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From YouTube: Board Work Session 02-22-21
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B
D
D
C
C
B
Could
you
please
read
the
board
meeting.
C
Agenda,
madam
chair
cena
and
trustees,
I
request
the
approval
of
the
board
of
trustees,
board
work
session
and
executive
session
agenda
posting
for
monday
february.
22Nd
2021..
The
original
agenda
was
posted
on
friday
february
19th
2021
at
3
13
p.m.
The
agenda
was
posted
at
the
school
district
on
the
school
district
website
and
at
the
caldwell
district
office.
C
B
We
have
a
motion
in
a
second.
Do
we
have
any
discussion?
B
F
Hello-
everyone,
I
it's
so
nice,
actually
that
there's
a
virtual
option
for
me
to
still
be
there.
I
so
I
don't
get
to
miss
out
on
this
opportunity
to
share
with
you
all
about
what
is
happening
and
kind
of
what
I
see
as
a
vision
for
our
community
school
expansion,
the
cultural
school
district.
Can
you
guys
hear
me
all
right.
B
C
F
F
All
right-
and
so
you
can
see
my
my
screen-
yeah
okay,
perfect,
so
so
this
is,
I
will
share
a
disclaimer.
This
is
kind
of
based
on
the
knowledge
and
the
amount
of
expertise.
I've
accumulated
over
now,
almost
four
years
of
really
investing
into
the
community
school
strategy.
F
So
this
is
the
vision
of
community
schools
in
the
cultural
school
district
and
I'll
share,
also
a
little
bit
about
how
our
community
school
strategy
has
supported
our
families,
especially
during
the
pandemic,
and
so
I
think
it's
important
for
us
to
recognize
the.
Why
behind
why?
Why
really
expand
the
community
school
strategy
within
the
caldwell
school
district
and
well
for
one?
The
communicable
strategy
is
a
driver
of
equity,
and
so
that
really
means
removing
the
barriers
to
to
our
family
and
our
students
success.
F
So
really
I
knowing
that
you
know
for
some
for
all
our
families,
the
amount
of
opportunities
or
accessibility
will
def
differentiate
and
be
different,
and
so
it's
really
being
able
to
remove
those
barriers
and
the
communicable
strategy
is
a
systems
change.
So
when
we
look
at
this,
we
really
have
tried
to
do
things
at
sacagawea
in
the
past.
F
Four
years
on
a
best
practice
model
based
off
of
data
based
off
of
the
national
recommendations
from
the
coalition
for
community
schools,
and
so
when
we
look
at
systems
changes
within
the
within
the
school
building
and
within
its
environment.
We
look
at
how
community
schools
strategy
affects
mobility,
how
it
affects
the
mental
behavioral
health
of
our
kids
and
family.
F
So
it's
really
looking
at
those
two
things
of
equity
and
systems
change
and
I
think
reminding
ourselves,
and
especially,
I
think
mr
webster
and
I
have
done
a
pretty
good
job
of
of
really
reminding
ourselves
that
we're
we're
the
connectors
versus
the
providers
well
for
one
caldwell
and
the
treasure
valley
is
filled
with
so
many
resources
and
individuals
and
organizations
that
are
always
willing
to
say
yes
and
are
always
willing
to
come
to
the
table,
to
really
rethink
the
way
that
they
serve
families
or
just
to
talk
about
new
ideas
of
how
is
there
a
different
way?
F
We
can
do
this
or
what's
missing:
where
can
we
fill
in
the
gap?
And
so
we
recognize
that
there
are
so
many
experts
out
there
in
so
many
different
fields
that
our
biggest
role
in
this
is
being
the
expert
in
connecting
and
building
relationships.
F
So,
as
the
team
of
the
school
administration
knows
five
years
ago,
when
the
strategy,
when
when
this
all
started,
there
were
certain
qualifiers
of
how
sacagawea
was
identified-
and
now
I
think
with
knowing-
and
that's
really
one
of
the
advantages
of
doing
this
now
for
so
long,
is
we're
not
really
going
into
this
like?
F
What
does
this
look
like,
especially
since
the
strategy
was
so
new
back
in
the
day,
we
really
had
no
idea
of
of
what
this
was
going
to
look
like
of
well
what
we
were
wanting
it
to
do
for
the
caldwell
families,
but
now
that
we
have
this
wealth
of
knowledge,
we
can
really
identify.
F
You
know
the
next
schools
with
these
qualifiers.
So,
first
of
all
it's
at
school
buy-in,
mr
webster,
and
I
we
meet
every
week.
I
have
built
relationships
and
have
really
fostered
and
nurtured
those
with
our
staff
with
our
community
with
our
parents,
and
they
have
really
bought
in
and
have
really
made.
This
community
school
strategy,
a
part
of
the
school
culture.
F
Each
individual
school
in
the
caldwell
school
district
will
have
individual
needs
that
that
are
that
will
differentiate
between
school,
and
so
we
really
need
to
know
what
those
needs
are,
what
their
fires
are,
how
can
and
what
those
would
look
like
and
how
the
community
school
strategy
could
impact
and
address
those
needs,
and,
secondly,
we
could
look
at
a
resource
map.
F
Chris
stanley,
through
caldwell
health
needs
assessment
years,
when
this
all
first
started
divided
out
caudal
within
census,
tracts
that
really
dug
into
food
deserts
that
dug
into
what
the
earnings
were
based
off
of
from
one
census,
tract
to
the
other.
What
health
factors
impacted
one
population
versus
other?
So
when
we
look
at
this
resource
map,
but
also
looking
at
what
resources
does
the
school
already
have?
F
How
can
we
build
off
of
those
and
then
what
resources
around
the
school
exists
and
what's
missing
and
so
based
off
of
off
of
these
qualifiers
and
and
of
course,
others
and
and
but
I
think,
really
based
off
of
these
three
qualifiers,
we
can
look
into
next
steps
and
so
again
disclaimer.
This
is
just
based
on
the
information
that
I
know
and
kind
of
how
I
could
see
this
fold
out
potential
next
schools,
and
so
for
me,
my
dream.
F
If
I
was
in
charge
of
the
world,
it
would
be
every
school
in
the
caldwell
school
district
would
be
a
community
school,
because
I
truly
believe
that
every
kid
on
every
phase
of
their
educational
journey
needs
that
whole
child
approach
in
supporting
their
educational
journey
and
supporting
their
family
throughout
this.
Throughout
these
stages,
as
a
cultural
school
district
called
the
school
district
parent.
F
Personally,
I
know
how
important
preschool
is,
because
my
son
did
two
years
and
it's
seeing
the
impact,
that's
having
it
in
his
first
year
in
kindergarten
during
the
pandemic,
and
so
we
know
that
from
the
very
get-go.
I
hope
that
he
and
his
peers
have
that
support
until
they
get
into
you,
know,
high
school
and
beyond,
but
looking
at
those
qualifi
qualifiers
and
thinking.
Realistically,
what
could
this
look
like?
I
could
say,
possibly
sacagawea
feeds
into
serinda,
so
that's
already
feeding
into
one
of
the
middle
schools,
so
we
could
look
into
wilson.
F
Wilson
could
be
a
next
target
school
where
one
half
of
its
population
have
half
of
farmland.
Students
go
to
wilson,
where
we
could
look
into
co-locating
services
or
doing
programming
at
farmweek
versus
wilson.
So,
therefore,
we
could
also
target
lewis
and
the
the
other
half
of
farmweek
students
that
go
to
lewis
and
clark
there
has
been.
