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From YouTube: Special Board Meeting and Executive Session 4-24-23
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A
B
D
B
Clerk,
if
you
could
please
let
us
know,
if
the
board
meeting
agenda
postings
Madam.
C
Chair
Christina
and
trustees,
I
request
the
approval
of
the
Board
of
Trustees
special
board
meeting
and
executive
session
agenda
hosting
for
Monday
April
24th
2023.
The
agenda
was
posted
on
Friday
April
21st
2023
at
6
15
PM.
The
agenda
was
posted
at
these
locations,
the
school
district
website
and
the
Caldwell
District
office.
B
Okay,
thank
you
at
this
time,
I'd
like
to
ask
for
a
motion
to
approve
and
accept
the
agenda
postings.
E
B
B
C
F
Chair
and
just
as
we
a
few
months
ago,
there
was
a
request
by
trustees
to
learn
more
about
what
we're
doing
for
suicide
prevention
and
we
reached
out
to
sources
of
strength
at
the
state
department,
and
then
they
also
Idaho
lives
project.
So
we'll
we'll
turn.
We
have
a
guest
here
from
the
state
department
and
we'll
just
turn
the
time
over
to
her.
G
Good
evening
my
name
is
Hannah
crumrine
I
am
the
youth
Suicide
Prevention
coordinator
at
the
Department
of
Education
I
did
not
prepare
a
presentation.
I
thought
this
was
maybe
going
to
be
more
of
a
dialogue
where
I
could
provide
questions
or
I
could
provide
answers
to
questions
you
might
have
so
I
did
bring
some
materials
that
I'll
share
with
you
and
then
I'll.
Give
you
a
little
bit
of
overview
of
what
the
Idaho
lives
project
does
and
then
I'd
be
happy
to
answer
questions
that
you
might
have
foreign.
G
So
what
I
brought
with
me
this
evening
was
a
brochure
that
lists
all
of
the
services
that
Idaho
lives
project
provides
and
then
I
brought
some
information
about
Suicide
Prevention
policies
but
I'll
back
up
and
share
that
the
Idaho
lives
project
is
a
partnership
between
the
Department
of
Health
and
Welfare
and
the
Department
of
Education,
so
we're
housed
in
the
department
of
education.
G
But
we
work
in
cooperation
with
this
Statewide
suicide
prevention
program
and
we
received
some
funding
from
them
directly
as
well
as
we
have
some
federal
grants
that
have
allowed
us
to
expand
our
services.
So
we've
been
providing
a
few
Suicide
Prevention
resources
and
services
since
2013.
we're
most
well
known
for
sources
of
strength.
But
that's
just
one
of
the
many
resources
we
can
offer
at
District,
so
I
believe
I
took
some
notes
before
I
came
Caldwell,
High,
School,
implemented
sources
of
strength
in
2015
and
Jefferson
Middle
School
implemented
sources
of
strength
in
2022.
G
A
G
Can
do
that
so
sources
of
strength
started
out
as
a
program
for
secondary
schools,
so
we
offer
it
to
grades
6
through
12
or
7
through
12,
depending
on
the
makeup
of
your
school,
and
it
is
one
of
the
very
few
it's
evidence-based,
but
it's
been
rigorously
studied
and
it's
been
shown
to
not
only
prevent
against
risk
for
suicide,
but
a
lot
of
other
risky
behavior
substance,
abuse,
teen
or
Dating,
Violence
absenteeism
and
other
bullying
other
risky
behaviors.
G
So
it
really
it's
a
it's
a
suicide
prevention
program,
but
it
will
provide
a
lot
of
other
skills
to
your
school.
So
sources
of
strength
works
by
really
relying
on
social
networking
Theory.
So
you'll
get
a
group
of
diverse
students
who
represent
the
student
body
of
your
population.
You're
not
meant
to
just
select
your
highest
Achievers.
You
really
want
to
find
those
students
who
are
leaders
within
their
subgroup.
G
So
the
drama,
kids,
the
skater
kids,
not
just
kids
on
student
council
or,
like
I,
said
those
High
Achievers,
and
so
you
bring
them
together
and
you
teach
them
the
philosophy
of
sources
of
strength
and
there's
a
wheel
that
has
eight
different
strengths.
On
it-
and
the
idea
is,
is
that
there
it's
really
code
for
protective
factors,
resiliency
factors,
so
we
teach
kids
to
identify
their
strengths
so
that
they
can
rely
on
those
when
they
have
hard
difficult
times,
and
then
we
teach
them
to
identify
trusted
adults.
G
There's
a
lot
of
evidence
that
shows
that
students
who
have
at
least
one
trusted
adult
within
their
school
are
much
more
likely
to
get
better
grades
show
up
all
of
those
things,
so
those
students
learn
that
and
then
they
go
back
to
their
groups
and
through
social
networking
theory.
That
message
spreads
and
it
really
focuses
on
Hope
help
and
strength.
We
avoid
sad
Shock
Trauma.
Those
are
proven
not
to
be
effective.
So
as
a
little
example,
if
you
were
to
come
out
and
say,
did
you
know
that
30?
G
If
you
had
an
anti-smoking
campaign
30
of
your
peers
smoke,
students
are
going
to
normalize
that
if
you
flip
it
and
say
70
of
your
peers,
don't
smoke
they're
going
to
normalize
that
so
that's
the
kind
of
tools
or
philosophy
that
sources
of
strength
employs
and
it's
called
Upstream
prevention.
I,
don't
know
it's
a
big
buzz
term
right
now:
Upstream
prevention,
because
a
lot
of
times
when
we
think
about
prevention,
we're
really
that's
actually
an
intervention.
If
we're
stepping
in
to
prevent
something
like
a
student
is
in
crisis.
G
G
So
that's
a
mouthful,
but
that's
what
sources
of
strength
does
in
a
nutshell
and
like
I
said,
Jefferson
Middle
and
Caldwell
High
School
have
implemented
it
Jefferson
Mills,
pretty
new
Caldwell,
High,
School
I.
Think
it's
been
running
a
successful
program
for
the
last
couple
of
years,
there's
also
a
source
of
strength,
Elementary
program
that
came
out
a
couple
years
ago.
We've
worked
with
about
with
some
Partners
we've
brought
it
to
about
60
elementary
schools
and
it's
based
on
that
same
foundation
and
philosophy
and
the
strength
based
system,
but
it's
appropriate
for
that
age
group.
G
So
it
started
in
third
through
fifth
grade
and
just
this
year
they
implemented
it
in
K
through
second
grade
there's
also
sources
of
strength
at
the
Collegiate
level,
so
you
could
ideally
wrap
sources
of
strength
around
your
entire
District,
starting
from
K
through
12
and
then
encourage
students.
I
know,
U
of
I
have
sources
of
strength.
Isu
is
implementing
it
this
year,
with
assistance
from
our
program
and
BSU
has
had
it
and
is
wavering
on
whether
or
not
to
bring
it
back
so,
like
I,
said
we're
most
well
known
for
sources
of
strength.
G
We
provide
that
through
an
annual
Grant
every
year.
Right
now
we
are
accepting
applications
for
what
will
be
cohort
13.
So
it's
our
13th
group
of
schools
they'll
be
trained
in
Fall
of
next
year.
We
don't
have
any
plans
right
now
to
implement
or
provide
a
secondary
training.
We
have
the
in-house
capacity
to
provide
the
secondary
training,
I.
Think
I
misspoken
since
secondary
a
second
ago,
so
we
have
certified
contractors
who
provide
this
training.
Patrick
Connor
Services
your
District.
G
He
couldn't
join
me
tonight,
but
he
is
a
fantastic
guy.
He
also
provides
all
kinds
of
other
support
services,
but
the
elementary
program
is
so
new
and
it's
set
up
differently
that
we
don't
have
people
who
are
certified
to
provide
that
training
and
disease
and
something
they're
offering
nationally.
