001Okay, we'll go ahead and call this meeting to order. It is 6 o'clock. Welcome everyone. Please rise for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Please be seated. [clears throat] Um, I do need a motion to amend tonight's agenda to add the IBV workshop on at the end. Should we have time? >> So, moved. >> Second. >> You have a motion and a second. All in favor say I. >> I. I. >> Any opposed? Hearing? None. The motion carries. Uh, I do need a motion to approve tonight's agenda. >> Second. >> We have a motion and a second. All in favor say I. >> I.
002Any opposed? Hearing none, the motion carries. First item up is the action plan for 5-year facility plan. Um, can you help me understand why we want to approve something when we don't have the money yet? >> Absolutely. Yep. Um, I believe that it would be in everybody's best interest for the board just to have some action on the record. um that this is a plan that the board created uh along with the district office. What I would request specifically is that the board approve this plan as what we would use the funds for should the plant facility levy pass. uh and then even include in that approval that we would still review the plan annually um each June in the budgeting process to make sure that we're uh updating it accordingly um as cost and
003and as priorities might fluctuate. So what this provides for us is is something where we can we can show the community that this is a board approved plan. >> It's open for discussion. I think we've already sort of shown that by just the workshops that we've had. I mean to approve dollars and stuff 5 years out I I just don't think that's very wise. Um and we this is what the board worked on with I mean I think that shows good enough. The board's already done that work and these are the things. Um but once the funds are there and we actually sit down and make sure that you know plumbing is going to come in at 408. If it comes in at 508 okay now we have to do something else. So I mean
004it's also preliminary. You know this is what the board would like to do. I think we've already done that to just say yep this is great for 5 years >> by participating in creating this plan. I I would agree with Trusty Gryom that my concern especially because of how the school modernization projects are coming in >> over the intended [clears throat] >> right >> original plan budget plan. Um I just really have a hard time putting setting numbers. Um, yes, this is our plan. This is what we intend to do. And I I won't have a problem probably even approving the first two years once we know that our plant facility levy. I just >> is there a reason that you know when it's presented to the community because I know that we have the
005one more um >> workshop >> yeah or town hall right >> that you know the discussion is that you know through workshops and discussion these are the items that the board would foresee being a priority, but I I just I don't want to I don't agree in uh saying this is where we're going to put money that we don't even have yet. Um because like Trusty Bane said, you know, the the school modernization funding is over budget. I mean, we're we're not hitting the marks that we said we were going to. And you know that's got people kind of frustrated in the sense of thinking that we're spending more money which we're not. We were bound by their requirements. This isn't something that we did. >> We met their requirements and that's what we did.
006>> Unfortunately with uh the climate and culture that's within society right now where everything's just going that's not within our control. And I don't think it would be smart to say, "Well, this is what we're going to do." And then um before the plant facility levy has even gone before the voters, um because if if they say yes and they support it, we can come back and say for year one, this is what we're approving. >> Um and then, you know, we have items that we would like to hit for two through five, and then when year two comes around, we're like, year two, this is what we're approving. Right. >> On top of that, I mean, it has come out that we can't encumber other boards to be required to do something we said
007that's what we were going to do. >> Yeah. >> So, >> well, I can completely respect all of that. Um, th this is a little bit of a formality. We've already had one town hall that I believe was had a pretty good turnout and was a pretty successful conversation without this being formally approved, right? We had just had the workshop. And so, we can definitely communicate that to the community. Um, you know, I mean, I in our first town hall, there was some feedback and some questions about uh, you know, like what sort of assurance does the community have that the projects that we say we're going to do are going to be done, right? >> I think our history proves that though. They have no assurance. No administration in the first three years I
008was here did anything they said they were going to do. And if the community and the people in the district can't look around at what this board did and where it pulled money and fixed our buildings that were rotting to the ground, I mean to say what the asurances that people act like this board has just spent ridiculous or not been prudent with the funds that the community has given us and it's totally to the contrary. We have not only continued to operate the district on an upward trajectory. You can look at the facts that prove that. Not only that, but we've done the upward trajectory on everything test scores to buildings on less funds year after year. And if that's not enough for the community than nothing is. Yeah. We we can't say okay
009to this and then when we go to look at it, we come in hundreds of thousands of dollars over because then we're going to have to look at the prior years that we quote already approved and undo that. It's just not I mean this board has been very prudent in handling the taxpayers funds and board. You know, I can't help it that there's a handful of people that choose to say otherwise. the facts do not prove that at all. >> Well, I and again, I can completely respect where you guys are coming from. Um, and I certainly don't intend to pass along a criticism that I I just aim to let you know where I'm coming from with this request. >> Uh, if the board feels like you can comfortably stand behind this based on
010our conversation in the last workshop, then we can absolutely leave it at that. I would move that we table this until after the vote. >> Okay. >> So, we have a motion to table this plan. >> Yeah. I'm just trying to think of another way that we could, you know, assure people that we're going to go with this plan. without a formal approval. Um my other concern mostly is you know as as we've already mentioned the modernization projects that have been started >> have almost all come in over. So how many more of those projects that haven't even been started yet >> are going to get bumped? So then they may we may need to move them to the top of this list of of projects because they are a priority for you know getting
011our our school buildings up to up to snuff or you know up to that good rating. So, um, I will second for lack of another avenue of of approving this in a solid way without a a formal approval. I will second this motion. >> Does she have something to say or add to? >> Well, how is this being presented to the to to the public? Is this saying here's the numbers we're going to do or is it here's a framework we had to come up with that shows where the priorities are. >> We don't even know if the levy is going to pass but you needed to know what our focus is. >> That's all this is. This is the framework of where we had to set the numbers. >> Yeah. >> To be reasonable,
012rational, whatever. >> Yeah. And I definitely invite uh Trusty Bane to uh contribute like we were both at that town hall, but the way that it was presented was that I encourage folks to think about this more like a facility plan priority list. >> Um we talked specifically about the modernization funds and how [clears throat] um we have been very diligent in how we go out to bid, but because of that time frame that passes, things inherently go up. Like we we know that we're all living in a in a situation in our country where inflation is is happening. Um, and so I I believe that that was pretty clearly understood in the room that these numbers we talked about were based on current figures based on most recent projects that we had. We did
013some research there. >> We also talked very clearly about the fact that we can't go out to bid years in advance. Right. Right. And so that's another thing from the first town hall that we addressed was these these aren't specific dollar amounts or specific figures. They're relatively general because we're not going to go out to bid 2 years before we expect to do a building's carpet. Um, and so we're just forecasting. >> They look kind of specific. 968,640. >> Yeah, when you're looking into $2 or [clears throat] >> $4. Yeah, I you're right about some of those. Um, and maybe that's because we've had more recent projects where they are a little bit like those electrical upgrades. Um, in fact, the reason why those are specific is because those are left over from the modernization.
