03.18.2026 Regular Board Meeting of the LJSD Board of Trustees

001Thank you. Right. So, we will go ahead and begin tonight's meeting. It is 6 o'clock. Welcome everyone and please rise for the pledge of allegiance. I pledge algiance 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. You may be seated. Thank you. >> I do need a motion uh to amend tonight's agenda. >> Second. >> We have a motion and a second. All in favor say I. >> Any opposed? Hearing? None. The motion carries. I do need a motion to approve tonight's agenda. So moved. >> Second. We have a motion and a second. All in favor say I. >> I. I. Any opposed? Hearing none. The motion carries. I do want to remind everyone that these

002board meetings are our business meetings held in public and they are not public board meetings. The board is governed by Idaho code title 74 and title 33 chapter 5, Idaho administrative procedures act or IDAPA. and we do follow a district policies um for public input. It is a time for the public to express themselves to the board. It is not a time to engage with the board, nor is it a time for questions and answers. The board in its discretion may ask clarifying questions to ensure it understands the input provided. However, no discussions or conversations take place. Uh public input is civil and respectful. Address the board, please, not the audience. address issues, not people. And we will do our best. Um, everyone has three minutes. Should we decide that more time is needed, the

003board has the right to grant that to you. Um, please refrain from applause, snickers, whispers, quiet comments, etc. when people are speaking or when they're done speaking. On that note, we will move into the trust presentation for Spirit Lake Elementary. Spirit Lake Elementary would like to thank you for the honor of recognizing six students who exemplify trust and have acted in excellence according to our district norms. At Spirit Lake Elementary, we strive to be respectful, fair, caring, industrious, responsible, trustworthy, and to be good citizens. Today, I will tell you about six students that are a model of these qualities. I would like to present the kindergarten trust award to Blakeley Reynolds. Lake Reynolds is a bright and dedicated student who consistently models the values of trust in our kindergarten classroom. She shows respect by listening

004attentively, following directions carefully, and treating everyone with kindness and care. She is always willing to lend a helping hand to her classmates and consistently does what is expected of her, setting a wonderful example for other others. As a kindergarten student, she works confidently both independently and in group settings, always giving her best effort. She makes thoughtful choices, cooperates well with her peers, and approaches each task with a positive attitude. Her work hard work and kindness help create a welcoming and supportive classroom where everyone can learn and grow. She is truly a positive role model in our school community. The next award I'd like to present is for first grade Ava Pearson. Ava truly lives out what the trust award represents each and every day. She has a natural way of noticing when someone is having

005a tough moment, and she doesn't hesitate to step in with a kind word, a helping hand, or a reassuring smile. If a classmate seems frustrated, confused, or a little down, Ava is often the very first person by their side, ready to listen and help in any way she can. What makes Ava so special is that her kindness is genuine and consistent. She doesn't help others for recognition. She does it because she truly cares. Her peers trust her because they know she will be supportive, honest, and encouraging. Adults trust her because she consistently makes thoughtful, responsible choices and models what it means to do the right thing even when no one is watching. Ava's compassion, dependability, and big heart make her such an important part of our community. She makes those around her feel valued and

006supported, and that is exactly why she is so deserving of the trust award. Next, I would like to present the second second grade trust award to Evelyn Thompson. Evelyn has truly been a shining example of excellent in our second grade classroom. She consistently demonstrates trust, respect, unity, support, and transparency in everything she does. Evelyn shows trust by always being honest and responsible. Her classmates know they can count on her to keep her promises, follow classroom rules, and do the right thing, even when no one is watching. She demonstrates respect by listening carefully when others are speaking, using kind words, and valuing everyone's ideas. Evelyn promotes unity by including everyone in group activities and encouraging teamwork. She helps bring her classmates together, making sure no one feels left out. Her positive attitude helps create a classroom

007environment where everyone feels like they belong. She offers wonderful support to her peers by helping classmates who may be struggling and cheering others on when they succeed. Finally, Evelyn practices transparency by speaking honestly and openly. She communicates her thoughts clearly and takes responsibility for her actions. When she makes a mistake, she admits it and works to make things right. She is a role model in our second grade classroom and her positive influence makes our learning community stronger every day. Next, I will present the third grade trust award to McCoy Beckman. While we have many wonderful students in third grade, McCoy Beckman was the student that the entire third grade team felt demonstrated the Lakeland Trust expectations. McCoy consistently demonstrates the qualities that make our community stronger, kinder, and more supportive. He shows a genuine eagerness

008to help others, often volunteering without being asked. McCoy is an incredible, honest student. He chooses to do the right thing even when no one is watching and sets an excellent example for his peers. McCoy not only shows this in the classroom but consistently demonstrates these traits throughout the whole school. Thank you for being such a wonderful example of the trust expectations point. So, our next one is for our fourth grade, our fourth grader, Riley Canfield, and he is actually at Battle of the Books tonight. >> So, he is he's busy doing that and he's going to do a great job, but I would like to read about him, too. And um Riley consistently demonstrates exemplary integrity and character. He comes to school each day with enthusiasm and a positive attitude. Riley is not only diligent

009in his academics, but he also embraces challenges and sets high standards for himself. This is so inspiring to everyone around him. Riley is always willing to share his knowledge and will support his peers in any way he can. He is respectful, honest, trustworthy, and kind, earning the confidence of his classmates and teachers. He exemplifies leadership through his actions and attitude. Riley is an outstanding role model within our Spirit Lake community. We are proud of you. And our next student is our fifth grader and she is also at Battle of Books. Um Sophia West. Sophia demonstrates an exceptional work ethic, a high level of personal integrity, and a genuinely kind heart. She is remarkably reliable, following through on her responsibilities with maturity and care. She completes tasks on time, meeting expectations and taking initiative when needed.

010Whether she is tackling academic tasks or supporting her classmates, Sophia approaches everything she does with thoughtfulness and dedication. Sophia works well with all classmates, making sure everyone feels included and supported in their learning. She brings empathy and kindness to every interaction. Sophia contributes to a positive classroom environment and has a positive impact on both our classroom and our school community. At Spirit Lake Elementary, we strive every day for excellence and we're committed to connecting with our students. Trust is encouraged and valued. We are proud to recognize these students for being a model of the character that we inspire in our students. Thank you. >> Thank you. My name is President you can stay for the board meeting. Otherwise, if you'd like to leave, you can leave at this point. Thank you so much for sending

011your kids to a wonderful school here in England. We appreciate it. Have a wonderful day and thank you for such wonderful kids. Thank you. Good job. All right. So, we will move on into public input. First up is Jen Nelson. I got a little bit to say here. Hello everyone. My name is Jen Nelson. I'm a mother of two children who currently attend Spear Lake Elementary School. I'm a resident and business owner in Spirit Lake and a graduate from Timber Lake High School. I'm here on behalf of the majority of parents, students, and teachers who are in favor of 4day school week. I regularly provide services for parents, teachers, and students in our community and have found that we agree a 4-day school week is the most beneficial for our district. It is so valuable

012for the retention of the wonderful teachers and staff we've required that we have to make a positive change, especially when 66% of Idaho public schools, not including charter schools, have shown benefit from shifting to a 4-day week. We have now three times provided survey information that the majority is in favor of the boarding meet, including facts, evidence, and changes to rectify any of the concerns the board has. Making this change will not only allow our budget to be more flexible due to the fact that that our board members ran our levy $2 million less than we need to maintain our school staff, but allowing our parents to spend more time with their children planning appointments, vacation, and in turn possibly taking them out of school less. Um, Idaho State has already made an adjustment to

013the amount of hours and school days because of how many school districts have shifted to the 4-day week. Currently in Idaho, we only require 152 instructional days, which means 38 weeks of school. That puts us, if we have our students coming in an hour a day longer, not changing our start date and adjusting for slight increase in days to our regular school year, we'll be in compliance with the amount of instructional days and in compliance with the amount of hours required K through 12. It is not only our duty as leaders, teachers, parents, and board members to support this next generation of creators, teachers, doctors, nurses, business owners like myself, bluecollar workers, service providers, and all of the jobs in between. Setting an example to have a balanced work, school, and home life is crucial.

014We are here to foster a positive and supportive environment for all in our community. My question to the board is why they keep denying their constituents, denying the future of our children's education within the district. Whether it be shortcomings with our recent levy and now the repetitive denial on the 4-day school week, the actions and choices some of our board members have made seem to display a disheartening and a disservice to what our children's education has to look forward to. Is there an alternative agenda that our board, our current chair members have for our students future? What is the reason to continue deny the majority of our parents tutors students and teachers are asking for? Thank you. >> Thank you. >> Next we have Dustin How. I'm also here for the 4day school week. Um

015speaking someone who did not get a survey to fill out um some of them in the past we have. This one we did not. Um, when I seen this was an action item, I felt I needed to address you guys. Um, first and foremost, my kids are young. They are in elementary school. I live in Spirit Lake. They go to Apple Elementary. If you're asking why they're in Apple Elementary, it's because of the base program. We had to emergency transfer our oldest daughter because the base program became unavailable the year that she started school. with a two-income family is near impossible because there are no daycarees out there. There are no there's nothing there. We just went through it. We had to go on a wait list to get our youngest into um sunrise and

016we had to go on a wait list 6 months ahead of time to do that. We are scared to death what we're going to do in the summer this year because we lost our previous care for our older two children. They can't go to Sunrise. They're full. Plus, they don't take older children. So that is a big thing for our family. The other thing is my dad was a teacher, um, vice principal, athletic director, coach, principal, administrator in three different schools in Idaho, two in Idaho, one in Oregon. Um, when this came out, I specifically asked him about it if he'd ever experienced it because he has experienced it both ways. what I was told and part of the reason he got out of teaching was teacher turnover actually increased with the 4-day week. The

017elementary students uh the teachers came out and said that they were reteing a lot of these same lessons on Monday that they taught on Friday because the students were disengaged for too long. That that was his experience with the 4-day school week, which is my number one concern. Um, number two obviously is the care of my children on Fridays. My wife and I both work I work three jobs. She works in the Spokane Valley. So, we have we are not going to increase our family time on a 4 day week. It will put more stress. It will put more financial burden based on the numbers I was given initially if this is if the base program is offered in in that area. Um, for our two children, it will cost $35 a day each. And

018that over the course of a school year, an average school year, uh, turns out to be $1,250 per child. So, I have two children. Okay? There's going to be a time where I have three children in elementary school at the same time. This financial burden is very large for my family. It's life-changing. So, I just want you guys to uh definitely keep that in mind. And of lastly, um we have a quick Google search tells me we have 4,500 to 4600 students enrolled in in Lakeland School District. We have 1660 surveys. We got to figure out a different way to pull people. I know there's a bunch of people that are for this and there's a bunch of people that are against it, but I don't feel like 1660 surveys is enough to make a

