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From YouTube: Regular Board Meeting 9-11-23
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A
A
I,
would
like
to
at
this
moment
call
this
meeting
to
order
and
at
this
time
Madam
clerk.
Could
you
please
call
the
roll
trustee.
C
B
Trustee
Manuel
godina
Vice,
chairman
Travis
Manny.
D
A
Brian,
you
mean
take
your
seats
and
also
at
this
time,
Madam
clerk.
Could
you
please
let
us
know
about
the
board
meeting
agenda
postings.
B
Madam
chairpersona
and
trustees
I
request
the
approval
of
the
Board
of
Trustees
regular
board
meeting
agenda
house
team
for
Monday
September
11
2023
agenda
was
posted
on
Friday
September,
8th
2023
at
5
45
PM.
The
agenda
was
posted
at
these
locations,
the
school
district
website
and
the
Caldwell
district
office.
A
Hey
thank
you
very
much,
I'd
like
to
have
a
motion
to
approve
and
accept
the
agenda
postings.
A
A
So
at
this
time
before
we
start
our
meeting
tonight,
I
just
wanted
to
I
noticed
that
there's
a
lot
of
kids,
probably
here
for
their
credits
and
so
I
wanted
to
introduce
ourselves
to
our
Caldwell
High,
School
and
I'm,
assuming
there's
probably
some
Canyon
spring
kids
out
here
too
so
to
my
far
left
is
trustee
Andrew
Butler
and
then
to
my
immediate
left
is
vice
chairman
Travis
Manning
and
then
to
my
immediate
right.
Is.
A
And
she
is
she's
here
at
every
meeting:
she's,
the
superintendent
and
so
and
then
I'm
Maricela
pacina
did
the
chair
for
the
board.
Okay,
we
do
have
one
trustee-
that's
not
here
today,
he's
absent
and
that's
probably
going
to
be
on
the
pop
quiz
to
write
this
down.
Manuel
godina
he's
not
here.
Okay,
so
I
know
Mr
Works
does
pop
pop
quizzes,
but
anyways
and
also
I'd
like
to
let
you
know
that
the
folks
that
are
sitting
up
in
this
little
tables
up
here.
A
A
lot
of
them
are
directors
of
the
different
Departments
of
what
makes
the
Caldwell
school
district
office
the
administration.
So
and
then
you
can
talk
to
them
later
or
you
know
they'll.
Some
of
them
will
speak
tonight.
So
all
right
and
with
that
said,
let's
see
we
also.
A
We
also
have
two
Liaisons
and
one
is
Nick
Mendez
up
here
in
Easy
liaison
for
the
Caldwell
High
School,
and
then
we
have
Jason
Roberto
Lopez
who's,
the
liaison
for
Canyon
Springs,
okay,
all
right,
and
so
at
this
time,
Dr
French.
The
superintendent
report,
please
Kim.
F
Thank
you,
madam
chair,
chair
and
trustee.
So
this
evening
we
we
actually
are
privileged
to
have
a
teacher
in
our
district
who
served
as
a
New,
York
police
officer
at
the
time
of
9
11.,
and
so
today
we
asked
Mr
Bartley
if
he
would
come
and
just
share
a
bit
about
9
11
his
experience
and
then
just
to
recognize
what
happened
20
plus
years
ago.
It
seems
like
it
just
happened,
but
Madam
chair,
Brian
Bartley
from
Canyon
Springs.
Okay,
thank
you.
G
Thank
you
I'd
like
to
take
this
time
to
thank
Dr,
French
Madam
chairwoman
and
the
trustees
of
the
board
for
allowing
me
to
come
to
speak
tonight
about
Maya
my
experience
on
September
11th.
So
as
Dr
French
said,
my
name
is
Brian
Bartley
and
in
July
of
2021,
I
retired
from
the
New
York
City
Police
Department,
as
a
sergeant
after
20
years
of
service.
G
This
morning,
as
I've
done,
the
past
two
years,
I've
had
the
privilege
of
taking
part
in
a
911
memorial
at
Indian,
Creek
Plaza,
and
then
this
afternoon
I
actually
did
two
presentations,
one
over
at
jdc
for
some
of
the
students
and
staff
there
and
then
again
over
at
Canyon
Springs
High
School
about
my
experience
with
9
11
in
the
days
and
the
weeks
and
months
following
as
well.
But
tonight
I
want
to
speak
about
the
First
Responders
of
September
11
2001.
G
on
September
11
2001,
nearly
3
000
people
were
killed.
421
of
them
were
First
Responders
who
died
simply
while
trying
to
do
their
jobs,
helping
people
during
the
worst
moment
of
their
lives.
Firefighters,
EMTs,
paramedics
and
police
officers
would
respond
to
the
World
Trade
Center.
In
Manhattan,
the
Pentagon
in
Arlington
Virginia
any
field
outside
of
Shanksville
Pennsylvania
in
an
effort
to
save
people,
they
didn't
know
who
were
scared
and
who
didn't
know
what
to
do
or
whom
to
turn
to.
G
G
G
After
both
Towers
collapsed,
First
Responders
would
dig
through
piles
of
rubble
looking
for
anyone,
they
could
save
or
anything
that
could
help
identify
a
missing
person
and
bring
some
closure
to
a
family
looking
for
their
loved
ones.
As
First
Responders
continue
to
dig
and
look
for
survivors,
they
had
to
worry
about.
G
If
the
surrounding
buildings
were
structurally
sound
or
if
they
would
collapse
as
well
still,
they
would
walk
around
the
clock
trying
to
help
as
many
people
as
they
could
First
Responders,
don't
think
about
what
the
dangers
are
or
what
can
happen
to
them
as
they
respond
to
a
call
for
help.
They
think
about
that
person.
Well,
the
persons
who
need
help
and
what
they
can
do
to
provide
that
help.
They
think
about
the
safety
of
others
before
their
own.
G
They
know
in
the
back
of
their
mind
that
the
day
may
come
when
they
have
to
give
their
own
life
to
save
somebody
else,
but
that
thought
is
always
pushed
into
the
background.
When
responding
to
an
emergency
see,
we
fall
back
on
our
training
on
our
experience
and
we
push
fear
aside
and
we
forget,
we
find
a
way
to
get
the
job
done.
We
don't
think
that
the
job
we
are
on
may
be
the
one
that
costs
us
our
lives
or
the
pain
that
will
cause
our
friends
and
families.
G
We
don't
think
about
the
physical
or
the
mental
scars
that
we
live
with
after
responding
to
a
tragedy.
First
Responders
don't
have
time
to
think
about
these
things
while
doing
our
jobs.
We
simply
do
what
we've
been
trained
to
do,
ignore
the
danger
and
find
a
way
to
get
the
job
done
to
the
best
of
our
abilities.
G
22
years
ago,
3000
miles
away.
Barely
six
weeks
into
a
six
month,
long
Police,
Academy
I,
found
myself
responding
to
the
worst
terrorist
attack
on
American,
soil,
I,
didn't
know
what
was
happening
or
why
I
just
knew
my
job
was
direct
traffic
on
First
Avenue
outside
of
Bellevue
Hospital,
so
that
the
ambulances
that
were
coming
from
the
World
Trade
Center,
approximately
five
and
a
half
miles
away,
could
get
victims
to
the
hospital.
G
There
was
a
lot
of
fear
and
confusion
on
9
11
and
in
the
days
to
follow,
but
each
day
that
the
job
that
I
was
trained
to
do,
or
in
some
cases
not
yet
trained
to
do.
Sometimes
it
seems
like
September
11th
happened
so
long
ago.
Other
times
it
seems
like
it
was
just
yesterday.
The
constant
reminders
of
9
11
go
away,
never
go
away
over
the
past
22
years,
I've
witnessed
friends,
family
members
and
co-workers
get
sick
and
pass
away
from
9,
11,
related
illnesses
and
struggle
with
PTSD
and
depression.
G
G
All
the
First
Responders,
who
are
currently
sick,
struggling
with
mental
illnesses
or
living
in
fear
of
the
day
their
doctor
says
you
have
cancer
of
all
of
us.
Not
one
of
us
would
change
what
we
did
on
9,
11
or
in
a
days
weeks
and
months
to
come
sure
we
wish
we
could
have
done
more
to
help
people
save
more
people,
but
there's
not
one
of
us
who
would
say
I
wish
I
wasn't
there
I
wish
I
had
never
responded.
G
If
it
happened
again
tomorrow
we
wouldn't
think
about
what
we
what
could
happen,
we
wouldn't
hesitate.
We
would
step
up,
put
ourselves
In,
Harm's
Way,
to
help
somebody
else.
We
would
simply
do
our
jobs
to
the
best
of
our
ability
and
hope
that
we
could
save
one
more
person
guide.
One
more
person
to
safety
before
our
time
was
up
before
the
towers
came
down
again.
I
would
like
to
thank
Dr
French
Madam
chairwoman
and
the
board
for
this
opportunity
to
speak.
Thank
you.
A
Mr
Bartley.
Thank
you
very
much
for
those
that's
deep,
that's
that's!
That
takes
us
way
back
and
I.
I
believe
that
a
lot
of
us
that
are
in
here
that
are
old
enough
to
remember
will
always
remember
what
we
were
doing
that
on
that
day,
and
you
know
and
and
how
important
are
First
Responders
will
always
be.
It
reminds
me
of
a
quote
that
Mr
Rogers
always
said:
if
you
ever
see,
you
know
think
bad
things
happening,
just
look
for
the
people
who
are
helping,
and
it
was
the
first
response.
So
thank
you.
A
So
much
for
everything
and
and
I
know
that
there
is
a
lot
still.
You
know
suffering
from
those
First
Responders
and
in
our
hearts,
go
to
them
and
hope.
We
hope
that
you
know
there's
a
way
to
I,
don't
know
to
make
sure
that
there,
everybody's
okay
but
trustees,
any
comments
for
Mr
Bartley.
E
Yeah
Madam
chair
I
just
wanted
to
thank
you
for
your
service
and
dedication,
and
you
know
talking
about
First
Responders
and
you
know
sometimes
you
think
about
the
major
things
like
9
11.,
but
you
know
we
just
had
what
turned
out
to
be
a
minor
thing,
just
at
Caldwell
High
School
a
few
days
ago
where
the
ambulance
was
called.
E
There
was
a
kid
that
was
feeling
sick
and
you
know
the
Caldwell
fire
showed
up,
and
you
know
they
they
did
all
the
things
that
they
were
supposed
to
and
waiting
for
the
the
ambulance
to
get
there
and
the
paramedics
did
everything
and-
and
that
was
just
for
the
one
right
that
was
just
for
one
boy.
That
was
not
feeling
well
and
so
it's
it's
important
to
understand
that
that
they
show
up
for
for
the
one
absolutely
so.
Thank
you.
Thank
you
for
your
service.
H
Hello,
Madam,
chair
trustees
and
superintendent
I'm
very
thankful
to
be
here
to
give
you
guys
the
Caldwell
High
School
report,
just
as
a
little
introduction.
D
C
H
I'll
be
splitting
it
out
into
Athletics
academics
and
then
as
well
as
activities
so
Athletics
I'll,
be
talking
about
upcoming
sporting
events
as
well
as
passporting
events,
recognitions
and
awards,
academic
for
academics,
I'll
be
talking
about
class
field
trips,
other
Awards
and
honors
test
dates
and
special
recognitions
for
activities.
I
could
talk
about
Club
dates
and
events,
social
reminders
and
important
news.
H
So,
let's
start
off
with
Athletics.
So
first
off
we
had
our
first
volleyball
home
game.
This
was
against
Emmett
High
School
Varsity
was
able
to
win
in
the
fifth
set.
This
is
a
very
special
game
just
because
we
were
able
to
bring
in
a
lot
of
people
there's
a
lot
of
school
spirit
within
the
students.
The
family
was
there
being
able
to
support
the
volleyball
players,
even
though
it
went
on
for
a
while.
H
If
it's
set,
every
people
were
still
there
cheering
on,
and
there
was
never
a
time
when
the
spirit
was
low.
Everyone
was
always
cheering
and
we
were
able
really
to
see
the
Caldwell
Community
come
together.
H
So
for
girls,
soccer
and
boys
soccer
girl
soccer
was
also
able
to
have
their
first
game.
Dallas
versus
Colombia
they're
able
to
win
4-1,
so
every
soccer
game,
usually
for
every
soccer
game,
but
we
focus
more
on,
like
the
first
game
senior
nights
stuff
like
that.
For
this
one
we
were
able
to
have
the
theme
be
Barbie
out,
so
what
that
meant
is
just
wearing
all
pink.
H
It
was
really
cool
being
able
to
see
everyone
just
Justin,
pink,
supporting
everyone
he
saw
like
like
Community
within
that
for
boys
soccer.
We
had
also
had
their
first
home
game.
It
was
versus
Bishop
Kelly.
They
were
able
to
win
2-1
a
special
thing
about
that
is
at
the
state
championship.
Last
year
it
was
against
BK
and
Caldwell
and
Caldwell
came
on
top
again
for
this
one's
theme.
It
was.
H
It
was
Spirit
out
so
you're
able
to
see
the
spirit
kind
of
reminding
me
again
of
just
State
and
like
the
amount
of
spirit
and
community
that
was
going
on
during
that
time.
Another
special
recognition
was
the
boys
soccer
player
of
the
week.
Noah
was
deemed
from
the
Idaho
statements,
the
Idaho
statements,
the
boys
soccer
player
of
the
week
for
his
outstanding
work,
with
being
goalie,
making
sure
that
points
weren't
scored
against
Caldwell
for
football.
We
also
had
their
first
home
game.
H
This
was
racist
Payette,
although
we
did
lose
30
36
to
30.,
even
with
added
on
weather
delays.
The
school
spirit
was
still
there
and
very
strong
I'm,
not
sure
exactly
to
when
the
game
went
to,
but
it
was
pretty
late
just
because
the
rain
he
had
a
delay
went
back
another
delay,
even
with
that
the
spirit
was
strong.
