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From YouTube: Regular Board Meeting and Executive Session 4-10-23
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A
B
C
B
And
Madam
clerk,
could
you
please
let
us
know
the
board
meeting
agenda
postings.
A
Madam,
chairperson
and
trustees
I
request
the
approval
of
the
Board
of
Trustees,
regular
board,
meeting
and
executive
session
agenda
posting
for
Monday
April
10
2023..
The
agenda
was
posted
on
Friday
April,
7th
2023
at
4
53
PM.
The
agenda
was
posted
on
the
school
district
website
and
the
Caldwell
district
office.
B
E
Superintendent
report
so
Dr
French,
yes,
thank
you,
madam
chair
and
trustees.
This
evening
we
have
a
couple
guests
with
us
and
we'll
start
with
Lewis
and
Clark
Elementary
and
so
I'll
turn
some
time
to
Dr
Matt
McDaniel.
E
I
F
The
invitation
tonight,
Dr
French,
asked
us
to
come
and
speak
a
little
bit
about
assessment,
capable
Learners
and
so
I
brought
some
experts
along
with
me
and
I'm,
going
to
turn
the
floor
over
to
them.
These
are
three
teachers
from
Lewis
and
Clark
Elementary
School
Sherry
Adams,
our
physical
education
teacher,
Stephanie,
guy
kindergarten,
teacher
and
Rosie
Ashcraft
kindergarten
teacher,
so
I'm
just
going
to
turn
it
right
over
to
them.
J
I'm
Sherry
Adams
first
I
would
like
to
say
that
no
matter
what
is
spoken
tonight,
it's
really
just
a
grain
of
sand
in
the
journey
that
Lewis
and
Clark
has
been
on
for
the
last
well,
since
we
opened
I'm
super
excited
to
share
the
floor
with
these
two
ladies
I
have
spent
a
lot
of
my
time
this
year
as
a
physical
educator,
highlighting
the
work
that
they
do
through
recording
of
their
students
being
active
in
the
learning
process.
J
This
when
I
talked
with
Dr
French
here
a
little
while
ago,
she
was
in
our
building
four
something
else
and
I
used
an
actor
in
the
gym
and
she
came
and
said
hi
and
by
the
time
she
left.
She
was
like
whoa
and
it
was
super
exciting
to
share
not
only
what
I
do
in
my
classroom,
but
also
what
kindergarten's
been
up
to
when
she
left.
J
We
actually
ended
up
sharing
some
videos
with
with
her
on
assessment,
capable
Learners
and
the
kindergarten
students
in
the
process
of
the
learning
intentions
and
success
criteria.
J
So
I
talked
with
Matt
and
here
we
are,
and
he
says,
hey,
do
you
have
the
dispositions
book
well
in
2015
this
book
right
here
was
used
in
the
creation
of
learned
dispositions.
He
found
it
on
his
shelf
and
I
said.
Oh
that's
how
my
brain
works
right
there
and.
J
The
process
in
which
we've
gone
through
the
ladies
here
are
going
to
share,
there's
some
video
and
go
deeper
into
dispositions
as
a
staff
in
2015,
we
spent
a
lot
of
time
coming
up
with
four
dispositions
that
we
felt
that
we
all
bought
into
on
what
we
wanted,
our
kids
to
be
able
to
do
to
be
successful
beyond
the
classroom,
taking
control
of
their
learning
at
the
elementary
level,
the
Middle
School
level
and
onto
the
high
school
level,
and
really
be
successful
beyond
the
school
setting.
J
There's
one
student
on
the
screen,
a
student
from
my
classroom,
Dr
French,
has
access
to
some
videos
of
of
Kinder
students
doing
things
that
will
blow
your
mind
these
Kinder
students,
these
Kinder
teachers,
have
really
set
Caldwell
kids
from
our
building
up
for
a
limitless
future
like
they
have
set
some
skills,
you're
going
to
listen
to
a
student
here.
That
is
phenomenal
in
overcoming
all
the
aces
at
Lewis
and
Clark,
all
the
things
they
brought
to
the
table
and
being
genuinely
amazing,
so
I'm
gonna.
Let
Rosie
take
the
floor.
L
Thank
you,
I'm
Rosie
Ashcraft
at
LLC.
We
really
strive
to
enable
all
of
our
students
and
I
mean
all
of
our
students
to
own
their
own
learning.
So
that
starts
with
our
four
learner
dispositions
and
those
at
LLC
are
I'm
a
Kinder
teacher,
sorry
for
assistance,
engagement,
personal
vest
and
ownership.
So
ywtc
is
just
Physicians.
That's
because
learning
is
easier.
It's
fun
and
students
decide
what
they
will
achieve.
It's
not
up
to
me.
It's
up
to
them.
The
leadership
positions,
bring
barriers,
they
eliminate
excuses
and
they
support
learning
habits
for
life.
L
I
want
them
to
leave
me
having
everything
that
they
need
for
the
future.
I
want
it
to
last.
So
it's
sort
of
persistent,
so
Persistence
of
LLC
stretch
with
our
learning
pets.
Students
learn
from
the
get-go
that
all
learning
starts
with
a
challenge
or
a
plot,
a
problem
to
solve
those
aren't
bad
things.
Those
are
good
things.
That
means
you
are
going
to
learn
something
new,
something
you
can
take
for
life
so
now
you'll
see
them
when
they
start
to
start
cool.
They're
excited,
oh
I'm
in
a
pit.
L
I
am
in
the
pit
and
that's
an
exciting
thing.
They're
not
like,
oh,
this
is
going
to
be
hard.
No,
they
love
it.
Ownership
students
learn
from
day.
M
L
L
Success
is
something
that
all
students
can
achieve.
It
may
take
them
a
few
days
for
a
few
weeks,
a
few
months,
sometimes
a
few
years
for
them
to
have
that
natural
moment
where
it's
like.
Oh
wow,
I,
achieved
that
that
was
neat.
That
was
my
hard
work
and
we're
always
there
to
say
hey
so
who
did
the
whip?
L
You
did
great,
who
feels
good
I
did,
and
from
that
moment
forward
you
don't
have
to
push
them
and
prod
them
into
wanting
to
learn
they're
all
in
that's
the
moment,
we're
waiting
for
that's
what
we're
trying
to
teach.
Next,
we
have
engagement
at
the
beginning
of
the
school
year.
We
spend
as
much
same
teaching
students
how
to
learn
as
what
to
learn.
So
a
lot
of
that
comes
down
to
empowering
them
to
recognize
their
levels
of
personal
engagement.
My
cognitive
engagement,
my
emotional
engagement
and
my
physical
engagement,
you'll
hear
them
in
our
classroom.
L
You'll
see
them
in
our
videos
tapping
on
each
other
eyes
on
the
teacher,
that's
just
and
they
know
that
their
friend
is
not
trying
to
hurt
them
but
trying
to
help
them
and
they
love
it.
They're
like
thank
you
so
much
for
the
feedback.
They
know
that
sometimes
we
need
support,
especially
as
five-year-olds,
because
our
body
is
going
everywhere.
They
also
can
come
back
after
a
lesson
when
you
say
so.
What
have
you
learned
today?
You
don't
I,
don't
know
because
the
door
opened
and
I
heard
it
and
I
looked
it
got
distracted.
L
L
Can
you
go
over
that
for
me
again,
I,
don't
need
to
boss
them
they're,
all
in
and
last
we
have
personal
best
when
students
are
able
to
take
ownership
of
the
other
three
learning
dispositions
now
they're
ready
to
actually
actually
learn
and
assess
where
they
are
in
the
learning
process
and
stuff
is
going
to
take
that
over
for
us.
N
M
N
So
every
grade
level
in
our
school
and
every
content
area
has
a
learning
progression.
We've
got
a
couple
of
them
to
show
you
tonight.
N
The
one
that
Mrs
Adams
is
holding
is
our
kindergarten
reading
progression.
It
has
every
essential
standard
from
kindergarten
listed
on
it
and
as
children,
progress
through
the
standards
and
they
Master
them.
We
fill
it
in.
They
also
each
have
their
own
progression
in
their
own
folder
with
their
name,
and
they
each
get
to
complete
their
very
own
learning
progression
for
where
they
are
at
and.
N
These
progressions
are
referenced
every
single
day
because
they
help
guide
students
through
the
learning
process
in
a
systematic
way.
They
help
them
answer
the
three
questions
from
visible
learning
for
clarity
where
am
I
going
where
am
I
at
and
where
to
next
the
progressions
below
all
students,
an
entry
point
of
where
to
start
a
path
that
is
uniquely
theirs,
since
not
all
students,
Master
standards.
At
the
same
time,
they
are
able
to
celebrate
the
progress
that
they
have
made,
identify
where
their
personal
learning
goals
are
and
where
they'll
move
to.
N
N
For
example,
one
of
the
standards
on
the
kindergarten
learning
progression
for
reading
says
that
students
can
read
grade
level
text
fluently
and
when
we
speak
it
in
kindergarten
language,
we
say,
I
can
read
fluently
likely
speak.
We
also
have
the
students
involved
co-creating
these
success
criteria.
So
this
is
all
the
students
work
Guided
by
us
together
to
make
this
success.
Criteria
defines
how
students
will
be
able
to
independently
Master
the
standard
and
will
be
their
support
when
they
get
stuck
in
the
learning
pit.
O
K
N
N
J
The
This
Crew
crew
is
phenomenal.
J
Oh
their
students
have
brought
these
skills
to
my
classroom
and
has
made
my
job
easier
in
teaching
and
I
was
able
to
take
because
of
their
level
of
having
kids
take
ownership.
I
was
able
to
take
an
older
student
game
and
just
kind
of
like
see
how
far
can
I
take
them.
So
in
this
game,
there's
quadrants,
they
know
what
quadrants
is
they
defend
their
area?
They
defend
their
items
like
their
food
groups.
They
know
how
to
save
their
friends.
J
They
know
where
the
boundaries
are
they're,
able
to
take
foods
and
put
on
their
my
plate,
they're
able
to
defend
not
only
their
corner
but
their
space.
J
That's
like
a
lot
deeper
than
one
typically
would
allow
a
kindergarten
student
to
go,
but
I
just
kept,
pushing
and
pushing
and
pushing
and
because
of
the
work
they
did
in
the
classroom.
I
was
able
to
push
my
class
to
go
farther
and
which
is
super.
Exciting
I'm
gonna
lead
off
my
next
little
part
here.
J
If
he's
gonna
show
you
a
video
of
a
student
in
second
grade,
what
you
see
on
the
floor
is
a
Chromebook
once
a
week
they
take
their
Chromebook
to
music,
so
on
that
day,
I
had
them
bring
their
Chromebook
to
the
gym.
I
have
a
progression
that
has
video
links
in
it,
so
the
students
have
access
to
whatever
level
they're
at
at
whatever
grade
level.
I
have
a
kindergartner
on
her
progression.
She
colored
it
in
as
a
kindergartner
and
she
colored
in
that
she
was
able
to
jump
rope
in
kindergarten.
J
Well,
I
had
a
new
student
come
to
me
who
had
never
jumped
rope
and
he,
as
a
second
grader,
was
able
to
color
in
these
steps
here.
The
reason
he
was
able
to
move
so
quickly
in
the
progression
is
that
I
made
the
video
links
in
the
progression
and
as
they
worked,
and
they
were
able
to
complete
one
of
the
skills
they
were
able
to
move
on
so
before
it
was
me
running
around
the
classroom
like
oh,
you
need
help.
Okay,
I'll
be
right.
J
There,
oh,
can
you
go
show
them,
and
so
that
was
me
just
like
directing
traffic.
This
time,
I
was
able
to
stand
back
and
watch
students
take
full
ownership
over
their
learning
because
they
had
access
to
the
progression.
The
skills
within
that
progression,
the
same
thing
for
basketball,
the
things
same
thing
for
locomotor
skills.
So
this
is
a
second
grade
student
who
was
able
to
jump
rope
in
first
grade.
So
it's
gonna
play
the
video,
hopefully
there's
not
loud
music,
because
sometimes
there
is.
J
J
J
And
then
you
would
go
to
the
next
one
next,
one,
oh,
that
yep
and
that's
gonna,
be
the
next
one
that
you
work
on,
which
is
this
one
right
here?
Okay,
so
right
now
forward
straddle
this
one
was
side
straddle,
so
don't
click
it
yet
I
want
you
to
keep
working
on
this
one,
but
when
you
think
you
have
it,
then
you're
gonna
click
here:
okay,.
J
He
is
only
limited
by
time,
and
so
he
had
classmates
that
were
still
working
on
the
first
five
boxes,
which
is
the
basic
steps
of
learning
to
jump.
I
have
a
student
who
come
to
me
from
another
building
outside
of
our
district,
who
had
not
been
exposed
to
jump.
P
J
Before
and
so
the
first
box
on
here,
it's
elbows
at
side,
so
it's
just
a
video
of
me
holding
the
Rope
like
this.
He
took
the
time
to
watch
every
three
second,
four,
second
video
and
by
the
time
he
ended.
He
was
frustrated
because
he's
things
come
quick
to
him
in
the
classroom,
but
he
went
slow
to
go
fast,
and
so
he
dug
deep
and
was
able
to
color
in
his
progression
and
develop
skills
in
our
four-week
unit
by
using
the
progression.
Knowing
what's
expected,
what
comes
next?
J
F
Madam,
chair
trustees,
Dr
French-
this
is
just
a
glimpse
into
the
world
of
the
tremendous
Educators
we
have
in
the
Caldwell
School
District.
Anybody
who
says
it's
just
kindergarten
I
encourage
them
to
spend
a
day
in
the
life,
but
we
have
tremendous
professionals
who
are
at
the
top
of
their
game,
who
give
us
their
very
best
every
single
day
they
help
our
students
be
their
very
best.
F
D
I,
really
don't
I
I
just
want
to
commend
you
for
well
for
having
these
these
young.
Ladies
in
in
our
school
district,
they're
they're,
very
energetic.
You
can
see.
They're
smiling
all
the
time,
love
it
to
death.
So
thank
you
for
for
everything
you
do.
Q
Yeah
I
just
want
to
say
thank
you,
I
love
the
idea
of
being
able
to
give
the
kids
the
direction
and
then
let
them
take
that
ownership
and
and
work
at
their
own
pace
and
and
make
it
happen
and
then
see
that,
rather
than
feeling
that
frustration
of
oh
well,
everybody
else
is,
is
ahead
of
me
and
then
I'm
behind,
but
they
can
do
it
at
their
own
pace.
