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From YouTube: Regular Board Meeting and Executive Session 6-13-22
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A
B
D
A
Thank
you,
you
may
be
seated
all
right
and
madam
clerk,
could
you
please
let
us
know
about
the
agenda
postings
for
the
board
meeting.
C
Madam
chairpersina
and
trustees,
I
request
the
approval
of
the
board
of
trustees,
board
of
trustees,
executive
session
and
regular
board
meeting
agenda
posting
for
monday
june
13.
The
agenda
was
posted
on
friday
june
10th
2022
at
503
pm.
The
agenda
was
posted
at
these
locations,
the
school
district
website
and
the
caldwell
district
office.
F
G
B
H
G
A
Okay,
so
at
this
time
I'm
gonna
go
ahead
and
read
the
per
idaho
code.
74-206.
A
A
All
right
welcome
everybody
back
to
our
meeting
this
evening.
We
are
going
to
take
action
to
resume
into
our
regular
session.
So
at
this
time
I
would
like
to
ask
for
a
motion
to
resume
into
a
regular
session.
A
A
Okay,
thank
you.
I
have
a
motion
and
I
have
a
second.
So
would
you
do
the
roll
call
or
do
we
need
a
roll
call?
Okay
go
ahead
and
if.
F
A
Okay,
so,
and
so
we'll
have
trustee
godina.
Let
us
know
what
we
decided
during
the
executive
session.
So
after.
A
Okay,
thank
you
so
for
those
that
are
in
our
meeting
right
now,
we
are
on
agenda
item
number
seven.
So
this
says
information
items
and
reports.
So
dr
french.
D
J
Perfect
good
evening,
madam
chair
trustees,
dr
french,
thank
you
for
having
me
I'd
like
to
invite
rebecca
barnharts,
advanced
learning
program.
Teacher
turn
on
the
mic.
J
I'm
going
to
turn
the
floor
over
to
mrs
barnhart,
who
has
helped
guide
lincoln
through
the
national
history
day
process,
but
I'm
excited
to
show
that
lincoln
has
earned
second
place
in
the
entire
state
of
idaho
for
his
presentation.
So
that's
super
exciting
for
our
program
for
our
school
and
for
lincoln
it's
the
first
year
that
we've
had
national
history
day
at
the
elementary
school
level.
J
So
I
know
it's
been
a
staple
in
the
kabul
school
district,
the
secondary
level
for
a
long
time,
but
kudos
to
mrs
barnhart
for
taking
on
the
challenge
of
adapting
this
and
doing
the
project
with
our
advanced
learning
program
students.
So
I'm
going
to
turn
the
floor
over
to
mrs
barnhart
for
just
a
moment,
so
she
can
explain
a
little
bit
more
about
lincoln
and
his
project
and
then
we'll
go
from
there.
So
mrs
barnhart.
K
I
thought
I
would
do
a
really
quick
brief
synopsis
of
what
national
history
day
is
because
I
really
want
you
to
understand
what
an
undertaking
it
is
for
a
fifth
grade
student
to
take
on
that
challenge.
So
really
quick.
The
national
history
day
is
a
con
competition,
that's
open
to
fourth
grade
students,
actually,
all
the
way
up
through
high
school.
K
You
compete
at
the
regional
level,
first
lincoln
placed
first
place
in
our
southwest
region
and
then
first
and
second
place
winners.
Move
on
to
state
after
that,
if
you're
sixth
grade
on
up
you
get
to
move
on
to
nationals
and
that's
hence
the
name
national
history
day,
competition
under
five
categories
that
a
student
can
choose
to
compete
in,
they
can
create
an
exhibit
a
website,
a
documentary,
a
paper
or
they
can
do
a
performance.
Once
they've
completed
their
project,
they
need
to
create
an
annotated
bibliography
in
the
annotated
bibliography.
K
K
So,
as
you
already
know,
dr
mcdaniel
mentioned
our
students
at
the
11th
grade
level
already
do
this
project,
but
it's
quite
a
bit
of
work
and
it's
a
lot
of
extra
work
at
home
for
a
fifth
grader
to
take
it
on
so
again
lincoln.
He
took
first
place
in
the
region
and
he
took
second
place
in
state
and
that's
a
huge
accomplishment.
So
I'm
gonna,
let
lincoln
talk
a
little
bit
about
his
project.
What
he
chose
to
do
and
why
this
was
so
important
for
him
to
complete.
I
F
E
L
A
L
So
basically
I
chose
to
black
death.
My
topic
was
the
on
the
bubonic
plague,
the
black
desks,
and
originally
I
chose
it
because
it
was
something
that
like
I'd
heard
of,
but
I
never
really
knew
much
about
it
and
I
just
kind
of
wanted
to
know
more.
L
So
basically,
it
kind
of
stood
out
to
me
because,
like
it,
was
more
more
serious,
more
devastating
than
like
other
diseases,
and
then
it's
not
immediately
apparent
throughout
my
project
how
it
ties
to
debate
in
diplomacy,
but
it
caused.
It
caused
a
lot
of
debate
and
diplomacy
of
how
it
like
to
like
to
treat
it
and
stuff.
L
So
then,
how
did
I
conduct
my
research
so
at
first
I
didn't
really
know
what
to
do
whole
lot.
What
to
do?
It
was
just
so
I
just
started
I
searched,
I
searched
it
up
on
google
and
then
just
looked
at
websites
and
see,
if
saw
if
they
really
supported
my
topic
at
all,
and
then
it
helped
me
focus
on
things.
I
really
needed
to
find
specific
things
such
as
like
compared
to
other
diseases.
L
How
bad
was
it
or
how
did
it
get
better
over
time
stuff
like
that,
and
it
was
very
difficult
to
find
like
the
right
information
like
even
debating
the
ponzi
was
difficult
to
find
and
then
and
then
I
would
I
would
like
I
would
take
notes
of
the
stuff
I
found
important
stuff.
I
found
these
sources
and
I'll
create
summaries
of
them,
and
these
would
go
into
the
final
project.
L
L
So
then
I,
how
did
I
create
my
project,
so
I
copied
my
summaries,
my
information
onto
just
like
a
document,
so
I
could
edit
them
and
like
even
find
new
information,
and
then
I
edit
yeah,
I
edited
them
and
then
and
then
after
I'd,
gotten
everything
I
wanted
to
my
project
into
the
document.
I
started
thinking
of
a
title
and
I
landed
on
finally
landed
on
this
one
black
desk.
L
I
was
doing
it
I
didn't
exhibit,
so
I
cut
things
out
and
looted
onto
the
trifold
poster.
After
that
I
printed
out
all
the
information,
and
then
I
I
didn't
just
do
that,
though
I
decided,
I
should
add,
like
a
construction
paper,
to
make
it
more
like
pop
out
and
make
it
grab
your
attention
more
so,
and
then
that
was
all
and
then
I
just
had
to
write
my
entity
bibliography
my
process
paper.
That
was
the
main
project
done
there
all
right.
L
L
And
then,
in
what
ways
is
my
topic
significant
in
history,
the
black
guest
was
very
prominent
and
significant
in
history.
For
the
last,
it
made
a
big
impact
in
people's
lives.
For
many
years,
the
black
death
was
a
constant
problem.
People
had
to
worry
about,
and
people
suffered
from
it
was
very
deadly
and
severe
compared
to
the
other
diseases.
During
the
time
many
lives
were
taken
by
the
disease,
and
it's
shaped
of
how
a
disease
of
how
we
handle
and
think
of
diseases.
Today.
F
I
A
A
E
Justine
robertson,
I
had
a
question:
what
was
it?
Is
it
a
black
death
the
same
as
the
black
plague,.
E
L
E
Coming
back
yeah,
it
is
this.
The
I've
seen
pictures
or
costumes,
and
maybe
it's
on
your
board
of
the
the
black
mask
that
the
front
looks
like
a
beak.
Was
that
the
attire
that
people
used
during
the
black
death.
E
That
that's
the
reason
I
asked
my
my
grandson,
who
is
your
age?
Had
that
costume
last
year
for
halloween
and
I
found
out
the
significance
of
the
beak
was
that
that
was
a
protection
from
the
black
plague
was
a
mask
and
apparently
they
would
use
herbs
or
something
in
the
beak
like
to
cover
up
the
smell
of
all
of
the
corpses.
A
So
I
I
lincoln,
I
thought
when
you
talked
about
the
black
plague,
you
know
it
had
it
been
any
other
year,
any
other
like
20
years
ago,
10
years
ago.
I
would
thought
okay,
whatever
it's
in
the
history
books,
whatever
whatever,
but
now
it
really
sparks
my
interest
because
we
just
had
a
pandemic
right
and
kind
of,
like
you
know,
a
pandemic
of
a
virus,
and
so
that's
interesting
because
there's
a
lot
of
stuff
that
we
can
learn
from
history,
you
know
and
and
how
people
started
thinking.
You
know,
how
do
we
combat
diseases?
A
So
you
know
great
great
topic,
because
I
think
you
you
pick
something
that
was
on
people's
forefront.
You
know
thinking
about
okay.
This
is
really
good,
because
this
is
we're
kind
of
going
through
something
like
this
right
now
and
how
how
you
know:
viruses,
work
and
pandemics,
and
things
like
that,
so
that
I
thought
that
was
that's
probably
ingenuine
of
you
to
have
done
something
like
that.
Yeah
good
job,
trustee
butler
and
he
worked
for
thinking.
L
I
might
I
think
I
started
working
on
it
like
in
november
or
december,
and
then
I
finished
it.
I
had
to
finish
it
by
like
march
1st.
I
think
so
I
finished
it
like
late
february.
I
think.
M
A
A
F
Lincoln
so
where
did
you
compete
to?
Did
you
did
you
have
to
go
somewhere
to
boise
or
something
or.
L
F
And
then
what
was
the
root
cause
of
the
black
plague?
Do
you
have
any
idea,
or
did
you
research.
L
I
didn't
find
any
information
on
that
and
it
wasn't
really
even
on
my
mind
that
exact
question
but
yeah
I
didn't
find
anything
about
it
anyway.
Okay,.
I
A
I
B
D
Chair
and
trustees
also,
this
evening
we'd
like
to
recognize
one
of
our
own
teachers.
Maggie
stover
was
chosen
as
the
state
winner
of
the
idaho
environmental
secondary
educator
of
the
year.
The
I
think
maggie
will
have
to
speak
to
that
a
bit
dr
farrow.
Let
me
know
that
maggie
had
been
selected
by
the
idea
board
and
that
she
will
be
presented
with
this
award
at
the
summit
on
june
9th,
so
that
has
been
completed
so
maggie
if
maggie
teaches
at
saringa
science
teacher
at
saringa
middle
so
maggie.
If
you'd
come
up.
N
Nice
and
thank
you
lincoln
for
setting
up
the
mic
for
me,
perfect.
N
N
Maggie
stover
from
saranga
middle
school,
I
primarily
teach
7th
grade
life
science,
but
also
had
the
opportunity
to
design
a
new
elective
this
year
for
environmental
education.
Since
that's
something
I'm
really
passionate
about
the
generous
dr
pharaoh
nominated
me
for
this
award,
since
I
had
basically
designed
it
that
new
elective
to
get
kids
really
connected
with
the
environment,
kind
of
find
their
role
and
their
their
purpose
and
taking
care
of
and
preserving
a
world
for
the
future.
So
I've
been
presented
with
this
lovely
thing
and.
A
N
A
N
Finding
their
place
in,
in
whatever
I'd,
say,
whatever
problem
that
they
see
that's
happening
in
the
environment
if
they
see
something
that
stands
out
to
them
as
hey.
This
is
something
that
directly
affects
me,
my
community,
my
family.
What
am
I
going
to
do
about
it?
How
am
I
going
to
make
this
a
creative
solution
to
make
it
better
for
everyone?
N
H
F
N
We've
we've
done
a
couple
that
I've
been
a
part
of,
so
I
belong
to
a
very
awesome
team.
It's
not
just
me,
of
course,
but
we
work
together
to
take
seventh
graders
on
a
life
science
field
trip
where
we
study
water
quality
down
at
lake
lowell,
and
we
test
the
water
quality
and
upload
the
data,
so
that
deer
flat
can
actually
use
that
data
and
work
with
it
and
find
solutions.
