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From YouTube: Special Board Meeting 6-26-23
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A
C
C
D
B
A
All
right
so
Madam
clerk.
Would
you
can
you
please
let
us
know
the
board
meeting
agenda
postings.
B
Madam,
chairperson
and
trustees
I
request
the
approval
of
the
Board
of
Trustees
special
board
meeting
agenda
posting
for
Monday
June
26
2023..
The
agenda
was
posted
on
Thursday
June,
22nd
2023
at
4
pm.
The
Jenna
was
posted
at
these
locations,
the
school
district
website
and
the
Caldwell
District
office.
Okay,.
A
Thank
you
very
much.
I
would
like
to
ask
for
a
motion
to
approve
and
accept
the
agenda
postings
Madam.
E
A
Okay,
thank
you
very
much.
I
have
a
motion
I'd
like
to
ask
for
a
second
second:
okay.
I
have
a
motion
in
a
second
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
name.
Okay
motion
carries
all
right,
so
just
we're
just
gonna
we're.
Okay!
A
This
thing
is
all
right:
we're
going
to
just
move
a
couple
of
things
around
we're
gonna
have
a
d,
a
magnet
school
idea
with
Dr
McDaniel,
moved
up
and
then
see
the
information
for
our
student
council,
lady
liaison's,
move
down
so
C
and
D
will
we're
just
gonna
yeah
swap
those
two
okay.
Is
that,
okay
with
you
Dr
McDaniel?
A
Okay,
all
right!
Thank
you
very
much
all
right.
So
our
first
agenda
item
is
a
presentation.
True
leaders
in
equity
Institute.
So
we
have.
This
is
information
only,
but
we
have
Maley
McConnell
and
Kara
Farrow.
If
you'd
like
to
come
up
and
and
show
us
your
presentation.
Thank
you.
F
G
And
then
my
name
is
Kira
Farrow
and
I'm
also
going
to
be
a
sophomore
at
Caldwell,
High
School
this
club
coming
year,
so
I'd
like
to
switch
the
slides
to
the
next
one.
Really
quick,
there's
a
oh,
my
goodness.
This
is.
G
This
is
so
fancy
okay,
so
I'd
like
to
start
off
by
introducing
like
a
little.
We
came
here
last
like
last
year
to
present
what
we
learned
from
The
Institute
after
we
had
gone
there
and
our
plans
for
our
project.
So
this
is
just
like
a
little
update.
G
So
as
a
reminder,
we
went
to
the
true
leaders
in
equity,
Institute
last
July,
and
so
it's
an
institution
that
focuses
on
helping
teens,
make
Equitable
change
in
their
communities,
and
so
it
was
a
four-day
Institute
in
Washington
DC,
where
we
learned
about
what
it
meant
to
be
Equitable
and
how
to
bring
Equity
back
to
our
communities.
G
G
So
we
chose
food
security
because
we
know
that
76
of
Caldwell
High
School
is
economically
disadvantaged
and
may
not
have
access
to
nutrition,
nutritious
Foods,
and
then
we
couldn't
really
do
the
whole
school
because
we
didn't
have
won
the
grant
funds
for
that,
and
we
didn't
really
have
the
means
we
didn't
have
the
means
to
do
the
whole
school.
G
So
we
kind
of
narrowed
down
our
sample
group
to
the
track
athletes
at
our
school,
because
we
saw
that
that
was
a
little
bit
of
a
smaller
group,
but
it
still
accessed
more
people
at
our
school
because
there's
more
athletes
that
come
into
track
than
other
sports.
Possibly
we
also
chose
track
because
we
know
that
athletes
have
more
nutrition
and
hydration
needs
than
the
average
student.
G
So
we
felt
that
they
were
further
disadvantaged
than
maybe
other
students
at
our
school,
and
so
our
project
consisted
of
a
pre-season
survey
which
we
gave
to
the
athletes
in
around,
like
march-ish,
I,
think
right
and
then
so.
This
this
was
to
get
a
basic
idea
of
what
the
athletes
current
hydration
and
nutrition
practices
and
what
they
were
doing
to
help
their
nutrition
and
hydration.
G
And
then,
after
that,
we
gave
out
water
bottles
and
snack
bags.
So
the
water
bottles
were
reusable
water
bottles
that
the
students
could
take
around
their
classes
and
everything.
And
then
the
snack
bags
had
nutritious
snacks
in
them,
as
well
as
like
little
food
security,
postcard
things
that
had
resources
from
like
the
food
food
banks
and
other
food,
nutrition
and
Equity
like
resources
for
them.
G
G
So
talk
a
little
bit
about
the
goals
and
the
barriers,
so
our
our
main
goal
was
to
support
the
nutrition
and
hydration
of
CHA
CHS
track.
C
CHS
track
athletes.
Okay,
to
do
this,
we
used
our
grant
money
on
those
snack
bags
and
those
water
bottles,
of
course,
and
then
we
collected
data
on
the
effectiveness
of
what
we
did
so.
A
G
So
it
was
kind
of
hard
to
collect
data.
As
we
went
into
the
process.
We
had
to
get
the
surveys
approved
by
the
institutional
review
board
at
the
University
of
Idaho,
and
so
by
getting
that
done,
we
had
to
give
the
students
parent
consent
forms
to
get
signed,
so
that
was
our
main
barrier
in
collecting
data
was
the
getting
those
parent
consent
forms
signed
and
brought
back
to
us
so
that
the
students
could
take
the
survey,
so
it
was
a
little
difficult.
G
G
Going
to
go
over
some
of
the
data
from
the
first
survey
that
we
took
so
I'm
going
to
start
with
the
orange
one,
and
this
question
is
sorry:
I'm
a
little
sick.
Do
you
pay
attention
to
how
much
water
you
drink
a
day?
Nine
said,
yes,
one
said
usually
five
said
not
really
and
two
said.
No.
G
G
They
said
never
five
said
some
days,
two
said
most
days
and
then
six
said
every
day,
and
one
said
always
so
we
just
wanted
to
see
like
if
the
students
were
using
the
resources
that
were
were
given
to
them
initially
and
if
we
could
maybe
change
that
with
our
snack
bags
and
provide
more
nutrition
and
then
the
green
one.
G
This
one
says:
how
often
do
you
feel
you
have
control
over
the
types
and
amount
of
food
you
eat
three
set
always
five
said
most
six
and
sometimes
and
three
said
rarely
and
zero
said.
Never.
G
Zero
is
good
for
us
to
hear
in
the
never,
because
it
does
mean
that
students
do
have
some
control
over
what
they're
eating
and
how
how
much
they're
eating
and
then
we'd
like
to
change
the
sometimes
and
really
a
little
bit
by
giving
them
the
snack
bags,
and
you
know
making
them
feel
like
they
do
have
a
little
bit
more
more
control
over
it.
F
So
the
data
from
the
second
survey
that
we
took
in
the
red
one.
The
question
was
having
new
water
bottle,
helped
me
to
drink
more
water
and
a
large
majority
of
the
athletes
said
that
it
did,
and
so
that's
really
helpful
for
us
to
know,
and
so
we
know
that
maybe
in
future
we
could
do
something
more
like
that,
because
we
know
that
it's
really
helpful
for
them.
F
We
just
really
wanted
to
make
the
athletes
more
aware
of
what
we're
giving
them,
and
why-
and
so
it's
nice
to
know
that
they
read
them
and
they
learned
something
from
them
and
then
the
in
the
green
it
says
I
would
not
have
had
access
to
nutritious
snacks
on
athletic
event
days
without
the
snack
bags,
and
here
we
had
pretty
mixed
results,
but
knowing
I
think
about,
like
41
of
the
athletes
said
that
they
wouldn't
have
had
those
resources
without
the
snack
bags
that
we
handed
out.
F
Okay.
This
is
kind
of
a
long
one,
but
we
asked
the
coaches
to
email
us
saying
some
of
the
feedback
they
had
for
our
project
and
what
they
liked
and
didn't
like
about
it,
and
so
Laura
carrier.
The
head
track,
coach,
responded
and
I'm
going
to
read
this,
and
she
said:
I
cannot
express
how
thankful
I
am
for
this
program.
I've
coached
track
for
over
20
years
and
athletes
of
all
ages
always
forget
to
bring
water
with
them
to
practice
and
meets
the
water
bottle
program
has
helped
tremendously
with
hydration.
F
We
have
not
had
the
muscle
cramping
from
lack
of
hydration.
The
bottles
are
so
stylish
that
the
athletes
carry
with
the
classes
and
hydrate
all
day.
The
snack
program
has
been
a
godsend.
Many
athletes
don't
know
what
type
of
snacks
they
should
bring
to
Meats,
even
though
they
are
given
a
list
of
good
ideas
to
bring
I
think
the
athletes
are
realizing.
What
kinds
of
things
they
like
to
eat
that
can
they
can
use
as
healthy
choices
for
a
meat.
F
F
So
this
was
really
reassuring
to
hear
just
to
know
that
what
we
did
had
a
huge
impact
on
the
athletes
and
not
only
the
athletes,
were
telling
us
this,
but
the
coaches
noticed
like
significant
differences
in
their
performance.
