►
From YouTube: Board Work Session 03-15-21
Description
No description was provided for this meeting.
If this is YOUR meeting, an easy way to fix this is to add a description to your video, wherever mtngs.io found it (probably YouTube).
A
Reporting,
madam
chair
casino
and
dr
french.
Thank
you
all
for
giving
us
trusting
members.
Thank
you
for
giving
us
the
opportunity
to
to.
A
D
C
E
C
E
C
D
C
This
time
I
would
like
to
ask
for
the
board
meeting
agenda
postings.
Madam
clerk
madden,
chair
of
the
cnn
trustees,
I
request
the
approval
of
the
board
of
trustees
board
work
session
agenda
posting
for
monday
march
15
2021..
The
original
agenda
was
posted
on
friday
march
12
2021
at
3
39
pm.
It
was
posted
on
the
school
district
website
and
at
the
caldwell
district
office.
C
Okay,
thank
you
and
so
students,
I'm
going
to
have
to
tell
you
a
little
bit
about
this
anytime.
You
have
an
open
meeting
in
the
state
of
idaho.
We've
got
to
post
it.
We
gotta,
let
people
know
when
we
have
this
meeting
and
so
that's
what
she
just
did
she
let
people
know
when
it
was
posted,
and
then
we
have
to
move
to
this,
accept
that
that
posting
okay.
So
this
time,
I'd
like
to
ask
for
a
motion
for
the
postings,
the
board
meeting
agenda
posting.
Please.
C
Okay,
I
have
a
motion
I'd
like
to
ask
for
a
second
second
motion
in
a
second
any
further
discussion,
all
right
hearing,
none.
I
would
like
to
ask
for
a
vote
always
in
favor,
please
say:
aye
aye,
any
opposed,
nay,
okay,
motion
moves
by
majority.
Thank
you
and
then
so
now
on
our
agenda.
We
have
our
board
work
session
agenda
and
at
this
time
we
have
serena
middle
school
presentation.
So
all
right,
so
mr
swan.
A
I'm
sure
once
again
thank
you
for
giving
us
this
opportunity.
As
most
things
this
year,
we
operate
a
little
bit
different.
We
are
getting
back
to
somewhat
sense
of
normalcy.
However,.
C
C
A
C
This
year,
in
comparison
to
previous
years
and
they're,
also
going
to
have
a
few
students
perform
for
you.
After
that,
we've
got
dr
farrow,
who
was
joined
by
her
future
city
team,
and
so
they
have
already
competed
this
year
and
once
again
it
was
a
little
bit
different
this
year
in
comparison
to
years
past.
But.
A
D
Members
of
the
board
and
all
others
thank
you
for
having
us
tonight
in
the
music
department,
we
have
been
working
to
master
the
create
standard.
C
D
C
C
C
I
didn't
know
I
could
do
that
in
addition
to
composing,
we've
also
been
using
an
online
website
called
smartmusic.com,
which
is
where
my
students
would
practice
and
our
band
students
would
practice
the
music
that
they
had
been
assigned.
C
On
those
recordings,
so
first
I
have
a
digital
representation
of
website.
Smart
music,
we're
going
to
hear
a
couple
examples
from
the
band
after
that,
we're
going
to
hear
the
compositions
from
choir
and
then
we
have
live
with
us.
Some
of
my
students,
who
also
wrote
their
own
compositions,
so
the
music
that
you
will
hear
live
today
is
their
own
compositions
that
they
have
written
in
the
last
couple
weeks.
So
I'm
gonna
play
the
recording
for
you
and
then
we'll
invite
my
students
up
to
before.
C
If
you
could
hold
your
applause
to
the
very
end,
because
I
know
we're
crunched
for
time
that
would
be
good
to
help
us
transition
a
little
bit
faster.
Okay,.
E
E
E
E
E
F
E
C
E
E
E
E
D
D
E
E
C
E
C
The
orchestra
that
it
was
a
start
of
a
hollywood
movie,
you
know
how
they
oh
they'll,
have
a
fiddle
or
they'll
have
a
cello
yeah.
You
know
it's
like.
Oh
my
gosh.
This
is
a
good
practice
before
this
starts,
so
it
it
was
awesome.
Thank.
D
A
D
As
nick
said,
probably
haven't
worked
for
ten
years
different
parts
as
a
team
that
we
haven't
taped.
As
writing.
The
essay
building
a
model.
D
A
C
D
C
Competition
that
we
all
have
to
face
challenges
and
we
try
to
overcome
in
realistic
scenes,
and
in
our
case,
we
also
have
to
overcome
in
real
life
challenges
like
building
the
model.
During
this
pandemic,
we
we're
not
able
to
move
up,
but
yet.
D
C
D
B
B
Great
yeah,
we
all
went
into
character
as
people
living
in
this
city
and
we
performed
a
skit
on
explaining
the
city
and
explaining
what
we're
doing.
C
A
It's
actually
held
in
a
ballroom
at
wiki
state
university,
where
all
of
like
the
physical
models
are
lined
up
and
like
just
a
really
huge
room
and
in
the
middle
of
it
there
was
like
the
stage
and
it
seemed
for
everyone
to
sit
in
while
they
did
their
awards
and
actually
talked
about
the
project
to
everyone
who
did
it.