F
F
You
know
knowing
that
there's
that
staff
buy-in-
or
you
know
that
that
conversation
has
started,
and
secondly,
we'll
you
know,
and
lastly,
wilson
feeds
into
jefferson
one
of
the
things
that
we
hope
to
one
day
be
able
to
explore
is
that
opportunity
of
of
really
gathering
data
around
our
fifth
graders,
sharing
that
with
our
middle
school
and
so
that
way,
they're
better
prepared
to
handle
some
of
our.
You
know
some
of
that
social
emotional.
F
You
know
luggage
that
these
kiddos
take
to
that
next
tier
in
their
education
and
then
lastly,
canyon
springs
would
be
a
great
fit
because
they
have
so
many
caring
adults
in
their
building
that
are
doing
so.
Much
of
this
work
that
for
them
having
some
an
individual,
really
focus
in
on
the
work,
could
one
allow
the
individuals
that
are
doing
this
work
really
focus
on
their
job
and
kind
of
real
take
off
some
of
those
stressors
and
some
of
that
workload.
F
One
of
the
biggest
things
that
I
have
tried
to
do
in
my
job
is
to
not
add
additional
things
to
mr
webster's
plate,
but
to
actually
remove
things
from
his
plate.
So
he
can
really
just
you
know
he
can
really
do
what
he
needs
to
do,
and
so,
I
think,
with
canyon
springs
and
the
fact
that
they're
already
going
in
this
direction,
they
would
be
a
great
fit
for
a
community
school
strategy,
and
so
these
this
is
you
know,
and
we
can
look
at
this
based
off
of.
F
If
you
see
on
the
map,
you
know,
sacagawea
is
at
the
the
most
northern
school
lewis
and
clark's.
You
know
down
at
the
south
and
and
we
could
approach
it
that
way,
but
these
are
just
some
kind
of
based
on
what
I've
seen
and
you
know
the
amount
of
data
around
this
and
the
level
you
know
just
kind
of
what
direction
we
could.
F
We
could
possibly
go
realistically,
I
think
it'd
be
cool,
I
mean
I
don't
know
realistically,
but
I
think
it
would
be
pretty
neat
if
we
could
have
you
know
community
community
school
in
every
elementary
school
and
then
build
into
a
middle
school
and
the
cool
thing
about
canyon
springs,
and
you
know
now
that
we're
building
off
of
this
is
that
we
no
longer
there's
templates,
already
put
into
place
for
this.
We
don't
have
to
build,
build,
build
the
boat
or
build
whatever
you
know.
F
So
with
that
in
mind,
I'll
switch
over
a
little
bit
to
how
did
our
community
school
support
our
families
during
the
pandemic
and
just
a
quick
reminder
this?
These
five
priorities
are
what
we
really
try
to
focus
at
our
community
school
work
at
sac,
and
so
one
of
the
things
is.
We
have
been
a
summer
lifeline
to
a
lot,
a
lot
of
our
families
even
before
the
pandemic.
I
get
to
work
throughout
the
summer,
which
I
find
it
to
be.
F
Sometimes
it's
there's
so
many
little
barriers
in
between
all
that
that,
what's
missing
is
just
a
connection
from
one
contact
that
they
trust
to
another
contact
that
that
that
trusting
person
is
sending
them
to
and
because
of
because
of
the
strategy.
That
not
only
does
it
you
know,
is
sometimes
leads
programs
or
initiatives,
but
really
comes
in
and
supports.
We
were
able
to
support
our
stem
camp
that
we
did
this
summer.
We
were
able
to
continue
doing
a
book
and
a
bite
in
a
safe
manner
where
partners
said
we
still
want
to
help.
F
F
One
thing
that
we
have
really
flourished
on
was
our
canyon
hill
support,
and
I
mean
that
directly
with
regards
to
our
faith
groups
that
we
have
on
the
hill.
They
have
been
continuous
hand
raisers
in
every
aspect
of
our
community
school
strategy
work.
But
one
of
the
things
that
has
really
turned
over
in
regards
to
the
direct
impact
on
families
was
their
willingness
to
listen
to
what
our
family's
needs
are
and
especially
when
we
were
going
when
we
started
remote
and
we
were
going
to
yellow
to
that
hybrid
model.
F
We
knew
that
families
were
going
to
have
to
figure
out
that
child
care
component,
that
you
know
just
those
three
hours
before
they
came
to
school
or
those
three
hours
after
school
and
one
of
the
churches
on
the
hill
met
with
us
almost
weekly
to
kind
of
figure
out.
How
can
we
put
together
a
child
care
just
specifically
for
those
families
for
those
three
hours,
and
even
though
it
wasn't
something
we
could
pull
off?
F
It
was
still
their
willingness
to
come
around
and
still
figure
out
by
donating
over
500
face
masks
to
our
staff
that,
still
to
this
day,
we'll
come
in
and
grab
whatever
face
mask.
They
need
for
that
kid
out
that
sometimes
forgets
it
every
day
or
for
their
class
just
to
make
sure
that
they
have
extras,
and
so
you
know,
we've
had
later
on
all
share
a
different
way.
F
I'm
sure
you
guys
have
you
know
you
you're
up
to
date
with
the
hot
spots,
but
the
hot
spots
story
for
us
is
a
little
bit
unique
and
so
because
of
the
community
school
strategy,
because
we
knew
we
were
coming
into
red.
It
was
a
conversation
mr
webster,
and
I
were
having
I
mean
I
think
july,
like
what
are
we
going
to
do?
F
How
are
we
going
to
support
our
families
with
internet,
and
so
we
knew
at
that
time
august
that
we
didn't
have
an
answer,
but
I
became
an
expert
and
service
providers
and
who
had
these
deals
and
how
to
apply
or
where
to
call.
We
tried
to
figure
out
the
fastest
number
to
get
directly
to
customer
service,
and
so
throughout
these
months,
and
so
actually
now
january
we're
able
to
provide
20
hot
spots.
But
it's
what
happened
in
those
five
months
before
january
first,
and
that
was
really
identifying
what
families
needed
this.
F
We
knew
that
removing
this
one
barrier
was
going
to
alleviate
so
many
struggles
for
so
many
families,
and
I
am
pretty
happy
to
say
that
so
these
these
about
20-ish,
kids,
that
are
off
of
our
hot
spots,
close
to
90
percent
of
them,
have
improved
their
attendance
and
for
some
of
these
kids
there
was.
F
There
had
been
absolutely
no
learning
during
remote,
because
this
was
their
one
barrier
and
as
soon
as
we
were
able
to
connect
them,
and
we
built
this
system
that
allowed
for
them
to
connect,
they
haven't
missed
a
day
or
they're,
really
trying
their
hardest
to
catch
up,
and
so
and
because
I
have
this
position
of
being
able
to
focus
in
on
these
20
kids,
I
check
in
weekly
with
their
teachers
to
make
sure
that
they're
logging
in
we
did
add
a
stipulation
for
very,
very
few
students
of
you
know,
making
sure
that
they,
you
know,
we
added
an
attendance
stipulation,
but
the
point
is
to
really
kind
of
push
them
to
getting
their
work
done
to
you
know
doing
their
best
with
the
time
that
they've
had,
because
we
know
that,
even
though
it
was
just
wi-fi,
it
was
a
much
much
bigger
issue
than
than
just
that
we
did
so.