Yet
so
it's
a
little
more
challenging
to
bring
that
to
schools
financially.
G
Are
there
any
questions
about
sources
of
strength
before
I
launch
into
some
of
the
other
resources
we
have?
That
could
benefit
the
district.
G
H
So
just
a
question,
so
some
would
say
that
public
schools,
their
job,
is
to
teach,
reading,
writing
and
arithmetic,
and
that's
it
what's
the
what's
the
value
of
this
of
teaching.
This
I
mean,
as
a
teacher
myself,
I
understand
the
potential
answers
to
this
I'm,
just
asking
for
some
in
the
community.
Who
may
ask
questions
like
why
are
you
worried
about
Suicide
Prevention?
Why
are
you
worried
about
the
emotional
health
of
your
students?
Why
you?
Why
are
you
worried
about
the
the
physical
well-being
of
your
students?
That
is
not
your
job.
H
Your
job
is
to
teach
reading,
writing
an
arithmetic
and
nothing
else
and
I.
Don't
know
if
you
have
any
comments
or
thoughts
about
how
sources
of
strength,
benefits,
schools
and
school
districts
and
and
why
it's
even
a
thing
in
the
first
place.
G
A
little
bit
to
that
going
stream
prevention,
so
that
and
trusted
adults.
So
those
are
things
that
you
can
put
in
place
that
are
known
to
help
students,
academically
they're
known
to
help
students
be
higher
Achievers
on
standardized
tests,
they're
known
to
help
increase
attendance.
There's
a
third
thing,
that's
failing
me
at
the
moment,
so
I
think
you
could
argue
that
if
you
provide
a
program
with
this
content,
you're
helping
create
an
environment
that
allows
students
to
really
focus
on
the
things
that
you're
mentioning
and
it
just
helps
them.
H
Yeah
I
think
what
you're
saying
is
it
these
sort
of
wrap
around
AIDS?
These
supports
help
to
improve
the
overall
academic
performance
of
a
student,
and
maybe
that
I'm,
not
that's
I'm,
not
I,
don't
mean
to
put
words
in
your
mouth,
but
maybe
that's
something.
That's
something
to
do
with
that.
Yeah.
B
G
Thank
you,
madam
chair.
We
do
not
collect
data
by
District
or
necessarily
by
a
County,
so
I
will
let
you
know
that
suicide
death
among
youth
is
statistically
rare.
It
doesn't
happen
very
often
not
to
say
that
it's
not
tragic
or
that
we
shouldn't
be
doing
everything
to
prevent
one
death,
but
it
is
very
rare
So
in
Idaho
about
25
to
30
youth
ages,
0
to
17
die
by
Suicide
each
year.
G
So
it's
really
as
far
as
reporting
data.
There
are
confidentiality
rules
that
we
have
to
adhere
to.
So
we
couldn't
report
any
numbers
lower
than
five,
so
I
don't
have
numbers
that
I
can
share
with
you
because
of
that.
But
I
would
refer
you
all
to
the
Idaho
violent
death
reporting
system.
G
It's
not
a
very
pleasant
name,
but
I
can
I
can
follow
up
with
Dr,
French
and
Kaylee
and
send
the
link.
But
you
can
go
they've
been
collecting
data
on
by
death
since
2014.,
so
you
can
go
by
it's
it's
by
Public,
Health
Region,
some
of
the
information,
but
you
can
filter
it
down
by
age
group.
So
it's
0
to
12
13
to
17
and
18
to
24.,
and
so
you
can
look
by
your
Public
Health
Region.
G
Data
collection
is
one
of
the
things
that
is
on
my
mind,
looking
for
opportunities
to
find
ways
to
collect
that
data,
so
that
we
can
make
more
meaningful
decisions,
but,
like
I
said
it's
so
far
and
few
between
that
I
don't
have
a
lot
more
to
offer
you
than
the
directing
you
to
the
violent
data
reporting
system.
B
G
Thank
you,
madam
chair.
So
we
offer,
if
you
look
at
those
Services
they're
not
broken
down
by
those
three
categories
but
statutorily.
Those
are
the
three
elements
that
should
be
included
in
a
district
Suicide
Prevention
policy.
So
we
have
a
lot
of
our
trainings.
G
Basically,
everything
we
offer
is
can
be
divided
into
one
of
those
things.
So
as
far
as
post
mentioned,
postvention
is
your
response.
After
a
death,
as
far
as
the
Idaho
lives
project
and
the
Department
of
Education
are
concerned,
we
will
provide
support
in
response
to
any
sudden
death.
It
doesn't
have
to
be
death
by
Suicide
and
it
doesn't
have
to
be
the
death
of
a
student
any
sudden
death
that
impacts
the
school
Community.
We
can
provide
resources
for
because
those
grief
resources
are
essentially
the
same.
G
There
will
be
some
subtle
differences
if
you
did
experience
a
suicide
death,
but
otherwise
they're
great
resources,
so
I
can
explain
our
postvention
process
to
what
that
looks
like
on
our
end,
summary
yeah
yeah.
So
when
we
we
hear
of
a
student
desk,
a
number
of
different
ways,
sometimes
we're
contacted
by
the
county,
Corner,
sometimes
we'll
be
contacted
by
the
school
by
a
parent,
sometimes
by
colleagues.
G
If
we're
not
contacted
by
the
coroner
or
the
school,
we
will
verify
the
death,
and
then
we
have
a
post-fension
specialist
she's
been
in
this
field
of
work
for
20
years,
she's
very
skilled.
She
used
to
be
a
school
counselor,
so
she
will
reach
out
to
the
counseling
team
and
with
an
initial
phone
call,
and
then
she
will
also
provide
resources.
G
We
have
some
great
resources.
We
have
some
safe
messaging
resources
because
it's
really
important
to
when
you're
talking
about
death,
to
say
the
right
thing
and
do
the
right
thing
so
that
students
or
adults
who
are
already
vulnerable
for
suicide
risk
aren't
activated
by
that
death.
So
there's
a
lot
of
things.
G
We
do
to
keep
everyone
safe
following
to
death
and
then
she'll
provide
some
self-care
resources,
like
I,
said
some
great
grief,
resources
based
on
the
situation
and
then
I
will,
on
my
end,
at
the
Department
of
Education,
send
an
email,
Department
wide
notifying.
All
of
my
colleagues
there,
but
there's
been
a
loss.
So
if
they're
working
with
someone
else
in
your
District,
they
know
that
perhaps
it's
a
time
to
be
sensitive
to
give
the
the
school
staff
some
space
to
work
on
deadlines
and
just
be
sensitive
to
that.
G
Most
of
our
team
is
they're,
not
clinicians,
so
we
wouldn't
just
show
up
with
somebody
who
certified
certified
to
do
sources
of
strength.
We
would
reach
out
to
a
community
partner
who
had
a
licensed
social
worker
psychologist,
someone
who
could
come
and
provide
that
level
of
support
to
your
students
and
staff.
E
Madam
chair,
so
you
gave
us
these:
are
these
in
our
schools
or
we're
working
kids
find
these
or
where
can
they
find
any
information
on?
So.
G
G
Everything
we
have,
but
we
have
four
different
brochures
in
addition
to
this,
so
this
is
just
our
services.
I,
don't
know
if
students
would
be
interested
in
this.
It's
more
kind
of
you,
folks,
administrative,
but
we
have
a
brochure
on
how
to
talk
to
your
students,
if
you're
a
parent,
how
to
talk
to
your
children
and,
if
you're,
a
student,
how
to
talk
to
your
friends
and
then
we
recently
created
a
restricting
access
to
lethal
means
brochure,
so
that
we
can
help
educate
people
on
how
to
keep
those
lethal
methods
safe.