019decision for that many missing families. That is my opinion and I appreciate your time. Thank you. >> Thank you. >> Next we have Danny Cole. Thank you for the opportunity to talk tonight. Um I have two daughters here in Lakeland School District and love it here. Um I'm here to talk in support of going to a 4-day school week. Um this isn't as a reduction in education, but as a smarter, more sustainable way to deliver it in my opinion. Um first, this is about attracting and keeping great teachers. um many Idaho school districts have already gone to this method and it really helps reduce the turnover that I've seen with teachers and helps attract teachers especially how do you compete with Washington wages right and so you have to have some sort of a draw

020here and you know there's not an appetite for increasing levy dollars so we got to get somewhere okay Um, I understand every situation is different, but um, you know, at the end of the day, student outcomes and the overall school environment are really the most important thing. And I'm sorry I'm nervous. I publish it. But honestly, if I tell you how much I really care about this, I wouldn't be doing this up. So anyway, um schools that have gone to this method, um it has been shown that they actually experience less behavior issues, lower dropout rates, and better attendance. And ultimately, at the end of the day, that's what we're here for is student outcomes. So, um third is really about the time that we use in the classroom. Um a 4 day week doesn't

021mean that we reduce learning. It means that we use time better. Longer class periods allow teachers to go deeper into lessons with fewer interruptions and transitions throughout the day that leads to more effective instruction. Now, I understand there's a lot of back and forth and everybody has a different situation. Um, you know, a longer school day for kids is an objection. Honestly, the amount of time that has increased, 25 minutes for an elementary school, 40 minutes for a high schooler, I don't know transitioning into a new school year that they would really notice that big of a difference. Um, I know I wouldn't have at that age and I would have gladly traded a day off at the end of the week for that. Um, but many of the other objections I've heard, and I

022don't want to be callous, but many of the other objections are outside of the classroom. And really at the end of the day, I want to encourage the school board to really focus on what is within the school board's purview, which is the schools, right? That's what you have the ability to actually control. So if this is a tool to be able to allow us to be more fiscally responsible, be able to do, you know, more with less and achieve as good, if not better educational outcomes, I think it's more than worth doing. So at the end of the day, I appreciate the opportunity to talk to you. Thank you. And uh I hope you consider moving forward with this idea. >> Thank you for your time. And next we have Kendra Witz. Wets. Wets.

023Thank you. >> Whites. >> Okay. Okay. German pronunciation is bites, but I married into it. >> My name is Kendra Whites and um I'm a mother of a 12-year-old boy here in one of the elementary schools. Um, I'm also a regular volunteer in our community um at the elementary school on a weekly basis, sometimes daily. I'm the treasurer of our PTU. Um, and I'm there every week on at least on every Wednesday. Um, I also help run the Rather Food Bank. Um, when I consider the the five day versus 4 day school week, the thing that is most important to me is the education. Um, and I tried to do a lot of research to find out the data that would support the transition from a 5day school week to a 4-day school week to

024see if it would increase the learning of our children. Well, I found information, you know, closely um sorry, in support of a 5-day school week. More in support of a 5day school week. Both are still learning, just not learning as well as they would in a 5day school week. To me, when I think about um children learning with their short attention spans and shorter class days for them and being able to go home and I spoke with um Jeffrey Broadhead, thank you for taking my phone call um and discussing this with me, a better one-on-one. um and how our brains process information and how you when you learn it goes into the hippocampus of your brain and then children go home during their rest and sleep cycles and is when it transfers to your more

025long-term memory. The shorter learning periods over many days is better for their brains and better for learning, which to me it makes more sense. Um, if that worked in a 4-day school week, my family could do it and I'd love to have my son around another day, but I don't find it's actually supporting the learning and the education of our children. um with speaking with teachers in our in you know my school, speaking with um clients that of my food bank that have kids in the school district. It's going to create an absolute hardship for the families that are trying to work and get by. Um I cannot foresee leaving my 12-year-old son at home alone on a Friday. Um and I'm looking at the high school can be done. I can see but I

026can't see it with our elementary schools. can't see the um structure within our community to substantiate that influx of children that are needing child carees. There's a lot of people struggling in our communities. I see that in the food bank on a daily basis. Um, so I kind of trying to take a broad picture of it overall, but I I logically cannot find the pros to support a 4-day school week. Um, where I can see the pros for a 5day school week to continue. So, >> thank you. Jackie Gernhard Gernard Gernard >> Gernard Gernard Good evening board of trustees. My name is Jackie Gernard and I teach PE at Spirit Lake Elementary where I also have a second grader and I have a seventh grader at Timberlake Middle School and an incoming kindergartener. Um over

027the last couple years you've been presented with facts and information about a 4-day week. It's been a discussion for quite some time and you have been very diligent in asking questions to help troubleshoot and really get to the bottom of what a good plan could look like and um because it's a big deal. This could be a really big change. So, I do appreciate the due diligence that you guys have given. Um, and we could sit here and discuss and go back and forth of different situations and different scenarios. And I just keep cutting back to every conversation I'm having is um that the majority of families have continued uh wanting this 4-day week from multiple surveys at this point. And so I just simply ask you to honor those families and approve to pilot

028the 4-day week and and see if it works. and go from there. But that is my plea. Thank you. >> Thank you. >> Uh Bri Brown. >> All right. >> Hi. >> Good evening. Pull this up fast. Um, I write this letter with deep respect for the responsibility that you guys carry and with a sincere desire to advocate for the students that we all serve. I am the mother of two wonderful boys in our district and I'm a teacher at John Brown Elementary. I started teaching in the district recently and I already feel very much at home. Our school is a w a welcoming place for students and their families. We are also a title one school facing many unique challenges that continue to grow. I implore you to carefully consider what a 4-day school

029week will look like for the students and families at John Brown and our district. I wanted to outline several points for you that I asked for you to consider. At John Brown, we have students in the hall that are taking sensory walks, that are experiencing high anxiety, that are that can become physical or expressing themselves in other ways or need consistent walking breaks. Many of these students are already struggling to adhere to the schedule that we currently have in place even though we try our best to support these kids. If we extend the day, my fear is that these behaviors will increase because these students will simply be unable to cope with an extended day and adhere to all the tasks that are expected of them. I also speak from a personal experience as a

030parent. I have a son with ADHD and autism and he focuses for as long as he can, but by the end of the day, he is exhausted. He has meltdowns and sometimes everything can become a challenge as he simply cannot sit still in a classroom and focus for any longer. His impulses and his emotions take control to a point where he needs a break that's longer than a quick walk or a change of setting to a different classroom. If we extend the day, children like him will be expected to sit and focus for even longer periods of time. Something that is already extremely difficult for young students, especially for those on the spectrum. There is also the concern of outside time. If the school day is cons extended, many children will have very little time,

031if any, to play outside before it gets dark during much of the school year. Children who need that movement and that fresh air will lose that important time. And I believe that this could increase behavioral challenges and declining test scores. I recently watched a documentary called The Death of Recess, which discussed how children learn best when they have the movement and the time outdoors around the grass and trees. And this is why teachers often incorporate kinesthetic learning and movement into lessons to help students retain information. My sons, they need that time to be outside each day simply just to be children, to be play make believe, and to learn from nature after spending the day in a classroom learning. I also firmly believe that a 4-day week will not make our school more attractive to

032future certificated and classified staff. Our classified staff cannot work reduced hours without benefits. Many of them will likely leave, not because they want to, but because they cannot afford to. It is already difficult to find classified staff, even with benefits. When I try to imagine what next year would look like, I'm concerned. I do not see people lining up to work in a school as challenging as John Brown without the stability of benefits. Veteran teachers may retire or look for work elsewhere, leaving Lakeland with a large number of young or inexperienced teachers who will have to navigate the aftermath of this decision. If we are unable to secure enough classified staff, certificated staff will be forced to wear many additional hats, and I worry how sustainable that will be. Additionally, if we were to lose

033too many classified staff members, I wonder if the district would be at risk of not meeting IEP service requirements for those students who depend on those supports. Schools also provide food security and a safe place for students. For many children, school is their only consistent place with positive role models and friends. I know students who are living in hotels, whose parents are going through divorces, and whose families are struggling to afford enough food. For many of these families, academics are already difficult to prioritize because they are simply trying to survive. If we add another day at home, many parents will struggle to find child care while working. I have heard in several communications that child care may be available on Fridays, but it is not free and base is expensive. I can't even afford to

034send my own kids there. Post Falls says Boys and Girls Club, but many of our families and in our especially in our title one communities, they will not have that option. Telling families that their children can no longer attend schools on Fridays, a safe and supportive place, and must instead look for another location or remain home is heartbreaking. So, I ask you if we would be doing more harm than good. In my 11 years of teaching, I have visited students homes where children sleep on couches or mattresses on the floor. Some deal with life repeatedly or come to school with cockroaches in their backpacks. Many of these children are experiencing significant trauma. And for some of these students, home is not a healthy or safe environment. An extra day away from school may expose them

035to even more instability. And this is the reality for some of our title one families. Please look carefully at the data and the reasoning behind this decision. Is it truly what is best for students or simply what neighboring districts have just chosen to do? Just because something works for one district does not mean it will work for ours. Each district, each school, each classroom, and each group of students is different. Please remember the incredible classified staff who support our schools every day. They are the backbone of our buildings and care deeply for our students. Most importantly, please consider the impact this decision will have on our most vulnerable children. I implore you to put the students first. Please do not overlook the voices of students. We serve them first and many of them are saying

036no. Please let their voices be heard. >> Thank you. Thank you. >> Is there anyone else that has filled out a request to speak to the board? Um they were at the table out there and haven't been able to give it to the clerk yet. Okay. Well, that will conclude public input. We will move on to reports. First is the superintendent report. Are there any comments, conversations, questions about the report that was provided? >> I don't have any. >> No. Okay. Next, we have the superintendent assistant superintendent report. uh comments, questions, or conversations about the assistant superintendent's report? >> I did have one quick question on the report uh card that you gave us. Could you just explain um I see the the variations on the kinder first, second, and third, but then you have

037report card proficiency. Are those just I I'm trying to resolve the proficiency with what was reported. >> Yeah, that's a great question. Uh Jake Mass is superintendent. Um, for those of you that don't have the documents in front of them, um, we're taking a look at words correct per minute and letter sounds that are reported um, by trimester at the elementary level. >> There is a tab there that we use as a guidance for basically what are our cut scores for proficiency at each grade level. Um, and so you can see like for example in the first grade column, we're now assessing correct words per minute. >> That's why it's labeled that. Um and then first trimester you can see 15 is proficient, 14 to 10 is basic etc. So it just it it gives