N
As
a
capstone
project,
we
took
our
eighth
graders
on
a
brand
new
field
trip
to
the
oregon
coast.
We
got
to
study
the
geology
there
and
biodiversity
there
as
well.
I
E
What
was
was
there
any
and
during
the
class
did
you
ever
have
like
a
child
that
just
had
that?
Aha,
that
that
spark
that
it's
like
that's
gonna,
keep
going.
I'm
just
curious,
because
I
think
when
we
present
information
such
as
this
and
activities
such
as
this,
that
that
one
child,
or
maybe
a
dozen
of
them
that
just
it's
like
a
turning
moment
in
their
life
and
in
their
education,
did
you.
I
hope
you
saw
that
I.
N
I
mean
I'm
thinking
of
lots
of
different
things,
but
in
particular
we
study
something
called
a
macroinvertebrate
down
in
the
water,
so
just
teeny
tiny
little
aquatic
insects,
but
those
can
actually
tell
us
the
water
quality,
and
so
we
study
them
in
class
leading
up
to
this
field
trip
in
april
and
they
they
learn
about
which
ones
show
us
what's
good
water
quality,
what
is
poor
water
quality,
but
once
they're
down
there
and
they're
scooping
up
the
little
critters
and
actually
like
identifying
and
analyzing
some
of
them
are
just
like,
oh
well,
I
saw
this
in
the
water,
so
this
tells
me
that
you
know
we
have
fairly
decent
water
quality
here.
N
F
My
daughters
was
out
of
high
school
and
she
was
thinking
about
the
whales
and
you
know
taking
trips
to
the
coast,
to
see
the
whales
and-
and
she
was
on
a
she's
still
on
a
on
a
mission
to
save
the
whales
and
all
that
very
proud
of
her.
I
don't
know
where
she
got
it
from,
because
you
know.
M
N
N
I'm
not
sure
what
magic
went
into
creating
the
rosters,
but
it
wound
up
being
a
semester
course.
So
I
got
to
offer
it
twice
and
there's
a
decent
enrollment.
A
A
Okay,
okay,
all
right,
so
we
do
have
a
person
signed
up
for
patron
input
and
just
wanted
to
go
over
the
rules
and
protocol
for
public
input.
We
only
have
one
person,
so
we
don't
have
to
call
them
in
order
and
if
you
would
at
the
time
when
you're
called
come
forward
to
the
microphone
to
present
state
your
name
and
address
for
the
record-
and
you
will
have
the
floor
for
a
maximum
of
three
minutes
and
then
we
will
give
you
a
two
minute
warning
and
a
one
minute
warning.
A
Is
that
correct?
Madam
clerk?
Okay
and
then
the
time
is
up
and
we'll
let
you
know
at
that
time.
So
please
do
not
exceed
your
time
limit,
no
applause
or
calling,
during
or
after
presentation
face
and
address
the
board
and
not
the
audience.
A
Please
be
respectful,
do
not
personally
attack
or
address
board
members,
district,
administrators
or
district
staff,
and
if
you
would
like
to
give
the
board
more
information
that
time
permits.
Please
reduce
your
concerns
to
written
form
and
you
can
send
them
to
the
board
clerk
and
yep.
And
then
I
believe
you
have
the
board
clerk's
email.
So
all
right,
so
at
this
time
I'd
like
to
call
miss
nicole
trenkel.
P
Thank
you
all
right,
madam
chair
trustees.
I
was
like
wanting
to
address
policy
two
three
four
zero
and
it
is
on
the
controversial
conversations
policy
and,
on
section
part,
10
one.
I
just
like
to
read
it
in
case.
You
don't
have
it
available.
The
board
directs
that
a
philosophy
is
abstinent
shall
be
a
part
of
and
the
underlying
principle
in
all
sex
education
instruction.
P
However,
it
is
recognized
that
this
alone
may
not
prevent
pregnancies
on
sexually
transmitted
disease
and
therefore
the
board
allows
for
instruction
in
sex
education,
including
aids,
awareness,
sexually
transmitted
diseases,
birth
control
and
general
human
sexuality.
In
all
cases,
the
known
facts
will
be
taught
not
the
opinions
or
moral
judgment
of
the
instructor.
This
does
not
preclude
in
giving
impartial
viewpoints
on
both
sides
of
issues
such
as
the
right
to
an
abortion
or
on
the
use
of
birth
control
methods.
P
P
Such
a
huge
life-altering
decision
for
somebody
I
feel
like
presenting
these
facts
could
make
somebody
potentially
especially
vulnerable
teenager
believe
that
it's
just
a
clump
of
cells.
They
don't
feel
there's
not
this
and
then
maybe
the
student
would
pursue
such
a
thing
based
on
facts
that
they
heard
from
a
teacher,
and
I
just
feel
like
parents
and
doctors
should
be
the
ones
to
describe
these
facts
or
to
give
medical
facts
based
on
someone's.
P
If
to
me,
it's
an
opinion,
facts
can
be
opinion
too,
and
I
just
feel
like
that
leaves
it
open
to
that
situation,
and
I
just
feel
like
my
other
point,
is
what
will
be
the
guidance
sex
education
has
to
do.
You
have
to
sign
permission
slip.
It
said
for
junior
high
in
high
school
to
be
a
part
of
this
day
and
this
discussion,
but
I
couldn't
find
in
here
and
I'm
hoping
you
can
address
it
when
you
get
to
this
policy.
What
would
happen
on
days
when
it's
brought
up
outside
of
that
day?
P
So
if
I
do
not
sign
for
my
child
to
be
a
part
of
that
and
then
a
question
is
brought
up
later,
is
that
still
going
to
be
discussed
things
that
I
did
not
give
permission
for
my
child
to
have
discussed
in
their
classroom
and
what
would
be
like?
I
said
the
policy
on
those
days
I
couldn't
find
in
here.
So
if
that
could
be
addressed,
if
you
guys
know
the
answer,
thank
you
so
much.
P
A
So
at
this
time,
if
we
don't
have,
if
you,
if
trustees,
do
you
have
an
item
that
you'd
like
to
remove
from
the
consent
agenda,
and,
if
not,
could
I
I
would
like
to
ask
for
a
motion
to
approve
all
of
the
following
items
by
single
vote.
M
A
Okay,
I
have
a
motion
in
a
second
any
additional
discussions-
trustees.
Okay,
hearing
none.
I
would
like
to
ask
for
a
vote
all
those
in
favor.
Please
say:
aye
aye,
any
opposed.
Nay,
all
right
motion
passes.
So
we
do
not
have
anything
for
item
10,
which
is
anything
that
was
pulled
from
the
consent
agenda.
A
So
at
this
time
we're
going
to
move
on
to
11
information
items,
and
so
our
first
item
that
we
have
is
plant
facility
report.
So
mr
bernie
carrera
carrera
carrera
one
day,
bernie,
I'm
going
to
get
it
right.
He's
racist,
okay
got
it
now!
That's
in
there.
Q
Trustees,
what's
going
on
in
the
district,
it's
a
little
bit
more
positive
in
the
last
meeting.
A
Q
We
got
approval.
Today
we
were
doing
the
asbestos
we
were
cleared
from
that,
so
we're
in
the
clear
we
can
begin
construction
tomorrow,
and
it
was
great
to
see
mrs
stover
here,
she's
going
to
be
have
a
new
classroom,
so
she'll
be
able
to
utilize
that
well.
So
we're
excited
about
that
as
well.
The
gym
floor
in
spring
is
also
scheduled
in
july.
To
get
refinished
jefferson.
Middle
school
is
also
on
that
list,
lincoln
elementary
we're
doing
roof,
repairs
and
we're
having
quotes
out
for
roof
ladder.
Q
Access
secajawea,
the
the
curbing,
has
been
scheduled
for
august
to
repair
the
the
damaged
curbing
around
the
playground
and
indian
creek
academy,
complete
we're
just
wrapping
up
the
last
of
the
paint
and
it's
in
in
use
with
the
boys
and
girls
club
currently
right
now
so
everything's
coming
right
along
so,
okay.
A
M
Q
D
I'm
visiting
with
mr
carrera
this
morning
would
you
speak
to
your
work
with
a
caleb
on
security?
What
you're
doing
a
security
check
this.
Q
Summer,
okay,
we've
been,
as
you
know,
we've
been
working
with
the
the
re-key
project
and
we've
been
re-keying
the
buildings.
A
heavy
concentration,
has
been
wreaking
out
the
exterior
doors
to
make
sure
that
they're,
secure
and
working
with
caleb
and
his
team
as
far
as
access
control,
in
which
doors
have
it,
which
stores
may
still
need
it
or
would
benefit
from
it.
So
we've
established
a
primary
list
right
now,
the
ones
that
we
want
to
address
and
say
hey.
How
can
we
do
this
and
how?
Q
How
can
we
make
sure
that
the
exterior
is
as
secure
as
possible?
We're
also
looking
at
the
grounds,
as
as
general,
access
points
and
chain
link
what
what
kind
of
access
the
playgrounds
have
versus
the
school
facilities
themselves?
So
it's
a
broad
thing
that
we're
looking
at
right
now
and
trying
to
address
the
best
we
can
on
what
we
have
to
work
with.
D
There's
no
issues
with
doors
being
left
open
that
go
to
the
exterior
working
with
principals
to
say:
is
there
another
door
that
needs
access
control
so
that
we,
so
we
make
sure
everything
is
secure
and
then
reviewing
with
administrators?
This
fall
of
making
sure
doors
are
secure,
that
if
there
is
a
door,
that's
not
shutting.
You
know,
as
we
people
come
in
and
out,
and
it
doesn't
close
all
the
way
or
doesn't
lock
that
bernie's
aware
of
that,
and
we
can
make
those
changes
so
that
it's
not.
D
That
is
not
an
issue
and
we
have
a
lot
of
older
buildings
with
older
doors,
and
so
I
know
that
he
and
mr
short
are
working
on.
First,
the
access
controlling
the
king
making
sure
teachers
can
get
in
and
out
of
the
building
in
an
efficient
way
and
then
also
making
sure
the
doors
secure
and
then
on
the
playground
making.
How
do
we
playgrounds
and
areas
around
the
school
to
to
keep
those
very
secure.
A
My
question
was,
and
just
because
it's
part
of
the
plant
facility
so
do
we
have
one
key
that
fits
all
the
doors
in
one
building?
Is
it
a
master
key?
Yes,.
Q
We've
created
a
system,
we've
purchased
software
and
we
have
a
key
system
where
we've
been
keen
it
to
where
the
administrators
have
keys.
That
will
go
to
each
each
of
the
buildings,
so
their
team
can
get
into
any
of
the
buildings.
The
administrator
each
of
the
schools,
their
people
fit
everything
all
the
doors
so
we're
doing
it
per
school
and
district
making
sure
the
key
personnel
all
have
access
to
it.
All
the
keys
that
we've
been
making
have
been
put
into
the
knox
boxes
for
the
fire
department
and
the
police
station
as
well.
Q
Q
Are
done,
we've
have
a
few
schools,
I
don't
know
if
the
stock
might
have
which
ones
are
complete,
but
we're
still
continuing
to
work
on
that
this
year.
I
know
we've
come
up
short
with
the
budget,
so
we're
going
to
re-look
at
which
ones
we're
going
to
start
up
right
now.
We've
and
the
process
we're
right
now
at
the
interior
to
go
back
to
the
high
school
to
start
working
on
that,
but
we're
still
upset
cleaning
up
the
system
as
a
as
a
whole.
So.
F
I
just
had
a
quick
question,
mr
carrera,
that
I
mean
obviously
everything's
top
of
mind
right
now.
It's
school
safety,
but
doors
that
are
not
main
doors.
Do
they
have
alarms
on
them
or
something
that
that's.
Q
Another
thing
caleb
and
I
are
discussing
on
correct
and
that's
that's-
we've
put
some
on
specific
doors.
We
have
put
portable
devices
that
have
an
alarm
and
a
light
that
sound
off
that
just
like
we
were
talking
about
that
can't
be
turned
off
unless
they
have
a
key
from
one
of
the
administrators
to
turn
off.
