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From YouTube: Special Board Meeting and Executive Session 5-15-23
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A
B
B
A
All
right
and
at
this
time,
Adam
clerk,
if
you
could
please
let
us
know
if
the
board
meeting
agenda
postings,
that
is
your
casino
and
trustees,
I,
request
the
approval
of
the
Board
of
Trustees
special
board,
meeting
and
executive
session
agenda
posting
for
Monday
May
15
2023,
the
ingenuous
posted
on
Friday
May,
12
2023
at
12,
18
PM.
The
agenda
was
posted
at
these
locations,
the
school
district
website
and
the
Caldwell
district
office.
A
B
After
I'd
like
to
make
a
motion
to
approve
and
accept
the
the
the
agenda-
posting
I'm,
sorry
for
Monday,
May,
15,
2023.,
okay,.
C
A
I'm
motion
a
second
further
discussion
trustees.
Hearing
none
I'd
like
to
ask
for
a
vote
all
those
in
favor,
please
say:
aye
aye,
any
opposed
name.
All
right
motion
carries
all
right
and
so
tonight's
special
board
meeting
agenda.
We're
going
to
start
out
with
the
budget
summary.
So
I
don't
know
if
Dr
French,
if
you
had
anything
to
say
before
Miss
Anderson,
welcome.
D
Well,
thank
you
very
much.
Madam
chair
and
trustees.
I
promise
to
keep
it
brief.
I
wanted
to
mostly
give
you
a
summary
of
factors
rolling
into
finishing
the
budget
for
the
23-24
school
year.
So
you
have
a
couple
of
handouts
in
front
of
you.
D
D
D
D
We
are
currently,
as
I
said:
260.76
anticipated
I'll
come
back
to
that
for
one
second,
the
state
offers
protection
to
unit
to
school
districts
that
drop
below
97
percent
of
their
support
units
from
year
to
year.
So
in
our
case,
if
we
calculate
97
percent
of
our
276,
but
then
we
also
must
reduce
it
by
another
three
percent
to
contribute
to
keeping
all
districts
in
their
protection
status.
So
that
brings
us
to
260.5
very
close
to
what
we're
projecting.
D
So
this
year
the
state
department
is
estimating
the
value
of
a
support
unit
is
a
hundred
and
forty
two
thousand
903
903
thousand.
That's
an
estimate
based
off
at
our
at
the
educational
law
Institute
when
the
state
department
presented.
So
if
you
look
at
from
three
from
2016
to
today,
we've
dropped
47.98
support
units
at
the
dollar
value
support
unit,
that's
6.8
million
dollars
that
we've
reduced.
D
D
D
D
The
increase
in
discretionary
is
substantial,
but
we
have
to
realize
that
a
big
portion
of
that
is
dedicated
to
insurance
and
I'll
come
back
to
that
in
just
a
moment.
So
in
the
middle
of
the
page
on
number
four
is
the
salary-based
apportionment
kind
of
net
increase
or
anticipated
increase
of
the
2.6
million.
D
And
then
we
do
get
an
increase
in
benefits
to
offset
that
also
for
the
increase
and
then
on
the
bottom
square,
with
the
green
it'll
show
you
specifically
in
the
class
of
employees,
so
this
has
allowed
us
under
instructional
people
Services
the
increase
of
about
1.4
million.
This
is
what
allowed
us
to
modify
our
salary
schedule
in
the
master
agreement
that
you
saw.
D
We
were
able
to
distribute
that
6359
to
all
of
the
certified
staff,
not
just
the
ones
funded
in
general
fund
and
we
distributed
it
based
on
the
rows
in
our
salary
schedule,
2000
on
the
first
four
three
thousand
down
to
I,
think
it's
step
10
and
then
three
thousand
down
below.
So
we
were
able
to
give
everyone
of
our
instructional
and
people
service
staff
an
increase.
D
If
you
notice
the
administrators
actually
went
down,
that's
because,
with
our
drop
in
support
units,
we
have
a
decrease
in
allowable
FTE.
So
we'll
you
know
flush
that
out
between
our
discretionary
and
classified
so
we're
working
on
the
classified
seller.
Schedule
right
now,
with
Shannon's,
Hill
and
HR
and
refining
what
we
can
do
to
pass
onto
our
classified
staff
as
well,
especially
our
lower
paid
the
paraprofessionals
that
are
in
the
classrooms
with
students.
A
D
We
receive
a
lot
of
kind
of
dedicated
monies
for
professional
development
for
I.T,
for
our
El,
our
English
Learners
literacy
and
some
are
up
and
some
are
down
slightly
slight
dollars
versus
and
so
we'll
figure
that
out
many
of
them
are
based
off
of
you
know:
testing
scores
like
literacy,
it's
up
slightly
per
for
K3
enrollment.