038you an idea of where we land. Um and so the percentages like if you flip over to the first grade tab and see that um you know our our first school there in the first grade tab is at 88% proficient. That means that 88% of those students are reading um >> 15 or more >> uh second trimester. So it' be 40 or more. Okay. Okay. Thank you for the clarification. I was trying to figure it out going, what are we looking at? So, >> thank you. I appreciate that clarity. >> Absolutely. >> Any other comments or questions? >> Okay, moving on to the financial report. Uh, do we have any comments or questions on No, >> no, I think it was pretty thorough. >> Okay, I have a quick question on Go ahead. Sorry, >>

039you're fine. >> Just a little short >> on the notice of termination for the WM WH court and going for the bond on that. Do we have a timeline on that? >> Jessica Grant, I'm chief finance officer. Um, I've already been in talks with the shy company. Um, we have a call scheduled to kind of finalize that timeline. They've offered another company. Um, they could make us use the same company to cure the claim. Um we've made it very clear that that's not an option that we want to move forward with. Um so they've offered another company. Um we're consulting with uh the architect and then with our legal to see if that's the option we want to move forward with. >> Okay. >> Um but yeah, and then Chair Thompson, if you wouldn't mind,

040I just wanted to point out in the financial report this month, there is that levy comparison, the supplemental levy comparison right after the general fund charts. Um just in case uh nobody saw it. Not on your financial report, but down with the financial >> with the financials. Yeah. Yeah. So, and then we'll get that posted to the website as well. >> Okay. Thank you. >> Anybody have any other questions, comments? >> Thank you very much. >> Moving on to the facilities report. Do we have any questions, comments, or conversations? Um, a quick comment. The notched 2x4 was supposed to be temporary. >> Oh, it was. >> And you guys were supposed to contact the city when you were done with getting the backflow part completed so that they could come back and and do the

041permanent fix for that. >> Perfect. >> Just I asked Any other questions, comments, or conversations on the facilities report? >> Um, yeah, I just had one real quick. Is there any cost to the upgrade that they have to do for the um transformer temporary power I assume is why they have to change that out. >> Yeah, Tim Hank, facilities director, uh, A Vista just called and said it's just old and antiquated. They just have to switch switch out. >> Okay. So there's no cost us. It's just a maintenance thing. Okay. Perfect. >> More of an update than >> Okay. I have no other questions. That was it. >> Okay. >> Thank you. >> Any uh conversations to be had? Questions on the transportation update? I don't have any on the update, but I I am

042curious if we ever got a bus going back out there to uh vintage and we did. >> Yeah, I started in January. >> Okay. Well, I knew you said that, but I never heard anything. So, I was like, >> nobody was telling me one way or the other. Okay. >> Yeah. Once that uh driver was fully trained, we were able to get that route running, and it's been running very smoothly. >> Okay. Perfect. All right. And then we got a resolve for the other one. I the other ones that we had off of uh Clag Stone and >> that was part of that route. Yes. >> Okay. All right. All right. That was that was all those were the only questions I had. Thank you. Thank you. >> All right. Moving on to the consent

043agenda. We have the minutes of the previous meetings, the HR items, and the bills list. Do we have any questions, comments, or conversations on the minutes from the previous meeting? >> I don't have anything. >> Okay. >> I would like to point out that there will be a correction on the March 4th meeting minutes item F5. Uh the motion was actually uh by Trusty Bane to approve the invitation to begin negotiations with the LEA. Um not the interestbased bargaining with LEA. >> Oh, correct. >> And that correction was caught by the clerk, but I just wanted to make it public record. >> So thank you for catching. All right. Um any conversation or questions conversations on the HR items? Anyone? >> I do not. >> No. >> On the bills list. Bill list. Bills. >>

044Any conversation, questions, anything to be had? >> No. I move to approve the consent agenda as presented. >> I'll second the with the one correction to the meeting then. >> I'll second that. >> We have a motion and a second. All in favor say I. >> I. Any opposed? Hearing none. The motion carries. Moving on to the action items. We have the 2026 football equipment use uh by Timberlake that's being asked. Do we need to have any conversation on this? This is an annual event. I'll move to approve as presented. >> Second. >> We'll give the second to Dave. He was >> We have a motion and a second. All in favor say I. I. >> I. Any opposed? Hearing none, the motion carries. And I would ask, could you reach out to LHS to

045remind them that they need to bring that forward as well? Thank you. Moving on to the ths prom date uh and venue. Look like they're going to the resort on April 11. >> April 11. coming up soon. Yeah. >> Any conversation on this >> comments? No. Okay. >> No. Hope they have a good time. >> I'll move TO APPROVE. I WAS JUST GOING TO say >> I'll second. We have a motion and a second. All in favor say I. >> I. Any opposed? >> Hearing none, the motion carries. Moving on to the spring sports schedules. Um, anybody have any comments, conversations? It looks like the golf, softball, baseball are Timberlakes as with the track. Then we have the LHS or LMS track schedule. >> Mhm. Um, okay. So, I think um just for clarity's sake,

046cuz the the last item, the spring schedule for Timberlake High School board agenda item request is specific to Timberlake only, but now we also have the LMS track schedules that didn't get a request. So, um I would ask when we motion this that we be inclusive of Timberlake and Lakeland Middle School. Just to acknowledge that because it wasn't on the request form. >> I will move to approve all spring boards schedules as presented. >> Second. >> We have a motion and a second. All in favor say I. >> I. Any opposed? Hearing none, the motion carries. Moving on to the FFA 2026 state convention. We have a state trip. >> Do we have any conversations that need to be had on this? >> Move to approve. >> Second. We have a motion and a second.

047All in favor say I. >> I. I. Any opposed? Hearing? None. The motion carries. So, >> moving on to the TJ O and MOU. Okay. >> Get through all the backgrounds. >> It's okay. I'm not sure. Okay. So Tina Johnson is asking to enter into anou for orientation and mobility instruction services.ou is a memorandum of >> understanding one acronym I didn't throw out for you. I'm sorry. Um, do we have any conversation we need to have on this um, agreement or thisou? Um, I would like to know has she been providing services? I I I don't know even who to ask. She has not, which is why we're looking to enter into anou. We need to include this in IEPs for a certain set of students. >> Okay. >> Um she is the only one

048in the North Idaho region that can provide these services. >> Okay. I was just curious because we're so late in the game. >> Yeah. So, we we are we have come to the agreement that this needs to be done for these students and so that's why we're moving forward with >> Okay. Great. Thank you for that clarification. Any further conversation or questions? >> Yeah. >> No, >> I don't see any. >> That's it. What am I looking for? Okay. If you go back up to agenda item. Okay. Click on that. >> Close that. Oh, there we go. >> Click that X. There you go. >> Thanks, Randy. Okay. Is there any more conversation uh to be have on the Tina Johnson orientation and mobility instruction services agreement memorandum of understanding? >> No. And I assume

049we've legal looked at this or it's just a copy of what we already had or >> Okay. Yeah. Nope. I don't have any other >> Are you entertaining a motion? >> I am. >> I'll move I'll make motion to approve the as presented. >> Second. >> We have a motion and a second. All in favor say I. I. >> Any opposed? Hearing? None. The motion carries. Moving on to supplemental materials. Wow. Looks like we're we're nearing the end on these >> short list today. >> Nice. >> Do we have any conversations, questions on uh the supplemental supplemental materials? >> No. I will move to approve as presented. >> Second. >> We have a motion and a second. All in favor say I. I. Any opposed? Hearing? None. The motion carries. Um, we have a school

050closure certification. This first it's the one still green or is it >> Oh, >> it's this whole sheet. >> Yeah, it's the whole sheet. Yeah. >> Sorry. >> Yeah. school was closed due to the windstorm that occurred. >> Um, can I just ask for clarification cuz I never received a call about the closure. >> Um, are we not doing that anymore? >> So, so what I did is uh when I did the Skylert, I asked that the board be notified and you can select it on there. So, I'm not quite sure why you wouldn't be uh I I didn't give you a personal phone call and I apologize because I felt like it redundant. Um so, board chair, I will >> Well, as long as if if that's how we're supposed to be being notified

051now by you is through an all alert. >> I just wanted to make it very clear that you were and and and through the sky alert and by all means, I'll call you if that's not. >> Okay. Were you not contacted through the staff? >> It went to staff and families. >> There's there's a section on it. I can select um specifically to the board, you know. >> Well, and yes, I received an email, but addressed to staff and families. It was I've always received the emails, but I've also always received a phone call from the superintendent just explaining the situation and how we came to that conclusion. Um, and so that's just >> um I didn't know we were changing directions >> and my overight. I apologize. >> Okay. >> So, do we have

052any questions on the emergency closure? >> No. I'll move to approve. >> Second. We have a motion and a second. All in favor say I. I. Any opposed? Hearing? None. The motion carries. Uh, moving on to the proposed zone changes. I will open this up for conversation and discussion. I understand that we were given three options and that uh Mr. Taylor is recommending that we approve option C >> C which includes the 1.5 mile walking zone in Garwood TO EXCLUDE >> AND INCLUDES the Deerfield uh area resign reassign them to the Twin Lakes. >> Could you repeat the >> Yeah, not a problem. Yeah, >> the 1.5 walking zone in Garwood that would be excluded from this this change the zone change and then the Deerfield area would be included in this uh and they'd

053be moved to the Twin Lake zone attendance area. That's my recommendation based on all all the conversation we've had um the u capacity that Garwood is at, the capacity that Twin Lakes is at, and then the projected growth in the Twin Lakes area and the projected growth in government area and it's a very proactive approach and that's what I feel like should prove >> so how did we get here I guess can you give us a little background like a presentation of you know how did we get here >> um So, >> and is this ongoing? What happens like next year if one school, you know, now Twin is overpull and Garwood's not? Um, you know, I I don't know how we got here. It was just something that happened just this year or Chair

054Grizz, great great question by the way. Um remember obviously I came in and uh I was presented that the zone change was the carwood zone change was discussed last year. Um zone change uh Twin Lakes. Uh I guess it got to a point um that there was a openhouse presentation that feedback at Twin Lakes. Uh from there there wasn't a lot of momentum. I guess the levy uh supplemental levy took precedence and previous administration felt like it was best to just kind of leave it alone. So if he enters me um discussion was with the assistant superintendent Jay Massie former um Garwood principal and he just said hey look this is kind of stopped and we understand why because the focus was on the supplemental levy which it should have been and he was asking