Q
So
it
will
continue
to
buzz
if
it's
left
open
that
the
cable
could
probably
speak
to
a
little
bit
more,
but
the
doors
that
do
have
access
control
they
are
monitored
and
there
are
can
tell
if
the
door
has
been
left
open.
So
they
can
monitor
it.
That
way,.
Q
D
And
trustee
gooding
and
trustee's
manager,
all
caldwell
police
have
a
fob
that
has
been
issued
to
them,
so
it
will,
even
though
they
may
not
be
an
sro
if
there's
a
an
emergency
at
11
p.m,
at
a
school
and
they're
on
patrol
they
have
a
fog.
So,
okay,
mr
shores,
make
sure
it's
just
a
matter
of
working
with
the
caldwell
city
to
make
sure
those
bobs
are
turned
in
and
someone
leaves
and
we
can
reissue,
but
we
had.
We
had
an
agreement
with
them
that
we
would
do
that.
That's
great.
A
I
just
wanted
to
say
really
quick.
We
had
a
moment
to
be
able
to
visit
with
governor
batt
for
the
appreciation
of
I'm
sorry
little.
That
was
a
while
ago.
F
A
J
D
Medicare
and
trustees,
so
the
cfo
financial
update,
is
just
their
monthly
update
that
they
send
out
that
for
the
board
information
only
and
and
then
the
calendar
is
ongoing.
Okay,
just
to
keep
you
updated
on
our.
I
A
Thank
you
so
that
takes
care
of
b
and
c,
and
then
okay,
so
now
our
regular
agenda,
and
so
the
first
one
that
we
have
is
community
schools
and
we
have
ms
hortensia
hernandez
hernandez.
Thank
you.
R
I'm
playing
with
that
logo,
so
you
guys
tell
me
if
you
like
it
or
not
well
good
evening,
everyone
and
I'm
really
always
looking
forward
to
being
able
to
come
and
share
with
you
all
during
the
summer,
especially
all
the
really
cool
things
that
we're
doing
with
our
community
school
work.
I
was
a
little
nervous
when
dr
french
asked
for
me
to
do
it
just
because
of
my
personal
expectations
of
what
I
would
have
wanted
to
accomplish.
Our
community
schools
would
have
said
I've
accomplished
them
no,
but
did
we
do
a
lot
of
learning?
R
R
Okay,
there
we
go
so
while
you
read
the
agenda
items
for
today,
I'm
going
to
kind
of
show
why
this
picture
is
a
depiction
of
my
school
year
through
our
community
school
work.
So
the
beginning
of
school
year,
finally
accomplished
the
expansion
put
my
head
down
ready
to
work
so
that
everything
was
going
well.
The
middle
is
kind
of
as
the
year's
going
along.
I'm
like.
Oh
my
gosh.
R
What
are
some
of
these
problems
that
are
starting
to
happen?
Are
we
gonna
be
able
to
overcome
some
of
these
hurdles
through
our
community
school
work?
And-
and
I
thought
I
was
gonna
finish
off
my
year
like
the
last
the
last
kiddo
like
and
thankfully
I
did
not,
but
this
is
really
like
really
good
like
how
my
year
went,
but
it's
it's
been
a
really
great
year
of
learning
and
expanding
our
community
school
efforts
here
in
the
caldwell
school
district.
R
And
so
I
do
know
that
we
do
have
a
couple
of
trustees
that
haven't
always
been
a
part
of
our
community
schools
efforts.
And
so
I
just
want
to
make
sure
that
I
think
one
of
the
biggest
things
that
we're
trying
to
do
through
the
idaho
coalition
for
community
schools
is
make
sure
that
our
messaging
on
what
community
schools
is
very
clear,
very
well
communicated
to
everyone.
R
Integrated
student
supports,
extended
enriched
learning,
up
timing
opportunities,
active
family
and
community
engagement,
collaborative
leadership
and
practices,
and
so
everything
that
we
do
have
done
at
sacadoya
and
will
do
at
lincoln
and
washington
is
really
through
these
best
practices
and
really
helps
guide
our
work,
and
so
at
lincoln
and
washington.
We'll
we
will
ask
our
families
we'll
ask
our
staff.
We
will
ask
our
community
what
is
it?
What
are
these
opportunities
that
we're
missing
to
help
you
thrive?
R
And
so
this
is
actually
something
that
it
took
me
time
to
finally
be
able
to
accept-
and
this
is
the
stages
of
community
school
and
so
the
stages
of
development.
Community
schools
is
not
linear.
It's
not.
You
only
go
straight,
but
community
schools
is
really
taking
the
opportunity
to
adapt,
and
you
know
the
turnover
and
staff
new
leadership,
new
administrators
having
to
change
roles
and
and
moving
from
one
school
to
a
district
level,
so
it's
being
able
to
adapt
to
the
needs
of
the
of
the
community
school.
R
And
so
what
I
really
like
about
community
schools
is
that
yeah
we
can
finally
get
to
point
of
excelling
like
we
were
at
sacadawea
two
years
ago,
but
it's
okay,
that
we
had
to
take
a
step
back
and
maybe
start
back
at
it
emerging
and
there's
no
timeline
of
when
we're
at
a
specific
stage
or
or
how.
Many.
R
It's
about
seeing
an
increase
in
engagement
not
only
for
our
families,
but
an
increase
of
engagement
through
our
staff
and
giving
them
an
opportunity
to
connect
and
to
build
relationships
with
our
families
on
a
much
deeper
level.
This
year
we
got
to
see
the
hunger
of
our
families
to
be
able
to
re-engage
with
our
community
again,
if
you're
able
to
come
out
in
october
october.
R
A
I
say
something
about
the
trunk
or
treat
the
one
that
I
said
that
I
went
to
you
know.
Usually
trunk
or
treat
is
just
decorate.
Your
car
have
the
kids
come
get
candy,
but
what
I
really
liked
about
this
one
is
that
you
had
a
lot
of
clinics
there.
People
were
taking
blood
pressure,
there
was
all
sorts
of
information,
dental
appointments
were
being
made
and-
and
it
was
just
really
cool
because
people
were
being
engaged
like
oh
yeah,
while
we're
here,
we
might
as
well
do
this
and
we
might
as
well
do
that.
A
I
don't
know
if
there
was
some.
I
thought
there
was
somebody
doing
diabetic
strips
or
you
know
just
to
check
people's
blood,
sugar
and
and
just
a
lot
of
really
cool
things
that,
and
there
was
a
lot
of
people
not
just
little
kids,
but
a
lot
of
adults
too,
and
that
was
really
good
to
see,
because
I
thought
we're
really
serving
a
need
in
in
our
community,
not
just
giving
the
kids
candy.
R
R
R
Okay,
so
sometimes
community
schools
is
the
lead,
sometimes
all
the
work
funnels
through
our
community
school
strategy.
R
But
I
think
here
for
the
example
that
I'm
using
for
21st
century
is:
we
have
partnerships
already
built
through
our
sacagawea
stakeholders,
and
we
have
this
really
cool
opportunity
through
our
21st
century
program,
where
we
have
a
director
and
we
have
sites
and-
and
they
already
have
their
system
put
into
place,
and
so
this
is
a
prime
example
of
how
community
schools
also
comes
in
and
supports
the
existing
enriching
activities
that
our
kids
are
already
experiencing
and
what
this
is
and
what
a
lot
of
our
partners
say
about
working
through
community
schools
is
what
they
really
appreciate.
R
Is
that
there's
somebody
in
the
building
who's?
That's
their
sole
job,
to
do
the
coordination
to
deal
the
relationship
building
to
do
the
reaching
out
to
families?
So
it's
a
lot
easier
for
them
to
come
into
our
buildings
and
to
be
able
to
offer
these
opportunities
to
our
kiddos.
So
what
we
did?
We
did
a
warm
introduction
to
our
21st
century
director
and
with
idaho
public
television
said.
I
have
this
connection.
They
have
these
family
engagement
opportunities.
R
Can
we
look
at
running
some
of
these
programming
in
the
evenings
for
our
21st
century
kiddos,
so
our
21st
century
director
coordinated
with
idaho
public
television
through
that
warm
handoff
from
our
committee
school
to
them,
and
so
it's
sometimes
community
school
doesn't
have
to
be
the
lead
and
the
coordination
and
the
planning
and
the
bringing
the
supports
and
services.
Sometimes
it's
just
supporting
already,
what's
already
happening
in
our
building.
R
So,
to
talk
a
little
bit
about
washington,
we
all
function
on
a
team
you're,
a
team
right,
so
you
individually
cannot
do
something
on
your
own.
Even
if
you
wanted
to
there's
just
it's
better
to
work
on
a
team.
R
So
one
thing
that
we
I
what
we
tried
to
do
at
washington-
and
we
know
the
pandemic-
has
really
put
attendance
at
the
forefront
of
kiddo's
not
coming
to
school
kiddo's
coming
in
late.
You
know
so
many
different
factors
of
of
just
attendance
throughout
the
entire
district,
our
neighboring
districts
around
the
state
around
the
country.
So
it's
not
a
washington,
it's
not
a
sacagawea.
It's
not
a
caldwell
school
district,
wicked
problem.
It's
a
problem
all
across
the
country!
R
But
how
are
we
gonna
focus,
and
how
are
we
gonna
address
that
here
and
what
I
really
wanna
share
about
washington
was
we
had
a
first
grade
teacher
and
their
teachers
are
amazing,
constantly
reaching
out
to
their
kiddos
trying
to
find
them
trying
to
figure
out
what
can
they
do?
Among
the
many
many
many
other
things
that
they
have
on
their
plate
to
get
that
kiddo
to
come
into
the
building?
To
understand?
R
Why
they're
not
coming
to
school
and
so
washington
started
putting
a
team
together
principal
instruction,
a
coach
counselor
myself,
our
family
engagement
coordinator
and
and
teacher
and
parent,
and
we
decided
to
have
a
meeting
and
so
for
this
student?
They
were
they
don't
they
have
mom
and
dad
to
live
separately.
So
we
said
we
have
to
have
a
meeting
with
each
individual
parent
to
kind
of
figure
out
what.
How
can
we
support
them?
R
What's
going
well,
first
find
out:
why
are
they
not
coming
to
school
and
how
can
we
support
them
in
getting
their
child
to
school?
And
so
I
think
the
biggest
takeaway
from
going
through
the
agenda
going
through
highlighting
the
great
things
about
their
student,
but
then
also
connecting
attendance
to
their
academic
performance
was
the
conversation
with
the
teacher
after
having
done
both
of
those
parent
meetings,
and
we
know
that
our
teacher
have
so
many.
R
Our
teachers
have
so
much
to
do,
and
so
her
takeaway
was
the
opportunity
to
come
about
it
as
a
team
to
know
that
she
had
a
support
system
around
attendance
to
know
that
okay,
I've
tried
everything.
I've
possibly
have
been
able
to
try
phone
calls,
emails
texts,
they're
still
not
coming
so
as
a
team.
How
can
we
come
in
and
support
her?
How
can
we
come
in
and
support
administration?
R
How
can
we
come
in
and
support
parents
and
being
very
clear
on
what
on
what
our
attendance
expectations
are,
and
so
I
thought
that
was
really
a
really
great
opportunity
to
see
the
work
we've
already
been
doing
at
sac
through
our
attendance
team
and
the
work
that
we'll
be
able
to
do
in
our
in
our
schools
through
our
attendance
teams
and
the
impact
that
we'll
be
that
we'll
be
making.
R
So
I
will,
I
don't
want
okay,
there
we
go,
so
this
is
actually
really
I'll.
Be
re
brief,
because
I
know
where
I'm
probably
taking
a
little
too
long,
but
so
this
is
a
really
good
example
of
how
we
do.
R
If
we
build
systems,
those
systems
can
be
easily
duplicated
elsewhere,
and
so
this
is
a
system
that
we
created
at
sac
through
a
partnership
with
our
face-based
organizations
on
the
hill,
where
we
know
that
we
already
have
a
partner
helping
some
of
our
families
with
a
certain
need,
and
so
those
partners
know
that
that
certain
needs
still
continues
even
during
during
our
breaks,
and
so
one
of
the
thing
is
that
we
started
identifying
what
other
faith-based
organizations
live
or
reside
within
the
lincoln
and
washington
community,
and
how
do
they
connect
and
how
do
they
partner
with
their
schools?