It
goes
up
to
eight
dollars
per
student,
but
then
it
goes
down
65
dollars
per
student,
who
improved
a
full
tier
State
proficient.
D
D
We
do
have
a
slight
down
turn,
though,
in
our
general
PD
IT
staffing
funding,
which
is
about
sixty
thousand
they've
eliminated,
that
completely
English
learner
is
up
about
six
dollars
per
English
learner,
literacy,
I
just
said
content
and
curriculum.
They
have
reinstated.
We
didn't
get
any
for
that
last
year,
we'll
get
about
another
20,
000.,
College
and
Career
up
just
slightly
Math
and
Science.
Also,
a
slight
increase
about
19
000
20
000
remediation
is
a
slight
increase.
D
You
know,
students
who
improved
and
others
are
ones
that
are
down,
so
our
Lottery
funding
is
down
about
seven
dollars
per
Ada
and
that
has
to
do
with
a
lot
with
the
the
proceeds
of
the
lottery
safe
and
drug
free,
we'll
see
a
slight
increase.
One
dollar
per
Ada
technology
increased
slightly
our
base
increased
by
ten
thousand
and
then
about
twenty
seven
dollars
per
Ada.
Mr
Sanderson.
D
This
these
are
just
bullets.
I
can
certainly
hand
it
to
you,
because
I
don't
have
real
numbers.
It's
really
based
on
what
we're
going
to
see
we've
out
of
6.8
percent
increase
to
our
medical
insurance.
Our
vision,
Dental
stayed
the
same
in
our
life
policies.
D
Our
ESP
or
EAP
went
down
very
slightly
with
the
increase
in
discretionary
funding
for
insurance,
we
were
able
to
keep
the
employees
contribution
the
same
25
dollars
per
employee
for
the
PPO
and
ten
dollars
for
the
HSA,
and
also
cover
approximately
25
percent
of
dependent
premiums,
and
so
basically,
the
district
absorbed.
Most
of
that
or
all
of
that
increase,
another
note
is
we
have
enough
in
our
bond
fund
to
be
able
to
pay
off
our
bond
this
year,
so
we
will
not
be
letting
that
again
this
year
we
we
did
not
Levy.
D
Last
year
we
will
receive
money
from
the
state
on
the
property
tax
reform,
Idaho
code,
33
911.
We
won't
know
how
much
that
is
until
approximately
August
15th.
We
will
then
reduce
our
supplemental
Levy
by
that
amount,
so
that
the
levy
is
due,
I
believe
September,
17th
and
excuse
me
September
7th.
So
we'll
be
rushing
to
to
get
that
calculated
with
the
county,
so
the
main
area
I
think
that
we're
I
guess
I
want
to
stress
is
as
we're
in
the
preliminary
calculations.
We
definitely
have
an
increase
in
state
funding.
D
D
We're
also
working
to
look
at
the
staff
calculation
of
how
to
bring
some
of
those
staff
members
that
we've
paid
out
of
Esser
into
the
general
fund
as
we
absorb
some
positions
through
attrition.
We
know
I
believe
that
we
will
be
reducing
staff
through
attrition
this
year
and
probably
have
a
reduction.
D
E
Sure
I've
got
a
question
sure
Sanderson
are
we
used
all
of
the.
F
D
D
We
have
submitted
and
gotten
approval
for
roof
replacement
for
more
HVAC.
We're,
improving
and
fixing
the
bathrooms,
both
from
health
and
safety
issues
we'll
be
putting
that
together
and
bringing
I
believe
as
part
of
the
June
meeting
is
also
a
sr3
spending
plan
to
be
able
to
show
that
what
we're
trying
to
do
is
reduce
our
dependency
on
sr3
for
staff
costs.
D
We've
been
able
to
keep
our
class
sizes
small
and
add
additional
instructional
Paras
by
utilizing
that
money,
and
so
it's
really
important
and
that's
part
of
what
will
take
a
little
bit
of
time,
is
working
with
the
buildings
to
determine
you
know
the
need
and
where
those
positions
are
best
used
since
we're
anticipating
a
reduction
in
enrollment
of
about
200
students,
we're
actually
probably
down
300
students
in
General
Ed,
because
our
special
education
have
increased
100
students
since
November,
and
that
seems
to
be
flowing
forward
when
we're
looking
at
preschool
children
coming
in
to
the
fall
as
I
think
that
I
mentioned
in
previous
meetings.
D
That
I
think
that's
going
to
continue.
I,
don't
see,
we'll
see
that
declining,
but
you
know
stabilizing
the
staff
in
each
building
and
once
we
move
people
around
that'll.
Let
us
finalize
our
budget,
much
closer
I'm
working
off
our
actual
staff
numbers
for
right
now,
but
as
we
vacate
the
positions
of
people
that
resigned
and
then
brought
in
our
new
hires,
we'll
have
a
much
closer
and
budget,
but
I
feel
confident.