So
that's
got
to
be
great
for
the
kids.
B
I
really
enjoyed
Miss
Ashcraft,
your
animation
I,
just
I
want
to
be
in
your
room.
B
You
know
it's
like
okay
something's
going
on
up
there.
We
better
be
part
of
it.
We're
gonna
miss
this.
You
know
trip
or
whatever
it
is,
but
yeah.
That's
that's
great
and
I
think
that
you
know
that
really
gets
the
kids.
As
you
know,
we
just
gotta
figure
out
how
how
to
get
their
interest
and
and
get
them
to
want
to
be
in
in
a
learning
environment-
and
you
know
not
just
you
know
yeah,
it's
great
I
love
it
in
the
art
very
good.
E
Thank
you,
madam
chair,
and,
and
also
this
evening.
We
have
Mr
Sullivan
here
from
a
couple
high
school
and
Mrs.
Wilson
is
here
to
introduce
him
and
his
people
introduce
his
pharmacy
tech,
Exemplar
students.
P
Good
evening
Madam
chair
trustees,
Dr
French,
so
as
Dr
French
said,
we
have
Mr
Sullivan
here
who
teaches
several
classes
at
Kabul
high
school,
but
he
is
the
pharmacy
tech
teacher,
so
his
students,
he
teaches
everything
from
introduction
to
Health
Professions
all
the
way
through
pharmacy
tech
and
has
had
some
students
who
are
certified
in
various
areas.
So
they're
here
to
talk
to
you
about
that.
R
Okay,
Madam
chair,
Dr,
French,
distinguished
members
of
the
board,
I
am
Brian
Sullivan
and
I
have
some
things
to
share
tonight
that
are
relatively
Landmark
incredible.
R
We
have
in
Pharmacy
it's
a
different
Beast
there's,
not
something
you
can't
make
a
you
can
make
a
bedroom
and
you
may
not
hurt
somebody
if
you
put
the
wrong
medication
in
a
bottle.
If
you
do
the
wrong
math,
you
could
cause
drastic
harm.
You've
got
to
have
your
stuff
together.
R
These
young
ladies,
have
some
tools
that
they've
been
using
and
I
am
going
to
talk
to
you
about
options
and
opportunity
and
overcoming
being
in
the
pit
and
not
only
being
in
the
learning
pit,
but
building
a
bridge
building
a
bridge
that
wasn't
there.
They
didn't
wait
for
me
to
do
it.
They
did
it
on
their
own.
R
R
This,
as
you'll
see
by
the
title,
is
a
remark
of
a
remarkable
example
of
the
team,
facilitated
learning
process
that
was
not
available
before
they
did
not
wait
for
me
to
do
this.
They
did
not
even
ask
me
to
coach
them
if
they
have
a
problem,
they
have
asked
me
to
help
them
all
of
the
charts.
All
of
the
graphs,
all
of
the
notes
are
collectively
produced
by
these
three
young.
Ladies,
this
is
not
a
matter
of
quantity.
This
is
a
matter
of
quality
over
quantity.
R
R
S
Hi
trustees,
my
name
is
Vanessa
Torres
I'm,
one
of
the
pharmacy
techs
out
of
three
of
us
I'm,
going
to
be
talking
about
our
NHA
program
with
us.
S
It's
been
a
long
journey
being
able
to
have
all
these
different
modules
and
being
able
to
like
work
independently
has
like
really
helped
me
like
want
to
like
learn
on
my
own
and
like
being
able
to
have
all
these
study
guides
and
study
cards
in
the
program
we
get
to
have
practice
tests
that
we
take
at
the
end
of
each
module
and
just
being
able
to
have
all
these
resources
to
study
and
be
prepared
for
the
exam
coming
up
has
really
taken
upon
us
to
like
succeed.
S
T
Hi,
my
name
is
Elsa
zamaripa
and
that
that
one
that
you
have
over
there
about
the
math
is
is
my
work,
and
that
has
prepared
me
for
an
organization
like
a
club
that
I'm
in
which
is
called
HOSA,
and
this
year,
I
competed
in
medical
math
and
I
competed
and
I
placed
fifth
in
the
state.
So
out
of
everybody
that
competed
I
placed
Fifth
and
I'm
the
first
one
from
Caldwell
High
School
that
has
competed
in
medical
math.
T
It's
really
helped
like
I've
gone,
so
much
better
at
my
notes,
with
the
help
of
Mr
Sullivan
and
just
with
the
girls
with
that
last
one
that's
going
around,
because
we've
all
worked
really
hard
on
everything.
Thank
you,
foreign.
S
Hello,
my
name
is
Deanna.
I
am
very
grateful
to
be
in
the
pharmacy
technician
program.
May
8th.
We
have
our
exam
scheduled,
we're
really
prepared
by
the
end
of
the
year
we
could
already
or
before
we
walk
the
stage.
We
could
already
have
our
pharmacy
technician
certification
so
right
away,
we
graduate
we
could
get
a
job
at
a
local
pharmacy
or
a
hospital,
but
it's
exciting
having
the
opportunity
to
just
get
a
good
paying
job
right
after
graduating.
R
The
things
that
they're
speaking
of
are
essentially
based
on
Mastery
and
I've,
tried
to
transition
many
things
in
my
classroom
to
master
base,
it's
okay,
to
make
mistakes
and
not
necessarily
be
in
The
Penalty
Box,
but
only
understand
that
you
correct
your
mistake
and
you
earn
the
reward
for
fixing
the
mistake,
and
the
other
side
of
that
is
that
building
lifelong
Learners,
that
they
are
hopefully
going
to
make
it
into
industry.
With
the
national
certification.
R
We
have
an
affiliation
agreement
in
place
with
Albertson's
Safeway
sounds
like
soon
to
be:
Kroger,
that's
going
to
be
a
monster,
but
just
ironing
out
some
last
details
on
them
being
able
to
actually
go
to
work.
I
went
down
and
picked
some
stuff
up
met
with
one
of
the
pharmacists,
the
other
night,
so
coordinating
with
Boise
and
here
and
in
the
classroom
and
out
of
the
classroom.
D
Are
all
of
you
seniors
or
yeah?
Okay,
I
I
just
got
one
that
I'm
not
sure
who
wrote
it,
but
who
wrote
who
wrote
the
can
I
see
one
of
the
it's.
B
S
B
That's
awesome
trustee.
Do
you
have
any.
Q
College
yeah
I
think
this
is
fantastic.
That
penmanship
is
is
incredible,
so
I'm
I'm
curious,
though
also
with
the
with
being
in
the
CTE,
how
how
is
doing
medical
math
or
some
of
these
other
things?
How
has
that
helped
transition
into
some
of
your
other
classes,
because
it
helps
boost
you
all
the
way
make
you
kind
of
better,
well-rounded
student,
so.
B
It's
interesting
how,
when
you
apply
a
lesson,
you
know
like
something
that
you
really
want
to
do
or
that
you're
doing
it
just
makes
it
easier
to
understand
it
in
the
perspective
of
reading
it
out
of
a
book
or
a
lesson
plan,
you
know,
isn't
that
that's
great
I
was
going
to
say
that
I
know
that
this
year
we
have
a
called
Olam
Nico
Rojas,
who
is
graduating
with
his
doctor
in
for
pharmacy.
So
I
mean
it's
great,
it's
good
to
see
that
you
know
our
our
students.
B
P
We
started
the
pharmacy
tech
program
three
years
ago,
I
almost
said
five
three
years
ago,
so
fortunately
we
have
a
teacher
like
Mr
Sullivan,
who
has
that
vision
and
he
probably
gets
more
grants
that
he's
a
worker
like
he
is
at
school
all
the
time,
so
he
gets
grants
and
is
looking
for
the
best
deal
all
the
time.
So
we're
grateful
for
him.
Thank
you
to
Dr
French
and
for
you
to
have
the
vision
to
support
something
like
this
in
our
school
and
to
see
the
opportunities
that
it
opens
up
for
our
students.
R
To
springboard
off
that
principal
Wilson
does
a
great
job
of
supporting
us
and
making
sure
that
it
is
something
that
they
have
the
capacity
to
do
what
they
need
to
do
and
get
the
job
done,
because
it's
a
job
that
needs
to
get
done,
but
they
need
to
do
the
job
right.
There's
no
questions
about
that.
So
that's!
That's
aside
from
leadership
down
to
what
really
matters
boots
on
the
ground
in
the
in
the
in
the
classroom,
and
so
now
that
the
pharmacies
out
they've
had
some
accounting
experience.
R
S
E
So
Madam
chair
next
on
our
agenda.
We
have
a
special
presentation
from
Stone
Stills,
who
is
a
student
at
Caldwell,
High,
School
and
Mrs
Wilson
will
introduce
Madam.
P
That
would
be
wonderful
so
that
you
can
hear
what's
going
on
in
the
world
of
welding
and
he
has
just
a
present
for
the
district
office
and
to
present
to
you.
So
are
you
coming
up
tomorrow?
It's
very
heavy.
Y
Madam,
chair
and
trustees
I'd
like
to
present
this
American
flag
too.
It's
been
one
of
the
projects.
I've
worked
on
my
senior
year,
I
made
two
or
three
of
these
before,
but
this
is
one
of
the
bigger
ones
that
I've
done,
and
it's
probably
going
to
be
one
of
my
last
projects
I
make
in
the
high
school.
Y
So
it
started
off
as
a
5x10
sheet.
We
put
it
on
our
CNC
plasma
table.
We
programmed
that
file
into
it
and
then
told
the
machine
to
start
going
and
it
sits
there
and
it
cuts
all
that
out
of
a
chunk
of
flat
stock
and
then
we
went
through
and
ordered
that's
one
by
two
120
wall
thickness,
Square
Tubing,
they're
30
by
two
chunks
cut
at
30.
Two
chunks
got
a
60
and
then
they're
cut
at
45s
and
welded
together.
Welds
are
polished
off
and
then
they're
screwed
together.
Y
Y
So
that's
paint
I,
think
there's
like
three
hours
just
in
painting
on
them,
because
you
have
to
mask
off
all
the
silver
to
paint
the
red
and
you
have
to
mask
off
everything
else,
to
paint
the
blue
and
then
you
have
to
clear
coat
it
and
then
so.
It's
all
spray
paint.
But
before
you
do
that,
you
have
to
polish
the
whole
thing
with
a
grinder,
because
the
way
that
paint
is
in
order
for
it
to
get
the
shine
that
it
has.
Y
Yeah
so
last
week
we
competed
at
the
skillsusa
state
conference
or
yeah.
It
was
a
state
conference
and
the
Fab
team
that
I'm
part
of
we
won
again
this
year
at
state
level.
So
we
had
our
four
hour
project
we've
given
just
a
bunch
of
flat
material,
given
a
set
of
blueprints
and
say:
you've
got
four
hours
to
do
this
and
we
had
to
do
it
so
we're
the
first
team
done.
Y
Every
other
team
had
to
take
another
hour
after
us
to
try
and
get
done,
and
they
still
weren't
as
good
as
ours.
So
we're.
Z
B
M
AA
Yes,
so
the
the
flag,
like
you
said,
we
did
a
5x10
sheet,
so
there's
four
Flags.
He
cut
out
of
one
sheet
of
metal.
This
one
was
his
government
community
service
hours,
so
all
those
hours
he
put
in
was
for
community
service,
the
other
three
I'm
gonna.
Let
him
sell
or
will
sell
and
he'll
get
all
the
profits.
They'll
pay
his
way
to
our
national
competition
in
Atlanta
Georgia
again
so
I
chaired
the
competition.
AA
The
fabrication
competition
11
years
ago
got
us
started
in
Idaho,
never
had
a
team
place
until
last
year
and
we
got
first
last
year
and
first
again
this
year.
So
next
week
we
go
to
Pocatello
to
the
Rocky
Mountain
shootout
contest,
there's
a
written
test
and
there's
an
individual
where
there's
three
welds
to
do
I've
had
one
person
place
on
the
written
test.
I
was
Chris,
truckson
and
stone
placed
last
year.
U
F
AA
X
Q
Y
AA
AB
M
M
C
X
H
B
AA
X
AA
B
D
Stone
is
that,
where
you're
thinking
about
going,
are
you
going
to
school?
Are
you
going
straight
to
work.
AA
AA
B
Think,
that's
amazing
that
our
kids
are,
you
know
right
out
of
high
school
or
even
before
you
finishing
High,
School,
you're
you're,
already
working
in
your
trade.
That's
just
awesome
and
amazing,
and
you
know
that's
what
a
lot
of
our
CTE
programs
are
for
and
but
you
know,
Mom
Mom
wants
to
go
to
college
so.
X
AA
AA
AA
Wednesday
we
went
to
Yankee
machine
shop
in
Boise,
Western
traders
in
Boise
white
men
and
multi-quip,
which
builds
concrete,
finishing
machines
back
to
Caldwell,
to
Superior
Steel
products
and
then
finish
off
with
a
little
tiny
shop.
It
builds
14-foot
jet
boats
with
300
horsepower
wow
end
of
the
day,
so
yeah
we've
got
two
days
of
just
jam-packed
driving
around
and
checking
out
companies
and
here's
the
job
application.
AA
B
M
X
B
AC
It's
it's
been
a
long
time,
so
we
have
a
few
updates
from
Caldwell
High
School
on.
What's
going
on
now,
I
have
some
some
fellow
speakers
that
are
going
to
speak
for
you
guys
today,
so
they
could
come
up.
AC
Maybe
there
you
go
okay,
so
the
last
week,
the
last
past
week
we
attended
our
Regional
Conference
student
council
and
at
the
Regional
Conference,
we
were
able
to
present
on
a
lot
of
different
topics
and
Caldwell
alone
or
in
the
Caldwell
School
District
were
able
to
present
five
out
of
the
14
out
of
our
whole
Region
Three.
AC
AC
We
were
able
to
take
home
the
spirit,
Supreme
award,
so
showing
the
most
spirit
in
our
region
and
a
region
of
like
20,
ish
schools,
I
want
to
say,
and
then
we
took
the
state
service
project
award
home
for
our
region
and
for
the
state
of
Idaho,
so
Caldwell
High
School
raised
enough
donations
and
funds
for
domestic
violence,
awareness
that
we
took
the
award
for
the
second
year
in
a
row
for
the
state
service
project
for
like
to
go
deeper
into
some
of
those
presentations.