G
E
Also
you
say:
Caldo
high
school
has
been
in
the
in
the
project
for
since
2015.
I'm.
Sorry
I
have
my
mic
off
here.
Who
who,
who
takes
charge
of
that
here?
Dr
French.
Do
you
know
by
any.
F
Chance
Madam,
chair
and
trustee
godina
at
Patrick
prec
is
the
lead
counselor
on
that
and
he
has
a
group
of
students
who
work
within
sources
of
strengths,
group
and
so
they're
and
they're.
Active,
oh,
is
that
right
pair
activities?
Yes,
okay,
good!
It's
just
like
Hannah
said
it's
they're,
students
who
come
from
all
walks
of
the
school.
B
H
Thinking
about
you
talked
about,
you
mentioned
Idaho
Statute,
so
you
know
our
lawmakers
have
made
laws
regarding
suicide.
How
does
that
like?
What
are
some
of
the
laws
that
schools
are
supposed
to
follow,
or
the
state
department
supposed
to
follow?
We're
just
I'm
just
curious.
If
you
have
any
thoughts
on
that.
G
Turn
that
off
sorry
I,
don't
have
them
memorized.
But
if
you
went
to
our
website
we
have
a
I
think
it's
called
statue
and
law
so
and
you
can
flip
through
and
see
all
of
the
references.
So
there
is
in
title
33
the
education
title.
There
is
code
that
says:
you'll
have
that
and
will
help
you
with
suicide
prevention,
training
for
your
staff
and
a
suicide
prevention
policy,
and
then
in
idapa
it
spells
out
that
you
should
have
every
District
should
have
a
policy
that
addresses
prevention,
intervention
and
postvention.
G
It's
pretty
Broad
and
there's
not
really
an
enforcement
arm
and
there's
not
funding
necessarily
tied
to
it.
So
it's
up
to
the
district
to
do
what
they
will
with
that
guidance.
G
But
if
I
shared
that's,
why
I
brought
I
brought
with
me
a
copy
of
the
state's
model
policy.
So
we
developed
this
in
2019
in
response
to
that
legislation
that
passed
and
it
hits
all
of
those
three
components
and
then,
in
addition
to
this,
we
have
very
robust
and
extensive
protocols
that
are
updated
annually.
That
really
help
would
help
your
District
staff
with
boots
on
the
ground.
G
With
all
of
these
things,
so
that's
one
thing
I
wanted
to
highlight
and
point
out
to
this
body
is
that
the
district,
your
District,
does
have
a
suicide
prevention
policy.
But
if
you
wanted
to
we
consult
on
this,
so
we
would
be
happy
to
look
at
your
policy
versus
this
policy.
This
policy
is
also
based
on
a
national
model
policy
for
large
National
agencies.
G
Entities
came
together
to
develop
this
in
the
original
documents,
like
90
pages
long,
so
we've
really
condensed
it
so
answer
your
original
question:
we,
you
can
look
at
the
references
on
our
website
and
we
have
resources
in
place
to
help
schools
comply
with
those
laws.
Well,
that's
good.
If
I
can
keep
talking,
we
also
one
thing
that
districts
are
meant
to
do
is
offer
annual
suicide
prevention,
training
to
their
staff,
and
we
have
those
are
called
gatekeeper.
Trainings.
G
We
have
two
of
those
that
are
available
to
schools
and
District
staff
for
free
one
is
an
online
training,
that's
self-paced!
It
can
take
anywhere
from
45
to
90
minutes,
and
then
we
have
another
training,
that's
two
and
a
half
hours,
long,
it's
longer,
because
it's
Idaho
specific
and
it's
a
little
more
robust.
So
the
online
training
will
teach
you
how
to
identify
warning
signs
and
risk
factors
how
to
safely
intervene
and
then
get
someone
to
help
this
training
Builds
on
that
and
goes
into
more
of
the
suicidal
mind.
G
So
it
really
helps
your
staff
understand
how
someone
gets
to
that
place
and
what
that
might
be
like
for
them
mentally
and
physically
emotionally,
and
then
it
also
provides
Idaho
specific
statistics
about
deaths
and
means.
So
it's
really
awesome,
like
I,
said
more
robust,
so
that's
also
available
for
free
to
your
District.
H
You
know
how
to
have
a
suicide
prevention
plan
and
protocols
in
place,
because
we,
you
know,
we
don't
we,
we
teach
children,
we
teach
teenagers,
we
teach
kids
and
we
don't
do
it
in
a
you
know.
In
a
sort
of
stale
setting,
I
mean
it's,
we
interact
with,
you
know
the
Public's
children
and
we
have
the
the
honor
and
pleasure
and
privilege
to
do
that.
But
they're
human
beings
and
human
beings
have
challenges,
and
human
beings
have
trials
and
troubles
and
conflicts
in
their
life.
And
you
know
we.
H
We
are
partners
with
the
public.
We
are
partners
with
families
and
the
community
and
the
churches
and
law
enforcement
and
everybody.
We
are
partners
with
them,
and
so
you
know
we
statutorily
have
many
many
requirements
to
help
our
students.
You
know
our
our
we've
been
mandated.
I
had
mentioned
this
a
few
times
in
the
recent
past.
H
You
know
on
Hill
code
33
512,
which
says
that
we
shall
protect
morals
and
health
of
the
pupils
and
do
all
the
other
things
that
we
that
we
have
to
do
as
a
school
system
and
I
know
I'm
blabbing
on
here,
but
I.
H
Just
thinking
back
to
some
comments
that
have
been
made
to
previous
board
meetings
by
the
public
and
just
wanting
to
ensure
to
them
that
we,
you
know
we're
doing
our
best
to
teach
the
academics
of
a
school
system,
but
we
teach
the
whole
child
as
well,
and
you
know
academically
and
with
extracurricular
activities
and
a
whole
slew
of
other
supports
that
we
use
to
help
our
kids
and
our
families
so
that
we
can
be
a
resource
to
our
kids
and
our
families
to
help
them
Thrive
and
to
help
them
grow
and
help
them
adapt
and
change
all
the
challenges
that
they
have.
H
And
so
you
know
we
we
do
teach
the
the
core
subject
areas,
but
we
do
so
much
more.
So
that's
just
a
comment.
I
have
and
thank
you
for
your
information.
It's
been
really
it's
helpful
and
I
did
want
to
have
I
had
a
question.
Another
question
just
for
clarification
for
those
in
the
public
who
may
not
have
been
a
couple
months
ago
at
a
board
meeting,
we
had
I
believe
mrsaki.
H
F
H
Assessment,
okay,
yeah
risk
assessment
and
I,
don't
know
if
the
district
has
any
updated
numbers
since
then,
but
it
seems
like
for
this
school
year.
Miss
hirosaki
was
saying
something
like
from
August
until
I,
don't
know
what
it
was:
February
March
that
the
districts,
the
counseling
and
the
administrative
staff
had
done.
X
number
of
risk
assessments
with
our
kids
and
so
I,
just
I'm
wondering
if
we
can,
if
we
have
that
number
again,
just
to
explain
to
the
public
that
you
know
we're
doing
suicide.
H
I
Hi
Dr
French
manager
and
School
Board
I.
Don't
have
that
number
right
off
the
top
of
my
head
for
this
I
can
definitely
get
it.
C
I
I
know
the
number
that
I
quoted
for
you
last
time
was
for
threat
and
suicide
risk
assessment.
So
I
can
break
those
down
for
you
and
give
you
an
updated
number
because
we
have
had
some.
Since
the
last
time
I
reported
to
you.
I
It
was
in
the
hundreds
again
because
those
were
joined
together
at
the
time.
I
had
not
separated
them,
but
I
can
I
can
separate
both
of
those
and
give
those
to
you
fairly
quickly.
Okay,
okay,.