F
We
did
a
community
resource
event
just
a
couple
weekends
ago,
and
what
this
really
taught
us
was
one.
Our
families
really
missed
this.
We
it
was,
we
had
to
go
through
a
list
of
things
to
make
sure
that
it
was
covet
appropriate
and
it
was.
It
was
a
lot
of
work,
but
we
were
able
to
successfully
give
out
close
to
40
bikes.
We
still
gave
out
flu
shots
even
at
the
tail
end
of
the
season.
We
gave
out
over
55
food
boxes,
to
families
and
what
they
told
us
is.
F
They
are
more
willing
to
come
to
the
school
once
a
month
to
pick
up
their
food
than
they
are
to
go
elsewhere,
but
there's
a
re.
There
has
to
be
a
reason
why
we
have
less
families
accessing
flu
shots
at
sac
than
than
elsewhere,
and
it's
probably
because
flu
shots
are,
you
can
get
it
at
the
pharmacy.
You
can
get
at
walgreens.
F
You
can
get
it
at
albertson's,
it's
really
everywhere,
but
even
just
knowing
that
there's
a
lot
of
food
banks
in
caldwell
there's
still
something
missing
there,
and
so
that's
where
our
communicable
strategy
jumps
in
and
says.
How
can
we
fill
this
gap
because
yeah
our
partners
say
we
can
come
out
here
once
a
month,
but
there's
still
someone
out
there
already
doing
the
job
and
how
can
we
connect
our
families
to
those
partners
out
in
in
our
community?
F
And
lastly,
I
just
I
have
to
say
none
of
this
work
could
be
done
again
without
our
our
stakeholders
and
what
covet
has
proved
is
their
buy-in
to
the
community
school
strategy
and
to
the
call
into
the
families
at
sacagawea
and
the
staff
at
sacagawea,
because
they
continue
to
meet
with
me
virtually
even
and
are
willing
to
raise
their
hand
and
help
and
help
in
whatever
way,
shape
or
form
that
they
can.
C
We
do
want
hortensia
to
continue
the
work
of
community
schools
united
way
is
not
able
to
continue
it
through
their
funding
mechanism,
so
we
anticipate
that
hortensia
will
become
a
cultural
school
district
employee
here
very
shortly.
That's
our
goal.
I
just
want
to
make
sure
she
knows
that,
but
no.
B
C
When
we
did
meet
with
her,
we
like
where's
my,
how
can
what
could
this
look
like,
and
maybe
maybe
it
will
take
us
a
few
years
to
grow?
But
hortensia
has
been
thinking
about
this.
I
would
guess,
for
the
last
several
years,
as
other
schools
have
reached
out
to
her,
ptos
have
wanted
to
know
how
to
get
that
help
in
their
resource.
So
I
feel
that
as
soon
as
vortenzi
becomes
a
csd
employee,
you
know
that
that
focus
will
be
on
capitol
school
district.
C
I
feel
from
this
school
board
and
trustees
you
may
have
to
pull
me
aside.
I
just
feel
their
support
for
community
schools
from
the
trust,
the
trustees,
and
I
think
you
see
the
benefit.
C
Been
served
in
sacagawea,
so
we
want
to
put
together
a
futuristic
look
of
what
it
might
be
financially.
It
is
an
inch
you
know,
that's
something
where
the
board
as
we
work
on
that
budget
april
may
ask
you:
what
is
your
opinion?
What's
your
priority
and
we're
going
to
prioritize
a
position
for
hortensia
so
that
we
have
her,
you
know
continuing
the
work
in
caldwell,
but
we
do
see
it
going
forward.
I
don't
know
if
that
answers
your
question.
C
Trustees
watch
tv,
we're
just
very
grateful
for
this
work
and
we're
grateful
for
united
way
for
the
work
that
they
have
done,
to
bring
it
to
caldwell
and
to
introduce
us
all
to
something.
A
parent
told
me.
She
wonders
like
why
this
is
novel.
She
feels
like
school
should
be.
They
are
the
center
of
the
community.
C
F
B
And
from
my
perspective,
because
I
I
remember
going
to
with
ortega
to
utah
when
united
way
sent
us
to
look
at
some
different
community
schools
in
in
the
utah
area-
salt
lake,
in
south
salt
lake
area-
and
we
were
really
impressed
at
how
they
have
how
they
have
been
their
communities-
have
benefited
from
this.
And
I
know
that
on
the
plane
right
back
oftential
was,
I
felt
she
was
kind
of
getting
like.
B
We
have
a
lot
of
folks
that
will
help
and
it
does
you
don't
have
to
be
a
big
corporation
to
help
I
mean
that
would
be
great
because
we'll
accept
your
dollars
or
whatever.
But
you
know
even
people
around
the
community
that
can
just
give
a
little
bit
will
help
make
our
our
community
school
model
that
much
better.
B
C
G
So
I'm
thinking
about
community
schools
model
and
all
the
benefits
it
brings
and
I'm
thinking
about
some
of
the
unknowns
in
our
in
our
immediate
future.
You
know
with
school,
enrollments
kind
of
fluctuating
for
several
different
reasons.
I
guess
I
suppose,
mainly
because
of
code,
also
because
of
influx.
F
G
So
just
thinking
about
about
budgets-
and
you
know
it's
sort
of
time-
maybe
this
maybe
this
is
mrs
burton's
going
to
speak
to
us,
but
I
guess
there
are.
There
are
some
unknowns
out
there
and
we
could.
You
know
we
don't
know
as
far
as
the
full-time
employees,
the
ftdes,
that
we
have
this
coming
year,
exactly
what
that's
going
to
look
like,
and
so
I
guess
as
a
board
as
a
board.
Dr
french
is
saying
you
know
we
need
to
think
about
this.
We
have
talked
about
this
in
years
past
and
months
past.
G
Just
try
to
think
about
the
immediate
future
and
then
also
the
long-term
future,
as
it
relates
to
our
budget
and
our
priorities.
And
so
I
guess
that's
something
we
need
to
think
about,
but
as
far
as
our
projected,
I
guess
dr
french,
my
question
is
so
if
fortensia
has
become
a
full-time
employee
of
the
colonel
school
district,
how
how?
C
Sure,
madam
chair
and
vice
chairman,
so
to
speak,
we
have
to
have
a
vision,
you
know,
and
it
may
take
us
like.
You
may
have
a
vision
board
of
what
we
would
love
to
see
and
it
may
take
us
longer
than
a
year
may
take
up
to
five
years,
but
we
need
to
the
vision
that
hortensia
has
shared
with
us
is
like
we
would
like
to
see
it
grow.
C
C
C
It
could
be
three
to
five
years
before
we
see
it
to
the
level
that
hortensia
has
brought
to
sacagawea,
but
we
can
still
continue
the
work
and
we
can
still
out
reach
out
to
the
counselors
at
the
schools
and
help
I
mean
cortense
has
made
these
connections
in
our
in
our
community
and
she
can
share
that
and,
and
eventually
we'll
be
at
a
point
where
we
can
make,
we
can
grow
it.
C
I
believe
we
can
and
also
the
really
important
word
is
the
connector,
and
when
you
have
someone
that
primary
responsibility
is
to
connect
families
to
resources
in
schools,
that's
naturally
I
mean
we
don't
have
evidence
of
this.
Probably
yet,
but
naturally
it's
going
to
bring
students
into
where
those
trust
where
the
resources
or
connectors
are
so
it's
going
to
increase
our
enrollment.