AC
Let's
see,
I
have
a
few
people
here
to
speak
on
top
of
them
on
the
topics
so
Caldwell
presented
two
Caldwell
High
School.
The
student
council
presented
the
new
osc
where
we
redesigned
the
outstanding
student
council
award
that
is
being
put
in
place
through
the
Idaho
Association
of
student
councils,
and
that
is
so.
We
can
compete
on
the
national
level.
So
if
you
complete
the
Idaho's
outstanding
student
council,
you
can
submit
it
as
the
national
and
run
for
that
that
award
too.
AC
So
that
was
our
ASB
and
a
couple
of
senior
members
and
then
we're.
Our
second
presentation
was
on
the
importance
of
diversity
and
culture
and
Leadership
the
same
kind
of
presentation
that
we
presented
at
the
state
conference
and
here's
Nick
and
a
couple
more
sophomores
to
talk
about
that.
One.
AB
Hello,
hello,
Madam,
chair,
hello,
trustees
and
Dr
French,
so
me
and
the
sophomore
Council,
so
I'm,
the
sophomore
class
president
and
I'm
here
with
Madeline
Stringer,
the
sophomore
class
secretary
and
our
class,
we
presented
once
again
at
the
Regional
Conference
the
importance
of
culture
and
diversity
and
Leadership.
So
this
breakout
session
was
given
to
the
different
schools
that
attended
the
Regional
Conference
and
we
were
able
to
talk
about
diversity
and
why
that's
important
in
a
leadership
setting.
So
we
give
the
same
presentation.
AB
It
was
just
a
new
and
updated
version
of
it
to
to
these
schools.
So
our
main
point
that
we're
trying
to
get
across
in
it
is
that
when
you
have
diversity
like
in
a
workplace
or
in
leadership,
you're
able
to
pull
in
a
bunch
of
different
ideas
that
will
like
ultimately
lead
to
the
best
possible
outcome
and
best
possible
like
process
in
your
in
your
work.
AB
So
in
this
presentation,
Madam
chair,
you
were
there
witnessing
it
and
so
just
like,
as
we
went
around
I
as
we
went
around
in
it,
we
did
run
into
a
few
like
technical
issues
in
the
beginning.
So
usually,
each
breakout
session
room
is
like
equipped
with
a
whiteboard
where
you
could
just
have
your
slides
showed.
AB
So
when
we
got
there
the
room
was
empty
and
we
didn't
have
anything.
So
we
were
a
little
worried
because
you're
like
are
we
in
the
right
room
and
a
lot
of
people
weren't
didn't
really
understand,
because
there
was
a
blank
room
so
they're
like
oh,
it
was
probably
not
a
presentation
in
here,
so
we
probably
lost
a
few
people
that
were
able
to
watch
the
presentation
because
of
that,
but
either
way
we
persisted,
and
we
were
like,
let's
just
stay
here
and
like
let's
wait
at
the
doors
and
like
let
people
know.
AB
AB
We
were
just
kind
of
walking.
We
walked
around
with
them
you're
just
showing
that
as
a
presentation,
because
we
knew
we
were
like.
We
didn't
want
to
like
stop
right
here-
we're
not
gonna.
Let
this
like
end
stop
us,
so
we
persisted
on
and
we
knew
we
only
had
like
a
set
time
and
we
only
had
30
minutes
to
present.
So
we
made
sure
to
use
that
time
wisely
and
while,
throughout
our
presentation
we
gave
just
we,
we
went
through
different
key
topics.
AB
AD
So
again,
after
presentations,
we
always
give
the
the
Watchers
a
chance
to
ask
questions,
but
also
just
as
important.
They
also
give
feedback
and
give
examples
of
what
their
own
schools
do
and
sometimes
we'll
take
that
information
and
take
notes
and
apply
it
to
our
own
School
in
after
reconvening
and
going
back
to
our
school,
be
like
hey.
This
school
said
this
and
I
think
it's
a
really
good
idea
because
of
this
this
and
this,
and
it's
just
as
important
as
the
presentations,
because
as
we
are
also
teaching
the
Watchers.
AD
They
are
also
teaching
us
about
what's
going
on
in
their
own
schools,
and
they
can
give
examples,
and
so
it's
really
all
just
a
whole
learning
process
for
the
teachers
and
the
Watchers.
And
it's
just
a
really
great,
like
experience
to
just
be
up
there
and
also
get
feedback
back
from
everyone
else.
And
it's
a
really
overall
great
experience.
B
If
I
may
say
something,
what
really
interested
me
in
what
really
I
thought
was
really
great
is
the
fact
that
you're
able
to
improvise-
and
you
know
for
being
a
a
sophomore,
10th
grader-
you
didn't
just
shut
down.
You
know
you
were
able
to
say
okay,
we're
going
to
continue.
B
This
is
what
we're
going
to
do
and
he
walked
around
to
the
different
tables
to
show
them
your
screens
and
then,
like
the
young,
lady,
was
saying
that
you
Madeline
was
saying
that
you
actually
asked
open-ended
questions
which
created
it
wasn't
just
a
yes
or
a
no
or
you
raise
your
hands.
It
was
very
much
open-ended
and-
and
you
had
some
really
really
great
discussions
and
I
thought
wow,
these
kids,
you
know
they're
opening
up
all
these
different
ideas
for
the
other
schools,
or
you
know
just
getting
some
information.
AB
One
other
thing
I
just
wanted
to
point
out
is
because
we
did
have
kind
of
like
a
small
room
compared
to
a
lot
of
the
other
breakout
sessions
which
were
like
between,
like
60
to
like
100,
kids,
even
ours.
We
probably
had
only
like
20
kids
I'd
assume,
so
it's
kind
of
good,
like
you
were
saying,
because
we
were
able
to
really
have
like
open-ended
discussion.
So
it
wasn't
really
like
a
presentation,
a
lot,
a
lot
more
like
a
discussion,
so
we
were
able
to
discuss
a
lot
about.
AB
So
we
like
went
through
our
presentation,
but
because
of
like
the
issues
with
it,
it
kind
of
made
it
so
that
we
had
to
discuss
and
communicate
with
everyone
about
it.
So
I'd
say
that
it
wasn't
really
like
a
flop
that
there
wasn't
as
many
people,
because
because
we
had
those
open-ended
discussions,
we
really
we
felt
like.
We
really
made
an
impact
on
them
and
we
also
like
were
like
hey
like
because
we
had
like
this,
like
kind
of
like
really
impactful
conversation.
AB
I,
think
that's
gonna
lead
them
to
even
want
to
talk
about
it
more
in
their
councils.
So
it's
going
to
have
an
even
greater
effect
of
everyone
like
talking
about
it
because
they
had
a
really
like
deep
connection
to
it
and
then
that's
gonna
just
move
on
not
just
from
our
district,
but
it's
gonna,
like
Ripple
throughout
the
other
schools
in
the
region,
yeah.
AC
Okay,
like
on
the
the
ASB
side
of
it
because
of
their
presentation,
many,
like
other
high
schools
like
Rocky
and
Skyview.
They
have
like
reached
out
to
us.
They
asking
like
how
do
you
do
a
culture
Fair?
How
do
you
do
different
projects
to
get
more
students
involved
like
they?
They
created
a
big
impact
in
schools,
asking
us
questions
on
how
we
do
stuff.
So
it
was
a
great
presentation
because
of
like
the
the
region.
AC
No
so
I
guess
we
were
able
to
get
some
presentations
from
the
Caldwell
School
District.
Like
our
keynote
speaker,
Marisela
passina
was
able
to
come,
speak
for
us
and
speak
for
the
region
on
her,
like
her
pathway
and
how
she
got
where
she
is
and
how
we
don't
have
to.
AC
We
heard
a
I
sat
in
on
a
presentation
from
Jessica
Watts
on
the
public
relations.
She
taught
the
other
student
councils
how
to
like
write
a
press
release
and
we
got
to
practice
and
it
was
just
a
fun
experience
to
read
our
own
press
releases,
our
imaginary
press
releases
out
loud,
and
it
was
just
a
fun
of
a
fun
speech.
AC
AE
Hello
good
evening,
Madam
chair
trustees,
Dr
French,
my
name
is
Valerie
Rodriguez
I
was
Paul,
stated
I'm
a
current
senior
at
Caldwell
High
School
and
a
member
of
the
rising
voices
Club.
AE
The
mission
of
rising
voices
is
to
increase
the
going
ordinary
at
Caldwell
High
School
by
encouraging
and
inspiring
the
Caldwell
High
students
to
pursue
a
post-secondary
education
by
sharing
the
stories
and
I'm
just
empowering
the
stories
of
Caldwell
High
School's
alumni,
and
we
do
this
by
recording
interviews
and
creating
podcasts.
And
then
we
share
these
through
watch
parties
and
through
our
social
media
accounts.
AE
I
would
say
that
there's
I
would
say
that
there's
three
significant
things
that
our
club
got
from
presenting
at
the
student
council
Regional
Conference,
one
being
that
it
was
just
a
great
opportunity
for
the
club
and
just
like
the
group
as
a
whole
to
reflect
on
how
much
like
we
have
grown
and
continue
to
grow.
AE
Second,
being
just
like
being
able
to
share
with
the
bigger
demographic
than
Caldwell
High
School,
and
seeing
how
intrigued
and
interested
the
other
student
councils
were,
and
last
but
not
least,
reading,
and
seeing
the
responses
from
the
evaluation
that
we
shared
at
the
end
of
our
presentation,
which
many
like
student
councils
and
students
stated
that
they
are
willing
and
very
considerate
or
they
are
going
to
take
the
Mission.
AE
And
you
know
the
idea
of
writing
voices
obviously
adjust
to
it
and
implement
it
into
their
own
schools
and
so
yeah
with
that
being
said,
thank
you.
So
much
for
letting
me
share
with
you
guys.
Do
you
have
any
questions
about
that.
B
AC
To
end
off,
like
the
regional
talk,
it
was
just
amazing
to
see
the
Caldwell
kind
of
taking
over
a
whole
conference
and
getting
the
president
Andy
Arnold
our
region
advisor
like
it
was
just.
It
was
just
a
lot
of
Caldwell
spirit
in
that
that
room,
and
it
was
good
to
all
good
to
be
in
that
environment.
If.
B
I
could
say
one
more
comment:
Miss
Arnold
was
at
the
entryway
with
all
of
the
the
classes
in
the
in
the
different
schools
that
were
coming
in
and
registering
people
and
I
thought
wow.
You
know,
and
there
was
a
couple
of
you
guys
had
some
advisors
out
there
as
well,
but
I
mean
you
guys
handled
it
well,
when
you
came
into
the
room,
I
thought:
what
is
that
noise
who's
yelling?
What
and
it
was
you
guys
coming
in
and
and
everyone
turned
to
look
at
you
and
yeah.
B
You
deserve
the
spirit
award
because
you
were
the
most
spirited
and
what
I
really
liked
is
when
you
got
there,
you
started
that
to
include
the
the
other
kids,
something
about
ride.
The
pony.
Yes,.
AC
Z
AC
B
B
W
W
AC
All
right
so
now
for
what's
what's
happening
at
Caldwell,
I
guess
so
our
prom
is
is
coming
up.
This
Saturday
is
April
14th,
it's
gonna
be
a
long
one.
8
30
to
midnight
is
our
is
our
time
and
the
theme
this
year
for
the
first
time
it's
a
new
one
Lost
in
Space,
so
the
junior
class
is
the
one
that
like
puts
on
the
prom.
So
the
seniors
can
sit
back
and
relax
and
enjoy
their
prom,
so
they
decorate
the
school
and
they
get.
They
sell
the
tickets.
AC
They
get
everyone
hyped
to
attend
the
event
and
then
the
next
before
we
see
you
again,
we'll
already
have
had
the
honors
reception,
which
is
where
students
get
their
cord,
the
top
10
get
their
stalls
and
they
get
honored,
and
we
just
celebrate
that
so
that's
going
to
be
May
1st
at
6
p.m,
at
Caldwell,
High
and
then
to
end
it
off.
On
a
on
a
on
a
good
note.
AC
For
the
first
time
ever,
the
Caldwell
High
high
school
student
council
because
of
the
new
osc
that
we've
like
pushed
and
we're
pushing
out
to
the
iasc,
we
were
able
to
apply
for
the
national
Council
of
excellence
and
over
over
the
weekend,
we
did
accept
the
we
did
get
awarded
the
rewards.
So
for
the
first
time
ever,
the
our
the
Caldwell
High
School
student
council
is
a
National
Council
of
Excellence.
AC
B
That's
great
and
one
of
the
things
that
I
that
I
also
went
to
was
that
you
don't
just
keep
you
know
it's
not
like
we're.
Gonna
keep
all
these
Awards.
B
You
had
that
one
Workshop,
where
you
showed
everybody
what
they
can
do
to
get
that
award,
and
you
know
it's
like
sharing
your
dream,
like
everybody
needs
to
hop
on
and
and
and
you
know,
try
and
get
to
this
place,
or
you
know,
let's
all
try
for
this
and
how
to
do
it
and
if
you
have
any
questions
get
with
us,
so
that's
amazing
that
you
open
it
up
for
all
the
other
schools
and
you
didn't
just
hoard
it.
You
know.
AC
Yeah,
it's
awesome.
It's
it's
a
Caldwell
thing
that
we're
gonna
we're
gonna,
wish
the
best
on
everyone,
so
to
teach
people
how
to
get
this
award
and
to
teach
them
how
to
get
new
skills
and
to
learn
new
skills
from
them
is
a
big
thing
at
the
conference,
and
we
took
a
lot
back
from
it
and
we're
like
getting
ready
to
push
that
for
next
year
and
hoping
that
the
new,
the
next
council
members
are
ready
to
take
that
on
yeah.
D
That's
great
Madam,
chair
I
got
a
quick
question.
You
mentioned
something
about
DV
domestic
violence.
Yes,
can
you
can
you
go
back
and
talk
about
that.
AC
Yeah
so
every
year
the
Idaho
Association
of
student
councils
sets
a
state
service
project.
Last
year
it
was
a
school
supply
Drive.
AC
So
it's
the
job
as
a
council
for
I
want
to
say
three
or
four
months
to
raise
raise
those
items
raise
that
money
like
to
donate
to
a
local
local
organization
in
your
in
your
area
and
then
that
that
amount
that
weight
whatever
that
price
is
put
in,
like
you,
send
it
out
to
the
iese
and
they
tally
up
every
school's,
every
school's
numbers
and
then
there's
a
winner.