A
F
A
End,
there's
actually
there's
different
kinds
of
awards,
there's
like
the
actual
main
work
and
there's
a
different
types
of
like
mini
awards
to
do
with
like
apples,
yeah
and
there's
a
different
judge
for
each
of
the
many
awards.
That
would
like
judge
us
based
on
like
that
specific
part
of
our
city
and
then
an
actual
real
judge.
That
would
explain
that
that
was
like
greatness
on
our
overall
city.
C
C
Okay,
so
on
with
our
agenda-
and
I
guess
I
just
want
to
say
after
the
fact
not
to
everybody-
that's
out
there
streaming-
we
are
at
syringa
middle
school,
and
so
we
decided
we
were
invited
by
the
principal
mr
swan
to
research.
One.
C
Here
and
have
our
board
session
here,
so
we
are
excited
to
be
here
and
we
just
enjoy
the
school
we've
gotten
a
tour,
it's
beautiful
and
thank
you
for
the
your
student
participation
and-
and
we
got
some
good
kids
here.
So
thank
you
all
right
and
some
great
teachers
and
staff.
So
thank
you
and
now
for
our
next
item
on
our
agenda.
We
have
number
two
evidence
for
early
learning.
C
Thank
you,
madam
chair
trustees.
I
put
I
added
this
agenda
item
15
years
ago
because
I
felt
like
this
was
something
that
we
need
to
visit
about
and
just
discuss.
So,
if
you're,
aware
of
what
we're
doing
some
time
ago,
I
would
say
five
years
ago,
just
looking
at
data
reviewing
the
data
for
our
kindergarten
students
who
were
coming
in.
C
We
could
see
that,
based
on
irrigation
and
hair,
that
our
our
incoming
kindergartner
students
were
not
necessarily
kind
of
our
party,
so
we
began
a
collaborative
with
the
we
strengthened,
the
collaborative
we
had
with
the
ymca
and
then
began
a
collaboration
with
whitecap
program
to
offer
more
preschool
opportunities
for
students
in
the
caldwell
school
district,
and
I
have
to
say
that
chandra
boston
is
joining
us.
She
is
on
she's
here
virtually,
but
that
collaborative,
although
it
can
be
challenging
at
times,
because
everyone
has
an
idea
they
have.
C
I
feel,
worked
really
well
together
to
provide
some
preschool
opportunities
and
we're
grateful
for
the
lee
pesky
foundation
to
provide
professional
development
for
our
teachers
they
have.
They
have
also
provided
first
grade
second
grade
to
build
that
early
learning.
You
know
strengthen
teachers
in
that
early
learning
type
right,
I
think.
Sometimes
we
forget
how
important
that
is
that,
fourth
to
five
and
then
what
is
happening
from
you
know,
four
to
eight
years
old,
and
how
are
we
addressing
the
needs
of
those
students?
C
I
was
looking
at
the
washington
state,
early
learning
guidelines
in
the
british
columbia
earlier
guidelines,
and
I
would
like
to
see
the
puzzles
as
we
as
we
work
through
our
strategic
strategic
plan
that
we
prepare
also
an
early
guideline.
I
mean
something
that
could
be
reflective
of
what
the
our
neighbors
have
been
doing.
Now
they
do
it
on
a
statewide
level.
Their
states
are
supportive
of
priests,
greeks
or
kindergarten.
C
I
will
give
with.
There
is
a
discussion
at
our
state
level
to
provide
funding
for
all
day
kindergarten,
and
I
I'm
very
hopeful
that
that
will
that
conversation
will
continue.
They
have.
There
has
been
a
lot
of
pushback
on
preschool
this
session,
which
you
know
just
makes
us
want
to
work
harder
to
have
you
know
so.
People
have
an
understanding
of
the
importance
of
that
early
learning
and
how
it
benefits
children.
So
I
do
see
that
going
forward
and
I
hope
that
we
can
work
together
on
actually
having
a
guideline.
C
These
are
the
things
that
we
will.
We
commit
to
to
help
children
who
come
to
california
to
be
their
very
best
selves
and
when
they
leave
kindergarten
we
can
say
to
parents.
This
is
what
the
most
essential
things
that
you
know
you
can
guarantee
that
this
is
what
they
should
never
be
able
to
do,
and
if
we're
not.
If
that
child
is
not
able
to
do
that,
then
these
are
supports.
We
have
and
then
to
bring
parents
into
this
conversation
to
help
them.
C
Every
parent
knows
that
every
child
doesn't
come
with
it,
how
to
do
it,
and
so
how
do
we
help
parents
and
support
them
in
their
work
to
support
children
and
I'd
like
to
turn
some
time
to
tamara,
to
speak
a
bit
about
early
learning
and
tamara?
If
you
would
also
speak
to
the
csd
and
ymca
preschool
leader
report,
when
you
have
when
you're
speaking.
G
G
So
if
you
see
me
kind
of
flipping
through
them-
and
I
put
them
in
a
powerpoint,
so
it
was
easier
to
see,
but
you
have
all
of
the
base
documents,
so
I'm
going
to
go
ahead
and
start
with
just
a
little
bit
of
background
about
early
learning,
early
literacy
and
student
success.
You
know
dr
french
was
saying
it's.
It
is
all
over
the
news.
These
days
anytime.
You
turn
on
the
news
in
idaho.
