M
If,
if
it
was
the
practice
of
the
district
to
delete
emails
and
you'll,
you
could
only
had
emails
for
two
years
as
I
read
the
policy,
maybe
I'm
not
reading
it
correctly,
but
I
think
that
would
be
problematic
for
staff.
M
That's
here
for
two
or
more
years,
and
so
I
I
would
recommend
that
we,
you
know,
send
that
back
to
the
policy
committee
to
if
it's
not
been
our
practice
to
do
that,
that
we
align
our
policy
with
our
practice,
because
I
think
it's
I
think
it
is
helpful
for
staff
to
and
and
trustees
and
administrations
and
teachers
to
have
access
to
emails
that
are
older
than
two
years
old.
F
Or
something
yeah
Madam,
chair
and
trustee
Manning,
so
we
it
is
our
practice
and
the
reason
one
is
the
storage
of
the
amount
of
emails
that
basically
almost
700
staff
members
may
receive.
F
So
what
we
do
communicate
is
that
if
there's
an
email
that
you
you
want
to
save,
we
do
ask
that
you
put
that
in
a
file.
So
we
do
have
staff
members
who
will
file
certain
emails,
so
they
have
them
for
future
reference
and
it
really
came
about
of.
We
can
keep
them
there,
but
there's
a
point
where
we
will
have
to
start
paying
for
a
storage
or
a
surfer
to
hold
all
that
data.
F
That's
really
and
I'm
Caleb's
there
and
he
probably
could
speak
more
to
it,
but
I
I.
My
my
recollection
is
it's,
so
we
can
do
that
and
then
but
we'd
have
to
you
have
to
it's
a
lot
of
data.
If
you
think
about
how
many
emails
you
receive
a
day,
and
so
that's
one
of
the
reasons,
but
we
didn't
when
I
think
we
moved
to
this
in
so
2017,
it
was
revised
in
2019.
That's
where
we
moved
to
the
two-year.
M
Madam,
chair,
Dr,
French
I,
wonder
if
we
can
I
hate
to
drag
this
out,
but
it
is
on
the
agenda.
If
we
could
ask
Caleb
some
questions
about
that
and
and
the
cost
you
associated
with
that,
and
how
much
data
you
know
would
be
stored
on
a
server
and
I
mean
I,
know:
I
know
that
servers
have
that
capacity
to
sort
you
know
store.
You
know
many
terabytes
of
information
for
a
minimal,
minimal
cost.
AN
They're
seeing
it
Trustees
of
the
board,
we
have
had
that
policy
in
place.
Four
four
I
think
it's
been
five
or
more
years.
I,
don't
remember,
recall
the
exact
reason
for
doing
it.
I
do
know
that
we
were
kind
of
matching
some
of
the
policies
in
the
surrounding
districts.
AN
If
I
remember,
right,
West,
Ada
District
keeps
theirs
for
90
days,
so
that's
pretty
extreme
I'm
glad
we
don't
keep
up
our
name
today.
Is
we
have
a
longer
retention
period
than
that
I
mean
really
it's
just
a
matter
of
changing
in
the
Google
side.
How
long
we
want
to
keep
our
our
emails
so
would.
F
AN
Stored
on
Google,
we
do
have
a
limited
storage
in
Google,
but
we
are
doing
pretty
good
on
space
in
Google
yeah,
so
I
yeah
I,
think
that
was
just
a
a
policy
that
was
passed
for
public
records,
requests
and
and
email
retention.
So
as
battle
I
can
say
about
that.
AN
There
has
been
times
where
I
wish
I
had
more
more
time
on
those
emails
too,
but
but
I
can
understand
both
sides
of
it.
AN
I
know
I've
had
projects
that
I've,
you
know
I
for
those
projects,
I
need.
You
know
to
keep
those
emails
for
multiple
years.
I
I
keep
those
in
Google
Docs,
so
I
export
any
Communications
out
into
a
Google
doc.
AN
You
know
it's
just
kind
of
a
practice
that
I've
taken
on
that.
I
know
that
I
have
two
years
to
keep
that
email
and,
if
I
need
to
keep
it
any
longer
than
I
I
need
to
keep
that
in
a
project
folder.
AN
P
What
would
you
like
to
see
keep
up
for
two
years.
AL
U
AL
So
the
auto
tour
claims
Act
is
two
years
right.