So
this
year
we
were
able
to
incorporate
that
into
our
cause
week.
So
the
domestic
violence
cause
we
all
week.
AC
We
accepted
donations
and
raised
that
money,
and
then
we
were
able
to
donate
that
to
one
of
the
causes,
and
then
we
submitted
that
to
the
iisc
and
then
because
of
the
help
from
the
whole
Caldwell
High
School
in
our
community.
We
were
able
to
get
this
award
from
the
ISE
on
the
state
service
project
for
the
for
the
second
year
in
a
row.
AC
That
should
be
it,
so
any
any
further
questions.
B
Okay,
that's
just
great!
That's
awesome!
Okay!
Next,
on
our
agenda
is
the
consent
agenda.
So
at
this
time
I
would
like
to
ask
for
approval
of
all
the
following
items
by
a
single
vote.
Oh
I'm,
sorry
I
wanted
to
explain
that
Abigail
Aguila
is
not
wasn't
able
to
make
it
to
the
meeting.
B
Q
B
Opposed
name:
okay
motion
passes
all
right,
so
we're
gonna
pull
Personnel
report.
Q
B
Okay,
all
right,
so
at
this
time,
I
would
like
to
ask
for
approval
of
the
consent
agenda
item
e,
the
Personnel
report
and.
W
Share
our
move:
we
accept
the
Personnel
report.
Okay,.
B
Second,
second,
okay,
I
have
a
motion
and
a
second
and
all
those
in
favor,
please
say:
aye
aye,
okay,
all
right,
then
any
opposed.
Nay.
All
right
motion
passes
on
the
Personnel
report.
Thank
you.
B
Yeah
all
right
so
next
on
our
agenda
is
the
plant
facility
report,
so
Mr
Carrera,
Carrera
I'm,
going
to.
AG
Quite
a
bit
accomplished
over
spring
break
we're
still
waiting
for
summer
for
the
call
the
high
school
for
the
auditorium
curtain
and
hoist
stage
repairs.
AG
The
CTE
FCS
room
is
underway,
we're
getting
the
the
countertops,
and
today
we
we're
installing
the
fire
suppression
system
in
the
in
the
new
hoods
for
the
the
band
trailer
that
was
graffiti.
We
went
ahead
and
finalized
the
design
for
the
new
wrap.
We've
chose
to
do
a
wrap
rather
than
the
paint,
so
it's
a
nice
design
that
we've
Incorporated
some
of
the
band
logos
and
in
their
their
inputs.
So
it
came
out
very
nice
we'll
be
getting
that
scheduled
to
get
over
that
to
the
sign
shop.
AG
The
front
security
vestibule
we'll
be
meeting
with
the
Architects
tomorrow
at
9am
to
go
over
layout
and
for
an
entry,
Syringa
Middle
School,
still
waiting
for
the
HVAC
units,
but
we've
gone
ahead
and
gotten
half
of
the
asphalt
around
the
pole.
A
new
power
pole
around
the
Transformer
completed
the
music
choir
room,
we're
getting
more
information
from
the
structural
engineer
for
the
load
calculations
to
put
the
the
units
on
top
of
the
roof.
We
may
have
to
build
some
type
of
structure
to
reinforce
the
roof.
AG
AG
It's
very
difficult:
yeah,
okay,
Lincoln
Elementary,
the
annex,
we're
working
with
Architects
working
out
putting
that
out
to
bid.
We
are
looking
to
get
the
the
library
started
after
spring
break,
but
the
roofers
have
extended
that
out
to
the
21st
and
22nd.
So
we'll
begin
on
the
21st
and
22nd
of
this
month
for
those
and
it
tentatively
we're
still
on
track
for
the
summer
schedule
to
do
the
remaining
okay
portion
of
that
roof.
AG
Sacagawea
we
started
over
spring
break.
We
started
the
blinds
the
installation
there's
a
couple
things
that
we'll
be
putting
off
when
the
kids
are
out
on
a
break
I
believe
it's
the
28th
I
think
they're
out
of
school,
we'll
be
finishing
up
and
getting
into
some
of
the
areas
we'll
not
interrupt
the
classes
so
hopefully
we'll
be
able
to
finish
it
up.
Then
Indian
Creek
we've
been
waiting
for
the
units
to
come.
It's
been
approved
for
that.
AG
The
heaters
we're
just
waiting
for
those
to
arrive
and
then
once
those
two
we'll
get
on
that
as
quick
as
possible,
we're
spring
or
summer
break
Van
Buren
long
time
waiting,
we've
been
waiting
to
put
the
musical
equipment
in
and
the
play
yards.
So
now
they
have
a
new
play
area
with
musical
instruments.
They'll
be
able
to
found
a
way
on
so.
AG
That
roof
is
also
we're
working
with
arctic,
getting
the
scope
of
work
ready
to
be
put
out
to
bid
and
work
on
on
the
roof
to
get
that
replaced
also
with
Jefferson
same
thing:
we're
working
with
the
Arctic
looking
at
the
scope
of
work
and
on
what
we're
looking
a
bit
for
that.
We're
also
looking
at
the
front
entry
vestibule
at
Jefferson,
the
security
festival,
and
they
are
also
meeting
tomorrow
at
nine
after
they
meet
yeah,
Jefferson
first
and
then
we'll
meet
at
the
high
school
to
discuss
both
front
entries.
AG
So,
hopefully,
they'll
give
some
things
accomplished
and
be
able
to
put
a
package
together.
The
gym
bathrooms
same
thing:
we're
working
on
architect
on
on
sync
selection
and
we'll
be
at
Washington
as
well
we're
working
with
Architects
and
figuring
out
the
scope
of
work
for
the
roof.
B
W
Just
I'm
always
that
I'm
sure
I'm
always
thankful
for
the
the
patrons
who
supported
our
plant
facilities
Levy
and
who
support
our
other
supplemental
levies
to
you
know,
help
keep
our
schools
updated
and
things
like
that,
and
so
I
hope
that
the
public
is
looking
at
this
month
after
month
and
realizing
all
the
you
know
the
the
pluses
you
know
as
we
maintain
these
schools,
they're
they're,
very
large
facilities,
and
they
require
lots
of
Maintenance.
W
You
know
the
roofs
wear
out,
the
HVAC
units
wear
out,
Etc
et
cetera,
and
so
we're
just
grateful
for
the
public
support.
Thank.
B
You
thank
you
Mr
Carrera,
okay
and
then
next
we
have
cfeo
Financial
update,
as
always
that
can
be
found
in
your
board
docs
if
you'd
like
to
look
at
that.
Cfeo
is
a
the
cuddle
foundation
for
educational
opportunities
and
they
service
all
of
the
Caldwell
School
District
students
with
Grant
and
scholarships.
So
if
you
would
like
to
see
their
financial
update,
you
can
access
them
on
the
board
on
our
board
docs
or
you
may
go
to
their
website
cfo.org.
B
Also,
this
Caldwell
School
District
calendar
an
important
date
is
also
on
the
board
docs.
If
folks
would
like
to
see
what's
coming
up,
there
will
be
they
are
listed
there
on
the
board
docs.
So,
okay,
and
that's
that
for
that
part,
our
next
item
on
the
agenda
is
the
patron
input.
Do
we
have
anybody
that
signed
up?
Okay.
B
Trustee
Butler,
okay
and
at
this
time
patrons
who
wish
to
have
input
at
this
meeting
I'm
just
going
to
read
our
our
little
dialogue
here
must
sign
up
before
the
meeting.
If
you
would
like
to
provide
the
board
more
information
and
time
permits,
please
reduce
your
concerns
to
written
form
and
visit
the
school
board.
Public
comment
section
on
the
district
website.
Written
comments
must
include
your
name
address
and
telephone
number,
and
so
a
public
comment.
We
will.
B
We
just
have
one
person
that
signed
up,
and
so
we
would
ask
them
when
I
call,
you
name
please
come
forward
to
the
podium
address
the
board
state,
your
name
in
the
city
of
residence.
For
the
record,
you
will
be
given
the
floor
for
a
maximum
of
three
minutes.
We'll
have
trustee
Butler,
we'll
give
you
a
two
minute
warning
a
one
minute
warning
and
then
the
time
is
up
by
a
show
of
cards.
Please
do
not
exceed
your
time
limit,
please
no
applause
or
cat
calling
during
or
after
presentation.
B
Please
do
not
personally
attack
or
address
board
members,
District,
administrators,
District
staff
or
audience
members
and
I
think
I
already
said.
If
you
would
like
to
provide
the
board
more
information,
you
can
always
email
us
so
and
please
be
respectful.
So
the
the
person
that
we
have
signed
up
to
speak
Patron
input
is
Nicole
treacle.
If
you'd
like
to
come
up,
please
foreign.
AH
Is
that
it
not
the
address
anymore
yeah?
Does
the
city
is
fine?
Madam,
chair
trustees,
Dr
French,
first
of
all,
I'd
like
to
thank
all
of
you
and
the
policy
committee
that
worked
on
policy.
2340.
I
appreciate
the
few
times
you
guys
sold
it
over
before
voting
on
it
and
the
positive
changes
that
were
made,
and
my
last
comment
on
this
policy
tonight
is
just
a
name:
change
thanks,
I'm,
not
sure
if
this
goes
straight
in
to
being
adopted
or
if
you
can
change
it
afterwards,
but
policy.
AH
It
says
at
the
bottom
of
the
policy
that
formed
2340.
F1
still
has
the
title
of
controversial
issues
as
like
the
link
title
for
that
form,
but
when
you
click
it,
it's
the
sex,
education,
opt-in
form,
so
I'm,
not
sure
if
that
just
needs
to
be
fixed,
so
that
when
you
look
at
the
the
policy
who
see
the
form
that
it
is
and
the
policy
I
signed
up
to
speak
on
is
policy.
5360.
AH
Section
3
on
it
says,
dressing
up
is
encouraged
when
dealing
with
dress
code
for
teachers
and
District
employees
and
I
would
just
ask
that
maybe
that
be
reconsidered
being
removed
or
even
like
professional
dress.
You
know
encouraged
I
just
feel
like
I
was
a
student
teacher
at
Taft
Elementary
in
Boise,
very
low
income
school
and
the
principal
there.
AH
The
main
thing
I
learned
from
her
is
that
dressing
up
is
important
because
we're
putting
ourselves
teachers
out
there
as
professionals
and
you
want
the
kids
to
take
School
seriously
and
then
that's
a
place
to
be
professional
and
serious,
and
when
I
go
to
the
schools
and
I
see
teachers
wearing
all
sorts
of
things.
It's
just
I,
imagine
maybe
kind
of
hard
to
go
in
as
a
student
and
then
want
to
be
serious
and
know
that
that's
an
important
place
where
we're
serious.
AH
So
we
learn
we
can
have
fun,
but
I
just
think
it's
important
to
encourage
professional
dress
and
dressing
up
for
teachers,
so
I
just
wanted
to
throw
that
out.
There
and
also
I
did
submit
comments
online
to
you
guys
last
week
on
4105,
which
was
the
public
input.
But
one
thing
that
was
same
thing
on
here
is
at
the
bottom.
AH
So
I
just
thought
that
form
probably
doesn't
need
to
be
on
there
as
it
looks
like
you
still
have
to
fill
out
a
form
to
participate,
and
then
lastly,
I
am
hoping
we
can
have
those
teachers
that
were
here
from
Lewis
and
Clark
Elementary
train
other
other
teachers
in
our
district
they
seem
fantastic
and
we
have
so
many
new
teachers
coming
into
the
district.
AH
That
especially
I,
don't
know
all
the
schools
that
at
Washington,
where
my
daughter
goes,
there's
a
lot
of
new
teachers,
and
that
would
be
so
great
for
all
them
to
see
and
be
encouraged
by
those
ways
to
encourage
their
kids
and
I.
Also
just
wanted
this
flag
is
amazing,
I
too
Madame
pastita
remember
when
they
were
talking
about
him.
AH
P
B
Okay,
so
now
thank
you.
Next,
we
have
our
regular
agenda
so
at
this
time,
I
know
that
the
first
thing
that
we
have
is
a
college
of
Idaho,
Legacy
declaration
and
so
I.
Don't
know.
If
we're
gonna
have
anything
spoken
about
this,
or
do
we
have
Miss
Langan?
Was
she
gonna
speak
regarding
the
or
Declaration
for
the
College
of
Idaho
I.
E
Little
would
you
you
can
walk
there,
because
you're
gonna
have
questions
Madam,
chair
and
trustees.
What,
as
you're
aware,
the
College
of
Idaho
men's
basketball
team
took
the
National
Championship
in.
J
E
And
not
all,
are
we
grateful
for
that
and
we're
celebrating
with
them,
but
the
College
of
Idaho
men's
basketball
team
has
also
set
a
standard.
A
high
standard
of
Excellence
for
our
youth
in
giving
back
to
the
community
and
Miss
Lincoln
can
speak
more
to
the
Legacy
program.
We
believe
we
felt
an
income
in
conversation
with
Coach
Blaine
that
we
would
love
to
recognize
the
the
Community
Partnership
we
have
with
them,
so
miss
Langan.
U
Yes,
Madam
chair
trustees,
so,
as
Dr
French
mentioned,
our
men's
basketball
team
at
the
College
of
Idaho
took
the
NAIA
Championship.
They
also
have
a
streak
for
the
most
consecutive
wins.
They
lost
their
first
one
of
the
season.
However,
they
rebounded
and
then
took
it
all
the
way
to
the
championship.
So
it
is
in
that
Spirit
that
we
just
really
would
love
the
opportunity
to
honor
this
team
of
gentlemen
who
do
a
great
job
of
visiting
each
of
our
six
elementary
schools.
They
do
it
often.
U
Actually
they
are
slighted
to
join
our
elementary
schools.
This
Friday
we
have
in
conjunction
with
2C,
kids,
Hi-Fi,
Friday
and
so
they're
college
students,
so
imagine
they
they
go
to
class.
Imagine
that
so
they
will
be
at
our
elementary
schools
at
the
end
of
the
day.
U
So
while
we
have
Community
Partners
welcoming
our
students
into
our
elementary
schools
at
the
front
end
of
the
day,
our
yields
players
will
be
joining
elementary
schools
at
the
end
of
the
day
to
give
them
high
fives
as
they
head
out
for
the
weekend,
maybe
low,
fives
low
fives.