C
C
A
C
C
We
are
going
to
get
this
return
and
we
might
not
see
that
return
until
that
individual
goes
on
to
middle
school
or
goes
on
and
graduates
from
high
school,
but
there
is
a
return
on
investment
and
I
really
believe
that
with
community
schools,
it's
it's
just
not
necessarily
in
a
dollar
amount
right.
It's
in
a
person's
well-being.
G
Do
yeah
they
do
so
so
yeah.
I
get
to
see
firsthand
what
mr
webster
and
martensia
do
and
it's
fantastic
to
see
the
excitement
and
the
communication.
You
know,
there's
there's
that
saying.
If
you
can't
over
communicate
and
the
amount
of
things
that
the
the
school
puts
out,
notices
and
emails
and
everything
about.
G
F
Yeah,
thank
you
everyone
for
the
time,
and
I
I
just
love
what
I
do,
and
so
I
am
fully
committed
to
being
able
to
do
the
best
job
I
can
and
and
to
really
share
the
wealth
of
knowledge.
B
Thank
you-
and
I
probably
shouldn't,
have
and
thank
you,
mr
webster,
for
your
for
your
presentation
as
well,
and
I
probably
should
have
said
in
the
very
beginning
that
we
were.
We
wanted
to
welcome
everybody
to
sacagawea.
We
are
at
sacramento
elementary
we're
up
on
the
hill,
and
so
this
is
where
we're
having
our
we're
guests
of
of
mr
webster
here
at
sacagawea
and
is
where
we're
holding
our
meeting
tonight.
So
if.
B
Bit
different,
it
is
don't
adjust
your
tv,
it
is
different,
we're
in
the
library
the
media
room
for
sacramento.
So
I
I
forgot
to
say
that
in
the
very
beginning-
and
so
if
there
is,
this
was
just
an
update,
correct
on
community
schools
update.
So
thank
you
and
next
on
our
agenda
is
our
budget
discussion.
So
we
have
miss
burton
here
to
do
to
tell
us
about
something.
That's
going
on
with
our.
C
Budget,
so,
mrs
burton,
thank
you,
madam
chair
and
trustees,
really
tonight,
I'm
here
to
give
you
a
financial
update,
there's
a
lot
of
discussion
about
what
is
happening
with
state
funding,
what's
happening
with
federal
funding,
and
we
thought
it
would
be
a
good
time
to
discuss
these
things
with
the
board.
C
Just
to
give
you
an
idea
of
where
I
think
our
budget
is
going
to
end
at
the
at
the
end
of
the
year
due
to
the
changes
in
state
funding,
what
that
impact
will
be
I'll,
be
giving
you
a
very
preliminary
projection
of
where
I
think
we'll
end
the
year
and
again,
I
normally
do
not
do
a
budget
projection
this
early
in
the
year.
C
It
is
truly
much
closer
to
april
or
may,
but
I
thought
it
would
be
important
for
you
to
see
the
impact
of
where
these
state
funding
revenues
are
going
to
have
on
us.
I'm
also
going
to
provide
a
report
of
state
and
federal
funds
that
we
have
and
then
we'll
talk
about
the
sr1
which
we
previously
referred
to,
as
cares
money
and
the
new
sr2
funding
that
we'll
be
receiving
and
on
the
board
package
tonight.
C
There
is
a
use
allowable
usage
of
funds,
so
this
was
included
in
the
board
packet.
What
I
have
on
the
slideshow
was
not
included,
but
we
will
be
updating
that
with
keeley,
so
it
will
be
available
out
on
board
doc,
so
it
can
be
seen
by
the
public,
but
tonight
caleb
is
going
to
work.
Help
me
work
my
magic.
C
C
I
believe
this
is
a
worst
case
scenario,
because
if
you'll
recall
last
year,
the
governor
withheld
five
percent
of
the
allocation,
that
was
the
appropriation
that
was
given
to
us
by
jpac
at
the
end
of
the
legislative
session,
and
there
has
been
a
lot
of
a
lot
of
conversations
that
have
happened
since
that
five
percent
withholding
and
then
coming
back
into
this
legislative
session
and
what
what
could
be
done?
What
couldn't
be
done
and
with
there
are
certain
items
in
statute.
C
The
career
ladder
funding
for
salary
based
apportionment
for
teachers
is
something
that
isn't
statute.
So
that
was
reinstated
by
the
governor,
but
the
issue
was
there
needed
to
be
a
zero
impact
on
the
revenue
we
wanted
to
be
a
net
zero.
So
what
was
given
to
us
by
the
career
ladder,
increased
funding
and
leadership
premiums
which
are
both
in
state
statute,
along
with
the
two
percent
increase
for
classified
administrative
salaries.
C
So
in
order
to
make
it
a
net,
zero
impact
is
our
discretionary
funding
is
being
decreased,
and
so,
when
you
look
on
the
slide-
and
you
have
the
you-
have
a
copy
of
the
of
the
powerpoint,
you
can
see
that
we
have
the
original
budget
that
the
board
approved
based
on
what
our
original
projections
were.
And
then
I
have
provided
a
projection
where
I
think
our
actual
revenues
will
come
in
for
state
funding,
and
I
don't-
I
won't
go
through
line
by
line
unless
you,
unless
you
want
to
after
we
go
through
this.
C
You
can
see
there.
Our
discretionary
funding
is
being
decreased
by
1.7
million
dollars
and
we
receive
x
amount
of
dollars
per
support
unit,
and
that
is
the
that
is
the
biggest
impact
for
our
district.
Does
that
discretionary
funding
decrease
and
what
comes
out
or
entitlement
is
solicitous
entitlement
because
that's
what's
on
the
state
reporting,
but
we
all
refer
to
it
as
discretionary
funding,
but
really
what
we
pay
with
our
discretionary
funding
is
our
health
insurance
for
our
staff,
our
utilities.
C
Those
are
the
items
that
we
use
for
our
for
that
funding
stream,
and
you
can
see
that
is
a
big
impact.
Salary-Based
apportionment
is
what
we're
projecting
for
the
increase
in
the
career
ladder,
the
increase
with
the
advanced
run
on
the
career
ladder.
C
You
can
see
the
variances
between
of
the
different
the
different
line
items
we
are
projected
to
receive
461
000
more
than
I
had
originally
projected
in
transportation,
and
I
believe
that
as
a
direct
result
of
the
payment
that
we
made
last
fall
so
that
that's
a
huge
impact
and
an
offset
to
our
overall
funding.
But,
of
course,
that
money
is
spent
on
transportation
and
it
still
does
not
cover
what
we
project
our
transportation
costs
to
be.
So
that
is
our
total
support
based
on
the
foundation
payment.
C
The
next
line
from
18
down
the
items
that
are
listed
under
another
under
number
18,
which
we
consider
other
state
support,
which
is
your
leadership
premiums,
your
bond
levy,
equalization
monies,
your
english
language,
funding,
I.t,
staffing,
professional
development.
All
of
those
items
typically
are
all
restricted
line
items
right,
so
the
items
that
are
the
lines
that
are
highlighted
in
green
those
that
money
does
not
go
into
the
general
fund
that
money
stays
in
a
different
fund,
so
state
technology
money.
Your.
C
Saving
drug
free
money,
your
school
building
maintenance
match
those
aren't
even
part
of
the
general
fund.
These
other
right.
This
other
funding,
is
part
of
our
general
fund,
but
really
it's
restricted.