014We actually I think we actually have a bid for those things. Um, but as we go a little bit further down, a bus 175,000, portable classrooms 500,000. Um, a roof you know one and a half million. So, I I think that as we get further away, that was the point just to say that we're really doing our best to forecast. So, um all of that said though, I mean, I I I can respect I can respect that completely and we'll continue to communicate about the plan the way that we have. >> Okay. So, we have a motion uh and a second. All All in favor say I. I. >> I. Any opposed? Hearing none, the motion carries. So, this item will be tabled until after um the election. [clears throat] >> Next up is a
015fiveday vote. >> No. >> Oh, abstained. Okay. >> All right. So, four in three in favor, one abstained. I apologize for the I didn't hear I didn't hear him either and I didn't see a hand, but I didn't even acknowledge it. >> Okay. Thank you. >> All right. Uh moving on to the five-day calendar. Uh I I think this is mostly very straightforward. Um we're just seeking approval for this. One thing that I am going to ask the board for um that that is a recent addition is we've become aware that the state of Idaho is actually offering um to provide some PD for educators around the state on what they consider the dis or the statewide PD day, which is the first Friday in October. Um, we investigated a little bit today. We actually
016have enough instructional minutes built in to also take off the first Friday in October for professional development. That would be October 2nd. >> Okay. >> Um, and so I'm asking for for this calendar to be approved knowing that the one amendment that will come as October 2nd would be for professional development and would not be a student contact day. >> Okay. >> We can just do that with the with an adjustment now. >> Correct. We can just we can just do it that way instead of having to >> amend it. We can just make that >> if that's what we >> right if we so choose to do so. >> And just a little bit of context so you know why this is coming in last minute. Um it's been a couple of years since
017we have aligned ourselves with those state professional development days just because we there wasn't a reason to. Um it was much easier to do our own in-house thing. Um aside from the fact that our capacity is a little bit limited with that right now. Um the offerings that the state is exploring like they are just really increasing [snorts] I think the quality and quantity of those opportunities. Um we've experienced that in other areas throughout the school year. We've been really impressed and we've definitely benefited from participating in those programs and so we have a a renewed confidence and excitement that it will be worth it to align with their >> PD. Okay. So, are we going to trade a different day? [sighs] Well, we would not have to because right now we have enough instructional
018minutes to just go ahead and take the day >> and that accounts for snow days. And >> I was going to say, how will that influence? >> Yep. I believe that we would still have two emergency school closure days left over. >> Okay. >> So, by not taking it, we have three. Is that what you're saying? >> Correct. So, I'm just curious. There's several months um January, February, March where we have the Friday off. I understand that it it's the day following the end of a quarter or a trimester. Um are those not they're teacher contract days? Yes, >> they are. those are designated as teacher work days. Um, that's something that I believe has well and I need to double check this because I can't remember the specific reference. I believe it has been
019in the negotiated agreement that those are actually no meeting days for teachers. So, they are intended to just be work time for them to at the end of the semester or trimester get their report cards done. Um, valuable time for teachers. Like that's definitely something that they need time for, but it's that's the reason why we cannot look at those days and use them for professional development. >> Yes. No, I just was making sure that I knew the difference between just those teacher contract days versus PD days. So, >> and what was the one day? What was that? You said October >> October 2nd. It would be the first Friday in October. >> Okay. >> I am curious with I don't recall it being this spread out, but with Mountain View's last day being May
02027th, waiting until June 4th for graduation. It's usually like back to back and I realize that has to do with facility of involvement. >> Um I just >> Yeah. >> Hopefully we'll be able to go >> that that's a really good question. Um and and honestly I can't give you an exact explanation for why that is right now. Um I either e either I don't remember or I'm not quite sure how we landed there. >> Okay. Uh this year we did have to this this is something to celebrate. We had to move Mountain View's graduation to a bigger facility because we have so many seniors graduating and so that's an outstanding thing. Um but moving that graduation to the main Post Falls campus at at Real Life is >> they're they're booked up and so
021that's a likely explanation for why it is different. >> Okay. >> Um one other question. So the May 21st is a blacked out day. no teacher and no students. Why is May 21st just a it's just a day off? >> What is the specific on that one? Because it's not the Friday before Memorial Day, >> right? I had the same question. So, um the way that it works out, uh ultimately it's because of the number of contract days that we have for teachers. We have 190 contract days. If we take one day off in May or or anywhere that's just a no contract day, that helps us land where we want to land in terms of start dates and end dates um for the whole year. The reason why and it sounds like this has
022been like 10 or 12 years running that we've had this May date off. Um and the reason for choosing May is because there are so many spring tournaments that happened that day that the district just found that we were spending so much on subs. And I mean essentially it was in some buildings some years it was kind of a throwaway day because of the number of coaches absences and things like that. Um so whenever you factor in all of the students that need to travel and are going to be absent it just it made sense to put that [clears throat] day just as a blacked out day. Uh there there definitely is some history there. I mean, whenever I inquired about it, it sounds like this has been ongoing for years and years. >> What
023is a teacher flex day? >> Uh, a teacher flex day. Uh, you're probably looking at November. >> I am. >> Teacher flex day. Uh, means that that if you actually just count those days, they would be included in a teacher's 190day contracted time. but we're flexing that time out because they have worked evening conferences. Um, and so, uh, again, that that has been the case for years where we have allowed all of our staff to take all five days off the week of Thanksgiving. Uh, that keeps us in alignment with the districts around us. >> But there's no students then, correct? >> No students. Okay. Correct. >> Yep. No students. And that's why we require our teachers to work very specific hours on those evening conference dates. Is there any more conversation on the calendar?