I
think
this
was
really
helpful
and
great
information
to
learn
some
of
the
lessons
and
observations
that
we
had.
F
The
main
observation
was
that
we
saw
the
water
bottles
being
carrying
around
all
over
school
and,
like
everywhere
we
looked,
there
was
someone
carrying
a
water
bottle
that
was
also
nice
to
see,
knowing
that
they
enjoyed
the
water
bottles,
they
appreciated
them
and
they
were
hydrating
a
lot
more
during
the
day
than
they
would
have
if
they
didn't
have
them.
And
some
of
the
lessons
we
learned
is
that
the
coaches
were
a
lot
more
interested
in
helping
out
with
our
program
program
than
we
thought
that
they
would
be.
F
We're
also
going
to
apply
for
another
1500
Grant
from
the
national
4-H
Council,
and
one
of
the
things
that
we're
excited
about
is
that
we're
gonna
try
to
invite
the
mayor's
youth
advisory
Council
to
join
our
project
for
this
next
phase
and
so
we're
just
gonna
I'm
a
part
of
the
mayor's
youth
advisory,
Council
I'm
on
the
executive
team.
So
if
we
can
get
the
other
team
on
board
with
this
I
think
it'd
be
really
helpful
and
it
can
make
our
project
a
little
more
sustainable
in
the
years
to
come.
A
I
have
a
quick
question
Millie,
so
there
it
looks
like
there's,
25,
kids
right,
that
participate
in
survey.
So
when
you
did
the
the
snacks
and
the
water
bottles,
was
it
just
for
those
25
kids
or
was
it
I
mean?
Were
you
able
I
know
that
the
survey
it
had
you
haven't
had
permission
right,
but
did
were
you
able
to
give
snacks
to
other
kids
or
we.
B
H
So
how
much
was
the
the
initial
grant
that
you
got.
H
And
so
is
that
kind
of
what
the
standard
is
when
they
they
get
this
out?
Okay
and
then
I
was
curious
about
the
bags
with
25
students.
So
how
often
were
you
giving
bags
at
what
definitely
wasn't
a
one-time
thing,
then
yeah.
F
I
think
we
gave
them
out
at
like
four
or
five
meets,
and
then
we
ended
up
having
extra
money.
So
we
gave
I
think
we
had
like
80
more
snack
bags
that
we
just
handed
to
the
coaches
that
they
could
give
out
at
other
meets
and
practices
and
stuff.
C
H
C
Each
time
they
gave
out
snack
bags
at
a
meet,
it
was
to
about
60
60
snack
bags
each
year
each
time
and
they
yeah.
The
participation
in
the
student
is
not
a
requirement
for
them.
A
C
E
Know
manager,
yes,
so
I
got
a
quick
question
as
well
with
your
data
that
you
took.
What
do
you
think
is
the
roadblock
with
students
eating
in
the
in
the
morning
at
lunch?
Is
it
kind
of
like
one
of
those
jacket
things
in
the
winter
that
they're
too
cool
to
wear
or
not?
Where.
F
I
think
that
one
of
the
main
problems
is
that
this,
the
school,
a
lot
of
kids,
don't
like
the
school
lunch
or
School
breakfast,
so
they
just
refuse
to
eat
it.
Some
other
kids,
like
eating
disorders
and
stuff,
like
that
I
feel
like
that's
a
big
robot,
robot
partner's
school,
and
so
what
we
tried
to
teach
the
track.
F
Athletes
was
that
it's
important
for
you
to
make
those
healthy
choices
and
that
we
wanted
to
show
them
that
by
eating
the
snack
bags
that
they
had
a
better
performance
levels
and
that's
kind
of
a
part
of
the
survey
too
was
we
wanted
to
make
them
think
deeper
about
what
we
were
giving
them
and
why
we
were
doing
it,
and
so
I
hope
that
the
athletes
make
better
like
healthier
choices
and
are
more
interested
in
their
nutrition
and
hydration
practices.
Later
on.
E
I
F
I'm
not
really
sure
I
I,
usually
pack,
my
own
school
lunch
just
because
I
want
to
like
I,
don't
know
pack
a
salad
or
something
eat
a
little
healthier
I
know
that
sometimes
there
isn't
a
salad
bar
always
out,
and
so
I
think
that
some
kids,
who,
like
some
of
the
healthier
foods
like
they,
won't
eat
if
the
salad
bar
is
not
there,
because
that's
really
all
that
they
get
there
yeah
some
of
just
it's
really,
mostly
like
personal
preference
on
what
they
like
and
don't
like.
Okay.
G
G
I
also
think
that
they
do
kids
do
like
those
fresh
fruits
and
vegetables,
and
maybe
you
won't
eat
them
if
they're
not
they're,
unavailable.
I
also
know
that
a
lot
of
kids
don't
drink
the
milk
at
school,
because
they're,
lactose,
intolerant
or
something
so
that's
I
mean
that
milk
has
a
lot
of
nutrients
and
stuff
in
it.
But
if
they're
not
getting
milk
or
anything
during
the
day,
they
won't
hydrate
at
all.
During
the
day
they
won't
get
any
liquids
in
so
then
they're
dehydrated
all
day.
G
I
Well,
you
both
said
that
kids,
like
the
salad
bar
that
sort
of
surprises
me
but
I,
guess
that's
a
good
thing.
A
D
I
was
just
looking
at
the
in
the
very
beginning
of
your
presentation.
You
had
a
pre-season
survey
and
then
I
think
the
next
slide
said
that
it
had
to
be
approved
by
I.
Think
you
said
the
University
of
Idaho
somebody
rather
IRB.
F
Yes,
so
we
had
help
from
our
administer
like
Lindsay,
and
we
had
Maureen
to
me
from
the
University
of
Idaho,
and
so
we
had
a
lot
of
help
from
them
just
creating
the
survey.
Okay
and
then
we
went
over
it
and
we
said
if
there
needed
to
be
any
changes
or
something
but
yeah
they
did
that
and
then
they
we
just
had
to
get
it
approved
from
the
institutional
review
boards.
F
We
used
a
different
survey.
Actually,
oh,
you
did.
Yes,
we
wanted
to
get
different
information,
so
the
first
survey
was
more
targeted
towards
like
we
wanted
to
know
what
their
nutrition,
hybrid
and
hydration
practices
were
like
trying
to
like
figure
that
out
and
then
at
the
end
survey.
We
were
asking
more
questions
about.
If
what
we
did
was
helpful,
and
would
they
like
to
see
more
of
that?
Okay.
D
A
Okay,
I
was
going
to
say,
I
have
a
niece
that
we
did
track
in
the
middle
school
and
you
know
being
a
a
previous
band.
Booster
parent.
We
were,
you
know,
we're
always
making
sure
that
the
kids
band
kids
had
water
had
snacks
and-
and
it
was
interesting
because
in
the
10
years
that
I
was
doing
that
there
was
you
know,
moms
came
up
and
said
well,
instead
of
Rice
Krispies
I
think
we
should
get
fresh
fruit
and
I
said,
wait
a
minute.
What
wait?
A
What
and
I
thought
the
kids
aren't
going
to
eat
it,
but
they
did
and-
and
you
know
and
then
I
thought
yeah
so
I
would
try
and
go
to
as
many
track
meets
with
the
middle
school.
And
you
know
it
is
important
to
to
realize
that
there
are
there's
some
parents
that
will
go
watch
their
kids
that
can
get
out
of
work
early
because
they
start
at
four
and
there's
some
parents
at
Camp.
A
Most
parents
can't
so
I
thought
man
there's
a
lot
of
kids
that
are
probably
hungry,
because
you
know
they
want
to
do
something.
Instead
of
eat
lunch
and
so
bananas,
bananas
are
really
good
and
bananas
and
apples
and
oranges
and
and
they
gobbled
those
up,
and
you
know,
but
it
is
true
that
a
lot
of
times
they
need
that
in
in
middle
school,
I'm
sure
like
high
school,
they
they're
not
thinking
about
that
they're
just
thinking.
A
Oh
yeah
I
got
a
track
meet
and
you
know,
and
and
when
it
comes
to
that
time,
they
can't
really
perform.
They
perform
better
if
they
have
those
nutrients.
So
thank
you
for
a
lot
of
times.
This
needs
to
be.
You
know
they
need
to
see
it.
They
need
to
see
it
to
to
understand
how
important
it
is
and
I
want
to
ask
you
what
was
on
their
cards.
Was
it
different
information
every
time
or
was
it
the
same?.
F
F
We
told
them
to
eat
that
before,
because
it's
a
good
source
of
energy
and
then
more
of
the
carbs
like
some
of
the
chips
and
stuff
we
gave,
if
we
told
them
to
eat
after
because
it's
more
like
help
them
recover,
and
then
we
also
told
them
why
we
were
giving
them
the
snacks
so
like
what
sort
of
nutrients
were
in
them,
so
that
they
knew
why
we're
like
we
weren't
just
giving
them
Doritos
or
something
we
were
giving
them
like
actual
nutritious
stuff
and
wanted
them
to
know
why
it
was
that.
