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From YouTube: Special Board Meeting 9-25-23
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A
A
C
A
Okay,
thank
you
very
much
at
this
time,
I'm
like
task
for
a
motion
to
approve
the
meeting
agenda
postings
Madam.
A
E
A
Aye
any
opposed
name
all
right
motion
passes
so
on
our
agenda.
It
looks
like
at
this
time
we
have
our
2022
to
2023
Financial
audit
by
Mr
Kirk,
full
CPA,
Quest,
CPAs
pllc,
so
I
don't
know.
If
we're
gonna
do
an
introduction,
Miss
Anderson
or
we're
just
gonna.
Let
the
gentleman
go.
B
F
G
Thank
you
Cheryl
good
evening
trustees.
Again,
my
name
is
Kurt
volkif
with
Quest
CPAs.
Our
firm
is
the
largest
school
Auditor
in
Idaho
we
own
a
little
over
a
hundred
school
districts
and
Charters
throughout
the
state,
pretty
much
from
the
very
northern
border
down
to
the
southern.
So
it's
nice
to
be
able
to
get
around
and
see
how
all
the
schools
are
doing
around
the
state.
I
really
appreciate
working
with
you
folks
this
year
and
I
believe
a
copy
of
the
audit
was
sent
out
with
your
board
packet.
Does
that
sound
about
right.
B
G
Great
okay,
so
I'll
just
kind
of
go
through
it.
Big
picture.
Please
interrupt!
If
you
have
any
questions,
then
of
course
we
can
address
any
at
the
end
as
well.
Big
picture
on
did
go
very
well,
I
appreciate
Cheryl
and
the
financial
staff,
as
well
as
all
the
secretaries,
their
good
work
on
getting
all
the
books
and
Records
in
good
shape
and
getting
to
the
those
to
us
as
the
Auditors.
A
lot
of
work
goes
into
that,
as
you
folks
have
probably
heard
in
the
past,
but
it's
a
Monumental
task.
G
It
starts
as
far
as
the
audit
process.
It
starts
at
the
end
of
May
accumulates
now
so
we're
talking
about
several
months
of
information
that
has
to
be
gathered
and
that's
really
prefaces,
based
on
all
the
work
that
gets
done
during
the
year
as
well.
So
again,
I
don't
see
it
lightly.
When
I
say
it
came
together
well
and
was
well
done,
one
other
thing
when
we
start
working
with
school
districts.
One
thing
we
really
look
at
is
we
look
at
the
financial
staff's
attitude
towards
change.
G
This
isn't
a
motivational
speech,
but
it's
it's
actually
really
important
nowadays,
because
we've
been
getting
change
thrown
at
us
in
the
in
the
school
Finance
world,
as
you
have
in
all
aspects
of
finance
and
education,
but
we've
been
getting
a
lot
of
change
thrown
at
us
in
the
last
I'd
say
five
to
ten
years,
and
it's
just
going
to
get
worse
and
if
Financial
staff
is
not
adaptive
and
willing
to
look
at
change
and
willing
to
integrate
it
into
their
systems,
it
kind
of
handicapits
you
into
the
future.
G
There
really
wasn't
much,
but
in
terms
of
things
that
you
know
we
recommended
different,
but
we're
just
very
pleased
to
find
that
you
guys
have
a
really
good
attitude
of
positive
change
and
again
not
all
the
change
that
comes
our
way
is
good
change
or
positive
change,
but
you
know
we
get
it
every
every
single
year
from
the
state
department,
so
just
pleased
to
see
that
okay
jumping
into
the
audit
reports,
if
you
have
it
in
front
of
you
right
there
on
your
computers,
if
you
don't
no
big
deal,
there's
three
reports.
G
First,
one
is
on
pages
one
two,
three
and
four,
and
that
first
report
that
you
see
right
there
very
long,
very
lengthy
and
not
real
exciting.
But
what
it's
saying
right
there
is
that
we've
audited
the
numbers
that
we'll
look
at
here
in
just
a
moment:
We
Believe
those
numbers
are
accurate
and
we
can
rely
upon
them
to
make
decisions
to
kind
of.
G
G
This
one
only
get
this
final
report.
If
you
spend
over
750
000
in
federal
Awards,
which
you
obviously
do
that
you
do
well,
you
do
more
like
about
15
million
or
so
that's
what
that
third
report
is
for.
It's
basically
a
report
to
the
federal
government
that
says
this
entity
spent
over
750
000
in
federal
monies
and
there's
a
bunch
of
extra
schedules
in
here
this
that
data
okay.
So
the
reports
I
really.
G
30Th
2023
so
just
a
couple
months
ago,
a
lot
of
information
on
this
page,
but
basically,
what
it's
doing
is
it's
summarizing.
The
revenues
at
the
top,
the
expenditures
in
the
center
and
the
two
Mains
that
are
worth
taking
away
or
remembering
is
the
third
figure
from
the
bottom.
That's
called
the
net
change
in
fund
balance.
Basically,
did
you
have
a
net
increase
or
net
decrease
and
then
the
bottom
figure,
which
is
your
carryover
coming
into
the
year,
we're
operating
in
now?
G
So
if
we
just
real
quickly
start
in
that
left
column,
the
general
fund
and
go
to
the
very
bottom
and
then
up
three
numbers
again,
third
figure
from
the
bottom
you'll
see
you
had
a
positive
one
million,
seven
hundred
and
fifty
nine
thousand
seven
hundred
and
forty
eight
dollars.
That
means
you
stayed
in
budget.
You
were
able
to
cover
all
your
expenditures
with
current
year
revenues
and
add
to
your
fund
balance
this
year.
Okay,
we're
seeing
so
everything
else
held
equal,
we're,
seeing
school
districts
across
the
Idaho
have
that
situation
this
year.
G
Okay,
of
course,
the
figure
for
everybody,
but
it's
because
they're
really
using
a
lot
of
their
remaining
Esser
funds,
which
is
alleviating
some
of
the
burden
out
of
the
general
fund,
spend
out
those
Esser
funds.
This
isn't
necessarily
going
to
be
the
situation
going
forward
right.
We
kind
of
know
that
I
know
your
Finance
folks
have
have
gone
over
that
with
you,
but
anyway,
so
it
allowed
us
to
build
up
our
ending
fund
balance,
which
is
your
bottom
figure,
9
million
27
868
dollars.
G
That
figure
is
hard
to
make
Tales
of
unless
we
put
operating
how
many
months
lastest,
if
we
didn't
have
any
more
funds
come
through.
That
is
about
two
points
months,
so
about
2.6.
We
measure
all
the
around
the
state
and
try
to
get
an
average
each
year.
Leverage
was
three
points
that
was
the
average
as
a
rule
of
thumb.
Smaller
school
districts
have
a
little
bit
less
smaller
sorry
I
said
that
backwards,
bigger
school
districts
have
a
little
bit
less
of
an
operating
Reserve.
G
Smaller
school
districts
have
a
little
bit
more
and
it's
because
the
size,
four
hundred
thousand
dollar
fund
balance
means
nothing
to
you.
But
it
does
to
a
little
tiny
school
district,
so
you
know,
but
they
need
that,
because
if
they
have
a
boiler
go
out
or
something
like
that,
they
don't
have
the
fund
somewhere
else.
So
anyway,
doing
fine.
There's
a
good
work.
Next
fund
over
Child
Nutrition
fund
third
figure
from
the
bottom
609
486
dollar
increase
your
demographics
really
help
with
that
Child
Nutrition
fund,
but
everything
else
held
equal.
G
Of
course,
we're
still
doing
pretty
good
on
the
revenue
side
here
at
your
school
district,
but
again
good
work
on
that,
because
that
was
not
the
case
everywhere
across
the
state
and
then
bond
fund
bond,
rni
fund
third
figure
from
the
bottom,
one
million.
Ninety
three
thousand
five
hundred
and
ninety
one
dollars.