H
I
know
some
students
had
to
leave
but
either
way
the
students
that
stick
there
really
understood
that
we
got
to
keep
going.
We
still
gotta
like
fight
and
support,
so
we
were
able
to
still
have
that
Community
there,
even
though
it
was
very
dark,
very,
very
rainy
for
cross
country
cross
country
was
able
to
hold
their
Twilight
Meet.
H
So
this
is
a
very
important
meat,
just
because
it
brings
in
people
from
all
across
the
valley
to
Caldwell
and
especially
I,
think
it's
very
important
for
the
Caldwell
Runners
to
be
there
and
be
able
to
represent
and
have
something
they're
comfortable,
familiar
with
I
know
like
being
from
Caldwell.
They
have
to
go
out
a
lot
of
places
very
far,
so
it's
really
nice
being
able
to
have
it
at
home
and
I
know
that
a
lot
of
the
Caldwell
Runners
did
do
very
well
at
that
race.
H
So
just
some
other
important
reminders.
We
are
having
family
nights,
so
these
family
nights
cost
five
dollars
for
an
entire
family
to
go
in
and
watch
these
games.
H
H
Another
important
date
is
the
homecoming
game,
so
this
is
versus
Bridgeview
and
that's
going
to
be
on
September
22nd
a
little
bit
more
on
that
later
on,
so
to
talk
a
little
bit
about
academics,
this
past
Saturday
Caldwell
High
School,
was
able
to
host
the
act
for
students
all
across
the
valley.
I
know
not
even
just
in
the
valley
but
across
the
state
and
I
think
even
some
people
from
Oregon
try
to
come
into.
H
It's
really
great
to
have
this
here,
because
it
gives
not
just
Caldwell
students
the
opportunity
to
take
this
college
entrance
exam,
but
also
give
students
just
all
across
the
general
area
in
the
United
States
to
be
able
to
take
it,
and
then
we
also
have
the
PSAT
coming
up
that'll,
be
in
October
I'm,
not
sure
of
the
exact
date,
but
either
way.
This
will
give
a
great
opportunity
for
Caldwell
High
School
students
to
participate
in
this
and
get
practice
for
the
SAT,
which
will
be
happening
in
the
springtime.
H
Another
thing
that's
going
on
that
I
wasn't
able
to
put
on
here
is
how
we've
been
focusing
on
our
advisory
lessons.
So
during
third
period
every
day
at
Caldwell,
High
School,
except
for
Wednesdays,
we
have
advisory
lessons
that
are
able
to
teach
students
about
different
things
that
might
be
beneficial
to
them.
As
students,
we
talk
about
mental
health,
taking
care
of
yourself
self-care,
as
well
as
just
study
strategies.
H
Today,
actually
we
were
able
to
have
a
lesson
on
9
11,
which
was
really
beneficial
because
I
know
some
students,
even
in
their
history
classes,
are
able
to
really
learn
about
that.
So
it's
really
a
nice
that
they're
able
to
have
that
lesson
to
them.
Everyone
in
the
school
district
or
in
the
school
really
to
recognize
and
remember
that,
because
it's
really
important
for
us
and
our
history,
just
living
in
the
United
States
to
know
about
so
to
talk
about
activities.
H
So
theater
is
currently
working
on
their
fall
play.
It's
titled
in
a
Grove
for
Japanese
ghost
stories
so
auditions
have
already
passed.
They
already
have
the
cast
list
out
they're,
just
working
on
reading
the
actual
script,
making
the
set
and
it'll
take
place
in
October
HOSA.
Future
health
professionals
were
able
to
have
their
first
meeting
of
the
year
they're
able
to
talk
about
just
their
goals.
H
What
their
expectations
are
for
the
years
I
know
they're
thinking
about
different
projects
and
that
they
want
to
take
on
just
that
they're
able
to
have
a
successful
year,
and
then
we
also
have
the
marriage
youth
advisory
Council.
So
this
is
a
a
council.
H
A
very
special
thing
is
that
four
members
out
of
the
six
in
the
executive
Council,
are
from
Caldwell
High
School,
so
I'm
able
to
serve
as
the
chairman
to
the
council,
and
we
also
have
Bailey
McConnell
soon
she's
able
to
serve
as
a
secretary
Ali
passina,
serving
as
a
Treasurer
and
Noelia
escudel
Rodriguez
is
serving
as
a
historian.
H
So
time
to
talk
about
homecoming
homecoming
is
a
big
thing
going
on
right
now.
This
year's
theme
is
ancient
civilizations.
So
for
freshmen
their
theme
is
Egyptian
sophomores,
it's
Mesoamerican,
Juniors
is
Japanese
and
seniors
are
Greek.
H
So
this
is
the
big
thing
just
kind
of
the
dates
the
schedule,
so
this
coming
Saturday
will
be
hallway
decorating.
So
this
is
where
student
council
and
different
volunteers
are
able
to
go
in
during
the
morning
on
Saturday
and
set
up
the
hallways,
we're
going
to
decorate
them
on
theme
so
that
when
students
walk
into
the
school
during
homecoming
week,
they'll
be
able
to
see
the
school
spirit,
see
the
theme.
It
is
a
class
competition.
Everything
in
homecoming
a
bit
is
a
class
competition.
H
So
you
really
see
a
lot
of
the
competitive
Spirit
going
out
on
Monday
we're
going
to
be
having
our
opening
assembly.
This
is
an
assembly
just
to
kick
off
homecoming
week.
The
band
has
their
showcase.
We
play
a
few
games
and
then
the
Freshman
court
gets
crowned
here,
so
just
their
homecoming,
princess
and
prince
also
get
crowned
there.
H
So
on.
The
third
thing
is
on
Wednesday
September
20th,
that's
going
to
be
the
bonfire,
so
that's
held
by
the
sophomore
student
council.
It's
a
fun
event
for
students
to
hang
out
at
The,
Powder
Puff
is
played,
so
this
gives
an
opportunity
for
the
girls
that
can
maybe
are
on
this
football
team
to
be
able
to
play,
and
then
the
sophomore
court
is
getting
crowned
there.
I
know
there
is
I'm,
pretty
sure,
there's
also
a
football
game
at
that
time.
H
H
Friday
is
the
big
day
homecoming,
so
it
will
kick
it
off
in
the
morning
with
the
homecoming
assembly.
This
is
where
the
class
of
lip
syncs
are
shown
so
giving
the
classes
an
opportunity
to
show
off
school
spirit.
H
The
junior
class
gets
Court
there,
it
gets
courted
there
and
then
afterwards,
right
after
is
going
to
be
the
parade,
so
we'll
have
a
parade
lineup
at
Jefferson,
all
the
classes
there,
as
well
as
various
activities
and
sports,
we'll
be
able
to
go
off
and
show
off
what
they
do
throughout
candy
I'm
sure
you
guys
have
seen
just
the
amount
of
excitement
on
the
kids
faces
when
they
see
the
carts
rolling
by
with
the
candy
after
that
that
evening,
we'll
have
the
homecoming
game
so
start
off
with
the
tailgate,
that's
going
to
start
at
5,
30
p.m.
H
That's
just
to
give
an
opportunity
for
different
clubs
and
organizations
to
they'll
have
stuff
to
sell
or
activities
to
do
really
just
get
pumped
up
before
the
game.
The
game
is
against
Ridgeview
and
I
know.
The
theme
is
going
to
be
spirited
out
just
because
the
whole
accumula
nation
of
homecoming
having
spirit
and
then
the
last
thing
going
on
during
that
time
is
the
homecoming
dance.
So
that's
going
to
be
on
September
23rd,
it's
just
a
fun
dance
for
students
to
celebrate
open
to
grades
9
through
12..
H
So
here
are
some
important
Flyers
this
one
right
here
in
the
blue.
It
shows
a
different
t-shirt
design.
So
every
class
gets
their
own
t-shirt,
that
they're
able
to
purchase
seeing
the
Freshman
or
the
yellow.
The
sophomores
are
gray,
the
juniors
are
white
and
then
the
seniors
are
black
that
have
to
correlate
with
their
themes.
I
know
that
those
are
going
to
be
going
on
sale
soon
and
the
middle
you're
able
to
see
the
dance
Flyers.
H
So
the
dance
is
called
Dancing
Through
History,
that's
going
to
take
place
again
on
September
23rd
and
then
at
the
very
right.
H
We'll
have
our
homecoming
dress
of
week
dates
so
on
Monday,
we'll
be
having
music
star
vs
movie
star
day
on
Tuesday
we're
going
to
be
having
Adam
Sandler
day
so
wearing
baggy
shirts
and
baggy
shorts
on
Wednesday,
we'll
be
having
Barbie
versus
kende
on
Thursday
is
theme
day
so
wearing
the
class
shirts
or
if
you
could
try
to
incorporate
that
theme
into
your
outfit,
that's
available
too,
and
then
lastly,
Friday
Spirit
day
so
just
like
I
said
before
Friday
being
a
big
day
for
school
spirit,
wear
your
school
spirit,
where
probably
during
the
assembly,
the
parade,
the
game
and
so
on,
and
that
is
all
for
me.
H
A
F
Madam
chair
before
Jason
starts
Madam,
chair
and
trustees.
I
just
want
you
to
know.
I
met
Jason.
Last
year
we
were
scheduling,
interviews
for
the
Canyon
Springs
principal
and
Jason
was
the
he
welcomed
him.
He
welcomed
the
candidates
and
we
had
hoped
for
a
student
to
be
on
the
interview
committee
and,
as
he
welcomed
the
candidates
and
brought
them
to
the
interview
room,
we
said
Jason.
A
J
Thank
you,
madam
chair
trustees
and
superintendent
French,
for
letting
me
for
giving
me
an
opportunity
to
presentate
present
this
thing
in
my
presentation.
I
want
to
show
you
our
August
and
September
events
we
had
in
the
beginning
of
the
school
year
and
our
mission
for
Canyon
High
School
to
make
it
a
better
school
and
our
upcoming
events
that
will
be
happening.
J
So
you
could
see
here.
Can
you
speak
mission?
Is
We
Want
to
Build
a
Better
Community
for
our
school?
We
want.
We
want
to
make
students
motivated
to
learn,
and
we
just
want
to
make
a
welcoming
environment.
J
So
we
can
increase
attendance
in
our
school
and
one
of
the
ways
we
did
was
Field
Day
in
field
day
we
had
a
pretty
fun
day,
we
did
activities
and
they
gave
us
a
chance
to
do
tumor
throughout
the
students
we
had
Stella's
ice
cream
truck
come
by
and
everyone
got
to
have
ice
cream
because
it
was
a
really
hot
day
out
there.
So
we
we
spent
like
three
hours
out
there
and
it
was
pretty
fun.
J
We
had
people
playing
tug
of
war,
as
you
can
see
people
playing
volleyball
and
these
other
pictures
you
could
see.
Oh
these
other
pictures,
people
playing
video
games,
also
there's
people
playing
chess
and
like
board,
games
and
stuff
like
that.
There's
people
playing
basketball
and
people
just
having
fun
and
there's
also
like
a
dance
off
between
teachers
and
students
and
there's
also
a
tug
of
war
between
the
teachers
versus
students.
J
Teachers
won
the
first
round,
and
then
it
was
students
from
the
second,
but
I
didn't
participate
in
that
just
to
let
you
guys
know
so
yeah
and
it
created
a
good
environment
and
a
good
spirit
for
this
for
the
school,
and
it
felt
really
fun
to
do
that,
and
we
also
had
a
back
to
school
night
and
in
this
back
to
school
night,
we
had.
J
Students
and
and
parents
come
to
visit
the
school
and
we
had
a
spaghetti
and
we
had
garlic
bread
there
and
we
also
put
a
movie
on
we
had
tables
and
each
teacher
was
showing
like
what
they
did
in
class
and
what
they
expected
as
the
students,
and
we
just
wanted
them
to
show
the
teachers,
and
these
are
some
pictures.
J
You
know,
there's
some
pictures
of
us
and
there's
one
hallway,
there's
not
a
lot
of
teachers
and
not
a
lot
of
students
and
yeah.
Also
thank
you,
French
and
thank
you,
madam
chair,
for
showing
up
there.
I
couldn't
see
you
guys
because
I
went
at
the
very
end,
but
thank
you
guys
for
showing
up
yeah.
So
it
was
a
pretty
good
night.
A
lot
of
teachers
were
happy
about
it
and
just
to
meet
the
parents
and
to
have
that
experience
it
was
pretty
nice
also.
J
We
also
had
a
scavenger
hunt
on
the
first
week
of
school
because
all
of
this,
with
the
switching
with
Skyward
and
the
PowerSchool,
was
kind
of
confusing.
Not
everyone
got
there
like
other
classes
yeah,
so
we
just
stayed
in
one
room
and
it
was
pretty
boring.
So
they
wanted
to
do
something
fun
and
do
the
scavenger
hunt.
It
was
pretty
fun.
I'm
not
gonna
lie
there
was.
J
It
was
an
opportunity
to
meet
new
teachers,
because
there
was
a
lot
of
new
teachers
that
came
I,
don't
know
how
much
but
there's
a
lot
of
new
teachers
and
not
a
lot
of
students,
kind
of
knew
who
they
were
so
he
created
a
good
environment
for
teachers
and
students
just
to
meet
the
new
teachers,
so
the
rule
of
the
scavenger
hunt
was
they
would
give
you
a
piece
of
paper
and
they'll.
Tell
you
to
go.
J
Take
a
picture
with
these
certain
certain
teachers
and
you
had
to
like
give
them
a
hug
or
like
give
them
a
high
five,
give
them
a
thumbs
up
in
the
picture,
and
you
could
see-
and
some
of
this
is
Miss
Witherspoon
on
the
top
she's,
giving
a
hunt
to
one
of
our
students,
and
these
are
other
pictures.
I
there's
not
a
lot
of
pictures.
So
these
were
some
of
the
pictures
and
it
was
yeah.