G
And
then,
if
I
cut
out
onto
that,
there
was
also
another
card
in
the
bag.
That
was
by
the
what
was
the
administration,
the
Idaho
Food
Bank.
It
was
a
information
card
there,
so
that
they
could
get
resources
that
they
could
take
back
home
to
their
families
and
stuff.
Okay,
good.
A
That's
great
thank
you
for,
for
taking
the
time
to
do
this,
I
think
it's
really
important,
and
you
know
parents
or
older
people,
older
people,
not
these
guys,
I
mean
we
can
tell
them
until
we're
blue
in
the
face,
but
sometimes
when
they
hear
it
from
peers.
It's
it
makes
a
difference.
So
thank
you
for
doing
that.
I.
We
really
appreciate
it.
Thank
you
very
much
for
your
presentation.
B
B
C
A
Next
on
our
agenda
next
on
our
agenda
is
our
Personnel
report,
and
so
this
is
an
action
item
and
so
I'm
hoping
that
everybody
reviewed
it
we're
good
I
would
like
to
ask
for
a
motion
to
approve
the
Personnel
report.
A
Okay,
thank
you.
I
have
a
motion.
Let's
ask
for
a
second
okay.
We
have
a
second
that
a
second
from
trustee
Robertson
all
right,
any
further
discussion,
trustees,
okay,
hearing,
none
or
like
to
ask
for
a
vote
all
those
in
favor,
please
say:
aye
aye,
any
opposed
name.
Okay
motion
passes
so
I
see
that
Paul's
here
so
should
we
just
keep
it
as
it
is?
A
Okay,
we'll
go
ahead
and
keep
it
as
it
is,
and
so
at
this
time
I
would
like
to
everybody
knows
that
I,
don't
I,
don't
think
I
have
a
script
but
I'm
just
gonna,
just
gonna,
say
I'm,
just
gonna
wing
it
during
this
year.
A
We,
it
was
the
first
time
that
we've
had
student
Liaisons
from
the
schools,
Canyon
Springs,
and
call
the
high
school
here
at
our
board
meetings,
and
so
we
appreciate
everything
that
you
guys
bring
to
the
board
meeting
because,
like
I
said
sometimes
you
know
we
can
talk
as
much
as
we
want
to
right
as
adults,
but
it's
good
to
hear
a
student
come
in
and
just
give
us,
let
us
know
what's
going
on
in
their
schools,
and
so
we
appreciate
the
time
and
commitment,
because
it
is
you
know,
commitment
it
is.
A
You
know,
time
away
from
either
you
getting
your
homework
done
or
other
other
activities
that
you
have
other
commitments
that
you
have
with
other,
like
with
student
council,
because
I
think
both
of
you
were
in
student
council.
So
we
want
to
commend
you
for
being
that
and
starting
it.
This
is
our
first
year,
and
so
we
you
know,
want
to
continue.
It
maybe
add
on
you
know
a
couple
of
different
little
quirks.
You
know
just
different
things
to
it,
but
we
do
have
these
beautiful
plaques.
A
And
it's
it
says:
I'm
just
going
to
say
it
for
those
that
are
online
or
in
in
the
audience
in
appreciation
too,
and
it
has
both
their
names.
It
says
for
your
dedication
and
service
to
the
Caldwell
School
District.
So
it's
on
this
beautiful
wood
plaque.
I
want
to
be
like
those,
ladies
that
would
come
out
on.
The
Price
is
Right
and,
and
it's
engraved
and
everything
so
come
on
up.
B
C
A
Just
yeah
just
right
here,
so
what
I
wanted
to
say
is
that
Kiwanis
has
a
scholarship
recognition
luncheon
on
Thursday
July
6
at
the
Kaylee
Medical
Center
I.
Think
you
guys
do
you
guys
know
where
that's
at?
We
just
want
to
make
sure
that
you
get
there,
but
it
will
be
you're
cordially
invited
to
attend
the
luncheon
so
that
you
may
receive
your
1
000
college,
so
scholarship,
yay,
so
yep.
C
B
A
And
I
think
this
is
really
good.
For
you
know,
the
Caldwell
school
district
is
something
new.
That's
gonna
that
we
hope
to
continue
with
the
kids
being
having
student,
Liaisons
and
I
think
it
brought
a
lot
of
information
and
foresight
to
the
board
of
what's
going
on
with
the
schools
so
and
we're
really
excited
for
these
kids
to
be
the
first
ones
in
our
history
at
the
here
at
the
district
to
be
able
to
to
partake
in
this
and
to
be
part
of
being
leaders
in
the
community.
I
A
He's
opening
he's
opening
some
doors
over
there
nobody's
getting
paid,
and
so
I
believe,
and
it's
good
to
note
that
Paul
you're
going
to
your
plans
have
to
go
to
BSU.
Is
that
right?
That's
correct,
okay
and
you're
going
to
be
studying.
Do
you
have
a
specific
study
that
biomedical
science
awesome,
yay
and
then
Abigail
you're
going
to
CWI?
Is
that
correct?
Okay?
And
what
is
your?
What
is
your
focus
when
you
go
to
what
do.
A
A
G
J
A
J
I
appreciate
the
invitation
to
come
back
I'm
here
tonight
at
the
requests
of
the
board
before
Cove
had
hit.
We
did
have
a
couple
opportunities
as
a
board
to
talk
about
what
magnet
schools
are
and
what
opportunities
they
could
present
in
the
Kabul
School
District.
So
I'm
back
at
your
request
this
evening,
to
just
kind
of
refresh
that
topic
maybe
and
allow
the
board
an
opportunity
to
maybe
discuss
amongst
yourselves
what
this
could
look
like
in
the
Caldwell
School
District.
J
Here
we
go
so
the
definition
of
a
magnet
school
we'll
just
maybe
start
with
that
is
free
public
elementary
and
Secondary
School
of
Choice
operated
by
a
school
district
with
a
specific
instructional
theme,
curriculum
or
instruction
method.
That's
used
throughout
the
school
and
the
reason
this
idea
came
up.
J
Sometime
back
is
Caldwell,
School
District
had
done
a
demographic
study
and
I
guess
that's
been
a
couple
years
ago
at
this
point,
but
you
all
probably
recall
this,
and
we
found
that
growth
in
the
district
is
going
to
be
pretty
stagnant
for
the
next
10
years.
However,
student
enrollment
has
not
been
maintaining
itself
consistently
and
post
covered.
J
We've
actually
seen
a
drop
in
enrollment
in
the
Caldwell
School
District
I
can't
speak
exactly
to
what
those
numbers
are,
but
I
know
that
we
have
fewer
students
today
than
we
did
in
our
school
district
at
the
beginning
of
2019,
which
was
the
school
year
that
covet
hit,
and
so
both
as
an
administrator
in
our
school
district
as
a
patron
of
our
school
district.
It
struck
me
as
important
for
us
to
maybe
start
finding
ways
to
consider
retaining
students
in
our
district.
J
So
that's
kind
of
the
reason
that
we
started
this
conversation
several
years
ago
and
I
just
touched
on
the
demographic
study.
But
we
know
that
in
the
Caldwell
School
District
there's
a
variety
of
competitive
interests
right
within
the
boundaries
of
the
college,
school
district
and
parents
and
families
have
choices
maybe
20
years
ago.
That
wasn't
quite
the
case
where
most
students
just
attended
their
Home
Zone
school,
and
that
was
the
opportunity,
and
that
was
what
what
they,
what
they
did.
J
But
we
know
that
in
2023
the
education
landscape
is
competitive
and
parents
and
families
don't
just
have
to
choose
the
school
they're
zoned
in
anymore,
there's
a
variety
of
opportunities
through
either
open
enrollment
at
local,
traditional
Public,
Schools
or
school
districts.
We
know
there's
also
online
schools
that
students
can
choose.
There
are
charter
schools.
J
There
are
private
schools,
there's
just
a
ton
of
opportunities
that
students
and
families
can
choose
from,
and
you
know
we
want
students
to
choose
public
school
districts
and
by
doing
that,
we
want
to
make
sure
that
there's
competitive
opportunities-
maybe-
and
so
you
know-
I've
touched
on
these
things-
that
these
are
some
of
the
school
models
that
we
might
see
in
our
area.
Traditional
schools,
Focus
driven
traditional
schools
and
what
that
means
is
a
school.
That's
maybe
has
chosen
stem
as
a
focus
within
that
school.
It's
still
zoned
as
a
Traditional
School.
J
There
are
public
charter
schools,
there
are
alternative
schools,
magnet
schools,
online
Alternatives,
and
that's
just
you
know
a
few
of
the
options
that
are
out
there,
but
part
of
my
my
doctoral
research
was
on
entrepreneurialism
and
education
and
what
that
means
to
consider
how
we
combine
maybe
business
practices
in
the
public
education
sector.