G
There
was
a
kids
count,
data
book
released
by
the
anna
e
casey
foundation,
and
it
was
a
little
disheartening
because
it
said
idaho
ranked
dead
last
in
the
nation
for
early
childhood
education
participation
and
it's
only
one
of
six
states
in
the
united
states
that
don't
invest
in
a
kindergarten
or
school
readiness
program
which
in
itself
is
a
little
disheartening
and
we
can
do
better.
So
I
just
want
to
talk
a
little
bit
about
what
we're
doing
here
in
caldwell
and
how
we
are
addressing
this.
G
Can
you
see
the
little
fella
on
the
screen
that
says?
Learn?
Yes,
excellent!
I
love
that
photo
because
it
really
just
embodies
what
we
do
here
in
caldwell,
so
early
education
in
caldwell,
I'm
going
to
give
you
a
little
background,
a
little
history,
I'm
going
to
tell
you
what
we're
doing
now,
I'm
going
to
give
show
you
a
little
bit
of
our
current
data
and
then
just
a
little
bit
of
looking
forward.
G
So
if
you
have
any
questions
at
any
time,
just
raise
your
hand,
because
I
can
kind
of
see
you
a
little
bit
or
just
inter
interject
and
and
I
can
slow
down
so
what
go
ahead?
Did
someone
have
a
question?
You're
good?
Okay?
So
what
does
this
mean
for
callable,
kids
and
caldwell
families?
So
we
want
to
improve
childhood
literacy
in
the
early
grades.
It's
it's
one
of
our
top
priorities.
G
It
covers
a
wide
range
of
concepts,
from
the
ability
to
follow
instructions
to
taking
turns
and
cooperating
with
classmates
all
the
way
to
reading
literacy
and
basic
math
skills,
and
it
also
includes
like
basic
learning
letters
and
how
to
form
words
and
how
to
hold
a
book
the
right
side
up-
and
these
are
things
that
sometimes
I
think
as
educators
we
take
for
granted
so
way
back.
When
all
of
this
started,
I
want
to
say
about.
G
2015
was
what
the
data
I'm
working
off
of
you're,
looking
at
some
early
math
assessment
data
that
was
compiled
by
the
lee
pesky
foundation,
and
they
are
amazing.
They
have
really
been
helping
us
track.
Our
data
train
our
teachers
and
this
one
really
shows
that
in
that
first
year,
on
that
early
math
assessment,
they
used
on
the
pretest
89
percent
of
our
kids
in
caldwell
in
our
preschool
scored
below
average,
but
on
the
post-test
that
was
down
to
28.
G
G
This
is
again
data
that
was
compiled
by
lee
pesky
and
it
was
provided
to
the
united
way
they're
one
of
our
funders
that
help
with
our
preschool
program.
Thank
you
united
way,
and
in
2012
you
can
look
at
the
beginning.
We
used
to
call
it
p16,
so
in
there
where
it
says
p16
and
it's
red,
those
were
the
kids
who
came
into
kindergarten
after
attending
our
pre.
One
of
our
preschool
programs.
G
So
if
you
look
across
the
district,
the
average
48
percent
were
in
the
intensive
or
below
basic
group
a
score
to
one
on
the
iri,
but
only
36
percent
of
the
kids,
who
came
from
our
first
year
of
preschool,
scored
that
below
basic
and
if
you
look
at
the
strategic
and
the
benchmark
in
the
other
two
columns.
You'll
notice
that
again
the
children
who
attended
the
p-16
program
at
that
time
outperformed
their
peers.
So
that
was
another
little
kudos
and
a
boost
keep
going
same
thing
happened:
2013
the
numbers
even
more
impressive.
G
Look
at
that
benchmark
three.
On
the
right
hand,
side
with
that
p16
57
of
those
kids
were
scoring
a
three
amazing
2014,
we're
just
seeing
the
trends
continue,
and
so
I'm
just
kind
of
going
to
go
through
those
really
quickly
to
kind
of
where
we
are
now.
What
we
screen
on
now
is
something
called
the
get
ready
to
read
screener
and
it
is
a
nationally
normed
recognized,
research-based
screener
tool
and
it
was
adopted
for
us
as
a
use
of
our
main
tool,
and
this
data
is
from
way
back
a
long
time
ago
too.
G
Again,
you
see
the
same
trends.
The
kids
who
are
in
our
programs
are
post-testing
much
higher
than
the
children
who
were
not
in
the
program
to
begin
with.
So
just
a
little
bit
about
that,
get
ready
to
read.
Screener
I
put
a
little
picture
of
it
up
there,
just
so
you
can
see
just
so.
You
could
kind
of
see
what
it
looks
like.
G
It's
a
25
question
test
and
a
screener
not
a
test,
sorry
and
it
it
goes
through
and
just
asks
some
of
the
the
most
basic
skills
that
we're
learning
to
keep
to
see.
If
kids
are
ready
to
read
so
this
one,
I
know
I'm
moving
kind
of
fast.
It
is
more
recent
data.
This
is
from
2018
2019,
and
this
is
from
one
of
our
ymca
blended
classrooms.
G
G
We
have
the
special
ed
preschool
and
we
also
have
the
ymca
blended
preschool,
so
the
ymca
blended
preschool
works
in
tandem
with
our
special
ed
classrooms,
so
that
we
have
typical
peers,
along
with
students,
with
special
needs
working
in
the
same
classroom,
to
accomplish
the
same
goals,
and
if
you
look
in
2018
2019
on
the
pre
and
pote
pre
and
post
test
below
average
when
they
started
these,
these
were
the
general
education.