055you know can we take a real good look at this and revisit it and I said by all means I formed a subcommittee of the long range planning committee um I include um our uh our Twin Lakes principal uh and uh Mr. Massie and also our government principal >> and uh we we along with others uh and we just went through the functional capacity and we looked at it and um reviewed the information. We saw obviously I go to the schools on pretty regular basis and you can see that there's three classrooms that are open at twin links and you can see that the classroom sizes are the students is between 20 anywhere from 25 to 30 kids per classroom. Not all of them of course. And so we can obviously see that there is

056a a need for um you know based off of the uh information the functional capacity and obviously your own observational data that we need to make a move as in making the move back to nexture. Uh I would tell you that as a superintendent the last thing you really want to do is the zone move unless you absolutely have to. And I feel like at this point I'm going to write it to the board. uh per our subcommittee and our long range committee recommendation where many people have been involved in this discussion uh I feel like um yeah I feel like this is a necessary need and more importantly as I said before that uh it's a very proactive approach um because we're following the data and um we also want to maintain those small

057classroom sizes that the board has been very adamant about. So that's why I'm recommending that this be um improved. What's the class size on timber >> in twin lengths? >> Twin lines. >> That's all right. Good question. Uh, you know, uh, yeah, I can't. It varies >> compared to the 25 to >> I would tell you it's probably, you know, I would say average 20, you know, and of course, >> Mrs. Melton, can you speak to that, please? Tiffany Melton, principal at Twin Elementary. I would say our average class size is somewhere between 20 to 23, depending on the grade levels. My kindergarten classrooms sit under 20. My fifth grade classrooms sit at about 23 24. >> So, thank you. >> Good question. Thank you so much. So, did we answer all the questions that

058came in? You know, I'm looking at some of these questions or the parents are concerned about um using base when their kids have been in base at Garwood. Some are concerned and their perception that we have students out of district students in Warwood and those that live here are being asked to move. They want to know why we would give precedence to out of district. I don't know if we do or not have out of district. >> We do. You can ask that. >> Sure. Um yeah, th those are all really good questions and I want to start by saying that um this discussion is one that we want to have very carefully because these are families that are impacted. >> Sure. >> Um as Mr. Taylor pointed out, I I have spent the last

059years at Garwood Elementary and I know all of these kids by name and they're they're very important to me and their education is very important to me and so um we we don't take it lightly. Um during the two open houses that we had at Twin Lakes, lots of great questions were asked. I would say the two main questions were exactly what you just said about um open enrollment students, students who aren't zoned for Lakeland schools at all or aren't zoned for Garwood. >> Um and then also kind of they asked the question of is it just necessary to look at the zones for all schools? Are we too hyperfocused on this one area? Mhm. >> What we do our best to explain with the outofd district students is that since the law changed I

060think it's 2 and 1/2 years ago now and uh the new open enrollment expectations are in place at the state level our hands are kind of tied um in that that law was enacted in order to give freedom to families and and literally protect space for them in public schools that they're not zone for. Um, and so whenever we're asked the question, is it fair? We have to say it it's not always fair, but we are following the law in the way that it's written. Um, that that's a challenging thing. I I completely understand. Um, I believe by reszoning these students out of Garwood, it will actually help that problem a little bit. Um, the reason being right now since Garwood is the largest school, they have three sections of every grade level, which means

061that inevitably they're going to have open sections that we are required by law to post uh are available for open enrollment. Um, the larger the population, it's it's kind of a vicious cycle. You add more classrooms, there's more available seats, more people apply, and so on and so forth. Um, by doing a reszone, we help kind of clean the slate a little bit there by reducing the need for as many sections of grade levels at Garwood Elementary and increasing twin obviously, which we actually believe would kind of balance the scale. Um, the parent concerns about are we prioritizing out of district students over zone students, I I don't really know how to answer that question because it it's absolutely unfair that we're in this position. Um, I don't want to beat around the bush in

062that fact at all, but we're also following the law that we're required to with open enrollments. Um, the other question that I brought up uh about wanting to reszone or or asking the question, should we look at the whole district? Uh, we we really lean into this functional capacity spreadsheet. And the fact of the matter is there are other buildings on that spreadsheet that also are problematic. Um but this is an area where we actually have a solution. Um in fact we have two problems next to each other. We lean into the problem that Garwood is overcrowded but in my mind it is just as much of a problem that we have an excellent building in Twin Lakes and a wonderful staff that's underutilized right now. And the fact that they happen to share a

063border I think is something that we need to really consider as a a viable solution. Um all of the other elementary schools and specifically elementary schools are sitting at a percentage that we can live with. Um right now Garwood and Betty Kefir are the two elementaryaries that are slated for the most growth over the next 5 to 10 years. Um, and we can kind of visualize that out on the prairie, right? Um, even though Betty Kefir is sitting a little bit low in their functional capacity, to me that makes sense to preserve that because we don't we don't want to overload them and then have the growth just like has happened with Garwood. >> So, I I maybe rambled. I hope that answers your question. >> Yeah. And on the base program, we're we're evaluating

064parents and the needs of those uh parents and and maybe if there is a u enough demand that we would add to the base program twin links, but we have to we first have to determine the need and then we go forward from there. >> Yeah. >> Right. Well, the problem is is that they're already utilizing it though and so that will be >> they will lose it, right, until another need is determined. But we have so at Garwood we currently have um so I did I did bring it up. So we currently have 54 open enrollment students at Garwood and this is going to affect what it was the number 79 76 how many students >> it's about 80 students >> 80ish. >> Yeah. So in those open enrollment numbers that are there um

065a large portion of those are staff students. Uh that's one benefit that we give to district staff is that their kids get to come to school with them whenever they are a teacher or or a staff member at a school. Um and so that's that number that we have to report is is a little bit skewed there. The other thing that makes it tricky with open enrollment is we have to report who is here on an open enrollment waiver. But the way that the law reads students who have been here two consecutive years or longer are grandfathered in. Um and so >> barring a big change like this, it it's not like we have a mechanism to drastically reduce that number um just for the sake of having a clean slate. >> So at Garwood

066um per each grade band there are three teachers. Is that correct? >> Correct. Okay. So, it looks like the crowded classrooms are specific to fourth and fifth grade. >> Uh, right. I would say third >> or third and fourth grade >> cuz we've got 82 and 84. >> Yeah, third and fourth grade. I apolog I don't have the numbers in front of me. >> No, no, that's and I'm looking at them. >> Yeah, I believe >> I just was looking at the wrong columns. Yeah, >> but kindergarten first, second, and fifth are all uh manageable. They're they're not excessive class sizes. >> The class sizes are within our reason. Yeah. I mean, they're they're within our district parameters. Um, again, it's, you know, I would go back to that functional capacity and the fact that

067Garwood is, I think, about 96 to 98% on there. Um, we just want to be, we want to be prepared because we have seen that this is a cycle. We see growth in Garwood. We just did a zone change not quite four years ago um between Garwood and John Brown and already we're back up to that level of um m almost maxing out our functional capacity at Garwood. Um and so that's I want to be transparent with the board that we don't we don't want to come to you and say this is going to be a permanent solution that's going to cause you know solve all of the growth problems. Do we have have I mean because I have voiced many a times we need to look at the entire district because when you're making

068this type of a change and we just seem to keep cherrypicking it doesn't feel well to the community. >> So I've asked let's look at the whole district and then it just keeps coming back. Nope. It's just here. Do we have a future plan of you know with the growth that is coming out across the prairie knowing that we are not able to plant a school out in that portion to help with all that growth? >> Do we have a plan or is it again we're just going to have to wait and see and then we're going to have to pull the rug out of certain families lives that have bought homes in this district and and all of that. Thompson, >> you know, whenever it comes to growth and I've been in, you know,

069I'm not from here and I've clearly stated that, but I've been in areas that have been projected growthwise and and I'll be honest with you, sometimes those projections just don't fall through and so I I I I understand what you're asking for and even your frustration. I I appreciate it. But what I'm trying to tell you is we look at the data and we we make adjustments per the information that we have. Um, we've had the city manager and sit down and talk to us about all the different developments that are coming and things like that and but then there's the guess are we actually going to get families from those particular houses and what I can >> the city administrator for one city out of the entire district that we have several cities and

070counties. >> Well, but he has a pretty good perspective and I'm just trying to tell you that's one voice. But we have brought them in and we've had those conversations and dealing with growth. It just all comes down to what are the projections and then we make the adjustments as we as we come as we need. And this has been something as I explained earlier that it was already on the radar. Um and then as uh sister Massie said too is there was already adjustment four years ago and we're still seeing that continued growth. We're trying to be responsive to it and I get it. I don't want I didn't as a superintendent I don't want to have zone changes discussions because of what you very what you said very well. I don't pull the

071rug under any family. Uh that's the last thing. So just know that. >> Didn't we put a bunch of those kids back though from that transfer because it went bad and the community didn't have a say? Isn't didn't we do that? >> It did go bad and I recall that parents could petition so to speak to the school to have their child stay. >> Right. Yeah. Um because that was done without, you know. >> Yeah. >> They're also denied. >> There were some that were denied. >> And we're not here to defend how that happened at all. Um that that was that was late. That was done last minute. We we totally understand, which is why we're here as early as we are. Um, I I think to answer your question, Trusty Thompson, what I

072continually come back to, and again, this is a really challenging fact, is that our two most southern schools are Garwood and Betty Kefir? Um, if we look at where the growth is happening out on the prairie, >> right? >> And so, you know, my response to patrons in these open houses whenever they ask that same question, why aren't we looking at the whole district? My response is our our goal if we were to reszone the the whole district would be to open up capacity in schools where we expect growth. That that would be the objective. >> Um and so right now I see this as a means to an end of we are able to get to that objective by just making one move instead of potentially doing the same amount of damage at every

073school. >> Right. Well, part of what my question was was, are we looking at this? When I'm saying, do we have a plan? I'm not saying, you know, when this development or the new annexation that went through, you know, are we already jumping on board, but are we looking at what is going to be developed there and already be forward thinking about where the boundary lines may have to adjust so that we're already ahead of the game instead of waiting until we get to over capacity and then deciding, oops, now we need to change boundaries. That's what I was asking. >> Yeah. And and really that's what we're attempting to do. Um you know, and like Mr. Taylor said that this was brought up last year too before barwood was at 96 or 98%. Um

074and so we we really are trying to stay ahead of it. I just want to be very transparent with the community that there's there's no answer that I can give that is going to change the fact that we have growth happening in an area of our district where there is no school building. >> Right. Um and and that is a that is a challenge that we as a community have to face together. >> Correct. >> Um so so I I I think that this is us trying to catch up a little bit with that. >> Okay. >> Um we we have uh kind of a backlog of lots of discussions that have happened in years past that we're trying to catch up with and this is one of those things that I think will help