We
will
balance
the
budget
that
we
will
be
able
to
stay
and,
if
not
I'll,
be
able
to
Define.
Why?
D
But
I
think
with
the
added
funding
from
the
state
and
some
really
coordination
with
the
principles
of
utilizing
and
distributing
the
staff
a
little
bit
differently.
I
think
that
we
should
be
pretty
positive
going
forward.
The
critical
piece
obviously
is
going
to
be
continuing
with
our
supplemental
Bobby.
E
I'm
sure
I
got
a
couple
follow-up
questions
yeah.
So
what
else
you
talked
about?
Roof
HVAC,
some
bathroom
repair
stuff
for
Esser
monies.
What
else?
What
other
kinds
of
things
does
a
circle?
Because.
F
E
D
You
know
they've
expanded
it
there's
like
16
I,
think
qualifying
and
they
have
expanded
it
to
allow
us
to
do
more.
Capital,
Improvement
projects
and
I.
Think
part
of
it
is
that
they
were
realizing
districts
weren't
able
to
spend
it
in
some
of
the
other
mitigation
type
or
directly
covert
related,
but
by
factoring
it
as
health
and
safety
ability
to
provide
better
air
quality,
we've
been
able
to
submit
the
roof,
repairs,
bathroom
repairs,
additional
security
and
safety.
D
The
front
entry
access
at
both
the
high
school
and
Jefferson
Middle
and
those
are
really
important
safety
issues.
We
want
to
be
able
to
see
guess,
as
they
come
into
the
building,
the
the
touch
screen:
videos
where
we're
replacing
the
white
boards
and
projectors
with
touch
screen
TVs,
that's
a
really
strong
use
of
technology,
for
learning
loss
and,
for
you
know,
instructional.
D
So
those
have
been
I,
think
really
critical
and
we'll
see
a
big
Improvement
we're
right
now
bidding
because
the
any
of
the
capital
projects
that
we're
doing
with
Esser.
We
need
to
have
properly
bid
and
use
the
prevailing
wage.
So
we're
working
very
closely
with
Ben
attend
and
Design
West
to
make
sure
we
meet
all
of
those
requirements.
D
So
I
think
we
have
a
couple
of
more
that
we're
applying
some
safety
glass
coverage
that
would
help
make
our
glass
bulletproof
some
different
items
like
that
that
we're
really
working
on
in
the
next
few
weeks
to
submit
and
see
if
we
can
get
approved
but
I
think
it's
really
important
that
we
utilize
that
money.
Those
are
will
give
us
direct
benefit
to
the
students
we
have.
D
You
know
this
district
has
very
aged
buildings
and
there's
just
it's
difficult
to
keep
up
with
deferred
maintenance
when
a
building
is
as
old
as
it
is,
and
so
I
think
that
everyone's
really
scheduled
to
do
a
lot
of
work.
This
summer
you'll
see
a
great
deal,
but
they
do
have
to
meet
their
requirements.
D
So
usually
it
comes
into
that
health
and
safety
learning
loss,
direct
student
instruction
Improvement
it
can
be
instructional,
Improvement,
curriculum,
professional
development,
we're
working
closely
with
Miss
Langan
on
identifying
those
needs
or
what
we
can
do
for
curriculum
in
that
short
amount
of
time.
So
I
think
everybody's
kind
of
on
the
same
priority
to
get
that
money
spent.
Well,
you
know
to
utilize.
It.
E
Okay,
thank
you
follow-up
question.
Another
follow-up
question
is
you
talked
about
having
more
I
heard,
more
special
education
students
since
November
and
I
know
that
you
know
there
are
a
lot
of
wraparound
services
that
go
to
support
special
education
students,
whether
it's
you
know,
occupational,
therapists
or
you
know
the
school,
psychologists
and
so
on
and
so
forth?
E
Do
we
have
any
sense
of
why
that
seems
kind
of
a
high
like
a
lot
to
me?
Do
you
have
any
sense
of
why
that
might
be
or
you.
D
Know
I:
we've
we've
asked
that
question
a
great
deal
kind
of
where
are
they
coming
from?
What
is
the
move
and
I
do
think
that
a
lot
of
them
are
students
that
have
moved
into
the
district
you
know
and
with
them
they
do
bring
the
need
for
special
services.
D
I
think
we'll
probably
see
a
slight
decline.
You
know
they
they'll
tend
to
drop
and
then
come
back
up,
but
I
think
we're
standing
pretty
flat
to
the
increase
that
we
talked
about
about
a
month
ago,
we're
sitting
at
very
close
to
800
students
and,
as
you
know,
Finding
staff
and
those
specialty
are
very
difficult,
so
we're
looking
at
realigning
our
staff
if
we
can
reduce
staff
in
other
areas
and
bring
them
over
to
provide
assistance
on
this
bedside.