It's
not
for
most
of
the
losses,
you're
gonna,
see
and
I
will
tell
you
the
the
very
first
thing
I
do
when
I
get
a
new
lawsuit
from
my
current
business
as
I
email,
the
superintendent
and
I
say
I
need
to
get
in
touch
with
their
IP
person
and
I
need
every
email
that
came
from
this
employee
to
on
these
subjects.
They
I
mean
I.
AL
Think
people
are
usually
really
good
about
the
word
search
and
find
exactly
what
I'm
looking
for
the
problems
I
get
into
where
I,
where
I
have
trouble,
is
that
email
accounts,
like
total
email
accounts,
are
deleted
within
like
60
days
of
moving
on
from
employment
as
we
lose
that
whole
database,
so
the
things
that
I
think
probably
matter
as
far
as
timelines
go.
AL
When
it
happens,
they
can
still
bring
that
claim
up
to
six
years
after
they
become
an
adult
so
or
from
when
they,
when
it's
first
really
recognized
as
as
a
claim.
So
generally,
it's
going
to
toll
out
about
six
years.
So
if
you
I
mean
there
wouldn't
be
a
practical
reason
legally
to
do
it
longer
than
that,
but
two
years
is
like
as
far
as
I'm
concerned.
It's
what
you
need
to
defend
yourself
from
steering
would
come
up
in
school
districts.
So.
AN
AL
L
F
AN
So
any
of
the
the
example
that
he
gave
was
disabled
accounts,
so
those
emails
are
still
retained
for
up
to
two
years.
So.
F
And
you
don't
have
access
to
anything
past
two
years:
correct,
yes,
I'm
just
I'm!
Just
I
want
you
to.
We
have
to
think
about
what
that
would
be
if
we
have
to
do
a
records
request
for
six
years
and
looking
at
emails,
so
it
you
know
what
would
the
staff
be
able
to
do
with
six
years
of
data
and
then
redacting
that
data?
M
N
M
It's
hard
to
know,
I
mean
I
I,
don't
know
you
think.
Oh
man
I
had
an
email
from
this
person
on
this
issue
and
you
want
to
go
back
and
it
helps
you
see
some
contacts,
but
I
never
probably
would
have
thought
in
the
moment.
Okay
I
need
to
Archive
this
email
right
now
and
save
it
convert
it.
I
mean
sometimes
she's.
M
I
mean,
did
you
say,
council
did
you
say
Mr
stole
that
for
a
public
records
request,
they
go,
they
only
go
back
two
years
or
they
can
request.
If
you
have
an
email,
that's
accounted,
you
know,
a
public
email
account.
That's
been
open
for
20
years,
let's
say
hypothetically
that
they
would
have
to
search
or
is
it
just?
They
only
they'll
give
you
an
email
like
for
a
public
records
request
within
a
certain
parameter.
You
know
dates
or
whatever
they're
not
going
to
automatically
search
all
20
years.
AL
AL
They
usually
have
a
policy
that
governs
the
retention
of
District
records
and
so
I
default
to
that
first
and
I
look
to
see
what
that
is,
and
then
what
I
do
if
they
have
it
absorbing
a
type
of
requests
of
like
20
years
I,
say:
okay,
well,
here's
here's
an
estimate
of
how
much
Manpower
that's
going
to
cost
you
so
because,
if
you
have
the
records
their
public
record
right
so
but
the
reality
of
that
is,
is
that
when
you
say
the
estimated
cost
is
going
to
be
twenty
five
thousand
dollars
almost
every
single
time,
they
say:
okay,
let's
negotiate
what
we're
actually
winning
and
we,
when
you
can't
say
public
records,
requests,
are
kind
of
a
dicey
thing,
because
you
can't
ask
what
they're
looking
for,
but
what
I
can
say
is
look.
AL
Can
you
narrow
it
down
so
that
we
can?
We
can
easily
find
what
you're
looking
for
and
so
we'll
narrow
down
the
time
frame
and
the
subject
matter
based
on
their
recommendations
and
ultimately,
we
get
to
what
they're
actually
looking
for
in
an
easy,
easier
method
than
just
having
to
sift
through
20
years
of
emails,
which
is
Impractical
from
those
districts
and
most
energies
generally,
and
so
it
becomes
a
negotiation
point
for
the
most
part.