075get us close to being closer to being on track. >> Do we have any any input into that? We're dealing with something right now, a land purchase, community development, big umbrella, lots of agencies that are independent, but they all have to give their little thumbs up. Are we as a school district in there at all? >> We are >> to say, okay, they never seen the document. >> Yeah, they want our support when it comes to any development or anything like that. >> We Why wouldn't they? I mean, it makes perfect sense. I'm saying I didn't see it when we we went sat down had the meeting initial meeting and they didn't mention anything about school districts. >> Um I mean and and this whole process we're looking at they say well it could take

076four to 6 months just just to divide the one piece 10 acres into four pieces. >> It could take up to a year. Yeah. Well, that heads up that we're going to provide it and then put houses on there should be going to the school district, but I mean it's county it's land out in the county, but I assume that still hits the school district because it's in my zone. Um, not this way. It's going to be, you know, >> big developments. They have to give a heads up. Well, >> and they and I believe they do >> in the past. We have received the notices um and we've seen how the district has responded. >> Okay. >> Um we haven't had much of that recently, but I also know that you know a lot

077of what we had seen before was for what's actually going on now. >> So, um have how many notices have we received within the last two years? Cuz it's been a while since we've seen anything come across for support from the school district. Uh, Chair Thompson, we've seen maybe 45. Um, most of them are small, uh, 10acre parcels subdividing. Um, so those are a pretty standard response of the the district's neutral on that. Um, so I do receive all of those notices. I do respond to them. If it's a bigger subdivision with lots of homes, we talk about it as a a district leadership team. Um, so superintendent, assistant superintendent, myself, our HR director, our federal programs director, um, just to kind of determine how to respond to it, what the stance should be. If

078needs be, it comes to the board for weigh in on that as well. Um, we just haven't had very I think there's just been one in the last year. Um, and uh, our previous superintendent was the one that actually responded to that. >> Yeah. So the precedence was we gave her the authority to respond by it with some control boundaries. There were letters already crafted if the development fit this. This was the letter. So why are we having discussions and deciding again without board input how we're going to answer because that was already decided. It should be in the >> the default letters that we >> we have default letters. That's what I use. Um we just haven't really had anything big come forward. We had more. >> Yeah. >> So, but yes, we utilize

079the the board approved letters. >> Okay. What I would request is that we just give a report to the board so that we can see what's out outlaying and knowing what's coming down. >> Is there a threshold you would like to see? Um, I think for just transparency purposes, if you get something just even if it's a 10acre divide, just so the board's aware. >> Do you want it in the financial report or would you like it in a standalone report? >> I think a standalone report would be appropriate. No problem. >> Yeah, >> that's easy to do. >> Cuz your your report's like pages. >> It was 93 this month. I'm sorry. Wow. Well, I I value the information, but I think it would be maybe easier on the public especially to digest. Well,

080here's that information. Okay, >> perfect. >> Thank you. I appreciate that. >> Thank you, Jess. All right. Any more conversation, discussion? um where we're at with uh the zone recommendation recommended zone change. So option C is the >> I don't fully understand what option A OR OPTION >> um >> they're just lines. Well, when you click on them, yeah, it wasn't. What is the Can you give a brief summary of what option A was, what option B was, and where we land on option C? >> Yeah, so option A is exactly what we looked at last year. Um, last year included the uh essentially it was north of 53. >> Okay. uh west of Ramsey and then north of um Ohio Match into that Chilco area. >> Okay. >> The problem with option A that

081we ran into last year um is that that that quick grab of students included kids who lived very close to Garwood, like across the street, okay, would have potentially been reszoned. >> Um so that's option A. We developed option B from there. Since we now have our non-transportation zones, that one and a half mile walk zone around each school, we would exclude the walk zone and option B, but take the rest of that section. Um, the rest of that section is one clean bus route. And so it would be the exact same route with the exact same driver, exact same kids that would just go to a different school. Um, and then option C is is the same thing as option B plus Deerfield, which gets us back up to that kind of target number

082that we had in mind of about 80 kids. >> It gives us about 90 95% capacity. >> It would get us up to about 95% capacity at Twin Lakes where they're not projected to see very much growth and it would drop Garwood down to closer to 80% capacity so that they have some room to absorb the growth. Um, in addition to helping with that target number, moving the Deerfield neighborhood would also be an increased efficiency with our transportation routes. Right. Right now, we have a twin zone that actually crisscrosses with the John Brown zone to get to school and we don't feel like that makes a lot of sense in the long run. >> Right. Just in trying to understand what was given to us on the option B was a zone map with walk

083zone change. >> Yep. >> So all of that blue with the numbers is Garwood or was that what was moving? >> Can I up on the >> Yeah, sorry. Which one? >> Copy of zone map with lock zone change. Yeah, it's down at the bottom. >> It's actually option. >> It's that one right there. >> Option. Well, actually. Okay. Yep. Perfect. >> Okay. So, Garwood Elementary is right here in the middle. The little purple dot. >> This brown area in this option and what we're recommending would stay zoned for Garwood. They do not receive transportation services through Lakeland. They are within the walking zone to Garwood. To us, it does not make sense to move them. All of this blue area, blue and green, is one bus route. Um, that would be moved to Twin

084Lakes Elementary. Um, I know the way that Rather is laid out with the railroad tracks and with the pipeline, this Garwood and Twin Lakes seem very far apart, but you can see on the zone maps, they're they're very close, which is why this is kind of a tricky a tricky issue. Um, the only thing that this map does not show is the Deerfield neighborhood, which I believe is just actually it might be right over here. >> It's right there. >> Um, and that's about 12 to 15 students. >> Okay. So I guess I'm if if you go back to the board book dealio if you can go to option three which is zoning map Deerfield because they're all three different and trying to understand because this looks like this keeps the area that you were

085saying would be moving to. >> Yeah, this is not this this is not what we're proposing. I >> But that's option C. No, that's >> No, that just was the map for showing Deerfield. >> Yeah. >> So, that's not option C because option C and I click on it and that's the map. That's >> if that is the case, um, then we need to own that that was mislabeled. Um, I would reference the map that I just pointed out to you guys and and add Deerfield to that map. >> But I think we just included that just to show that sliver of of Deerfield. That was the only reason why. >> Yeah, it's the only one when it's where it literally says on the recommendation additional items. Uh, option C Joan zone change Deerfield is

086that map. >> Yeah, cuz it >> it's that map. Yeah, but you're saying it's not that map. I >> I just wanted to show we we must have made a mistake. This is not the image that I would recommend we look at for the option that we're recommending. >> Okay. What is the image that you would recommend we look at? >> What? It was the last one that was on the screen. So, the zone map with walk zone >> walk zone. >> So, option B that we were given. >> Okay. >> Cuz this was our option B. >> Yes. Okay. >> I I'm I'm sorry. >> No, that's okay. because what's across the top and what's on we're click I mean it's all a little confusing. >> So if we can just isolate to this

087>> all right >> this is what we are proposing is that we would move this bus route that is shown on this map >> with the addition of Deerfield. >> Okay. >> And I know that um Deerfield is not colored specifically on this map. I apologize for that. No, that's fine. >> Um but we would recommend to include Deerfield as well. So, we're going to take that many students away from Garwood and move them over to Twin. >> That is what we're proposing. Yes. >> Green dots. >> Yes. >> Bus each one of those green dots is a a bus stop. >> The little the little dots are students. The big dots are the route stops. The stop number for the route. Sorry. >> Yeah. >> Just to clarify, >> it's not the number of

088students that are in that. >> Yeah. The total number was what was it? A kid >> about 80 kids. >> Yeah. They want me to stop this way or that way. all the little >> Could you click open the copy of zoning map G uh/TLE? >> Okay, >> help me understand what this is. >> So, this I'm smiling because we're just >> we're going to figure this out, you guys. Um, this is what we started with as option A. >> So, this is what we looked at last year. And you'll notice that the blue line for that proposed change is right at garbage at garbage. Right. >> And so what has changed is that that brown walk zone in the other image kind of insulates and protects those walk zone students from being reszoned. >>

089Okay. So given the the proposed growth, this is ideal. I would hesitate to use the word ideal just given the the challenge of the whole situation. I believe wholeheartedly that this is the best case scenario for us at this time. I know that it none of those families would would agree that it's ideal and and we want to be >> my my concern is doing this and then two years from now taking the time to sit down and reszone the entire district and moving these kids around again. And so um therefore I am going to make the motion to deny the sub. >> I'll second. Great. So, we have a motion and a second. All in favor say I. >> I. >> Any opposed? >> Question. >> Okay. What was your question? >> Which one

090are you denying? A >> All of it. Okay. >> Sorry. Five in favor of the D Nile. Uh, zero opposed. Uh, motion carries. >> I appreciate it. >> All right, moving on to the 4-day school week. Um, we'll just open right up for discussion because I know there's a lot Madam chair, I am I am a motion to approve a pilot 4 day a week based off of the committee. >> You don't get to make motions. Sorry. >> I recommend you didn't recommend. That's fine. Y >> that's all I'm saying. I just want to make the board. That's what I'm recommending for the work that we've done through our committees and uh the survey data and the information I've been fully transparent for. One of the main problems I see with this is I don't

091think Pilot is a good word. Like that's a lot of change to put people through to pilot something. We either would do it or we not do it. I have to say personally, you know, I it doesn't really matter to me. I have experience with both four and five days. Tip uh smaller school district with the 4day. Um most of my emails I think except for maybe one or two were all negative. They don't want to do um the the 4day but I don't I don't like the approach of pilot. I think that if we did do that it would just have to be that's what we're doing because I just think it's too much. I mean people are it's a complete upheaval to you know everything in their in their life and some are

092completely dependent you know they their life functions the way it functions in their area now their community their neighborhood >> right so the whole routine in there yeah everything >> um you know and I I know people that do the 4day both um students and professionally. You know, it is a lot of hours. It is very early. Um I do I can um also uh the testimony that we heard earlier for the kids with uh you know maybe on the spectrum or ADHD or whatever it it's a lot. and those some of those kids who don't unfortunately in some instances it's too many hours for those kids but they can't be sent home early because then under the law that's a suspension like after you do it so many times so they're and then little

093guys kindergarteners you know um being that we don't do half day they're like spent >> yeah it's a lot it's a lot of hours now I know that some of the older kids, they, you know, they seem to be all all right with it. They get in with their sports and all of that, but the >> but they're the ones that were that voted no heavily, >> right? So, um want to point out they voted no because we're starting two weeks earlier. Um they asked if we could look through the commentary. They said if we could adjust the time um and and also the calendar that they would be they would be in favor. I mean, again, I can't say that we didn't change the vote. That was just a comment. That's all I'm saying.