R
And
so
we
thought
this
was
a
really
great
opportunity
for
our
partnership.
Our
system,
I've
already
created
at
sac
to
be
easily
duplicated
at
lincoln
and
washington,
and
so
we
gathered
about
all
different
organ
based
organizations
as
well
as
delta
dental,
and
we
do
and
we
duplicated
that
system
at
lincoln
and
washington.
We
were
able
to
serve
over
close
to
100
kids
over
35
families
and
we
look
at
community
schools
through
lens
of
return
of
investment.
A
And
that's
really
cool,
because
sometimes
you
know
when
you,
when
you
do
go
to
a
a
church
and
you
already
have
your
plan,
it's
it's
an
easy,
sell
versus
okay.
Let's
start
how
we
gonna,
you
know
start
this:
how
we're
gonna
make
it
work,
but
when
you
already
have
it
done
it's
an
easy
sell
for
for
the
next
partner
yeah.
A
R
We
ask
like
what
are
you
able
to
do,
because
this
is
our?
This
is
our
opportunities
for
you
to
connect
with
our
with
our
schools,
with
our
kids
and
families,
but
also
what
resources
are
you
do
you
have
the
manpower?
Do
you
have
the
finances?
Do
you
have
the
things,
and
so
it's
being
able
to
also
cater
to
what
they're
able
to
help
us
with,
and
so
so
real
quick
lessons
learned,
it's
a
marathon
not
a
sprint,
so
it
will
take
time
to
set
up
successful
community
schools
and
with
a
solid
foundation.
R
Mr
sanchez,
our
family
engagement
coordinator,
myself,
tried
to
support
our
three
schools
during
the
week
and
we
realized
that's,
not
doable.
So
it's
really
pushing
a
community
school
liaison
per
community
school
and
really
making
sure
that
we
commit
to
the
system
of
being
the
connector
and
not
the
provider.
Caldwell
is
rich
of
resources
of
people
of
yes,
people
with
yes
in
their
hearts.
So
it's
making
sure
that
we
are
that
connector
to
those
resources
for
our
families.
R
So
me
our
new
community
school
liaison.
So
this
is
why
I
was
able
to
not
in
my
year
like
this.
I
was
really
happy
because
we
were
able
to
hire
community
school
liaison,
so
this
is
leticia
garcia
she'll,
be
at
sacado
elementary,
janet
janette,
pena
she'll,
be
at
washington
elementary
and
kristen.
Give
that
all
she'll
be
at
lincoln
elementary,
and
it
was
actually
a
really
great
privilege
to
be
able
to
take
him
to
los
angeles,
to
learn
about
the
national
community,
school
and
family
engagement
conference
where
they
become.
R
They
became
sponges
and
picked
up
a
lot
of
information
and
really
set
them
to
have
a
very
successful
school
year.
And
the
really
positive
note
is
that
they
all
got
to
go
with
their
building
counselors,
so
they
were
able
to
build
relationships
already
with
their
building
counselors,
who
will
be
a
really
key
individual
in
their
building
to
be
able
to
be
successful,
along
with
our
family
engagement
coordinator,
harmony,
county,
mental
liaison
and
other
counselors
from
the
district?
Just
because
we
also
want
to
be
a
support
system
to
other
schools.
A
See
that
some
of
the
some
of
your
liaison
there's
some
of
the
the
the
folks
that
are
working
in
this
are
cultural
school
district
students
that
that
went
that
went
to
school
here.
A
R
May
be
crazy,
yeah.
I
know
kristen
and
I
know
leticia.
I
don't
know
about
janet,
but
I,
but
I
know
kristen
and
lithia
are
all.
R
And
so
this
is
coming
september.
So
it's
our
attendance
campaign,
but
before
I
get
to
the,
I
really
need
to
present
the.
Why?
Why
doing
an
attendance
campaign
for
the
entire
district
come
september
for
two
things
so
average
daily
attendance
and
truancy
can
both
mask
the
big
problem
of
chronic
absenteeism,
and
so
I
know
I
believe
you
should
have
a
sheet
that
kind
of
gives
some
statistics
on
absenteeism
and
that's
yep
and
that'll,
be
something
we'll
be
sharing
with
families
to
make
sure
that
they
know
what
how
attendance
works.
R
What
is
chronic
absenteeism,
nine
absences
per
semester
or
18
absences
per
school
year,
we're
missing
more
than
10
percent
of
a
days
per
school
year,
so
we'll
be
really
making
sure
we're
are
communicating
that
with
our
families
but
average
daily
attendance
and
and
and
truancy
often
masks,
sometimes
what
the
chronic
absenteeism
problem
is,
and
you
know
we
can
have
95
percent,
but
that
five
percent
of
kiddos
that
aren't
always
the
same-
that
are
missing
every
day
and
they're.
Also
kiddos,
who
have
you
know
a
very
exponentially
high
number
of
absences.
R
And
then
we
look
at
truancy.
It's
for
amount
of
unexcused
absences,
but
chronic
absence,
absenteeism,
counts,
unexcused,
excused
and
suspensions,
and
so
especially
with
the
pandemic,
you
know
being
able
to
communicate
to
our
families.
What
is
attendance?
What
is
this
expectation?
And
so
this
is
a
tiered
system
approach
that
we'll
be
adapting.
R
We
use
this
through
pbis,
but
what
we
want
to
do
is
be
able
to
set
whole
district-wide
expectations
and
making
sure,
because
we
do
also
have
a
high
mobility
rate
of
kiddos
going
from
one
building
to
another
that
that
tenant's
expectation
that
attendance
way
we
see
it
celebrate.
It
is
all
the
same
or
similar
throughout
the
district
and
then
being
able
to
support
our
schools
to
be
able
to
implement
some
of
these
additional
tiers.
R
So
through
the
attendance
teams
that
will
be,
you
know,
helping
support
professional
demo
development
for
our
staff
to
be
able
to
talk
about
attendance
and
academics,
and
so
we'll
be
launching
this
campaign
meet
the
teacher
night.
R
This
fall
we'll
be
doing
videos
making
sure
that
this
everyday
matters
2022
is
really
being
communicated
across
with
a
partnership
with
the
city,
so
making
sure
that
our
city,
the
city,
is
supporting,
but
then
also
making
sure
that
we're
also
recognizing
that
not
all
our
families
speak
english
and
through
the
video
that
we're
also
making
sure
that
that
key
information
is
also
given
out
in
spanish,
because
not
all
of
our
families
could
read,
even
in
their
native
language,
so
making
sure
that
all
this
information
is
given
to
our
families
through
all
sorts
of
opportunities
of
messaging.
R
So
video
text
pamphlets,
one
of
the
really
cool
things
that
we'll
be
doing
is
at
meet
the
teacher
night.
Every
building
will
have
a
banner
and
that
banner
will
be
an
opportunity
for
every
person
that
walks
through
the
building
to
sign
their
name.
It's
their
pledge
that
every
day
matters.
So
this
includes
parents.
This
includes
aunts,
uncles,
grandmas,
whoever
has
any
sort
of
relationship
with
their
student,
but
then
this
also
includes
our
custodians,
our
bus
drivers,
our
teachers,
because
we
also
need
to
set
the
example
that
we
come
to
school
every
day.
A
I
had
a
a
suggestion.
Sorry,
I'm
I'm
getting
into
your
presentation.
So
we
had.
We
had
talked
dr
french.
We
had.
We
had
spoken
about
trying
to
collaborate
with
the
city,
and
I
was
just
thinking
when
we
do
this
campaign.
Could
we
possibly
ask
the
city
to
see
if
they
could
message
it
on
their
utility
bill?
A
You
know,
and
sometimes
they
they
talk
about
their
audio,
sometimes
and-
and
you
know,
just
kind
of
throw
it
out
there
like
hey.
You
know
this
this
month,
we're
going
to
talk
about
attendance
in
school
and
then
have
a
messaging
on
everyone's
water
shower
trash
bill
and
and
when
they
open
it.
I
know
some
people,
don't
even
read
it,
but
you
know
I
do
I.
I
read
toilet
paper
wrapping
but
whatever,
but
you
know
so
it's
it's.
A
A
R
So
we'll
be
meeting
with
him
next
week.
My
goal
is
to
be
able
to
put
up
that
banner
that
hangs
by
cfi
to
do
a
banner
similar
there
for
hartwell
to
put
it
up
on
their
reader
board
for
mcdonald's.
To
do
the
same,
so
it's
really
to
buy
the
community
to
buy
in
which
a
lot
of
our
community
organizations
already
do.
So.
R
Yeah,
the
city
is
already
on
board
and
they're
super
excited,
and
so
now
it's
just
really
making
sure
that
we
we
do
the
best
to
really
get
this
message
out
to
our
families:
yup,
nice,
okay,
so
I'm
actually
gonna
have
him
answer
that
question
last
any
questions
on
the
mou.
A
A
R
All
right,
so,
gentlemen,
would
you
mind
coming
up
stretch.
N
R
To
go
first
so
my
question
to
mike
and
richard
is:
what
does
it
mean
for
you
to
be
a
as
a
principal
to
be
a
community
school,
and
what
does
it
mean
for
your
school
and
then
for
mr
webster
is
what
has
been
like
to
be
with
without
a
community
liaison
this
past
year
in
your
building.
So
whoever
would
like
to
go
first.
H
It
seems
kind
of
like
a
negative
question,
but
I
think
the
I
mean
you
guys
know
how
much
we
depend
on
being
a
community
school,
and
that
really
is
our
mindset,
and
so
our
intent
was
to
hire
a
liaison.
H
This
fall,
which
we
did
actually
and
they
were
in
place
for
maybe
a
month
and
then
and
then
left,
and
we
have
tried
to
hire
a
replacement
all
year
and
similar
to
several
other
positions,
have
just
not
been
able
to
find
a
suitable
candidate.
So
that's
the
the
hard
part
of
that
so
actually
identifying
somebody
going
into
the
next
year.
That
is
part
of
our
community.
H
We're
pretty
excited
about
that.
So
the
going
without
for
a
year
didn't
change.
H
It
left
us
in
a
little
bit
of
a
challenging
spot,
because
we
weren't
always
able
to
do
the
things
we
knew
we
should
or
could
do
had
we
had
the
personnel
to
to
make
those
connections,
and
so
fortunately
a
lot
of
those
connections
were
already
in
place.
Portensia
was,
you
know,
still
in
place,
working
at
the
district
level,
but
at
the
same
time
we
didn't
have
a
boots
on
the
ground
in
in
our
building,
and
that
really
makes
a
difference.
H
I
mean
you'd
like
to
think
that
you
can
just
take
this
and
put
somebody
in
the
district
office
and
and
it'll
be
the
same,
but
it's
not
the
same
to
families
who
depend
on
walking
in
and
finding
somebody
or
calling
somebody,
and
so
you
know
we
relied
on
other
people
around
the
district
we
identified
needs
or
we,
you
know
sometimes
just
kind
of
took
care
of
things
on
her
own,
and
sometimes
we
just
had
to
lower
the
bar
and
say
we
can't
do
everything
you
know
and
unfortunately
you
know
hiring
classified
personnel.
H
You
know
that
was
only
one
of
several
positions
that
were
been
hired
this
year,
and
so
there
were
a
lot
of
places
where
it's
like
we're
gonna
have
to
just
get
by,
because
we
cannot
find
the
people
that
we
need
so
yeah
was
that
what
I
was
supposed
to
answer.
E
G
I
think
our
teachers
do
a
really
good
job
of
knowing
the
kids
in
the
classrooms
and
the
things
that
they
need
the
resources
they
need,
but
they
don't
always
know
where
to
find
those
resources
and
so
having
somebody
within
the
building
that
can
help
them
guide
them
in
that
direction
or
even
take
that
over
and
take
that
off
their
plate
is
something
that
is
really
exciting
to
us.
I
know
when
we
brought
in
hordensia
with
attendance.