024on you, Jeff. >> Nope, I'm good. >> I would move to approve um the calendar as presented with the um understanding that October 2nd would be a professional professional development day for teachers. So therefore, students would not be in attendance that day. >> I'll second. >> We have a motion and a second. All in favor say I. >> I. >> Any opposed? Hearing? None. The motion carries. >> Thank you. >> You're welcome. >> Um, really quick, now that that is approved, um, I think I mentioned this in the last board meeting as well, but we plan to post a very simplified version of this on our website for parents. um that does not get into all of the colors and PD and all of that. It'll just show is this a student day or is
025this a non- studentent day just just so that it's a little bit easier to read and understand. >> Perfect. >> Okay, moving into the discussion item of the 360 valuations. Um Trusty Quimby asked for this to be on the agenda and he's not here this evening. Um, and the intent was just to kind of get an understanding on the 360 evaluations. Um, because it was our understanding that these are done annually, but you're saying earlier you had mentioned they're they weren't done last year and we are not going to do them this year. Can you kind of explain why? >> Yeah. So, um, for years administrators were a 360 evaluation, which is a survey that goes out to all of their staff, um, in the building or for directors, their whole department, uh, was administered
026on their behalf. And so those principles didn't actually own it or sift through the feedback themselves. That was like the district office sent that out on their behalf to get the feedback. Um, that happened for a couple of years. with a change in leadership, the style of it just really changed. And so, um, the term 360 went away. It the those surveys that were sent were no longer about individual people or leadership in the building. It was about systems. And so, it became very broad. Um, uh, it it became very broad. It it was much questions would be like do you feel like you get support through the PBIS system for behaviors in your classroom as opposed to do you feel like your principal supports you by doing [clears throat] um and so we did
027that for a little while. I would say the significance of those surveys just became kind of less and less over a couple of years. Uh this year it was my intent to reinstate those surveys more like the original 360s. Um as we got a couple of months into the school year. Um so I actually built that into all of the principal evaluations that I do. >> Mhm. >> Um knowing that we are kind of baby stepping back to a system where it is district controlled, district guided, all of that. I just made the decision to turn it over to the principles and say, "Hey, this is a year for you to kind of build back towards this because people were in different states of being comfortable with that feedback and we're just rebuilding a system."
028Um, and so all principles have that feedback that will be a part of the conversation in their evaluation. Um, it was up to them to I mean I was aware of these things and approved them before they went out, but they got to craft those questions based on what they thought was relevant to our building, based on their goals and what they were working on. Uh, and then the idea is that next year we've kind of taken this halfway step and and next year we can go back to a full what we know to be the review. So all of the building principles drafted their own evaluation basically um or survey not evaluation survey and sent it out to all their teams. >> They had the option to craft their own. Yes. A lot of
029them just sent the draft that I created for them as an example. Um but some buildings chose to do it a little bit differently. >> Okay. But they all did it. >> Correct. >> Okay. >> Yes. Do you think you can gather that information and present to the because the understanding is is that you know we have taken the opportunity to have conversations with administration to understand um their needs and how we can help meet them as their board, the board for the district, whatnot. And so without with not wanting to have sessions with all pods of teachers, if the teachers input is what is going to help us understand the cultural perspectives within the building, can you just report back to us what you're finding from the evaluations or the surveys that went out?
030>> Yeah, I mean I can absolutely do that. Um, I want to be really careful to not overpromise, I guess, what specifically that looks like. Um, and and it's not out of it's not out of any desire to withhold information from you, but I also >> I believe that what makes me effective as an evaluator and as a coach is that trust relationship between me and the principal. And so I I just take that very seriously that I want to keep that information. >> Whenever I tell them you don't need to worry about the survey, I'm going to get it and you're going to see it and that's where it lives and it's there for feedback. Um I I want to be able to mean that. And so will I communicate with the board? Absolutely.