D
We
are
centralizing
our
preschool
that
will
help
us
with
the
resources
needed
and
provide
better
continuity,
so
really
working
to
improve
the
and
set
up
those
classrooms
to
make
it
more.
You
know
really
one
thing
that
we
don't
know
is
really
what
our
funding
is
going
to
be
on
Transportation,
yet
I
mean:
are
they
fund
a
year
behind,
so
we're
hoping?
D
We
can
standardize
and
eliminate
some
route
somewhat
to
help
with
the
increase,
because,
obviously,
fuel
increases
we're
looking
I,
think
idle
power
announced
a
15
rate
increase
and
that's
substantial
on
a
district,
our
size,
the
electric
bills
that
we
pay.
So
we're
trying
to
factor
all
of
that
in
right
now,
but
in
a
big
area.
I
think
that
we're
going
to
have
to
focus
is
on
a
special
ed
services
and
the
hopefully
we
can
find
staff
to
to
support
them.
D
But
I
know
they've
been
very
active
on
the
district,
both
with
with
Miss
hirasaki,
and
you
know,
Butler
Miss
Butler
on
the
resources
allocating
planning
for
next
year
to
try
to
have
a
better
to
plan
and
because
it
impacts
everyone
in
the
building
to
provide
and
make
sure
that
the
you
know,
they're
integrated
with
our
general
education
and
rethinking,
maybe
the
things
and
the
ways
that
we're
doing
things.
But
it
will
definitely
be
a
challenge.
E
Approximately
800
sped
special
education
students
and
our
district
I,
don't
know
if
I've
seen
the
numbers
recently,
but
we
I'm
guessing
53
5400
students.
D
Yeah
I
think
we're
54,
approximately
pretty
high
percentage,
I,
don't
know,
I
know
the
overall
State
percentage
is
high,
though,
is
higher
than
it
used
to
be.
We
used
to
be
able
to
say
10
and
I'm,
not
sure
how
all
the
districts
do.
You
know
to
research
that
and
see
where
other
districts
are
standing
but
I
believe
value
is
seen
an
increase,
also
Nampa.
D
D
F
A
I
have
a
question
about
the
the
again,
the
special
ed
and-
and
maybe
it's
for
somebody
else
to
answer.
Maybe
you
can
understand
it
is
the
immigration
special
ed
students
identified.
Is
that
because
they've
expanded
the
parameters
or
the
Criterion,
that
kids
would
fall,
but
we
can't
see
that.
A
Is
is
the
increase
partially
because
we
we
start
to
identify
broader
parameters
that
a
child
might
fall
into
Special
Ed
versus
what
we've
had
in
the
past?
That's.
F
Okay,
Madam
chair
Board
of
Trustees
yeah,
so
to
to
answer
some
of
those
questions
with
to
clarify
we're
closer
to
900
students
than
we
are
800.,
and
we
are
seeing
an
increase
really
across
the
state.
We,
we
kind
of
pulled
the
local
directors
here
not
too
long
ago,
when
we've
got
anywhere
a
district
sitting
anywhere
at
14.
All
the
way
up
to
somewhere
at
22
percent
of
their
population
is
special
education,
so
it
is
definitely
not
a
Caldwell
Thing
by
any
means,
and
it's
a
variety
of
factors.
F
As
Ms
Sanderson
said
some
of
it
is.
We
do
have
a
lot
of
move-ins.
We
are
seeing
a
lot
of
students
come
to
us
from
out
of
state.
You
know
California
Oregon,
Washington,
we've
seen
it.
We've
definitely
seen
an
increase.
There.
F
We've
also
seen,
which
was
interesting
in
talking
with
our
Boise
counterparts,
they're,
actually
seeing
a
decrease
in
overall
enrollment
and
a
little
bit
in
their
special
education
and
what
they've
heard
from
their
families
is
that
they're
moving
out
of
the
Boise
area,
because
the
cost
of
living
is
too
high
and
they're
migrating
towards
towards
our
area.
F
So
we
have
seen
some
some
transient
students
come
in
that
direction
from
those
things
to
answer
your
question
regarding
the
criteria,
you
know
the
criteria
has
stayed
the
same
and
that
is
that
is
set
at
the
state
level,
so
the
criteria
has
stayed
the
same,
but
I
will
say
that
we
are
seeing
the
aftermath
of
covid
again
coming
up
on
about
three
years
since
the
whole
world
shut
down
right
to
where
some
of
those
students
who
haven't
ventured
out
or
rejoined
kind
of
public
school,
or
at
least
in
brick
and
mortar
school
for
about
three
years.
F
We
are
definitely
seeing
some
after
effects
of
that,
because
now
they're
showing
up
ready
to
enroll
and
we
are
seeing
you
know,
differences
delays
in
social,
social
interaction
with
others,
in
self-regulation
in
and
even
in
core
academic
skills.