B
And
I'd
just
like
to
mention
also
that
just
reading
this
policy
title
paperwork.
You
know
it's
good
to
note
or
it's
important
to
note
that
it's
not
just
what's
happening.
The
behavior
that's
happening
in
this
classroom
at
the
school,
but
we
we
also
you
know
it's
trying
to
take
care
of
our
kids
as
they're
on
school
property
at
the
school
property
events
where
staff
is
present
on
the
school
buses
or
vehicles
and
bus
stops
or
any
other.
B
Just
you
know
it's
not
just
in
the
classroom.
We
have
a
huge
scope
of
where
we
we
take
care
of
our
kids.
So
it's
not.
You
know
just
on
school
property,
it's
you
know
not
and
not
just
at
our
school
events,
but
it's
also
like
all
of
the
events
at
different
schools.
You
know
we
have
to
make
sure
that
we
take
care
of
these
kids
everywhere
they're
at
so
it,
and
it's
not
just
between
eight
and
five.
B
J
Yeah
Madam
chair
I've
got
a
question
kind
of
follow
up
with
you
know,
it's
good
that
this
is
in
the
schools
that
that
the
students
who
are
facing
these
challenges
have
that
available
to
them.
But
what
can
parents?
What
can
families
do
that?
Don't
necessarily
see
this
in
the
school
district
every
day.
What
can
they
do
to
help
find
resources
or
be
that
resource
to
the
students?
G
Happy
to
answer
that
trustee
part
would
yes,
very
your
involvement
because
you
are
are
funnel
to
parents,
but
I
think
that
the
gatekeeper
training
I
mentioned
the
one.
That's
self-paced,
45
minutes
to
90
minutes
is
a
free
resource
and
it's
available
to
anyone
in
Idaho
who
interacts
with
youth,
and
we
have
thousands
of
those
available
so
I'm
happy
to
share
those
with
the
district
to
pass
along
to
parents.
G
Other
communities
have
hosted
parent
nights
that
we
could
help
be
a
part
of,
so
you
could
host
something
where
we
would
advertise
the
resources
available.
Like
I
mentioned,
the
brochure
that
I
have
teaches
parents
how
to
talk
to
their
students,
I
think
the
thing
for
parents
to
really
take
away
is
to
to
listen
without
judgment
and
really
just
be
there
and
listening
and
not
try
to
solve
the
problem.
And
then
one
thing
that
often
scares
people
and
people
shy
away
from
particularly.
G
When
I
try
to
adjust
this
I
turn
it
off.
My
apologies,
you
know
people
don't
want
to
say
the
wrong
thing.
So
often
they
say
nothing,
but
when
it
comes
to
Suicide,
just
very
directly
asking
are
you
thinking
about
suicide?
Are
you
thinking
about?
Killing
yourself
is
the
best.
G
Is
the
best
question
to
ask:
there's
always
often
a
big
sense
of
relief,
and
if
you
ask
other
questions
like
you're,
not
going
to
do
anything
to
hurt
yourself.
Are
you
that
frames
it
as
sort
of
a
shameful
way,
so
I
could
go
off
on
a
tangent
I?
Don't
trust
you
but
I
think
there's
a
lot
of
things
that
we
could
give
you
to
give
to
parents,
because
there's
a
lot
of
resources
out
there.
G
G
G
It's
not
organized
by
like
parent
administrator
teacher,
so
they'd
have
to
kind
of
look
around
under
the
different
topics
of
prevention,
intervention
and
postvention,
and
now
that
I'm
saying
that
out
loud
that
maybe
some
something
for
us
to
work
on
as
far
as
navigation,
okay,.
E
I
think
my
follow-up
to
that
was
I.
Think,
like
I,
said
last
meeting
we're
behind
the
ball.
We
as
a
as
parents
as
a
community.
We
don't
know
what
to
do
when
when
when
something
like
this
happens,
you
don't
know
if
you
don't
talk
to
your
kids,
a
lot.
You
don't
know
that
that
anything's
gonna
happen.
You
think
everything's
great
and
post
post
attempt
or
whatever
it
may
be.
What's
what
I
mean?
E
That's
I
think
that's
what
we're
lacking
as
a
community
as
parents
in
in
Caldwell
that
what
do
we
do
where
where's
the
what's
next?
What's
our
next
steps,
what
can
we
do
next
because
I
I
wouldn't
know
what
to
do
so,
and
you
know
so,
where
do
I
go?
Who
do
I
call
to
get
help?
I
know,
there's,
there's
lots
of
resources,
but
where
are
they?
You
know
you
say
they're
on
your
I've,
never
seen
them.
So
that's
why
I'm
saying.
G
Sure
trustee
that
makes
a
lot
of
sense
and
there
are
a
lot
of
resources
out
there
and
I
think
it
just
you
know:
I
think
the
opportunity
to
have
more
dialogue
and
more
more
opportunity
to
make
connections
and
present.
This
information
will
be
helpful
because
it's
suicide
prevention
is
relatively
new.
G
My
position
has
only
been
established
in
the
department
for
two
years,
so
there's
still
a
lot
on
our
end
that
we're
learning
and
could
do
to
make
sure
that
we're
getting
all
the
resources
we
have
out
to
parents,
but
I,
know
I,
hear
you
say,
post
attempt
and
that's
a
really
really
scary
time
and
we
we
do
again
have
resources
in
place
for
that.
If
you
look
at
the
model
policy,
your
District,
if
you
don't
already,
should
have
a
crisis
team
that
is
specific
to
Suicide
Prevention.
G
F
Hannah
may
I
encourage
you
to
if
you
could
created
your
website
or
organized
it
such
because
we
could
put
a
link,
we
could
put
it
under
our
parent
resources
and
avalink
that
goes
to
Idaho
lives
or
sources
of
strength,
so
that
that
way,
it's
at
least
there's
a
connection
directly
or
if
a
counselor
encourages
a
parent
to
look
at
that.
F
That
would
be
really
helpful
for
us
to
connect
to
that,
especially
where
we
have
sources
and
strength
at
Jefferson
and
Caldwell,
but
we
don't
have
it
necessarily
in
the
elementary
and
yet
you
know
that
maybe
there's
a
parent
that
really
feels
comfortable
talking
to
the
elementary
counselor,
who
could
also
say
I
know
you
have
a
middle
schooler.
You
know,
if
there's
a
conversation
they
can
direct.
We
could
really
link
to
you
your
site
because
I'm
going
to
say,
Madam,
chair
interest
is
Idaho
lives
in
sources
of
strength,
and
you
know
we
have
had.
F
You
know
we
know
it's
devastating
for
the
families,
but
it's
devastating
for
the
school
community
and
have
the
Outreach
for
have
you
know
that
they'll
come
out
and
support
the
staff,
support
and
administration,
because
it's
a
it's
a
big
deal
and
it's
it's
just
very
difficult
to
work
through.
So
we
do
appreciate
all
that
you
are
doing
and
what
you
do
make
available.
B
I
was
just
going
to
say
at
a
comment
that
you
know
we're
getting
close
to
our
student
population
being
seven
percent
Latino
Spanish
speaking,
and
so
you
know
some
of
those
brochures,
especially
for
the
parents,
would
be
great
to
have
them
in
Spanish
and
a
lot
of
times.
Culturally.
You
know
I
asked
my
dad
dad
do
you
have
a
will
and
his
answer
to
me
is
you
want
me
dead?
Don't
you
you
know,
and
so
that's
the
thought
process
of
a
lot
of
people.
B
You
know
culturally,
that's
the
thought
process,
and
so
when
you
say
that
parents
could
ask,
you
know
you're
not
going
to
commit
suicide
right,
you're
you're,
leading
them.