031I mean if and if I ever have things to celebrate or things that are concerning that that's something that I need your support with anyway. And so I I think I would naturally need to communicate that information. >> Okay. What I don't what I want to be careful about is I'm happy to promise to keep you in the loop. I think that I've done that so far um and communicate very openly with you guys, but I also don't want to give any impression that I intend to just hand over the survey results. Um >> and that's not necessarily what I'm asking for. >> Sure. Um, just as a I am at a loss for words because this wasn't something that I wanted to bring forward. Um, it's just getting an understanding of like your question,
032are the teachers feeling supported? >> Yeah, absolutely. I mean, from some of the emails that we get, there could be, you know, cause to for concern that they're not. And then there's also like, yep, everybody's, you know, nailing it. Mhm. >> So, just getting a >> uh not a report, but just communication, you know, letting us know, >> you know, these this was the highlight from Betty Kefir. This is where Betty Kefir is going to focus on improving. [snorts] >> This is the highlight from TMS. this is where they're going to focus on improving or they don't need to improve because you know their principal is the best. >> Sure. >> Do you understand what I'm saying? >> I I do understand. Yeah. And and I also don't mean to react in such a serious
033way either. I just uh I mean we all know a lot of people watch these meetings and it's very important to me to not give the impression to anyone that um that that information is outside of that coacher coaching and evaluator relationship. So >> um I believe that the information that you just gave as an example is something that the board needs to be privy to like we need to know about um from the governance level what is happening in our buildings and do we have anything that needs to be addressed >> right? Um, so yeah, I mean I'm I'm comfortable being open with you guys about that. Absolutely. >> And it also gives us reassurance when we hear things. We can say, "Oh, no. You know, Jake's fully aware of that. He's got it
034handled." Or, you know, instead of just, >> "I don't know anything about that. I don't know." Right? You know, >> it's just really hard for us to say, >> "I don't know. I didn't know anything about that." Yeah. >> So, just knowing and being able to for us to be able to respond. >> Okay. >> Well, >> yeah. >> Got it. >> There we all know you're not going to please everybody. Never. Ever. >> Right. >> But um the unfortunate reality that we've ex Well, I'm not speaking for all of us, but that I've observed we've all experienced is that, you know, everything comes back to us cupcakes and roses. Everything's perfect. that's not real, especially when we're getting emails. And so that's why I'm just saying maybe if there's a positive and improvement or
035this is what we improved on this year, this is what we're going to focus on more this next year so that we have sort of an understanding of how the cultures are melding together and how they're writing their ships, if that makes sense. >> Yeah. Is it >> is the balance shifting one way or the other kind of like >> things are going >> from well to >> okay >> to bad okay >> well and I know we have two new principles this year. Um so it would be really good to get a perspective from those buildings of you know how does their staff feel the culture within the building is melding under the new leadership >> um because that's that is significant >> and I do think that's something that we should be kept
036a breast of. So that's all that's >> sure. Okay. Does anybody have anything else they want to add on 360s? >> I think just part of the reason they sort of I I didn't know that they went completely away. I didn't either, >> but I I think part of the reason was there was just so much uh data gathering with the um Charlotte Danielson and 360s and surveys and I mean there was just so much that it it it uh became where nobody wanted to participate in anything because they were just constantly being surveyed and asked and fill out and instead of giving like Michelle was things sort of giving an overview of, you know, how is the culture going in the building because you can tell, right? I mean, if this if the school's
037doing really well, if it shows on everybody, the students, the staff, you know, or, you know, what's going well that maybe somebody else could learn to implement or um let's not fill the glass cuz we don't want to keep doing it. But I think that's where the 360 thing sort of went away because um people felt very uh overwhelmed with the whole prospect and making sure that um all of their artifacts and everything was >> Yeah. And I think that sometimes it was so cumbersome that it it no longer was meaningful, >> right, >> in ways cuz it just was such a task. there's the >> going through the motions because there Yeah, there's just so much behind it. So that was >> and we've always been of the mind typically the board of trying
038to uh lighten the load on the teacher so they have more time to teach and more you know facetime with the student instead of collecting data, doing surveys, filling out this, filling out. I mean, I understand some of that is needed, but you know, and and thankfully, I think with the SIP plan going away, it'll alleviate some of that because all that data won't have to be collected, you know, but at the same time, I don't think that we need to just bounce back in because all that data collection went away and make more data collection, you Well, well, one thing to add to this conversation is that we have really um I mean I think cleaned up our evaluation tool as well. You guys are exactly right. I mean, we went from a document
039and all of this was well intended. So, I don't I don't even mean this to be critical, but we went from a document that was more like a portfolio that would end up being 50 60 pages >> 70 to 80. Yeah. >> Let's not simplify it. >> Yeah. Yeah. um it was very lengthy and very cumbersome, right? >> Um to a a very different platform uh I don't know if you guys remember this or were aware of this, but we actually piloted a state platform called to know me uh last year. Anyway, it was it was really uh it was really interesting and we decided not to go with that. And so this year what I did is I just I went back to exactly the state statute language and our evaluations are called evaluations.