Students
was
that
large
blue
average
was
the
red
and,
above
average,
was
the
green.
G
G
Just
a
different
group
of
students
and
if
you
look
at
their
below
average
when
they
started
it
was
clear
up
in
the
high
80s
and
the
average
was
just
above
10
percent,
and
if
you
look
at
their
post
test,
the
below
average
has
drastically
gone
down
to
just
below
60
percent
and
the
average
has
gone
up
to
40..
I'd
say:
that's.
Those
are
pretty
good
gains
for
our
kids.
G
So
just
some
more
data,
this
one
is
math.
I
talked
a
little
bit
about
the
get
ready
to
read
screener,
which
is
our
nationally
normed
test
assessment
that
we
do,
but
we
also
do
local
assessments
based
on
our
research-based
curriculum,
frog
street
that
we
use,
and
this
one
is,
we
measure
one-to-one
correspondence,
cardinality
rote,
counting
shapes
we.
G
We
also
track
their
their
basic
math
skills
and
here's
our
2018
data
pre
and
post
again
the
post
is
always
higher,
which
is
what
we're
wanting
when
I
was
going
over
these
charts
and
statistics
with
christine
lane
from
lee
pesky.
She
wanted
me
to
make
sure
to
reiterate
that
you
know
sometimes
when
people
look
at
these
they're
like
oh,
that,
doesn't
really
look
like
much,
but
on
these
normed
tests.
G
G
And
here
again
are
our
students
with
special
needs.
Look
at
the
pre
and
the
post
on
their
math
skills.
Look
at
the
one
to
one
correspondence
that
that
is
really
impressive,
so
this
one
is
in
your
board,
docs
packet
and
this
one
actually
is
documentation
from
the
state
and
district
comparison
on
the
overall
summary
for
the
ira.
G
And
if
you
look
in
here,
this
is
what
I
wanted
to
point
out.
It's
a
little
small.
I
hope
you
can
see
it
the
difference
between
when
we
went
from
half
day
to
full
day
kindergarten.
Can
everybody
see
that
I
can't
tell
what
you're
there?
It
is
it's
popping
in
the
screen
there.
If
you
look
at
the
half
day
kindergarten,
when
we
started
19,
we
moved
up
to
33
percent.
That's
a
14
gain!
G
Everybody
say:
oh,
that
those
are
good
numbers.
We
like
those
kind
of
numbers,
so
yeah,
it's
it's
impressive
and
it
really
goes
to
show
that
that
extra
time
these
early
skills,
the
focused
instruction,
the
combined
approach
between
the
programs,
is
really
making
a
difference
with
our
kids.
I
could
take
a
little
more
time
and
go
through
all
of
the
the
data
in
the
packets
with
you,
but
I
just
really
wanted
to
to
point
that
out
that
I
mean
you
can't
you.
G
Can
you
can't
beat
that
data
right
there
half
data
full
day
and
then,
of
course,
our
data
for
this
last
year
is
a
little
skewed.
We
don't
have
our
spring
data
points,
so
we're
working
on
that
I
also
kind
of
want.
I
wanted
to
show
this.
I
don't
have
all
of
the
numbers.
Historically,
since
it
was
before
I
came
on
board
and
I
was
doing
a
little
work
on
there,
but
the
the
actual
numbers
of
kids.
G
I
was
able
to
track
down
who
attended
one
of
our
programs,
whether
it
be
head
start
in
our
school
rooms,
ymca
csd
migrant.
Throughout
the
past
six
years
we
have
almost
a
thousand
caldwell
kids
who
have
benefited
from
these
programs.
A
little
teary,
so
yeah
go
team
and
I
just
it's
the
united
way.
It's
treasure
valley,
ymca.
It's
treasure
valley,
y
cap,
head
start,
it's
caldwell
school
district
and
it's
everybody
working
together
to
get
this
to
work.
G
I
have
more
data
I
could
go
over.
I
have
the
early
learning
guidelines
from
the
other
states.
Dr
french
spoke
about
so
far
in
caldwell.
What
we've
been
using
so
far
is
the
idaho
e,
idaho,
early
learning
guidelines
for
the
preschool
classroom
and
as
a
collaborative
we
have
decided.
We
have
these
monthly
meetings
where
we
go
through
and
we
really
decide
what
is
most
important
for
caldwell
kids
and
we
have
these
essential
standards
that
we
really
focus
to
and
work
with,
lee
pesky
on
the
different
strategies
to
teach
those
to
our
kids.
C
C
So
to
interpret
this
2018-19,
we
had
a
full
data
set
and
this
is
half
day.
This
is
prior
to
caldwell,
going
to
a
full
day
set.
And
if
you
look
at
the
trend,
data
caldwell's
kindergarteners
usually
come
in
the
fall
around
18
to
25,
rarely
above
25
rarely
below
18.
So
it's
kind
of
a
norm
that
we're
bringing
in
18
and
what.
C
F
C
Eighteen
percent
of
our
kids
would
come
in
being
able
to
know
three
letters.
Three
albums
we
didn't
ask
for
sound.
We
didn't
ask
him
to
spell.
We
didn't
ask
her
to
draw
it.