G
This
Bond,
of
course,
is
winding
down.
I
think
you
just
have
a
couple
remaining
payments
on
it,
and
so,
if
you
look
really
what
we're
looking
for
is
the
ending
fund
balance
three
million
forty
one
thousand
six
hundred.
Ninety
two
dollars
is
that
fund
balance
enough
to
pay
off
your
bond
because
you
basically
quit
Levy
for
that
specific
Bond
and
the
answer
is
yes,
it
is
so
you're
in
good
shape
there.
Okay,
so,
lastly,
plant
facility
fund
for
our
right
column,
you'll
see
you
had
a
net
increase,
189
309.
G
You
had
a
lot
of
projects
this
year,
a
lot
of
repairs
and
maintenance,
but
that
being
said,
you
were
able
to
still
stay
in
budget
a
little
bit
of
an
increase
there
that
went
into
your
fund
balance,
which
is
the
nine
hundred
and
twenty
seven
thousand
five,
forty
seven
and
lastly,
all
your
smaller
funds,
all
your
non-major
funds
of
your
school
district.
G
They
are
summarized
in
detail
in
the
back,
but
I
know,
you've
got
other
things
to
go
over
tonight,
not
just
numbers
so,
but
just
to
let
you
know
they're
all
doing
as
they
should.
None
of
them
are
in
a
deficit
position
or
are
spending
out
of
balance,
or
anything
like
that.
So
they're
all
doing
good,
so
I
think
that's
a
big
picture
recap
hoping
to
share
with
you.
Is
there
anything
you'd
like
me
to
detail
or
any
questions
I
can
address
for
you
at
this
time.
H
Got
a
question
for
you:
yes,
sir
kind
of
a
hypothetical
question:
what
if
this
is
what
district
or
any
other
school
district
this,
but
this
school
district
decided
to
not
take
any
federal
funds
like
they
said
we're
not
going
to
do
it,
we're
not
going
to
take
any
federal
funds.
How
does
that
impact
a
district?
What's
your
thoughts
on
that
yeah.
G
Good
question:
if
we
have
I,
can
tell
you
in
dollars
and
cents
I
can't
tell
you
all
the
the
emotional
sides,
but
I
can
tell
you
in
dollars
and
cents.
So
if
you
have
the
audit
there
in
front
of
you
on
page
11
.,
this
is
a
summary
of
all
your
funds
in
that
far
right
column
on
page
11.
G
and
that's
the
total
governmental
funds.
The
fourth
number
from
the
top
is
the
total
federal
revenue
and
for
your
school
last
year
that
was
17
million
768
693
dollars.
So
basically,
if
you
were
to
say
we
don't
want
any
federal
funds.
You'd
have
to
make
up
that
deficit.
Somehow,
if
you
wanted
to
have
all
the
programs
that
basically
you
do
today,
so
One,
Way
or
Another
you'd
have
to
come
up
with
that
17
million
dollars.
G
Year
per
year,
correct,
that's!
That's
your
current
funding!
Now
again,
there's
some
one-time
grants
in
there
some
Esser
grants
that
we
do
not
get
every
year,
they're,
basically
like
three
year,
grants
that
we
just
got
during
covid,
but
right
now
for
fiscal
23,
it
took
17
million
and
change
to
basically
fund
all
the
programs
that
you
had
for
fiscal
23..
Okay,.
H
B
F
I
F
A
good
resource
to
have
here
too,
because
often
we
do
have
in
this
particular
year.
We
do
have
a
large
number
because
of
that
Esser
funding,
but
I
think
the
the
thing
that
we
need
to
consider
going
forward.
Even
if
you
excluded
Esser,
was
the
Federal
requirements
say
for
idea.
We
would
not
be
able
to
meet
the
requirements
of
the
federal
government,
puts
on
the
district
to
provide
services
to
that
particular
demographic.
F
Individuals
with
disability,
education,
education
act
right,
so
our
special
services,
but
that's
just
one
area.
We
have
a
lot
of
State
or
other
Federal
requirements.
Oh
just
trying
to
list
off,
we
receive
money,
Title
One.
F
We
have
neglected
and
delinquent
title
1D.
We
have
migrant.
Those
are
all
federally
dictated
programs
even
outside
of
idea.
Food
food
service,
Child
Nutrition.
Certainly
we
right
now
are
a
full
cep,
meaning
full
free
lunch.
Breakfast
breakfast
and
lunch
for
our
district.
F
Given
going
forward,
we
may
lose
that
status
based
on
the
economic.
You
know
the
demographic
of
our
population
so
and
that's
very
real
risk
to
us
that
we're
worried
about
being
able
to
adequately
feed
the
kids
and
collect
the
revenue
to
pay
the
added
costs
of
the
labor
and
and
food.
So
the
federal
government
reimburses
us
over
and
above
what
we're
able
to
collect
from
the
public
to
help
ease
that,
because
it's
federally
dictated
that
we
provide
lunch
to
the
students,
so
all
of
those
programs
would
be
impossible
for
us.
F
I
really
think
to
meet
the
federal
requirements
without
it
also
accepting
the
funding
they
don't
always
fund
enough.
Even
you
know,
the
general
fund
supplements
were
required,
especially
on
Ida,
for
the
general
fund
too,
supplement
what
the
you
know.
What
the
federal
government
gives
us
is
in
fact
the
supplement.
It's
not
doesn't
pay
everything
the
district
contributes
and
then
they
supplement
to
us
and
provide
additional
monies,
so
it
it
seems
good.
A
Thank
you.
That
was
a
good
question.
I
have
one
question,
I
know
in
previous
years,
Mr
folkie
and
I
know
that
you
weren't
you
folks
weren't
the
Auditors,
but
we
there
had
been
some
reports
that
had
been
missing
like
we
hadn't
completely.
A
You
know
just
what
was
needed
for
for
some
of
our
reporting
and
I
just
wanted
to
know
you
know.
Did
you
know
it
looks
like
everything's
good?
So
you
know
in
that
sense
just
wanted
to
know
how
we
were
doing
like
when
we
feel
the
requirements
that
we
have
to
meet
in
order
to
accept
a
lot
of
the
funding
that
we
get.
G
Yeah,
so
so
everything
we
requested,
your
District
did
turn
in
just
as
they
should
it
was
complete.
We
didn't
miss
anything.
The
other
part
of
that
question
could
be
to
sometimes
us
as
Auditors.
We
get
kind
of
for
lack
of
a
better
word
egotistical
about
the
requirements
of
our
profession
and
we
get
kind
of
like
well,
you
need,
you
should
have
done
it
like
this.
G
You
should
have
done
it
like
that,
and
so
maybe
some
of
that's
where
it
was
coming
from,
is
that
maybe
it
was
just
a
schedule
or
a
report
that
an
auditor
maybe
would
have
preferred
a
different
way
or
in
I
I,
don't
know,
but
basically
everything
that
we
requested
did
come
in
as
it
should
have
been,
but
sometimes
we
do
hear
that
too.
As
some
you.
A
C
B
I
I'm
sure
I
think,
like
our
Cheryl
and
her
her
staff,
they
provided
everything
that
was
requested
of
them.
There
was
nothing
that
was
missing.
Okay
I
mean
they
made
sure
they
had
it.
It
does
take
some
time
to
gather
that
from
schools,
but
everyone
worked
together
to
make
sure
this
happened
in
a
timely
manner.
F
One
I
think
that
Mr
poke's
supplements
and
encourages
us
to
maintain
to
also
meet
the
requirements
of
the
state
like
we're
currently
in
the
midst
of
a
Sr
review,
which
is
put
on
by
the
fed
by
the
state
department
of
education,
but
it's
a
requirement
of
the
federal
money
that
we
receive.
So
we
received
a
lot
of
desk
Audits
and
Reporting,
and
things
like
that
for
all
of
the
different
programs
and
so
I
think
that
working
with
our
auditor
throughout
the
year
helps
us
with
that
also,
but
I
think
this
year.