J
What
we
can
leverage
from
outside
of
our
sector
to
make
our
sector
better
and
the
research
has
shared
that
rather
than
relying
on
the
public
sector
to
ameliorate
the
problems
in
public
education,
the
market
Marketplace
could
provide
more
efficient,
Solutions
and,
in
our
case,
we're
talking
about
competitive
Advantage
right
when
we
know
that
people
are
going
to
choose
just
like
you
have
a
choice,
so
what
restaurant
you're
going
to
go
eat
at?
Why
do
you
keep
going
back
to
the
same
places
because
it
offers
something
you
like?
Why
do
you
choose
something
new?
J
You
want
to
give
it
a
try.
Why
do
you
not
go
back
to
somewhere
that
you
didn't
like
right
because
they
keep
offering
the
same
things
that
you
don't
like?
But
if
you
know
that
there's
a
restaurant
that
you
haven't
liked
in
the
past,
but
has
a
new
menu
item
that
you've
heard
is
really
good,
maybe
you're
willing
to
go,
give
it
a
try
again,
and
so
that's
our
hope.
Maybe
when
we
talk
about
the
concept
of
a
magnet
school,
this
is
the
list
of
the
current
magnet
schools
in
the
state
of
Idaho.
J
Right,
no,
this
is
in
the
state
of
Idaho
in
the
whole
state
of
Idaho,
and
most
of
these
magnet
schools
are
part
of
traditional
public
schools
and
public
school
districts
as
well.
Some
of
them
are
charter
schools
that
stand
alone,
but
most
of
the
time,
the
idea
of
a
magnet
school
is
building
something
within
a
public
District,
that's
pulls
students
who
have
an
interest
in
a
concept
where
families
who
have
an
interest
in
a
concept
to
a
school
or
a
specific
site
that
focuses
on
that
idea.
J
So
I
I
came
up
with
a
short
list
of
possible
Focus
Concepts
that
we've
seen
in
magnet
schools
not
only
in
Idaho
but
across
the
country,
and
it
can
really
be
anything
that
a
district
chooses
right.
The
couple
School
District
could
say:
we
want
a
school
that
develops
students
in
one
specific
area
and
across
the
curricula,
whether
it's
math
or
science
or
English,
language,
arts
or
whatever
they're
learning
about
the
Focus,
constantly
comes
back
to
that
concept.
J
So
some
of
these
magnet
Concepts
could
be
like
Visual
and
Performing
Arts
languages,
so
like
a
dual
language,
immersion,
school
or
maybe
even
non-immersion,
but
a
school
where
there's
a
focus
on
a
specific
language
acquisition
model,
kinesthetic
schools
or
actually
everything
that
happens
throughout
the
day-
has
a
kinesthetic
model
to
it,
and
these
are
actually
kind
of
sports,
focused
schools
as
well,
that
are
athlete
prep
schools,
which
are
kind
of
interesting
conceptually
speaking,
so
students
still
come
to
school
and
get
all
their
academic
Focus,
but
maybe,
instead
of
having
you
know,
music
PE
drama,
a
variety
of
electives
like
that
all
electives
are
kinesthetic
focused
and
do
you
have
a
weightlifting?
J
You
have
a
Sports
Management
program,
you
have
I,
don't
know
you
name
it
right
anything,
but
all
of
those
electives,
instead
of
being
broad
they're,
really
more
focused
on
on
this
area,
specifically
stem,
which
is
really
popular.
Of
course,
in
the
21st
century
as
a
focused
School,
their
leadership
academies,
CTE,
Focus
schools,
International,
Baccalaureate
or
IB
business
models,
specific
professional
tracks,
so
it
could
be
like
health,
health,
careers,
Focus
or
you
know,
there's
already
a
CTE
up
here,
but
maybe
specific
trades
focus
in
a
school.
J
There
are
gifted
and
talented
schools,
College
Prep
schools.
Basically,
if
any
need
or
any
idea
that
a
school
or
a
school
district
says
we
need
our
kids
to
be
better.
This
concept
could
become
the
focus
of
a
magnet
school
and
it's
really
just
identifying
ways
to
to
circle
the
wagons
within
that
school
community
and
everything
that
happens
happens
with
a
focus
on
that
specific
concept.
J
In
fact,
the
West
area
West
data
School
District,
was
one
of
the
first
that
was
identifying
magnet
schools
back
in
the
late
90s
under
the
Linda
Clark.
Administration,
probably
is
when
this
was
happening
and
West
data
was
growing
exponentially,
and
so,
as
they
had
student
growth,
they
were
having
to
build
schools
anyway,
as
they
built
schools.
J
Instead
of
building
more
traditional
Zone
schools,
they
identified
a
school
location
that
would
now
be
a
new
Focus
kind
of
school
and
with
the
increased
enrollment,
they
were
able
to
funnel
students
into
that
school
model
in
the
college
school
district.
This
becomes
a
little
bit
of
a
challenge
because
of
that
growth,
piece
and
so
identifying
a
location
would
be
maybe
one
hurdle
for
the
Caldwell
School
District
to
consider
identifying
how
students
would
qualify
and
how
their
participate
in
this
sort
of
program
without
the
growth
to
support
it
could
also
be
challenging.
J
But
some
of
the
considerations
to
think
about,
of
course,
is
just
interests
to
start
with
having
a
conversation
as
a
board
is
a
great
starting
point,
but
knowing
whether
or
not
there's
actually
interest
within
the
Kabul
School
District
community
and
pulling
the
Caldwell
School
District
families
and
students
probably
isn't
enough
if
the
concept
is
to
bring
students
into
the
school
district,
potentially
from
other
school
district
zones
or
returning
from
a
school
that
they
chose
to
go
to.
J
Alternatively,
so
that's
one
constituency
base,
of
course,
but
probably
finding
a
way
to
understand
the
needs
and
interests
of
the
community
at
large
could
be
helpful.
Seeing
waiting
lists
of
current
charter
schools
that
have
Focus
Concepts
could
be
a
way
to
gauge
and
monitor
that
when
there
are
competing
interests
right.
So,
for
example,
if
the
Caldwell
School
District
wanted
to
pursue
the
concept
of
a
dual
language
immersion
school.
Well,
there's
a
charter
school
in
the
Cobble
School
District
boundaries
that
has
that
sort
of
model
so
investigating
the
interest
in
that
school.
J
And
if
students
are
staying,
if
they
have
wait,
lists,
Why
students
come
and
go
from
that
school
could
really
help.
Call
the
schools
should
get
a
better
understanding
of,
if
that's
the
type
of
model
that
they
want
to
go
for
or
finding
a
non-competitive
concept
which
would
be
offering
a
magnet
school
idea
that
doesn't
have
a
competitive
interest
already
in
our
area.
That
could
be
something
else
to
consider
identifying
qualified
staff.
I.
Remember
at
one
of
the
previous
board
meetings
that
we
discussed
magnet
schools.
J
What
ages?
This
might
serve
a
location,
a
plan
in
the
case
of
College
School
District,
potentially
restructuring
how
the
school
model
works
right.
So
we
currently
have
six
elementary
schools,
two
middle
schools
and
two
high
schools.
If
there
were
to
be
a
magnet
school,
that
was
a
K-8
school
that
was
established.
That
would
have
an
immediate
effect
on
the
elementary
and
middle
schools
and
determining
what
that
effect
is,
would
be
really
important.
J
A
magnet
school
can't
just
be
changing
one
school
from
a
traditional
model
to
a
magnet
model
right.
The
whole
idea
of
magnet
is
it's
drawing
students
who
have
an
interest
in
that
to
that
school.
So,
if
you
just
say
tomorrow
we're
changing
Lincoln
Elementary
into
a
dual
language
immersion
school.
Well,
there
might
be
a
bunch
of
students
and
families
who
attend
Lincoln,
who
are
not
interested
in
that
right.
J
That's
not
their
jam,
they're,
not
interested
in
that
they
want
a
traditional
model,
so
it
would
really
require
considering
restructuring,
how
the
schools
or
school
system
works
or
how
that
might
be
approached
identifying
viable
curricula
that
supports
a
model.
Financial
solvency,
of
course,
is
a
major
factor
in
making
something
like
this
work
and
then
unknown.
Ripple
effects
are
always
difficult
to
anticipate
right,
trying
to
identify
what
effect
this
could
have
on
the
model
large
on
our
school
system.
J
Sometimes
that's
hard
to
to
figure
out,
so
this
Magnet
School
development
framework
is
a
hyperlink
in
case.
You
want
to
go
dig
into
what
the
United
States
Department
of
Education
has
to
say
about
supporting
upstart
magnet
schools
and
they
provide
a
really
nice
framework
of
things
to
think
about,
and
things
to
consider
as
a
school
of
school
district
considers
this
sort
of
model.
J
So
at
this
time,
I
think
it's
important
to
just
turn
the
floor.
Over
Madame,
chair
and
trustees
to
you,
I'm
happy
to
field
questions,
here's
a
resource
and
I
stand
for
questions.
If
you
happen,
okay,.
D
J
Sure
trustee
Robertson,
absolutely
in
fact
there
are-
there-
are
all
kinds
of
different
models.