I
just
had
to
point
to
it
and
say
it
so
I
this
might
be
way
out.
Let's
keep
but
okay,
so
this
is
for
caldwell
caldwell.
Okay,
18,
do
you
know
what
like
david
county.
C
C
Yeah,
that's
where
our
main
goal
is
right:
we
meet
them
where
they're
at
we
take
them
beyond,
where
they
think
they
can
go
okay.
This
has
been
this
last
year
that
we
were
interrupted
or
abbreviated
because
of
covet
the
full
day,
our
first
year
of
full
day
kindergarten
and
look
at
that
conjecture
still
came
in
at
about
18
20
percent
this
year,
then
the
2021
we're
still
growing,
and
this
is
what
I
think
I
shared
with
a
couple
board
meetings
ago.
F
C
There's
learning
opportunity,
that's
been
lost,
we're
still
growing
kids,
but
pretty
much.
We
went
back
to
a
half
day
model
and
look
at
our
trajectories
compared
to
this
half
day
month.
Long
story
short
full
day.
Kindergarten
is
absolutely
what
our
kindergarten
gives
me,
because
I
would
say
the
second
in
the
middle
that
second
blue
mark
is
just
winter.
That's
not
the
spring.
We.
C
F
A
C
C
C
We
appreciate
good
professional
development.
It
had
it
took
some
work
for
teachers
to
get
their
mind
tracked
around
a
day,
instead
of
planning
for
just
three
hours
for
this
group
and
then
three
hours
for
this
group
once
they
were
working
that
through
we
were
just
seeing
great
games-
and
I
think
that's
like
the
early
morning,
it's
going
to
be
advancement,
children
and
their
families.
C
C
C
There's
so
many
soft
skills
that
we
jump,
we
don't
assess
and
we've
talked
visible
tamara
christine
lane
and
pete
pesci
those
soft
skills
of.
Do
you
know
how
to
share
when
you're
five-year-old?
Do
you
know
how
to
share?
Can
you
tie
your
shoe
at
the
end
of
the
school
year
by
yourself?
Can
you
stand
in
line
the
first
day
of
school?
Do
you
know
how
to
behave
in
a
classroom?
The
first
day
stop
talking.
C
F
C
C
You
know
to
help
your
child,
and
I
thought
these
are
great,
because
you
know
everyone
always
says
when
you
have
a
child
it,
the
child
doesn't
come
with
a
book
of
you
know
how
do
you
raise
his
child
to
the
best
of
his
abilities?
And
you
know-
and
so
there
was
some
really
cool
information
on
here
like
young
infants,
birth
to
11
months,
older
infants,
9
to
18
months.
You
know
what
you
start
with.
C
F
C
Sounds
so
much
last,
so
our
instructional
coaches,
working
with
allison
ortega,
the
principals,
we
will
be
we'll
start
sending
out
right
now
we
have
a
kindergarten
newsletter
that
will
go
out
every
month
to
the
kindergartners
who
registered
for
school
for
next
fall
and
on
that
kindergarten
newsletter
will
be
things
that
parents
can
look
for
things
that.
D
C
C
G
Can
I
interject
here
just
a
little
bit,
so
we
do
actually
have
some
resources
that
I
have
been
remiss
and
I
I
just
realized
in
sharing
with
the
entire
preschool
program
that
we
use
with
the
migrant
program.
We
have
little
booklets
that
come
out
from
the
state
of
idaho
from
the
idaho
library
commission.
We
have
all
of
these
little
things
that
we
send
out
with
parents
when
they
enroll
in
our
migrant
preschool
program,
and
I
do
not
know
why
I
never
thought
to
make
that
across
the
board.
So,
yes,
that
is
an
easy.
G
C
We
can
also
the
assistant,
say
yes,
maybe
work
through
them.
Tamara.
C
F
C
Well,
I
and
I
think
that's
we
want
parents
to
read
like
we
need
to
make
sure
they
have
to
agree
with
their
children.
C
C
And
I
could
say
that
you
know,
because
I
was
a
head
start
child
you
know
I
went
and
and
back
in
the
day
I
don't
think
my
parents
were
thinking
about
education.
They
were
thinking
more
like
who
could
take
care
of
my
kid
all
the
work
you
know,
and
that
was
just
a
survival
thing
for
them,
but
you
know
when
I
saw
my
name
on
a
styrofoam
cup.
You
know
where
I
put
my
toothbrush.
I
thought
that's
me
you
know
and
to
me
that
was
like
wow,
it's
an
eye
opener
as
a
child.
C
C
A
A
A
Probably
you
know
there's
nothing
wrong
with
it.
F
A
A
F
C
C
C
A
C
C
C
I
believe
I'm
here
tonight,
just
to
give
you
an
update
on
the
process
and
how
we've
been
working
through
it,
with
the
anticipation
that
I'll
be
back
in
april
with
a
recommendation
for
approval
for
the
21
22
school
year.
Currently
we
have
four
building
level
administration,
plus
four
teachers
and
three
district
administration,
and
one
classified
folk
that
are
helping
us
craft
and
draft
calendars
for
staff
to
vote
on
for
a
recommendation
back
to
the
board
that
will
come
at
the
next
board
meeting.
C
We
have
now
then
drafted
some
five
different
proposals
for
the
staff
to
consider.