We
have
to
report
to
the
state
how
we
spend
it.
If
you
don't
use
it,
you
lose
it
the
next
year,
so
there's
adjustments
to
be
made,
so
the
real.
C
I
said
it
is
a
preliminary
estimate
of
where
I
think
we
will
be
based
on
what
we
know
today,
and
this
is
where
you
can
see
the
impact
of
that
reduction
in
the
state
funding,
and
you
can
see
that
in
the
third
column
that
says
our
fruit.
This
is
what
the
board
approved
back
in
june
for
our
approved
budget.
C
You
can
see
line
item
by
line
item,
but
you'll
see
that
our
revenues
are,
they
will
be
down
over
eight
hundred
thousand
dollars.
I'm
projecting
the
800
000,
because
there'll
still
be
some
adjustments
coming
in
from
because
this
is
where
you
see
those
additional
items
like
leadership
premiums,
so
that
other
state
support.
That
was
an
increase
right,
but
that
the
leadership
premiums
must
be
paid
out
to
teachers.
C
The
reason
that
my
projection
is
lower
is
because
we've
not
been
able
to
hire
the
staff
that
we
do
to
our
reduced
students
and
just
the
market.
We
have
a
lot
of
open
positions
across
the
board
and
we've
just
not
been
able
to
hire
people.
So
that's
part
of
the
reason
that
our
salaries
are
down
from
what
we
have
originally
projected.
C
And
it
is
mostly
classified
staff.
We
have
filled
all
of
the
certified
staff
that
we
had
anticipated
hiring
in
all
of
our
different
funding
streams.
C
So
the
good
news
is,
I
have
projected
that
we
would
reduce
our
fund
balance
by
1.6
million.
Now
I
it's
better,
it's
still
a
reduction
of
eight
hundred
thousand
dollars,
but
so
that's
where
that's
where
my
preliminary
projections
are
based
on
what
I
know
today,
based
on
all
this
information,
where
our
projected
expenditures
are
and
where
we
are
with
the
state
revenues.
C
G
C
That's
a
great
question:
I,
where
I
think
that
we've
not
been
able
to
hire
is
the
instructional
aides
and
especially
in
the
special
education
realm.
C
We
still
have
openings
there
and
because
we've
not
had
all
of
our
students
back
in
the
classroom
at
one
time
we
we
haven't
needed
to
hire
what
we
would
typically
hire
as
far
as
overflow
aids,
because,
based
on
the
master
agreement,
the
class
sizes
are
at
a
certain
level.
We
provide
additional
support
to
the
classrooms,
but
because
our
numbers
were
so
much
lower.
Obviously
our
enrollment
numbers
were
lower
and
because
we
were
doing
split
days
at
every
level
and
we
haven't
needed
to
hire
those
additional
staff.
C
So
some
is
just
a
matter
of
not
having
the
need
that
we
have
projected
for
one.
The
other
thing
is
not
being
able
to
hire
people.
Another
area
that
has
impacted
us
is
our
sub
cost
to
date
and
a
normal
year,
our
sub
cost
and
again
remember.
This
was
last
june
when
we
thought
we
were
going
to
open
in
green
and
everything
was
done
and
move
on,
it
was
going
to
be
great
right.
So
that
was
what
the
budget
was
based
on.
C
What
does
a
typical
year
look
like
with
our
absences
and
students
attending
school,
so
our
sub
costs
have
been
down
up
to
now,
but
I
am
anticipating
that
once
we
go
back
with
the
elementary
full-time,
the
full
classes,
I
I
think
we
will
probably
have
maybe
more
absences
than
we
have.
I'm
not
sure
it's
this
again.
C
This
is
the
best
guess
and
that's
what
it
is
right
now
we'll
have
a
better
idea
after
we
get
back
into
school
for
march
or
april
april
I'll
be
able
to
give
you
an
update
in
early
may
to
see
where
we
are,
but
that
that's
the
area
where
the
where
our
numbers
are
down
for
cost
and
if
jody,
if
you
can
think
of
anything
or
dr
french
or
patty,
that
I'm
missing
please
jump
in
going.
I
would
as
a
very
educated
guess,
based
on
trends
based
on
where
we've
got
based
on
it's
very
educated.
C
One
thing
trust
me:
vice
chairman
interested
in
commentary.
I
think
that
has
been
very
good
for
us
is
that
we
have
not.
We
have
not
had
to.
We
we've
kept
our
food
service,
our
child
nutrition
staff
has
stayed
on,
so
we
have
not
had
a
big
turnover
there,
because
they've
stayed
on
to
help
that
may
may
or
may
not
create
an
issue
in
the
future
as
we
go
forward.
C
But
that's
where
some
school
districts
are
struggling
a
bit
is
getting
some
of
these
people
back
that
they
may
have
laid
off
and
we
do
contract
services
with
the
transportation.
So
that
has
we're
not
looking
for
bus
drivers.
It's
the,
I
would
say
special
education
support
staff
is
our
bigger.
That
will
be
our
barrier
as
we
move
back
and
what
this
right.
This
is
the
general
fund.
This
is
this
is
where
we
have
the
most
flexibility.
So
that's:
what's
that's
what
I'm
talking
about
today?
C
This
is
what's
impacting
our
general
time
and
we'll
you
know
we're
hoping
that
once
we
can
hire
people
once
we
have
a
schedule
that
it's
a
typical
year
people
a
lot
of
people,
have
not
been
willing
to
take
a
job.
C
When
there
was
some
flexibility,
not
you
know,
I
think,
because
of
maybe
being
remote
services
not
needed.
I
think
there's
a
lot
of
there's
a
lot
of
factors
that
have
gone
into
play
this
year
for
people
wanting
to
work
for
school
districts
period.
I
think
I
think
that's
been
around
the
state.
I
think
if
you
read
all
of
the
idaho
ed
news
articles,
every
district
is
looking
for
people
in
some
capacity
or
the
other,
so
we're
not
alone
in
this,
but
I
think,
maybe
we'll
start
to
see
some
change.
C
We
had
our
first
new
student
registration,
kindergarten,
roundup
option
or
whatever
opportunity
last
wednesday
and
kayla
visiting
with
caleb
today
we're
also
starting
our
returning
student
registration.
That
window
is
open
it's
online,
but
we
have
kiwi,
has
accepted
phone
calls
from
individuals
and
just
encouraged
them
to
either
go
online
and
register,
or
they
even
contact
their
school.
C
C
C
Fall
the
next
slide
on
the
next
page,
in
your
handout,
really
is
just
a
recap
of
where
we
are
with
all
of
our
different
state
and
federal
programs.
I
know
we
don't
spend
a
lot
of
time.
C
We
haven't
in
the
past
spent
a
lot
of
time
and
we'll
change
that
I
will
implement
new
reporting
in
place
for
you
in
your
board
packet,
so
you
can
see
what's
going
on
with
our
state
and
federal
funds,
and
this-
and
I
really
I
created
this
for
us
to
know-
for
the
district
leadership
to
see
where
we
are
with
our
different
funding
sources.
C
Several
of
these
are
state
funds
like
we
have
special
projects,
which
is
where
we
put
monies
from
local
grants.
We
received
a
music
grant
for
thirty
five
thousand
dollars
that
went
there
and
it'll
be
dispersed
in
schools.
Of
course,
driver's
education
is
self-explanatory.
C
The
career
technical
and
is
there
that's
those
cte
funds
come
in
based
on
the
students
that
are
taking
the
classes.