We
are
seeing
you
know
some
some
differences
there,
so
I
don't
know
if
there's
one
one
answer
to
that,
it's
definitely
multi-faceted,
but
I
would
agree
with
what
Ms
Sanderson
said.
We
are
definitely
not
seeing
a
decrease
in
anything.
It's
it's
an
increased
Trend
that
really
is
is
unprecedented.
F
A
And
so
we'll
do
we'll
do
the
public
Hearing
in
June
on
June
12th,
June
12th,
and
then
it
has
to
be
with
to
the
state.
B
A
D
The
the
budget
due
to
the
state
is
very
detailed.
You
know,
but
obviously
the
one
we
publish
and
will
be
summarizing,
but
it
will
also
include
the
other
funds
or
federal
funds.
One
quick
note
on
that
is
that
you
know
they've
been.
We
were
anticipating
a
reduction
in
most
of
our
title
funds.
It
hasn't
been
as
significant
as
we
anticipated,
but
some
have
gone
up.
Some
have
gone
down.
D
Okay,
it's
jumping
around
that
it's
an
initial
allocation,
they've,
already
changed
or
Title
One
allocation
twice,
so
we'll
keep
positive
on
that,
but
we
I
know
we
just
received
our
idea
allocation,
which
is
just
up
slightly,
but
so
that
I
guess
is
good
news
because
we
were
hoping
we
would
stay
pretty
flat
in
those
areas.
Okay,
all
right!
Thank.
A
A
Madam,
chair
trustee,
said
no
you've
been
waiting
with
baited
Brad
all
week,
all
righty
to
begin
Madam,
chair
trustees.
I
would
like
to
share
with
you
the
list
of
my
colleagues
and
family
community
members
who
participated
on
our
calendar
committee
this
year.
A
A
As
we
looked
ahead
to
the
24-25
calendar,
we
offered
families
and
staff
three
options
a
b
and
c
and
I
know
the
font
is
like
negative.
Two.
Thank
you
for
being
honest
with
your
eyeglasses.
So
to
recap,
what
option
A
had
to
offer
the
biggest
difference
with
option
A
is
that
this
calendar
offered
staff
and
families
amid
quarter
conferencing
week,
which
happened
in
the
middle
of
February?
A
A
Ending
Before
Christmas
option
b
was
also
a
little
bit
non-traditional
in
the
sense
that
we,
this
option
option
b,
offered
families
and
staff
the
opportunity
to
conference
mid-quarters
well
again
in
mid-February
the
start
date
for
this
one
for
students
would
be
the
20th
and
then
that
would
be
reflected
in
a
shorter
Thanksgiving
break,
which
would
start
on
an
early
release
on
Wednesday
the
27th.
Those
were
the
two
big
differences
option.
C
C
is
probably
the
one
that
is
most
traditional.
A
There
would
be
the
week
at
Thanksgiving
two
weeks
to
Christmas
and
then
conference
week
is
traditional
in
the
sense
that
it
would
precursor
spring
break
and
then
after
conferences,
we
would
go
right
into
spring
break
at
the
end
of
the
month.
So,
given
those
three
options
and
a
little
bit
of
the
highlight
of
each
of
them,
we
then
surveyed
staff
and
Families,
and
then
these
were
the
results.
A
So
for
our
families,
option
b
was
their
first
choice
at
37
and
a
half
percent
followed
closely,
relatively
speaking
for
option
C
from
our
families
at
34
and
nearly
a
half
for
staff.
Their
first
option
was
option
C
at
39.9,
almost
40
percent
followed
by
option
A,
which
was
32.9.
A
So
we
reconvene
the
committee
to
share
the
results
along
with
these
results.
I
also
shared
with
them.
Excuse
me
that
participation.
Excuse
me
from
our
families
regarding
the
23-24
calendar
was
689..
A
A
We
had
243
with
a
difference
of
140,
so
there's
a
dip
as
my
point
in
the
number
of
participants
who
responded
to
the
survey
so
in
visiting
with
the
committee
members,
what
we
discussed
was
either
a
sending
out
a
survey
about
the
24-25
school
year
with
the
number
one
spoices
from
each
group,
which
in
this
case,
would
be
option
b
and
option
C.
A
A
We
have
before
you
this
evening:
option
C,
which
is
the
most
traditional
of
what
we're
used
to
so
that
one
option
C
includes
a
full
week
of
Thanksgiving,
a
full
two
weeks
to
Christmas
and
then
conference
week
prior
to
spring
break,
starting
at
the
end
of
March
and
so
Madam.
Chair
with
that,
I
would
love
to
stand
for
questions.
I
know
it's
a
riveting,
but.
C
Madam
chair
for
question,
Ms
Langan.