That's
now
the
voting
it
closes
as
a
london
house
of
wednesday
at
noon,
and
then
what
the
committee
will
do
is
look
to
see
if
there
has
been
one
or
two
calendars
that
have
surfaced
to
the
top
and
if
that's
the
case,
it's
so
close,
we'll
have
a
runoff
between.
C
If
it's
not
if
there's
one
that's
taking
over
15
of
the
15
of
them,
then
that's
the
one.
We
will
bring
back
to
you
for
considerations
and
there's
a
recommendation
that
the
committee
will
make
that
decision
and
then
we'll
figure
out
the
process
has
worked
really
well.
We
always
get
great
input.
We
always
get
great
participation.
C
I
believe
the
way
we
run
this.
We
always
give
great
opportunity
for
voice
and
we
listen
to
the
voice
and
that's
the
different
calendars
that
we've
proposed
for
voting
right
now.
Isn't
that
accommodating
most
of
the
requests?
However,
if
we
were
to
accommodate
all
of
the
requests,
we
would
start
after
labor
day
finish
before.
C
For
dates,
we
always
try
to
accommodate
the
survey
results
with
when
folks
want
to
start
what
day
they
want
to
start.
So
we
always
give
options
right
now.
The
parents
would
absolutely
like
to
start
on
a
monday
or
staff
would
like
to
start
on
a
wednesday.
So
we
get
two
options
this
year
with
christmas,
falling
where
it
does
it's
interesting
to
where
we're
either
going
to
get
out
the
18th
around
the
18th,
which
means
we
come
back
early
in
january
or
because
of
where
christmas
falls.
C
We
can
technically
go
into
that
next
week,
up
till
the
22nd
or
23rd,
and
then,
by
doing
that,
we
push
out
them
into
the
second
work
of
january.
We
always
look
at
even
out
the
quarters.
C
We
always
want
to
even
out
the
semesters
we
like
to
have
continuous
instruction
as
much
as
we
can
with
very
little
interruption,
and
so
we
always
strive
for
that,
and
not
very
many
days
off
yeah
like
friday,
friday,
three
weeks,
so
we
try
to,
and
actually
all
of
the
proposals
this
year
have
lined
up
with
what
other
districts
around
our
area
spring
break
is.
So
that
will
be
a
thing
and
then
folks
absolutely
want
to
get
out
the
former
world
bank
this
year
we
haven't,
have,
I
think,.
C
E
C
C
Madam
chair
trustee
voting
that
we
do
not,
and
it's
interesting
that
right
now,
if
I
was
to
cut
the
voting
off
right
now,
elementary
participates
very
very
well
secondary,
is
the
folks
that
we
need
to
sort
of
remind
and
encourage
to
participate,
and
I
would
say
this
for
everybody
to
hear
that
if
you
don't
participate
at
the
secondary
level,
elementary
folks
will
then
determine
what
the
calendar
is.
So
it's
important
that
we
have
voices
from
wall
and
we
do
open
it
up
to
all
bus,
vital,
certified
all
staff
all
administrators.
C
Can
you
tell
us
really
quick?
Ms
knows
what
do
we
have
to
have
on
the
gentleman
the
question
not
a
chair
right
now.
Our
negotiated
contract
calls
for
183
days
and
that's
what
we
are
obligated
through
the
contract
to
provide
certified
staff.
C
Of
certified
contractual
days
of
certified
staff
within
that
we
have
171
instructional
days,
10
days
are
provided
to
our
certified
staff
for
direct
direct
direct
directed
time.
Thank
you
for
pd
for
meetings
for
back
to
school
opportunities
within
the
district
and
within
school,
and
then
we
also
have
six
non-directed
days.
Four
previously
called
work
days
for
teachers
them
to
still
be
under
contract,
but
that's
when
they
have
opportunities
to
work
under
their
professionalism
to
do
grades
and
get
their
classrooms
ready
and
do
what
they
need
to
do
to
get
ready
to
teach.
C
F
C
The
fact
that
I
think
we've
learned
a
lot
from
the
pandemic,
especially
with
technology
to
where
we
don't
have
to
wait
for
a
day.
Nor
should
we
wait
for
a
day
to
communicate
with
parents,
it's
ongoing
and
that's
what
we're
fighting
every
website
for,
and
we
have
folks
that
are
communicating
with
parents
early
in
the
morning
late
at
night.
So
instead
of
establishing
a
day
where
all
of
that
happens,
we're
going
to
encourage
and
actually
require
folks
to
communicate
throughout
the
year,
and
I
think
that
conference
should
be
you
better,
be
good.
F
B
C
F
F
C
C
Okay
and
then
we're
going
on
to
our
next
item
number
four
research
on
start
times.
Thank
you,
madam
share
and
trustees.
I
I'm
going
to
begin
providing
you
with
some
research
on
startup
times
when
it
comes
for
a
young
adolescent,
adolescent,
so
for
more
than
two
decades,
sarah's
research
on
start
times,
further
middle
school
and
high
school,
and
it
does
make
a
difference,
and
so
I
provided
you
with
some
research
that
has
come
out
just
again,
verifying
that
it
does
start
time
that
high
school
really
matter.
C
If
you
haven't
had
time
to
read
it,
that's
fine
you're,
welcome
to
read
the
conclusion.
This
is
a
research
report
jody
and
I
coming
to
lisbon.