Thank
you,
madam
chair.
Yes,
yes,
ma'am
and
then
so
just
real
quick
over
spring
break.
U
My
family
and
I
took
a
trip
to
the
Redwoods
I
highly
recommend
it
and
anyway,
when
we
stopped
in
Grants
Pass
to
grab
a
little
bite
to
eat,
I
was
wearing
a
sweatshirt
and
one
of
the
customers
patrons
behind
me
mentioned
to
me:
oh,
are
you
a
yotes
fan
and
I
said?
Oh,
you
know
I
go
to
a
game
or
two,
and
he
said:
oh,
you
have
a
player
on
the
team
or
College
of
Idaho
as
a
player
on
the
team
called
samaja.
U
I
guess
said:
yes,
we
do
he's
a
freshman
from
Eugene
and
he
said
Yes.
Actually,
my
son
played
with
him
in
high
school
and
you
know
what
an
outstanding
young
man
samanji
is,
and
so
I
called
Colby
coach,
Colby
and
just
said
what
a
tribute
that
is
not
only
to
his
program
for
recruiting.
You
know
not
only
Stellar
athletes
and
academic
students,
but
just
well-rounded
individuals
and
I
just
commented
that
it's
such
testimony
to
some
Monday's
character.
U
That's
some
random
behind
me
at
in
and
out
in
Oregon
Grants
Pass
is
going
out
of
his
way
to
share
with
me
the
impression
that
he
had
of
one
of
Kobe's
players.
So
you
know
we're
fortunate
in
Caldwell
School
District
to
have
them
join
our
elementary
schools
as
Role
Models.
They
do
a
great
job
when
they
come
coach,
Blaine,
Is
Well
about
as
well
as
all
of
his
assistants.
U
Coaches
join
them
as
well,
and
they
provide
leadership
and
good
role
modeling
for
all
students
in
our
elementaries,
and
so
this
is
just
one
small
token
of
appreciation
that
we
would
like
for
you
to
consider,
affording
them
I
also
reached
out
to
president
Everett
Jim
and
shared
with
them
that
that
this
motion
is
on
on
the
table.
So
for
your
consideration
to
not
only
highlight
C5
but
then
also
reinforce
the
partnership
and
the
Gratitude
we
have
for
our
partnership
with
College
of
Idaho
and
higher
education.
B
B
Okay,
so
the
proclamation
reads:
College
of
Idaho
Legacy
program
day,
whereas
the
Caldwell
school
district
and
the
College
of
Idaho
have
a
partnership
through
the
men's
basketball
Legacy
program
and
whereas
the
Caldwell
School
District
acknowledges
this.
B
The
College
of
Idaho,
men's
basketball,
Legacy
program
and
the
service
they
provide
to
our
students
and
whereas
the
contribution
to
the
welfare
of
others
builds
strong
character
in
those
that
serve
voluntarily
and
whereas
the
impact
on
the
community
of
over
600
students
completing
service
hours
to
give
back
to
their
Community
is
priceless
and
whereas
local
Partners
working
together
builds
healthy
and
resilient
communities
where
kids
and
families
Thrive
now.
Therefore,
I
Madam
chair
hereby
moves
at
the
Caldwell
Board
of
Trustees
to
Proclaim
April
14
2023
as
a
college
of
Idaho,
Legacy
Day.
Z
D
B
L
H
U
E
And
Madam,
chair
and
trustees,
you
may
recall
there
was
an
evening
missling
and
was
not
available,
because
coach
Blaine
had
asked
her
to
come
to
a
to
give
a
pep
talk
to
the
team
prior.
B
Of
lots
of
good
students
coming
out
of
there
a
lot
of
good
people
yeah
and
if
I
can
recall,
I
think
we
also
had
coach
Kobe
come
and
speak
to
us
at
our
our
Retreat
this
last
summer,
right
yeah,
that
was
great.
Okay,
that's
awesome!
All
right!
Moving
on,
we
have
the
presentation:
save
my
family,
Dr
French,.
E
Yeah
Madam,
chair
and
trustee,
so
a
Madam
chair
had
received
an
Outreach
from
Kelly
Rich,
who
is
a
nurse
nurse
practitioner
I?
What
I
did
is
I
had
copied
the
letter
that
Kelly
had
sent
to
Madam,
chair
and
Madam
chair
is
aware
of
the
save
my
family
date
or
and
officer
Gomez.
So
what
this
is
Southwest
District
Health
has
a
grant
and
they're
fun
and
it's
funding.
Let
me
read
this
whole
thing.
Just
excuse
me.
E
Southwest
District
Health
has
a
grand
and
are
funding
this
in
areas
in
their
District
through
June,
which
is
the
save
my
family
event.
I
was
wondering
if
this
is
something
you'd
be
interested
in
hosting
either
with
the
school
district
or
individual
schools.
It
normally
costs
2500,
but
it
would
be
free
to
you
and
all
attendees
with
this
grant.
We
just
did
one
in
Cuna
star
and
will
be
in
Council
in
a
couple
of
weeks.
E
We
brought
this
to
the
board.
Southwest
District
Health
at
the
time
had
four
slots
left,
but
we
wanted
to
make
sure
the
board
was
aware
of
this
request
on
behalf
of
Southwest
District
Health.
It
would
be
a
community
event
that
we
could
work
with
Kelly
and
schedule
to
host
for
families
from
Caldwell
I
I.
Imagine
that's
what
I
would
imagine
I
believe
that's
what
tuna
did
as
well.
B
So
Dr
Francis
is
I,
don't
know
if
you've
spoken
to
them
yet
but
I'm
wondering
if
it's
like
it
would
be
nice
to
find
out
if
it's
a
a
weeknight
event
or
you
know
who
always
in
it,
but
one
of
the
the
reasons
that
this
really
sparked.
My
interest
is
that
officer
Gomez
has
a
huge
presence
on
Facebook
and
you
know
he
has
what
I
like
about
it
is.
He
speaks
a
lot.
B
He
I
believe
he's
an
SRO
or
had
been
in
SRO
with
the
Meridian
School
District,
and
he
just
has
a
lot
of
information
on
how
parents
can
be
involved
with
their
children
as
far
as
like
technology
and
cell
phones,
and
he
gives
a
lot
of
information.
B
You
know
what
happens
when
let's
say,
there's
pictures
that
are
shared.
What
you
know
what
what
the
law,
what
law
enforcement
can
do,
what
they
cannot
do,
but
it's
a
lot
of
like
parenting,
parenting,
ideas
per
se,
and
and
just
you
know
the
things
that
you
know
we
we
don't
know
that
could
happen
because
you
know
my
kid
is
never
going
to
do
anything
like
that
or
you
know
it's.
B
So
it's
it's
interesting
and
he
does
it
in
a
very
fact
of
the
matter
in
in
you
know
the
rest
of
these
folks
I
think
I
I
would
I
was
excited
to
see
something
like
this
happen,
because
I
know
that
it
is
a
big
problem
with
cell
phones
in
in
schools
and
and
things
like
that,
and
they
also
yeah
a
lot
of
and
they're.
They
are
experts,
and
you
know,
they'll
discuss
social
media
drugs
addiction,
other
issues
that
you
need
to
know
about
what
to
do
to
keep
your
kids
safe.
B
So
I
was
just
you
know.
I
asked
Dr
French
if
we
could
put
on
the
agenda
to
see
if,
if
you
folks
would
if,
if
the,
if
the
board
would
like
to
pursue
this
and
see
if
this
is
something
we
want
to
do
so
any
questions
or
comments.
Q
So
are
they
looking
for
like
a
formal
endorsement
by
the
boards
and
like
to
create
a
partnership
like?
What's
your.
E
Interests
together,
I
was
just
wanting
to
make
sure
the
board,
if
you're
in
support
of
us,
because
we
would
we
would
work
with
Southwest
District
Health,
to
put
it
together
an
event.
We've
had
a
couple
other.
We
have
some
other
things
tonight
that
we
want
to
share
with
you,
so
we
could
see
it
over
a
period
of
time,
some
community
events
that
we
could
host
for
our
families
and
I.
Q
And
is
I
guess
as
a
follow-up?
Is
there
anything
that's
restricting
them
from
having
the
event
out
of
school
anyway,
without
our
full.
E
B
So
I
guess
my
my
comment
might
be.
That
would
be,
would
you
be
okay
with
Dr
French
reaching
out
to
them
with
any
questions
we
may
have
about
it
and
I
know
that
the
time
is
of
the
essence,
because
the
grant
is
only
available
until
until
June.
So
if
we
want
to
have
something
you
know
that
was
you
know
if
we
could
let
Dr
French
contact
them
and
just
ask
them.
If
you
know
whatever
questions
we
may
have
to
direct
them
to
Dr,
French
and
and
let
her
speak
on
our
behalf.
Yeah.
Q
We
don't
know
what
they're
going
to
say,
and
then
this
also
speaks
to
things
coming
up
on
the
agenda
tonight
is
if
the
boards
were
to
endure
something,
and
then
something
happens
at
those
events
or
is
said,
then
it
appears
that
that
they
are
speaking
behalf
of
the
board
and
so
I
guess
that's
my
concern
is,
is
without
knowing
what's
going
to
happen
at
these
without
being
at
one
of
these
events,
it's
hard
to
throw
that
full
force
and
endorsement
behind.
Q
However,
on
its
surface,
I
think
everything
on
here,
every
parent
should
know
and
understand,
and
so
for
that
absolutely
I
think
it
has
an
open
event
that
parents
can
have
the
choice
to
come
and
see.
I
think
that
that
would
be
a
great
opportunity.
Q
So
I
guess
my
my
concern
is
as
we
as
a
board.
If
we
choose
to
endure
something,
are
we
putting
our
name
behind
everything
that
is
said
in
those
those
meetings
and
context
so
well.
E
I'm
sure
Christy
Butler,
what
I'm
I
would
ask
is
that
you
allow
me
to
go
ahead
and
pursue
it.
Mm-Hmm,
not
that
you're
endorsing
officer
Gomez
right
right,
but
that
you
would
allow
the
district
to
move
forward
to
see
if
we
can
set
up
a
community
event.
But
you
wouldn't
I
mean
it
would
be
by
the
Caldwell
School
District.
So
it
would
include
you
right,
not
the
and
there
could
be
a
disclaimer
opinions
expressed
by
the
presenters
are
not
necessarily
in
because
you
know.
E
W
I'm
thinking
about
how
difficult
it
is
to
get
like
parents
to
come
to
a
parent-teacher
conferences,
that
kind
of
thing
and
I'm
wondering
if
there's
some
way
we
can
sort
of
marry.
The
two
like
and
I
almost
feel
like
these.
Potentially
these
agenda
items
that
we
have
here,
BC
and
D
are
sort
of
similar
like
in
some
ways
as
far
as
like
these
are
sort
of
Public
public
health
issues
that
you
know
that
have
cropped
up
in
our
society,
and
so
how
do
we?
W
How
do
we
deal
with
those
in
a
meaningful
sort
of
way?
And
you
know
do
we
do
we
coordinate?
Do
we
have
you
know
the
call
High
School
Expo
next
year?
Does
their
Expo
and
and
something
one
of
these
one
of
these
events
do
we
have
I'm
just
worried
that
if
we
set
up
say
like
a
standalone
community
events,
that
not
a
lot
of
people
will
show,
especially
the
next
couple
months
like
we
got
a
month
month
and
a
half
of
school
and
there's
a
lot
of
like
performances
plays
graduation?
W
You
know
the
end
of
these.
The
spring
sports
stuff
there's
just
there's
a
lot
going
on
so
I
wonder
about
timing.
You
know
how
and
I
guess
I
suppose
the
district
could
sort
of
work
that
out.
But
there
is
the
time
sensitive
piece
with
the
save
my
family
presentation,
which
I
fully
endorse
the
idea,
but
again
I,
don't
I
I
agree
with
trustee,
Butler
I,
just
don't
know
enough
about
them
and
and
I
don't
know.
These
are
just
some
thoughts.
Yeah.
B
No
yeah
they're
very
good,
very
good
comments,
trustee
godina.
D
Myself,
I
just
gotta,
you
know
just
a
few
thoughts
that
just
some
of
the
some
of
the
topics
that
we
discussed
I
think
we're
kind
of
behind
the
ball
on
some
of
the
some
of
these
things,
media
social
media,
the
drugs
addiction,
I
think
as
a
district.
We're
way
behind,
as
as
to
get
behind
our
kids
on
some
of
these
things
and
I.
Think
it's
very
important
that
we
that
we
have
somebody,
that's
that's
a
professional
to
talk.
Talk
to
our
kids.
M
D
Know
it's
it's.
You
know
the
way
you
use
it
and
and
all
that,
but
I
think
I.
Think
if
we
through
our.
If
we
got
behind
this
I,
think
we
would
we'd
be
helping
ourselves
and
our
kids
out,
even
even
coming
with
the
summer
coming.
They
need
to
the
parents
need
to
know
some
of
these
things,
and
so
I
would
be
behind
it.
D
G
B
D
B
E
B
Last
week
so
could
I
ask
for
I
would
like
to
ask
for
a
motion
to
accept
the
recommendation
by
Dr
French
to
approach
at
least
on
this
one
that
saved
my
family
with
everything
that
we
spoke
about
just
to
to
approach
this,
the
folks
that
are
putting
this
up
and
asking
the
questions
that
need
to
be
asked.
D
How
would
that
be
said?
Just
Madam
chair
I'd
like
to
make
a
motion
to
have
a
talk
to
French's
recommendation
except
Dr
French's
recommendation
for
the
save
save
my
family.
B
All
right,
I
have
a
motion.
Do
I
have
a
second
okay
I,
have
a
motion
in
a
second
all,
those
in
favor
or
any
more
discussion.
Okay,
okay,
all
those
in
favor,
please
say:
aye.
U
B
E
You
very
much
so
Madam
chair
next
Dr
Farrell
had
contacted
me.
It's
probably
been
a
month
ago,
yeah
in
regards
to
screening
for
screenagers.
So
this
may
come
back
to
trustees.
Godine
is
concerned
about
social
media,
and
this
is
not
a
Time
necessarily
like.
Oh,
we
have
to.
It
has
to
be
done.
AI
Good
evening,
Madam,
chair
and
Board
of
Trustees
I
appreciate
the
opportunity
from
Dr
French
to
come
and
speak
with
you
this
evening,
because
when
I
was
able
to
attend
the
Idaho
technology
educators
conference
in
February,
one
of
the
offerings
that
that
was
available
as
a
breakout
session
was
a
screening
of
a
movie.