094>> Yeah. I know. And um the other superintendent had talked about it. They had met with Post Falls. >> Um did we look at their schedule? Would our schedule be like their schedule basically? And uh did we talk to West Bonner also who does a 4-day just to see what theirs was like too and what they have experienced? >> I spoke to Jan. Obviously, we needed our superintendent needs and um she was a big proponent of it. She just says that if you do it, you you know, you have to do it your way, your community way. >> Yeah. What about West Bonner though, right? They're more rural than Post Falls. Post Falls has a lot of options, right? You know, the kids can go to the library. They and you know, the kids in

095this area too, but when you start getting out rural, they >> I know they had a huge decline in enrollment. they've become a much smaller district for other things too, but I don't know how much the 4day uh week played into it. I know when it was talked about before it was because Cordelane and Postf Falls both had talked about it and you know because of families going to Lakeland and maybe Post Falls or Lakeland and Celane uh Lakeland had entertained the idea but then other things came up. from Post Falls. You asked um Mr. Massie and I actually went to the superintendent and she was in the assistant superintendent. We had a wonderful talk with Dina and and she she told us kind of the pitfalls when it come when it came to uh

096moving forward and I think uh our committee um has taken that information and and and uh trying to be very proactive in the way we implement this. Uh, I will tell you the community as I've seen them battle through many things. Um, they I feel like we'll figure it and I hate to say it, but I I think whenever we come across um barriers, I feel like we're going to figure it out. I mean, I really >> What's the point of the 4day? Why? I mean, why do it? >> Good question. Really good question. Well, number one, first and foremost, there as one of our um speakers spoke of um this is something that again I kind of tapped into um and obviously, you know, I have experience with it being from the three different

097districts that I've been a part of. Um but, uh it came from the parents that had expressed an interest in it. Um and and then when this year we decided to give them specifics. We wanted to show them a calendar. We wanted to show them a bell schedule and what that looked like. Um the >> right but what are I mean what are the I I understand that but like because some of the other things I' I've seen or have been asked is you know so does that mean you you know run for less money in a levy does that mean I mean there people are thinking that the reason the district's looking at it is because it saves money when it really doesn't you're that's not been my experience >> because you still have

098everybody is still there Here's the thing I noticed with the other districts, and I don't know if they're doing it or not, but most of the buildings remain inhabited with employees, you know, teachers, whomever, all five days. Anyways, the students aren't there. A lot of those Fridays that they take off, which I assume that would be what you're looking at, a lot of those Fridays become um PD days, you know, professional development days. So the teachers really don't from experience as much as the students in the 4-day work week. >> So I'm I'm just trying to, you know, combat the things or give answer to the things that have been, you know, raised to me. And that was the main thing. You know, people think it's because of saving money, but like I can't I

099can't tell them line item, yeah, we already looked and we're going to save half a million dollars in this or whatever, you know. So, and Jake, give me a second here. So, um, so Dina was very clear. They have saved money. Um, you know, and that varies and it depends on the district. So, and I don't want to make it solely about money, but it is a part of it and trying to be responsive to, you know, some of the concerns we have with the state and their state funding. Um, like I said before, our our parents have have voiced that they would really like to take a look at this and that's why I called it a pilot. Neighboring districts have shown that they've had academic growth. uh in the 4-day week, but that

100actually really is correlated with the professional development that they've implemented. And at this point, we really don't have a lot of opportunities to do that. One of the things we also talked about and uh one of our parents Mark talked about was time time with family, time uh to reset. That's one of the students including the students reset with uh uh times for the staff to reset. Again, professional development. Um, another thing about the 4-day work week is just how efficient we we are running really lean right now. And I don't need to tell the board that, but maybe the people out here. Um, you know, our custodial staff uh they can't can't find enough time in the day uh to clean our facilities uh to their level of of appropriateness. A 4 day week

101can allow us to do those things. Um, so we're kind of excited about that. And then also the facilities too. It gives us the um gives us the time for them to work through these our facilities without um students in the room. The other thing I would say is that and again there's been small increases in attendance but that's varies and I I know the data does but I think that's just what the district is and how we set our expectations regards to students uh attending. Um yeah that's that's that's our wise. I mean, that's a lot of >> Why is this Why is this covering all the way from I mean, I assume K THROUGH 12 AS opposed to going, "Okay, let's try with the high school if we're going to try it or

102we're going to do it with the high school because those students can handle >> Yeah. >> some difference. Not all of them can. There's issues. >> So, uh >> sleep time and so forth and >> right absolutely. So, one of the things that we propo we proposed through the committee was the we proposed two schedules A and B schedule. I'm recommending the A schedule which is very similar to what we're running right now with the additional time uh that we have to to make up our instructional times. But the um the real reason when it comes to why you want to split that is a lot of has to do with the busing. And another thing too is why I'm recommending the age schedule is um is because we can get those older kids home

103for um child care. They can help out watch their brothers and sisters. Assuming that there are older children assuming absolutely >> you got old younger children that's a big issue. >> Right. Right. Well that's why I'm not in favor of the B schedule because that would release the the elementary kids and uh and there would be no no one home. So at least with this that it kind of addresses that. >> Yeah. And households with just younger children it doesn't matter. They don't have the other ones to be >> really great point. So I mean we already had one person talk about that tonight that >> well I can tell you another thing at least one >> another byproduct that's happened whenever you're whenever you have people that are available that are not working on

104a Friday and what I've seen is that the community has a tendency to wrap around those people and assist those people in whatever ways and then we've talked about BASE PROGRAMS UM A need for if there is a need for and I get it there's an expense to it um but we're trying to address those needs as they come up. >> The problem is we haven't been able to sustain a base program at all of our elementary schools as it is for before and after school. How how or until I know that we can absolutely 100% do face for little to no cost to the parents. >> Right? So I would tell you with that I would tell you that uh again it comes down to the parents needs we want uh sustain comes because

105we want it to pay for itself. Uh we need those parents to invest into that program and bring those kids and that helps pays for those base programs invest. >> Can can I just add one thing? Um I I apologize to jump in. Um it it was mentioned with the zone change conversation and other things, you know, what are what are we doing to get ahead of this? What are we doing to be proactive? One of the ways that we look at the 4-day school week is taking back a little bit of control of where we are cutting. Um we we've been in a pretty tough financial situation the last couple of years. You you guys are more familiar with that than anyone. Um and and we believe that this creates some operational efficiencies for

106us that allows us to do better on a leaner budget over time. Um and so Trusty Gome to your earlier point, we know that this isn't going to result in a a huge dollar amount cost savings to the district and you bring up some really good points there, but I think >> no, I just don't want anybody to think that because that's not been my experience. >> Right. And and we and we frankly don't expect it to be ours. But what we do expect to benefit from is increased efficiencies that allow our operational departments to catch up with their reduced staffing needs. Um as as Mr. Taylor said, right now we have no mechanism for professional development for our teachers. And so even though right now um you know, we're celebrating a lot of great

107work that teachers are doing in student learning and we're proud to have been in the news recently for for our growth over the last three years. But if we continue down this path of having no mechanism to improve our our teachers through professional development, work on our curriculum systems, I I would not expect that to continue without some sort of a change, whether it's the 4-day week or addressing that through another means. So, so for me, again, just again, I know I'm repeating what Mr. Taylor said, but it's it's creation of efficiencies that we're really after, and that's how we're trying to be proactive. Um, I I think about it like pruning a fruit tree. Uh right now we know that the initial prune is going to be a loss of mass. We're going to

108see things change and it's going to feel kind of harsh, but I actually believe that it puts us in a position to get better fruit later on. >> Yeah. I just worry about um the more rural students, >> you know, there's a lot they they they I believe that they will be the most impacted um because you're already rural and now you have another day. You have family and I know we're not I I understand we're not daycare, child care, all that. And I understand there are families that, you know, this would be great for them and all that, but we do have a large rural population. >> Mhm. >> You know, and I also am aware in this instance with the 4day week that the behaviors escalate. They do not get better. So that

109is not I have I know no school district that went to 4 days. I could honestly say behaviors went down. Um, so with with that, we already have a hard enough time trying to meet the need that we're required by law to to meet for those students. And you know, how how if if it happens and everything's an if, right? If if the escalation did come, then how do we meet that? We have a hard I mean we just had to do anotherou because we there's nobody in our area. I mean there's school districts that have had to contract with people out of Florida to provide services because there's you know we're slim pickings anymore around here for stuff. >> Well and that is another piece of it and and I want to acknowledge and

110and appreciate the point about rural students. We we know that there will be we know that there will be those who are um put in a tough position if this is the direction that we go and I don't want to gloss over that at all you know but speaking to how how difficult it is to find certain staff members that's another kind of increased efficiency that we would expect to find in this sort of a system is that it makes it more attractive for those highly specialized people um I >> paras and them are more like they what we heard earlier they're not really the teacher or anything. They're like the uh classified, you know, >> sure, you know, >> their hours are different or I mean there's just a huge impact. >> Yeah. >>

111You know, there's a huge impact. Some people are >> lucky enough, blessed enough to where it wouldn't be a huge impact to them. But, you know, our district is changing, right? We're growing out of those things. We're finally getting to the point to where we don't qualify for uh you know the food program and all those stuff that we because the community is changing, right? But we still have to remember the community that exists >> background. >> Yeah. >> Well, and I respect your comments. Absolutely. My background as you know is special education and four districts that we dealt with uh the three districts I've dealt with I'm I'm special ed director and you're right there are some challenges when it comes to behavior but again with anything you you read and adjust you try

112to work with the parents you work as a team and you solve the issue as much as you possibly can and I your concerns are real. I mean, we had some kids that were that that were, you know, that had behavior issues, but they had behavior issues on a fiveday weight, too, right? You know, so um so >> the escalation of it. So my other question also that we heard earlier was only 1695 respondents to the survey. And out of those 1695, do we know how many were students, how many were employees, how many So we didn't ask them that. We just >> Yeah. >> Oh, we have the numbers of each of them. >> They should be broken down by category. They're not >> because they all got different survey. >> 60 were sent

113to parents. If you go there's a a long list. Um it looks like there were five >> 156 students that responded to surveys. And then there was uh I'm doing math here uh staff members that responded to surveys and it's on the um >> Oh, I got it. >> Okie dokie. Y >> but I want I want to make it very clear um and I'm going to give Rebecca here a lot of shots out. um I think it was 564 5,64 parents that we sent to and we sent um numerous uh reminders and then there was some issues because it was on survey monkey because we're trying to protect people's privacy is that it was going to their junk file and so we we approached that and then we made uh Rebecca available when it