G
Specifically
there
was
a
lot
of
resources
that
they
had
already
that
they
had
provided
from
sacagawea
that
we
were
able
to
go
through
that
process
and
we
weren't
reinventing
the
wheel,
and
so
we
could
just
kind
of
take
what
they
had
already
done
and
run
with
it.
We
know
that
every
individual
story
is
different
and
the
kids
are
absent
for
a
variety
of
different
reasons
and
so
really
making
sure
that
we
dial
into
what
their
reason
for
being.
I
I
S
But
for
me
ultimately,
I
think
the
vision
is
that
we
look
at
this
idea
of
building
relationships
and
our
teachers
are
great
teachers
they're,
not
so
great
counselors
and
social
workers,
and
you
know,
but
they're
willing,
our
teachers
love
our
kids,
so
they're
willing
to
do
that
work,
but
to
be
able
to
have
these
resources
that
we
can
draw
and
say
hey,
we
need
a
community
counselor
to
come
in
and
help
support
a
family.
S
So
the
second
grade
teacher
can
worry
about
teaching
and
our
counselors
can
counsel,
and
so
it's
this
idea
where,
if
it
takes
a
village
to
raise
our
kids,
then
we
need
to
build
that
village
and
I
think
community
schools
is
going
to
start
that
path
as
well
and
then
there's
an
anchor
point.
There's
a
center
point
for
the
community
around
lincoln
that
they
can
begin
to
revolve
around
and
lincoln
being
that
center
point
and
what
better
point
than
a
source
of
education.
S
A
Q
R
Yeah,
no,
our
partners
are
and
again
like
the
like
the
food
boxes
and
things
like
that
are
they
find
it
easy
to
come
into
to
our
buildings
now,
just
because
they
they've
already
kind
of
done
some
trial
and
error
and
we've
realized
what
works
but
then
again,
they're
going
to
cater
to
the
specific
needs
and
opportunities
of
each
individual
building
and
their
own
personality.
S
But
also
like
we
try
to
look
for
resources
that
were
within
our
zone,
so
we
look
for
churches
that
were
within
lincoln
zone
that
work
with
lincoln
and
the
same
thing
for
washington
and
sac.
So
those
are
the
resources
within
our
zone,
so
they're
already
they're
familiar
with
our
families.
They
are
our
families
they're,
the
ones
that
want
to
help
they're
helping
their
neighbors,
and
so
it's
that
immediate
connection,
as
well
as
well
as
some
of
the
national
and
the
great
ones
with
you
know
all
the
resources
as
well.
L
R
So
thank
you
and
I
would
like
to
invite
you
to
come.
This
fall
to
come
out
and
do
some
site
visits,
visit,
all
three
schools,
lincoln's
new
modular,
the
office
space
at
both
sac
and
and
washington,
but
come
out
and
visit,
and
you
know,
bring
some
friends
and
we
would
love
to
have
you.
Thank
you
guys
so
much.
Thank.
A
When
mr
webster
and
you
presented
at
our
retreat,
it
was
like
wow.
This
sounds
like
a
really
good
idea,
and
it
was
you
know,
a
lot
of
hopes
and
dreams,
and
now
I
mean
it
looks
like
this
program's
taking
off
and
doing
really
good,
so
kudos,
thank
you
for
for
bringing
the
vision
with
united
way
into
our
school
district
because
we
really
needed
it.
I
think
it's
great
great.
A
B
A
Now
we
are,
let's
see,
and
that
was
information
only
and
we
come
to
the
part
in
our
agenda
where
we
have
to
we're
gonna
open
up
the
fee
hearing
process,
and
so
we
have.
We
need
to
open
up
an
open
public
hearing
for
the
proposed
fee,
so
I
would
like
to
request
a
motion
to
open
the
public
hearing
for
the
proposed
fee,
and
this
is
regarding
the
increase
for
adult
lunch
price
and
driver
education
fee.
A
So
currently
the
adult
lunch
price
is
four
dollars.
The
proposed
adult
lunch
price
is
4
35
and
currently
our
driver
education
fee
is
200
and
the
proposed
driver
education
fee
is
225,
beginning
with
the
2022
to
2023
school
year.
So
I
at
this
time
I
would
like
to
request
a
motion
to
open
the
public
hearing
for
the
proposed
fee
increase.
F
Manager,
I'd
like
to
open
the
open
the
public
hearing
for
the.
H
A
Okay,
I
have
a
motion
in
a
second
and
any
further
discussions
trustees.
Okay,
hearing
none
I'd
like
to
ask
for
a
vote
all
those
in
favor,
please
say:
aye.
I
A
Opposed,
nay,
okay,
so
motion
passes,
and
so
at
this
time
we
will
have
april
burton
our
chief
financial
officer
present
the
information
for
the
proposed
fee
increase
for
what
I
just
mentioned:
the
adult
lunch
price
and
the
driver's
ed
driver
education
fee
so
and
then
okay.
I
think
I
have
to
read
a
little
bit
more,
so
bear
with
me
and
then
we
will
provide
an
opportunity
for
anyone
who
signed
up
to
make
their
statement.
A
If
anyone
has
a
statement
to
make
at
this
open
fee
hearing
process
and
we'll
have
three
minutes
to
make
their
comment
so.
O
All
right,
miss
burton
thank
you,
madam
chair
trustees,
actually
you've
done
such
a
great
job,
explaining
what
the
fees
of
what
we're
doing.
I
don't
know
that
I
have
much
to
add,
but
I
will
I
do
want
to
let
you
know
that
we
did
per
statute.
O
We
posted
in
the
idaho
press
tribune
the
notice
of
tonight's
hearing,
the
information
that
you
provided
regarding
the
fees
that
were
currently
being
charged
and
the
proposed
fee
increases
and
for
the
new
fee,
and
so
we
posted
those
on
june
3rd
and
june
10th
as
required
and
just
to
explain
a
little
bit
about
these
fee
increases.
The
adult
mill
price
is
really
something
that
is.
O
We
are
required
by
the
fda
to
maintain
a
minimum
amount
that
we
charge
for
adult
fees
and
the
reason
for
this
for
adult
lunch
fees,
and
the
reason
for
this
is
because
the
the
claims
that
we
receive
for
the
free
lunches
cannot
subsidize
the
cost
for
the
paid
lunches
and
in
our
district,
because
we
are
a
cep
district,
the
only
fees
that
are
charged
for
are
for
adult
lunches
in
other
districts,
where
they're
not
a
cep
district.
O
We
would
be
charging
students
either
a
free,
I
mean
a
paid
or
reduced
price,
but
our
district
everyone
qualifies
for
a
free
lunch.
So
that's
the
reason
that
we
have
to
change
the
lunch
fee
at
this
time
regarding
the
drivers
education
program,
as
you
we're
all
aware
of
the
increased
costs
that
we're
incurring
today
during
for
the
for
gasoline
part
supplies
everything.
The
driver's
ed
program
has
come
to
us
and
requested
that
we
ask
the
board
to
increase
those
fees
by
25
to
225..
O
In
2018,
we
raised
the
fee
15
dollars
to
200
and
at
this
time,
four
years
later,
we
really
need
to
increase
that
fee.
So
that's
the
purpose
behind
the
the
request
for
the
increase
and
again
required
to
give
the
public
an
opportunity
to
come
and
speak
to
those
fee
increases
and
for
me
for
the
fee
hearing.
A
And
just
to
clarify,
miss
burton
for
the
driver
education
fee.
Most
students
have
access
to
their
the
monies
that
we
get
from
from
the
state
is
that
correct
were
able
to
use
those
monies
to
pay
for
their
driver
education
fee,
and
so
they
would
also
be
able,
if,
with
the
increase
we'd,
be
able
to
tap
into
that
additional
funds
and
I'm
sure.
O
That
is
correct,
so
they
can
use
their
advanced
opportunities
fees
that
they
are
able
to
it's
about.
Four
thousand.
I
think
it's
four
thousand
one
hundred
twenty
five
dollars
that
the
students
have
available
to
them
during
their
high
school
career,
to
use
to
to
for
classes
for
college
classes,
any
type
of
dual
credit
classes,
and
one
of
those
classes
is
the
driver's
education
course
that
they're
allowed
to
to
use
those
funds
for
because
it's
outside
of
the
regular
day.
That's
that's
the
purpose
of
those
fees.
O
O
Yes,
chair
casino,
trustee,
godina.
Yes,
there
are
qualifications
that
the
student
must
meet
in
order
to
use
those
funds.
It's
a
certain
grade,
point
average,
it's
a
criteria
of
taking
so
many
classes,
and
but
our
our
counselors
work
really
hard
to
make
sure
that
those
students
are
aware
when
they
go
to
first
sign
up
that
they
know
that
they'll
be
able
to
use
those
funds.
A
Okay,
any
additional
questions
trustee
robertson
interested
in
that.
M
O
I'm
sure
cena
trustee
butler-
I'm
not,
I
don't
know
the
exact
amount,
but
I
will
tell
you:
the
driver's
ed
education
program
has
done
an
analysis
and
we
are
still
lower
than
most,
even
with
our
increase
fee
at
225..
O
The
other
programs
are
charging
anywhere
from
three
to
four
hundred
dollars.
So,
but
I
couldn't
tell
you
but
valley
views,
charge
or
any
of
the
others,
but
we
are
definitely
still
a
great
deal
and
we
take
coldwell
students.
First
call
the
students
that
and
that
are
enrolled
in
the
caldwell
school
district,
and
then
it
is
open
up
to
the
community.
B
A
Okay,
anything,
okay,
all
right,
mr
burton,
thank
you,
and
so
at
this
time
I
don't
know.
If
there's
anybody
signed
up
to
make
a
statement
for
the
no
nobody
signed
up.
Okay.
So
then,
after
everyone
has
made
their
presentation
for
the
proposed
fee,
increase
for
the
adult
lunch
price
and
driver
education
fee,
and
so
once
again,
current
adult
lunch
price
is
four
dollars.
A
So
at
this
time
I
would
like
to
request
a
motion
to
close
the
public
hearing
for
the
adult
lunch
price
and
driver
education
fee,
and
so,
if
I
could
have
a
motion,
please.
A
M
A
A
Okay,
I
have
a
motion
this
second,
any
further
discussion
trustees,
okay,
hearing,
none.
I
would
like
to
ask
for
a
vote
all
those
in
favor.
Please
say:
aye
aye,
any
opposed,
nay,
okay
motion
carries,
and
so
I
would
like
to
confirm
the
conclusion
of
the
public
hearing
for
the
proposed
fee.
So
are
we
good
with
that?
Okay,
thank
you,
and
so
that
concludes
that
open,
open
public
hearing
and
so
now
we
are
our
next
item.
Our
agenda
item
is
the
open
public
hearing
for
proposed
budget
for
2022
and
2023.
A
A
A
Okay,
hearing
none
I'd
like
to
call
for
a
vote,
all
those
in
favor,
please
say:
aye,
any
opposed,
nay,
okay
motion
carries,
and
so
at
this
time
we
will
have
miss
burton
chief
financial
officer
present
the
information
for
the
budget
for
the
2022-2023
school
year
and
then
we'll
provide
an
opportunity
for
public
comment
for
any
individual
who
signed
up
to
make
a
statement
and
once
again
those
folks
public
comment
will
be
limited
to
three
minutes.
So
all
right,
miss
burton.
O
O
O
My
presentation
tonight
will
really
be
the
shortened
version
of
this
document
that
you
saw
online.
Maybe
you
printed
a
copy,
maybe
you
would
like
a
copy
this.
This
budget
is
the
state
is
in
the
state
format
and
it
has
been
published
on
our
website.
So
this
really
the
powerpoint
just
gives
you
a
quick
overview
of
this
document.
O
O
The
student
enrollment
and
we
projected
that
the
student
enrollment
will
be
5610
and
how
we
arrive
at
that
number.
It
sounds
like
an
odd
number,
but
really
we
just
take
our
november
enrollment
that
we
report
to
the
state
and
they
use
they
use
those
numbers
for
funding
sources
and
for
information
for
districts
and
we
just
roll
them
forward,
which
means
we
move
the
first
graders
to
second
graders,
second
graders
and
third
graders
and
so
on
and
graduate
our
seniors.