J
It
was
pretty
fun
as
a
school
to
to
meet
the
new
teachers
and
stuff
like
that
and
our
upcoming
events.
We
want
to
have
a
flu
in
the
parade
because
we
haven't
had
a
float
in
the
parade
the
past
year.
So
I
think
this
is
our
first
time
to
have
one
as
Canyon
Springs
in
the
CHS
chess
parade
and
I.
Think
it's
September,
22
I,
don't
know
too
much
about
it.
Yeah
they
said
20
22..
J
It
is
at
the
end
we're
also
going
to
have
a
sunrise
in
your
breakfast
and
it
is
September
22..
Also
I,
don't
know
too
much.
All
I
know
is
that
seniors
having
breakfast
yeah
and
then
is
it
senior
citizens
too?.
A
J
So
yeah
this
is,
what
can
you
spring
is
prioritizing
on
just
community
building
motivation
for
students
to
learn
and
to
make
a
welcoming
environment
for
the
students.
We
hope
this
supports
the
CDs
CSD
attendance
campaign
and
just
to
help
it
out
a
lot.
So
this
was
actually
it
it's
pretty
small.
We
don't
have
a
lot
of
stuff
going
on,
but
does
anyone
have
any
questions.
A
That
was
good,
though
you
did
a
good
job.
Jason
I
like
how
you
guys
Incorporated
the
scavenger
hunt,
you
know
to
with
your
mission
of
you
know,
becoming
a
welcoming
committee
or
building
community
and
and
be
having
a
welcoming
environment.
So
that
was
good,
so
it
wasn't
like
any
lost
time
right.
Yes,.
C
A
Able
to
meet
a
lot
of
new
teachers,
and-
and
we
do
we
do
have
a
lot
of
teachers,
new
teachers
at
AT,
Canyon,
Springs
and,
and
you
know,
I'm
excited
for
the
program.
That's
going
on
on
out
there
and
and
I'm
glad
that
you
know
there's
a
lot
of
positivity
there.
So
trustees
do
you
have
any
any
comments
for
for
Jason.
E
C
A
A
Okay
and
then
Let's
see
we
have
next
on
our
agenda
is
the
consent
agenda,
so
at
this
time
I
would
like
to
at
this
time
the
board
may
take
action
to
approve,
deny
a
Min
modifier,
postpone
actions
on
any
of
these
items
listed
below,
so
just
for
the
the
young
folks
in
the
back
government
consent
agenda.
Sometimes
it's
it's
it's
what
we
call
our
business.
A
We
have
to
handle
business
at
every
regular
board
meeting,
and
these
are
some
of
the
things
that
we
have
to
approve
in
because,
and
so
we
do
it
in
a
consent
agenda.
So
the
the
board
will
read
and
go
over
all
these
things.
If
we
have
any
questions,
we'll
pull
something
out
and
and
if
not,
we
just
approve
it
as
a
as
a
group.
A
Okay,
the
whole
the
whole
items
that
are
on
here,
so
at
this
time
I
would
like
to
ask
I
would
like
to
ask
to
approve
all
the
following
items
by
a
single
vote.
Unless
there's
a
member
of
the
board
that
asks
to
have
an
item
removed
from
the
consent
agenda
and
considered
and
discussed
at
a
later
time.
E
Madam
chair
I'd
like
to
pull
item
H
covid-19
operation
plan
for
20,
23,
2024.,
okay,.
A
Okay,
so
then
I
would
like
to
ask
for
a
motion
to
approve
the
content
agenda
without
item
number.
Eight.
A
A
So
then,
now
we
have
on
a
item
number
seven:
the
items
pull
from
the
consent
agenda.
So
that's
we're
gonna
go
ahead
and
talk
about
the
item.
H2023-2024
covid-19
in
variant,
School
operations
plan
so
trustee
Butler.
The
floor
is
yours.
E
Thank
you,
madam
chair
I.
Just
would
like
to
ask
Dr
French
if
she
would
kind
of
go
over
this
and
in
public
I
didn't
want
this
to
be
kind
of
part
of
the
consent
agenda.
I
believe
this
is
still
something
that
is
required
for
either
by
law
or
for
funding
through
I
think
this
this
school
year.
E
So
it's
something
that
we
know
about
and
is
there
but
I
thought
we.
It
would
be
better
to
be
discussed
in
public.
F
Thank
you,
madam
chair,
and
trustee
Butler.
Yes,
you
are
absolutely
correct
by
law
and
funding
requirements,
we
have
to
have
a
coveted
plan
in
place
through
this
school
year
and
so
I
went
through
and
updated
that
our
plan
to
make
sure
all
the
links
still
work
and
that
the
links
to
the
CDC
are
still
viable.
F
So
some
of
the
links
that
we
had
on
there
in
2023
20
yeah
2023,
the
those
sites
don't
CDC,
doesn't
manage
those
sites
anymore,
so
I
found
sites
that
did
give
information
in
regards
to
school,
related,
covid
response
and
then
making
making
sure
that
all
the
links
worked
for
the
hospital
Terry
Reilly
Southwest,
District
Health.
The
other
thing
that
was
updated
was
the
number
of
EO
Employee
Service
opportunities
for
counseling.
F
It
was
at
eight
it's
six
this
year,
so
that's
at
the
very
end
when
it
talks
about
opportunities
for
employees
to
get
help
if
they
have
a
for
counseling
and
or
whatever
that
may
that
may
be
and
other
than
that
the
plan
is
the
same
okay,
we
would
still
follow
the
same
protocol.
We
do
know
of
we've
had
several
individuals
sick
with
covet
already.
F
This
school
year,
but
it
hasn't
been
to
to
such
a
situation
that
we've
needed
to
cancel
or
close,
you
know,
send
us
home,
but
we
would
still
follow
that
same
protocol.
If
we
see
that
happening
this
year,.
E
Thank
you,
Dr
Prince
I
just
want
to
make
sure
that
there
were
no
major
changes
or
anything
that
that
we
were
changing
from
last
year.
A
D
A
Have
a
motion
in
a
second
any
further
discussion
trustees:
hearing
none
I
call
for
a
vote,
all
those
in
favor,
please
say:
aye.
D
A
M
I'm
chairs
trustee,
like
French,
looks
like
we'll
be
wrapping
up
quite
a
few
projects
that
we
started
over
the
summer
over
at
the
high
school
on
the
smoke
catches,
we've
almost
finished
getting
them
all
sealed
up.
One
of
the
gaskets
that
did
come
was
was
torn,
so
we
had
to
reorder
that
one,
but
that
one
should
be
done
within
next
couple
weeks.
M
The
front
entry
vestibule
the
business
come
back.
We
first
received
the
contracts
and
we'll
just
be
waiting
for
the
project
schedule,
I'm
waiting
for
the
materials
to
find
out
when
they'll
come,
and
that
will
determine
when
we'll
be
able
to
begin
Syringa,
Middle
School,
the
gem
HVAC,
the
units
have
been
installed
in
are
operational.
M
We
have
two
weeks
for
final
completion,
just
to
wrap
up
some
of
the
smaller
stuff
covering
the
ductwork
painting,
the
interior
ductworks
things
like
that.
So
the
music
choir
HVAC
we've
received
two
of
the
three
bids.
I
was
hoping
to
have
one
today,
but
it
did
not
come
in
so
we'll
be
giving
them
another
opportunity
and
go
forward.
M
Lincoln
Elementary
the
ant
next
bathroom
Plumbing
project,
it's
been
completed.
The
main
roof
has
been
completed
and
we're
just
waiting
for
the
front
canopy
to
get
finished
up.
M
Indian
Creek,
Academy,
the
HVAC
and
the
gym
has
been
completed.
Van
Buren,
the
roof
has
been
completed
and
we're
just
waiting
for
the
manufacturer
representative
to
come
out
give
is
okay
and
then
we'll
complete
the
punch
list
for
that,
and
also
for
Jefferson
the
front
entry
vestibule
same
thing
as
the
high
school
and
we're
just
waiting
for
the
project
schedule
and
then
now
we'll
determine
when
we'll
be
able
to
begin
Construction.
M
A
L
Madam,
chair,
I,
I
guess
it's
important
to
you
know
make
sure
that
the
public
knows
that
we're
using.
You
know
how
we're
using
the
funds,
because
These
funds
come
to
us
through
various
means.
We
have
a
maintenance
Levy
and
then
we
also
have
you
know
various
funding
streams
that
fund
the
school
system,
and
so
you
know
we
are
accountable
to
you,
the
public,
and
so
it's
important
for
you
to
know.
You
know
what
are
we
doing
with
your
money?
L
And
so
that's
that's
why
we
try
and
be
you
know
very
open
and
transparent
with
what
we
do
and
you
know
the
schools.
We
have
schools
and
they
don't
take
care
of
themselves.
They
do
require
regular
maintenance.
These
are
large
facilities
and
the
roofs
over
time
can
can
be
bad.
And
you
know
when
that
happens.
It
starts
to
leak,
you
know
into
the
into
the
classrooms
and
in
the
hallways,
and
maybe
you've
been
in
some
of
our
schools.
L
A
lot
of
these
roofs
finished
before
the
fall
and
winter
when
we
have
a
rain
and
snow,
so
that'll
be
that'll,
be
great,
so
I
guess
that's
all
that
I
would
say.
Madam
chair,
okay,.
A
Any
questions
or
comments
from
Mr
Carrera,
no
okay!
Thank
you,
sir.
We
appreciate
your
report.
Okay
and
next
on
the
agenda
is
cfeo
financial
update,
CFO,
Caldwell
Financial
I
mean
Caldwell
Foundation
of
educational
opportunities.
So
it's
important
for
the
seniors
that
are
in
this
in
this
meeting
tonight.
A
Cfeo
is
an
organization
that
provides
educational
opportunities.
That
means
there
they
have
monies
that
they
are
able
to
provide
different
materials
for
some
of
our
school
kids
and
that
could
be
reading
materials
for
it
for
elementary,
but
largely
it
is
a
lot
of
scholarships.
So,
as
you
go
through
your
years,
you
know
you
may
have
seen
some
of
your
fellow
friends
that
graduated
last
year
that
received
some
of
the
CFO
scholarships.
A
So
the
reason
that
we
put
it
on
here
is
because
they're
a
community
partner
and
they
do
have
a
financial
update-
that's
online!
It's
on
your
board,
docs!
If
you
want
to
look
at
it,
but
it's
nice
to
see
that
I
think
Dr
French.
What
was
it
last?
Was
it
a
couple
months
ago
they
wrote
out
sixty
five
thousand.
F
Dollars
well,
they'll
be
making
a
presentation.
It
was
over
70
000
in
scholarships
and
also
Madam
chair,
you'll
notice
around
the
room.
Yes,
these
are
Caldwell
graduates
that
benefited
from
a
scholarship
from
the
CFO,
and
it's
in
we're
just
very
proud
of
them.
There's
the
return
on
investment
is
so
much
greater
than
the
the
scholarship
so
take
a
moment
and
check
out
these
students
who
are
Caldwell
grads.
Thank
you.
A
Thank
you
and
then
next
on
our
agenda
information
items
is
the
Caldwell
School
District
calendar
important
dates,
so
that
is
on
board
doc.
So
you
guys
everyone
in
the
public
can
look
and
see
what
we
have
going
on
with
our
school
district,
and
that
is
us,
like
I,
said
on
the
it's
on
board
docs
correct,
and
you
can
also
find
that
going
through
the
cuddle,
School
District
website,
okay
and
at
this
time
is
Patron
endpoint.
So
do
you
have
we
don't
have
anything
for
patreon
input
tonight?
A
Okay,
so
we
don't
have
anything
for
Patron
input,
and
so
we
will
continue
with
our
regular
agenda
if,
let's
see
and
I'm
gonna
go
ahead
and
I'll
hand
it
over
to
you,
Dr
French,.
F
Thank
you,
madam
chair
and
trustees.
This
evening
we
would
like
to
present
Theresa
Siegel
Teresa
at
the
end
of
the
line
at
the
end
of
last
school
year.
Her
program
was
recognized
for
their
participation
in
the
I
want
to
say,
doctor
visit
per.
F
Thank
you
Teresa
and
when
I
reached
out
to
her
in
May
I
said
Teresa
I
think
you
should
share
one.
How
impressive
the
CNA
program
is
at
Caldwell
High
and
also
to
share
what
the
students
are
are
able
to
do
or
be
introduced
to,
and
she
said
sure
and
I'm
like
how
about
September
and
she
said
sure
So
we're
so
happy
that
she
is
here
today.
So
Teresa
is
a
teacher
at
Caldwell,
High,
School.
B
B
You
guys
look
on
that.
It.
N
Thank
you,
that's
even
easier,
so
doctors
for
our
day
it
actually
started
with
ahec
and
what
used
to
be
family,
medical,
residency,
Family,
Medical
residency
changed
their
name
to
full
full
circle,
Family
Health,
and
what
happened
the
two
of
them,
because
I
could
never
read
that
that's
okay,
the
two
of
them
started
to
talk
about
this,
but
they
want
to
do
is
let
the
under
underachieve
the
no
not
underachieved.
N
B
N
N
N
So
what
Dr
Garris
does
she
gets
about
five
a
second
year
residence
to
come
in,
and
then
we
have
Hands-On
stations
and
that's
what
you'll
see
next
the
our
first
session
go
ahead.
Our
first
session
was
actually
the
day
before
we
closed
for
covet
for
the
good
beginning,
but
we
had
a
deep
briefing
and
we
talked
about
how
excited
we
saw
the
kids
were
they
were
so
involved
in
this
first
picture.
We
did
respiratory
and
you
can
see
they
actually
got
to
intubate
a
mannequin.
N
They
did
an
ultrasound
of
chat
of
the
lungs
and
they
also
learned
how
to
use
stethoscopes
and
listen
to
their
their
peers,
hearts
and
lungs,
and
so
they
get
to
do
all
this
stuff,
so
they
get
their
hands
on
next
and
then
we
also
did
cardiac
in
this
one.
We
have,
they
actually
got
to
do.