23
years
ago
we
were
able
to
listen
to
daniel
pete
and
I'll,
give
you
his
research
as
well,
but
he
also
spoke
to
if
you
wanted
me
to
a
significant
difference
in
how
your
students
are
doing
in
the
secondary.
C
O'clock,
you
know
they've
been
probably
about
the
regular
sets
for
two
hours,
so
I
I
want
to
present
this
to
you.
I
visited
china
for
the
children
school
district
and
they
have
a
late
start
time
for
the
secondary
students
so
we'll
I
would
just
I
want
to
put
this
out
there.
Let
me
know
that
we
are
talking
about
it
with
administrators.
C
Looking
for
feedback,
probably
one
of
the
number
one
questions
you
may
have
athletics
and
after
school
activities.
How
does
that
affect
them
and
it
really
does
depend
on
well,
I
guess
it
depends
on
priority,
but
then,
when
does
the
start
time
start,
and
one
is
the
end
time
end
and
there
are,
there
are
more
there's
more
than
one
school
district
in
the
state
that
runs
their
secondary
leader
in
their
elementary
and
they
are
still
able
to
make
it
to
their
sports
activities.
C
They're
able
to
figure
out
their
schedule
comedy
for
the
athletes
and
organizations,
and
I
mean
when
we,
our
student
council,
actually
single
class
during
the
day.
So
it's
they
don't
need
necessarily
meet
after
school
for
that
class
and
it's
built
into
their
schedule.
There's
ways
to
look
at
that,
but
I'm
I'm
just
planting
a
seed,
I'm
not
sure
if
families
are
ready
for
that
switcher
room.
C
I've
heard
a
lot
of
there's
a
lot
of
information
about.
You
know
having
your
kids
start
living
in
the
day,
especially
the
teenagers,
they're,
talented
insomnia,
just
different
things.
You
know
and
yeah
sometime
that
we're
getting
to
to
those
conversations.
Well,
we
can
always
look
at
the
research.
It
was
interesting.
I
think
it
sparked
my.
A
Time
do
the
schools
start
electric
second
engineer,
high
school.
C
C
A
few
minutes
later
in
the
afternoon
just
being
spring
started:
yeah
they're
on
the
they
have
the
same
minutes
and
structural
minutes,
and
we
ran
up
the
same
so
that
the
students
transitioned
from
proper
way
and
hopefully
we'll
be
able
to
bring
students
to
use
the
cte
program.
So
we
really
want
candy
springs
to
probably
have
the
same
schedule.
C
A
A
C
C
C
B
C
Yes,
madam
chair
and
trustee,
so
I
just
I
updated
it
from
southwest
district
health.
I
don't
know
if
you
had
a
chance
to
see
the
dashboard.
I
appreciate
that
they're
keeping
this
updated.
I
look
forward
to
the
next
week's
for
this
next
week,
so
they
what
comes
out
I
do
want
to
let
you
know
about
some
plans
that
we
are
discussing
with
administrators
now
and
it's
in
our
discussion
about
learning
gaps
program
plans.
We
recognize
that
there'll
be
some
learning
gaps,
so
children
are
now
getting
ready
for
next
school
year.
C
We've
had
discussions
about
the
summer
bridge
program.
What
that
would
be
is
like
a
week-long
boot
camp
principal
swan
is
here
and
he
may
be
able
to
speak
a
little.
I
might
call
him
sure
to
speak
to
like
what
could
we
do
today?
F
C
Long
half
day,
seventh
graders
come
and
they
go
to
a
science
camp
and
then
the
science
camp
that
they're
working
with
the
science
teachers
from
syringa
they're,
also
working
on
some
math
that
might
have
that
major
measurement
and
ratio
proportion,
which
is
really
an
area
that
we
can
improve
on.
You
know
so
they're
failing
on
those
fields,
doing
something
that
is
engaging
in
a
science
way
as
well.
C
A
Yeah,
so
we
have
shared
it
with
our
staff
and,
to
be
honest,
that's
the
first
step
of
ours
is.
A
C
B
A
So
we're
getting
a
lot
of
people
excited
about
it.
Our
next
step
would
be
to
get
the
kids
excited
about
it
and
get
the
parents
excited
about
it.
We
are
going
to
go
about
it
in
a
way
and
we're
not
spitting
it.
We
really
would
like
to
offer
this
to
our
kids,
similar
to
what
we
do.
C
It
might
cost
you
two
to
three
hundred
dollars
for
your
kids
to
attend
college
school
district
come
and
be
a
part
of
this
camp
hands
online
for
a
week.
Your
kids
will
really
benefit
at
times
yeah,
so
we've
got
about
a
week
at
a
time
a
half
a
day
so
that
it's
not
taking
like
a
student
name
that
might
be
all
that
they
think
they
can
muster.
C
And
then
we've
also
talked
about
offering
an
elective,
something
that
is
maybe
a
little
different
than
just
math
science,
social
studies
and
english.
But
those
are
conversations
one
of
the
the
neat
things
that
I
know.
You've
just
talked
about
that
math
and
science
institute
before,
but
it's
two
weeks
after
school
gets
out.
They
bring
the
kids
back
for
another
week
of
the
instruction
they're
always
worried
that
the
kids
won't.
A
Enjoy
it
or
they
won't
want
to
do
it
the
following
year,
but
at
the
end
of
every
one
of
those
weeks
you
know
you
talk
to
the
kids,
they
all
hey
get
me
signed
up
for
next
year.