040They're not called IPLPS, >> right? >> The IPL is just a part of the evaluation that we make sure to include so that people can advance and it's >> it's still an outstanding coaching tool and that it relies on the Danielson framework and that's why that framework was created was to coach teachers to be better. >> Exactly. Yes. >> Um but >> it was a positive reinforcement, not negative, >> but it's it's it's a much simpler process and document. And so in terms of adding back a 360 evaluation next year and requiring staff to do that, I I don't think that that is going to be ultra burdensome um just because if we look at where we are today compared to six years ago, >> we're we're in the realm of five or six pages
041instead of 50 or 60 or 70 or 80, >> right? Yeah. On and on and multiple links, link upon link upon link, >> right? >> We know our links. >> Yeah. [laughter] So, we have really simplified and clarified that process >> um in in really the philosophy behind >> the the way that I've approached it. Um in fact, we just had a learning walk with our principles today and we were able to talk about this even more is that the evaluation process serves no purpose if we're not good coaches. Right. >> Right. And good coaches are crystal clear. Right. It's not about accumulating evidence. It's about knowing exactly what the expectation is and having somebody who has the courage to tell you where you stand relating, you know, in relation to that expectation. And so
042I think we're I think we're headed in that direction and that's where the 360s come in is we should want feedback >> on how we're doing. >> Absolutely. >> So, >> okay. >> Um, we don't have any dates to remember. That's so awesome. >> Would you like me to run through them real [laughter] quick? >> Sure. There are some dates. >> On the 11th, we have student hearing at 5. We have policy committee at 6:00. We have the IBB negotiations on Tuesday the 12th at 6:00. My understanding is that we will we had set aside the 13th and the 14th, but we will not be meeting them. >> Correct. Um the following week we have uh policy committee at 6 o'clock on the 18th and election day on the 19th. Regular board meeting on Wednesday,
043May 20th at 6:00 p.m. >> Everybody go vote. >> The 19th. Um just voting for >> since we have a an additional town hall at Lakeland High School on the 11th. Um I am not planning on attending next week's policy committee so that I can leave our our student hearing and go over to that town hall. Uh Tim is going to lead the charge and so he'll have it already underway and he'll do a great job with that. But um I don't plan to be at policy. >> Okay. All right. On that note, um does anybody have anything on dates to remember they need to bring forward? I need a motion to enter into executive session pursuant to Idaho code 742061 D. So moved. >> Second. >> We have a motion and a second. I
044do need a roll call vote. >> Trusty B. Yes. Trusty Brad. >> Yes. >> Trusty Thompson. >> Yes. >> Trusty. >> Yes. >> Thank you. >> Have a good night. >> We are in executive session. Good night. >> Do you want me to turn this off? >> Yes, please. >> Okay. So, we have come out of executive session. It is 8:26. There are no post executive action items. We are going to take a fivem minute recess and then reconvene for the IBB workshop. [clears throat] >> Here we go. >> We're rolling. >> So, we're back down to 13. I would like to note that I did um someone had changed the pupil personnel service. I it was certified people personnel service that was there. Um I just changed it and copied over the definition from
045the statute. >> What page is that? >> I'm on page five. >> I'm just telling people what I just did. >> Okay. So personnel who provide So pupil service staff are personnel who provide services to students but are not involved in direct instruction of those students and hold a pupil personnel services certificate. This position includes school counselors, school psychologists, social workers, nurses, aiologists, occupational therapists, physical therapists, and speech language pathologists. >> Perfect. Thank you. >> Okay, now we're going down to page 13. Is that correct? >> That's where we left off. >> Okay. >> Yep. >> Um, >> specifically on 5.2 prep time and class coverage. >> Okay. So, all certificated teachers will be granted one prep time per day um for at least 35 uninterrupted minutes for elementary and at least equal minutes to
046one class period taught for secondary. That's okay. >> Not used to this yet. It's like I'm not changing. I'm not >> Nope. Michelle's changing it. It's five. [laughter] >> It's each time just per short. An exception is when the teacher agrees to give up his or her prep time to teach another section. Um, I think we got to fix that again. That all all certificated teachers will be granted one prep time each day of at least. Okay. Of at It just sounds really weird. >> That's a lot of prepositions, but okay. Of at least. Uh, >> that's where commas are supposed to be. >> So, >> would it make more sense to say of 35 inter uninterrupted minutes? >> Yeah. Because that's what you're being granted is the 35 minutes. >> Yeah. >> So, yeah.