F
I
don't
really
feel
that
there
was
anything
we
were
missing
or
unable
to
provide.
We
have
a
pretty
experienced
staff
in
the
finance.
Thank
goodness
with
you
know
the
staff
that's
been
here
quite
a
few
years,
so
at
least
we
have
a
lot
of
historical
knowledge
that
I
think
is
really
valuable
too,
but
I
do
think.
That
and
I
can
only
really
speak
of
last
year's
audit
and
maybe
a
few
from
the
prior
when
I
I
was
with
the
district
before
very,
very
extensive.
E
F
Yeah
very
expensive,
also,
yes,
but
I
do
feel
very
confident
that
Quest
CPAs,
you
know,
which
is
also
demonstrated
by
the
number
of
districts
that
they
audit
and
work
very
closely
with
the
Department
of
Education
that
that
our
reports
are
are
adequate
and
sufficient
to
meet
the
needs
both
on
state
and
federal
side,
because
our
reviews
on
the
federal
accounts
have
been
really
I.
Think
successful
too
there's
been
no
findings.
Okay,.
H
H
I'm
sure
I
got
a
question.
Maybe
this
is
for
Mr
folk.
You
talked
about
findings
just
for
the
sake
of
the
public,
to
be
clear,
so
you
said
that,
with
your
review,
your
firm's
review
that
there
were
no
findings
with
the
the
audit
of
the
of
the
district's
finances
this
last
year.
Can
you
just
Define
findings.
G
Yes,
you
bet
so
again
things
that
we're
looking
at
there's
a
whole
laundry
list,
but
examples
are
all
right.
Not
only
are
you
doing
your
bank
reconciliations,
but
is
somebody
reviewing
them?
Are
you
keeping
supporting
document
for
your
expenditures,
such
as
your
payments
to
vendors
payroll
things
like
that?
Are
you
doing
your
budget
process?
Are
you
keeping
board
minutes?
G
So
if
we
notice
one
of
those
things
wasn't
occurring,
let's
say
you
weren't
keeping
supporting
documentation
for
your
expenditures
and
when
we
take
our
test
sample
and
we
pick
all
these
different
items
and
then
you
have
to
supply
us
the
documentation
behind
them.
We
find
that.
That's
not
not
there
not.
You
know,
you're,
not
keeping
the
documentation
that
generates
a
finding
so
again,
so
we
did
not
come
across
any
of
those
issues
that
would
indicate
a
finding,
but
had
we,
then
we
would
have
generated
a
finding.
So
thank
you,
yeah.
You
bet.
A
J
A
You
very
much
thank
you.
Thank
you
appreciate
and,
and
we
appreciate
that
that
we've
got
you
and
that
you're
doing
our
audit
and
that
it's
not
costing
this
much
so.
A
A
good
evening,
thank
you,
sir
okay,
and
this
is
an
action
item.
So
if
no
other
questions
I
like
to
ask
for
a
motion
to
approve
the
2022
to
2023
Financial
audit.
H
D
I
just
want
to
say
thank
you
Sanderson
on
your
team
for
doing
a
fantastic
job,
yeah.
B
D
A
Okay,
no
further
discussion,
I
said
call
for
a
vote,
all
those
in
favor,
please
say:
aye
aye,
any
opposed
name.
Okay
motion
passes
all
right.
So
our
next
item
on
our
agendas
facilities
and
we
have
Bill
Hamlin
and
Jeff
Brewer
with
design
West,
Architects,
pa
and
I,
don't
know
if
they
they
need
an
introduction.
I
don't
know
Bernie
or
are
we
good.
E
K
Thank
you
for
allowing
us
to
be
here
tonight:
I'm
Bill
Hamlin,
that's
Jeff
Brewer
there.
So
we
we
appreciate
having
some
of
your
time
tonight
when
we
were
before
you
last.
We
had
described
a
study
process
to
evaluate
your
facilities
and
it
was
what
we
had
talked
about.
K
Was
a
process
similar
to
what
you
conducted
10
years
ago
and
I
just
would
like
to
real
quickly
describe
that
process,
for
you
tell
you
where
we
are
and
why
we're
looking
to
get
some
information
and
there's
some
direction
from
you
tonight
at
your
work
session.
K
So
basically
we
start
off
with
a
process
of
actually
walking
all
the
facilities.
You
have
nearly
one
million
square
feet
of
facilities
that
were
inspected
great
deal
of
time
when
it
went
into
walking
that
we
virtually
went
in
every
room
in
every
school,
very
few
rooms.
We
didn't.
K
We
didn't
go
in
and
take
a
look
at
so
I'd
like
to
thank
Bernie
for
all
his
investment
of
time
and
and
finding
a
way
to
be
there
with
us,
because
this
is
a
collaboration
between
what
we
see
what
we
hear
from
building
administrators
maintenance,
folks
and
and
then
the
maintenance
director.
So
it's
very
helpful
to
have
all
those
elements
involved
in
the
in
the
study.
K
Sorry,
we,
yes,
we
I
said
virtually
probably
the
wrong
word.
We
went
we're
physically
in
the
room:
okay,
essentially
essentially
I'm.
Sorry,
we
did
virtually
because
we
did
photograph
almost
every
room
with
a
3D
camera.
So
when
we
went
back
and
we're
evaluating,
we
could
go
to
the
photographs,
because
it's
a
lot
to
look
at
a
lot
for
an
old
guy.
Like
me
to
remember,
and-
and
so
both
is
my
answer
now-
so
there
is
documentation
available.
K
So
after
that
we
completed
an
evaluation,
a
process.
We,
the
system,
we're
using,
has
some
detailed
evaluation
things
that
we
fill
out
and
get
an
overall
rating
for
a
facility
of
different
systems
in
the
facility.
K
Based
on
that,
our
next
step
really
is
to
go
ahead
and
look
at
priorities.
What
are
the
highest
priorities
and
we're
going
to
talk
Jeff's
going
to
talk
to
you
a
little
bit
about
that
tonight?
How
we
determine
the
priorities
we've
assumed
some.
We
want
to
run
those
by
you
and
see
if
that
is
matches
your
direction.
K
We'd
like
to
thank
also
Dr,
French
and
Cheryl,
for
spending
some
time
with
us
on
helping
discuss
what
they
think
the
vision
of
the
district
is
and
what
the
priorities
are.
So
we'll
kind
of
present
that
tonight
and
make
sure
that
you
as
a
board,
are
that's
that
we're
heading
in
the
direction
you
would.
You
would
like
us
to
go
in
I'm
just
going
to
go
ahead
and
scroll
through
a
couple
things
here.
I
just
want
to
give
you
a
really
quick
overview
of
where
you
stand
on
on
something.
K
So
we
we.
Basically
the
system,
allows
you
to
score.
You
end
up
with
a
facility
score,
and
you
also
end
up
with
that
with
the
different
system
scores,
but
it
allows
you
to
kind
of
understand
the
overall
health
of
your
facilities
within
the
district
and
from
this
graphic
I
believe
that
you
have
in
your
packet,
but
basically,
every
school
ends
up
with
a
score.
The
rating
system
is
a
score
of
between
80
and
100
means
that
the
facilities
in
really
good
shape
you
just
gotta,
have
to
do
routine
maintenance
to
to
maintain.
K
At
this
point,
if
you
are
60
to
80,
that
indicates
that
the
school
is
probably
ready
for
some
minor
Renovations,
that
you
should
look
at
that
and
consider
what
minor
Renovations
are
appropriate
between
40
and
60.
Is
that
you're
going
to
have
some
major
concerns
with
your
facility?
You're
gonna
have
some
major
Renovations
you're
going
to
have
to
undertake
to
improve
its
overall
score,
to
maintain
or
approve
its
overall
score
and
then,
if
you're
scoring
below
40
on
a
building?
That's
basically
consideration
of
how
do
I
maintain
this
Saturday?