Sub
magnet
schools
are
K-12
schools,
in
fact,
where
students
start
as
kindergartners
and
they
go
through
all
13
years
of
school
and
graduate
from
that
same
school
or
that
same
model
summer
K-8.
If
there's
a
strong
feeder
program
at
the
high
school
level
that
continues
the
model
I
think
one
of
the
hardest
things
is.
Some
schools
and
districts
will
build
a
K-5
magnet
school
and
then
there's
nothing
for
those
students
after
they
finish
fifth
grade.
J
So
maybe
they
spent
you
know
five
years
in
a
bilingual
education
model
and
they
go
they
do
that
for
five
years,
which
is
great,
but
then
it
just
falls
off
and
they
go
into
a
traditional
public
middle
school
and
those
skills
are
lost
or
not
developed.
At
the
very
least
so
yeah
it
could
be
any
number
of
grade
levels
served.
D
Well,
the
part
of
the
the
reason
I
asked
that
question
is
because,
if
I'm,
looking
at
the
your
slide
with
the
potential
Focus
visual
Performing,
Arts
kinesthetic
stem,
it's
like
I'm,
not
sure
how
many
third
graders
no
they
want
to
go
into.
As
so,
it's
like
you're
saying
the
elementaries
would
need
to
could
be
feeder
schools
to
go
into
high
schools
and
since
we're
not
that
big,
do
they
ever
do
Standalone
like
say,
ninth
through
12th,
with
an
emphasis
on
one
of
these
without
being
fed
through
the
elementary
schools,
because.
J
D
Could
see
having
a
say
a
CTE
magnet
school
where
that's
the
main
focus
or
a
stem
school,
but
I
I
can't
imagine
at
this
point
in
time
because
of
our
population
not
growing
is
to
feed
that
from
K
through,
but
so
we
could
Envision
a
stem
high
school
or
Secondary
School.
J
Yeah
Madam,
chair
trustee.
Yes,
yes,.
D
J
Of
the
above
are
are
possibilities
at
the
younger
grade
levels.
When
magnet
schools
have
been
identified,
it's
often
parent
choice,
right
or
parents
say
I
want
my
student
to
participate
in
this
sort
of
concept,
but
definitely
at
the
secondary
level.
We
see
a
lot
of
magnet
schools
that
are
trade
focused
or
that
are
one
specific
career
path.
Focus
that
do
you
know,
develop
students
and
their
skills
in
in
one
specific
area
or
set.
D
Because
I'm
thinking
of
my
own
Grand,
grandkids
and
they're
in
the
Boise
school
district,
but
I
mean
the
the
one
is
like
all
into
stem
I
mean
so
but
he's
not
in
a
magnet
school,
although
he's
being
transported
every
day
to
some
special
school
across
Boise,
that
is
basically
a
stem
program
and
he's
known
that
since
first
grade
you
know
and
the
other
one
I
don't
know,
I
think
he
wants
to
be
a
comedian.
But
okay
thank.
B
C
B
A
A
question
Dr
McDaniels
I
have
a
question.
It
looks
like
in
Meridian,
they
have
the
Renaissance,
High
School,
explain
to
me
and
it's
from
7
to
12..
So
it's
kind
of
like
what
trustee
Robertson
was
saying.
You
know,
can
you
have
something
that's
a
magnet
school
at
the
end
versus
you
know
from
the
beginning,
International
baccarat.
What
is,
can
you
expand
on
that
yeah.
J
What
would
that
entail?
Baccalaureate,
IB
or
International
Baccalaureate
is
kind
of
an
international
standardized
set
of
curricula
that
goes
across
multiple
Nations.
In
short,
so
IB
programs
in
the
United
States
entail
a
curricula.
That's
set
up
to
explore
a
variety
of
topics
and
Concepts.
The
students
in
other
countries
might
be
doing
as
well
that
are
participating
in
the
same
program
and
then
they
participate
in
internationally
normed
standardized
assessments
at
the
end
of
their
curricula.
So
we
talk
about
nationally
Norm
tests
like
the
like
the
act
or
sat.
For
example.
J
That's
comparing
peers
against
other
students
in
our
country,
students
who
are
going
through
an
IB
Program
are
actually
going
through
an
internationally
competitive
program
where,
at
the
end
of
their
high
school
years,
they're
trying
to
earn
both
a
high
school
diploma,
an
American
high
school
diploma
and
an
international
Baccalaureate
diploma,
which
are
two
separate
things
that
they
can
graduate
with.
The
IB
diploma,
means
that
they've
passed
these
internationally
Norm
tests
against
peers
from
a
variety
of
different
countries
across
the
world
and.
J
B
J
So
Riverstone
does
sage,
International
and
Boise
use
the
IB
curriculum
and
they
have
an
offshoot
in
Middleton
that
is
still
a
developing
school
I.
Think
yeah.
J
Is
stage
International
is
a
public
charter.
J
Not
sure
are
you
going
back
to
the
spreadsheet.
D
J
C
D
Then
all
of
your
Charter
Schools
or
excuse
me
magnet
schools
are
under
the
I'm,
not
looking
for
the
word.
It's
like
you
have
to
have
the
same
standards
as
the
public
schools
for
like
graduation
stuff,
because
isn't
it
true
that
some
of
the
private
schools
don't
have
the
same
standards
as
public
schools?
Oh.
J
Yeah,
that
is
true,
I,
think
private
schools
are
not
held
to
the
same
requirements
as
students
that
are
in
public
schools
in
Idaho.
Staffing
is
different
in
private
schools
and
requirements
for
staff.
Members
in
private
schools
are
but
yeah.
In
this
case
a
magnet
school
would
just
be
one
more
school
in
the
Caldwell
School
District.
So.
J
J
Yeah
absolutely
and
perhaps
higher,
if
that's
what
that
school
chose
or
desired,
but
different,
potentially
as
well.
H
Got
a
question
so
I
think
you
know,
you
said
it
right
that
you
know
a
lot
of
times.
This
comes
because
of
growth,
and
then
you
have
time
to
plan
that
out
and
unfortunately,
sometimes
it
happens
by
attrition
and
that's
what
we're
seeing
in
our
our
district
now
is
is
now
we're
seeing
the
shrinkage
shrinkage
happen
and
and
what
do
we
do
and
how
do
we
manage
all
of
the
buildings
that
we
have
and
and
all
the
space
that
we
have
available
to
us
so
I
think
it?
H
It
does
present
a
unique
situation
for
us
as
well,
where
we
don't
have
to
go
out
and
build
your
buildings,
or
do
things
like
that,
so
I
do
have
questions
about
kind
of
the
funding
formula.
For
that
does
it
what
it
will
the
funding
work
the
same
way
for
magnet
schools
it
does
during
for
the
rest
of
our
schools,.
J
Yeah
Madam,
chair
trustee,
yes,
I,
think.
The
short
answer
is
that
yes,
that's
the
case,
but
it's
reallocating,
probably
Personnel
in
a
way
that
still
leverages
the
people
you
already
have
I
would
say
in
the
case
of
our
district,
because
we're
not
necessarily
adding
staff
members
at
this
point
in
the
Kabul
District,
based
on
our
student
enrollment,
but
I
think
yeah,
it's
remanaging,
probably
or
reallocating
or
developing
a
functional
plan
that
would
make
that
work.
J
I,
don't
think
it's
necessarily
additional
money
out
of
the
pocket
of
the
school
or
the
school
district,
necessarily
I,
guess,
depending
on
what
route
that
program
went
right.
Some
of
these
models
can
function
on
on
Bare,
Bones
things
and
still
be
really
successful.
Others
become
really
cost
intensive
right.
If
you
consider
a
kinesthetic
magnet
school,
you're,
probably
going
to
be
investing
in
a
lot
of
equipment
and-
and
you
know,
training,
staff
and,
and
maybe
people
or
Personnel-
that
wouldn't
be
in
a
more
traditional
model.
E
Yeah
just
I
know
you're
heading
this
up
and
you're
doing
a
great
job,
Dr
McDaniel,
how
in
Your
Vision
how?
How
far
out
are
we
out
on
something
on
on
these
schools
on
this
magnetic
school?
If
we
were
to
start
one.
J
Yeah
Madam
chair
trustee
I,
don't
know
that
I'm
necessarily
spearheading
it.
I
just
became.
J
But
I'm
definitely
happy
to
to
serve
in
that
role.
I
think,
realistically,
probably
18
to
24
months
would
be
a
functional
timeline.
J
I
think
you
know
with
the
right
people
and
the
rights
efforts
in
place,
maybe
12
months,
but
there's
just
so
many
moving
Parts
to
implementing
something
like
this
and
and
really
I'm
doing.
Homework
is
important
and
not
just
saying
hey,
we're
going
to
give
it
a
go
and
see
what
happens.
J
That
doesn't
seem
like
a
very
prudent
approach
right
if,
if
you
cross
some
bridges
along
the
way-
and
you
realize
that
there
are
things
that
are
not
going
to
make
this
model
sustainable,
then
it's
probably
worth
stepping
back
and
and
taking
time
on
it,
but
realistically
I
think
with
18
to
24
months
and
with
the
right
with
the
right
team.