047prep time each day of 35 uninterrupted minutes for elementary and at least equal minutes to one class period taught for secondary. Now, here's a question. This I don't know if the at least is included because I know that sometimes teachers have two prep periods. >> That has to do with how the master schedule lays out. It's not like a teacher, you know, comes and says, >> but if they have an open spot, then that becomes a prep period is my understanding. >> I could be mistaken, but >> Well, I'm not I'm not aware of any specific situations where somebody just has an extra prep period that we don't choose to do something with. Um >> I was going to say and then they should be doing uh something else during that period rather than >>
048using it as prep time. >> Yeah, I'm sorry I talked over you there. Um, yeah. I mean, all of our schools are so full at this point at the secondary level where like we we're going to be adding a section of something, even if it's not a full section. Um, I we I don't believe that we have any teachers that have extra preps. I I I could be mistaken, but I I sure don't believe so. So, if we revised it to say all certified teachers will be granted one prep time um two each day 35 minutes for elementary and I think Ramona had it right equal to equal to 35 uninterrupted minutes for elementary and equal minutes to one class period taught for secondary. >> You could just remove taught I mean class periods class
049period >> still a block of time. >> Okay. >> Just for the ease of reading and they might want to put it back in. I don't know. true. An exception is when the teacher agrees to give up his or her prep time to teach another section. Halftime certificated or certified instructors are expected to teach three periods or 3 hours without being granted a prep time. Prep times for certified teachers provided by classified specialist instructors will begin the second week of school and will end at the last day of the week prior to the last week of school. >> What does that have to do with >> that? Sounds like uh when they swearing in of the trustees of the January of the first after the first, [laughter] right? >> So for certified teachers provided by
050classified specialist instructors Okay. >> So, >> is I mean >> basically someone's stepping in to teach a class >> when they do their like special the specialists come in and teach their class and the teacher gets their prep time during that specific when the kids are doing something else with another teacher. >> That's not going to happen the first week of school or the last week of school, right? nailed it. So like >> and it's a classified specialist, not a certified specialist. >> Yeah. So like our librarians [clears throat] or library leads fall into that category. >> You see the last week >> certified [clears throat] specialist instructors. Are we talking now about the pupil service? Where do we go? That's Paige. >> No. So that's anybody who teaches a graded specials class. So, like
051all of our music teachers are certified teachers. Okay. >> Um they're not classified staff. >> PE should have a >> Y >> a definition of what a lot of these things are because I'm thinking of like meet new teachers or somebody new to the district. They look at the negotiated agreement and then they're trying to figure out >> where do I fit. >> Yeah. Well, or what the lingo is, right? Because not all of it is the same across the board. I mean, we I think we've gotten away from a lot of it, but I know we like to make up our own position names and acronyms and just a thought just to make the document easier for people to follow. Well, what's interesting is a teacher by statute means any person employed any teaching,
052instructional, supervisory, educational, administrative or educational and scientific capacity in any school district. So our specialists are are just lumped by statute into teacher. >> So what is >> well put it put it >> I I'm guess I'm trying to understand the certified specialist instructors will be in classes on the first day of school and it why is that under prep time and class coverage? because it it really has nothing to do with the schedule of certified or classified teachers. It's speaking to the fact that the negotiated agreement guarantees all classroom teachers a prep time. And this is just kind of the disclaimer that if your prep time is library one day, you're not going to get it if it's the first week of school or the last week of school. Um if it's a a
053prep any given day from a certified teacher, they they will get it starting day one and up to the very last day of school. I I understand the language in item C. It's item D that I'm trying to figure out. Why is that statement even there? Certified specialist instructors will be begin classes on the first day of school and end on the last day of school. >> It has nothing to do with prep time >> other than class coverage. You're covering the class from the first day of >> Yeah, that it just says that >> the last day of school. >> Trusty Bane, I've talked over you twice. I apologize. >> No, it's it's fine. the uh I think we were just talking at the same time. Um well, cuz item C is talking about
054prep time, >> you know, for the certified teachers provided by classified special. I mean, I get all that and they're saying, you know, just so you're aware as the teacher, the certified teacher, you know, you can't have this person step in until the second week of school and it was going to end at the last week of school. >> Yeah. A, B, >> class coverage. >> A, B, and C are all prep time >> items, whereas D is class coverage. So, it almost should just be a separate paragraph. Well, and I would just suggest adding the specific phrase prep time to item D as well because I think the intent of it is to say for those specials that are taught by a certified teacher, they'll provide your prep time starting on the first day
055of school. Um, >> so it still in my mind has to do with the prep time that's provided per the negotiated agreement. Um, it for whatever reason, you're right, on item D, it just it's not it's not set up with the same language of prep time. >> Well, Jeff pointed out to me that the title of this segment is prep time/class coverage, but this just seems like a so random statement that doesn't flow at all with prep time and it appears to be the only thing >> whose class down here. Well, I think what Jake's saying is that if you if you read D >> Yeah. >> more similarly to C. So if you said prep times for certified teachers provided by certified specialist instructors, >> correct? >> Those will be from the first day
056of school to the end of school rather than missing the the first week and the last week. Yeah, >> absolutely. Okay. >> So, that cleans it up and makes it make sense. Okay. So, when it is determined a certified certificated I hate that we bounce around between that. When it is determined that a certificated teacher believes a daily prep cannot Um, a daily prep time cannot be built into his slashh her schedule. The teacher will meet with the building principal to determine what options are available. When a certified special education teacher believes it is not it is not able to build >> they are not able it is not able >> that's um >> he she >> yeah we'll go back to the he she um >> th this is also the paragraph that we
057talked about um just very briefly possibly eliminating and then just adding a sentence to the previous paragraph that's specific to special ed teachers including the special ed director in the conversation. >> So except Kelsey's Okay. So Kelsey's point was that if it's a sped teacher, they're supposed to talk to the principal and the sped director. Mhm. >> But nothing they she just didn't think that we needed this whole entire additional paragraph, just that it could just be a sentence when the teacher is a >> the fact >> special education teacher. The fact that there are two paragraphs there in special ed is where it's more robust and descriptive makes it think that the following bullets apply specifically to special ed teachers when in reality we we want it to read that it applies to any
058certificated teacher. It could even just say uh special education teachers need to have the you know need to clear it through both the principal and the special education through is but okay [clears throat] not trying to get technical but Kelsey is the federal programs director. Is she also labeled as the sped director? Okay. Do we have anyone labeled as the sped director or is it just simply that the sped director is the federal programs director? Okay. >> Yeah. Okay. [snorts] Okay. Oops. Well, [clears throat] you could say if the certified teacher is a classified special ed teacher, then that teacher will also need to talk to the federal programs director in addition to the principal. Doesn't that kind of >> didn't I state? So, I said if the certified teacher is classified as a special