We
have
another
state
program,
safe
and
drug-free
programs.
The
big
so
when
we
go
back
up
state
technology
is
one
of
the
funds
that
took
a
big
hit.
This
year
it
was
reduced
pretty
significantly
in
our
budget
and
there's.
It
is
not
anticipated
to
be
to
come
back
next
year,
they're
telling
us
it
should
buy
fy23.
C
There
was
a
technology
grant
that
we
received
at
331
000.,
so
that
helped
us
with
responding
to
cobit
to
buy
devices
for
our
students,
but
again
just
a
listing
of
all
of
our
different
federal
programs.
We
have
a
lot
of
carryover
this
year
that
we
normally
would
not
have.
So
it
was
really
important
to
see
what
our
allocation
is
currently
and
how
much
money
we
were
able
to
carry
over
into
the
school
year
and
the
reason
we're
allowed
to
do
that
is
because
of
you
know,
school
going
completely
remote.
C
In
march,
we
didn't
have
the
time
to
spend
the
funds
which
we
normally
would
do,
and
the
state
allowed
us
to
carry
over
in
excess
of
what
would
be
traditionally
allowed
and
that's
why
we
wanted
to
show
you
what
what
can
we
carry
over
going
into
next
year
and
not
every
there's
limits
on
almost
all
of
the
federal
funds
as
far
as
how
much
you're
allowed
to
carry
over
and
that's
what
those
dollars
are
out
there
and
there's
a
spending
deadline,
and
I
think
that
is
really
important
for
us
to
see
when
we
have
to
have
these
funds
spent
and
what
our
plans
are
again.
C
Everything
at
the
very
top
of
the
section
is
standard.
Those
are
standard,
federal
funds
that
we
receive
every
year
and
the
question
came
up
earlier
about
portensia
and
we
would
be
using
title
four
funds
to
because
a
community
school
lays
on
community
school
expenditures
are
an
allowed
expenditure
out
of
title
four,
because
each
of
these
programs
in
here
really
have
restrictions
on
how
we
can
spend
the
money
again.
We
can't
just
spend
it
on
anything
title
one,
it's
I'll,
let
joey
she
can
give
that
a
better.
C
C
We
get
a
perceivable
amount
and
then
we
allocate
out
a
majority
of
it
to
the
schools,
and
that
covers
staffing
as
well
as
professional
development
and
supplies,
as
well
as
what
we
do
at
the
district
level
for
pe.
But
it's
geared
directly
toward
those
that
are
at
risk
in
the
areas
of
math
and
reading.
C
This
district
is
unique.
It's
the
first
district.
I've
worked
at
that
they
fund
every
school
k-12.
Usually
it's
a
k-3,
it's
not
a
k-5
4-1
and
I
think,
as
you
look
across
the
state,
we
are
unique
in
the
fact
that
we
fund
a
k-12
system.
C
The
carryover
is
large,
I'm
sorry,
mr
manning,
the
carryover
is
large
only
because
of
the
work
that
we
do
in
april
may
and
june
of
last
year
we
had
to
write
to
the
state
to
ask
forgiveness.
A
C
Which
they
granted
we
were
able
also
to
because
of
the
cuts
in
technology.
This
past
year,
title
one
was
able
to
pick
up
a
majority
of
what
those
softwares
were.
Like
our
testing,
we
picked
up
school
data.
We
picked
up
things
that
caleb,
usually
picks
up.
We
were
able
to
pick
it
up
for
one
year
well,.
C
Yeah
so
title
is
that
will
get
spent
and
it
will
get
spent
within
this
year.
It's
my
philosophy,
that's
generated
based
on
this
year's
kids,
so
get
spent
in
this
year
on
our
kids
and
what
we
do
is
we
have
every
school
put
together
a
proposal
of
needs,
and
then
they
write
smart
goals
to
those
needs
and
that's
what
the
allowable
sure
budget
goes
to
better.
C
C
We'll
bore
you
with
all
the
details,
but
we'll
go
down
to
the
esther
one.
The
cares
money
and
you
can
see
what
we
received
in
sr1
funds
and
we
were
on
track
to
have
this
spent.
C
C
We
received
additional
funds.
We
received
1.9
million
dollars
from
the
governor
that
had
a
spending
deadline
in
december,
so
expenditures
that
we
had
allocated
to
the
terrorist
or
sr1
cares
act.
We
moved
those
over
to
the
governor's
coven
monies,
so
it's
been
moving.
You
know,
moving
expenditures
are
all
allowable
expenditures.
They'll
have
to
be
in
response
to
covid.
That
is
really
the
the
big
issue
with
the
with
the
ester
one
cares
money
coronavirus.
C
This
is
limited
learning,
sr2
and
the
governor's
money,
so
those
all
have
to
be
in
response
to
are
related
to
covid.
So
we
had
moves.
We
moved
some
expenditures
around
and
primarily
because
the
expiration
date
absolutely
because
that
had
to
be
spent
by
december
30th,
but
then,
of
course,
after
the
beginning
of
the
year,
they
extended
it,
but
we've
really
already
spent
all
that
money
and
you'll
see
that's
the
last
line
item
on
this
page.
C
So
we
and
there's
no
limit
for
carryover
for
these
esther
funds,
but
they
all
have
to
be
spent
by
that
spending
deadline,
and
so
you
can
see
we
still
have
funds
available
for
our
learning
management
system.
That
we'll
be
spending
here
that
well,
the
money's
been
spent
we'll
be
drawing
down
the
money,
because
these
are
on
a
reimbursement
right.
The
state
funding
we're
just
given
the
checks,
we're
given
advances
in
august
november
and
then
february
and
may
and
july.
C
C
So
it's
it's
an
interesting
dynamic
and
if
something
isn't
allowed,
it'll
be
denied,
and
so
we
have
to
be
very
careful
to
make
sure
that
we
are
following
the
guidelines
of
the
use
of
funds,
because
I,
because
we
don't
have
the
money
in
our
general
fund
to
absorb
these
expenditures,
if
they're
not
allowed
in
in
these
funds.
So
it's
really
important
that
we
are
cognizant
of
what
we're
doing.
C
We
have
a
very
almost
I
mean
jody
and
I
are
involved,
I
think,
in
every
federal
program.
Funding
stream,
dr
french,
is
involved
in
some
of
these
other
funds.
So
it
starts
at
the
school
level
in
a
lot
of
cases,
and
then
it
goes
through
the
approval
process
from
the
principal
to
dr
french
to
jody
myself.
C
So
we're
all
looking
at
all
of
those
expenditures
in
some
areas
with
with
the
aster
one
and
two
jody,
and
I
are
very
much
involved
in
how
we're
spending
this
and
as
a
district
leadership,
we
decide
how
we're
going
to
spend
those
funds.
It's
not
only
how
we're
going
to
spend
them,
but
who's
approving
those
expenditures.
G
So,
as
you
look
towards
this
coming
school
year,
how
do
you,
how
does
the
district
see
a
one-to-one
device
ratio?
Are
kids
going
to
hang
on
to
devices
our
senior's
going
to
take
devices
with
them?
G
D
C
Happy
to
so
I'm
happy
to
guest
madam
chair
and
vice
chairman
and
trustee,
so
we've
been
meeting
with
caleb
and
our
anticipation
is
that
we
we
have
a
very
good
thing
going,
but
we
also
have
to
talk
about
how
that
is
those
devices
do
wear
out
and
they
do
have
to
be
changed
and
they
have
to
be
updated.