Something
like
this
could
probably
be
put
in
place.
So.
E
Are
you
thinking
that
at
the
beginning
of
the
school
year
or
would
you
would
you
kind
of
start
in
December
yeah
or
is
it
is
the
best
time
in
the
beginning
of
the
year.
J
And
Madam
chair,
trustee
I,
think
starting
fresh
at
the
beginning
of
the
year
seems
to
make
the
most
sense
to
get
students
to
buy
in
if
the
idea
is
to
increase
enrollment.
D
In
your
studying
and
researching,
this
is
like
is
how
do
we
go
from
zero
to
opening
a
school
in
24
months
or
whatever?
Is
that
we?
How
would
one
even
pick
what
the
focus
would
be?
Is
that
surveying
the
parents
surveying
the
community
survey
survey
survey
trying
to
see
what
is
because
there's
a
big
difference
between
a
stem
program
and
a
school
that
is
an
IB
School
or
a
college?
Prep
I
mean
so
it's
like,
where
how
do
we
find
out
who's
interested.
J
Yeah
Madam,
chair
trustee
Robertson
surveys
are
one
way
to
collect
that
data,
but
maybe
not
the
only
way,
as
I
mentioned
before
there
are
other
Competitive
Concepts
that
are
similar
to
these
in
our
area,
especially
in
Caldwell
and
stretching
out
to
Nampa,
even
if
we
consider
kind
of
the
immediate
Canyon
County
area,
where
these
models
do
exist
and
so
kind
of
figuring
out
whether
they're
staying
afloat
is
probably
a
good
starting
point.
J
If
there's
a
local
model,
that's
one
of
these
that
is
barely
you
know
making
it,
then
maybe
it's
not
the
approach
to
go,
but
if
there's
a
local
model
that
has
wait
lists
of
hundreds
of
students,
then
there's
clearly
a
need
for
the
concept,
and
that
gives
you
a
good
starting
place
and
yeah
definitely
talking
to
people
and
finding
out
hosting
open
house
types
of
situations.
J
K
One
I
totally
appreciate
his
willingness
to
present
and
I
do
think
it's
just
what
he
said.
It
comes
to
the
board
to
think
about
this
as
an
option
for
this
Caldwell
School
District,
because
it
will
be
a
board
decision
and
I
do
think
we're
going
to
have
to
do
some
more
research.
If
the
board
wants
to
pursue
that,
we
have
lost
students
since
obviously,
since
coven,
and
we
were
already
going
to
be
stagnant
before
covet
came,
I
mean
we
just
really
don't
have
a
lot
of
growing
areas
because
we
just
are.
D
K
Thank
you.
So
it
was
one
idea
of
encouraging
and
inviting
students
from
our
surrounding
neighbors
to
to
come
to
school
and
Caldwell.
For
a
reason,
however,
I,
like
Dr
McDaniel
said
this
is
not
a
small
undertaking,
the
the
contractual
law
we
have,
the
contractual
obligations
we
have
with
our
teachers
has
to
be
taken
into
consideration.
It
I
would
say:
I
can
see
where
West
Ada
did
what
they
did,
because
they
were
new
schools
and
they
were
starting
from
ground
one.
K
They
had
no
contractual
obligations
to
existing
teachers
and
then
families
it
was
new
to
family.
So
if,
if
we
took
a
school-
and
it
would
it's
going
to
take
some
groundwork,
if
the
board
is
is
interested
in
pursuing
learning
more
about,
are
there
requests
from
families?
Are
they
looking
for
a
school?
That's
I'll
just
say
stem
that
their
children
can
go
to
or
well,
and
then
I
would
say
you
we're
still
gonna
have
to
survey
and
do
some
community
outreach
to
find
out
because
I
agree
with
Dr
McDaniel
as
well.
K
You
do
not
want
to
invest
money
in
a
program.
That's
going
to
fail
because
it's
it
moves.
Everybody
I
mean
it's
gonna,
it
would
switch
boundaries
for
a
lot
of
kids.
They
would
not
go
to
like
a
home.
School
would
not
be
their
home
school
because
that's
the
magnet
school,
so
they
would
have
a
new
home
school
and
the
kids
at
the
magnet
school
would
come
from
all
across
the
district
and
other
districts
to
attend,
and
so
you
are
replacing
or
displacing
kids
who've
gone
traditionally
to
a
school.
A
K
No
sorry
Dr
McDaniel
I
was
like
I,
don't
remember
it
in
the
evening.
I
do
think
we
did
have.
We
talked
about
a
couple
things:
an
immersion,
a
language,
immersion.
C
K
Or
a
language,
a
school
that
introduced
students
to
a
language,
probably
predominantly
probably
Spanish
and
then
or
a
fine
arts
school.
We
talked
about
that,
but
it
kind
of
stopped
right
there
in
the
past,
I
would
say
in
2017
we
talked
about
a
CTE
high
school
or
a
CTE
emphasis,
but
that
is
a
large
investment
of
money
and
it
has
to
be
sustainable.
But.
K
Talking
additional
facilities.
J
Okay
and
Madam,
chair
I,
think
we
did
toss
around
the
idea.
We
talked
about
the
idea
of
hosting
multiple
schools
at
one
site
simultaneously,
even
where
maybe
one
school
building
certain
rooms
or
half
of
the
school
or
something
is
the
school
yeah
School
within
a
school.
So
one
part
of
that
continues
on
as
the
Traditional
School
that
it's
always
been,
the
other
physical
half
of
the
school
is
the
space
that
houses,
the
the
magnet
concept
so
I
think.
H
Yeah
I
had
one
question
with
the:
if
it
were
to
proceed
in
terms
of
enrollment,
would
that
would
that
go
to
a
lottery
situation
like
a
charter,
normal
Charter,
would
yeah.
J
Madam
chair
trustee,
yes,
most
magnet
schools
function
on
a
lottery
system
that
has
tiers
then,
so,
basically,
the
board
could
set
up
the
parameters
for
what
that
looks
like
where
Caldwell
School
District
students
have
first
priority
or
siblings,
of
students
who
are
already
enrolled
in
that
school
have
a
priority
students.
You
know
with
XYZ
background
or
who
have
XYZ
interests,
maybe
have
priority.
J
There's
there's
a
series
of
tiers
that
you
go
through.
Some
of
those
lotteries
end
up
having
seven
eight
nine
ten
tiers
of
enrollment
that
you
go
through,
usually
with
students
who
are
out
of
Zone,
as
the
last
tier,
so
you're,
always
given
priority
to
students
who
live
in
your
own
Zone
first
in
the
most
ways
possible,
but
then
still
offering
the
opportunity
for
students
who
don't
live
in
in
the
school
zone
to
to
still
join
that
school
if
there's
space.
Okay,
thank.
H
A
Okay,
any
other
questions
I
think
it's
really
important
that
we,
you
know
that
we
do
keep
this
in.
The
Forefront
is
one
of
our
options,
because
it
is
true
that
you
know
people
are
like
you're
talking
about.
You
know
different
options
and
other
schools,
and
you
know
we
need
to
be
marketable
in
a
sense
too,
that
you
know
we
want
kids
to
come
to
our
school
as
well,
so
it
is
important.
A
Thank
you
very
much
for
your
presentation.
We
we
we
will
talk
more
about
this
I.
Think
it's
interesting
and
I
think
it's
something
that
we
should
really
think
about.
Thank
you.
Yes,
thank
you
very
much
for
your
presentation.
A
Thank
you,
okay
and
next
we
have
next.
We
have
Team
Mobile
funds,
so
I'm
gonna
is
that
Dr,
French
or
yeah.
K
Sorry,
thank
you,
madam
chair
I,
think
this
is
really
the
request
of
the
board,
the
the
two
hundred
thousand
dollars
that
we
received
and
I'll
just
call
it
the
T-Mobile,
but
it
was
from
the
FCC
and
we
had
a
partnership
with
cfeo
if
you'll
recall
and
then
cfbo
received
the
monies
through
us.
There
was
a
point
I
believe
T-Mobile
just
wanted
to
pay
for
this
outright
and
buy
us
out
of
the
the
FCC.
K
So,
like
Caldwell
School
District
became
received
two
hundred
thousand
dollars
and
it
has
been
sitting
now
untouched
in
a
in
an
account
waiting
for
us
to
have
a
discussion
about
what
should
we
do
with
this
money?
We
talked
about
the
concern
about
how
quickly
two
hundred
thousand
dollars
can
go.
K
If
you're
you
buy
a
piece
of
playground
equipment
because
that's
probably
what
we
would
pay
for,
or
we've
talked
about
a
non-profit,
Bible
503
c
501c3,
but
we
also
have
talked
it
actually
with
Dr
McDaniel
about
what
would
that
look
like,
and
that
is
not
a
small
undertaking
to
create
a
non-profit
educational
organization.
K
We
talked
about
the
board,
possibly
using
the
money
for
scholarship
purposes,
creating
a
scholarship
program
and
we
have
actually
had
a
small
discussion.
It
was
not
very
large.