059education teacher, then the teacher will I just didn't throw in special education teacher. can but then the teacher will meet with the building principal and the federal programs director to determine what options are available based on the current weighted case load >> because that's I just >> because the weighted case then I think is >> is yeah >> can be important too so right >> I thought it said the same thing that below that's I thought it was >> I just simply added the current weighted case load >> okay >> so it's it is a kind of a duplicative sentence but there are two sentences with the The only caveat is sped has to have in consideration their case load. So the following options are to be considered by the principal andor the federal programs
060director. twice. Uh recommend to the superintendent that an additional FTE or partial FTE is hired. Recommend to the superintendent that additional paris support is hired. Um. Oh, you took the definition for pupil service staff and put it there. Oh, maybe I did that. What a bonehead. How did I do that? Delete. All right. recommend to the superintendent uh that the certificated employee be paid a stipen for working through his her prep at a rate of 6480 for the school year. >> Okay, just like 6840. >> Well, you know, there's a six, there's an eight, there's a four. You can put it however you want. I personally >> let's go with four68. Yeah. um for the school year. The stipen may be prrated based on the time a prep period has not been made available. So
061I think we need to determine we need to understand where that came from that number. Um that's a question for >> yeah if you make a comment there we can follow up on that. Oh, good lord. This keyboard is okay. Class coverage. Any certified teacher who during their scheduled prep period covers another teacher's class to allow that teacher to leave for an activity before the school day ends will be paid $36, two times the rate of one period of coverage. Based on the current guest, teacher pay per occurrence, provided it is approved by the principal and all district reporting requirements are met by both teachers. Leave for an activity. Um, I think we have to be very careful, which I'm hoping it's clarified in there. I don't know that it is but given the current
062state of affairs it can't be for anything it should be for anything union or association related >> for sure. So can we be specific and say extracurricular but then it might be some other kind of what other [clears throat] >> what other things would somebody >> you got a doctor's appointment you got you know [clears throat] >> if they're leading a professional development in the afternoon or if they're there there are some kind of less common things that come up. I mean, I guess my question is since since the law already is in place and it prohibits union activity, um, like do is it necessary to clarify here? >> Um, just a lawful activity. That'll do it. maybe an approved activity before the date >> because they would need approval from the principal anyway. So
063>> we could just say for an approved activity because then I mean no LEA is approved. So, and if they've already got, you know, their doctor's appointment or whatever approved by the principal, then it's approved. And maybe we just say for an approved reason rather than for an approved activity. You could just say activities in accordance with Idaho statute and then as long as it doesn't fall under that. >> But I mean I don't know that the statute governs if someone needs to take their child to the orthodontist and the only time they can get in [snorts] is at 1:00 in the afternoon. How? >> No, it's just the uh >> um >> contraindicated approved um what do they call it? call it um for I don't know that this is what it's called but
064I don't know. So allow that teacher to leave for approved time off before the school day ends will be paid. Cuz I I even think though like if you're a coach, you have to get that approved. >> Mhm. >> To leave the building. You can't just like peace out and hope >> your little students, you know, survive while you're gone. [clears throat] >> So technically it's approved time off. [cough] Excuse [clears throat] me. >> Is it time off if they're leaving to go do something that the district is still paying them to go do? >> It's still time off. It's either paid le leave approved to leave. So, it's either paid leave or unpaid leave. There will be some exceptions to that if they are um uh one example is like right now we have
065uh ALP teachers who will leave their building district approved to go help with a STEM day at another school. Like they'll all go there. And so those are things that need to be covered. Um, that's that wouldn't be time off or leave, but it would be an activity. >> So, I say we just say for an approved reason, reason, circumstance, situation, >> approved activity. Yeah, >> put it back to activity. >> I mean, what else could you call it? Cuz Yeah, I was thinking that, too. What if they had to run help somebody in a pep rally or something? I don't know. You know, they just had to leave to go >> for a few minutes or something or [snorts] I mean, who knows? Why? Approved. Isn't that what you're going to say? for approved
066activity. I know I was back. Do you want a list of synonyms >> for activity? >> Uh authorized activity, sanctioned activity, permitted activity. >> How about for activity? >> Endeavor operation project undertaken. An authorized endeavor [laughter] >> seal team >> task occupation assignment >> black option >> function [laughter] >> I think we just leave it activity. >> Well, is there just one exception that they cannot do this for? >> Yeah. No. Well, they >> no union activity. >> No. Right. Correct. >> So, do are we dancing around that and just saying >> Well, and and I guess my point is that's already against the law. Yeah. So I don't I don't know that we need to [clears throat] worry about that too much. >> Okay. >> Well, we already say in there provided it is
067a it is approved by the principal and all district reporting requirements are met before by both teachers. So >> nothing so easy and straightforward. Yeah, it's >> always got some kind of kink in it or [snorts] >> back to the four-page constitution, right? >> Handwritten four pages and that was supposed to run everything. >> Those four pages generated a lot of letters. So, >> oh yeah. >> Yeah. >> I wanted to make sure article three it says extracurricular compensation. Um, and all it lists is dual credit stipen and class sizes for elementary teachers. >> Article page are you on? >> I'm on page eight. My ADD has us going throughout the whole document back and forth and side to side. >> It's got yellow highlights. >> I'm having trouble tracking with you, >> but I
068I appreciate >> Welcome to my world. >> All right. >> I have trouble tracking with me, too. So, >> article three stated extracurricular compensation. I was going to put the word stipen, but everybody is we hate that word. Um, but >> is that what the statute calls it? >> A stipen. >> Yeah. >> I don't know. >> Yeah, they refer to stipens, but go ahead. >> Okay, we can change it to stipen. My point is is all that's there is the dual credit and the class sizes for elementary teachers because we took all the coaching stipens out. >> So [cough] [clears throat] I think additional compensation is fine. >> Okay. Because the class sizes for elementary teachers um realistically that should be like oversized classroom stipens I think. But then again, it is targeted at
069just elementary teachers >> and it's additional compensation for that rate. >> Yeah, I think I think that's fine to leave it. Okay. >> The way you just changed it. >> Okay. >> So, go back. >> So, we have article one has definitions. So, we should probably move the people. Shouldn't we move that definition up underneath the definitions? >> Oh, yeah. That's a good idea. Then also we could define what we were talking about earlier. Um, we can do that I guess when we meet with them. I don't know. Uh, what was the one? I put a note by it. Um, something specialist. Oh, there it is. >> We were so close. >> Certified specialist instructors. Yeah, the definitions for both of those. >> Yeah. >> Could be in there. >> Say, "Oh, yeah. Go ahead.