O
But
we
also
reduce
these
numbers
by
57
students,
because
we
have
found
that
about
57
of
our
students.
We
have
about
20,
less
kindergartners
that
we
see
coming
in
because
about
20
of
those
go
to
the
charters
same
thing
for
our
sixth
graders.
So
we
reduce
our
projections
by
those
numbers
and
we've
been
pretty
spot
on
the
last
couple
of
years
as
far
as
the
budget.
So
that
is
what
so
we
use
that
number.
O
We
are
still
being
there's
still
a
rule
in
place
that
says
that
we
would
be
funded
on
enrollment
and
based
on
our
enrollment
funding
for
school
year.
22
it
was
about
98,
so
that
is
what
we're
using
for
that
calculation.
O
O
So
it's
a
chance,
but
we
believe
that
we
that
the
legislators
or
the
state
board
will
come
up
with
a
temporary
rule
again
to
get
us
to
have
funding
for
enrollment
for
fy23
and
you'll
hear
more
about
it
as
we
go
on
through
the
year.
But
this
is
how
the
budget
was
calculated
for
this
year
and
using
that
average
daily
enrollment
funding
at
98.
O
This
drives
how
many
teachers
or
support
units
that
we
qualify
for
and
remember
support
unit
is
about
a
classroom.
It
takes
your
teacher,
your
administrator
and
an
instructional
in
classifying
a
person
into
account,
and
so
we
qualify
based
on
our
support
units
of
278.65.
O
O
the
difference.
Normally,
that
would
be
a
problem.
Normally,
we
would
not
want
to
do
that.
We
would
want
to
keep
our
numbers
within
what
we
qualify
for,
but
we
received
additional
literacy
funding
this
year.
It
was
in
we're
projecting
it
to
be
increased
by
about
three
hundred
thousand
dollars
the
final
numbers.
O
We
will
not
find
out
until
the
fall,
because
there's
a
report
that
needs
to
go
to
the
state
this
week
to
determine
what
our
literacy
funding
will
be,
so
we're
kind
of
guesstimating
as
we
go
along,
so
those
additional
staff
that
we're
over
are
actually
part
of
our
kindergarten
staff
that
we
currently
have.
That
will
be
funded
out
of
these
literacy
funds.
So
that's
why,
when
you
look
at
that
difference,
you
wonder
what
are
they
doing?
O
That's
what
we're
doing
we're
funding
those
individuals,
the
salary
budget,
you'll,
see
and
again
remember
we're
talking
about
the
general
fund.
The
salary
budget
is
really
it's
based
on
the
district
negotiations
proposal
that
was
made
on
may
31st.
O
O
I
feel
very
comfortable
with
what
is
in
the
budget
for
the
salaries
our
administrators
and
classified
staff.
Salaries
are
determined
after
negotiations
are
finalized,
but
I
want
to
remind
you
that
the
priority
of
the
board,
the
priority
of
the
administrators
priors
of
the
district,
are
really
are
to
increase
our
classified
salaries.
O
O
And
because
that's
why
this
has
been
our
our
priority
is
to
really
look
at
the
classified
salaries
and
again
our
goal
is
to
be
competitive
with
our
surrounding
districts.
That's
everyone
else
continues
to
increase.
We
know
that
we
can
go
to
mcdonald's
and
make
14
an
hour.
We
have
starting
salaries
at
10.59.
O
We
realize
that
is
not.
We
cannot
hire
quali
quality
people
and
we
can't
keep
quality
people
when
they
can
look
at
the
places
they
can
go.
So
that
is
really
the
priority.
For
us.
This
year
is
to
increase
those
salaries,
so
we'll
provide
you
more
information
as
we
move
along
the
benefit
costs
for
the
district.
The
budget
is
based
on
this.
The
benefits
our
medical
premiums
increased
9.8
percent
over
the
prior
year.
O
O
So
again
we're
all
dealing
with
that.
Our
district
did
lot
to
stay
with
our
existing
plan
with
blue
cross.
There
was
a
lot
of
conversations
about
the
state
insurance
plan,
but
it
was
determined
that
we
could
not.
We
could
not
afford
to
make
a
change
at
this
time.
O
We
will
be
looking
at
to
see
what
the
legislature
does
next
year.
As
far
as
increased
funding,
we
did
receive
increased
funding
for
insurance.
We
did.
That
is
definitely
was
a
great
addition
to
our
district.
Unfortunately,
it
was
not
enough
to
allow
us
to
go
into
the
state
plan
we
needed.
It
was
a
about
1.7
million
dollars
of
an
increase
and
we
needed
3.6
million
dollars
to
go
so
we
are
be.
O
We
will
be
watchful
next
year
of
what
what
is
happening
with
the
legislators,
to
see
if,
where
the,
if
additional
funding
will
be
provided-
and
so
I
know
a
lot
of
our
employees
really
want
to
go
to
that
plan,
and
we
understand
why
we
understand
the
benefits.
So
what
we've
tried
to
do
is
work
with
the
association,
we're
negotiating
some
insurance
benefits
and
different
allocations,
so
we're
working
on
that
together
as
a
team,
but
that's
where
we
are
with
our
benefits.
O
I
mentioned
this
to
you
a
few
weeks
ago.
That's
when
we
opened
up
our
when
the
board
accepted
to
accept
the
con,
the
transportation
contract
bid.
When
you
accepted
that
at
the
end
of
it
we
got
the
only
bid
with
the
only
bid
we
received.
That
is
true.
That
is
absolutely
true.
We
anticipate
that
that
contract
will
increase
over
a
million
dollars
this
next
year
and
so
the
difficulty-
and
I
think
I've
explained
this
before
the
difficulty-
is
for
fiscal
year
23.
We
will
have
to
pay
out
those
additional
funds.
O
We
will
not
be
reimbursed
until
the
following
year
for
that
increase
cost.
So
you're
going
so
you'll
see,
there's
been
a
little
bit
of
adjustment.
What
I
had
anticipated,
we
would
end
the
year
with
for
fy23
due
to
this
increase
cost,
so
we
so
we
take
the
hit
now
and
hopefully
get
the
reimbursement,
not
hopefully
we'll
get
the
reimbursement.
Next
year
our
supplemental
levy
passed
was
approved
in
march.
O
The
levy
rate
will
not
be
set
until
september
I'll,
be
coming
back
to
you
in
september,
with
a
lot
of
information
about
the
increased
tax
base
that
we
have,
which
will
really
be
a
benefit.
I
think
to
our
patrons,
because
the
larger
the
tax
base,
the
less
we
have
to
levy
to
our
levy
rate,
has
to
be
to
receive
the
amount
that
we
need.
So
we'll
be
talking
more
about
that
in
august
and
september
we
don't.
We
won't
get
the
final
information
until
right
about
september.
O
As
for
funds,
we
are
now
on
to
our
third
set
of
esr,
or
these
are
arpa
funds,
they're
all
called
ezra
funds.
We
will
be
moving
into
the
sr3
funds,
we're
using
a
little
bit
of
them
this
year,
but
we
will
start
using
them
in
fy
23
and
they
will
expire
in
september
of
24..
So
we
will
have
utilization
of
those
funds
for
the
next
two
years
and
and
in
those
using
those
funds
we
are.
O
We
will
continue
to
pay
certified
staff
that
we
were
over
from
last
year
because
that's
we
were
due
to
our
decreased
enrollment,
we
qualified
for
fewer
staff
members,
but
we
kept
our
staff
members.
We
made
no
cuts
because
we
wanted
to
use
these,
have
these
employees
to
have
lower
class
sizes
to
help
us
with
learning
loss,
so
those
people
will
be
retained
as
well
and
we
will
continue
using
those
funds,
as
we've
talked
about,
as
mr
carrera
spoke
to
us
a
few
weeks
ago,
we
talked
about
the
needs
of
the
district.
O
As
far
as
different
projects
we
will
be
in
order
to
do
some
of
those
projects.
We
will
be
proposing
to
use
the
ester
funds
because,
if
you
recall
the
hvac
upgrades,
those
were
those
are
definitely
qualifying.
Expenditures
and
again,
as
for
funds,
are
not
just
a
blank
check,
they
must
be
related
to
covid.
So
there
has
to
be
a
purpose
to
tie
those
funds
back
to
covid,
and
that
and
we've
done
that
all
year
this
year
and
we'll
continue
to
as
we
utilize
those
funds
for
the
next
two
years
and.
I
O
Just
one
more
thing
I
want
to
point
out:
our
budgets
have
been
created
to
support
the
board's
mission
vision
of
the
district.
So
when
we
look
at
creating
the
budgets,
how
can
we
support
that
vision?
So
we
look
at
the
community
schools.
How
will
this
budget
be
able
to
support
community
schools
overall?
These
are
all
of
our
funds,
so
those
are
always
the
things
that
we
keep
in
mind
is
how
can
we
support
those
goals
of
the
board.
O
Yes,
recruit
and
retain
employees
that
has
been,
that
is
a
board
goal,
and
that's
why
we
are
looking
truly
at
our
classified
salaries
because,
as
you
know,
we've
had
such
a
difficult
time
to
recruit,
and
I
will
tell
you
right
now,
because
the
salary
schedules
have
not
been
published
and
until
they're
published
we
will
lose
classified
staff.
So
we
really
want
to
be
able
to
let
the
classified
staff
know
what
those
increases
will
be,
because
we
feel
that
will
be
certainly
something
to
help
us
with
the
retain,
but
every
every
day
we're
getting
resignation.
O
So
we
really
want
to
get
that
be
able
to.
Let
them
know
that
we
really
have
looked
at
the
salaries
and
wanted
to
know
how
much
we
support
them.
O
So
the
next
few
pages,
the
next.
This
is
just
the
four
year
published
summary
we
had
to
post
this
in
the
paper
as
well.
Every
year
when
we
do
our
budget,
we
have
to
post
it
in
a
local
newspaper
and
which
we
did.
We
posted
this
on
june
3rd
as
well.
So
we
posted
our
hearing
and
the
budget
summary,
and
this
is
just
so.
O
And
again
you
receive
this
information
and
various
monthly
reports
on
your
on
the
board
for
the
general
fund.
We
don't
very
throughout
the
year.
So
we
will
give
you
information
on
the
other
funds,
but
this.
But
this
really
just
gives
you
the
general
fund
on
the
left
side
of
the
page
and
all
of
our
other
funds
on
the
right.
So
you
can
see
the
differences
in
how
increases
come
into
play
and
you'll
see
that
some
of
those
are
due
to
again
the
different
federal
funds
that
we
receive.
N
O
How
the
found
this
is
our
foundation
program,
calculation
and
that's
the
state
foundation.
This
is
these
are
state
funds.
This
is
what
we
receive
in
state
funding,
and
this
tells
you
how
it
was
calculated
to
the
extent
of
how
what
we're
projecting
these
individual
line
items
that
we'll
receive
this
is
a
report
that
we
receive
from
the
state.
Every
time
the
major
payments
are
made.
They
tell
us
what
they've
calculated
our
funding
to
be
so
we
use
the
same
model
to
project
for
the
following
year.
O
The
first
section
really
just
talks
about
our
salary-based
apportionment
and
discretionary
funding
and
you'll
see
the
fifth
line
you
can
see.
That
was
the
additional
funding
that
we
re.
That's
the
funding
that
we
receive
for
insurance,
but
again
state
statute
says
that
we
can
use
those
funds
for
discretionary
spending.
O
It
does
not
have
to
be
used
all
for
insurance,
and
that
is
helping
us
with
our
salary
schedule,
increases
for
classified
staff
and
again
we'll
be
watching
the
legislature
for
next
year
to
see
how
that
funding
is
increased
and
the
next
set
of
the
next
category.
For
our
other
state
support,
those
are
really
restricted
allocations.
O
There's
this
we
there's
it's
almost
like
they're
becoming
restricted
federal
funds.
Where
they're
line
item
items
we
have
to
report
to
the
state
how
we
spent
them.