It's
a
leading
question
like
answer
so
that
I
can
be
okay,
not
that
the
child
can
be
okay,
but
that
I
can
be
okay
you're,
not
this
right
when
it
should
be.
Like
you
know,
are
you
thinking
of
committing
suicide?
B
So
you
know
just
teaching
our
our
parents
that
a
lot
of
times
they
think
if
you
put
it
out
in
the
universe,
it's
going
to
happen,
but
you
know
because
it's
you
know
taboo,
so
don't
say
it
that
way.
So
you
know
we
need
to
re-teach
our
parents
or
culture.
You
know
that
no,
we
have
to
be
direct
in
this,
because
this
is
how
we're
going
to
get
the
answers,
and
this
is
how
we're
gonna
hopefully
solve
some
of
those
problems,
because
it's
not
you
know,
we
can't
think
of
you
know.
Well,
that's
disrespectful.
B
I
would
never
say
that
to
you
know
a
parent
or
a
child
or
anything
because
I'm
just
leading
them
on
or
putting
it
out.
You
know
out
there,
so
we
just
need
to
retrain
folks
that
no,
these
are
the
questions
that
need
to
be
asked
and
why
you
know
they
need
to
be
asked
so
I
think
that's
a
topic
that
you
touched
on.
That
I
think
is
really
really
important.
Well,.
I
G
E
That's
great
I
think
that's
something
we
really
need
is
is
something
I
mean
we
need
to
find
out.
There's
a
lot,
there's
a
lot
of
suicide
attempts
and
there's
more
than
we'll
ever
think,
we'll
know
about,
and
we
need
to
know.
We
need
to
know
how
to
talk
talk
to
our
kids,
our
students,
you
know
any
kid.
Some
I
mean
I
see
a
lot
of
a
lot
of
kids
on
in
sports
and
whatever,
and
they
we
talk
and
it'd
be
nice
to
know
what
exactly
to
to
ask
them.
E
B
E
B
F
F
F
G
If
I
could
add
one
more
thing,
yes,
since
you're
talking
about
a
parent
night,
transitions
are
often
a
very
risky
and
challenging
time
for
youth.
So
if
you
were
to
able
to
able
to
pull
off
a
parent
night
before
the
end
of
the
school
year,
and
you
provided
parents
with
resources,
they
might
need
to
support
their
students
through
the
summer
I
would
I
would
Advocate
that
I
know.
G
That's
probably
that's
a
big
quick
turnaround
time,
but
but
yet
summer
can
be
a
challenging
time
for
students
in
that
transition
period
and
I
would
be
happy
to
work
with
Dr,
French
and
Patrick
over
at
Caldwell
High,
to
get
more
resources
out
to
your
schools
and
to
figure
out
some
ways
to
do
that
effectively.
What.
H
Do
you
mean,
by
transition
pair
like
a
difficult
time
summer?
What
do
you
mean
you
can
be
more
specific?
Yes,.
G
G
So
just
the
I
think
the
unknowing
aspect
of
that
can
create
a
lot
of
anxiety,
can
activate
students
and
then
the
same
thing
happens
in
the
summer
when
you
just
transition
into
something
new
and
different
kids
who
are
already
vulnerable.
There's,
there's
a
could
be
a
potential
of
elevated
risk,
so
our
main
parents
with
the
information
they
need
to
keep
their
students
safe
when
they
would
not
be
coming
to
the
school
where
people
have
been
trained
where
they
have
trusted
adults,
it
just
isn't
an
extra
Assurance.
My.
B
B
F
As
you
know,
we
have
been
working
intently
on
reviewing
standards,
creating
our
Curriculum
maps,
standards,
maps
at
all
and
all
at
all
levels,
specific
intent
at
the
secondary
levels.
We
had
Caldwell
High
present
a
while
just
a
little
bit,
maybe
two
months
ago
about
the
work
that
they've
been
doing.
Middle
schools
have
also
been
engaged
in
that
same
work,
and
we
have
learned
through
a
few
conversations
well
more
multiple,
mostly
probably
has
heard
it
more
often
than
I
have,
but
that
we
have
in
our
middle
schools
our
Ela.
F
We
have
two
resources
that
we're
using
one
is
Journeys
that
we've
been
using
in
sixth
grade
and
then
one
is
my
perspectives
which
we
have
been
using
in
seventh
and
eighth
grade.
F
F
So
in
conversations
with
their
principals
and
instructional
coaches
and
then
talking
about
what,
how
do
we
better
align
so
that
we
are,
we
can
build
on
those
standards,
those
six
eight
standards.
We
would
were
asking
the
board
to
extend
this
resource.
My
perspectives
to
sixth
grade
I
and
I.
Hope
that
you
understand
so
you
it
was
adopted
in
2018.
F
F
2017.,
but
in
our
work.
What
is
now
we
have
this
not
on
The
Middle,
which
so
they
so
their
conditions
are
not
they're,
not
speaking
the
same.
Let's
work
on
this
we're
going
to
use
this
resource
to
teach
this
topic
or
this
content,
or
this
I'll
say,
subject
matter
and
so
that
it
would
be
better
if
they
were
all
using
the
same
resource
and
having
that
conversation.
So
that's
why
it's
brought
before
you
today.
F
Miss
Cameron
brought
over
the
sample
of
my
perspective,
so
you
can
look
at
it,
but
it's
just
extending
it
to
sixth
grade
and
we'll
keep
Journeys
in
K5
or
take
it.
I
think
must
sling,
and
do
you
want
to
speak
to
to
any
of
this
I
know
that
you
are
considering
they're
looking
at
the
K5
curriculum
resource
and
Journeys,
but
that
won't
be
till
next
until
next
year,
yep.
D
So
Madam
excuse
me
Madam,
chair
trustees.
We
are
planning
and
anticipating
going
through
affordable
adoption
process
in
the
23-24
school
year
in
ela,
specifically
keeping
it
K-5
Elementary
and
then
six
eight
in
our
middle
schools.
So
with
that
said,
we
would
start
to
French
mentioned
like
to
be
aligned
in
our
middle
school
and
extend
the
adopted
curriculum
from
seven
eight
to
six
eight,
so
it
more
aligns
and
matches
with
our
Middle
School
curriculum
and
content.
D
So
we've
reached
out
to
my
perspectives
for
a
kit
that
is
specific
to
sixth
grade
some
resources
are
there
for
parents
to
take
a
look
at?
We
also
have
the
kit,
the
sixth
grade
kid
and
curriculum
available
in
each
of
our
middle
schools,
and
parents
are
certainly
they're,
certainly
invited
and
welcomed
to
come.
Take
a
look.
D
I
know
that
each
of
our
middle
school
principals,
miss
Cameron
and
Mr
Swan
will
be
sending
out,
invites
specific
to
middle
school
as
sixth
grade
as
well
as
our
upcoming
Elementary
fifth
graders,
to
offer
them
an
opportunity
to
take
a
look
at
how
to
get
their
hands
dirty
with
it.
F
So
we're
not
looking
at
it's
not.
You
know
where
we're
going
to
be
comparing
different
Ela
resources,
and
it
is
an
extension
of
what
we
already
have
and
using
it
for
that
sixth
grade,
although
we
are,
we
do
want
parents
to
come,
make
sure
that
they
know
what
that
looks
like
what
those
resources
include
in
case.
There
are
questions,
I
hope
that
helps
okay.
H
F
H
And
I
guess
another.
The
follow-up
question
Madam
chair,
Dr
French
is:
what
do
we
have
the
financial
I
mean?
Is
it
in
our
budget
to
purchase
a
sixth
grade
middle
school
curriculum,
I
assume
it
probably
is
but
I'm
just
asking
if
it's.
F
H
Do
we
have
a
timeline
or
a
deadline
for
if
parents
want
to
look
at
the
curriculum
like
when?