So
Dustin,
Roberts
and
I
decided
a
movie
sounded
like
a
good
afternoon,
treat
a
good
place
for
us
to
go
finish
our
snacks,
and
so
he
and
I
snuck
into
the
movie.
AI
AI
This
is
a
documentary
that
was
released
in
2016
and
it's
put
together
by
a
bunch
of
people
in
the
worlds
of
Education
psychology
motivational
speakers,
just
people
who
work
with
kids,
people
who
work
with
developing
brains,
and
it
is
a
kind
of
a
look
at
how
media
in
general
technology
in
general,
is
impacting
the
students
that
are
coming
through
our
school
system
right
now,
how
it's
affecting
brain
development,
how
it's
changing
the
ways
that
they
interact
with
each
other
socially,
the
I
want
to
show
just
a
short
little
video
clip
here
in
just
a
second
from
the
the
documentary,
but
the
documentary
starts
off
with
a
psychologist,
who
has
a
teenage
daughter
and
her
daughter
comes
to
her
like
a
lot
of
kids,
do
at
that
age
and
says:
Mom
I'm,
ready
for
a
phone,
and
so
the
Mom
starts
thinking.
AI
Well,
what
are
we
going
to
allow
in
our
family?
What's
going
to
be
okay
in
our
family
for
a
phone?
What
kind
of
rules
and
guidelines
do
we
want
to
set
around
this
phone,
and
so
the
mom
kind
of
sets
off
on
this
research
project
and
along
the
way?
As
you
work
your
way
through
this,
it's
about
a
70-minute
documentary.
She
goes
through
a
lot
of
different
touches
on
a
lot
of
different
subjects
that
include
cell
phone
usage,
but
also
social
media.
AI
AI
So
how
much
that
cell
phone
has
become
just
part
of
our
person
and
our
identity,
and
then
it
even
goes
as
far
as
talking
about
some
students
who
suffer
with
serious
addiction,
with
things
like
gaming
and
cell
phone
usage
to
the
point
where
it
is
causing
detriment
to
their
their
interactions
with
other
people,
it's
causing
detriment
to
their
academics.
It's
causing
detriment
to
their
family
relationships.
AI
I
was
reading
some
of
the
movie
reviews
for
this
online
and
I
thought.
It
was
really
interesting
because
it
was
talking
about
you
know.
Is
this
documentary
setting
out
to
try
and
vilify
technology?
Are
we
just
trying
to
say
that
technology
is
bad?
Well,
I'm,
standing
here
in
front
of
you
wearing
the
Hat
of
the
district
technology,
integration,
specialist
and
I
come
from
a
conference
that
is
the
education
technology
conference
for
the
entire
state
that
I
attended
with
Caldwell's
Tech
Team.
So
we
definitely
do
not
think
technology
is
horrible.
AI
AI
You
know
the
the
people
that
support
these
students
that
come
through
our
district
of
just
just
how
they
are
different
than
we
were
20
30
years
ago.
The
way
that
that
that
children
are
changing
so
with
Dr
French's
permission,
I
kind
of
reached
out
to
screenagers,
because
they're
they're,
a
company
they're
a
documentary
organization
to
get
a
little
more
information
on
what
it
would
mean
to
hold
a
screening
of
this
in
our
community.
AI
It
sounds
like
it's
being
held
in
several
communities
around
the
state
because
it
was
brought
to
us
by
some
members
of
the
Idaho
technology,
Educators,
Association
board
of
directors,
and
they
were
saying
how
they've
held
screenings
in
their
own
districts
or
they've
held
screenings
in
their
own
communities,
and
what
I
found
out
was
there's
a
couple
of
different
ways
that
this
could
look
in
our
community
and
I.
AI
Think
it's
really
plays
into
kind
of
some
of
the
conversation
that
just
happened
around
this
other
event
that
you
can
do
it
as
a
one
and
done
you
can
do
it.
There's
a
650
fee.
You
get
the
viewing
rights
to
show
it
once
in
your
community
and
then
it's
done
or
for
a
small
amount.
More
for
850.
We
can
become
a
member
of
the
screenagers
project
and
it
gives
us
the
opportunity
to
have
multiple
showings
in
our
community.
AI
This
could
look
like
us
partnering,
with
maybe
the
movie
theater
here
in
Caldwell
and
having
an
evening
event
that
is
maybe
connected
to
downtown
Caldwell,
and
it
could
have
you
know
more
of
a
family
community
feel
to
it.
It
could
be
part
of
an
ongoing
series.
Caleb
and
I
were
talking
a
little
bit
before
the
meeting
about
how
this
could.
They
also
have
one
screen.
Agers
has
a
documentary
tied
to
vaping
and
drug
use?
AI
That
could
be
a
follow-up,
so
this
could
be
part
of
a
series
if
we
decide
as
a
district
that
may
be.
What
we
want
to
do
next
year
is
hold
a
series
of
these
community
events
throughout
the
year,
each
kind
of
focusing
on
slightly
different
aspects
of
issues
that
we
deal
with
in
the
education
world,
but
in
kind
of
the
bigger
Community
as
a
whole.
Here
in
Caldwell
of
supporting
our
kids
and
supporting
our
community
members,
so
it
could
become
kind
of
an
ongoing
series.
AI
If
we
buy
into
the
correct
the
screen
agers
project,
it
also
comes
with
some
curriculum
that
could
be
useful
for
our,
maybe
our
health
teachers
across
the
district
or
maybe
some
of
our
English
departments.
Our
communication
departments
across
the
district
I
have
not
seen
the
curriculum,
so
we
want
to
look
at
that
and
see
what
that
entailed,
but
it
gives
us
the
opportunity
to
hold
multiple
showings
to
have
this
be
part
of
more
of
an
ongoing
conversation
across
our
district
and
less
of
just
kind
of
that
one
and
done
hope.
AI
We
get
a
couple
of
people
who
show
up
kind
of
event,
just
building
that
support
across
our
community.
So
I'm
going
to
stop
talking
for
just
a
second
and
show
you
this
short
little
three-minute
clip
of
the
documentary
itself
and
then
I
can
stand
for
questions
and
concerns
or
thoughts
as
we
as
we
possibly
look
forward
about
how
this
might
look
in
our
Caldwell
Community.
If
it's
appropriate
for
us.
K
O
It
all
started
with
one
question:
what
new
phone
to
get
my
daughter
I
knew
what
Tessa
wanted
a
smartphone
I
learned
that
you
spend
on
average
six
and
a
half
hours
a
day.
Looking
at
screens
as
a
doctor,
I
decided
I
needed
to
understand
the
impact
of
all
this
screen
time
on
kids
and
as
a
mom
I
needed
to
know
what
to
do.
P
G
AJ
K
AK
I
V
AJ
Z
G
H
K
AI
One
of
the
things
that
Justin
and
I
really
liked
about
this
video
is
it
wasn't
just
video
games
are
bad.
Computers
are
bad,
but
it
had
some
strategies
and
some
conversations
that
we
could
have
with
our
students.
We
could
have
with
our
families
we
could
have
with
our
own
children.
I
know
I
caught
myself.
Thinking
about
my
own
children
as
I
was
watching
this.
You
know
visioning
my
son,
my
daughters.
AI
How
are
they
interacting
with
technology,
but
good
ideas
like
stacking,
the
cell
phones
in
the
center
of
the
table
at
dinner
time
and
making
it
a
game
to
not
play
games?
AI
So
my
proposal
would
be
if
it's,
if
it's
okay
with
you,
that
we
would
maybe
look
as
a
district
at
pursuing
a
screening
of
this
in
our
community.
What
that
might
look
like
I'm
thinking,
kind
of
fall
as
a
timeline,
but
part
of
maybe
this
larger
strategy.
That
sounds
like
the
conversation
is
heading
towards
of
providing
resources
to
the
families
in
our
community,
providing
resources
to
the
Educators
in
our
community
for
how
we
best
support
our
students.
W
I
I
know
that
we
deal
with
it's
a
constant
battle
every
day,
every
class
period
with
kids
who
are
essentially
addicted
to
their
screen,
and
so
it's
I
mean
it's
an
epidemic
and
so
I
think
that
you
know
whatever
we
can
do
to
you
know,
have
those
sorts
of
meaningful
conversations
and
I
think
it
needs
probably
needs
to
be
more
than
one
conversation
or
one
screening,
but
I
like
the
idea
of
a
series
of
things
that
we
can
do
as
a
district,
maybe
with
the
community
with
other
Community
Partners,
potentially
sort
of
an
ongoing
thing
over
the
next
couple
years.
W
Perhaps
to
deal
with
these
kinds
of
things,
whether
it's
vaping,
which
is
the
next
item
on
the
agenda
or
you
know
what
we
just
talked
about
with
the
save
my
family
thing,
those
kinds
of
things
where
we're
helping
our
kids
and
we're
helping
our
families
and
we're
helping
our
communities
because
kids
struggle
I
mean
they
just
don't.
Have
the
a
lot
of
kids.
W
Don't
have
the
grit
to
you
know,
do
their
homework
because
they're
they're,
you
know:
they're
snapping,
they're,
emailing,
they're,
eyeing,
they're
gaming,
they're
they're,
so
obsessed
with
these
screens,
whether
it's
a
computer
or
a
pad
or
their
phone
or
a
TV,
or
something
like
that.
I
think
it's
a
major
problem
in
society
and
it
affects
I,
think
you
know:
students,
health,
emotional,
health,
physical,
health,
mental
health,
spiritual
health,
psychological
Health,
academic,
health,
I,
mean
I.
Think
it's
a
really
important
topic.
B
Foreign
one
of
the
statements
that
was
made
in
the
in
the
video
was,
and
also
how
the
parents
can
address
the
problem
with
their
child
in,
in
a
way
that
it's
not
like,
because
I
said
to
turn
it
off.
You
know
how
to
address
it
so
that
the
kids
understand
that
it's
for
their
own
good
I
mean.
If,
if
that
ever
happens,
you
know
but
yeah
I
liked
that
statement
that
it'll
give
you
options
of
okay.
What
do
you
think
you
should
do?
Q
Yeah,
this
is
going
to
say
as
a
as
a
parent.
You
know
going
through
this
a
couple
years
ago,
as
my
kids
were
approaching,
that
age
and
and
wanting,
and
almost
to
the
point
of
needing
that
phone.
You
know
that
to
be
able
to
communicate
with
your
kids
as
they're
off
doing
various
activities,
you
know
really
became
essential,
and
so
then
it
became
okay.
Q
Well,
how
are
we
going
to
do
this,
and
really
the
only
thing
that
that
my
wife
and
I
found
is
was
a
show
actually
on
I
believe
it
was
on
Netflix
and
I
wish.
Q
I
could
remember
the
name
and
we
made
our
kids
watch
it,
and
it
was
all
about
social
media
and
it
was
from
some
of
the
former
employees
of
these
companies
that
talked
about
the
manipulation
going
on
behind
and
how
the
algorithms
work
and
and
all
that
kind
of
stuff,
so
that
when
the
kids
got
there,
they
they
kind
of
understood
it.
Q
A
little
bit
better
doesn't
seem
to
help,
but
they
still
understand
it
a
little
bit
better
here
and
so
I
think
you
know
anything
that
the
parents
that
parents
can
use
as
tools
that
they
can
find
to
help
them
figure
out
their
kids
I
think
is,
is
beneficial.
Q
AI
Madam
chair
and
trustee
Butler,
when
I
was
speaking
with
the
producers
of
screenagers,
they
were
willing
to
offer
a
short-term
viewing
link
that
the
board
and
district
office
leadership
would
be
able
to
screen
the
film
in
advance
before
it
was
screened
in
a
public
setting.
So
that
is
something
we
could
work
out
if
we
wanted
to
do
a
screening
in
advance.
For
for
the
board,
that's
that's
a
possibility.
Okay,
that's
great
yeah.
E
And
so
Madam
chair
again
I
think
this
would
be
a
request
to
allow
us
to
pers.
You
know
to
pursue
it,
look
into
it.
Ask
for
the
link,
but
also
work
with
Community
Partners.
You
may
notice
there
may
be
a
theme
for
this
evening.
I
do
think
it
originates
I'm,
going
to
give
trustee
godina
credit
for
this.
Just
a
couple
weeks
ago.
He'd
ask
about:
can
we
get
some
resources
for
kids?
E
We
we
talked
about
I
sources
of
strength
and
the
concern
we
have
for
our
students
in
suicide
or
just
the
the
threat
assessments.
We
are
completing
and
the
concern
for
mental
health,
but
this
this
all
started
to
come
together
and
the
timing
is
like
we.
If
you
allow
us
to
pursue,
it,
would
be
Caldwell.
School
District
would
be
a
sponsor
which
would
include
you,
but
we
I
could
see
after
we
we
visited
about
the
third
item,
but
I
could
see
we
can
put
together
a.
E
An
event
or
a
multiple
over
a
period
of
time,
so
that
parents
have
some
resources,
or
at
least
they
we
can
give
them
an
opportunity
to
view
to
learn
more
I
think
there
are
some
we
when
we
visit
with
parents,
say
there's
an
issue
at
school.
A
lot
of
them
seem
to
they're,
just
not
what's
not
sure
what
to
do
next.
There's
the
concern
so
I
could
work
with
Dr
pharaoh
can
look
into
what
could
this
look
like,
but
it
would
be
Caldwell
school
district
and
it's
possible.
AF
Q
I
guess
I
have
a
question
on
the
on
the
licensing
for
the
multi-use.
Would
that
need
to
be
broadcast
as
controlled
by
the
Baltimore
School
District?
Or
is
it
something
that
like
we
could
have
and
then
give
access
to
a
parent
if
they
wanted
to
or
would
have
to
be,
like
a
single
showing
you
know
multiple
times
a
year?
Does
that
make
sense?
Yes,.
AI
AI
Butler
I'm
just
going
to
read
to
you
what
they
sent
me,
because
this
is
what
I've
got
if
we
become
a
member
of
the
screen
agers
project
through
the
membership
online
membership
platform,
members
have
the
option
to
host
Community
screenings
of
our
movies,
as
often
as
they
need
so.