Thank
you
for
all
of
your
work
and
putting
this
together
in
the
committee
as
well.
Do
you
think
that
some
of
the
dip
was
the
possibly
some
confusion
of
having
just
gone
through
the
23
24
calendar,
and
then
people
not
realizing
that
this
was
actually
the
next
Years?
Thank.
A
You,
sir
Madam
chair,
trustee,
Butler,
that's
a
great
question.
So
in
the
Google
form
that
was
sent
to
staff
and
families,
there
was
a
quick
paragraph
that
shared
what
it
was,
but
in
addition
to
that,
we
also
shared
the
2324
calendar,
so
they
would
have
an
informed
decision
about
what
what
will
be
living
in
2324
to
help
them
decide
what
24-25.
A
In
addition
to
that
I
kind
of
wonder,
if
maybe
we're
starting
we're
we're
surveying
at
the
end
of
a
school
year,
so
I'm
sure
24
25
seems
far
far
away
as
far
as
living
it.
In
addition
to
that
show
Steve
that
way,
we
also
threw
in
the
one
question
survey
asking
them
about
their
preference
of
whether
they
would
prefer
to
have
semester
one
end
before
Christmas,
so
you
know,
could
it
be
survey
fatigue,
perhaps
probably
timing,
perhaps
I
think
there's,
maybe
a
couple
of
variables
that
are
contributing.
C
And
then
I
have
one
follow-up
question
on
the
the
printout
that
we
have
in
our
in
our
documents,
the
calendar
for
April
and
the
notes
below
are
saying
two
different
things.
One
says
that
there's
April
18th
there's
no
school
for
anyone
and
then
in
the
notes
below
it,
says:
April
25th,
there's
no
school
for
anyone.
A
A
When
was
the
last
time
that
we
had
a
semester
that
ended
and
and
I
don't
know,
we
may
have
already
asked
this
question
before,
but
where
we
had
our
semester
and
after
Christmas
break
yes,
Madam,
chair
trustees,
I
can't
speak
to
the
specific
year,
although
it's
it's
been
quite
a
while
in
my
experience,
okay
and
that's
kind
of
why
we
wanted
to
do
this
just
to
set
precedence
of
you
know
finishing
up.
Yes,.
B
A
Chair
trustees,
if
I
recall
a
couple
of
meetings
ago,
there
was
discussion
about
if
it
is
something
that
we
would
consider
you
would
consider
be
putting
in
the
board
policy.
Regarding
that
particular
item,
and
so
from
there
we
did
the
one
question
survey
just
to
see
what
the
vibe
was
and
I
think
well,
over
70
percent
72
wasn't
in
a
little
over
70
from
both
groups
held
that
of
high
value,
okay,
so
manager.
A
Okay,
so
I
know
this
is
an
action
item,
the
proposed
calendar,
and
so,
if
there
are
no
other
questions
for
from
a
sign
in
I'd
like
to
ask
for
a
motion
to
accept
the
proposed
calendar
and
it
would
be
option
C
for
the
2024-2025
school
year.
A
D
Chairs,
yes,
I
would
like
to
make
a
motion
to
accept
the
proposed
calendar
for
2024
to
2025.
B
A
Let's
vote
all
those
in
favor,
please
say:
aye
aye,
any
opposed
name.
Okay
motion
passes.
Thank
you,
madam
chair,
and
trustee
Butler,
when
we
have
it
published
on
the
website,
just
to
clarify
I'll,
make
sure
that
that's
corrected
in
that
bottom
cell
to
reflect
the
18th.
A
Thank
you
very
much
for
all
the
hard
work
on
the
committee
did
all
right.
Dr,
French
I
think
we
have
covid-19
school
operation
plan
for
2022
2023.,
yes,
Madam,
chair
information,
only
it's
just
an
update
and
I
disconnected
I,
just
added
the
link
to
the
website.
A
Perfect,
all
right
and
let's
see
the
next
item
on
the
agenda-
is
recognition
of
high
school
Representatives
information,
yeah
Madam,
chair
and
trustees.
So
this
year
was
the
first
year
we've
had
a
high
school
representative
from
Camp
Caldwell
and
Canyon
Springs,
so
Abigail
and
Paul,
and
then
I'm
bringing
before
you
is.
If
there
is
something
we
would
like
to
thank
them,
and
Keely
and
I
have
great
thoughts
about
how
to
do
that.
But
then
we're
like
well.
Actually
they
are.
A
A
I
know
that
both
of
them
are
headed
to
college.
A
See,
oh
my
gosh,
his
name
no
Abigail's
going
to
ISU
ISU
and
then
Paul
I
know
we
got
an
information
on
I
know.
He's
I
can't
remember
where
he's.
D
A
University
so
Boise,
State
or
U
of
I
I
think
it
was
U
of
I,
but
anyways
I
I
was
thinking
it
would
be
nice
and
and
jump
in
with
any
thoughts
or
anything
that
you
guys
might
think
of.