K
Keep
it
my
inventory,
but
it
may
not
be
worth
actually
salvaging
the
facility
and
continue
its
use
versus
replacing
it.
That's
generally
how
the
system
works
when
I
look
at
what
you
have
on
the
building
side
of
things,
you
have
no
facilities
that
are
we're
recommending
replacement
at
this.
At
this
point,
there's
some
that
are
are
getting
close
to
that
area.
K
If
you
look
at
the
chart
anything
with
a
green
bar
on
it
basically
says:
that's
a
major
renovation
situation
and
anything
with
a
blue
bar
is
minor,
is
minor,
Renovations
and
then
again
the
yellow
is
is
no
is
no
renovations,
just
maintain
it
if
I
average,
your
score
between
your
facilities
and
that's
prorated,
based
on
square
footage,
you're
overall,
current
School
score
for
this
study
is
a
68
essentially
67.9
in
that
range.
So
that
says
that
that
number
is
overall
falls
in
the
minor
renovation.
K
Now
I
want
to
point
out.
Another
thing:
that's
provided
by
this
study
averaging
is
a
dangerous
thing.
Sometimes
it's
just
an
overview
of
where
you
stand
doesn't
mean
that
facility
doesn't
have
any
things
that
need
to
be
taken.
Care
of
and
I'll
give
you
an
example
of
Caldwell
High
School.
If
we
were
looking
at
the
roof
of
that
building,
we
would
say
the
scoring
overall
scoring
for
the
Roof
System
is
is
not
bad.
K
It's
a
minor
minor
renovation,
and
but
you
have
two
different
roofs
on
that
building,
so
you
have
specifically
some
membrane
roof.
That's
reached
its
end
of
life.
You
have
a
lot
of
metal
roof
on
that
building,
which
is
good.
It's
still.
K
So
I
just
want
to
point
out
that,
although
I'm
giving
you
average
numbers
here,
giving
you
a
general
overview
of
your
health
ability,
there
are
specific
things
that
happen
that
need
to
be
taken.
Care
of
Jeff
has
a
list
that
he'll
talk
to
you
about
momentarily
that's
kind
of
a
compilation
of
items
that
we
see
as
high
priority
items.
We
look
at
items,
we
list
them
as
high
medium
and
low
priority,
the
reality
of
school
funding.
K
No
matter
where
we
do
these
studies
is
you
only
really
get
the
whole
focus
on
the
with
the
cost
of
construction
to
maintenance
and
all
that
normally
get
to
focus
on
the
highest
priority
items.
We
don't
see
minor
items
taken
off
the
list.
What
happens
is
eventually
over
time
those
rise
to
medium
or
higher
priorities.
So
and
again,
this
is
a
kind
of
a
living
document
and
we
saw
some
scores
from
where
we
were
10
years
ago
and
then
and
then
you
know
where
we
are
now
so.
K
Also
I
guess
I
can
the
next
one
would
be
a
little
ago.
Just
we
design
lessons
developed
a
system
for
also
rating
grounds.
K
The
system
that
we
use
did
not
have
one
in
the
initial
system
when
they,
when
they
created
it,
it
would
give
us
a
system
that
came
out
of
Washington
some
time
ago,
but
it's
it's.
A
good
system
didn't
have
grounds,
though
we
know
that's
a
significant
cost
to
maintain
grounds
as
well.
So
we
wanted
to
also
rate
grounds
and
we've
done
that
again
same
rating
at
a
score
for
a
particular
facility.
K
You
can
kind
of
see
what
range
it
falls
into
the
the
grounds
are
in
pretty
good
shape,
with
a
rating
of
75.6,
which
is
which
is
pretty
good
for
grounds
that
we
that
we
see
again
there'll
be
specific
things
on
the
grounds
that
we'd
recommend
replacing.
You
know
if
a
parking
lots
breaking
up
entirely
or
those
kinds
of
things.
Those
are
some
of
the
items
that
we
would
look
at.
K
Your
final
report
will
actually
have
so
a
analysis
buy
system,
so
you
can
just
look
quickly
at
a
system
and
see
what
facilities
are
where
they
rate
for
doors
and
windows,
roof
HVAC
systems,
those
those
types
of
things.
K
So
with
that
we're
have
we
gone
through
and
done,
the
assessments
done,
some
scoring
to
give
you
an
idea
where
you
stand
and
then
compiling
lists
for
each
facility
of
high
priority
items,
then
the
difficult
task
is
taking
all
your
different
facilities
and
weighing
those
and
seeing
which
facility
gets
what
first
and
what?
What's
in
the
order
of
that
Jeff's
going
to
talk
a
little
bit
about
that
and
then
eventually
we'll
get
to
once
we
have
the
highest
priorities.
K
There'll
be
some
cost
projections
in
some
some
financial
analysis
to
see
how
fast
you
can
deal
with
things
which
you
need
to
fund
to
get
where
you
want
to
be.
Perhaps
even
we've
seen
some
districts
even
set.
Here's
what
my
goals
are
I
want
my
school,
my
schools
to
average
an
80
rating
or
whatever,
whatever
it
is.
So
there
can
be
some
targets.
You
can
see
what
work
happens,
to
raise
those
scores
and
get
you
in
a
place
where
you
want
to
be,
or
is
it
reasonable
to
be
able
to
accomplish
financially?
K
J
E
J
The
nuts
and
bolts
of
things
in
front
of
you,
you
have
our
building
condition:
evaluation
form,
let's
skip
the
first
four
pages
and
go
to
the
Caldwell
High
School.
Okay.
This
will
give
you
I
run
through
an
example
of
what
we
did
for
each
school,
so
each
school
is
color
coded
this.
C
J
So
we
had
a
list
from
our
2013
assessment
to
start
with
Bernie
and
his
staff
is
a
very
helpful,
his
mechanical
and
electrical
staff,
along
with
Bill
and
I
walking.
You
know
a
million
square
feet
of
a
building,
rooftops
all
your
sites,
helping
us,
evaluate
and
and
generate
a
list,
and
so
we
have
items
and
then
we
need
to
put
them
into
categories.
J
So
at
the
top
you
can
see
the
categories
HS,
health
and
safety
BP
building
preservation,
and
we
found
a
lot
of
the
building
preservation.
So.
H
J
It's
a
roof
if
we
repair
the
roof,
that
would
preserve
the
building,
but
if
that
roof
fails
or
your
mechanical
system
fails,
that's
going
to
be
a
health
and
safety
item,
so
most
of
those
were
bumped
into
the
health
and
safety,
even
though
they
aren't
right
now.
But
if
it
fails
they
would
be
usability
and
functionality.
J
Maybe
that's
a
leaky
faucet
or
a
drinking
fountain
that
doesn't
work:
educational
adequacy,
we
also
surveyed
all
the
school
principals
or
vice
principals,
and
asked
them
to
rate
their
school
and
itemize
things
that
would
give
educational
adequacy,
so
that
may
be
the
size
of
a
classroom
or
I
can
hear
the
classroom
next
door
or
it's
too
hot,
all
the
time
or
too
cold
all
the
time.
So
we've
also
populated
this
list
with
those
items
and
then
dignity.
So
dignity
is
yeah.
J
J
Some
have
multiple
categories,
so
we
did
that
for
each
School
and
then
we
determined
that
we're
going
to
go
and
take
just
the
health
and
safety
items
from
each
School,
and
that
takes
us
back
to
the
first
five
pages
and
they're
color
coded
for
each
school
and
that
that
determined
not
necessarily
numerical
order.
But
we
put
mechanical
items
first
and
then
the
roofing
issues.
Second,
and
then
everything
else
followed
that
I
think
all
of
you
have
been
received
of
this,
that
Bernie
at
another
firm
put
together.
J
That
gives
longevity
of
the
the
roofs
and
your
mechanical
systems.
So
we
can
take
that
and
prior
and
further
prioritize
this
list
for
the
mechanical
and
roofs
that
you
might
have.