114comes to um parents that did not receive it we she would personally send them a link because we didn't want >> I kept track of every single we have that information cuz we wanted parents feedback 100%. Do we want more? Yes, absolutely wanted more. But as I talked about when we do stat statistical analysis and we look at a population um 95% compensated that because of the numbers we had um you know was 1,600 we only need like 700 to get to that point. that plus or minus two we can project that out of 10 parents six are going to say yes four are going to say no I think that's a fair way to put it and the previous data was very similar to that the other surveys actually they were higher but the

115reason uh they had higher participation is because we wanted uh I think it was just a link that was sent out and they just they could they could basically vote as much as they wanted to in this case you couldn't if you did not have an email on the district uh um information system. Um you didn't get a vote. If you did, then we sent it out to you and that information would be uh and then you could vote cuz we tried to make sure that people weren't um over voting that didn't need to vote. >> So if they didn't have an email on file, we didn't reach out to them or we did reach out. >> Yeah. and neither did the rest of the community that isn't parents. >> Well, I felt like this

116is a this is a parent. >> I understand that there are also parents of kids that will eventually be in school. >> Agreed. >> That aren't in school yet that this would affect. So, >> I agree and that's a really good comment. >> Um, do we know uh what hap how did we segregate if we had employees that were act were also parents to students in the district? Where where did we put them under staff or parents? >> So they would get two votes in this case because we would sit up >> really >> wa >> so hang on let me let me >> because of the staff because you want to differentiate the two. They are a parent and they are a staff member. So I don't know how we're going to pick that

117apart. And again now >> well they're they're a staff. >> They only the student is only a student because typically they're a staff member. It's the same thing we saw earlier with the numbers at the the parent in that case is a more informed u voter than anything because that parent is there on a regular basis seeing what that kid those kids look like and what that school looks like on a regular basis. So they're very informed voter just >> well I mean I just figured the staff you know that would be if they voted yes then obviously their student would come with them. So >> well there were a lot of staff that voted you know not a lot but there were definitely not a majority of staff that voted against it too. I

118assume they would they would go the opposite too. If they voted against it as a staff member, they probably voted against it as a parent, >> but you're you're basically using making everybody a statistical. >> Well, you have to ask. >> You have to ask and that's what we did. And we wanted to get as much feedback as we absolutely possibly could. And again, I I want you to know this even came to you guys because initially we did do surveys and parents were in favor of a majority of parents. >> That's a democracy. >> I get that. But then from there, >> I get that. And then from there, what we do is we form a committee and we take a real serious look at this because just because the majority wants it doesn't

119mean it should be right. >> And I'm trying to tell you, we've done and you guys have kept you informed all the way. We've done all the we've done research. We've met multiple times and the committee feels like this is the best way to go at this point. >> I have all the parents that contacted me and said I can't find large amounts of evidence posit for positive outcomes. >> So again in three different districts and it really depends on the district and what we do to put those things in place to make sure we do well. If you're a 5 day week and you do well in a 5-day week, you're probably going to do very well in a 4 day week and that's vice versa. Yes. Can you get into the uh comments

120on the the staff? >> I guess it's mixed. >> We can't get into any of them. I can get into two. >> I don't know how much post. >> I have to prove myself because it goes from Montana to go from Washington to >> Yeah, I get in. I got in. There are people on long roads that don't right now are getting bus service that works. >> And now you're throwing this in on top. There's one right there. She just raised her hand. So on top of >> this one >> on top of doing this >> um creating a problem where now their child in the middle of nowhere. >> Um whether the person can afford to have someone take care of the child or not. I mean for we're creating it's going to it's

121going to break some families if you overstress them. They're already on the edge. I can get into a student. I can >> and this is this might be the last straw. Not not their fault. >> Now throwing something on top of them that they just can't handle. >> Y stupid >> and they don't get a vote. >> They're not the majority. >> No. Go back to your agenda. >> Make that. >> So it isn't really show one. Can you click on the link? >> This one the comments. Oh, okay. I >> I think I think what it comes down to, Trusty Rohead, is that we're we're really trying to consider how do we how do we position ourselves to create the best possible conditions in the district for the kids that we do serve? And

122so, >> all of them, >> which is all of them, I totally understand. Um, and we're we're really trying to consider when they're here, how do we deliver the the best possible product for them? Um, all of the points brought up are extremely valid and and I don't envy being in your seat having to make this decision, frankly. Um, but I do know that we have worked really hard to bring you the highest quality information on what we believe is the best choice for what down the road can position us to have the best quality educational environment. Um, so I I I think that we can spend a lot of time talking about surveys and um votes versus opinions and and things like that. And ultimately we wanted to make sure that our recommendation to

123the board was informed by as many opinions in the community as what we could find. Um, and and predictably they're all over the board, which makes sense. When you had 6040 splits, it absolutely makes sense. It's not an easy decision. This makes sense. >> 6040 doesn't shouldn't the 60 shouldn't >> if it's hurting the other 40, >> right? And I get it. But that was the driving force. Just know that. >> Jake, I do want to commend you for the amount of um work that you did put into this with the evidence gathering, etc. I I do appreciate that. >> Yeah. um because this is more than we've ever had before when this was brought to us. Um so that is super appreciative. Super appreciative. Um I'm still a little frustrated with kindergarteners um having

124to go the extended day, especially given we're only funded for a half day with a kindergartener. Um, and the reasoning behind it is apparently bus routing um that it it's not going to work on the bus routes. And so that's frustrating to me because I don't see why it wouldn't work, but um I'm not the one with the program. Um I mean I I'm not opposed to a 4-day school week. Personally, I'd like to do year- round schooling, but that is a concept we're entertained here. So, we won't go there, but um >> we can not this year. Not this year. >> Not this year. No. Um but uh going I wish our I wish we could do that. >> Well, um I but I would I mean I I'm not opposed to 4 days.

125I'm frustrated and opposed to kindergarteners sitting in class for that long. And I do also agree with the fact that when you have um children uh with behavioral issues or cognitive development issues that we are managing on behavior plans, what are we asking of them putting them in this situation? we don't have a behavioral school which was something that we did toy around with um to where their structured learning would look completely different than general population of education. So it's just it's it's challenging. It's very challenging. >> Yeah, it it absolutely is. Um I can tell you that if if we believed that it would negatively impact um the vast majority of our students, we wouldn't be standing here. Um and and Trusty Thompson, I frankly I share your frustration with the bus route situation,

126but that is no fault of anyone's. >> I and I understand that. I just I don't under I I understand that it's no one's fault. I don't understand why it's the problem. That's all. >> It's so >> Okay. >> Yeah. We um if I can speak to that for just a moment. Um it's really just a matter of miles that we have to run on a bus, >> right? >> Um I mean even if we added drivers, added buses, added bus routes, it takes a certain amount of time to do a route around Hower uh or a route in Bay View. And so we're we're really restricted by that time as long as we're on double routing. Um given the financial situation that we're in right now, it it would not be feasible to switch

127back to single routing. We would have to add back too many staff and uh in buses. And I don't want to pretend like I know all of the details there at all, but I know that it's not feasible for us to >> and I appreciate that. I do >> and that's what's been conveyed. >> So I I accept that. I still agree with it. >> That's fair. >> Yeah. >> Um was there a reason uh we can't see the uh summary of comments for the staff surveys? Like we can see the ones for parents and students, but we're all locked out of the summary for them. on YouTube. And uh my biggest concern is I've talked to parents, they never got the survey, went to their junk mail, they didn't even see it. Also, daycare

128is a big thing. There's no daycare in Athel or Spirit Lake. So, I mean, what are you going to do with all those kids? I know we we were talking about base, but like Randy said, it hasn't worked. >> You know, >> we won't know until we try. That's that's the big thing. >> We have tried. >> Well, failed. >> Well, we tried with a 4 day week is saying >> we have we have more staff available for working those base programs. Maybe that would be more successful. I can't guarantee. And you know, also, I didn't even know this, but you know how many pe people we have living in cars in this community? A lot. More than you think. Are there any other questions I can answer? I can >> get out of the

129way here. Otherwise, >> I I don't have any at the moment. >> Okay. >> Thank you. Thank you, Jake. >> Thank you, Jake. Go ahead. >> Can I speak to the base program? >> Yes, you may. >> Okay. So, we do have plans in place for a Friday base program north and south. Um we are hoping to either utilize the commons at the high school or the middle schools for that program. Um our base staff will be losing hours with the transition to a 4-day week. So they'll be the ones that'll start the staffing um at those north and south sites for children. >> Um we also are anticipating that we'll have paras and some other classified staff that will want to make up hours as well that we can utilize for staffing for that.

130I don't have any doubts that we would be able to run a north and south program with them being in a bigger area. We will be able to accommodate more children um than our our current base programs can in the individual schools. Um we would love to be able to get the programs in the elementary schools at all of the elementary schools. Again, the problem that we have is finding someone that wants to work a split shift um during the day to run those programs. Um that's been our biggest challenge. Um and also we have surveyed parents at those schools. The schools that don't have it currently um are the ones that have been able to find other solutions. So that's just speaking to that. Currently we still are planning to send surveys out to

131to seek the need and try and hire staff, but finding someone to work that split shift to run the program at each of those sites has been our biggest challenge. I don't anticipate that to be a challenge at all with our Friday program. Um, we haven't finalized the staffing number or the the the cost of it. At this point in time, the number initially floated, it was $35 a day. That would include breakfast, lunch, and snack. So, that we're ensuring that children are fed during the day. Um, that's not something that's currently part of our base program. Now, um, but knowing that that is a need for children, we wanted to make sure we included that. Um, I also wanted to say that we would prorrate like we do for our base program for siblings.