Ekgs
and
I.
Put
the
guy
that
you
know
to
Gurney
is
he's
actually
a
second
year
residency
resident.
N
They
did
some
CPR
and
again
they
did
an
ultrasound
of
the
heart
and
they
got
to
learn
about
the
heart
of
the
chambers
and
all
that
stuff.
So
it's
educational,
but
they
also
get
their
hands
on
okay.
N
They
did
rescue,
they
asked
the
students,
but
did
they
you
know?
What
do
you
want
to
learn
about
and
of
course
they
wanted
the
survival
you
know,
but
if
you're
in
the
woods
so
they
set
that
up
and
they
did
a
rescue
session,
and
so
that's
what
the
green
backboard
is.
How
like,
if
you
have
somebody
there,
how
do
you
get
them
on
backboard
that
type
of
thing?
N
They
also
had
Pharmacy,
where
they
had
to
count
the
M
Ms
and
they
had
to
actually
dispense
them
into
bottles,
and
then
they
had
a
medical
assistant
come
in,
which
is
another
program,
I
teach,
and
with
that
they
got
to
do
injections,
they
put
it
into
an
orange,
not
a
person.
Thank.
B
N
And
then
they
also
did
suturing.
This
one
was
a
big
one.
So
that's
the
two
on
the
left.
It's
suturing.
They
also
did
mental
health
where
they
did
a
social,
a
sociologist
I
can't
talk
and
then
a
counselor,
also
psychologist,
and
so
they
went
through
some
lessons
on
the
different
types
of
therapies
and
then
also,
how
do
they
talk
to
the
people
so.
N
Then
I
have
the
question
and
answers
where
the
students
for
me
I,
have
my
kids
write
questions
days
before
on
little
index
cards
and
then
I
hand
them
out
and
I
tell
them.
If
you
don't
want
to
ask
this
question,
pass
it
on,
come
up
with
your
own,
but
each
time
they
ask
a
question:
they
get
a
lottery
ticket
or
raffle
ticket.
C
N
Then,
at
the
end
they
start
pulling
Raffles,
so
they
get
swag
one
got
a
blood
pressure,
cuff
and
stethoscope.
There
was
a
first
aid
kit,
it's
like
different
things
and
a
heck
is
the
one
that
does
all
that
funding.
They
Supply
the
money
for
that
and
so
next
and
then
another
really
big
piece
is
mentoring.
N
So
we
start
from
nine
to
about
12
30
one
o'clock
and
then
that
last
bit
for
another
period
type
of
thing,
we
have
mentoring,
which
means
the
doctors
are
just
there,
and
if
the
students
want
to
talk
to
any
one
of
them,
they
can
they
can
talk
individually
or,
if
they're
shy,
they
could
bring
their
friends
and
then
they
get
to
talk.
You
know,
how
did
you
do
this?
You
know
what
is
this?
N
How
can
I
do
it
and
they
answer
the
questions,
and
you
know
that
gives
them
confidence,
and
so
I
can
do
this
and
with
the
question
answering
going
back,
they
also
talk
about
they've
had
College
Pogba
high
school
kids
that
are
now
second
year
residents
come
in
and
they
say
yes,
I
did
this,
and
this
is
how
I
did
it?
I
was
able
to
get
the
money,
it
is
possible
for
you
and
the
reason
I
love
doing.
N
This
is
because
you
see
the
joy
the
interest
they
want
to
be
there
and
that's
why
we
keep
doing
it.
We
have
four
scheduled
for
this
year.
The
first
one
is
the
28th
of
this
month
and
so
last
one
I
believe
so
who
does
what
ahec
they
do
all
the
funding
and
Katrina
works
on
that
part.
We
need
to
say
what
we
need
and
what
we
want.
She
goes
I'll
bring
it
out
there
you
go.
N
That's
all
I
know:
okay,
she
provides
money,
we
also
give
them
breakfast
and
lunch
and
yeah
there's
dessert,
but
lunch
the
last.
The
last
time
we
did
pizzas,
which
worked
out
a
whole
lot
better
than
the
school
lunches.
Just
I,
don't
know
variety
and
preference,
but
we
did
try
to
school
lunch
the
first
a
few
times.
Okay,
full
circle.
N
And
then
what
do
I
do.
I
provide
the
venue
and
the
students,
and
with
that
I
send
anyone
that
I
know
of
that's
in
the
middle,
in
the
health
field
or
in
the
health
interest.
I
send
them
emails
and
then
I'll
also
be
announcing
it.
This
year,
too,
I
haven't
done
that,
but
also
when
we
go
to
Jefferson
and
Syringa
the
middle
schools
I
have
a
list
of
all
the
kids
I
signed
up
for
the
health
science.
N
There's
100
kids
that
signed
up
last
year,
so
I
gotta
decide,
am
I
really
going
to
send
100,
but
I
need
30.,
but
I
probably
will
just
so.
We
could
see
how
many
people
really
want
to
do
this
and
see
if
we
need
to
go
more
often
or
not.
L
Just
think
this
is
so
great
and
there's
so
there's
so
many
there's
so
much
need
in
the
healthcare
industry
as
a
nurses,
age
out
and
and
Physicians
as
well
and
I.
Just
think
it's
great
to
introduce
students
and
to
get
their
feet
wet
and
to
help
guide
them
and
Mentor
them
and
let
them
know
their
options
and
give
them
some.
L
I
N
C
N
I
Also,
I
just
find
this
wonderful
back
in
the
Dark
Ages.
When
I
was
in
high
school,
we
had
future
nurses
of
America,
you
know
future
nurses,
and
that
was
that
was
it
and
it
was
just
a
club
which
meant
we
of
course
did
candy
striping
at
the
local
hospital
and
what
I
wouldn't
have
given
for
something
like
this
I
think
this
is
amazing.
I
So
congratulations
on
on
doing
this
and
continuing
to
do
it
because
it
is,
we
are
in
a
desperate
need,
for
you
know:
Health
Care
Providers,
whether
they're,
CNAs
or
MDS,
or
ODS,
or
the
pharmacists
or
whatever,
so
to
just
be
able
to
tickle
the
students
with
you
know
what
about?
Maybe
this
is
wonderful,
so
congratulations.
Thank
you.
E
N
E
E
N
A
I
get
to
it
yeah
and
that's
great,
because
I
know
that
you
know
a
lot
of
times
in
in
the
Hispanic
Community.
You
know
a
lot
of
well
back
in
the
day
it
used
to
be
before
the
was
it
the
HEPA
rule,
the
HIPAA
rule
yeah
that
you
just
grab
the
kid
that
knew
more
English
and
take
them
with
you
to
translate,
and
you
know-
and
so
you
know
just
the
fact
of
I-
think
that
we
all
know
the
need
for
health,
and
you
know,
and
especially
those
that
have
multi-families
in
their
home.
A
You
know,
like
you,
know,
okay,
you
know
taking
Grandpa
or
Grandma
to
the
doctor
or
whatever
so
yeah.
I
think
this
is
really
really
cool
and
I
wish
I
would
I
wish
I
would
have
been
available
when
I
was
when
I
was
going
to
high
school,
but
thank
you
for
doing
that.
I
know
that
it's
great
in
our
community
and
I'm
excited
that
you
have
so
many
kids
that
are
willing
that
are
that
are
excited
to
go
into
this
program.
That's
just
really
great.
N
A
Okay
and
next
on
our
agenda
is
Mr
Hallock,
John
halek
there.
He
is
how
you
doing
sir.
O
A
C
A
L
Mr
Hallock
I
guess
so.
There's
a
new
classification
system.
I
was
reading
up
on
there's
now
a
6A
classification
and
based
on
population
Caldwell's
moving
to
6A
next
year,
and
does
that
mean
all
sports?
All
activities
will
be
6A.
O
Okay,
I'm
going
to
address
that
the
first
part
first,
so
you
asked
about
the
re
or
the
new
classification
system.
The
new
classification
system
doesn't
really
change
all
that
much.
The
only
thing
that
changed
was
the
number
that
stipulates
whether
you're
a
5A
school
or
a
4A
school
right
now.
That
number
is
1280..
O
That
number
shifted
to
1400..
Now,
where
you
guys
are
see
where
everyone's
seen
the
6A
come
into
play,
there
is
no
shift
in
the
school
or
the
schools
that
are
in
those
divisions,
they're
just
renaming
the
divisions.
So
right
now
the
way
the
classifications
sit.
There
are
there's
the
5A
4A
382a
and
then
there's
the
1ad1
and
the
1ad2
they're
getting
rid
of
the
1ad1d2
they're,
just
renaming
it
1a2a.
O
So
now
the
two
ways:
Become
Three
A's
Three
A's-
becomes
Four.
A's
four
h
becomes
five
A's
five
A's
become
six
A's.
That's
it's
just
a
name
change!
That's
it!
So
the
only
change
in
the
classification
proposal
is
that
it's
now
1400
instead
of
1280,
which
we
are
above
1400,
so
we
go
up
which
we
have
gone
up
every
year
since
I've
been
at
Caldwell
and
we
have
petitioned
down
every
year
since
I've
been
in
Caldwell.
However,
the
ihsa
board
no
longer
allows
for
us
to
petition
as
a
school.
O
You
can
only
petition
by
team
sports,
so
there
are
10
team
sports
that
you
can
petition
in
there's
football
boys,
soccer,
girls,
soccer
cheer,
volleyball
boys
and
girls,
basketball,
baseball
and
softball
and
dance.
Sorry,
that's
the
10th
dance.
We
are
petitioning
in
eight
of
those
things
and
we
meet
the
criteria
in
all
eight
of
those.
The
criteria
that
you
have
to
match
is
25
win
rate
or
lower
in
all
of
those
as
a
program
over
two
years.
O
So,
if
you
look
at
say,
girls
soccer
for
the
last
two
years
for
varsity
and
JV
is
their
win
rate
below
25
percent.
Ours
is
at
28
and
in
that
packet
you
can
see
on
the
second
page.
I
broke
down
the
data
for
you
guys
for
all
the
programs
that
we
are
petitioning
in.
This
is
what
I
gave
to
the
ihsa
board.
This
is
what
all
the
subcommittees
are
receiving,
so
they
can
see
exactly
how
our
data
breaks
down
and
then
on.
O
The
25th
of
September
I
will
be
going
to
Pocatello
to
represent
us
at
the
meeting
to
present
in
front
of
the
ihsa
board
any
issues
or
questions
that
they
have.
Regarding
those
things,
the
biggest
piece
of
information
that
helps
us
petition
down.
Is
it
the
information
that
the
data
that's
collected?
For
this
sorry
I
went
to
the
Boise
State
game
this
last
weekend
we
lost,
but
I
lost
my
voice.
O
O
The
the
purpose
behind
that
is
so
that
the
numbers
around
the
state
are
a
little
more
balanced.
They
see
that
in
the
future,
when
we
are
not
going
to
stay
independent,
that's
where
we
would
be,
and
so
those
numbers
stay
consistent
across
the
board.
O
O
Team
sports
or
cut
Sports,
okay
yeah
all
right.
However,
we
we
do
some
finagling
there,
because
we
want
to
provide
as
many
opportunities
for
kids
as
we
possibly
can.
So
if
we
can
keep
a
third
team
around,
it
might
not
necessarily
play
some
games,
but
is
a
practice
squad
that
can
get
in
potentially
or
if
I
can
find
additional
games
for
those
kids.
We
do
so
far.
We
have
not
been
able
to
find
any
for
the
boys
soccer
team,
yeah.
O
O
Yeah-
and
there
was
no
one
in
the
SIC
this
year
that
didn't
have
both
teams-
everybody
did
so
I.
Suppose
that's
a
good
thing,
but
not
so
great
for
us,
because
we
had
I
mean
they
were
on
the
tryout
sheet.
There
were
roughly
92
93
kids
that
were
coming
out
for
boys
soccer
and
we
can
only
keep
at
best
48
the
highest
you
can
keep
on
a
squad
is
24
rostered
anyway,
okay,.
E
O
Question
the
data
says
that
we
should
be
petitioning
to
the,
which
would
be
the
new
foray,
which
is
the
current
3A.
But
you
are
not
allowed
to
you
can't
petition
down
to
classifications.
We
can
only
petition
from
where
we
are
supposed
to
go.
We're
supposed
to
go
to
the
6a's.
We
can
go
down
one
to
the
five
A's,
which
is
the
current
phrase.
C
O
O
For
me,
to
be
honest,
is
going
to
be
an
absolute
nightmare
because
we're
going
to
have
eight
Sports
in
one
Division
and
we're
going
to
have
seven
Sports
in
a
different
division,
which
just
means
just
20
different
schools
that
we
have
to
contact
and
make
sure
that
we're
on
the
same
schedule
with
and
officials
and
all
that
stuff.
It's
going
to
be
excellent.
O
I
I'm,
seeing
some
issues
for
us
I'm
going
to
put
this
in
your
guys's
ear
about
a
turf
field
at
Caldwell,
High
School,
because
we
are
going
to
have
issues
with
scheduling,
for
example
the
5a's
they
play
their
soccer
games
Monday
through
Thursday
girls
and
boys.
We
will
have
one
team
in
the
5a's
and
we
will
have
one
team
in
the
six
A's,
all
the
five
A's
I'm.
Sorry,
the
six
A's
going
forward
play
Monday
through
Thursday.
We
play
opposite
locations,
Tuesday
Thursday.
O
A
L
O
O
L
Having
games
at
Brothers
Park.
O
O
Mean
we
can
work
something
out
with
the
city.
To
be
honest,
mayor
Wagner
has
been
really
going
to
bat
for
us
at
the
high
school
he's
been
doing
great.
We
now
have
practice
time
at
Brothers
Park
like
we're
supposed
to
have,
and
so
the
boys
soccer
team
is
practicing
their
Monday
and
Wednesday
and
they're
working
with
Inferno
to
use
some
goals
while
they're
there.
While
we
are
working
on
getting
some
new
goals
to
take
over
there,
because
we
don't
have
any
right
now.