You
know
we
do
have
the
the
200
000
that
are
sitting
in
that
fund
and
I
was
wondering
if
we
could,
possibly
if
the
board
would
entertain
a
thought
of,
maybe
giving
them
an
amount
for
a
scholarship
for
their
to
continue
their
education
and
then
possibly.
A
If
that
sounds
like
a
good
idea,
you
know
to
continue
it
for
any
additional
students
who
want
to
be
a
Liaisons
for
the
for
their
student
council,
but
okay
I'm,
just
throwing
that
out
there.
So
if
there's
anything,
if.
F
E
A
Well,
one
thing
that
comes
to
mind
would
be
even
I
mean
I,
like
the
idea
of
because
they
are
going
to
be
going
to
college
of
a
financial.
Is
it
a
stipend,
an
award
I
mean
I,
don't
know
how
you
determine
and
then
maybe
a
small
plaque
or
something
that
just
says.
B
F
E
A
Chair
interested,
we
did
the
money
that
came
from
we're
talking
about
that
200
000,
so
it
came
from
the
buyout
that
was
going
to
cfbo
and
and
it's
just
sitting
there
we
still
haven't
made
a
decision
on
how
to
use
it,
which
we
can.
We
we're
sure
can
have
a
discussion
about
what
happens
to
that
funding.
But
we've
thought
about
pen
sets.
A
A
Like
I,
don't
know
and
I've
seen
some
scholarship
I
have
seen
when
I
was
with
PTO
with
Sacagawea
I
know
that
their
little
student
council
would
do
scholarships
for
kids
and
they'd
have
a
little
for
that
school
they'd
have
applications
back
in
the
day,
I
don't
know
if
they
still
do
it,
but
it
was
popcorn
money
that
they
would
raise
and
it
was
it
didn't,
get
200
scholarship
for
a
kid
who'd
been
in
in
Sacagawea,
and
then
you
just
as
a
senior
when
you
would
apply
for
that,
and
so
I
know
that
back
in
the
day,
which
is
like
10
or
15
years
ago,
200
was
kind
of
what
you
know
we
used
to
give
farther
than
it
does
today.
A
A
D
I
think
we,
the
board,
could
establish
and
and
set
money
aside
for
this,
and
we
there's
some
roles.
We
would
want
to
do
without
a
set
it
aside
into
a
separate
fund
or
you
can
do
it
as
a
one-time
gift,
there's
different,
you
know
and
a
recognition
for
their
service
this
year.
D
If
it's
something
you
want
to
look
at
continuing,
then
I
think
we
should
put
some
boundaries
into
it,
just
so
that
future
boards
would
honor
your
wishes
and
that
that
money
was
set
aside
and
we
can
keep
it
separate
as
a
designated
fund
for
that
use
and
we
can
transfer
running
maybe
from
the
head
Foundation
funds,
that's
what
it
was
intended.
B
D
Or
the
board
can
move
to
identify
a
set
amount
of
money
for
me
to
move
over
there's.
A
One
question
that
comes
up
to
me:
if
we
do
this
is
that
if
we
have,
because
both
of
these
young
people
are
going
to
college,
and
so
the
idea
of
financial
you
know
gift
to
help
them
is
that
would
we
do
that
if
somebody
was
not
going
to
go
to
college
so
in
into
looking
into
the
future
and
I
think
that's
kind.
D
A
Clarify
if
we
go
forward
with
this,
just
a
thought,
because
I
think
that
might
also
open
up
like
the.
A
F
A
C
C
Think
I
have
concerns
about
this.
This
first
one
trying
to
put
money
behind
it,
just
because
it
was
experimental
and
it
was
kind
of
it-
wasn't
open
to
all
to
apply
and
to
to
do
it
and
if
we're
going
to
treat
it
as
kind
of
a
scholarship
place,
then
I
think
that
that
does
need
to
be
more
open
to
all
so
I'm
a
little
hesitant
to
spend
money
on
it
in
terms
of
a
a
stipend
or
fund
or
something.
But
you
know
doing
the
the
plaques
or.
E
A
Of
the
school
a
little
bit
more
I,
don't
know
yeah
and
I'm
sure
we
could,
you
know,
come
up
with
requirements
and
make
sure
we
can-
and
you
know
it's
been
helpful.
It's
both
Abby
and
Paul
aren't
part
of
the
fabric
of
the
school
yeah.
That's
why
the
reports
are
pretty
robust
and
they,
whether
or
not
they
like
three
on
three
basketball
they'll
speak
to
it
right.
F
A
They
give
us
a
better
view
of
the
student's
perspective.
The
other
thing
that
maybe
not
all
board
members
are
aware,
but
Paul
has
reached
out.