O
They're
they're
allocated
for
a
purpose,
and-
and
so
we
report
back
to
the
state-
and
that's
where
you
see
our
fast
forward
funds,
that's
what
we
were
talking
about
earlier,
advanced
opportunities,
fast
forward
funds
that
students
can
use-
and
these
again
it's
hard
to
budget
that
because
you're
just
going
to
budget,
because
you
don't
know
how
many
kids
are
going
to
use
those
funds
and
it's
just
it's
a
reimbursement
basement.
So
it
it's
on
a
reimbursement
basis.
O
The
big
red
line
in
the
yeah
tells
us.
So
in
prior
years,
we've
received
leadership
premiums
that
we
have
passed
through
our
staff
there's
a
requirement
we
so
when
our
certified
staff
would
do
above
and
beyond
outside
of
their
contract
day,
they
would
sit
on
committees.
They
would
work
with
curriculum,
they
would
be
different
leads
in
their
buildings,
doing
different
things.
O
O
So
that
is
the
difference
in
that
category
and
again
I
have
highlighted
a
few
categories:
our
bond
levy,
equalization.
If
you'll
recall,
when
we
we
have
our
bonds,
the
state
does
provide
a
payment
source
to
us,
but
it's
that
those
funds
can
only
be
used
in
our
bond
fund.
So
it's
a
based
on
a
calculation
on
our
current
economic
status
in
our
district
values.
There's
a
there's
quite
a
bit
of
a
calculation
that
comes
into
play
in
determining
how
much
we
qualify
for
and
we're
anticipating
it's
about.
O
So
I
think
we
have
one
more
year
to
pay
off
our
bonds.
So
that's
been
great
for
us.
The
the
lines
highlighted
in
green
basically
they're,
not
in
our
general
fund.
It's
they're
a
state
appropriation
not
in
our
general
fund,
but
with
a
specific
use,
and
they
have
to
be
so.
Our
technology
funding
again
has
been
declining
just
for
the
last
few
years.
As
the
state
has
made
cuts,
we
keep
hoping
that
it
will
be
reinstated.
O
We
we
thought
it
was
going
to
be
reinstated
this
year,
but
it
has
not
been
reinstated
so
and
again,
these
are
all
factors
of
our
either
our
average
daily
attendance,
our
number
of
students
that
they
come
into
play
most.
All
of
these
additional
funds
are
based
on
one
of
those
criteria
and
that's
what
we
that
we're
qualifying
for.
O
The
next
slide
just
gives
you
a
recap
of
what
I
had
presented
a
few
weeks
ago.
Just
gives
you
a
comparison
of
this
again
general
fund.
What
was
our
approved
budget
for
fiscal
year
22
and
what
we're
proposing
for
fiscal
year,
23
and
you'll
see
some
categories
are
different.
Some
are
higher,
some
are
lower.
O
O
When
I
proposed
when
I
gave
you
this
proposal
a
few
weeks
ago
at
the
time,
I
was
not
anticipating
that
we
would
have
to
go
into
our
fund
balance,
but
after
looking
at
all
the
proposals,
looking
at
everything
of
where
we
are
again
looking
at
that
transportation
cost,
we
will
have
to
dip
into
our
fund
balance
this
next
year.
I'm
anticipating
that
that
will
be
a
need
to
dip
in
there.
But
again
the
theory
is
we'll
get
reimbursed
the
following
year,
so
we'll
be
able
to
bring
it
back
up.
O
So
that's
but
that's
the
impact
of
the
spend
first
get
reimbursed
later.
So
that's
the
difference,
but
we
still
have
a
very
healthy
fund
balance.
But
as
we've
talked
about
this
is
the
most
prudent
thing
to
do
and
try
facina.
You
have
said
when
you
look
at
the
five
million
dollars.
That
is
hardly
one
months
of
bill
and
yeah
payroll.
So.
C
I
O
The
next
slide,
just
is
the
recap
again
of
basically
the
the
document
identifying
all
of
the
different
funds
that
are
in
that
state
format,
and
this
is
just
a
highlight
of
what
we
budgeted
for
the
prior
year
and
what
we're
budgeting
in
each
of
these
funds
for
this
year,
broken
down
into
the
categories
that
we've
been
discussing,
the
salaries,
the
benefits,
purchase,
service
supplies,
capital
objects
and
then
our
transfers
and
the
transfers
are
money
that
we
transfer
back
into
the
to
the
general
fund,
because
we
are
allowed
to
charge
an
indirect
cost
to
these
programs
for
the
accounting
for
the
payroll
for
the
hr
services
that
we
provide.
O
And
so
that's
where
that's
why
you
will
see
a
transfer
in
some
categories.
The
federal
funds
and
not
all
funds,
allow
a
transfer.
So
when
there
has
been
a
transfer
allowed,
I've
budgeted
it
because
trying
to
get
that
money
back
to
cover
the
cost
of
the
you
know
the
general
fund,
where
all
of
our
hr
people,
our
payroll
people,
accounting
people,
are
funded
from.
So
that's
the
purpose
of
the
transfers.
O
There's
some
new
funds
in
here
this
year
that
we
didn't
budget.
Last
year
fund
238,
we
had
that
was
we
have
a
sba.
Our
sbaa
are
our
school-based
accounting
systems.
We've
never
had
to
report
those
before
in
these
funds,
but
due
to
accounting
rules,
we
had
to
report
them
and
they
were
in
our
audit.
Yes,
so
that
was
something
new
that
you
saw
in
the
audit
last
fall
and
we
are
the
recipient
of
a
scholarship
fund.
O
O
So
we
will.
We
provide
anywhere
from
five
to
ten
thousand
dollars
a
year
in
scholarships
to
caldwell
high
school
and
canyon
springs
students
and
we
pay
those
funds
directly
to
the
colleges
of
their
choice.
So
that's
been
a
great
benefit,
then
the
funds
are
held
and
trust
by
wells,
fargo
bank
and
we
just
receive
the
check.
We
don't
manage
it.
It's
all
managed
with
her
trust,
account
accounting
department,
so
that
is
that's
one
of
the
new
ones.
This
year
we
were
the
recipient,
if
you
scroll.
O
Most
of
these
are
you've
seen
these
before
you've
seen
all
the
different
funds
in
the
past,
pointing
out
that
esther
fund
250,
which
is
our
sr3
arpa
funds,
that
I
was
referring.
O
I'm
budgeting
that
we're
going
to
use
9.5
million
of
the
14
million
of
our
allocation
for
next
year,
and
a
lot
of
that
will
depend
on
maybe
when
some
of
our
projects
can
be
completed
because
as
we're
still
dealing
with
lead
times
on
supplies
for
the
hvac
systems,
you'll
see
fun
254,
which
is
sr2.
O
J
O
Funds
in
fy
22.,
the
other
fund
line
item
that
was
not
there
last
year-
was
the
health
and
welfare.
We
were
the
recipient
of
a
grant
through
the
help
through
the
health
and
welfare
department
for
covid
contact,
tracing
purchasing
cova
tests.
O
So
we
we
will
have
about
a
hundred
thousand
dollars
left
in
that
budget,
because
we've
done
a
lot
of
contact
racing
this
year,
we've
spent
probably
a
hundred
thousand
dollars
in
tests.
For
this
year
we
still
have
tests,
but
we
will
I'm
sure
we
will
be
purchasing
more
as
we
know
what
that
is.
So
there's
limited
use
of
those
funds.
O
Again,
you
have
your
child
nutrition.
Those
monies
are
kept
in
a
completely
separate
fund,
so
we
report-
and
these
are
all
based
on
accounting
guidelines,
federal
guidelines
of
how
we
account
for
the
funds.
So
the
bond
fund
must
have
a
separate
accounting
program.
Not
a
separate
bank
account
they're,
all
in
the
bank
account
that
we
have,
but
we
have
to
be
able
to
track
them
and
report
to
on
our
audit
and
request
reimbursement
based
on
all
these
different
funds.
And
then
we
have
our
plant
facility
fund.
O
And
you
can
see
plant
facility,
there's
absolutely
no
salaries
paid
out
of
that
fund.
We
are
not
allowed
to
pay
salaries,
we
can
only
purchase
supplies
and
purchase
services,
so
we
cannot
use
those
funds
to
supplement
salaries,
and
that
is
a
guideline
that
we
are
held
to.
So
it's
not
a
choice
that
we're
making
it's
just
a
requirement
that
we
can't
use
those
funds
for
salaries.
O
O
A
Okay,
so,
and
then
you
need
to
ask
if
there
was
anybody
here
who
wanted
to
who
signed.
I
B
O
P
Yeah,
I
just
had
a
few
questions
or
comments
so
one
I
remember
when
he
was
doing
the
plant
facilities
report
you
mentioned
when
they
were
re-keying
the
buildings
for
security
and
making
sure
only
people
had
access
should
and
making
sure
that
was
good,
that
he
he
ran
into
budget
issues,
making
sure
that
was
completed.
P
So
I'm
hoping
I
don't
know
what
that
comes
out
of,
but
I'm
hoping
that
that
can
be
resolved
in
this
new
budget
to
make
sure
all
the
schools
are
locked,
because
when
that
incident
did
happen,
like
dr
french
mentioned,
I
remember
thinking
I
am
so
glad
our
schools
are
locked,
like
that's
already
a
thing
here
and
how
cool
is
that
you
know
that
we
have
to
buzz.
You
know
to
come
in
and
we
already
had
that
in
place,
but
when
he
was
saying
we
ran
into
budget
issues,
that's
one
concern
I
have.
P
That
was
a
lot
of
numbers
that
was
amazing,
you're,
so
smart,
hoping
that
that
can
be
resolved.
That's
just
one
concern
I
had
after
tonight.
P
Another
one
is
for
the
my
kid,
my
daughter's
a
special
education
program.
I've
mentioned
before,
and
I
know,
there's
a
lot
of
buses
that
are
being
used,
especially
with
the
big
increase
that
it's
going
to
cost
this
year
for
busing
contract,
where
there's
these
giant
buses
and
there's
only
like
three
or
four
kids
on
them
to
be
transported
home,
especially
from
some
of
her
programs
and
things.
So
I
don't
know
if
there's
any
alternatives
as
far
as
like
condensing,
maybe
how
many
schools
they
pick
up
like
it's,
not
fun.
P
You
know
for
little
kids
to
be
on
the
bus
a
long
time,
but
it's
also
especially
with
gas
and
fuel
and
maintenance
on
the
buses.
Having
a
huge
full-size
bus
to
take
three
or
four
kids
doesn't
seem
very
a
good
use
of
our
funds.
When
there's
other
areas
that
are
in
need,
and
then
my
last
one
is,
I
am,
I'm
really
hopeful
that
you
will
be
able
to
increase
the
salaries
for
the
classified
staff.
P
My
husband,
I
talk
about
this
all
the
time
that
they
have
even
a
harder
job
to
me
than
certified
teachers,
because
seeing
programs
that
my
daughter's
in
and
other
programs,
it
is
a
lot
to
be
a
classified
staff.
Member,
especially
in
some
of
the
special
education
programs
and
being
paraprofessionals,
and
it
is
emotionally
and
physically
sometimes
exhausting
to
do
those,
and
I
really
really
do
hope
that
we
can
find
more
funding
for
those
areas.
P
We
need
really
good
people
in
those
fields
that
are
caring
and
that
you
know
would
probably
rather
work
with
kids
and
maybe
at
mcdonald's,
but
they
also
have
to
pay
for
things.
So
I
appreciate
why
they
maybe
are
choosing
other
places,
but
I
really
do
hope
that
we
can
find
ways
to
increase
that,
and
I
appreciate
things
you
mentioned
of
ways
to
try
to
increase
that.
So
thank
you
guys.
A
So,
let's
see
yeah,
everyone
has
made
the
presentation
for
the
budget
hearing.
So
at
this
time
I
need
for
the
discussion
trustees.
I
just
want
to
make
sure
that
we're
good
okay,
all
right,
and
so
I
would
like
to
request
a
motion
to
close
a
public
hearing
for
the
2022-2023
budget
hearing.
M
M
So
I
want
to
thank
mr
akel
for
for
making
comment.
There's
a
lot
of
people
right
now.