O
O
As
of
now
I
voiced
my
opinion
about
that,
with
the
board
I
tried
to
keep
as
civil
as
I
can,
because
I
still
had
to
petition
with
them.
So
the
problem
is
a
lot
of
people.
Don't
understand
the
same
issue,
don't
understand
the
issues
that
we
are
dealing
with
in
Caldwell,
and
so
just
providing
them
with
that
information
helps
them
understand.
Quite
a
bit
more.
O
I
mean
if
you
want
the
real
rundown
of
all
this
all
went
so
when
they
said
that
they
were
going
to
get
rid
of.
They
were
going
to
get
rid
of
petitioning
altogether.
There
wasn't
going
to
be
petitioning,
and
then
there
was
a
proposal
to
allow
petitioning
as
a
school,
but
then
you
would
not
be
allowed
to
go
to
state
or
any
any
postseason
play,
which
would
mean
if
we
petitioned
as
a
School
boys
soccer
would
not
be
allowed
to
go
to
state.
O
So
then
they
said
we
will
get
rid
of
that,
and
we
will
allow
you
to
petition
by
team
sports
and
individual
sports,
but
you
had
to
do
it
one
by
one
and
then
there
was
a
board
member
from
Eastern
Idaho
that
he
was
the
one
who
was
making
all
these
proposals.
He
he
put
forward
that
they
get
rid
of
petition
individual
sports,
mostly
because
in
their
head
ration,
like
rationale
and
individual
sport,
you
know
one
kid
can
go
out
to
a
tennis
court
and
improve
their
skills.
O
They
don't
need
to
coach
there
necessarily
or
golf.
They
can
go
out
to
the
golf
course
and
work
on
that.
Other
on
our
cross
country,
they
can
go
around
on
their
own,
but,
as
you
all
know,
and
as
I
know,
part
of
being
an
individual
sport
is
getting
that
coaching
and
so
whether
you're
in
an
individual
sport
or
a
team
sport.
You
still
need
that
mentorship
and
coaching
to
improve.
At
what
rate
we
needed
to
improve.
O
O
Who
you
ask
so?
The
count
starts
from
last
year,
November
and
March
of
this
last
so
November
of
22
and
March
of
23.
They
average
those
counts.
So
our
count
in
November
was
1498
and
our
count
in
March
was
13.99,
and
so
those
averaged
out
no
89,
sorry
and
and
in
November
it
was
in
1489,
because
our
average
was
1444.,
which
is
44
over
the
count
and
there's
no
way
to
appeal
that
right
now
butts
and
seats
or
1289.
A
Okay,
any
other
questions.
Congratulations
I,
know
that
you
weren't
here
for
the
award
that
you
won.
Oh.
A
O
A
Okay!
Next
on
our
agenda:
special
education,
oh
I'm,
sorry,
foreign,
okay.
Next
on
our
agenda,
special
education,
parent
training,
Julie
Mead,.
P
Thank
you,
madam
chair
trustees
and
Dr
French.
First
I
would
like
to
thank
you
for
having
me
back
in
the
district
this
year.
I'm
happy
to
be
here
and
I'm
grateful
for
the
opportunity
to
serve
our
community
I
want
to
talk
tonight
about
my
name
is
Julie
Mead
I'm,
the
I'm,
the
chief
officer
of
special
services
and
for
our
students
in
the
crowd.
P
That
means
there's
a
our
federal
government
has
several
different
populations
of
students
and
individuals
who
have
been
granted
very
particular
rights
to
ensure
that
they
have
access
to
education,
the
same
way
that
everybody
else
does
and
those
include
students
with
disabilities,
students
who
are
who
are
from
migrant
families,
students
who
are
English
Learners
students
who
are
homeless
experiencing
homeless.
This
Foster
students,
Etc,
and
so
the
federal
programs
department
and
the
special
education
department
are
the
two
departments
that
sort
of
oversee
that
and
make
sure
that's
happening
tonight.
P
We're
going
to
talk
about
special
education
and
I'm,
going
to
be
pretty
quick
and
stand
for
questions,
but
I
just
want
to
introduce.
We
are
starting
a
series
of
monthly
parent
trainings.
Do
I
get
to
do
this
on
my
own,
we'll
see
we
will
see
100
okay,
we
are
starting
we're
going
to
have
parent
trainings
once
a
month
for
parents
of
students
with
disabilities
in
general.
P
Specifically,
this
will
Target
often
special
education,
although
it
would
be
appropriate
for
for
anybody
who's
worrying
about
their
student
having
a
disability,
one
of
the
things
that
is
critically
important
in
the
success
of
really
any
student,
but
specifically
students
with
disabilities,
is
that
we
have
a
full
and
constituted
team
that
is
working
together
to
determine
what
the
students
program
needs
to
look
like
that's
what
the
IEP
is.
P
It's
an
individualized
education
program
and
the
parents,
of
course,
are
one
of
those
members
and
so,
according
to
the
law,
they're
a
required
member
of
every
team.
So
when
decisions
are
being
made,
parents
need
to
be
at
the
table,
and
so
of
course
that's
something
that
we
do.
We
ensure
parents
are
part
of
our
conversations,
but
I've
been
one
thing
that
I've
been
really
interested
in
both
in
my
previous
role
and
now
is
this
idea
of
not
just
parent
engagement.
P
But
what
is
Meaningful
parent
engagement
mean
because
that's
actually
Our
obligation
as
a
district
is
to
ensure
that
our
parents
have
the
opportunity
to
meaningfully
engage
in
their
students
programming,
and
so
it's
it's
important,
because
it's
first
of
all,
first
and
foremost,
it's
their
right.
P
Parents
have
the
right
for
that
to
have
that
opportunity
to
meaningfully
engaged
it's
a
District's
responsibility
to
ensure
they
have
that
opportunity,
and
this
is
to
me
this
means
more
than
just
ensuring
they
get
invited
to
an
IEP
meeting
or
that
we're
we're
calling
when
we're
having
a
an
issue
or
something
like
that,
and
for
me
the
way
that
I
approach
in
a
way
think
about
it
is
it's
a
proactive
obligation
on
the
part
of
the
district.
P
It's
not
that
we
sit
back
and
wait
and
invite
you
and
then
hope
that
you
find
a
way
to
engage
with
us.
In
the
conversation
it's
our
It's
Our
obligation
to
to
reach
out
and
to
be
facilitating
that
meaningful
engagement,
and
so
that's
what
we're
we're
looking
to
do.
It's
critical
to
the
success
of
the
IEP,
the
programming
and
meeting
goals
really-
and
it's
really
just
in
the
best
interest
of
all
and
it's
the
right
thing
to
do,
for
our
families
in
our
communities
right
as
we're
working
together
as
communities.
P
You
know
what
we're
doing
together
is
bigger
than
than
just
education
right
and
families
with
students
with
disabilities
often
need
information
and
support
for
things.
Beyond
what's
happening
in
the
classroom,
and
so
that's
another
way.
We
can
engage.
P
So
the
answer
to
the
question
of
well
all
right,
then:
how
do
we
do
that?
How
do
we?
How
do
we
ensure
that
parents
can
engage
meaningfully
and
and
the
answer
that
is,
we
educate
and
there's
two
components
to
this?
One
is
educating
our
own
staff,
our
own
teachers,
general
education,
special
education-
and
we
are,
you
know,
obviously
looking
well-
maybe
not
obviously,
but
we're
we've
got
some
plans
and
some
strategies
to
address
that
as
well.
P
P
It's
just
fair
to
acknowledge
that
when
a
parent
comes
in
it's
intimidating,
they
may
not
understand,
what's
happening
and
there's
more
School
District
people
at
the
table
than
than
parents,
and
while
we
appreciate
that
some
parents
just
really
trust
our
expertise,
it
still
doesn't
give
them
an
opportunity
really
to
to
engage
as
meaningfully
as
as
they
can
and
should
be
able
to
do,
reduces
anxiety.
P
It
enables
Equitable
participation
for
for
everybody,
because
to
be
fair
on
the
other
side
of
that
is
sometimes
we
put
too
much
pressure
on
ourselves
as
the
district
Representatives
to
have
all
the
answers,
and
we
don't.
These
parents
have
been
with
these
students
a
lot
longer
than
we
have.
It,
improves
the
relationships
between
the
family
and
the
district.
P
The
truth
of
the
matter
is
that
we
don't
always
agree,
and
sometimes
we
don't
come
to
a
conclusion
that
everybody
loves,
but
if
everybody
at
the
table
understands
what
their
role
is
and
understands
what
their
rights
are
and
is
working
for
the
best
interest
of
the
student,
then
we
are
all
that
are
often
we're
more
likely
to
be
able
to
navigate
those
difficult
conversations,
and
then
it
holds
everybody
accountable
for
the
success
of
students.
P
So
that's
that's
our
because
and
that's
our
our
how
that
we're
gonna
we're
going
to
look
toward
for
Meaningful
engagement.
We
have
a
lot
of
other
strategies
that
we're
going
to
be
exploring
over
the
next
couple
of
years,
but
this
is
our
first
step
in
doing
that
and
some
sample
things
that
we
may
be
talking
about.
We
don't
have
it
fully
mapped
out,
but
the
very
first
one
which
is
coming
up
next
week
will
be
just
making
sense
of
the
special
education
process.
What
are
all
these
things?
These
documents?
P
P
We
might
have
an
opportunity
really
to
just
hey:
let's
take
a
sample,
IEP
and
eligibility,
let's
just
walk
through
each
of
the
components
of
this
and
and
understand
what
it
means.
We
will
definitely
address
things
like
conflict
resolution
like
I'm
frustrated.
What
do
I
do
next?
Who
do
I
talk
to
how
do
I?
How
do
we
deal
with
this
Behavior
techniques
for
home,
understanding,
individual
specific
disabilities
and
then
talking
about
special
education
and
discipline
and
how
how
that
applies?
So
that's
just
examples.
What
are.
P
They
want
to
hear
from
us,
so
it's
flexible,
and
here
they
are
so
our
first
trainings
are
next
week.
We
initially
we're
just
going
to
do
one
a
month,
but
we
feel
confident
that
we
have
some
good
advocates
in
our
in
our
district
and
community.
That
can
help
us
to
recruit
and
a
good
population
of
folks
who
may
need
this
training
in
Spanish,
and
so
we
will
have
a
Spanish
training
on.
P
The
second
excuse
me,
third
Tuesday
of
every
month
and
same
training
in
English,
the
third
Wednesday
of
every
month,
and
so
that
begins
on
the
19th
and
the
20th
of
September.
So
next
week
and
here's
just
the
contact
information
for
our
core
District
staff
in
special
education
and
with
that
I'll
stand
for
questions.
A
Well,
that
was
good
I'm
glad
that
we
have
this
I
know
that
you
know
just
to
get
it
out
to
different
people.
I
know
a
lot
of
people
in
the
community
have
come
up
to
me
and-
and
you
know
just
tried
to
explain
and
it's
the
thing
that
I
don't.
A
I'm
interested
in
coming
just
to
see
what
you
know,
what
the
information
is,
how
we're
dealing
with
it
when
we
have
people
that
ask
us
in
our
community,
you
know
to
say,
come
come
to
these
meetings
and
and
we'll
let
you
know-
and
this
would
be
great
I-
think
we
need
to
get
it
advertised.
You
know
maybe
yeah
as
much
as
we
can
to
get
it
out
there
Madam.
P
Chair
we'd
love
to
have
you
anytime
and
trustees,
you're
welcome
to
come
to
any
and
all
of
those,
and
we
would
love
any
support
that
you
have
in
terms
of
Distributing
this
information.
We
want
anybody
who
wants
to
be
there
yeah.
A
Yeah,
absolutely
trustees
any
comments,
questions,
foreign.
E
Who
are
you
looking
to
be
there,
so
what
parents
are
the
parents
of
just
the
kids
that
are
on
IEPs
and
504s
now
or
parents
that
are
looking
or
they
don't
understand?
P
Thank
you
for
that
question.
Trustee
Butler
we're
looking
for
all
of
all
of
the
above,
really
because
this
is
new
territory
for
us,
and
this
is
our
first
one,
I
think
our
our
Target,
in
terms
of
who
we've
been
getting
the
admission
to
students
that
we
currently
serve,
but
really
we
want.
P
We
want
parents
at
every
stage
of
the
process,
because
that
whole,
what
is
the
special
education
process
look
like
if
we
don't
set
that
up
from
the
very
beginning
where
our
referral
process
includes
parents
in
this
meeting
meaningfully
engaged,
you
know,
I've
had
students
get
all
the
way
to
high
school
having
their
third
or
fourth,
three
evaluation
and
parents
go.
Oh,
this
is
special
education
because
they
don't
understand
what's
been
happening
all
the
time
right.
So
all
of
the
above.
E
P
Thanks,
thank
you.
Trustee
Butler,
really,
the
the
large
base
population
we're
looking
at
is
parents
of
students
either
with
disabilities
or
who
they
suspect,
may
have
a
disability
for
some
of
our
students.
The
support
looks
like
504
plan,
which
is
it's
a
little
bit
broader
protection
and
it's
for
it's
from
Section
504,
the
Rehabilitation
Act
and
usually
that
looks
like.
P
Maybe
we
don't
need
as
much
direct
instruction,
but
we
need
accommodations
in
the
classroom
or
or
those
kinds
of
things
and
with
an
IEP.
It's
just
taking
that
to
the
next
level,
where
we're
we're
taking
it
from
just
sort
of
providing
equal
access,
supports
and
we're
actually
providing
some
direct
instructions
or
called
specially
designed
instruction,
and
that's
it's
a
very
brief
way
of
explaining
the
difference.
C
A
I
had
a
question
too.
I
know
that
we
have
a
lot
of
kids
in
our
in
our
in
those
and
they're
everywhere
that
fall
into
the
McKinney
vento
programs,
and
so.
I
P
I
Absolutely
will
be
reaching
out
to
those
people
great
because
I
I
know
it's
like
you
know
it's
kind
of
like
the
the
cartoon
about.