J
I,
don't
know
you
might
have
some,
you
know
an
overhead
fire
door
that
is
inoperable
that
you
want
to
put
ahead
of
a
classroom
that
might
be
too
warm
or
that's
going
to
be.
The
difficult
part
is
is
trying
to
prioritize
just
health
and
safety
items.
We've
got
94
issues
in
your
schools
that
are,
or
could
be,
the
health
and
safety
item
not
even
touching
building
profession,
preservation,
usability,
educational
adequacy.
J
So
that's
the
task
in
front
of
is
now
taking
these
safety
items
and
prioritizing
them
putting
costs
to
them.
So
you
could
build.
Maybe
a
10-year
plan
on
Hastings.
B
H
Dr
French
or
Miss
Sanderson,
so
I
asked
a
levy
five
six
seven
years
ago,
maybe
for
the
building,
maintenance
and
stuff.
When
is
there.
B
C
J
Also,
if
you
look
the
Hostile
Health,
you
live
Master
fire
Springs
yeah
you
might.
Why
is
that
last
on
the
list?
Well,
just
because
you
don't
have
fire
sprinkles
and
your
building
doesn't
mean
that
it's
an
immediate
need
of
fire
sprinklers,
because
we
had
fire
alarms,
it's
not
a
it.
It's
not
an
immediate
code
requirement
or
a
health
and
safety
need,
but
I
did
want
to
put
it
on
the
list.
A
The
way
that
you're
prioritizing
the
health
safety,
this
the
the
one
are
the
ones
that
we
need
to
yeah,
the
first
page
that
we
need
to
prioritize
or
is
it?
How
did
you
list
them
number
one
number
two
number
three.
A
J
Now
they're
they're
in
order
of
mechanical
systems,
okay,
then
roofs,
so
let's
say
Jefferson
Jefferson
roof!
That's
that
needs
that's
going
to
expire
soon.
That
should
be
in
your
top
ten.
Maybe
your
top
five
okay
Syringa
Middle
School
HVAC
system,
your
classroom,
HVAC
systems,
Bernie
and
his
team
have
been
replacing
some
of
the
mechanical
systems.
We're
doing.
You
are
doing
your
music
Suite.
Now
taking
off
the
boiler
system,
we
just
completed
the
gymnasium
and
your
science
rooms
are
already
on
rooftop
units,
but
the
rest
of
the
school.
J
All
your
classrooms
are
still
on
a
system,
that's
in
Jeopardy
of
failing.
So
that's
that's.
The
challenge
we
have
now
is
taking.
You
know,
at
least
at
least
the
first,
maybe
30
items
and
prioritizing
those
1
through
30.,
and
there
could
be
some
up
to
94
that
need
to
jump
in
in
front
of
those
items
and.
I
Madam,
chair
and
Jeff-
maybe
we
could
speak
to
it
so
that,
like
if
syringa's
HVAC
heat
system
fails,
we
we
can't
hold
school.
We
there's
just
no
way
to
get
heat
into
that
building.
That's
why,
when
Jeff
talks
about
that's
a
priority,
because
if
that
fails,
where
what
would
we
do
because
students
it
would,
in
the
winter
be
cold
summer,
we'd
make
it
through
May,
but
yeah.
J
If
it
fail,
you
could
bring
in
temporary
heaters
in
the
classrooms
if
you're
an
electrical
system
held
up
but
you've
got
fires,
Frank
Brothers,
they
could
freeze
yeah.
It
just
builds
upon
problem
f,
one
problem
after
another.
I
J
J
There's
a
life,
a
life
expectancy
for
people
and
systems,
and
some
people
are
super
people
and
they
live
in
their
90s
and
some
people
don't
so
so
when,
on
this
list,
when
we
see
it's,
it's
reached
its
life
expectancy,
I
mean
it
could
go
on
another
10
years
and
it
could
quit
next
week.
A
Okay,
and
so
the
rest
of
this
is
just
so-
we
have
Caldwell
High
School
and
then
just
all
the
other
schools
right
right
after.
J
J
He
knows
your
District
much
better
than
just
about
anybody.
Yeah.
K
Actually,
he
was
lucky
enough
to
be
able
to
work
the
project
on
the
Caldwell
High
School
project
and
I
was
responsible
for
converting
Syringa,
the
old,
which
was
called.
A
Yeah,
so
that's.
K
E
J
Yes,
I
think
so
the
next
steps
might
be
Design
West
working
with
Bernie
and
what
other
team
he
puts
together
to
try
to
prioritize
these
these
needs
of
the
school
and
then,
when
we
get
maybe
the
top
30.
We
can
put
pricing
together.
J
E
A
L
E
J
Not
necessarily
in
an
order,
in
fact,
I
took
off
the
numerical
column,
just
just
so
it
wouldn't
be
confusing.
Okay,.
L
G
K
K
L
J
J
School
we
know
all
the
water
and
wastelines
they've
exceeded
their
life
expectancy,
but
it's
building
preservation,
even
though,
if
they
go,
it's
going
to
be
a
health
and
safety
issue,
it
didn't
make
the
list
because
we've
already
got.
You
know
12
or
13
items
from
Lincoln
that
are
critical
health
and
safety
items.
Sure.
K
We
do
see
this
more
over
time.
You
know
again,
it
says
living
document.
You
may
have
a
system
that
continues
to
hold
out
and
we
had
a
higher
on
higher
priority.
So
next
year
it
may
come
to
looking
at
you
know
what
we
had
listed
is.
That
is
something
that
maybe
gets
addressed.
Maybe
something
else
jumps
out
of
it
and
we
also
look
at
it
as
keeping
you
in
business.
K
So
if
Caldwell
High
School
boilers
go
out
because
it's
a
hydraulic
Loop,
all
the
heat
pumps
don't
have
anything
to
either
dump
heat
into
or
take
heat
out
of
the
condition
to
space.
If
those
boilers
are
out,
you
just
have
a
whole
high
school
that
primarily
there's
some
units
on
gyms
and
Auditorium,
but
classrooms
that
you're,
if
it's
December
you're,
basically
don't
have
a
facility
to
use.
So
that's
why
they
become
very
important
on
that
on
that
list.
K
So
that
was
part
of
our
consideration,
too,
is
how
to
if
it's
a
building
that
just
has
packaged
rooftop
units,
one
for
each
classroom
or
something
like
and
you're
gonna
they're
starting
to
wear
out.
You
lose
the
classroom
here.
You
can
still
function.
You
know,
space
around
is
still
warm.
You
can
do
with
that
real.
You
can
still
keep
the
doors
open
versus
the
systems
that
literally
put
you
out
of
business.
If
that
fails,
you've
got
no
backup
plan.
E
I
And
structurally,
our
buildings
we
were
visiting
with
Bernie
this
morning,
like
Syringa,
is
for
as
old
as
the
age
on
that
building.
It's
really
it's
it's
a
good
building,
yeah.
H
What
the
latest
is
as
far
as
legislatively
like
what
may
be.
Percolating
are
the
capital
as
far
as
how
the
state
of
Idaho
is
going
to
deal
with
Building
Maintenance
school
school
building,
maintenance
issues.
I
Trustee
or
vice
chairman,
so
they
they
started
talking
about
a
building
fund.
Last
year
the
legislators
found,
and
it
stalled
I'm
sure
they'll
bring
it
back
up.
I
would
hope
they
would,
with
the
Surplus
in
the
state
to
help
school
districts
with
costs.
F
B
F
It
did
pass
tax
savings
to
the
property
owner,
and
so
they
called
it
for
facilities,
but
it
reduced
our
supplemental
Levy,
so
it
really
was
no
new
money
to
it.
There
is
talk
of
this
legislative
trying
to
distribute
some
money
for
facilities,
but,
as
we
said
so,
I
don't
know.
We.
E
F
E
F
Building
builds
in
13
or
15
years.