What's
the
is
there
a
deadline
for
you
know,
because
obviously
we
would
need
to
order
the
curriculum,
and,
probably
you
know
a
couple
months
minimum
because
sometimes
single
Publishers
can
get
backed
up.
D
Yes,
Madam
chair
trustee,
Manning,
The,
Next
Step,
with
your
approval
or
moving
forward,
would
be
a
couple
of
things
in
place.
We
would
order
curriculum,
so
we,
as
you
mentioned,
have
it
from
the
Publisher's
hands
into
hours,
and
so
we're
not
scrambling
at
the
last
minute.
We're
ready
to
go.
D
In
addition
to
that,
we
would
like
to
provide
professional
development
for
sixth
grade
teachers
to
provide
them
opportunity
to
learn
about
all
the
ins
and
outs
of
my
perspectives,
because
they've
been
using
Journeys
for
the
last
several
years,
so
we
would
like
to
share
with
them
through
professional
development,
the
offerings
that
my
perspectives
offers
as
well
as
just
kind
of
just
the
nitty-gritty
and
the
more
tangible.
This
is
how
you
walk
through
a
lesson
plan.
This
is
how
we
walk
through
the
teacher's
guide
and
the
manual.
D
These
are
the
resources
available,
both
electronic
and
paper
more,
you
know,
get
your
hands
dirty
with
it,
and
that
I
mean
my
golly
when
I
think
about
the
end
of
the
year.
It
feels
like
it's
coming
up
quick,
so
those
would
be
our
two
main
priorities:
Vice
chair,
Manning,
moving
forward
yeah.
F
So
we
we
Mr
Swan
visited
with
us
today.
His
letter
is
going
out,
I
would
say
he
had
it
to.
F
This
week
to
go
to
the
fifth
grade
incoming
fifth
graders
that
will
be
sixth
graders
to
their
parents
this
week.
So
within
the
next
couple
weeks
open
that
up,
he
has
invited
sixth
grade
parents,
current
sixth
grade
parents-
in
to
review
the
you
know,
to
see
what
it
is.
Although
they
are
going
to
be
seventh
graders,
they
will
be
using
it
so,
but
at
least
she's
gonna.
He
wanted
to
get
there
input
on
it.
F
Just
to
get
an
idea
and
then
to
invite
the
fifth
grader
parent,
the
incoming
sixth
graders
their
parents
this
week.
So
we
would
probably
you
know
we-
we
could
leave
it
open
for
some
time,
but
I
would
think
a
couple
weeks.
It
is
something
also
that
you
can
look
up
online
at
least
get
an
overview
of
it
online
and
so
that
you
don't
necessarily
have
to
touch
it,
but
you
could
read
through
what
it
is
covering.
F
F
We
really
need
to
have
context
in
sixth
and
they're
really
that
conversation
between
eighth,
seventh
and
sixth
grade
ELA
teachers
needs
to
be
fluid,
so
that
there's
not
this
kind
of
a
ledge
at
the
end
of
six
and
then
you
know
we
we
are
going
to
I
want
to
say
the
expectations
are
maybe
appear,
they're
different
right
and
so
our
conversation.
We
need
them
to
be
together
to
line
up
what
is
going
to
be
essential,
what's
going
to
be
taught
when,
where
and
the
curriculum
calendar,
and
so
that
we
can
build
on.
F
Yes,
because,
ladies
and
gentlemen,
believe
it
or
not
I
SATs
absolutely
do
mean
something
to
us.
We
absolutely
do
want
children
to
grow
and
to
be
successful
and
isats
give
us
feedback
on
our
act.
Now
are
all
children
proficient
no
they're
not
but
to
see
the
growth,
but
we
can't
see
the
girl
we'll
see
more
growth,
We,
Believe
and
now
and
through
these
conversations
to
share
with
teachers,
if
we
can
be
aligned
vertically
and
horizontally
aligned
to
focus
on
that
essential
standard
that
will
build.
So
students
are
more
prepared
each
year
as
they
progress.
J
Chairs
I
just
have
a
question
with
I
guess
this
is
sort
of
a
different
type
of
situation,
so
I'm
thinking
about
curricular,
adoption
right
and
then
we're
supposed
to
have
a
committee
that
goes
through
that
and
reviews
everything
I
guess
says:
either
one
has
that
taken
place
and
then
secondly,
I
guess
this
is
kind
of
a
weird
Middle
Ground,
where
we
already
have
it
and
we're
just
looking
to
expand
one
more
grade
level.
So
it's
not
like
a
full
curricular
adoption
or
a
full
changing
curriculum.
J
F
I
appreciate
that
Madam,
chair
and
trustee
Butler
I
do
and
that's
why
there
are.
We
want
parents
to
come
in
and
see
that's
why
we're
bringing
it
to
you
so
that
you're
aware
and
that's
why
an
invitation
is
going
out
to
the
incoming
fifth
grade
parents
to
come
review,
because
it's
not
a
full-blown
bring
in
vendors.
Look
at
four
products.
F
F
B
F
And
I
would,
oh
sorry,
I
would
say
I.
Would
you
we
it's
a
recommendation?
If
you
feel
like
I
would
like
to
look
at
it
well,
it
will
be
on
the
board
agenda.
We
can
put
it
back
there
on
May
8th.
You
want
to
take
a
moment
and
look,
but
we
do
feel
it's
important
that
our
sixth
grade
teachers
are
vertically
aligned
with
seventh
and
8th.
B
So
what
we
have
on
the
table
is
information
only,
but
if
we
wish
to
take
action
on
adopting
it
or
accepting
the
recommendation,
we
can
do
so
now
or
we
can.
You
know
if
we
could
give
the
trustee
the
board
time
and
parents
time
the
principles
you
know
time
for
them
to
reach
out
to
parents,
and
we
can
put
it
this
back
on
the
agenda
in
May.
If
we
wish
to
you
know
at
least
look
at
it
and
make
sure
you
know
whatever.
If
there's
any
questions.
D
Madam,
chair
and
trustee
Butler
I
think,
maybe
for
me,
maybe
a
different
way
to
think
about.
It
is
sort
of
different
booklets
for
a
curriculum
lie.
D
So,
for
example,
this
particular
bucket
that
we
might
consider
lies
within
the
fact
not
circumventing,
because
I
don't
think
that
that's
at
all,
what
is
what
the
notion
might
be,
but
rather
an
extension
of
of
what's
already
in
place,
so
two-thirds
of
Middle
School
use
my
perspective,
so
this
would
be
making
it
cohesive,
as
was
mention
six
eight,
something
that
would
be
a
little
Troublesome.
Perhaps
would
be
this,
for
example,
so
in
another
bucket
we
might
have
curriculum
where
one
particular
curriculum
opened
up
is
our
math
curriculum
in
high
school?
D
We
do
use
it
in
math,
one
that
is
taught
in
one
course
at
the
middle
school.
If
we
were
to
take
that
nugget
of
one
session
of
that
curriculum
open
up
and
then
stretch
that
guy
all
the
way
down
to
sixth
grade
that
would
be
inappropriate
because
it
is
one
nugget
that
we're
trying
to
spread
across
all
in
this
particular
case.
In
my
view,
the
the
opposite
would
be
true
words.
D
The
r
adopted
curriculum
that
we
are
now
bringing
sixth
grade
into
the
full
fourth
and
then.
Thirdly,
as
we'd
look
ahead
to
next
year,
where
we're
taking
a
look
at
adopting
new
curriculum
with
potentially
new
vendors,
All
Things
New.
That's
when
we
will
have
a
formal
adoption
committee,
not
only
for
elementary
but
secondary,
excuse
me
middle
school
as
well.
D
Fifty
percent
of
that
committee
will
be
comprised
of
parents,
and
then
we
will
follow
state
law
and
follow
through
that
follow
through
with
that
formal
process
of
welcoming
in
new
curriculum,
potentially
new
vendors
and
Publishers
into
our
district.