I
think
it
might
have
been,
maybe
just
with
a
few
of
you,
but
we
talked
about.
Would
we
consider
the
monies
creating
an
endowment
through
cfeo
for
the
Caldwell
school
district
for
scholarship
fund,
but
it
I
believe
man
I'm
sure
you
would
ask.
C
A
My
make
a
phone
one
Okay,
so
trustees
do
you
have
any
ideas
or
do
you
want?
A
I
know
that
I
saw
that
it
was
on
tonight.
I
was
hoping
that
we
were
like
this
is
what
we're
gonna
do
with
it.
So.
K
And
also
this
can
be
a
brainstorming
option
to
put
it
back
out
in
front
of
the
board
to
have
to
create
some
ideas
of
what
the
what
the
board
like
to
see
happen
or
other
ideas.
Besides,
what
The
District
administration
has
brought
forward?
There
may
be
things
you're.
Thinking
of
that,
we
are
just
limited
because
we're
you
know
focused
on
how
do
we
make
this
money
go
as
far
as
we
can,
and
there
might
be
something
you
know
we
could
do
this.
A
Okay,
so
trustees
are
you,
do
you
want
to
do
a
brainstorm
right
now
and
see
what
what
are
your?
What
are
your
thoughts.
D
Question
so
when
these
funds
were
dispersed
to
us,
do
they
have
parameters
on
the
funds
themselves
as
to
what
we
can
do
with
them
like?
Sometimes
when
you,
you
know,
get
a
a
bunch
of
money,
you
can
spend
it
for
this
this,
but
you
cannot
spend
it
for
certain
things.
Do
we
have
any
limits
like
that,
or
is
it
just
the
limits
of
our
imagination.
I
K
I
You
Madam
chair,
yes,
just
one
thought:
I
I,
like
the
idea
of
of
using
this
money,
for
you
know,
and
a
legitimate
educational
purpose
at
the
Bare
Bones
minimum
I
mean.
Maybe
that
sounds
obvious,
that
you
would
say
well,
of
course,
we're
going
to
use
it
for
an
educational
purpose,
and
maybe
we
need
to
flesh
out
what
that
purpose
might
be.
I
But
I
don't
know
I
like
the
idea
of
maybe
inspiring
kids
like,
for
example,
I
really
like
the
idea
of
you
know,
with
our
high
school
Liaisons
that
we
had
this
year
that
attended
our
board
meetings.
I
They
got
the
scholarship
thousand
dollar
scholarship
from
Kiwanis,
and
how
did
that
I?
Don't
know
how
that
happened,
but
I
guess
they
stepped
up,
and
somebody
talked
to
him
and
they
like
Dr
Frenchie.
We
know
how
that
happens,
how
they,
how
their
Kiwanis
was
able
to
offer
them.
K
But
I'm
sure
nothing
we
do
so
belong
to.
Kiwanis
and
I
received
an
email
from
the
Dave
Fraley
and
he
had
just
asked
it
was
on
the
day
of
Canyon
Springs
graduation
and
he
sent
an
email
saying
they
had
two
thousand
dollars
to
give
to
the
Caldwell
school
district
for
a
scholarship,
so
I
reached
out.
Of
course,
Canyon
Springs
was
graduating,
I
had
to
reach
out
to
them
after
I
reached
out
to
them
and
just
said
hey
each
of
the
you
know
each
school
will
get
a
thousand
dollar
scholarship
from
Columbus.
K
Well,
Caldwell
highs
graduated
on
Wednesday,
and
there
was
just
a
delay
in
responses
to
my
email.
Like
hey,
you
know,
is
there
a
student
that
would
meet
the
Kiwanis
record
or
expectation
and,
as
you
would
can
imagine
that
we
had
Caldwell
High
getting
ready
for
summer
school,
the
transition
to
Canyon
Springs,
so
I
was
when
I
talked
with
Christine
at
Canyon
Springs
we
we've
discussed
I
said
you
know
what
consider
the
Liaisons
that
represented
your
school
So
Christine
emailed
me
back.
She
met
with
she
felt
like
that
is
a
leadership
position.
C
K
Abigail
so
that
Abigail
would
qualify,
for
that
is
how
they
came
about
because,
because
it
came
out
so
late,
I
understand
from
the
counselors
at
Caldwell
High
that
usually
the
Kiwanis
scholarship
comes
in
April
I,
but
as
I
was
direct
as
I
was
emailed
directly
and
I,
let
the
schools
know
and
then,
when
I
hadn't
heard
back
from
them,
I
put
out.
Well,
let's
consider
the
liaison
that
represented
your
schools,
because
it
was
a
leadership
opportunity.
D
I
Yeah
Savannah
chair,
I
I,
like
I,
like
what
Kawana
stood
there
and
and
I
like
the
idea
of
of
you,
know,
building
our
youth
and
giving
them
things
to
to
look
for
and
to
you
know,
to
set
a
trajectory
for
as
to
hopefully
Inspire
them
and
to
help
them.
I
know
that
a
lot
of
our
students,
you
know
we
have
Title
One
schools,
and
so
that's
you
know
a
lot
of
our
kids
struggle,
and
so
maybe
it's
something
like
like
what
colonists
did
I
don't
know.
A
Okay,
yeah,
that's
that's
I'm
gonna
kill
you
writing
these
down.
Okay,
thank
you
and
I
was
thinking
about
you
talk
about
inspiring
kids,
one
of
the
things
that
I've
always
thought
about.
Is
you
know
last
week
or
was
it
two
weeks
ago,
when
we
had
our
meeting,
we
we
signed
the
contract,
for
is
it
teach
America.
C
A
Where
we
are-
and
you
know
and
how
we
have
to
we're
getting
some
teachers
that
are,
you
know
that
are
getting
into
the
program
that
are
locally.
But
you
know,
and
and
I
know,
I've
been
talking
to
Dr,
French
and
just
kind
of
tossing
the
the
idea
of
it
would
be
great
to
have
maybe
some
kids
that
are
from
our
district.
That
would
like
to
I
would
love
to
have
kids
from
our
district
focus
on
or
or
have
them
become
teachers
and
come
back
and
teach
in
our
community.
A
You
know,
and
so
I
mean,
since
we're
brainstorming
and
inspiring
kids
to
hey,
become
a
teacher,
because
I
was
speaking
with
some
teachers
in
elementary.
They
talk
about
how
there's
so
many
kids
that
are
so
gung-ho
and
as
Elementary
children
that
they
when
they
grow
up,
they
want
to
become
teachers,
and
then
that
kind
of
Fades
off
a
little
bit.
A
But
you
know,
maybe
just
to
you
know,
possibly
give
scholarships
for
kids
who
will
become
teachers
and
come
back
and
teach
in
Caldwell,
maybe
for
a
couple
years
or
something
you
know
give
back
to
our
community
I
think
that
would
be
I.
I
personally
would
think
that
would
be
great
because
sometimes
it's
like
okay,
we
know
where
you
come
from.
We
know
your
struggles
and
you
know
we
did
it.
You
can
too
representation.
You
know.
So
that's
my
my
brainstorm.
I
A
A
I
Guess
something
they
have
ones
that
they
have
a
couple,
at
least
that
if
you
go
into
education,
they
have
a
scholarship
for
it
and
I,
don't
know
that
they
have
one
for
if
they're
going
to
education
and
they
come
back.
E
My
big
idea
is
I
love,
the
community
service
aspect
and
kids
and
I
say
it
all.
The
time
I
mean
come
on
back
after
you're
after
you
graduate
or
whatever
you're
doing
after
the
school
after
you're
done
with
school,
come
back
to
to
Caldwell,
but
I
love
the
community
service
aspect,
and
you
kind
of
hinted
on
that.
But
I
would
like
to
see
the
kids
that
are
I
know.
C
E
I
think
that
speaks
volumes
to
those
kids
that
that
that
take
that
take
that
on
themselves
and
they're
out
there
I
know,
there's
there's
kids
out
there
that
are
doing
that,
just
just
because
they
want
to
do
it
and
you
know
I,
that's
my
two
cents.
A
And
so
I'm
thinking,
Dr
Franks
that
we
could
I
mean
I
know
that
we
we,
you
gave
us
a
lot
of
different
options
and
to
me
it
just
it
would
be
nice
to
start
like
I
mean
we
still
have
two
more
trustees
to
to
listen
to,
but,
like
you
know,
maybe
do
the
endowment
with
the
cfbo
with
different
requirements
that
we
spoke
about.
Maybe
but
okay.
K
J
A
great
question:
Madam
chair,
Dr,
French
I'm,
the
rookie
member
on
the
CFO
board,
so
I
think
you
know
probably
Kathy
O'bannon
or
Chuck
Randolph
or
Bill
gigray
might
be
people
more
in
line
to
field
some
of
your
questions.
At
this
point
you
know
I'm
not
sure
what
that
would
look
like
exactly,
but
200
000
would
definitely
be
plenty
to
endow
a
scholarship
with
CFO.