You
know
you
send
the
thing
home
with
the
kids
and
it's
in
their
backpack
and
mom
finds
it
three
weeks
later.
Yeah
would
have
loved
to
have
gone,
but
I
didn't
get
it.
So
it
seems
like
the
direct
approach
to
the
parents
is,
is
a
great
way.
Yes,.
P
Absolutely-
and
we
also
have
it
out
on
our
Facebook
page-
and
you
know
we
have
some
supporters
in
our
parent
advocacy
groups-
who've
been
sharing
it
out
and
and
even
some
folks
who
maybe
aren't
as
happy
with
us,
sometimes
sharing
them
out.
We
want
to
talk
to
everybody.
We
want
everybody
to
come
good,
so.
D
I'm
sure
here's
another
question
this
need
this
need
is
what
what's
the
students.
L
What's
the
student
population
for
the
Colorado
School
District
right
now,
do
you
know
of.
F
L
No,
that's
good
I'm,
just
thinking
about
the
percentage
as
compared
with
you
know,
our
students
with
IEPs
versus
the
total
student
population
I,
was
just
thinking
about
that.
So
thank
you.
P
To
be
honest,
is
is
not
too
far
off
from
the
state
average
right
now,
but
that
part
of
determining
whether
that's
a
an
accurate
depiction
of
you
know
who
we
need
to
be
serving
or
not
we'll
we'll
be
addressing
that
to
our
tiered
systems
of
support,
really
beefing
up
those
core
core
and
tier
one
systems,
so
that
we
really
know
that
we're
serving
students
the
best
they
can
before
identifying
a
disability.
A
All
right
and
next
we
have
attendance
campaign,
Mr
Webster,.
B
Q
For
giving
me
the
heads
up,
Madam
chair
trustees,
Dr
French,
my
goal
is
to
share
with
you
about
our
attendance
campaign
this
month
of
September
and
kind
of
broken
it
into.
Q
What
we
want,
what
we
know
and
then
what
we're
doing
so
to
begin
with,
what
we
want
is
pretty
obvious,
I
think
and
you
guys
talk
about
it
all
the
time.
It's
in
the
whole,
you
know
the
the
strategic
pillars.
We
want
success
for
our
kids
and
these
posters
around
here,
that's
what
we
want
and
so
and
we
want
opportunities
for
our
kids.
Q
We
want
support
for
our
kids,
we
want
Challenge
and
enrichment
and
ultimately
we
want
a
thriving
Next
Generation
and
so
and
that's
you
know
pretty
obvious
that
that's
what
we
want
and
and
the
most
cases
that
is
happening,
and
so
those
things
are
available.
We
know
that
those
things
are
available
in
Caldwell,
School,
District
they're
happening
for
many
of
our
students.
Q
I
actually
am
disappointed
that
the
kids
left
just
that,
because
you
know
they
are
taking
part
of
that
and
they
have.
But
the
real
truth
is.
We
also
know
that
for
too
many
of
our
kids,
the
frequent
absences
hold
them
back
and
they
well.
Those
things
are
available.
They
really
don't
have
full
access
to
them
and
and
I
would
I
kind
of
would
think
about
this.
Q
As
a
quiet
quiet
epidemic
because
it
happens,
kind
of
like
a
drip,
drip
drip
and
it's
passive
because
when
you're
absent
you're,
not
there
so
you're
not
causing
a
problem
for
anybody,
it's
up
for
yourself
and
occasionally
people
around
you.
Q
So
it's
kind
of
a
quiet,
gradual
epidemic
a
day
here
a
day
there
drip
drip
drip,
and
but
it
adds
up
over
time
and
it
really
really
hurts
cats,
and
so
I
do
want
to
make
sure
that
we
have
some
basic
definitions
about
chronic
absentees
and
so
forth.
So
I
put
those
on
the
slides
for
you.
Q
You
know
commonly
chronic
absenteeisms
defined
as
more
than
10
percent
of
the
days
being
absent.
So
you
we
usually
think
about
that
as
about
18
days,
it's
really
about
17,
but
we'll
call
it
18
days
and
so
and
then
severely
chronic
absentees
would
be
double
that.
Q
So
that's
more
than
20
of
the
time
out
and
traditionally,
schools
have
not
thought
much
about
those
things
at
all.
We
thought
about
truancy
right
and
truancy
really
thinks
about
just
unexcused
absence.
It's
like
playing
hooky,
okay
and
I
would
say
that
very
few
of
our
absences
really
are
about
truancy
and
about
playing
hooky
I.
Think
there's
a
lot
of
other
stuff
going
on
and
those
are
things
that
can
be
dealt
with
in
a
more
traditional
way
and
so
by
looking
at
Chronic
absentees.
Q
It
doesn't
matter
if
you're
at
a
doctor's
appointment
or
you're
sick
or
you
broke
your
leg
or
you're
on
a
family
vacation
or
you
just
didn't
want
to
get
out
of
bed
if
you're,
not
in
school.
You
can't
learn,
and
so
it's
really
about
learning,
and
then
we
also
know
that
most
kids
have
good
attendance
and
many
have
really
great
attendance,
and
that
attendance
covers
up
The,
Chronic
absentees
that
quietly
happen
underneath
and
so
a
school
may
have
decent
Ada.
Q
They
may
have
95
Ada
and
still
have
20
percent
chronic
absentee
is
hidden
in
the
background
there.
We
knew
that
you
know
as
Educators.
We
know
the
names
of
the
kids
in
our
classes,
who
are
absent,
and
a
lot
of
us
have
two
or
three
kids-
that
we
really
worry
about
a
lot
as
a
teacher
and
principals
have
30
or.
R
H
Q
Q
So
that's
the
real
truth
of
what
we
know
is:
there's
a
lot
of
kids
that
miss
a
lot
of
school,
a
lot
of
kids
that
miss
too
much
school
and
so,
and
teachers
and
Educators.
If
you
give
them
a
list
of
The
Chronic
absentees,
they
start
to
go
through
that
lesson.
Q
There
yeah
yeah
I,
know
and
they
think
about
the
things
they
tried
to
do
and
they
tell
stories
of
kind
of
the
if
only
stories
right
stories
of
potential
like
the
potential
the
kid
had
and
wasn't
able
to
meet-
or
you
know,
if
only
they
were
there.
C
Q
Then,
what
and
across
our
district,
our
rate
of
chronic
absentees
is
pretty
significant.
Q
It's
between,
if
you
look
at
any
kid
that
was
enrolled
for
about
a
month
and
a
half
25
days
or
more,
it's
somewhere
between
22
percent
in
the
high
30s
per
building,
and
that's
all
the
traditional
elementary
schools
and
up
through
the
high
school
I
did
not
so
Canyon
Springs
a
little
bit
different
because
part
of
qualifying
to
be
in
an
alternative
school
is
attendance
not
entirely,
but
that's
one
of
the
the
pieces
that's
considered,
and
so
that's
a
little
bit
different
puzzle
there
as
far
as
chronic
absentees,
but
that's
a
lot
and
as
we
began
getting
ready
to
kick
off
our
attendance
campaign,
just
as
awareness
I
provided
each
principle
with
the
list
of
kids
last
year
and
everyone
knew
it,
they
opened
it
up
and
they're
like
yeah
and
that's
a
lot
like.
Q
Where
do
we
start
and
so
and
underneath
those
names,
as
they
click
through
the
names
and
they
know
their
stories
and
the
work
that's
gone
in.
They
also
are
familiar
with
the
barriers
that
those
kids
face
right.
Q
You
mentioned
couch
surfing
a
lot
of
that
they're
they're
basic
necessities,
housing,
Health,
Mental,
Health,
lots
of
stories
of
mental
health
behind
those
names
both
for
the
kids
and
for
the
the
rest
of
the
family
and
then
some
stories
of
conflict
stories
about
safety,
and
that's
a
lot
for
educators
to
be
honest,
and
so,
when
I
think
about
barriers.
Q
You
guys
have
been
around
me
for
a
while
Behringer
made
to
be
overcome
with
the
with
the
right
support
and
in
the
right
place
and
with
the
right
opportunities
and
really
it's
about
relationship
right,
and
so
that's
the
biggest
biggest
challenge
and
I
think
the
challenge
that
Caldwell
school
district
is
up
to
and
is
the
hard
work
that
Educators
here
are
doing
all
the
time
right.
Is
that
challenge
of
providing
the
support
knowing
who
those
kids
are
giving
them
a
safe
place
to
land
and
then
following
up,
and
so
what
we're
doing?
Q
One
is
awareness,
you'd
think
don't
really
need
to
be
made
aware
about
attendance,
it's
something
that
happens,
but
obviously
it's
it's
something
that
happens
for
a
lot
and
it's
really
hard
for
some
others,
and
so
of
course,
for
example,
it
doesn't
take
much
to
be
chronically
absent
a
couple
days
each
month
and
you
end
up
with
20
days
over
the
year,
and
you
know
that
might
be
being
sick
here
and
having
an
appointment
there
and
man.
Q
It
adds
up
and
so
being
mindful
of
that
as
a
parent
and
as
an
educator
the,
and
that
is
about
the
point
that
17
18
days.
Q
We
also
know
that
that's
the
point
where
it
really
hits
learning
and
we
know
that
kids,
who
Miss
more
than
10
percent
of
kindergarten
and
first
grade
are
significantly
less
likely
to
read
by
third
grade.
We
know
that's
a
big
deal
right
and
then
chronic
absentees
in
sixth
grade
are
a
better
indicator
of
dropping
out
of
high
school
than
test
scores
and
sixth
grade
okay.
So
we
do
a
whole
lot
about
test
scores,
but
that's
like
an
indicator
right
there.
Q
If
we
can
get
that
turned
around
and
if
we
can
get
that
turned
around,
how
are
they
going
to
get
the
rest
of?
It
turned
around
right,
so
awareness,
it's
a
thing:
it's
Sneaky.
It
comes
in
little
bits
and
pieces.
Q
We
also
know
that
parents
love
their
kids
and
they
want
good
things
for
their
kids
and
so
not
almost
nobody
says
you
know
they
have
a
plan
for
their
kid
to
be
gone.
20
days
a
year
right,
almost
nobody,
and
so,
when
presented
with
that
option
and
understanding
that
it
really
does
hurt
their
kid.
They
want
to
turn
it
around.
Q
Sometimes
they
have
a
lot
of
stuff
that
has
bigger
priorities
and
kind
of
survival,
but
sometimes
we
can
make
a
deal
and
make
both
things
work,
and
so
they
they're
willing
to
work
for
the
outcomes.
Q
We've
asked
them
attendance
teams
to
be
formed
at
each
school
and
some
have
already
I
think
they're
on
their
third
meeting
already
some
of
them
and
the
already
up
and
running
and
I
just
have
to
say
that
while
that
sounds
easy
like
put
a
team
together
and
let's
fix
this,
it
is
hard
hard
work
and
it's
that
personal
work
of
well.
What's
the
puzzle
for
that
kid,
and
how
do
we
help
them
turn
that
around?
Q
And
you
know
it's
and
it's
hard
conversations
and
it
takes
a
lot
of
time.
It's
a
lot
of
paperwork.
So
it's
not
just
hey,
throw
a
team
together,
and
let's
get
this
done
because
you
may
solve
the
the
puzzle
for
10
or
15
kids,
but
in
that
time
you've
got
10
or
15
moved
in
and
you
got
new
puzzles
Mobility,
so
those
School
attendance
teams,
I
think,
are
encouraged
to
really
think
of
this.
You
guys
know
the
RTI
tiers
right.
Q
Think
of
this,
a
lot
like
RTI
for
academics.
Okay,
you've
got
your
foundation,
the
things
all
kids
and
families
need.
They
need
a
safe
place
to
land.
They
need
clear
communication,
they
need
information,
they
need
school
to
be
a
great
place
right
and
then
they
need
Universal.
You
know:
prevention,
notifications,
when
they're
absent
things
like
that,
okay,
so
that'd
be
tier
one.
Everybody
gets
that
tier
two
would
be
kids
that
have
ten
percent
no
matter
when
it
happens.
Q
Right
now,
that's
about
two
or
three
absences
would
be
more
than
ten
percent,
and
so
that's
hey.
Q
We
know
that
they
were
sick,
but
right
now,
they're
below
10,
and
let's
just
work
on
that
next
month,
we'll
be
back
out
of
that
chronic
absentee
category
the
and
then
tier
three
is
the
ones
that
really
need
some
intervention
and
we've
got
kids
with
17
absences
right
now
and
that's
about
how
many
days
of
school
we
have
right
and
they
have
stories
and
things
that
have
happened,
or
you
know
reasons
for
being
out,
but
that's
that's
going
to
take
and
some
of
them
had
30
or
40
absences
last
year,
and
so
it's
like
hey,
let's
work
on
this
from
the
beginning.
Q
When
we
can
get
this
turned
around,
and
let's
do
it
now,
so
we
can
spend
the
rest
of
the
year
working
on
learning,
but
that
that's
really.
What
takes
a
lot
of
those
teams
work
is
that
tier
three
I
mean
it
really
overlaps
academic
interventions,
because
we
can
do
all
this
planning
and
provide
great
academic
intervention.
But
if
the
kid's
not
there,
well,
it's
not
going
to
benefit
them,
and
so
and
then
the
key
message
is
really
for
educators
for
families.
Q
Is
we've
got
to
make
it
as
easy
as
possible
for
our
schools
to
do
this
really
hard
work
of
intervention
for
attendance
and
supporting
kids
and
families
to
have
consistent
attendance?
The
technical
piece
of
this,
like
reporting
figuring
out,
who
has
too
many
absences
that
should
be
the
easy
part.
Q
The
hard
part
is
that
relationship
the
communication
and
then
problem
solving,
and
then
teams
need
to
enter
this
with
empathy,
knowing
that
parents
really
do
love
their
kids,
they
want
good
things
for
their
kids
and
sometimes
they're
not
able
to
see
kind
of
the
cause
and
effect
at
the
at
the
time
to
enter
the
this
kind
of
work.