A
For
me,
it's
it
seems
that
it's
just
a
comment,
so
it
sounds
like
because
we
already
have
this
in
place.
We're
just
trying
to
make
it
All
Connect
with
you
know,
the
the
kids
who
are
coming
up
is
filling
in
a
gap
that
is
like
my
Journeys
versus
my
perspectives
and
kind
of
like
the
dissonance,
that's
probably
happening
between
the
two
of
them,
and
so,
if
you
introduce
this
in
the
sixth
grade,
it
makes
it
more
continuous.
A
D
Correct
sometimes
you're,
interested
Robertson
and
I
would
also
offer
that
we
want
our
sixth
graders
to
have
opportunity
to
learn
sixth
grade
content,
I
mean
I,
I,
don't
teach
Middle,
School
I
was
I,
wasn't
a
part
of
the
adoption
process
for
Middle
School
I
was
certainly
a
part
of
it
in
the
elementary
realm
of
it,
and
so
you
know
I
don't
want
to
speculate
about
why
I
went
V6
versus
K5,
but
what
I
would
say
that
you
know
as
we
look
ahead
in
next
year,
the
level
of
expectation
should
be
that
our
sixth
graders
should
be
given
four
instruction
in
core
content
in
curriculum
that
is
applicable
to
that
core
group
of
students,
which
is
sixth
grade,
could
I,
say
poor
one
more
time.
F
Trustees
so
I
want
to
just
to
say
a
thank
you
to
our
Middle
School
instructional
coaches
they're.
They
they're
very
key
in
bringing
this
to
our
attention
and
the
alignment
of
resources
to
support
the
standards.
So
these
are
resources
you
we
use
resources
to
teach
the
standards.
They
are
not
the
standards
but
the
better
the
resource,
the
closer
aligned.
It
is
to
support
that
standard.
Just
the
the
teachers
just
that
help
for
that,
the
in
the
teacher
to
say,
okay,
I
know
this
resource
is
better
aligned
to
what's
expected
of
sixth
grade.
F
Don't
have
to
go
out
and
look
for
something
to
support
an
informational
text,
because
I
know
this
resource
is
better
aligned
to
that
and
our
instructional
coaches
have
brought
that
to
our
attention
that
the
my
perspective
is
better
aligned
to
the
sixth
grade
standard
seventh
grade
standard,
8th
grade
standards
and
but
again,
that's
why
we're
asking
parents
to
come
in
to
just
review
it,
at
least
on
the
you
know,
to
look
at
it
and
think
and
give
input
to
the
principles
but
yeah
there's
a
lot
more
informational
I'm
going
to
support
my
understanding,
more
informational
text,
better
aligned
to
sixth
grade
standards.
B
All
right,
thank
you,
Dr
French
trustee.
So
give
me
your
thoughts.
Would
you
like
to
take
action
on
it
tonight?
Would
you
I'm.
H
Sure
I
got
a
follow-up
question.
Yes,
maybe
this
is
for
Miss
Langan,
so
is
the
district
looking
at
new
Ela
curriculum
next
year?
Is
that.
D
Madam,
chair
trustees.
Yes,
so
as
we'd
look
ahead
to
next
year,
we
are
extending
our
contract
with
Putin
Mifflin
who's,
the
publisher
of
Journeys
for
elementary
K5,
which
will
provide
us
opportunity
to
do
a
very
thorough
and
complete
job.
As
we
look
for
adoption
next
year.
D
Same
is
true
for
our
middle
schools,
my
perspectives
that
adoption
sunsets
next
year,
and
so
again
we
want
to
take
that
full
year
to
do
a
thorough
and
complete
job
in
adoption
to
make
sure
we
really
get
what
we
want
and
it
reflects
our
values
as
a
district
and
our
you
know
our
focus
on
standards
and
rigor
and
all
the
things
we
didn't
want
to
rush
it.
We
could
have
done
it
I
suppose
this
year
and
it
we
want
to
do
a
thorough
job.
However,.
H
Chairman
Slangin,
so
let's
say
we
did
pick
up.
You
know
the
I
noticed.
The
item
is
listed
as
information
or
action,
but
let's
say
we
did.
You
know
in
a
couple
weeks
perhaps
adopt
the
six,
the
sixth
grade,
ELA,
with
my
perspective,
my
perspectives
and
then
next
year
they
decide
to
go
with
another
publisher,
which
is
not
my
perspectives,
but
we've
just
purchased
sixth
grade
curriculum
with
my
perspectives.
D
Yeah
I
think
that's
a
valid
question.
I've
been
hearing
that
from
Educators
and
administrators
as
well,
and
you
know
what
I
offer
back
to
them
is
that
we
have
a
year.
We
have
our
sixth
grade
students
next
year
that
we
have
an
obligation
to
meet
to
meet
their
academic
needs.
D
In
specifically,
in
this
content
context
of
literacy-
and
you
know
we
need
to
my
perspective-
is
that
we
need
to
give
due
diligence
for
our
sixth
graders
coming
into
Middle,
School
and
I
would
offer
the
due
diligence
includes
providing
them
curriculum,
that
is,
of
that
correlates
and
reflects
their
standard
and
the
curriculum
that
they
will
ultimately
be
measured
by.
D
What
we
might
offer,
in
addition
to
that,
is
that,
in
lieu
of
our
purchase
of
my
perspectives,
we
are
not
purchasing
consumables
and
all
the
things
that
associated
with
my
Journeys
that
are
journeys
that
we
would
have
otherwise
purchased
for
sixth
grade
to
maintain
that
curriculum
for
one
more
year.
H
D
Yeah
Savannah
cheer
Tristy.
We
are
working
with
the
publisher
now
to
end
collecting
numbers
to
see
what
our
fifth
grade
numbers
look
like.
Moving
up
to
sixth
grade.
It
is
comparable
in
the
sense
that
we're
purchasing
curriculum.
However,
with
Journeys
we
got
a
break
because
we
signed
a
multi-year
contract,
and
so
with
that,
with
that
in
mind,
they
offer
a
discount
and
because
we
are
purchasing
sixth
grade,
my
perspectives,
I
want
to
say
it's
about
20.
H
Madam,
chair
I,
wonder
if
we
might
ask
the
district,
maybe
for
our
mayor
eighth
board
meeting
so
maybe
get
us
like
card
numbers.
H
So
we
sort
of
know
like
what
the
investment
is
and,
as
we
sort
of
think
through
this
process,
give
the
public
a
couple
more
weeks
to
look
at
the
curriculum,
give
the
trustees
and
staff
a
little
more
a
couple
more
weeks
to
look
at
the
you
know
the
my
perspective
sixth
grade
curriculum
and
just
continue
to
think
through
this,
because
I
think
it's
important
that
we
do.
B
Okay,
so
are
you
asking
for
just
numbers
for
the
my
perspective
for
the
Six
States.
F
Okay,
all
right
I'm,
Madam,
chair
and
trustee,
a
man
named
trustees,
the
one
I
my
perspective
is
highly
rated
as
aligning
to
our
standards,
which
it
is
a
it
would
be
a
top
priority,
Ela
resource
for
a
six
eight,
no
matter
what
happens
next
year.
It
is
a
top
resource
for
six,
eight
Ela
it
there
may
or
may
not
be.
You
know
that,
may
just
that's
what
we'll
have
does
that
make
sense?
There
may
not
be
an
adoption
for
six
eight,
but
we'll
consider,
let's
look,
but
we
have.
F
We
will
I,
think
I
believe
and
I.
Miss
Lincoln
is
very
wise,
but
professional
development
is
helpful,
so
teachers
understand
or
know
how
broad
and
how
much
it
supports.
So
it's
important
that
teachers
receive
good
professional
development
on
the
resource.