You
know
and
I
think
that
some
districts
are
bumping
up
to
the
ability
to
even
Bond
enough,
just
because
of
their
property
tax
values
they
can't
even
Bond
enough
to
build
a
building.
So
I
think
we're
fortunate
in
that
way
that
we
have
a
really
good
and
supportive
community
in
that
regard.
But
you
know
our
buildings
I
mean
my
father.
Who's
89
years
old
went
to
school
in
Canyon,
Springs.
E
F
E
F
You
eventually
have
to
make
the
decision
not
to
and
your
money
elsewhere
and
that's
where
I
think
we've
really
relied
on
Design
West
to
help
us
and
and
now
the
next
step
is
to
come
up
with.
You
know
with
those
critical
and
an
approximate
dollar
value,
so
we
can
plan
and
try
to
project
out
okay.
What's
critical,
what
do
we
have
to
figure
out
a
way
to
repair
before
it
puts
us
out
of
business
versus
you
know,
paint
and
cosmetic
things
that
1960s
pink
bathroom.
I
Well,
I
would
say:
I
do
want
to
just
share
so
I
appreciate
what
Bernie
everyone
has
done
to
when
it
comes
to
dignity,
and
that
would
be
bathrooms
stalls
to
make
sure
that
that
has
privacy
so
I,
that's
a
dignity
one,
but
those
stalls
were
old,
and
so
we
just
appreciate
there's
a
little
bit
of
functionality.
There,
fewer
kids
have
to
go
to
the
bathroom
together
to
guard
the
door,
so
no
one
can
look
through
it.
So
it's
really
nice
I
appreciate
that.
Just
let.
M
I,
as
we
were
taught
as
you
were
talking
in
the
very
beginning
and
and
then
it
came
kind
of
Full,
Circle
I
was
thinking
how
much
correlation
that
our
school
Community
is
to,
as
it
came
out
like
our
physical
body.
If
you
don't
take
care
of
everything
you
you
know,
eventually,
you
get
to
the
point
where
you
just
patch
patch
patching
as
opposed
to
taking
care
of
it
or
building
it.
M
Well,
like
we're
talking
about
the
old
high
school
and
and
then
actually
one
of
you
actually
brought
that
up
is
so
if
we
think
about
it,
as
all
of
our
buildings
are
part
of
our
our
school
body,
and
we
just
really
need
to
be
aware
and
try
to
prevent
things
from
happening
as
much
as
we
can
and
I
so
appreciate
all
of
this
information.
M
A
E
J
E
L
And
it's
actually
for
more
for
Dr
French
District,
if
it's
with
the
amount
of
information
and
everything
before
us.
If
it
is
worth
putting
together
a
formal
committee
to
look
at
facilities
to
try
and
put
something
together,
whether
board
members
on
it
or
we
have
District
staff
and
parents
on
that
committee.
But
that's
just
a
thought.
Yeah.
I
B
E
I
Talk
about
those
priorities
and
what
does
that
look
like
and
then
people
need
to
be
aware
of
the
costs
of
some
of
these,
and
so
I
do
appreciate
the
work
that
Design
West
has
done.
But
yes,
so
Madam
chair,
well,
yeah.
Just
ask
of
the
board
to
help.
You
know
create
a
a
committee
for
plant
facility
and
because
we're
gonna
have
to
really
talk
about
where.
L
A
Thank
you,
okay,
thank
you,
Mr
Brewster
and
Mr
Hamlin.
We
appreciate
your
help
and
invite
us
to
your
retirement
party.
E
A
B
A
A
K
Thank
you,
Jeff
done
several
of
these
just
very
familiar
with
the
process
and
whatnot
happy
returns.
B
A
I
A
You
thank
you
all
right
and
now
next
on
our
agenda
is
school,
Improvement
update
and
it
looks
like
Miss
lingan,
yay,
okay,.
N
Madam,
chair
trustees,
I
have
three
apps
or
three
updates
for
you
made
it
to
the
agenda.
The
fourth
one
is
I'm
going
to
guns
and
roses
and
Saturday
I'm
sure
you're
interested
in
that
San
Diego
yay.
Oh,
it's
on
everyone's
mind.
Okay,
first
one
Madam
chair
trustees,
you
received
a
letter
from
Mr
Ryan
Cantrell
from
the
state
department.
N
It
looks
like
this
one
here,
yes,
and
so
what
I
wanted
to
bring
to
your
attention
is
not
only
the
letter
but
then
the
subsequent
impact
it
had
for
our
students
in
Caldwell,
School
District.
So,
for
example,
if
you
take
a
look
at
the
front
page,
it
will
share
with
you.
On
the
left
hand,
side
the
previously
reported
spring
scores
for
2023.
N
It
is
also
worth
noting
that
in
Caldwell
school
districts,
our
students
K-5
take
the
eye
station.
However,
grade
levels
K
through
three
are
the
ones
associated
with
the
literacy
funding.
N
We
expected
about
a
one
to
three
percent
differential
from
the
way
it
was
reported
before
to
the
updated
version.
However,
what
I
would
like
to
share
with
you
is
that
while
we
expected
a
one
to
three
percent
difference,
which
we
definitely
saw
in
kindergarten,
for
example,
there
was
just
a
difference
in
Washington
at
Washington
Elementary
from
40
to
41
percent
in
first
grade
throughout
the
districts.
N
Four
of
the
six
had
an
increase
of
one
to
three
percent.
However,
I
think
that
it's
worth
noting
that
in
our
second
grade,
every
school
had
us
anywhere
from
a
two
to
a
five
percent
gain.
So
every
single
second
grade
in
Caldwell
School
District
had
a
positive
impact
from
anywhere
from
two
to
four
percent.
The
mode
is
four
percent
with
Washington
having
an
increase
of
five
in
third
grade.
N
We
saw
the
biggest
difference
in
cultural
School
District
five
out
of
our
six
received
a
positive
impact,
but
it
is
worth
noting
that,
particularly
at
Lincoln
Elementary,
they
had
a
13
gain,
so
it
went
from
47
up
to
66
60
percent
proficiency,
with
the
goal
being
61
and
then
right
behind
them.
At
Wilson
Elementary,
there
was
an
eight
percent
gain,
so
they
went
from
52
to
60,
with
our
annual
coal
being
61,
so
in
Caldwell,
School,
District,
second
and
third
grade
made
or
had
received
the
biggest
impact.
I.
I
And
Madam
chair
and
trustees,
if
you'll
recall,
so
when
we
last
our
regular
meeting,
we
talked
about
the
school
Improvement,
continuous
Improvement
plan
that
had
to
be
approved
and
we
knew
the
data
was
not
accurate
and
so
between
two
weeks
ago,
and
today
there
have
been
changes
made,
the
iri
data
was
re,
calculated
or
updated.
So
we
saw
better
games
for
our
students,
then,
but
previously
thought
and
then
same
with
ISAT.
Some
information
came
from
the
state
department
on
isats
yep.
N
Right
ma'am
Madam
chair,
to
give
you
a
couple
of
it
I.
To
give
you
a
couple
of
updates
about
istat,
you
might
recall
that
in
2020
we
did
not
participate
Statewide
in
ISAT.
When
we
returned
in
21
for
the
2021
and
the
21-22
school
year
we
took
what
was
called
an
adaptive
equipment
assessment
for
ELA,
mathematics
and,
depending
on
the
grade
level
that
you
were
in
science,
you
took
a
shortened
version.
All
of
those
questions
had
weights
as
far
as
the
students
overall
proficiency.
N
Last
year,
however,
in
the
2223
school
year
we
took
what's
called
a
comprehensive
eye
set
which
is
longer
in
length,
which
is
you
would
expect
then
longer
in
time,
and
that
assessment
not
only
assesses
students
with
questions
that
then
determine
the
student's
proficiency.
Other
questions
are
also
added
in
there
to
they're
sort
of
test
testing
questions
to
see
if
they
would
make
the
cuts
nationally
as
a
quality
question.