070There's only a paragraph and a half left. I think 5.3 is grander. Okay. Um, so moving on. Oh, yeah. A motion. Employees shall not be required to report to work on days which the administration and or board has declared an emergency closure day. The administration and/or board has declared a two-hour delayed start. Employees are not required to report until two hours past their regularly contracted start time. If the board chooses to make up these closure days at a later time, employees are required to perform their duties as part of the regular 180day contracted period. Teacher work days. The C certified teacher work days identified in the district calendar each year. Thursday prior to school starting end of quarter work days shall be considered to be uninterrupted time for teachers. No meetings at the district or
071building level shall be scheduled on these days. The only exception would be scheduling an emergency drill, active shooter or citizens response to active shooter event training with the staff or crisis prevention institute training with the majority of the staff team supporting the use of these days. This agreement shall be governed and construed according to the constitution and laws of the state of Idaho. Okay. Um, in 5.4 we should probably add uh in the second line end of quarter slash trimester because we do have our full entries on trimester. >> Yeah. So identified in the district calendar each year. Uh or you could simplify it and say end of term work days and that would cover cover everything. should be considered time. Okay. [clears throat] >> Shall be considered to be shall be considered uninterrupted time.
072>> I think it just should be shall be uninterrupted time for the teachers. >> Yeah. Shall be >> leave out the fluff and stuff and just leave it and simplify clear and concise. >> Shall be uninterrupted time for teachers. Yep. >> Yeah. Just strike the whole paragraph, Michelle. [laughter] Why not? Thursday prior disc. >> No meetings will be scheduled >> except [laughter] that typically happen. >> No, it's pretty uncommon. And that last sentence there is kind of tricky because it says um with the majority of the staff supporting the use of these days. And so you do like one time in my history in Lakeland, we did an active shooter training on one of those days and we made sure that enough people were supportive of using our time for that to >> Yes. Alt
073shift five >> there >> to support the use of these days. Okay. >> The CPI training probably is the most common occurrence, but it's still not not all the time. That doesn't make sense. Meaning this the certified teacher work days identified in the district calendar each year. Aaron, the Thursday prior to school starting, comma, end of term work days. >> It should just say and end of rather than because it's >> okay >> cuz the the school always starts on Tuesday. >> Those are Tuesday >> and then then we they do treat that they do that work day on the Thursday before that. Okay. >> Thursday before Labor Day. What about flex time? >> What about what? >> Teacher. Teacher flex time. >> What do you mean? >> What was that again? >> What was
074teacher flex time? >> Yeah. >> So teacher flex time is when we know that they have already worked their contracted time and so it's given back to them at another date. So earlier in our meeting when we talked about the calendar like those two days on the week of Thanksgiving are flex days. >> Okay. >> Because we know that they've worked the time at it. >> Okay. The consequences. >> Yeah. >> Much like Sarah does leaving it forward on Sundays. >> It's exactly >> being off on Friday. >> [cough] >> Sorry, just a five time. I apologize. >> I'll let it slide. >> Okay, we're done. Time to go. >> The end. Um, I'm doing something. Surprise, surprise. >> [cough] >> And there you go. Okay, I think that sounds better. So, no meetings at
075the district or building level shall be scheduled on these days. an emergency drill, active shooter, or citizens response to active shooter event training with the staff or crisis prevention institute training are the only exceptions to the teachers uninterrupted time intended in this paragraph. [clears throat] >> Okay, >> works for me. >> Anybody else have a problem with it? No. Okay. I think it's just okay. All right. On that, we're done. Although I would like to see more under the definitions, but um >> maybe we could put that in within when we had the certified whatever it was. Well, I moved to pupil service staff and I was just looking at the >> I mean because the thing is is like >> [clears throat] >> um >> quite a few >> Well, yeah, there's a whole
076bunch, but there's a whole bunch that we don't use um in in the in the agreement. M. >> So that's where it's kind of like, huh, it would be nice if we did cuz then we could just go crazy, but yeah, there's no point. >> You almost need like a a brand new employee to read through it and what what things they >> be like, what does that mean? >> What is that? >> Yeah. >> All right. Well, [clears throat] on that note, we will go ahead and end uh our wonderful time together. We'll miss you all. It is 9:14 p.m. Meeting adjourned.