With
curiosity
to
try
and
understand
what
is
it
that's
going
on?
Q
It
requires
a
lot
of
Courage,
because
this
is
a
you
know,
a
big,
a
big
thing
to
deal
with
100
cats
or
more,
it's
like.
Where
do
I
start
and
then
to
to
realize
that
we
can't
control
all
of
this
and
so
the
we
can
influence.
Q
Q
So
with
with
that,
I
am
happy
to
stand
for
questions
just
easy
ones.
A
Easy
ones:
okay,
trustees,
any
questions
for
Mr,
Webster
and
I
wanted
to
say.
Also
you
have
a
new
title:
Communications
schools
coordinate
Community,
Schools
coordinator,
that
where
you
need
a
lot
of
communication
now.
A
D
Q
You
know
that's
true,
and
these
last
couple
years,
we've
post
coven,
we've
learned
any
little
thing
and
you
got
to
stay
home
and
that's
not
really
the
case,
and
so
we
will
be
during
this
month,
we'll
be
communicating
out
to
to
All
Families
Kenneth
to
go
back
to
the
guidelines.
We
knew
right
right.
Oh
right,
you're,
not
disobeying
any
policy,
but
right.
Here's
reasonable
guidelines
about
being
sick
and
being
in
school
and
yeah.
Q
Please
don't
come
and
get
us
all
sick
right,
yeah,
but
it's
okay,
if
you're
a
little
sniffly,
because
we
all
do
get
a
little.
E
Yeah
Madam
chair,
if
get
a
question
Mr
Webster
I,
just
died.
I
love
the
the
enthusiasm
that
you
always
bring
to
everything
that
you
do:
the
excitement
and
the
the
energy
that
you
bring
to
everything.
It's
it's
wonderful
and
it's
amazing
to
see
so.
I
have
a
question
about
the
you
talked
about
creating
the
attendance
teams.
So
is
that
at
each
building
you
said
yeah,
okay!
E
So
if
I
remember
right,
when
we
talked
about
Mobility
there's
a
lot
of
actually
inter-district
Mobility
right
so
where
they
start
out
at
you,
know
Washington,
and
then
they
go
to
Sacagawea
and
end
up
Lewis
and
Clark
all
in
the
same
year.
So
is
there
any
way
to
kind
of
track
and
follow
those
kids
along
the
way
through.
Q
Yet
because
PowerSchool
is
new
to
me,
I
almost
am
able
to
track
The
Chronic
absenteeism,
pretty
darn
close
I'm
working
at
it
I'm
just
in
PowerSchool
in
one
place,
I
know
in
Skyward
we
were
not
easily
able
to
see
absences
from
the
previous
school,
and
so
so
I
hope
that
that's
the
case
and
that's
something
we
can
work
with
it
on,
because
that's
a
real
thing
and
the
other
real
thing
I
know
is
that
siblings
tend
to
be
a
thing
and
from
one
school
to
the
next,
like
I
said
in
on
syringa's
attendance
team
last
week,
and
they
did
a
great
job
and
I
think
it
was
actually
the
week
before
last
to
be
truthful
and
the
and
one
they
were
working
on
some
kids
that
we
worked
on
at
Sacagawea
for
a
few
years
and
two
they're
working
on
kids
in
middle
school.
Q
That
Sacagawea
is
working
currently
on
siblings,
on
because
I
know
secretary
had
their
meeting
today
and
they
I
wasn't
at
the
meeting,
but
we
talked
through
it
afterwards
and
a
little
bit
and
I
was
like
yeah.
I
know
that
I
don't
know
that
kid,
but
I
know
he's
the
sibling
of
that
one
over
at
Syringa
that
we
talked
about,
and
so
and
you
know
those
parents
love
their
love,
their
kids
and
I.
Don't
know
what
their
story
is,
but
somebody
stepping
in
with
curiosity,
is
going
to
figure
it
out.
C
A
Okay.
Next,
we
have
I,
think
we've
got
2023
dollar
certification
of
budget
request
to
board
of
County
Commissioners
l-2,
so
I
think
that
oh
there
she
is
Mrs
Sanderson
hi.
K
Madam
chair,
hello,
trustees,
mine
is
very
brief.
I'm
just
asking
the
board
to
approve
our
L2,
which
is
in
essence
our
Levy
certification
to
the
County
Commissioners
to
be
included
on
the
tax
bills
for
the
year.
I
want
to
point
out
one
thing.
As
we
know,
House
Bill
292
allowed
the
state
to
give
us
additional
money
for
district
facilities.
That
was
then
to
reduce
our
Levy.
K
K
Our
plant
facilities
is
two
million
five
hundred
and
ten
thousand
the
facilities
money
is
under
column.
Four
on
the
L2
revenue
from
school
district
facilities
fund
Idaho
code,
33
911,
which
is
the
result
of
that
house
bill
292..
So
I
wanted
to
be
sure
and
point
that
out
that
that
is
a
direct
tax
reduction
to
our
property
owners.
A
Okay,
so
on
on
this
form,
Miss
understand
the
total.
Is
it
the
4610
44.
K
K
We
only
Levy
twenty
three
thousand
six,
oh
one,
okay,
so
that
is
combined
with
the
supplemental
Levy
and
the
plant
facility
Levy
to
have
a
total
of
the
4.6
four
million
six
hundred
and
ten
thousand
four
eighty
four,
the
other
numbers
you
see
in
the
total
approved
budget
or
the
budget
that
you
proved
in
June.
So
it
just
has
the
total
of
all
funds,
everything
that
was
included
in
the
district,
so
that
you
can
see
or
the
taxpayers
can
see
what
was
not
levied.
K
This
is
funds
that
were
received
both
from
the
state
as
well
as
federal
funds,
and
then
the
exempt
funds
down
below
the
supplemental
Levy
plant
facility
Levy
allows
the
taxpayer
to
see
what
we're
asking
them.
So,
as
you'll
notice,
we
do
not
have
a
bond
Levy.
We
continue
to
have
enough
in
our
bond
with
some
State
money
that
we
receive
for
Bond
Equalization,
as
well
as
interest
on
the
money
that
we've
collected
to
not
have
to
Levy
our
taxpayers
at
all
this
year,
so
we'll
be
paying
those
off
without
further
Levy.
L
K
L
Yeah,
what
did
you
mean
by
that?
Can
you
just
explain
that.
K
Again,
if
you
recall
House,
Bill
292
was
the
legislature's
attempt
to
provide
additional
funding
to
schools
for
facilities,
but
actually
it
didn't
provide
additional.
It
allowed
the
taxpayer
to
see
a
relief
by
the
state
paying
those
money,
and
then
we
directly
reduce
it
off
our
Levy.
So
if
you
look
at
the
supplemental
Levy
line
under
column,
two,
the
4.1
is
what
we're
allowed
to
Levy
column.
Four
is
the
money
we
received
directly
from
the
state
in
an
apportionment
which
was
partially
I
believe
in
the
surplus
funds
in
the
state.
K
K
L
And
I
wonder
if
Miss
Anderson,
if
you
might
just
explain
a
little
bit
more
about
how
what
what
exactly
the
district
is
going
to
pay
off
this
year,
it
sounded
like
on
our
bond
on
our
bond
and
sort
of
what
the
ramifications
are
for
taxpayers.
K
That's
that
particular
Bond
was
issued
back
in
2006.,
we've
been
paying
it
I
know:
we've
refinanced,
we've
paid
off
some
other
early
over
the
years,
and
so
by
loving
taxpayers
over
that
20-year
period,
and
we
put
the
money
into
our
state
treasury
receive
interest.
We
can
we
try
to
Levy
approximately
21
months
worth
of
payments
as
a
rule
so
that
we
cash
flow,
because
we
really
only
receive
tax
payments
in
about
January
and
July
the
majority
of
our
tax
payments.
K
So
by
leving
a
little
bit
up
ahead,
we
were
able
to
build
up
a
little
bit
of
a
fund
balance
through
interest,
given
the
interest
rates
that
have
accumulated.
So
what
the
district
has
chose
to
do
is
to
keep
that
money
pay
it
off
early.
We
can't
actually
pay
these
off
early,
but
we'll
we
have
enough
money
in
the
bank
to
pay
them
without
living
our
taxpayers.
K
K
K
Okay
and,
along
with
the
proper
increase
in
property
values,
I
think
that
our
Levy
rate
has
continued
to
go
down.
We've
levied
less,
but
the
taxpayers
you
know
have
still
still
seen.
In
some
cases
an
increase
in
their
tax
I
would
bet
this
year
that
most
will
not.
If
any
increase
values
have
stabilized
we're.
L
A
Thank
you.
I
have
a
motion
on
my
test
for
a
second
second,
okay
trustees,
any
other
discussion.
A
F
F
Right,
Madam,
chair
and
trustees,
as
you
know,
each
year
the
board
is
required
to
submit
the
district
and
the
board
it
required
to
submit
a
a
continuous
Improvement
plan
to
the
state.
This
includes
the
so
our
strategic
plan
is
the
guiding
document
for
this
continuous
Improvement
plan.
The
data
that
are
that
has
been
added
updated
in
the
metrics
performance
section
is
based
on
the
ISAT
and
iri
information
we
have
at
this
time.
I
did
it.
I
had
an
email
that
I
received
from
the
state.
F
Those
have
not
quite
been
verified
yet
so
just
know.
If
there's
a
big
change,
we'll
let
you
know
that
they
I
was
the
state
reached
out
and
said:
please
still
go
forward,
but
know
that
this
could
be
a
draft.
It
may
come
back
in
October
with
the
actual
State
data
that
hasn't
been
uploaded.
Yet
we
also
received
an
a
letter,
letting
us
know
that
the
iri
information
that
reading
tests
for
K3
are
not
quite
what
they
think
they
think
there's.
They
have
to
still
go
back
through.
F
If
something
has
happened
with
that
data,
and
so
when
we
do
get
the
finalized
I
do
think.
This
is
probably
fairly
close.
It's
based
on
what
we
were
aware
of
last
spring
and
our
goals
are
set
to
the
state
to
state
averages
from
isats.
So
you,
if
you'll
notice,
you're,
like
that's
interesting,
I'm,
happy
to
visit
with
you,
but
all
of
our
goals
are
set
towards
meeting
and
or
exceeding
State
average.
F
Okay
and
then
we'll
continue
with
our
I
did
add
some
new
goals.
In
there
the
we
have
been
working
on
our
graduation
rate
for
special
education
students
with
the
that
receive
support
through
special
education.
We've
also
been
working
on
improvements
in
students,
completing
the
El,
their
El
and
mastering
out
of
that
or
testing
out
of
that,
and
then
The
Chronic
absenteeism,
working
with
Mr
Webster
to
just
overall
make
be
more
aware
and
then
work
towards
getting.
You
know
inviting
encouraging
students
to
attend
school
on
a
regular
basis.
So
those
are
new
goals.
I
F
You
know
that
post-secondary
the
goals
that
we
have
for
post-secondary
achievement
for
our
students
with
that
I
do
want
to
say
it
could
come
back
in
October
once
we
have
the
State
final
data:
okay,
well
trustee
Manny,
so
we
were
informed
that
the
ISAT
data
has
not
been
released
yet
so
it's
still
in
a
I,
don't
know
if
they're
still
what
they
would
call
combing
through
the
data
to
make
sure
it's
yeah
accurate
it.
We
understood
it
was
going
to
be
coming
out
this
in
the
next
week
or
so.
F
F
A
A
And
Dr
French:
this
is
the
cip's
plan
that
we
submit
every
year.
Every.
A
So
we
do
this
every
year
on
and
and
mostly
it's
what
what
we
you
know,
what
we
set
our
goals
on,
what
we
with
this,
what
the
state
recommends
where
we
want
to
be
well.
F
Yeah
and
where
we
want
to
be
so,
we
want
to
be
at
or
above
State
average
in
all
those
areas,
and
so
you'll
notice
that
it's
at
a
state
average
based
on
the
scores
that
were
reported
in
May
June,
and
if
there's
a
change
in
that
state
average,
we
will
change
to
meet
that.
But
really
that
would
be
that's
it.
That's
something!
That's
that.
F
Can
you
know
I
I
would
love
to
say
that
we're
all
from
Lake
will
be
gone
where
everyone
is
above
average,
okay,
beautiful
above
average,
but
you
know
sometimes
if
we,
if
we
can
get
that's
a
reasonable
goal
to
be
about
average
or
end
or
above
that's
our
whole,
our
that's!
What
we're
working
towards
it's
not
a
hope.
It's
a
lot
of
work
as
Mr
Webster
said.
Yes,
it
is
continuous
Improvement.
I
Motion
Madam
chair
I,
move
that
we
approve
the
continuous
Improvement
plan,
the
CIP
at
this
point
in
time,
knowing
that
some
of
the
numbers
may
be
adapted
and
resubmitted
in
the
future.
Okay.
E
A
F
And
Madam
chair
and
trustees
I
just
want
you
know,
so
we
that
our
last
work
session
we
talked
about
the
pillars.
Yes,
so
I
went
into
like
we
really
were
serious
about
the
Strategic
plan
and
working
towards
student
achievement.
Academically
attendance,
wise.
You
know
and
I
appreciate
the
presentations
by
our
Liaisons
from
the
high
schools.
C
F
Madam,
chair
I
will
I'm
going
to
defer
to
Eric
Phillips
and
Jessica
Watts
they've
just
have
some
update
for
you
on
the
the
emergency
operation
plan.
Okay,
thank
you.
R
Now,
with
the
form
I
gave
you
I'm
going
to
get
into
stating
the
purpose
of
the
Cobble
School
District
Emergency
Operations
plan.
The
purpose
of
the
Coble
School
District
Emergency
Operations
plan
is
to
identify
and
respond
to
the
incidents
by
outlining
the
responsibilities
and
duties
of
the
school
district
and
its
employees
developing,
maintaining
and
exercising
the
plan
empowers
employees
in
an
incident
to
act
quickly
and
knowledgeably.