N
So
what
they
do
is
they
assess
students
using
those
questions
and
percentage-wise
nationally
if
they
find
that
a
question
is
too
difficult
or
too
easy,
then
they
know
that
that's
not
a
question
where
it's
sustaining.
That's
called
the
comprehensive
assessment.
However,
the
state
department
receives
feedback
that
from
districts
including
ours,
that
in
some
ways
it
became
a
test
of
endurance,
whether
versus
a
test
of
students,
understanding
of
State
Standards.
N
So
the
state
has
recognized
that
their
is
a
bit
of
a
dip
that
they
contribute
in
some
ways
to
the
duration
and
length
of
Assessments.
That
students
were
asked
to
partake
in,
with
all
that
in
mind
across
the
state
will
be
reverting
back
to
the
Adaptive
assessment,
so
the
spring
students
will
be
taking
the
shortened
one.
It's
about
40-ish
questions
per
subject
area.
N
In
addition
to
that,
the
testing
window
has
been
lengthened
by
a
week
to
provide
sort
of
a
longer
time
frames
to
students
participate
which,
as
you
imagine,
could
be
a
little
bit
a
test
of
endurance
in
and
of
itself.
If
you
are
a
grade
level
that
takes
science
in
there
as
well
and
then,
in
addition
to
that,
starting
in
2020
teachers
and
buildings
and
districts
were
afforded
the
opportunity
for
teachers
to
assess
their
own
students.
That
was
in
our
efforts
again
was
during
the
time
of
covid
this
year.
N
However,
we'll
be
reverting
back
to
it.
Our
traditional
model,
where
teachers
won't
be
assessing
on
students,
will
be
moving
Educators
around
to
assess
students
that
they
don't
have
direct
instruction
for,
so
that
it's
just
a
minor
change,
but
I
wanted
you
to
be
aware
of
that
as
well.
N
Ma'am
Madam
chair,
it's
trustees,
it
starts.
We
typically
assess
science
the
week
before
spring
break,
and
then
we
assess
when
we
return
from
spring
break
to
about
mid-may
okay.
A
A
Is
it?
Is
it
just
our
students
that
we
test,
or
there
are
so
students
from
out
of
District
that
come
and
take
these
tests.
A
I
think
I'm
asking
about
like
the
Juniors,
because
that's
is
that
a
test
that
that
they
take
well
I
know
maybe
I'm
I'm,
mistaking
it
for
like
a
college
entrance
exam.
You.
N
L
N
We
are
instructing
that
is
under
our
roof
during
the
the
window
of
testing,
so
I
believe,
there's
a
cut-off
date
that
the
state
provides
us
which
I
believe
is
in
early
May,
and
so
any
student
who
has
been
with
us
who
we
instruct
or
come
to
us
as
a
new
student
prior
to
maybe
the
first
week
in
May,
we're
required
to
assess,
give
them
the
assessment
with
Ela
and
math
and
potentially
science
depending
if
it's
the
grade
level
you
live
in,
and
then
the
state
uses
all
of
that
to
count
toward
our
percentage
of
students
participating.
H
So
the
question
I
have
is
about
the
the
rotating
the
teachers,
for
the
assessment.
Is
that
just
somehow
like
to
improve
the
Integrity
of
the
assessment?
Somehow
or
what's
the
you
know
the
reasoning
behind
that.
N
H
So
you
had
mentioned
a
couple
minutes
ago
about
how
I
think
you're
talking
about
the
isats
and
how,
with
the
ISAT
testing
that
a
teacher
was
not,
is
not
allowed
to
give
the
ice
at
two
students
that
they
teach
is.
That
is
that
correction,
correct.
N
Yeah
I'm
sure
trustee
Manning,
it's
a
traditional
model
of
what
we
what
we
practice
prior
to
covid,
and
so
we
just
wanted
to
make
sure
that
the
Integrity
of
the
assessment
environment
mainly
is
up
to
the
highest
standard.
So
we
want
to
make
sure
that
the
level
of
scaffold,
for
example,
that
might
may
or
may
not
be
in
a
classroom,
is
maintained,
Integrity
wise
to
make
sure
everyone
has
the
same
opportunity
on
the
same
playing
field.
N
When
covet
came,
we
housed
children
and
had
them
assessed
in
their
homeroom
for
at
the
time
for
health
reasons,
to
make
sure
that
we
were
making
sure
that
students
were
assessing
in
their
homeroom,
for
example,
if
someone
then
test
positive
for
covet,
we
could
do
better
tracing
and
better
identifying.
Since
then,
though,
we've
been
able
to
move
back
to
our
traditional
practice
of
having
someone
else.
Proctor
is
another
way
to
say
it
Proctor
the
assessment.
N
So
typically,
what
that
means,
then,
is
that
teachers
will
work
within
a
grade
level
to
Proctor
a
group
of
students
other
than
their
own,
to
maintain
the
Integrity
I
would
agree
and
to
make
sure
that
everyone
stays
on
the
same
playing
field
and
also
trustee
Manning,
because
we
also
have
the
opportunity
to
utilize
students
in
their
one-to-one
devices.
N
E
N
Then
finally,
Madam
chair
trustees,
you'll
see
before
you
the
dmti
math
goals
for
23.24.
N
Once
again
this
year,
in
our
elementary
and
middle
schools,
we
are
providing
math
professional
developments
at
the
elementary
levels
and
all
six
of
them.
We
are
working
with
developing
mathematical
thinking
with
Dr
brennifer
I
believe
that
he
provided
pd2
to
all
of
you
last
year
and
then
Mr
Excuse
me
Dr
uriarty,
with
Boise
State.
He
is
back
at
the
middle
schools
again
this
year
and
in
either
instance,
whether
you're,
Elementary
or
middle
school
professional
development
is
provided
to
our
Educators
about
every
six
weeks
or
so.
N
N
So,
given
the
fact
that
each
of
these
eight
elements
associated
with
the
quality
math
lesson
are
important,
we
ask
schools,
administrators
and
their
teams,
then
to
identify
variables
of
particular
Focus
for
either
their
school
their
or
their
grade.
So,
for
example,
under
developing
fluency,
the
first
one
Wilson
Elementary
sees
that
as
Initiative
for
their
K-5
students.
N
For
Van
Buren
it
was
second
grade
and
third
grade
for
and
then
that's
the
initials
of
particular
teacher
and
then
moving
down
to
problem-solving
skills,
Van
Buren's
first
grade
and
then
so
it
goes.
So
all
of
those
schools
highlighted
in
red
note
for
you
either
the
building
initiative
or
the
grade
level
initiative.
N
N
The
top
part
provides
information
and
feedback
specific
to
the
educator
and
then
there's
a
bit
of
a
space
and
then
below.
That
would
be
what
students
should
be
able
to
demonstrate
and
based
on
what
they're
demonstrating
it
shows
where
they
land
one
through
four.
So
it
provides
opportunities
for
students
to
self-assess
set
goals
for
themselves,
and
it
also
allows
for
educators
to
self-assess
where
they
are
in
their
instruction
and
make
refinements
as
well.
M
What
you've
laid
out
here,
because
it's
really
interesting
as
a
grandma
and
I'm
looking
thinking
about
my
grandsons
and
where
they
are,
and
it's
like,
oh
yeah,
okay,
I,
can
see
that
you
know
with
what
the
bottom
half
of
the
page,
the
students
demonstrate
a
deep
understanding
of
number
patterns
and
relationships,
and,
and
so
it's
just
kind
of
interesting,
to
look
at
it
from
what
I
know
where
they
are
and
I
really
like
how
this
was
laid
out.
Good.
M
N
A
B
A
H
I'm
sure
miss
Langan,
so
I
just
appreciate
the
work
that
the
district
does
and
that
you
know
our
teachers
do
or
really
you
know
trying
to
help
our
students
maximize.