C
But
our
anticipation
is
that
we
will
continue
to
be
a
one-to-one.
We
see
technology
is
it.
Is
our
teachers
have
done
a
fantastic
job
and
the
work
that
they've
done
and
what
students
are
able
to
do
the
computers
today?
What
they're
able
to
create
you
know
the
problem
solving
the
collaboration.
C
G
C
Oh,
thank
you
by
germany.
We
have
not,
so
we
anticipate
that
we've
checked
them
out
and
they'll
be
returned
to
us.
Well,
inventory.
Caleb
is
already
perhaps
plans
for
an
inventory.
How
that's
going
to
look
and
then
we
plan
to
re-issue
them
next
fall
to
students.
Now
there
may
be
students
who'll
meet
them
over
the
summer.
C
That
will
check
them
out
and
we
plan
that
they.
You
know
it
will
be
just
like
a
library
book
or
resource
that
that's
something
that
they
use
and
then
we,
I
don't
see
us
moving
away
from
an
e-learning
opportunity,
even
even
when
we
are
back
in
school
full-time.
I
see
teachers
using
this
as
collaborative
opportunities
for
students
go
ahead.
Joey,
I
think,
to
trustees
the
dr
farrell
we
have.
C
Currently
again,
this
is
current.
This
is
current
as
of
january
31st,
of
how
much
we
had
received
in
medicaid
funds,
but
I
anticipate
that,
based
on
our
current
billing
progress
that
we're
making
that
we
will
cover
that
it
won't
be
a
negative
okay
and
if
it
is
I'll,
be
talking
to
you
about
that
later,
because
at
the
root
call,
we
had
to
make
some
adjustments
last
year.
D
D
C
C
Absolutely
and
china-
and
I
have
a
lot
of
conversations
about
it,
making
sure
that
we're
on
track.
She
has
worked
very
closely
with
her
providers
to
ensure
that
they're
billing
timely,
because
there's
nothing
worse
than
being
in
may
and
seeing
that
you
have
a
negative
balance
of
a
half
a
million
dollars,
and
it's
because
they
haven't
built-
that's
not
been
the
case
with
china.
So
let
me
just
say
that
in
a
previous
district
life
that
I've
been
involved
in,
that
has
been
a
concern,
so
we're
we're
really
on
track.
C
B
And
so
you
know
we
started
out
this
little
meeting
or
this
this
part
of
the
agenda
that
you
know
the
discretionary
funding
was
going
to
be
1.7
million
dollars
less
all
right.
So
my
question,
you
know
and
unless
I
missed
something
in
the
in
the
explanation,
but
you
know
are
you
sleeping
okay
at
night
recovery?
D
C
Tell
you
I'm
not
because
it's
very
concerning
right.
Actually
this
was
a
great
exercise
to
really
put
this
down
to
paper
and
again.
I
truly
hope
this
is
the
worst
case
scenario,
because
when
you
look
at
that
entitlement
or
discretionary
funding
right,
there's
been
a
lot
of
numbers
that
have
been
discussed
between
the
27
556
that
was
originally
allocated
to
the
21
730.,
I'm
hoping
that
there's
going
to
be
an
increase
there.
C
So
that's
why
this
is
I'm
hoping
this
is
a
worst
case
scenario
yeah
that
is
per
unit,
so
the
units
is
the
283.69
so
and
again
don't
get
too
much
into
the
weeds.
You
know
that's
still
a
protected
year,
but
so,
as
we
know
going
through
the
march
12th-
and
we
understand
that
that's
when
jpac
will
be
setting
the
education
by
the
budget,
so
we
have
a
few
more
weeks
to
know
what
what
we
might
be
receiving,
what
we
should
be
receiving
so
we'll
be
able
to
update
this
after
that
march.
C
Okay,
convenience-
and
it
pardon
me
interesting
so
april-
refer
to
this.
This
is
in
board
docs.
This.
D
C
The
guidance
that
we
have
been
given
that
how
we
can
use
those
escrow
funds,
so
you're
hearing
legislators
talk
about
how
you
can
use
these
escrow
funds
to
backfill
what
the
state's
cut
we
don't
believe
that
is
necessarily
true
federal
programs
office
there
are
on
here
you'll
see
that
there
are
15
ways
you
can
use
those
funds,
but
there's
still
controversy
over
what
your
legislators
say
can
they
can
be
used
for
and
what
federal
programs
are
saying.
C
That's
they
this
that
extra
money
that
you're
we
have
quite
a
bit
coming
to
our
district,
it's
very
limited
on
the
use
I
mean
it
has
to
fit
and
it
has
to
be
covered
related
to
preventing,
preparing
for
and
responding
to
code,
19,
it's
very
specific
in
the
language
of
how
to
spend
how
we
can
spend
these
funds.
So
there
are
certain
restrictions
actually,
even
though
it
says,
there's
a
lot
of
uses,
but
it
has
to
be
tied
to
a
coverage.
C
So
I
have
a
whole
political
idea
on
it,
but
I
don't
want.
I
think
I'll
just
do
that
in
my
own
life
and
just
share
with
you.
You
know
we
do
want
to
meet
with
you
to
talk
about
how
to
use
those
estro
funds
most
effectively
to
benefit
the
children
of
program,
knowing
that
there
are
dates
that
you
know
by
the
time
it
needs
to
be
spent.
C
We've
talked
about
summer
bridge
academies,
we've
talked
about,
maybe
some
support
staff
that
you
know
that
can
help
through
this
first
few
years
of
helping
kids
get
back
on
track.
But
really
there's
there's
quite
a
few
conversations
that
we
need
to
have
with
you
and
we've
generated
some
thoughts
of
like
okay.
Well,
there
there's
this
and
does
it
fit.
C
You
know
what
does
it
fit
in
one
of
those
15.,
so
we
still
have
a
big
conversation.
Yes,
okay
and
there's
still
conversations
that
we've
heard
about
at
the
state
level.
And
again
I
don't
know
I'm
hoping
by
march
12th
we'll
have
a
better
idea.
If
there
was
going
to
be
additional
funds
allocated
by
the
governor,
because
states
also
were
given
additional
funds,
and
we
there
was
a
discussion.
Would
that
be
a
summer.
D
C
You
know
so
again
as
you
receive
different
funds
and
they
have
different
deadlines
and
different
purposes.
We
want
to
be
very
cognizant
of
that
we're
taking
advantage
of
all
the
funds
that
we
have
available
to
us
and
stay
within
the
purpose
of
the
allocation
of
those
funds.
So
sometimes
it's
just
a
little
bit
of
a
waiting
game,
but
right
now
I
mean,
with
the
cobia
monies
we
spot.
We
bought
a
lot
of
ppe.
C
D
B
Yeah-
and
I
don't
know
if
you
remember
trustees
when
we
had
our
convention
in
november,
our
zoom
convention-
I
know
that
isba
newship
talked
about.
You
know
the
hard
conversations
that
we
might
have
to
have
in
the
future
due
to
the
the
the
funding,
the
reduction
of
funding,
and
so
you
know
we,
this
should
really
not
come
as
a
surprise
that
you
know
that
we're
here,
but
you
know
hopefully
conceivably.
C
Thank
you,
madam
chair
and
trustees.
I
think
the
one
thing
that
we
need
to
be
cognizant
of
and
when
making
decisions
to,
fund
long-term
expenditures
of
short-term
money.