R
In
an
effective
way,
the
development,
the
developed
procedures
for
dealing
with
existing
and
potential
student
and
school
incidents
are
defined
in
the
plan
below
the
basic
plan
and
the
functional
and
Hazard
specific
annexes
outline
and
organize
systematic
method
to
mitigate
prevent,
prepare
for
respond
to
and
recover
from.
Incidents.
Faculty
and
staff
have
been
trained
to
assess
the
seriousness
of
incidents
and
respond
accordingly
to
these
established
procedures
and
guidelines.
R
Lastly,
developing
maintaining
and
exercising
the
Emergency
Operations
plan
increases
Caldwell
school
districts,
legal
protection
due
to
the
sensitivity
of
the
content
within
the
college
school
district's
Emergency
Operations
plan.
The
EOP
is
currently
not
publicly
available.
But
with
that
we'll
stand
for
questions.
L
F
Yes,
I'm
chair
trustee
Manning,
so
due
to
the
nature
and
what's
disclosed
in
there
about
certain
yes
there's,
yes,
you
know
what
we
will
definitely
make
sure
that's
something
that
you
have
access
to.
The
thing
is
that
as
Mr
Phillips
points
out,
there
are
nefarious
people
in
the
world
and
we
don't.
We
want
to
make
sure
that
that's
confidential
information
but
we'll
visit
with
see
what
we
can
arrange
for
you
to
see
what
what's
in
that
plan.
A
R
D
I
A
A
B
R
And
the
handbook
is
more
for
the
operation
side,
so
if
we
ever
had
to
employ
it
that
way,
it's
a
working
document
in
our
hands
that
we
can
go
through
or
each
building
administrator
and
the
school
command
level
from
the
school
district
district
office
standpoint
and
then
the
actual
Master
document
is
more
the
whole
shebang.
So
that's
163
pages
I
believe
no.
C
F
Yeah
and
Madam
chair
and
trustees
we
can.
We
can
make
sure
that
you
get
access
to
the
this,
the
foot
version
and
what
you
would
look
at
quickly
and
then
also
give
you
the
full
laid
out
what
we
give
to
the
cultural,
City,
Police
and
Fire,
so
that
you
know
that
just
breaks
it
all
down
in
locations
at
schools
and
everything.
F
A
Yeah
I'd
like
to
ask
for
a
motion
to
table
this
item:
the
emergency
operating
procedures,
I'm.
L
Sure
I
remember
that
we
table
item
G
emergency
operation
procedures,
okay,.
A
And
I'll
test
for
a
second
second,
okay,
any
further
discussion
kill
those
in
favor,
please
say:
aye
aye,
any
opposing
eight.
All
right
motion
carries
to
table
it
for
now.
Thank
you
and
then
the
next
item
is
isba
convention
registration.
So
it's
information.
Only
let's
see
Miss
Keely.
Do
you
have
information
for
us.
C
A
A
And
then,
when
trustee
godina
comes
back
then
we
you
could
check
with
him
but
I'm
pretty
sure
he
likes
going
into
those
things:
okay,
okay,
all
right.
F
Madam
chair,
yes,
buddy,
may
we
re
allow
Nick
and
Jason
to
go.
They
need
to
go
to
school
tomorrow.
A
All
right
trustees,
future
agenda
items.
Anything
you'd
like
to
see
I
know
that
we're
wanting
to
get
cfel
if
we
could
just
list
that
down
and
then
and
then
the
the
EOP
will
put
it
on
there
for
hopefully,
next
October.
A
Anything
else-
trustees,
okay
and
as
always,
if
you
want
something
put
on
the
agenda,
let
Dr,
French
and
I
know
two
School
Board
trustees
according
to
policy
will
can
make
that
happen.
So
just
let
us
know.
F
All
right
sure,
yes
I
had,
let's
see
no,
you
did
not
I
had
a
request
from
Anita
Wilson,
yes,
have
an
opportunity
to
share
their
they're
going
to
the
through
the
accreditation,
so
I
will
check
with
her
again.
She
wanted
to
give
the
board
an
update
on
how
they're
preparing
for
the
accreditation
visits,
so
I
I'll
just
check
to
see
if
she
wants
to
present
in
October
or
November
okay
on
how
that
visit,
how
they're
prepared
and
how
the
visit
is
going.
Okay,.
A
A
A
F
Yep
we're
just
gonna,
you
have
the
proposed
policies,
work
in
progress
to
look
at
them,
so
going
to
be
required
policies
up
for
yearly
review.
All
of
these
policies
are
policies
that
require
you
to
review
them
every
year,
so
they
were
hopefully
had
an
opportunity
to
read
book
through
them
and
they
do
have
to
re
they.
It
is
an
action
item.
Would
you
like
I
I'll,
read
through
them?
F
3330
is
student
discipline,
35
policy,
3510
student
medicines
that
was
just
recently
reviewed
policy,
3530
suicide
policy,
7005,
Electronic,
Banking
and
electric
excuse
me:
Electronic
Banking
and
electronic
payments
policy,
7305
investment
of
funds,
seven
policy,
7,
500,
new
fees
or
increase
of
fees
and
policy,
8170
district-owned
vehicles.
C
I
Up
for
to
be
approved,
policy
number
901
policy,
1600
policy,
2200
policy,
2420
policy,
2420p
policy,
3285
policy,
3295
policy,
3300
policy,
3330
policy,
3510
policy,
35,
30
policy,
7,
005
policies,
7305
policy,
7,
500
policy,
8170.
F
Right,
Dr
French.
Thank
you,
madam
chair.
The
next
order
of
business,
the
policies
up
for
Errata
revision,
the
first
one
is
policy
1303,
actually
the
policies
and
procedures
to
review
annually
policy.
What
we
have
is
a
writer
revision,
so
you
can
see,
that's
been
redacted
3320
and
then
we
added
35
10..
F
F
Then
the
final
one
is
policy
4260.
It's
form
a
public
request.
F
It's
been
updated,
so
there
is
a
section
and
when
you
open
it
you'll
see
it's
highlighted
in
yellow
it's
under
step.
Number
three
request
may
be
denied
or
subject
to
redaction
highlighted
and
required
review
by
the
school
district's
attorney.
Okay,
so
those
are
records
that
we
do
have
redacted.
We
do
have
that
re
reviewed
you'll
also
see,
there's
a
change
in
the
com,
the
complete
statement
of
fees
when
charged
highlighted
it's
15
cents
per
page
and
then
the
attorney
fee
for
requests
requiring
redaction
and
other
services
is
necessary,
has
increased
to
195
dollars
per
hour.
L
B
Vice
chairman,
so
when
I
get
a
public
records
request
in
the
request,
they
will
ask
for
digital
or
paper,
and
that's
part
of
the
answer
is
that
they
get
100
Pages
at
no
cost
and
then
after
100
Pages
it
is
15
cents
a
page
and
if
they
want
it
digital,
it's
two
hours
of
time
if
they
get
at
no
cost
and
that
after
that,
any
information
that
is
gathered
to
put
into
a
digital
form
is
25
an
hour.
D
F
C
C
A
F
Yep
Madam,
chair
and
trustees.
The
next
is
the
policy
right
quest
to
rescind
policy
30
30
schedule,
B
policy,
30,
30,
part-time
attendance
schedule,
B
it's
obsolete.
We
know
you
longer
use
this
form.
Student
attendance
is
captured
through
the
IC
uploads
that
we
do
and
we
don't
charge
part-time
students
to
participate
in
extracurricular
activities.
I
A
F
Madam
chair,
if
those
policies
they're
on
for
first
reading,
I
do
the
policy
2140
student
and
family
privacy
rights.
We
had
our
superintendent
parent
council
meeting
this
last
week
and
all
the
parents
were
we,
we
shared
this
with
all
of
them,
encouraged
them
to
share
and
also
encourage
them
to
provide
feedback.
So
we
have
kept
a
policy
of
2140
student
and
family
privacy
rights
on
the
first
reading
for
several
months,
I
think
three
months.
F
This
is
three
third
month:
July
August
September,
okay,
so
the
parents
could
give
us
input
and
so
we'll
we'll
still
listen
for
our.
You
know
our
parent
committee
to
see
if
they
have
any
input
that
they
would
like
to
give.
But
right
now
on
for
first
reading
is
policy,
2140
student
and
family
privacy
rights
and
then
2140f
the
consent
form
we've
also
included
2023
the
Idaho
healthy
youth
survey.
Flyer
just
so
that
you're
aware
of
that
survey
that
is
provided
by
Health
and
Welfare.
F
What's
being
asked,
the
next
policy
we
have
is
policy
2425,
the
parental
rights
and
then
2425
the
procedures,
parental
right
procedures,
the
following
after
that
policy
2615
student
career
Pathways
plan.
It
is
a
revision
of
a
one
we
had
before,
but
it
was
enough
of
a
change
that
we
felt
that
needed
to
be
on
for
our
first
reading,
the
next
one
policy
2715
the
Idaho
sale
of
bi
literacy
and
then
the
2715,
the
procedures
and
the
2715
the
application,
and
that
is
a
policy
we've
been
working
on
since
last
year.
F
A
I
wanted
to
say
something
about
policy.
2715
I
think
it's
a
great
it's
it's
great
that
we
have
this
policy,
because
I
know
that
being
part
of
a
foreign
exchange
student
plan.
You
know
it
was
great
to
see
other
students
come
from
other
countries
that
knew
up
to
four
or
five
languages.
You
know
or
foreign
exchange
students-
and
you
know
it's
just
very.
A
It
was
great
because
they
had
all
these
opportunities
open
up
to
them,
which
I
think
it
would
also
create
that
for
our
students
you
know
whatever
and
I
was
looking
at
the
different
languages
that
it
talked
about,
and
you
know
it'd
be
great.
If
we
could,
you
know
get
them
encouraged
to
I,
don't
know
it's
a
seal
on
our
on
their
diploma
yeah.
But
it's
it's!
A
You
know
it's
a
it's
got
like
a
badge
of
honor
that
I
you
know
for
them
to
be
able
to
do
this
and
it
and
you're
not
just
gonna,
say:
okay.
Well,
there's
a
language
that
I,
speak
and
I
also
speak
this
language.
There's
a
process,
that's
built
in
the
policy,
so
I
think
that's
great
for
our
kids,
yeah.
A
C
L
Madam,
chair
that
you
know
it's
another
way
to
push
students
academically
like
to
give
them
a
reason.
You
may
speak
Spanish,
you
may
speak
English,
but
are
you
academically
fluent?
Can
you
write
academically?
Can
you
speak,
speak
academically
and
I
hope
that
this
encourages?
You
know
some
students
to
to
improve
their
academic
abilities
in
multiple
languages?
Yes,.
F
C
F
A
We'll
ask
in
what
is
it
inmate,
how
many
kids,
how.
F
A
We
can
see
the
visual
okay
and
then
I
also
wanted
to
just
make
sure
that
we
had
the
the
one,
the
student
family,
privacy
rights.
So
we
have
met
the
conditions
for
this
policy
that.
F
A
So
we
can-
and
it's
okay
to
to
add
this
one
to
our.
F
First
right,
if
we
get,
if
we
receive
some
input
and
kiwi
or
Miss
Cheney
can
reach
out
to
them.
Okay,
so
we
can
always
I'll,
keep
you
updated
and
if
it's
significant,
we'll
just
pull
it
back
to
a
first
reading.
C
F
A
L
And
I'm
sure
I
move
that
we
approve
for
our
first
reading
policy:
2140
2140f
24.25,
P,
26,
15,
27,
15,
27,
15,
P,
2715,
a
okay.
A
F
A
A
Any
further
discussion
trustees
hearing
none
I'll
call
for
a
vote,
all
those
in
favor,
please
say:
aye,
aye
aye,
any
opposed
me.
All
right
motion
passes
for
second
and
final
reading.
All
right,
so
we
get
to
the
information
only
we
want
to
remind
all
our
community,
all
our
patrons
teachers,
administrators
everybody
fall
Family,
Sports
nights.
I
know
that
Mr
Mendez
had
talked
about
this.
A
We
this
this
girl
soccer
will
be
tomorrow
night
and
to
remind
everybody,
that's
five
dollars
per
family,
and
then
that
includes
grandma
and
grandpa,
so
bring
them
all
in
volleyball,
the
26th
of
September
and
then
football
that
will
be
our
game
against
Nisa
I.
Think
that's
this,
so
that
would
be
November,
20,
I'm,
sorry,
September,
29,
2023
and
then
of
course,
information.
Only
September
11th
was
today
Patriots
Day,
September
22nd
is
a
homecoming
parade
and
football
game,
and
just
to
let
you
know,
the
homecoming
assembly
is
at
11
30..
A
Got
you
a
nice,
try,
okay,
but
11
30
to
12
30.
and
then
October,
there's
some
cool
stuff
to
happen.
So
if
you
can
get
away,
it's
fun.
October
23rd
to
the
27th
is
conference
week.
So
with
that,
I
would
like
to
ask
for
a
motion
to
adjourn
sure.
L
I
have
a
question:
oh
go
ahead,
so
the
SIC
sets
the
the
you
know
the
requirements
for
like
how
much
you
pay
to
get
into
things
like
that
is
the
SIC
going
to
be
okay
with
this,
like
I,
think
it's
six
bucks
for
you
know
for
for
adults,
that
kind
of
thing
I
think
John's
being
allowed
to
yes
deviate
from
that.
F
We
are
okay
because
there
are
families,
so
you
know
we
we're
not
asking
other
schools
to
you,
as
this
was
brought
up
by
Middleton
as
well
like.
If
we
wanted
to
do
this
and
it's
one
special
night.
Yes,
we
checked
with
John,
we
met
with
Ashley
the
his
who
helps,
assists
and
because
it's
for
our
families,
we
do
ask
our
families
to
wear
gear,
that's
like
either
their
Elementary
gear
or
something
to
that's.
Caldwell
support.