J
They
take
really
good
care
of
Finance
as
well,
and
they
invest
conservatively
to
ensure
that
endowed
funds
can
last
longer
than
they
should,
even,
which
is
a
really
great
idea,
and
the
board
would
be
able
to
put
parameters
around
any
scholarship
as
trustee
Manning
referenced.
Some
of
the
scholarships
that
cfeo
manages
in
their
portfolio
are
are
really
difficult
to
give
out,
sometimes
because
students
don't
apply
or
they
don't
meet
the
criteria
or
the
criteria
are
maybe
a
little
Antiquated
for
lack
of
a
better
word
that
you
know.
J
Maybe
there
was
in
doubt
fund
set
up
25
years
ago
and
they're,
just
not
a
student
that
meets
that
qualification
anymore,
so
I
know
cfu
actively
Works
to
make
sure
that
their
scholarship
opportunities
are
up
to
date.
In
in
students
that
could
qualify
for
them
and
the
board
could
definitely
set
parameters
around
what
they
wanted,
that
to
look
like.
A
D
Thank
you.
That's
very
helpful
because
it's
like
that
was
my
question
is:
can
we
take
like
the
two
hundred
thousand
dollars
and
put
it
someplace
where
it's
invested
and
then
it
grows
and,
like
you
said
it
continues
to
endow
it
continues
to
be
available
and
If
like
we
could
combine
it
with
the
other
organizations
funding
with
our
own
parameters.
D
That
might
be
a
really
good
way
to
go,
because
there's
the
growth
potential,
the
management
potential,
and
yet
we
still
get
to
control
it,
and
so
I
think
that
sounds
like
a
a
viable
option
to
at
least
look
into
the
phone.
J
And
the
next
step
for
that
Madam,
chair
and
trustees
would
really
just
be
to
ask
one
of
you
probably
to
attend
an
upcoming
cfuo
board
meeting
and
present
your
interests
and
maybe
feel
out
the
CFO
board,
and
you
know
they're
interested
in
engaging
in
in
whatever
partnership
that
might
look
like
as
well.
J
I
know
the
cfuo
board
is
kind
of
on
summer
Hiatus
right
now,
right
and
they'll
meet
again,
probably
in
August
or
September
I
would
guess,
but
they
meet
monthly
and
so
it'd,
probably
just
be
a
matter
of
having
a
representative
from
the
district
from
from
the
Board
of
Trustees,
attend
that
meeting
and
see
what
the
possibilities
are.
A
Okay,
I'll
make
points
too,
because
I've
been
on
the,
as
as
the
board
appointed
the
point
appointed
board
member
but
I.
Will
it's
on
I
believe
it's
Fridays
during
the
day,
Fridays.
A
A
A
H
I'll
say
something
actually
Dr
McDaniel
I'm
glad
you
came
up
because
I
one
of
the
Avenues
that
we
had
talked
about
a
long
time
ago
was
the
potential
of
looking
to
create
a
501c3
and
I.
Think
you
were
the
one
to
actually
look
into
that.
So
I
was
curious.
Some
some
feedback
from
that
endeavor
yeah.
J
Madam,
chair
trustee,
Butler,
you're,
correct,
Dr
French
as
well.
We
did
kind
of
put
some
feelers
out
to
see
what
this
would
look
like
and
we
came
across
a
number
of
hurdles.
I
guess
is
the
shorts
is
the
short
answer.
One
of
the
hurdles
was
just
two
hundred
thousand
dollars.
Is
a
nice
amount
of
money,
but
when
you're
talking
about
endowing
a
501c3,
it's
it's
almost
not
enough
and
I
know
that
sounds
really
bad,
probably
yeah,
but
to
establish
a
new
fund
to
put
parameters
around
with
that.
J
501C3
might
look
like
to
determine
who
the
stakeholders
of
that
organization
might
be
I
reached
out
to
a
number
of
community
members
who
were
interested
and
willing
to
participate,
but
I
think
in
the
end,
the
question
which
really
became.
What
is
the
direction
of
that?
What's
the
purpose
of
that
who
runs
it
and
who
continues
to
make
sure
that
it's
viable
again
kind
of
like
we
talked
about
with
the
other
topic?
We
don't
want
to
set
something
up
to
fail.
J
H
So
I
I
really
appreciate.
You
know
the
thoughts
in
in
the
scholarship
idea.
I.
Think
one
of
the
things
that
that
kind
of
just
struck
me
and
and
I'll
try
to
be
more
practical,
I
think
is.
You
know.
We've
spent
a
lot
of
time
in
the
last
few
months,
especially
I'm
talking
about
facilities
and
things
that
we
need
and
I
guess
part
of
what
I'm
thinking
is,
is
looking
at
those
unfunded
liabilities
that
that
we
have
responsibilities
to
provide,
but
yet
we're
not
funded
for
them.
H
H
Maybe
it's
a
direction
for
for
athletics,
that
we
can
do
something
and
again
realizing
that
it's
it's
more
of
a
one-time
shot
for
those
things,
but
if
they
can
have
a
long,
lasting
impact
on
on
the
school
district
and
and
the
patrons
and
the
the
students
and
I
think
that
that
goes
to
the
same
same
set
of
Standards
we're
looking
for
so
I,
don't
know
exactly
what
that
might
look
like
in
my
head.
H
It
kind
of
popped
into
you
know,
maybe
asking
Dr
French
to
have
all
of
her
directors,
make
a
a
nice
list
of
needs
and
wants
and
kind
of
going
through
and
seeing
seeing.
What's
what
are
some
options?
And
maybe
we
divide
up
the
money
you
know.
Maybe
we
can
do
some
things
in
the
short
term
for
a
hundred
thousand
dollars
and
then
still
endow
a
scholarship
program
for
the
other
hundred
thousand.
So
that's
I
guess
that's!
What's
kind
of
on
my
mind
right
now:
okay,.
A
A
A
If
the
public
has
ideas-
and
they
want
to,
we
can
we
yeah,
they
could,
let
us
know
I
think
we
still
have
information.
We
have
a
way
that
they
can
contact
the
district
and
if
they
have
any
ideas
about
what
they'd
like
to
see
yeah
there
is
a
form
online
and
they
can
email
and
then
we
could
we
could
get.
We
could
get
some
more
information.
Oops.
Sorry
about
that.
K
A
K
And
to
honor
the
students
of
Caldwell
going
into
the
future
I
think
that's
important.
So
I
I'm
I
support
the
board's
decision,
but
you
know
it
is
important
that
we
honor
those
kids
as
we
move
forward
into
the
future
and
make
sure
that
those
funds
are
used
widely
because
two
hundred
thousand
dollars
it
sounds
like
a
lot,
but
it
can
go
very
very
quickly
if
we're
careful
about
how
we
decide
that
that
will
be
spot
and
and
Madam
chair.
Would
you
like
this
we'll
put?
A
A
Thank
you
I
appreciate
that.
Thank
you
all
right.
Thank
you
very
much
for
being
online
Dr
French.
Let's
see
we
well,
this
is
we'll
just
say
information.
Only
at
this
time.
Okay
and
so
the
next
item
on
our
meeting
agenda
is
the
field
trips
and,
let's
see
those
were,
let's
see
it's
just
field
trips,
it
looks
like
there
were
wrestling
camps,
so
trustees
I
would
like
to
have.
A
I
would
like
to
ask
for
a
motion
to
approve
the
wrestling
camp
approvals.
Please.
H
A
Opposed
name:
okay
motion
passes
on
the
field
trips,
okay,
future
agenda
items-
if
you
have
anything
else
that
you
would
like
to
have
on
the
agenda,
just
talk
to
Dr
French
and
I,
two
board
members.
According
to
policy
to
speak
to
two
board,
members
can
come
up
to
Dr,
French
and
I,
and
ask
for
a
future
agenda
item
to
be
put
on
into
a
meeting
and-
and
it's
not
very.
B
A
Do
that
so
just
let
us
know
other
than
that.
Let's
see
yes,.
A
It
would
be
nice,
I'm
gonna
tell
you
you
better
come
no
June
30th
is
Friday,
it's
a
summer
school
graduation
and
you
know
I
think
a
lot
of
times.
This
is
a
really
really
important
graduation,
because
it's
for
those
kids
who
decided
to
persist
and
to
give
it
to
all
to
be
able
to
be
the
the
class
of
2023,
and
so
it
would
mean
a
lot
to
those
kids
and
their
parents
for
us
to
all
be
there.
So
it's
Friday
at
six
o'clock
at
the
Caldwell
High
School
auditorium.
A
So
those
please
if
we
could
be
there.
C
A
Summer,
wear
no
somewhere
and
so
I
think
that's
you
would
want
us
there
Keeley
or
say.
A
A
Me
all
right,
and
then
we
have
anything
else.
It's
like
dates
to
remember.
Okay,
anything
are
we
doing
anything
for
the
Fourth
of
July
parade.
I
know
that
We've
we've
been
like
we
used
to
get
on
a
on
a
a
truck
or
something,
but
nothing,
no.
B
A
E
A
Onion
shot,
okay,
all
right
sounds
good.
All
right,
so
I
think
that's.
It.
I
would
like
to
ask
for
a
motion
to
adjourn
motion.