You
know
we
take
students
from
where
they
are
from
where
we
get
them
and
we
try
and
Accelerate
from
there.
H
H
H
You
know,
while
they're
here
you
know,
including
you
know,
we
have
a
high
Mobility
rate
30
some
percent
or
whatever
of
students
are
in
and
out
of
our
schools
and-
and
so
we
are,
you
know
it's
it's
a
heavy
lift
to
help
improve
the
academics
with
our
kids,
whether
it's
you
know
reading
you
know
on
grade
level
by
third
grade
or
making
sure
they
can.
You
know
do
their
grade
level,
mathematics,
stuff,
I,
just
appreciate
the
hard
work
that
you
guys
are
doing.
So.
Thank
you.
Thank.
N
Maybe
Madam
chair
trustee
Manning
to
your
point
third
grade
in
2023
with
the
adaptation
or
the
adjustment
to
the
most
updated
scores.
N
Four
of
six
were
within
ten
percent
of
the
state
average
trustee
Butler
I
know
in
the
past
that
you've
asked
me
specifically
about
their
grade,
and
so
you
know
have
having
students
be
literate,
especially
by
the
end
of
their
grade
ways
on
all
of
us.
It's
certainly
is
at
the
Forefront
of
our
instruction,
especially
our
instruction
in
the
classroom,
and
so
half
of
them
were
near
in
third
grade
near
proficiency
and
then
two
within
or
actually
one
within
10
percent,
so
and
then
our
our
kindergarten.
N
Actually
maybe
I
should
speak
to
this
Madam
chair
trustees
tomorrow,
we'll
be
visiting
with
the
State
Board
of
Education,
as
they
want
to
learn
more
from
Caldwell,
specifically
with
our
kindergarten
scores
and
the
changes
and
adjustments
we've
made
to
meet
or
exceed
State
averages
so
that
that's
on
deck
for
tomorrow.
H
It's
like
I,
wonder
if
you
might
just
expand
on
that
just
a
little
bit
like
what
maybe
give
us
a
preview
like
what
has
the
impact
been?
Do
you
think,
for
you
know
what
we've
done
with
kindergarten
with
kindergarten,
kiddos
and-
and
you
know
why
we've
gone
that
direction,
maybe
speak
to
that
a
little
bit.
N
Yeah
Madam,
chair
trustees.
Thank
you.
So
we've
done
a
couple
of
things
a
little
bit
differently,
starting
last
year
or
at
the
last
two
years
we
conduct
professional
Learning
Community
discussions,
which
is
the
first
Wednesday
of
the
month
of
the
district
level.
It's
very
data
focused
this
year.
We
refine
it
even
more
so
after
each
month's
update
of
iStation
data
that
we
do
at
the
beginning
of
each
month.
N
Data
reports
are
then
created
by
myself,
shared
with
administrators,
who
then
share
it
with
teams
teams
then
get
together
and
take
a
much
deeper
dive
into
the
into
their
instruction.
It
includes
questions
that
they
answer,
such
as
what
are
should
our
students
should
know
and
be
able
to
do
at
this
time.
N
What
should
we
be
doing?
What
should
we
do
for
our
students
who
have
not
met
that
expectation
for
whatever
reason
and
provide
great
opportunity
to
fill
in
those
gaps?
What
do
we
do
for
children
who
are
exceeding
those
expectations
and
then
from
there?
They
come
up
with
a
plan,
so
they
share
that
not
only
within
their
grade
level,
but
also
across
their
school,
which
I
think
builds
Clarity
and
capacity
for
all
students
within
a
particular
building.
P5
I
think
it's
also.
N
You
know,
as
you
might
imagine,
a
little
bit
of
a
vulnerability
to
be
able
to
share
with
all
of
my
colleagues
in
a
particular
building
where
we're
at,
but
it's
also
empowering
because
then
we're
also
able
to
share
what
we're
doing
about
it.
At
the
end
of
last
year,
Miss
trustee
Manning's
may
be
more
specific
to
your
point.
The
state
average
I
think
was
somewhere
around
65
percent.
N
However,
in
some
buildings,
such
as
Lewis
and
Clark
big
into
the
year
with
88
percent
Van
Buren
Elementary
end
of
the
year
at
83
percent,
we
have
64
58
58.,
so
you
know
I
think
that
was
Kindergarten.
Yes,
sir,
what's
also
I
think
worth
noting,
then,
is
our
kindergarten
students
move
up
to
first
grade
in
large
part
in
those
buildings?
There's
just
sustaining,
and
so
first
graders
are
starting
on
a
more
solid
footing
than
we've.
Seen
in
the
past.
I
Dr
French
so
before
just
so,
we
did
prior
to
covet.
We
had
gone
to
all
day
kindergarten
and
I
think
that
was
started.
Miss
Langan
was
a
principal
at
Van
Buren.
She
was
doing
everything
she
could
to
figure
out
how
to
have
full
day
kindergarten.
Lee
Peebles
was
here
in
the
district
at
the
time.
I
She
was
also
trying
to
find
ways
to
have
full
day
kindergarten,
and
we
were
there
were
maybe
two
or
three
schools
where
they
could
offer
full
day
for
some
students,
but
everyone
felt
like
if
we
could
go
to
full
day.
It
would
be
helpful.
We
were
able
to
do
that,
but
it's
also
taken
a
lot.
I
Some
quality
professional
development,
because
full
day,
kindergarten
is
only
as
good
as
you're
prepared
to
have
five-year-olds
all
day
when
you,
because
half
day
for
a
couple
hours,
four
hours
and
then
a
full
day
or
I
wasn't
even
four
was.
It
was
like
three
so
I
think
credit
to
the
professional
development
credit
to
going
full
day
and
then
yeah
like
looking
at
the
data.
Actually
speaking
about
what
can
we
do
better?
N
Yep
so
trustee
Manning,
tomorrow's
conversation
will
be
about
everything
that
we
just
spoke
of
full
day
kindergarten.
Hell
we've
been
doing
that
gosh.
That
seems
so
long
ago.
Dr
French
forgot
all
about
it
and
then
the
specific
Focus
we
have
on
on
data-driven
decision
making
that'll
be
the
topic
of
conversation
tomorrow.
A
They're
excited
to
learn
these
kids
yeah.
Thank
you,
Miss,
Langan
and
I
think
this
was
information
only
okay,
all
right
and
I,
think
that
is
that
takes
care
of
our
what
we
have
for
tonight.
We
do,
let's
see
future
agenda
items
once
again
like
just
like
with
every
meeting.
A
If
you
have
anything
you'd
like
to
have
on
the
agenda,
please
let
us
know
speak
with
me:
Dr
French,
two
board
members
can
come
up
to
us
and-
and
let
us
know
if
you'd
like
to
have
something
on
future
agenda
items
or
speak
now
and
then
for
information.
Only.
L
A
A
Oh
okay,
gotcha,
gotcha,
okay
and
then
we
have
Caldwell
Fine
Arts.
We
will
have
the
or
let's
see
we
have
bring
class
musicians
to
our
students.
October
6th
and
that's
a
Friday
called
the
finance
will
bring
locarno
latinx
band
to
call
the
high
school,
and
so
that's
going
to
be
at
the
auditorium.
Correct.
I
A
Okay,
all
right
and
then
we
have
I
know
that
we're
all
excited
about
Caldwell
High,
School
theater,
the
full
production
in
a
in
a
Grove,
so
that's
gonna,
be
nights
or
October,
12th,
14
and
then
and
then
the
following
week
from
the
19th
to
the
21st
doors
open
at
6,
30
show
starts
at
7
pm
and
oh,
the
admission
is
free,
so
we
want
to
see
a
packed
house.
Yeah
that'll
be
really
good.
That's
I
know
that
they're
excited
about
that
too,
and
I
think
that's
all.
A
There
is
for
our
information.
Only
trustees
I
would
like
to
ask
for
a
motion
to
adjourn.