AL
But
if
you
have
the
records,
they're
public
and
so
you've
got
to
say,
okay,
yeah
I've
got
them,
but
as
far
as
what
you're
looking
for
and
the
time
constraints
and
and
how
the
public
records
Act
is
is
structured.
You
only
so
much
of
it's
free.
Not
it's
not
that
much!
So
after
that
you
start
charging
and
once
people
recognize
that,
then
generally
their
demands
narrow
considerably.
AL
M
AL
Gmail,
so
it
would,
it
would
be
whatever
you
guys
are.
If
you're
storing
District
public
records
on
Google
Drive,
then
those
would
be
fair
game
too.
As
far
as
anything
else,
how
you're
storing
it,
it
doesn't
really
matter
as
long
as
it's
being
stored
for
a
public
purpose,
which
is
your
guys's
business.
So
if
you
have
that
store
it
somewhere,
then
it's
going
to
be
fair
game,
and
so
that's
just
that's
the
other
side
of
this.
AL
Is
you
create
a
big
database
for
people
to
sift
through,
but
you
know
when
you're
dealing
with
school
districts?
AL
It's
it's
not
it's
not
like
other
other
public
entities,
because
you
guys
have
a
person
beginning,
and
so
you
can't
be
just
giving
out
school
records
that
potentially
identify
students
without
having
some
heavily
redactive
redactions
and
that
takes
Manpower
and
that's
where
that's
where
it
really
comes
into
play
when
you're,
when
you're
dealing
with
these
things
and
explaining
to
people
why
it's
going
to
be
such
an
expensive
Endeavor,
because
you
have
a
federal
law
that
bans
you
from
identifying
children
in
this
in
your
public
documents,
and
so
you've
got
to
put
the
time
into
look
at
every
single
page
and
make
sure
there
isn't
something
in
there.
AL
That's
going
to
violate
that
federal
law
and
so
becomes
a
very
expensive
proposition
for
most
people
and
news
agencies
and
everything
else,
and
so
once
they're
once
they're.
Faced
with
that,
you
know
they're
they're,
overly
broad
requests
scenarios
considerably
almost
every
time,
each
other.
AN
Madam,
chair
trustee
Butler:
this
is
a
it
deletes
on
a
rotational
basis.
So
once
an
email
reaches
that
age,
so
tomorrow
it
will
say:
okay,
any
two-year-old
emails
are
gonna,
get
deleted.
Okay,.
P
A
L
A
I
think
14
20.
A
All
right,
I
have
a
motion
for
those
two
policies.
The
test
for
a
second.
A
So
Vice
chairman
yeah,
just
okay,
okay
and.
AL
A
Right,
okay
and
any
opposed
me,
all
right
motion
passes
to
table
14,
20
and
23
40..
Okay,
now
I'd
like
to
ask
for
a
motion
to
approve
second
and
final
reading
on
the
rest
of
the
policies.
Madam.
D
Chair
I
moved
to
approve
the
second
and
final
reading
on
the
listed
policies
excluding
1420
and
2340..
A
Opposed,
nay,
all
right
motion
passes
all
right
information.
Only
we
have
March
16
2023
is
the
end
of
the
third
quarter:
March
17
2023
and
that's
St
Patty's
Day.
Were
you
green
and
no
school
for
students
and
then
March
the
following
week,
March
20th
to
23rd?
Well,
it
that's
Monday
through
Monday.
P
A
Thursday
is
parent
teacher
conference
week
so
for
those
parents
that
have
kids
reach
out
to
your
teachers
or
or
look
out
for
those
emails
in
the
court.
The
contact
communication
with
the
teachers
to
speak
about
your
child's
progress,
March
24th,
is
no
school
for
students
and
then
March
27,
2023
spring
break
begins
and
that
will
run
from
Monday
through
Thursday
Friday
Monday
through
Friday
all
right
and
next
on.
The
agenda
is
the
executive
session.
So
at
this
moment
I
would
like
to
ask
for
a
motion
to
enter
into
executive
session.
D
B
D
A
Yes,
okay,
so
we
are
in
executive
session.
So,
okay,
all
right.
We
are
coming
out
of
executive
session.
So
at
this
time,
chairman
Manning,
could
you
please
let
us
know
the
action
that
we
have
taken
during
executive
session,
Madam.
M
A
I'd
like
to
ask
for
a
motion
to
accept
what
Vice
chair,
Manning
just
stated.