AI
I
interpret
that
to
mean
that
we
wouldn't
be
able
to
have
a
link
that
we'd
be
able
to
just
give
parents,
but
we
would
be
able
to
do
if
we
wanted
to
do
a
night
at
LC
one
night,
and
we
wanted
to
do
a
night
at
Jefferson
on
a
different
night
or
we
wanted
to
do
something
in
connection
with
parent-teacher
conferences.
At
a
couple
of
different
schools.
AI
We
would
be
able
to
host
it
that
way
or
if
we
wanted
to
do
more
of
community
events
where
we
worked
with
the
movie
theater
to
use
one
of
their
screens
and
show
it
on
the
screen.
So
we
would
be
the
one
kind
of
controlling
the
link,
but
we'd
be
able
to
show
it
as
many
times
as
we
wanted
to
in
different
locations.
AI
It
says
that
it's
designed
for
schools,
the
screen
nature
project,
gives
members
unlimited
access
to
the
movies
and
the
accompanying
curriculum,
along
with
additional
resources
and
exclusive
content,
and
then
we
would
have
the
option
for
an
additional
fee
and
it
does
not
say
what
that
is
to
have
the
actual
filmmaker
Dr
Delaney
Rushton
attend
our
event
and
host
a
discussion.
Q,
a
workshop
type
session.
AI
So
if
we
wanted
to
extend
it
to
the
point
where
we
could
offer
some
Workshop
sessions,
maybe
as
part
of
a
larger
community
health,
fair
or
education,
fair
that
we
wanted
to
put
on
we'd
have
we'd
have
some
options
there
as
well.
So
that's
that's
what
the
information
that
I
was
given
from
Lisa
at
screenager
says:
okay,
thank
you.
Thanks.
D
Madam,
chair
and
Dr
Pharaoh
would
it
give
us
access
for
for
a
future
movies
Maybe
or
would
that
be
an
extra
cost
or.
AI
You
know
this
says
there
are
two
main
ways
for
hosts
to
screen
our
movies
and
it
says
to
host
Community
screenings
of
our
movies
as
often
as
they
need,
so
it
sort
of
makes
it
sound
like
that.
They
currently
have
I
believe
three
three
movies
available.
There's
the
original
screen
agers
from
2016
when
they
did
kind
of
an
updated
version
of
it
and
it's
like
screenagers
the
Next
Generation
and
then
there's
the
The
Vaping
one
screenagors
and
vaping.
AI
B
F
E
So
Madam
chair,
interesting,
so
I.
My
thought
on
this
would
be
to
work
together
on
all
of
these
sources
or
resources
for
families.
The
next
one
is
on
Nick
sick.
So
let
me
just
Emily:
Sherman
is
here
from
Caldwell
High
School,
so
this
came
across
from
I
I'm
a
subscriber
to
PBS,
and
they
send
me
educator
information
and
I
started
to
watch
the
Nick
Sig,
the
dangers
of
Youth
vaping
and
I
I
sent
it
I,
like
okay
staff.
E
C
I
I
just
appreciate,
thank
you
so
much
board
and
trustees
and
Dr
French
I
was
having
a
conversation
with
my
sister
I,
just
literally
like
three
or
four
weeks
ago,
and
she
has
a
14
year
old
son,
he's
African-American,
she's
white
or
biracial
she's
in
the
middle
of
this
big
city,
and
she
doesn't
know
what
to
do
about
this
phone
stuff
and
this
vaping
stuff
and
all
that
she's,
like
I,
don't
know
where
to
go,
and
it
was
just
ironic
that
I
had
watched
this
video
and
this
it
come
out
on
PBS
a
couple
weeks
ago.
C
C
Because
is
that
where
it
comes
from
because
as
a
parent
of
three
kids
here
in
Caldwell
High
and
over
10
years
of
working
here
at
Caldwell,
School
District,
you're,
right
I,
don't
know
where
it
all
comes
from,
but
I
love
that
you
guys
are
willing
to
put
this
on
your
docket
and
talk
about
it
and
help
and
give
and
help
parents
know
because
I
don't
know
it's
hard
being
a
parent
and
when
I
watched
this
I
was
just
so
moved.
I
did
not
even
know.
C
C
It
talks
to
parents
who
have
kids,
who
did
it
and
their
experiences
with
that
and
it
talks
about
where
to
get
help
and
what
that
looks
like
and
then
it
goes
into
depth
of
that
they're
literally
smoking
formaldehyde
into
their
body,
and
it
talks
about
all
the
scientific
part
behind
it
which
I
was
like
floored
and
so
I
did
I
sent
it
to
my
counselors
and
I
used.
It
I
was
like
I
really
and
Dr.
French
was
like
the
last
one.
I
added
on
the
email
I
was
like.
Is
there
a
way?
C
B
C
C
E
So
Madam
chair
and
trustees
what
we
can
there's
other
ways
we
can
push
this
out,
but
again
it
would
come
from
the
Caldwell
school
district
and
I.
Just
don't
want
I
I
want
to
make
sure
that
you
have
a
chance
to
view
it
and
I'll
and
and
if
you
have
concerns
but
allow
I'm
going
to
make
the
recommendation,
they
allow
me
to
go
ahead
and
pursue
a
way
to
get
information
out
to
parents,
and
it
may
be
community
events.
It
may
be
over
the
next
school
year.
E
E
You
know
our
parent
engagement
nights
through
our
like,
through
our
migrant
engagement
nights
through
Title
One
engagement,
nights
back
to
school
nights,
I
know,
Caldwell,
High
School
has
an
advanced
opportunity
event,
so
even
to
share
it
at
something
like
that
where
parents
are
brought
in,
but
to
do
it
over
a
period
of
time
and
not
just
one
time,
but
it's
very
I
hope
you'll
watch
it.
E
C
Touch
on
that
at
the
end,
they
talk
about
marijuana,
super
glue
and
other
things
that
they'll
put
in
Vapes.
You
know
the
kids
take
that
in
wow
I
just
love
it.
They
interview
high
school
kids
like
literally
High
School,
one
from
a
North
one
from
out
east
one
from
here
in
Nampa,
actual
high
school
kids
who
were
addicted
and
then
work
through
it
and
I.
Think
that's
just
so.
Cool
I.
D
I
really
appreciate
you
coming
and
speaking
to
this
and
Dr
French
putting
it
all
together,
we
need
resources,
we
do
need
resources
and,
like
I,
said
before,
we're
way
behind
the
ball
we're
way
behind,
and
we
need
these
things
for
our
parents.
I,
don't
know
how
to
talk
to
my
you
know
to
my
freshman
daughter:
it
used
to
be
a
lot
different
with
my
oldest
daughter,
she's
29
years
old
yeah.
We
just
talked,
but
now
it's
like
what
do
I
say
how
do
I
say
it?
D
You
know
it's
it's
it's
a
lot
more
difficult,
even
if
you
know,
if
they're
not
doing
anything,
it's
just
difficult
talking
to
talking
to
kids
and
I
think
we
need
a
resource
of
these
resources
here
that
we're
going
through
yeah.
Thank
you.
B
Yeah
I
was
going
to
ask
Dr
French
I,
know
that
you
know,
because
our
student
population,
it's
almost
68
Latino.
If
we
could
find
out
if
there's
like,
if
we
could
caption
it
in
Spanish,
you
know
any
of
the
shows
or
the
information
we
can
get
it
also
in
Spanish
for
those
parents
that
need
that.
E
That's
not
true.
We
have
I've
had
that
discussion,
I,
don't
know
if
it
was
just
myself,
but
it
may
have
you
know
just
reaching
out
talking
about
well.
What
does
this
you
know,
look
like
and
make
sure
that
we,
if
even
if
you're
right
if
it
comes
in
a
Spanish
caption,
but
that
would
be
good,
it
will
only
be
good
I
mean
with
that
is
so
necessary.
D
Dr
French,
you
mentioned
something
about.
Sometimes
parents
are
too
busy:
they
not
they.
Don't
they
have
to
listen
to
this
stuff.
They
they
have
to
do
it
for
their
kids,
I
mean
not
just
not
just
parents,
I
mean
grandparents
and
uncles
and
aunts
they
need
to.
We
need
to
get
on
top
of
this
because
we're
losing.
Q
You
know
I
hear
from
one
of
my
one
of
my
kids
that
you
know
he'll
say
the
The
Vape
detectors
the
high
school.
Don't
work
talking
to
others.
I
I
think
that
the
it's
actually
the
idea
is
that
it
they
are
working,
but
they
are
constantly
going
off
and
I.
Think
that's
the
harder
problem.
Is
it's
not
that
they're
not
working?
It's
that
they're
constantly
going
and
it's
and
trying
to
regulate
that
and
enforce.
That
is
extremely
difficult.
V
Q
The
next
sick
can
I
ask
a
question
real
quick.
First,
what
about
copyright?
With
with
this
coming
from
PBS.
E
E
B
Q
E
Okay,
right
just
a
little
bit
longer,
so
they
can
do
that
and
what
it
would
do.
It
opens
up
the
op
an
opportunity
for
our
elementary
School
teachers,
who
would
like
to
attend
graduation
they're
out
of
school
in
time
to
make
it
to
the
Idaho
four
Center
by
three.
They
don't
necessarily
now
would
they
wouldn't
need
to
have
a
sub
substitute,
which
would
be
very
difficult
to
find.
E
That
was
the,
and
that
is
that
is
the
request
that
we're
able
to
release
30
minutes
earlier
that
day.
E
You
know
because
sometimes,
as
we've
said,
sometimes
it
sometimes
it
takes
longer
than
a
year,
and
when
you
see
these
young
people
present
to
us,
it's
you
know
you
they
need
to.
It
would
be
great
to
have
them
there
celebrated
and
then
to
be
have
the
opportunity
to
have
time
to
get
down
there,
because
there
is
a
traffic
issue,
yeah
and
parking,
and
it
would
give
them
a
chance
to
do
that.
Close
up
their
classroom
and
head
out
and
be
there
before
it
starts
at
three.
E
Q
X
B
B
Okay,
so
I
would
like
to
ask
for
a
motion
to
accept
the
recommendation
to
to
lead
to
close
the
date
or
early
so
that
those
the
primary
teachers
in
in
the
elementary
Class
schools
can
get
to
graduation.
D
Chair
I'd
like
to
make
a
motion
to
close
school
half
hour
earlier
on
May
24th
for
teachers
and
the
public
to
get
to
the
graduation.
Okay.
Q
B
Have
a
motion
a
second
any
further
discussion,
trustees,
I'm
sure.
W
I
guess
another
plus
to
this
is:
it
gives
kids
a
little
more
time
to
get
home.
So
if
they're
going
to
go,
see
their
you
know
their
cousin,
their
siblings,
their
friends,
their
moms,
their
friend,
you
know
their
siblings
friend
graduate.
They
can
also,
hopefully
get
home
in
time
to
you
know,
get
the
bus
home
and
then
jump
into
the
car
and
maybe
make
it
as
well.
True,
yeah.
C
I
think
you'll
help
your
secretaries
too,
at
the
schools,
because
the
one
year
we
didn't,
we
had
so
many
kids
leaving
okay.
M
B
Fine,
okay,
all
right,
so
we
have
a
motion
on
the
table
in
a
second
all,
those
in
favor,
please
say:
aye.
B
Opposed
name:
okay
motion
passes
all
right,
so
Dr
French
the
covid
school
operation.
E
B
And
trustees,
any
future
agenda
items
that
you'd
like
to
see
on
the
agenda.
I
know
that
we
spoke
and
we
have
a
couple
of
them
on
for
our
April
board
session,
and
but
please
remember,
if
you
have
any,
if
you'd
like
to
add
any
agenda
items,
you
can
speak
to
Dr,
French
or
myself.
A
couple
trustees
is
what
is
needed
to
add
an
item
on
the
agenda.
B
B
E
French,
yes,
Madam
chair
and
trustee
Sid,
the
first
section
proposed
policies
that
will
the
committee
will
be
reviewing
those
over
a
period
of
time,
there's
quite
a
few
trying
to
do
some
updates
so
that
there's
it's
information
only
so
that
you
can
see
what
will
be
coming
up
before
them.
Then
Item
B
request
to
rescind
we
are
working
on
reviewing
a
policy
that
may
be
dated
and
that
might
have
or
been
already
be
covered
by
another
policy.
E
That's
that
was
adopted
more
recently,
so
policy,
405,
General
Personnel
regulations,
that's
now
covered
by
policy,
5100,
hiring
process
policy,
460
teaching,
experience
and
compensation.
This
is
now
the
certified
compensation
is
outlined
in
the
master
agreement
policy,
462,
comparable,
Services,
outdated
policy.
All
of
our
schools
are
under
title
one
now
or
have
been
for
some
time
actually
and
then
policy.
67
excuse
me
670.1
special
education.
It's
been
replaced
with
policy
2400,
so
we're
requesting
a
request
to
rescind
the
following
policies.
B
Q
W
B
AD
D
B
Okay,
we
have
a
second
any
further
discussions
trustees,
all
those
in
favor,
please
say:
aye
aye,.
AC
B
Opposed
name:
okay
motion
passes
to
requests
to
rescind
those
policies
all
right.
B
E
Thank
you,
madam
chair,
so
the
next
is
our
first
reading
policy,
2315
physical
activity,
opportunities
and
physical
education.
Some
of
these
are
they're
not
a
rather
revisions,
but
there's.
There
is
a
addition
or
a
change,
but
it's
significant
enough
that
it's
on
for
first
reading.
E
E
So
then
we
have
policy,
2315
exhibit
a
guidelines
for
cold
weather
conditions,
so
this
one
came
about
because
on
occasion
in
Caldwell
we
have
cold
weather
on
occasion,
and
there
was
a
moment
in
January
where
Elementary
principles
were
contacting
me
and
and
Melissa
and
asking
so
should
we
be
outside
today?
What
is
it
you
know?
What
should
we
be
doing?
E
They
were
going
back
from
a
few
years
ago
like
trying
to
find
something
else
that
had
guided
the
decision
to
keep
students
inside
during
a
cold
day.
So
the
policy
committee
is
putting
forward.
This
exhibit
a
guidelines
for
cold
weather
conditions.
It
is
a
guideline
that
was
used
by
Lewis
and
Clark
Elementary
when
Lee
Peebles
was
here
as
principal
a
few
years
ago,
and
it
is
actually
taken
out
of
the
from
the
state
of
Michigan.
E
So
it
should
be
very
much
aligned
to
cold
weather
and
that's
what
we
basically
we
have
well.