We've
had
quite
a
few
new
ELA
teachers
since
2018
that's
been
a
while
and
we
know
what
happened
half
before
during
and
after
covet
right.
So
we
have
several
and
I
think
with
good
professional
development.
I
B
Meeting,
okay,
all
right,
so
we
will
that's
what
we'll
do
for
the
May
8th.
Okay.
The
next
item
is
a
superintendent
contract,
and
so
this
is
information.
We
could
also
take
action
on
it.
So
on
this
one,
I,
don't
I,
know
that
the
we
are
on
this
one:
we're
asking
asking
for
a
motion
to
approve
an
additional
year
to
to
Dr
Frances
super
superintendent,
Francis
contract,
extending
it
for
the
2025
to
the
2026
school
year,
so
trustees.
If
do
you,
have
any
any
comments?
Discussion
on
this
one.
B
Oh
okay,
so
if
that's
the
case,
I
would
like
to
ask
for
a
motion
to
approve
an
additional
year
to
Dr
French's
contract.
H
Madam,
chair
I
moved
that
we
approve
and
accept
the
contract
for
Dr
French
with
an
additional
year.
Okay,.
C
B
I
have
a
motion
in
a
second
all
right:
additional
discussion,
trustees,
okay,
hearing
none
I'd
like
to
ask
for
a
vote.
All
those
in
favor,
please
say:
aye,
any
opposed
name.
All
right
motion
carries.
Thank
you
and
then.
The
next
item
is
a
code
of
ethics,
so
trustees
the
code
of
ethics.
B
This
is
one
that
we
we
reviewed
well,
we
spoke
about
it.
B
We
spoke
about
it
in
our
January
meeting
and
I'm
gonna
go
ahead
and
let's
see
I'm
gonna
go
ahead
and
read
it,
and
the
purpose
of
this
is
to
we
need
to
have
trustees.
If
you
could,
please
sign
your
copies
once
we
I'll
read
it
and
then
we'll
need
to
give
these
to
Madam
clerk.
So
the
code
of
ethics
for
the
Caldwell
school
board,
members.
B
As
a
member
of
my
local
Board
of
Trustees
I
will
strive
to
improve
public
education
and,
to
that
end,
I
will
attend
all
regularly
scheduled
call
The,
Old,
School
District
board
meetings
insofar
as
possible.
Having
read
my
packet,
ensuring
that
I
am
informed
about
the
issues
to
be
considered
at
the
meeting,
recognize
that
the
board
must
comply
with
the
open
meeting
law
and
only
has
authority
to
make
decisions
at
official
board
meetings.
B
Number
three
make
all
decisions
based
on
the
available
facts
in
my
independent
judgment
and
refuse
to
surrender
that
judgment
to
individuals
or
special
interest
groups.
Number
four
understand
makes
decisions
as
a
team
individual
board
members
may
not
commit
the
board
to
any
action
unless
so
authorized
by
official
board
action.
Number
five
recognize
that
decisions
are
made
by
a
majority
vote
and
the
outcome
should
be
supported
by
all
board.
Members
number
six
acknowledge
that
policy
decisions
are
a
primary
function
of
the
board
and
should
be
made
after
full
discussion
at
publicly
held
board
meetings.
B
Recognizing
that
authority
to
administer
policy
rests
with
the
superintendent
number
seven
be
open.
Fair
and
honest,
have
no
hidden
agendas
and
respect
the
right
of
other
board
members
to
have
opinions
and
ideas
which
differ
from
mine
number.
Eight
recognize
that
the
superintendent
is
the
board's
advisor
and
should
be
president
on
meetings,
except
when
the
board
is
considering
the
superintendent's
evaluation
contractor
salary,
number,
nine
understand
the
chain
of
command
and
therefore
problems
or
complaints
to
the
proper
administrative
office.
B
While
referring
you
from
Communications
that
may
create
conditions
of
bias,
should
a
district
concern
ever
rise
to
the
attention
of
the
board
as
a
hearings
panel
10.
keep
abreast
of
important
development
and
educational
Trends
research
and
practices
by
individual
study
and
through
participation
in
programs.
Providing
such
information
number
11
respect
the
right
of
the
public
to
be
informed
about
District
decisions
and
on
school
operations.
B
Number
14
present
personal
criticism
of
District
Operations
to
the
superintendent,
not
to
District
staff
or
at
board
meetings.
15.
refuse
to
use
my
board
position
for
personal
or
friendly
gain
or
Prestige
I
will
announce
any
conflicts
of
interest
before
board.
Action
is
taken
and
number
16..
Remember
always
that
my
first
and
greatest
concern
must
be
the
educational
welfare
of
the
students
attending
the
public
schools.
B
So
those
are
the
the
code
of
ethics
and
each
one
of
you
has
a
copy.
If
you
could,
please
sign
that
and
make
sure
that
that
Madam
clerk
gets
your
copy
so
that
she
could
have
it
on
file,
and
today
is
the
20th.
What
did
we
say?
24Th.
B
B
F
Information
Madam,
chair
and
and
trustees
Southwest
District
Health
has
changed
their
website,
so
I'll
have
to
navigate
a
little
better
and
I'll
make
sure.
There's
an
update
for
the
May
8th
meeting.
All.
B
Right:
okay,
thank
you
and
at
this
time,
if
future
agenda
items
and
like
always
trustees,
if
you
have
any
agenda
item
that
you
would
like
to
see
at
our
meetings,
you
can
mention
them
now
or
you
can
always
approach.
Dr,
French
and
I
policy
states.
Two
trustees
can
approach
Dr,
French
and
I
with
any
future
agenda
items,
and
we
always
say
we
welcome
any
information
that
you
may
want
to
discuss.
Okay
and
then,
at
this
time
we're
getting
ready
for
our
executive
session.
B
H
Madam,
chair
I,
move
that
we
enter
into
executive
session
as
per
Idaho
code,
74
2061b,
to
consider
the
evaluation,
dismissal
or
discipline
of
order.
Your
complaints
or
charges
brought
against
a
public
officer,
employee
staff,
member,
individual
agent
or
Public
School
employee
regarding
employee
number,
2023-24-04a
and
employee
number
2023-10-2
a.
B
J
H
B
H
Madam
chair,
as
per
Idaho
74
2061b,
to
consider
the
evaluation,
dismissal
or
disciplining
of
or
to
hear
complaints
or
charges
brought
against
a
public
officer,
employee
staff,
member,
individual
agent
or
public
school
students
I
moved
to
deny
the
request
to
release
the
contract
and
direct
the
administration
to
make
all
appropriate
sde
reports
regarding
employee
number
2023-24-04
a.
B
Okay,
so
at
this
time
we
have
a,
we
have
a
motion
I'd
like
to
ask
for
a
second
one.
J
B
H
Madam
chair,
having
received
a
recommendation
for
the
immediate
discharge
of
a
certificated
professional
employee
of
the
district's
employee
number
2023-10-4a.
Pursuant
to
the
applicable
provisions
of
Idaho
code,
I,
hereby
move
the
board
issued
employee
23-104a
the
notice
of
recommendation
for
immediate
discharge
and
make
all
necessary
arrangements
to
conduct
the
applicable
hearing
related
to
this
recommendation
on
the
24th
day
of
April
April
2023..
H
Further
until
such
time
as
the
board
has
had
time
to
hold
a
hearing
and
take
action
on
such
recommendation.
The
board
ratifies
the
superintendent's
actions
and
placing
employee
2023-10-4a
on
a
period
of
administrative
leave
and
further
continues
such
period
of
administrative
leave
from
the
district.
Until
further
action
by.
E
B
B
Okay,
so
this
concludes
the
meeting
for
tonight.
I
would
like
to
ask
for
a
motion
to
adjourn
motion.