Actually,
everybody
in
the
county
should
be
receiving
their
assessment,
notices
and
and
there's
been
a
lot
of
questions
through
the
assessor's
office,
and
everything
about
you
know
why
property
values
and
everything
have
gone
up
and
and
just
for
public
services
is.
This.
M
Is
that
meeting
that
we
invite
the
public
to
come
and
have
a
discussion
and
get
information
about
why
we
may
or
may
not
increase
our
our
levy
or
not
our
level,
our
and
those
sort
of
things,
and
and
have
an
input
on
what
the
budgets
are
for
the
district,
and
so
I
just
wanted
to
to
put
that
out
there
that
that's
what
these
meetings
are
for
and
we
we
do,
encourage
the
public
to
come
to
it,
and
so,
as
you're
you're,
seeing
those
assessment
notices
come
in,
you
know
encourage
anybody
that
would
like
to
to
go
to
the
meetings.
M
You
know.
They're
they're
posted
on
the
bottom
of
your
assessment
notices
to
show
up
at
those
meetings
and
find
out
why,
instead
of
just
having
strong
feelings,.
F
Okay
motion
to
close
budget
hearing
for
2022
2023.
I
A
Okay,
I
have
a
motion
in
a
second
further
discussion
trustees,
okay,
hearing
none.
I
would
like
to
ask
for
a
vote
all
those
in
favor.
Please
say:
aye
aye,
any
opposed,
nay,
okay
motion
carries
to
close
the
public
hearing
and
now
I
would
like
to
request
a
motion
to
accept
and
adopt
the
2022-2023
budget
as
presented.
F
A
Thank
you.
I
have
a
motion
on
a
test
for
a
second,
I
said:
okay,
we
have
a
second
and
any
further
discussion
trustees.
Okay,
hearing
none
I'd
like
to
ask
for
a
vote.
All
those
in
favor,
please
say:
aye
aye,
any
opposed
a
okay
motion
carries
to
adopt
the
2022-2023
budget
all
right.
So
now
I'd
like
to
confirm
the
conclusion
of
the
public
hearing
for
the
proposed
budget,
and
at
this
time
we
can
proceed
with
the
agenda.
A
So,
let's
see
we
are
regular
agenda,
part
d,
so
it
is
covid
19
school
operation
plan
for
21.
D
A
Okay,
thank
you
very
much
trustees.
Anything!
That's
pressing
that
you'd
like
to
see
on
future
agenda
items,
no
okay,
and
then
please
remember,
like
we
say
it
every
time,
if
you
have
any
agenda
items
that
you'd
like
to
see
for
a
meeting
just
get
a
hold
of
dr
french
and
I
and
we
can
put
those
on-
are
the
agenda
all
right
so
at
this
time,
policy,
development
and
adoption?
So
dr
french.
D
Madam
chair
and
trustees,
the
first
thing
first
item
is
narada
revision
and
I
do
believe
this
is
an
errata
revision.
There
was
it's
policy
72
35
procedure.
They
rip.
Excuse
me
written
compensation
procedure,
so
this
was
brought
to
my
attention
from
our
federal
programs
director
tamara
lawson,
and
she
informed
me
that
section
in
section
2
2.2.
D
I
A
A
Okay,
I
have
a
motion
I'd
like
to
ask
for
a
second
motion
in
a
second
any
further
discussion
trustees.
A
Okay,
I
would
like
to
call
for
a
vote
all
those
in
favor,
please
say:
aye
aye,
any
opposed,
nay,
okay
motion
carries
on
accepting
and
approving
the
errata
revision
policy.
7235
p,
all
right
so
now.
D
First
reading,
dr
french,
thank
you,
madam
chair
and
trustees.
Again,
our
federal
programs
director
brought
this
to
my
attention
and
ask
that
it
be
placed
on
the
board
agenda
this.
The
policy
2420
parent
and
family
engagement
and
policy,
2420p
parent
and
family
engagement
guidelines
must
be
reviewed
as
per
federal,
guide
federal
guidelines
every
year
by
the
board.
So
if
you
looked
at
it,
there
are
no
changes.
D
A
All
right,
and
just
so
the
pup
knows
that
for
the
first
reading
that
these
policies
are
unofficial
until
the
approval
of
the
second
and
final
reading,
so
at
the
summer
like
to
ask
for
a
motion
to
accept
and
approve
the
first
reading
of
these
policies.
B
I
E
A
In
a
second
any
further
discussion
trustees,
okay,
hearing
none,
I
would
like
to
ask
for
a
vote
all
those
in
favor.
Please
say:
aye
aye,.
S
A
D
Madam
chair
and
trustees,
so
for
this
evening
the
second
and
final
reading
policy,
2340
controversial
issues
and
academic
freedom,
and
this
is
a
policy
that
trustee
butler.
We
found
an
error
in
grammar,
so
that
has
been
corrected
for
this
policy
just
in
case
you
were
concerned,
but
that
has
been
corrected
and
then
we
have
policy,
2375
service
animals
in
schools,
policy,
2570
use
of
commercially
produced
video
recordings
and
2570.
D
D
So
I'm
going
to
ask
that
we
leave
5440
another
per
second
reading
and
conditional
month,
not
I'd!
Ask
that
it
be
cold.
Just
due
to
my
own
error,
when
I
uploaded
the
documents.
Okay,
so
because
so
people,
it
was
noticed
this
weekend
that
they
weren't
matching
once
it
was
published,
and
so
I
realized
my
error,
sorry,
but
if
we
could
just
leave
it
for
another
month,
so
I'd
ask
that
that
be
pulled
and
held,
and
then
policy
7005,
electronic
banking
and
electronic
payments.
D
M
I'm
trying
to
think
and
read
at
the
same
time,
and
it
doesn't
work
very
well,
so
I'm
trying
to
understand
there
were
some
some
questions
raised
earlier
about
the
controversial
issues,
policy,
2340
and,
and
so
I'm
just
trying
to
go
through
and
and
for
my
own
benefit
and
and
evaluate
that,
and
one
of
the
questions
was:
is
this
the
only
time
you
know
if
they
pull
their
child?
M
You
know
what
about
when
it's
discussed
later
and
my
understanding
of
this
policy
is
during
that
this
is
a
specific
day
or
period
of
time
specified
as
sex
education
that
these
topics
would
be
discussed.
So
it's
not
it's
not
for
an
everyday
conversation,
but
that
this
time
specifically
outside
of
that
we
we
can't
really
regulate
conversation.
M
So
so
I
guess
that's
that's
my
thought
on.
M
You
know
removing
a
student.
You
know
for
whatever
reason
for
these
discussions
and
then
bring
the
student
back
in
I
don't
have.
I
don't
see
that
as
an
issue,
because
this
is
talking
about
one
specific
event.
D
D
Dr
pharaoh,
she
is
in
some
in
life
science,
it's
taught
through
the
life
science.
E
D
And
I
we
submitted
it's
been
a
couple
years
ago
that
what
the
curriculum
she's
using
so
that
you
could
see
how
it
was
lined
out,
I'm
happy
to
share
with
you
what
that
is
again.
It
isn't.
We
do
expect
students
to
opt
in.
So
it's
it's
well
advertised
and
well.
It
is
well
advertised
because
it's
dr
pharaoh.
D
D
She
was
because
it
came
before
the
state
legislators
how
sex
ed
is
taught
in
schools
or
what
is
taught,
and
I
know
that
she
was
they
reached
out
to
her
when
she
they
understood
that
we
well,
she
just
met
with
them
when
they
learned
that
we
were
opt
in
it,
wasn't
an
opt
out
right,
so
you
have
to
opt
in
to
attend
the
class.
Okay.
D
And
then
alternative
assignments
given
for
students
now
we
yeah,
I
think
it's-
that
is
a
specific
time,
mm-hmm
right,
but
if
I
I
don't
know,
I
think
part
of
the
the
concern
I
is
sometimes
that
is
brought
up
and
you're
in
life,
science,
class
or
you're
in
a
biology
class
cells
and
reproduction.
D
Sometimes
you're
not
prepared
well
you're
always
prepared,
but
it
may
be
not
part
of
that
topic
that
day,
but
it
kind
of
it's
it's
a
dress.
So
I
think
what
we're
trying
to
do
when
in
that
controversial
topics,
it's
like
saying
you
know
if
that
is,
if
it's
brought
up
kids
are
starting
to
talk
about
it
here.
The
here
you
are,
what
can
you
do?
Well,
you
can
redirect.
D
It
doesn't
say
that
you
give
your.
You
only
have
one
side
if
there's
two
sides
to
every
situation,
I
would
say
most
individuals
when
it
comes
to
controversial
topics,
are
going
to
be
very
careful
about
that,
and
but
the
one
thing
we
can't
prepare
for
is
when
it
is
going
to
be
taught
like
sex
sex
education.
It
is
very
prescribed
and
it's
in
the
syllabus
parents
are
are
notified,
but
I'm
whoever
said
sometimes
that
topic
comes
up.
B
A
Okay,
yeah,
and
so
I
don't
know
trustees
if
you
feel
if
you
would
like
to
pull
it,
and
we
could
wait
for
the
next
for
our
next
board
meeting
to
talk
about
it
or.
However,
however,
you
know
we
can
or
or
accept
it
with
the
explanation
that
dr
french
gave
us
and
then.
D
A
Okay,
so
then,
I
would
like
to
ask
for
a
motion
on
the
second
and
final
reading
and
then
just
keep
in
mind
that
we
would
like
to
pull
out
the
policy
5440
to
be
to
be
shown
again
for
the
next
next
month's
second
and
final
reading.
D
E
A
E
I
move
that
we,
I
make
a
motion
that
we
accept
and
approve
the
second
and
final
reading
policies
with
pulling
54
40
school
holidays
until
it
can
be
corrected.
A
Okay-
and
you
would
like
to
accept
and
approve
which
policies.
A
Okay,
all
right,
I
have
a
motion
I'd
like
to
ask
for
a
second.
M
A
Okay,
I
have
a
motion
in
a
second
any
further
discussion:
trustees.
A
No
okay,
all
right!
I
will
ask
for
a
vote
all
those
in
favor,
please
say:
aye.
I
D
And
madam
chair
trustees,
I
did
I
sent
you
a
link
to
policy
613
sex
education
so
that
there's
actually
a
specific
section
to
parent
participation.
Parents
will
be
given
the
opportunity
to
review
all
materials
used
in
teaching
the
sexual
responsibility
units
students
enrolled
in
classes,
including
these
units,
are
required
to
have
prior
parent
approval
before
receiving
instruction.
A
Okay,
all
right!
Thank
you,
dr
french.
All
right
we've
come
to
the
information
only.
I
know
that
everyone's
sad
about
that,
but
I'd
like
to
read
what
we
have
for
information
only
june
27th
will
be
our
board
work
session.
So
it's
in
two
weeks
and
then
I'm
gonna
just
add
june
30th
in
here
will
be
our
high
school
our
summer,
graduation
for
the
high
school
high
school
graduation
for
the
summer,
kids,
okay
and
that's
june,
30th.
Typically,
dr
french.
It's
it
takes
place
at
the
high
school
auditorium,
yeah.
D
Madam
chair
and
trustees,
so
we
did
speak
with
mrs
archuleta
who's
over
summer
school
and
it
will
be
june,
30th,
6
p.m.
Caldwell
high
school
auditorium.
A
A
So
I
would
invite
all
of
you
to
please
be
there
and
and
and
help
me
congratulate
these
students
july
4th
is
independence
day.
So
that's
a
monday
july
11th
will
be
our
regular
board
meeting
and
then
july
25th
will
be
our
summer
board
retreat
and
we'll.
As
we
get
more
information
about
it,
we
will
make
sure
the
trustees
have
that
information.
Please
plan
on
being
there.
It
will
be
an
all-day
meeting
so
and
it
will
be
packed
with
lots
of
fun,
yeah
and
food
and.
D
A
D
Maybe
so
I
it's
a
like
once
in
a
lifetime
opportunity
to
go
to
the
omaha
homer
amigo
passion
play
which
they
began
after
their
little
community
survived
the
black
plague,
oh
wow,
based
on
folklore,
history
or
what
you
can
read.
So
they
they
do
a
passion
play
every
10
years
and
has
happened.
They've
done
that
since
the
black
plague.