We
have
been
using
these
guidelines
at
Van,
Buren
and
Lewis
and
Clark,
so
it
would
be
for
all
schools,
then
then
follow
and
following
that
policy,
3520,
contagious
or
infectious
diseases,
you
can
see
that
that
has.
It
was
an
update
for
policy
560
and
it
was
added
to
the
the
existing
policy
3520,
which
had
been
previously
known
as
head
lice
or
yes,
okay
and
then
policy
5000
board
goal.
E
with
a
more
current
information
than
policy,
5410
medic,
family
and
medical
leave
and
5410
has
been
under
a
lot
of
work,
probably
for
maybe
a
few
months,
but
you
can
see
that
there's
been
significant
changes
in
the
policy,
so
it's
there
may
there
is
some
original
language
which
you
can
see
in
the
in
black,
but
there's
been
so
many
updates
that
you.
It
is
basically
a
new
policy,
but
it
would
replace
anything
we
have
currently
for
50
or
for
family
medical
leave.
Q
Q
So
I
think
it
it.
It
seems
inconsistent
with
what
it
was.
So
it
was
the
the
head
lice
policy,
but,
as
you
can
see,
the
first
page
and
a
half
of
red
is
all
new
and
it
all
talks
about
communicable
diseases
and
head
lice
is
one
for
one
head
lice
is
not
a
communicable
disease,
so
it
seems
inconsistent
having
all
of
this
dialogue
about
diseases
and
then
to
kind
of
plant
head
lice
at
the
bottom
of
it.
Q
You
know,
I
think
there
there
could
be
a
streamlining
process
later,
where
if
we
have
a
communicable
disease
policy
and
then
to
list
all
of
those
diseases
in
there,
I
think
that
could
be
something
to
pursue.
But
I
just
feel
like
it's
it's
it's
two
different
policies
in
one.
Okay,
that's
all
with
that.
One.
E
Q
AD
W
Q
E
Yeah,
so
what
we
would
do
we're
updating
policy
560,
which
does
time
I
mean
that's
the
what's
in
red.
The
hope
is
to
update.
What's
currently
in
560.,
it
was
added.
This
update
was
just
added
to
what
we
had
already
with
the
head
lice,
but
we
definitely
can
take
it
back
and
have
a
conversation
with
the
it's.
It
will
be
just
fine.
We
are
glad
to
have
good
input.
Okay,.
E
X
A
Q
Q
Our
goals
are
found
in
the
strategic
planning
and,
and
those
so
I
think
everything
that's
in
here
is
good
I,
don't
have
any
issues
with
it
other
than
I,
don't
feel
like
it's
an
actual
policy.
Q
It's
all
about.
You
know
the
goal
to
hire
the
best
Educators
possible
and
I
think
we
can
all
agree
that
that's
everybody's
goal,
so
it
could
be
incorporated.
This
language
could
be
incorporated
into
policy.
I
think
it
was
5100.
Q
as
like
a
header
of
okay,
the
goal
of
the
district
is
this
and
then
you
know,
goes
through
the
policy
5100.
So
that
was
just
my
thought
on
that
this
is.
It
seemed
odd
having
a
goal
as
a
policy
that
was
all.
E
So
we
will
be
happy
to
take
that
back
to
the
committee.
We
will
and
then
we
can
look
at
5100
to
see
how
we
can
I,
really
that
that
is
true.
I
mean
that
is
our
goal
is
to
recruit
and
retain
the
most
highly
qualified
people
and
5100
is
the
hiring
policy.
So
we
could
see
if
we
can't
just
incorporate
that
language
and
not
worry
about
five
thousand,
that
is
that
board
go
and
then
just
rescind
policy
400.
next
month.
Z
B
Me,
okay,
trustee
Manny,
Vice
chairman
anything
I
know.
AF
Q
Madam,
chair
I,
moved
to
approve
and
accept
the
first
reading
of
policy,
2315
policy,
2315
A
policy,
5280
and
policy
5410,
and
table
policy
3520
and
policy
5000.
B
And
then
any
additional
comments
or
questions?
Okay,
hearing
them,
I'd
like
to
ask
for
a
boat
all
those
in
favor,
please
say:
aye.
T
Q
Q
Talks
about
total
time
allotted
for
public
comment
will
not
exceed
three
minutes
and
then
public
participation
will
be
limited
to
the
time
allotted
on
the
agenda,
and
currently
we
don't
work
off
of
a
timed
agenda,
so
I'm
wondering
so
there's.
There
are
two
thoughts
here.
One
is
we
could
add
in
the
time
frame
to
this.
At
this
point
or
I
understand
on
the
public
comments
on
our
board
docs.
B
Q
And
then,
and
then
I
also
I
think
wanted
to
clarify
a
patron
input
tonight,
the
the
form
currently
on
there
to
request
to
address
the
board.
That's
for
specific
public
complaints
that
would
be
done
in
an
executive
session,
so
it
would
be
done
outside
of
what
would
normally
done
be
done
during
a
board
meeting.
So
that's
why
I
believe
that
form
is
still
on
there.
I
could
be
wrong.
That's
my
interpretation
of
it.
B
I
know
that
we've
had
folks
that
have
come
in
to
speak
to
the
board
regarding,
for
example,
the
Rotary
Club
remember
when
they
wanted
to
see
if
their
the
gentleman
that
came
from
the
Rotary
Club
asking
for
like
the
the
leadership
programs
that
they
had
in
different
schools,
you
know
how
they
wanted
to
come
and
address
the
board
about
their
programs
or
or
maybe
even
like
boys
and
girls
club
that
come
in
a
dress
and
then
they
would.
B
E
We're
well,
the
this
form
is
a
if
you,
so
if
there's
any
comp,
when
we
do
the
public
input
in
just
a
regular
meeting,
use
you
state
that
this
it's
not
about
it,
can't
be
about
Personnel,
attacking
or
complaining
about
an
individual,
an
administrative.
So
this
form
is
any
complaint
about
the
school
district,
including
instruction
discipline,
District
Personnel
policy
procedure.
Curriculum
should
be
referred
through
proper
administrative
channels.
Before
it's
presented
to
the
board,
all
complaints
should
be
resolved
through
proper
channels
in
the
following
order.
E
If
these
channels
have
been
exhausted,
this
form
should
be
filled
out
and
handed
to
the
board
clerk
prior
to
the
beginning
of
the
meeting.
This
way
you
are
very
much
aware
of
the
situation.
Okay,
and
it
may
be
that
you,
the
board,
can
shorten
our
length
in
individuals,
opportunities,
speak
and
also
the
board
chair
will
shall
have
authority
to
determine
procedural
matters
regarding
public
participation,
otherwise
not
defined.
E
It
could
be
that,
hopefully,
we've
resolved
it
at
a
lower
level
right
and
if
it's
Personnel
it
may
be
that
individual
I
mean
we
have
to
talk
about.
Does
that
individual
come
to
speak
in
an
executive
session
right
I,
don't
know
if
that,
then
it's
not
public
input,
but
it's
like
sometimes
I,
don't
know
that's
what
this
is
asking
is
allowing
them
to
do
to
speak,
to
a
topic
that
you
usually
don't
address
in
a
regular
meeting.
M
Q
X
W
I
also
want
to
some
clarification
for
part
13
in
policy,
4105
public
participation
in
an
indoor
meeting,
so
the
it
seems
like
as
you
go
through
the
the
components
of
the
policy.
It's
it's
about
the
board
and
the
Public's.
You
know
the
public
interaction
at
a
board
meeting
and
then
it
hits
13
and
it
struck
me
as
perhaps
possibly
out
of
place.
It
says
a
person
who
disrupts
the
educational
process
or
whose
presence
is
detrimental
to
the
morals.
W
Health
safety,
academic
teaching
or
disciplining
of
the
pupils
or
lawyers
in
schools
or
on
school
grounds,
is
guilty
of
a
misdemeanor,
so
I,
just
that
just
stuck
out
to
me
like
it's
about
I,
mean
I,
guess
technically.
This
is
we're
on
school
grounds.
This
is
a
district
building.
It's
a
district
facility
and
the
public
does
provide
input,
sometimes
at
schools.
When
we
have
a
board
meeting
there
or
something
just
I
guess
I
would
ask
the
district.
What
was
the
thought
with
part
13?
W
W
E
Well,
I
do
want
you
to
know
if
we
have
to
remove
somebody
from
a
board
meeting,
they
are
guilty
of
a
misdemeanor
if
they
disrupt
the
board's
meeting
the
board.
This
is
the
boards
meeting
held
in
public.
It
is
not
a
public
meeting
for
the
public
they're
here
to
be
their
guests,
they're
able
to
attend
they're
able
to
we
allow
public
input.
Some
districts
do
not,
but
we
do
allow
public
input
in
a
form
where
they're
actually
able
to
speak.
E
We
do
expect
them
to
re
respect
the
procedures
and
the
processes,
and
and
so
that
we
can
conduct
the
business
of
Education
as
a
board,
and
so
it
is
an
educational
process.
The
board
work
is
that
it's
important
and
if
a
person
continues
or
disrupts
this
meeting
and
we
have
to
ask
them
or
we
have
to
have
them
removed,
they
are
guilty
of
a
misdemeanor
whether
or
not
we
choose
to
charge
them
of
that.
E
That
would
be
another
decision,
but
it's
just
a
way
to
make
sure
people
understand
that
this
is
a
meeting
of
the
board
to
conduct
educational
business
so
that
we
can
move
forward
and
and
address
those
concerns
or
issues
or
celebrations
that
are
in
the
best
interest
of
the
children
and
families
of
the
Caldwell
School
District.
That's
why
so
the
board
would
just
need
to
decide
if
that
is
something
that
you
want
to
have
in
there
just.
But
you
do
need
to
know
that
this
is
an
educational
process.
E
E
W
I'm
sure
I'm
thinking
about
the
of
the
pupils
phrase
and
I
guess
there
are
pupils
that
come
to
our
school
board
meetings.
I,
don't
know
I'm
still
thinking
about
it.
Q
Q
And
Dr
French
I
think
a
decent
place
to
add,
for
that
form,
4105a
request
to
address
the
board
would
be
possibly
under
number
12..
It
seems
like
that's
where
it
would
fit
the
best,
because
that's
talking
about
comments
about
Personnel
or
individual
students.
E
L
Q
W
E
W
G
B
W
D
Q
Yeah,
so
the
other
public
comment,
Patron
input
was
on
the
policy,
2340
and
I
believe
those
are
just
incorrectly
labeled
I.
Don't
think
that
the
forms
are
full
are
incorrect.
That's
what
I'm
trying
to
review
here.
E
We
want
to
amend
the
motion.
Those
can
be
changed,
though
the
forms
and
procedures
can
be
changed
without
okay,
going
back.
We
just
I'll.
Just
put
it
as
a
note
that
you
would
like
it
to
so.
The
title
of
the
form
is
called
controversial
issues
in
academic
framework,
2340
F1.
That's
why
it
pops
up
that
I
mean
it
came
in
that
way,
because
that's
how
we
labeled
it
and
then
the
subtitle
parent
opt-in
form
for
sex
education,
oh
okay,
so
it
it
just
it's
there.
We
just
it
sounds
like
that.
Q
E
B
Oh,
did
we
yeah?
Okay?
Yes,
we're
at
the
vote
any
more
questions.
Okay,
all
right!
All
those
in
favor,
please
say:
aye
aye,
any
opposed
name.
Okay
motion
passes
all
right,
so
we
have
the
next
item
on
the
agenda
is
information
only
April
28
is
no
school.
May.
8Th
trustees
is
a
retiree
open
house
at
the
boardroom,
430
to
6
p.m.
I,
like
the
fact
that
it
is
not
on
a
Monday
on
the
night
of
a
board
meeting,
so
that's
cool.
It.
W
B
B
Yeah,
okay
and
that's
at
the
Caldwell
High
School
auditorium
145
to
3
50
p.m
and
then
May
22nd
is
our
Canyon
Springs
High
School
graduation
at
the
Columbine,
the
Jewett
auditorium
at
6
PM
May
24th
is
a
Caldwell
High
School,
graduation,
Ford,
Idaho
Center
at
3,
P.M
and
then
May
25th
is
the
last
day.
E
Of
school
Madam,
chair
Mr
Wilson,
asked
me
to
please
remind
you
that
the
National
Honor
Society
induction
is
tomorrow
night
at
7
pm.
Oh
National
Honor,
the
NHS.
E
B
E
M
B
E
AF
E
E
They
were
hosting
it
at
the
Civic
Auditorium,
which
would
be
like
the
Brandt
theater
okay,
so
that
was
hosted
for
all
area
parents
residents
to
come
out
and
they
were
they
had
a
panel
of
individuals
who
would
be
there
to
answer
parents
questions
about
the
the
concerns
about
vaping,
so
I
thought
you
know
it
is.
It
is
going
this.
E
There
is
a
problem
across
the
state
and
across
the
nation,
and
so
I
appreciate
the
opportunity
to
take
to
work
with
others
and
see
if
we
can't
get
something
put
together,
because
it's
not
just
us
other
school
districts.
Districts
are
experiencing
it
as
well,
and
if
we
can
all
work
together
so
that
as
kids
go
back
and
forth
and
parents
go
back
and
forth,
we
can
make
sure
they
are.
They
have
the
information
that
they
need
to
make
good
decisions
that
they
may
not
know.
Okay,
thank
you
for.
B
That
all
right,
thank
you.
So
at
this
time
we
are
going
to
go
into
executive
session.
So
I
would
like
to
ask
for
a
motion
to
enter
into
executive
session.
B
B
Q
W
A
And
Madam
chair,
yes,.
B
B
I
believe
we
will
do
what
what
Vice
chairman
Manning.
If
you
could,
let
us
know
what
what
what
happened
in
executive
session.
W
Madam
chair
after
listening
to
the
information
provided
during
executive
session,
our
decision
regarding
Idaho
code
74
206
1B
to
consider
the
evaluation,
dismissal
or
discipline
of
we're
here.
Complaints
of
charges
brought
against
a
public
officer,
employee
staff,
member,
individual
agent
or
public
school
student
is
regarding
employee,
2023-10-4-a
and
employee2023-10-4.
B
is
information
only
also
Idaho
code,
74
2061f,
to
communicate
with
the
legal
counsel
for
the
public
agency
to
discuss
the
ramifications
of
illegal
options
for
pending
litigation
or
controversies
now
you're
being
litigated
but
imminently
likely
to
be
litigated.