That
is
something
that
right.
This
is
one-time
money.
This
will
go
away
you
you
know
wise
person
told
me,
do
not
put
short-term
one-time
money
into
staff
and
salaries
that
are
ongoing.
Now
we
that
make
that
we
may
come
back
and
ask
for
different
staff
members,
knowing
that
these
are
somewhat
temporary
positions.
C
C
These
are
good
for
one
time.
You
know
if
you
recall,
you
approved
us
giving
our
staff
a
payment.
We
hold
the
code
payment
into
in
november
for
all
the
additional
work
that
they
had
done
and
that
was
an
allowable
and
a
great
use
of
the
of
the
governor's
money,
because
everyone
had
just
been
working
so
hard,
and
so
that
was
we're
very
thankful
that
you
will
prove
that
and
that
we
were
able
to
pay
the
one-time
stipend.
C
If
you
will
to
the
staff,
it
was
a
one-time
payment,
nothing
done
in
the
summary
schedule
and
I
think
that's
hard
for
everyone
to
hear.
Is
you
see
that
we
have
all
this
money
right
and
people
said
well
give
us
raises,
you
should
be
able
to
give
us
a
raise
because
you
have
all
these
additional
funds,
but
unfortunately
this
is
not
ongoing.
C
B
C
Think
they
did
I
they
could.
I
think
I've
heard
that
before
absolutely,
and
so
I
hope
this
was
beneficial.
I
hope
you
know
after
you've
had
a
chance
to
mull
it
over,
and
you
want
to.
You
know,
call
me
questions
I'll,
be
happy
to
give
more
information.
If
you
need.
G
Got
a
question,
I
guess,
with
the
the
last
levy
that
we
passed
is
that
providing
buffer
for
our
budget
or.
C
Part
could
that
roll
back?
So
if
you
go
back
to
the
second
slide,.
C
Sorry,
this
one
yep
that
one
you
can
see
that
if
we
did
not
have
that
supplemental
levy
of
four
million
dollars
up
there,
this
one
so
supplemental
levy
is
the
second
line.
It
says
available
fine
balance
and
then
underneath
that
is
4.1
million.
So
it's
one
two
three,
four,
five:
six
it
slides
down.
That
is
a
buffer
trusty
manny
we
would
not
have.
G
C
Correct,
because
if
we
did
not
have
that
we,
we
would
be
slashing
a
lot
of
positions
right,
because,
because
that's
it,
we
are
our
fund.
Balance
on
projecting
is
going
to
be
three
million
dollars
at
the
end
of
this
school
year,
and
without
that
four
million
we
wouldn't
have
one
and
we
would
be
making
a
lot.
We
would
have
to
make
a
lot
of
adjustments
to
staff,
because
when
85
percent
of
your
budget
is
in
salary
and
benefits.
D
C
The
only
place
you
can
go,
and
so
that
would
be
that
would
have
an
impact
and-
and
we
do
have
some
hard
discussions
going
forward
right
because
of
our
numbers
and
that
that's
what
we've
talked
about
all
along
this
year,
as
our
enrollment
numbers
have
continued
to
decline,
we're
generating.
Even
though
on
an
enrollment-based
funding
model,
our
numbers
are
considerably
less,
and
so
that
is
going
to
be
some
conversations
that
you
know
I
get
to
be
the
bearer
of
bad
news.
C
That's
who
I
am,
but
those
are
the
conversations
we
have
to
have,
because
we're
not
going
to
have
that
state
funding
and
supplemental
levy
is
a
two-year
levy.
So
this
is
our
first
year
of
collecting
the
4.1.
We
have
one
more
year
and
then
next
year
will
be.
C
The
board
will
decide
how
we
want
to
go
to
the
patrons
and
what
we
want
to
request
right,
because
that's
we
have
to
start
thinking
about
that
to
run
our
election
and
if
the
august
date
is
taken
away.
We
really
have
november
november
of
21
yeah.
We
have
march
of
22
and
may
22
and,
as
I
told
you,
maybe
22
is
almost
too
late
to
run
the
election
just
because
of
budget
preparation.
A
C
D
D
C
The
other
people,
other
individuals
who
served
on
the
school
operation
were
secondary,
mostly
secondary
administrators,
bernie,
bernie
and
bonnie.
Thank
you,
dr
french,
for
maintenance
and
child
nutrition
bonnie,
and
then
we
had
three
secondary
administrators,
so
we
felt
like
school
operations
actually
had
their
super.
They
had
a
meeting
when
we
had
met
with
the
elementary
folks
so
meeting
with
those
principals
and
and
they're
meeting
with
their
teams
and
gearing
up
for
march
29th.
C
We
meet
with
the
cea
tomorrow
afternoon
after
school
and
then
on
wednesday
morning.
We
have
a
meeting
with
our
superintendent
council,
which
is
our
represent
our
teacher
representative
from
each
of
the
schools.
D
C
D
C
I
will
say
we
plan
to
have
like
the
plan
amendments
like
we
have
done
trying
to
get
all
that
after
we
meet
with
these
other
groups,
get
that
all
squared
away
for
the
march
okay,.
B
B
Okay
and
just
know
that
you
know,
if
you
don't
have
any
ideas
or
any
any
items
that
you'd
like
to
have
added,
you
can
always
talk
about
the
friends
right
and.
D
C
C
Sure-
and
I
did
visit
with
bernie
bernie
april
and
caleb,
who
are
visiting
today
and
what
we'd
like
to
do
we're
meeting
with
elliot
from
the
ivan
miller,
school
school
statement,
safe
schools.
I
better
make
sure
I
said
all
right
just
to
review
our
plan
and
so
what
we
thought
if
you're
is
like.
If
the
june
work
session
is
just
to
go
over
it
like
because
bernie
I
mean
schools
have
plans.
C
B
If
I
remember
correctly,
vice
chairman
correct
me,
if
I'm
wrong.
C
D
C
B
C
That's
an
item
that
is
exempt
and
I've
been
advised
because
that
is
an
exempt
item
except
for
public
records.
So
we
can
review
it.
Okay
and
that.
C
E
More
effective,
dr
french,
and
so
would
he
be
getting
a
hold
of
of
the
sros.
C
Yes,
yeah
either
kelly
or
I
will
talk
to
officer
phillips.
E
C
In
an
or
even
because
both
officer,
phillips
and
lieutenant
holy
holy
had
reached
out
to
me,
okay,.
D
C
B
G
Got
one
thing
yes:
do
we
know
we're
going
to
change
the
superfit
evaluation
process.
C
C
So
that
we
can
have
training
on
that
new
process,
thank
you
for
bringing
that
up.
B
C
C
C
Identified,
if
you
know
what
it's
did
it
does
it
need
to
be
later
so
that
you
are
able
to
be
on
the
tour
at.
C
B
All
right,
and
so
now
we
have
I'd
like
to
ask
for
we're
going
into
executive
session.
So,
let's
see
we
need
to
ask,
I
need
to
ask
for
a
motion
to
enter
into
executive
session.
Please.
B
Okay,
so
you
could
do
the
roll
call
for
executive.
C
C
B
Okay,
so
welcome
back.
I
would
like
to
ask
for
a
motion
to
return
from
our
executive
session.
B
And
then
vice
chairman,
if
you
could
give
us
what.
C
Read
our
our
decision.
We
talked
about
information
only
okay,
it
was
information
only
oh.