You
know
when
he's
had
questions
concerns
that
happened
in
January
February,
the
those
situations
and
what
was
the
just
the
way
it
you
know
how
it
was
handled
things
that
he
learned
from
that
it
was
that
was
a
big
deal
for
those
students
and
they
handled
themselves
with
such
Grace.
I
would
say
it's
been
very
interesting.
They've
set
the
bar
High
I.
A
Think
for
the
future,
because
you're
right
trustee
Butler,
it
was
a
let's.
You
know,
let's
have
some
student
voice
and
we
ended
up
with
two
excellent
candidates
and
it
was
really
nice
to
see
them
grow
through
the
year.
You
know
with
their
even
their
presentations
like
they
got
more
in
detail
and
I
really
enjoyed
that,
seeing
how
they
both
kind
of
grew
in
there
presentations
yeah
in
in
just
like
Dr
French,
was
saying
you
know,
Paul
really
did
reach
out
like
okay.
A
So
what
is
it
that
you
know
like
getting
in
wanting
to
know
policy
and-
and
you
know,
the
workings
of
the
board
and
and
wire?
You
know
why,
how
Patron
input
works
and
what
what
has
to
happen
and
and
ask
for
meetings
with
Dr,
French
and
I,
and
so
it
was
it
was
I
mean
it
was
good.
I
thought
it
was.
You
know,
there's
probably
some
kids,
who
have
a
very
busy
high
school
life
that
you
know
may
not
want
to
spend
their
time
with
that.
But
you
know
he
was
very
good
about
that.
A
We'll
probably
base
that
policy
or
expectation
on
what
we
experienced,
but
we
we
are
happy
to
definitely
happy
to
do.
Plaques
I
think
that
would
be
nice.
It
is.
A
Yeah,
for
now
we
do
entertain
the
the
idea
of
getting
them
plaques
recognition
box.
A
Would
we
want
to
if
we
were
to
do
plaques?
Is
that
something
we
would
like
to
present
at
graduation.
A
A
A
A
Then
will
ask
Keeley
to
add
to
the
July.
Oh
sorry,
I
just
said
that
kind
of
weird
July
Retreat
a
conversation
about
the.
D
B
C
B
A
Okay,
all
right,
but
for
now
could
I
ask
for
a
motion
to
to
present
to
be
able
to
present
to
use
those
funds
to
to
purchase
the
the
recognition
awards
for
the
student.
A
A
A
F
F
A
Thank
you.
That
was
information.
Only
okay,
future
agenda
items
anything
choices.
Another
world
talk
about
the
the
fund
in
our
July
Retreat.
We
also
have
screenagers,
so
we
talked
about
having
the
producers
or
signatures
come
in
July
to
show
you
the
okay.
C
A
Melissa
Pharaoh
has
reached
out
to
them
yeah,
okay
and
then
an
update
on
the
Community
event.
Oh.
C
A
Looking
to
they're
writing
a
new
Grant,
so
we're
looking
at
the
fall.
Okay.
B
A
There
is
also
there's
a
choir
concert
tomorrow
or
order.
There's
a
concert
tomorrow,
whether
it's
Orchestra
but.
F
A
I
think
it
was
in
the
emails,
so
I'm
posting
a
forum
for
everything
DHC
on
there
and
chair
will
be
there
at
the
end
of
the
year
celebration.
F
A
Very
well
all
right,
so
next
on
our
agenda
is
executive
session,
and
so
at
this
time
I
would
like
to
ask
for
a
motion
Vice
chairmaning,
to
enter
into
executive
session.
E
Madam,
chair
I
move.
We
enter
into
executive
session
aspired
out
code,
74,
206,
1b2.
A
C
A
C
E
A
Madam,
chair
nice,
yes,
okay,
we
are
in
executive
sessions.
So
all
right,
so
we
are
coming
out
of
executive
session
and
at
this
time
see
if
we
could
okay,
VP
Vice
chairman.
A
Could
you
please
let
us
know
what
went
on
an
executed
I.
E
E
Right
yeah,
three
different
motions:
please
Matt,
I'm
sure
I
moved
to
not
release
employee
2023-15-05a
from
the
contract
and
direct
the
administration
to
reports
this
to
their
Professional
Standards
Commission
at
the
State
Department
of
Education,
okay,.
A
So
I
have
a
emotion.
I
would
like
to
ask
for
a
second
second
there.
We
have
a
motion
in
a
second
and
then,
if
we
could
please
Madam
clerk,
if
you
could,
please
call
the
the
role
for
Irma
Jesse
Trish
Robertson,
yes,
trustee,
Andrew,
Butler,.
B
C
A
C
B
E
B
A
E
A
Okay,
and
so
this
is
what
was
discussed
in
the
executive
session,
and
at
this
time,
I
would
like
to
ask
for
an
adjournment.