I
can't
wait
to
go
to
next
year
and
it's
just
not
you
know
it's
not
a
week
full
of
games,
it's
a
week,
full
of
learning.
So
I
think
if
we
can
put
it
together.
C
C
Yeah,
I
think,
and
principal
swan
and
principal
are
working
together
to
kind
of
see.
If
it
comes
down
that
we
have
student
interest,
that's
overwhelming,
we
may
have
to
figure
out
those
classes
and
maybe
jefferson
and
surrender
yeah.
We
don't
have
some.
We
have
13
surrounding
teachers
that
are
interested
in.
That
jefferson
is
also
asking.
So
we
were
thinking
it
depends.
If
we
didn't
have
a
maybe
we
have
100
students
who
are
interested
in.
F
C
Have
to
work
all
day,
but
because
they
only
take
a
week
at
a
time
and
when
we
first
brought
this
up,
we
brought
it
to
the
teacher
superintendent
council
of
the
teachers
that
we
were
disappointed
and
they
gave
feedback.
You
know
if
I
knew
I
didn't
have
to
it
wasn't
all
of
june.
It
was
a
week
in
june,
a
half
of
a
half
a
week.
C
The
planning
process
is
getting
feedback
from
principals
and
teachers
to
where
we're
at
we,
we
will
be
offering
an
eighth
to
ninth
grade
bridge
class
and
we
asked
principal
swarm
and
mr
wonderlic
to
give
some
recommendations
of
needs
of
students
that
you
know
that
might
need
that
extra
boost
between
the
eighth
grade.
Learning
to
the
ninth
grade,
that
you
know,
we
just
wanted
to
be
successful
as
a
freshman,
so
we
offered
that
last
year
it
was
planned
to
be
in
person
and
it
had
been
virtual.
C
C
So
that
is
the
plan
as
we
go
forward
as
part
of
the
operation
plan.
Those
funds
are
coming
from
esra
funding
to
be
crazy.
B
C
That
credit
recovery,
those
are
for
students
who
are
not
quite
on
track
for
graduation,
who
might
need
to
pick
up
one
or
two
credits
that
they
could
actually
graduate
by
june
of
this
coming
year.
They
just
needed
one
or
two
credits
for
them,
or
it
could
be
students
who
are
like.
I
may
need
one
or
two
credits
to
get
back
on
track
for
graduation,
so
they
have
failed
the
class
and
they
are
going
back
retaking.
That
class.
F
F
C
Know
the
fact
that,
and
she
said
that
he
loved
going
to
these
summer
programs-
you
know
that
that
it
just
helped
him,
and
you
know
sometimes
these
kids.
You
know
they
think
this
is
what
I
need
to
do.
What
I
got
to
do
and
then
life
throws
in
the
curveball
and
then
all
of
a
sudden.
You
know
we
the
the
great
thing
is
we
have
these
programs
in
place
that
can
pick
them
up
and
and
take
them
to
their.
C
C
C
C
B
C
F
C
That's
great
okay
and
now
number
six
future
agenda
items,
there's
one
that
I
didn't
want
to
put
on
there.
Madame
clerk
is,
you
know
we
need
to
get
if
we
can
get
chrissy
we
want
and
invite
her
to
start
on
our
manchester
united.
I
apologize
she's
scheduled
for
our
april
work
session.
Okay,
perfect!
Thank
you
guys.
C
C
A
The
water
bottles
they
came
back,
we
used
to
put
on
youtube
we'll
get
back
to
those
days.
E
F
A
Career
day,
and
so
that's
something
that
we
would
have
over
50
guests
from
the
community,
that
would
come
in
and
speak
to
our
kids
about
different
careers,
and
so
we
started
to
make
the
bottles
as
just
a
little
token
of
our
appreciation.
So
we
have
a
bunch
of
leftover
bottles
that
we
were
able
to
get
your
way
and
then
our
counselor
put
together
some
of
those
all
in
all
the
time
stickers.
That's
just
saying
that
we
have.
I
love
that.
C
C
Okay,
so
let's
see
information
only
first
of
all
our
next
meeting
is
in
april.
That's
right,
so
we
have
some.
C
Okay
information
only
march
15
2021
is
when
our
fourth
quarter
begins
and
march.
15-19
is
parent-teacher
conference,
current
teacher
communications,
all
right,
okay
and
then
spring
break
march
22nd
to
the
26th.
I
want
pictures
and
march
29th
is
when
our
students
return
to
school
and
they
will
be
returning
to
school.
Four
days
a
week,
yay.
E
C
Everyone's
happy
about
that,
so,
let's
see
any
other
information
only
other
than
today's
dr
prince's
birthday.
C
I
think
this
birthday
is
much
more
gleeful
than
last
year
like
a
year
ago.
Oh
yes,
we
were
talking
and
oh
my
gosh.
Yes,.
C
F
D
C
Okay,
so.
A
C
A
C
A
The
patrons
have
approved
so
we
just
appreciate
our
patrons
for
approving
that
to
allow
us
to
you
know:
let's
give
more
life
to
our
schools
in
this
case
to
surrender
middle
school.
So
we're
happy
for
for
that,
and
it
just
adds
more
longevity
to
our
buildings
and
there's
a
good
strong
buildings,
and
we
just
keep.