132So, it wouldn't be a straight 35 per kid. Um, we would be able to prorrate it. We do need the program to break even. Um, and so we're working on the numbers to finalize what the tuition or fee for that day would look like um based on the need for the service. >> Have we do we have anyone that can pursue grants for a base program? because there's the after school program grants. There's also the childcare expansion grants that's targeted um for school employees. Um but there are grants out there for after school programs on school grounds that if we can acquire grant funding that would cover the cost, we can give that to parents. >> Yeah, absolutely. And that's something I can definitely look into. >> Okay. um it >> because like Marcy, American

133Falls, um and uh Treasure Valley, they they've all accessed these screens. So, I think it would be beneficial. I mean, even if we don't pursue um a 4-day school week, which I'm not saying we're not. I'm not saying we are. We haven't voted. I don't know where it's going. >> Y >> but for the base programs that we do offer currently, we should still be going after this to help give that to our parents. Yes, I can absolutely look into it. Okay. >> May I say something on the base program? Somebody a parent who's used it for 3 years. Is that possible? >> No, I'm sorry. But you are more than welcome to email us. >> Okay. >> That's >> um or you can come back to the next meeting and offer comment and public

134input. I'm sorry. >> It's all right. >> Thank you. I just if they're going to have base at the high school in Spirit Lake, how are kids from math going to get there? >> Are you going to bust them? Um >> cuz I thought we weren't doing buses on >> No, we're not doing buses. To address that, we would give the parents a choice of where they would enroll, so north or south. Um the cost of running programs at each individual elementary school is cost prohibitive for what we're trying to accomplish. And so I by being able to consolidate it at a north and south site, we're able to serve more have the staffing centrally located instead of trying to staff six individual centers. And so that's that's the premise behind that is we're trying

135to serve as many children as we can. It would be considered a separate program from the existing programs at their home schools because in for Idaho licensing requirements, we would have to license that specific site. So they would enroll in base at their school and then they would enroll in base on Friday. Um it would be kind of a separate program for them. Um we have everything set up as far as the billing system and all of that. I my coordinators are 100% behind whatever they need to do to make this work. We have three coordinators currently. Um we would need to hire more staff. We we absolutely would need to hire more staff um in order to serve the amount of children that I anticipate would enroll. Um, but we there has been a

136lot of and conversation and what do the schedules look like? How do we staff it? Like all of that stuff has already been had with that coordinator team to make sure that we're as successful as possible with the program. >> So, there isn't enough savings going to a 480 to pay for taking care of the kids on Friday? I would I would say no. >> Okay. So, that's an absolute It doesn't >> And our base program is self- sustaining. It runs completely outside of the general fund. It's in fund 232. Um and so the the tuition that we charge for our families to attend base basically pays for THE STAFFING THAT RUNS. >> BUT we already had one person speak. He's got four in his household. Four jobs calling, right? Yes, >> sir. Four jobs

137already. You take another >> I I have three. My wife has one. She commutes an hour case. >> A couple I mean >> and three kids >> a couple hundred out of the budget of someone who's doing that. >> I absolutely understand. >> I do. I pay child care myself. I mean that's what unfortunately is a reality of working families, right? We I've had to pay child care. >> I understand that. My I guess another one of my struggles is we are looking at doing this as a cost costsaving measure for the district but we're giving it to our patrons as an expense. >> The bas >> maybe not every family but we have families that will have to pay for us to have a cost savings. So I I don't know how that balances

138out. I understand. Um, and like I said, I'd be happy to look into the grant programs. >> Yeah. I mean, I would check with Bars Joint School District because they received $200,000 for a grant for after school program. >> No problem. >> Okay. Was there a reason uh that we didn't mimic postfalls? I' I've seen that comment over and over. Yeah. Uh well this >> busing busing is the issue. Yeah they only have 85 square miles of bus and we have 400 so busing >> right. Well I don't think it has I don't it might now but we always sort of kept in line with postfalls cord lane because of the because of kech. >> Yeah techch is not impacted. We've already contacted them. So, >> we're starting at 7:30. So, that's when they start.

139>> Yeah. But they go on Fridays, right? >> Uh they go for makeup days. It's not all the time. They do on a 4 day week, too. And I think one uh once in a month they do a makeup. So >> I just know some of our kids ride the bus to K. So how how will that work? >> So for the makeup, >> well, right now we've only had we've only done it. underground three times and we've had three kids ride and right now they're going to start uh trying to do it on a regular basis and when I say regular at this point we don't have anyone signing up at this point so uh but again that's and it's a makeup day so if they want to make up they can go if

140they don't they don't you know have to go so would there be any advantage in the mathematical model of taking some of the kids have Friday off, some have Monday off. >> It kind of comes out to just kind of a tough situation that regards. Um >> that that gives you some overlap to take care of the kids that can't that have to be here 5 days. >> True. Um, you know, no, just just uh because parents have said too, and I agree, obviously a father of five, as consistent as we can be, you know, to have one group on a Monday and then another group on a Friday would probably be very challenging for families and for staff. And uh again, that's the savings really comes from food service because it's one less day.

141And then obviously transportation um because we're not riding buses on a regular basis. That's really where it comes from. And our hope is that we would capture and again we've made points too in regards to heating. Um, you know, we would capture a little bit of savings out of of our our heating and cooling, but that's not guaranteed. >> How much does our general fund supplement or >> Yeah. supplement the food service? >> Good question. At this point in time, there's enough fund balance in the child nutrition programs that general fund is not providing any support and it hasn't for several years. Um, I anticipate in the next 3 years um potentially that we will start subsidizing um that program. Uh right now there's about a $400,000 fund balance in there. So it's self sustaining

142at the moment. Rusty, I was talking about buses run five days a week. Some students don't go to school on Monday. Some schools don't Friday. >> Therefore, teachers have some teachers might have Monday off, some might have Friday off, right, >> to do whatever it is they're doing. the if there's benefits in the 4 days for for the students then and for the for the whole system. >> Yep. >> But you can still run the buses 5 days a week. Like I said, you can take care of the few that have to be here 5 days a week or else their families hurt. >> Yeah. Well, in the districts I've tried it before, again, the community is wrapped around those people that need that kind of assistance and and uh and I'm pretty again, I

143get it. You've lived in this community much longer than I have, but I I think we're very resilient and that we do we will help each other. Uh and the and through the just know I don't want to put anyone in any kind, again, as I said with the zone change, I don't put anyone in any kind of stress. It's not the intent. The intent is to is to look at the best offering for the district at this point. And I understand I I'm quote Chairman Thompson probably wrongly, but I'm going to try. Basically, she said that, you know, hey, look, it's you're not going to make everyone happy and and we're not. Either way, you guys decide. As Jake said, this is a tough decision. Um you're just not. If you say yes, well

144then the 40% that are are not uh in favor of this, they're going to be unhappy. If you say no, then the 60% that of the parents that have voted so far and I understand it and we want more uh would also not be happy. Again, it's a tough decision, but know this, we had a committee. This is not driven by Jake or by me. Um we had parents in there and the sense of well administration parents that there are administers that are parents. Um got a lot of feedback. We went with multiple different directions. We created uh multiple different calendars. We're trying to make this the very best for our district. And I I don't think the committee or I would ever want to put us in a position that we feel like would

145really be a detriment to the district. I I really feel with all my heart that we would through our staff, through our parents, through our community, we're going to make this work. And that's why I said a pilot program because obviously if we have metrics it's saying otherwise then then we would flex back um to a fiveday and that's why I want to keep it as a a pilot. The board gets to decide what they want to call it and I understand that what that would do with the community. I al I want to be as consistent as possible but kids are resilient. Um, and uh, I feel like as long as we frontload, which we started this process really early, I if I remember last year in May, this was this was a conversation

146on on May 25th. So, we've tried to be as proactive, get the message out there as much as off as as I often as I can, and I've tried to keep the board in any uh, answering questions to parents. I've kept you guys in the loops. And then more importantly, what I've really appreciated about um parents is they've asked the questions and they asked me how how are we going to work through this and I try and I've I've answered every one of them and um you know with an idea that we do have a plan. So this is not willy-nilly guys. We we we've really worked together. We have a great committee. Um we've done the research. We've done all the work um because we knew how serious this decision was going to be.

147serious, but is it necessary? That's the question. >> Well, necessary. So, let's talk about it. So, the 5day week at this point, there is no potential savings in the 5-day week at all. And I don't want to make it all about money, but there is no potential. On a 4-day week, there is potential, and that's very clear. Um on a 4 day week we have professional development days that we would uh develop our teachers, our staff members, our classified staff which makes our our professional our professionals better at their job and uh and trained. I mean you you understand this too because you're craftsman and obviously when you learn certain skills um it makes you better and that's our hope overall. There is an attraction too uh with the 4 day week and I can

148speak for that from the previous districts I'm at. We want to recruit the best teachers that we possibly can and uh my hope is that we will. >> Do you have a do you have you quantify the savings or is it just there's a savings? >> Well, so that's a really good question. So quantify it uh on an average and I spoke to it before. It's between 1 to 2% savings on an average. Now that really depends on the district and what you're going to invest your your savings into. if it is about you know again trying to and I think we're all on board we want to maintain benefits and we also want to try to keep um classified as whole as possible and if not whole then they have an opportunity to be

149whole as uh Jessica talked about with the base program to work additional hours um so so to give you a quantified savings the average I will give you and that's the best I can do is between 1 to 2% and again that quantifies to about you know $500,000 some >> so you're basing that on the entire budget, not just the general fund. >> Yeah, just the just the M budget is what? $50 million. That's all I'm taking. And I and that could be savings and um yeah, that's all I'm going to speak to in regards to that because again, when we talk about M, we're talking about transportation and we're talking about food service. And again, I know that food service is paid for through a different fund, but again, as Jessica pointed out, um

150we are slowly eating into that fund house and projected at this point, you know, 3 years. And then we're then we're subsidizing. We're using more money uh to to basically subsidize that food service. >> I saw emails from parents that said, "I'm going to have to pull my children, go somewhere else. If we lose 1 to 2% of them, what does that do to our budget? >> That hurts obviously, but uh the thing is is that >> lose 5%. >> Well, my hope is that we don't uh that my hope is that we again I think we're transparent as possible. If parents come to us with the concerns that they hey look these are our hurdles that uh we can work with them in a partnership to to help them through whatever hurdles they might

151have. A good a good um example is is the base program. It's always been the number one concern of parents is child care and that's why we're being very proactive with that and trying to give parents an option. >> Are you going to give this gentleman a fourth job pay >> if he qualifies? Yeah. You asked if you got a job. >> He's got three. >> Yeah, I get it. >> Give him a fourth one. >> Yeah. Uh I would tell you in this case again we work on a case by case basis and this gentleman's situation is is noted and and definitely by all means we'll try to find ways to work with him >> but he presented he's one example he presented himself. >> Yeah we had one example and and again we

152have 4,600 you know you know students in our district. Um so again that's a unique situation and hopefully we can work with them to figure it out. what what's unique which what situation is unique that you said >> well because obviously and again I I I'm not I can't speak for him and his family and his and his needs. We all we were all run into family obligations and and uh and I and I and I feel for him. He's made a really good case with me too. But the bottom line is I we still want an opportunity to even try. We haven't even tried this option. I think if we work together, I think we can hopefully figure out um hopefully come to a resolution and help him and any parent that is in

153a situation. >> You commented that you didn't want it to be a detriment to um yes, >> our students. Um but I think that this plan is detrimental to some of our most vulnerable families and for that reason I am out and I will move to deny the 4-day school week. We have a motion and a second. All in favor say I. >> I. >> What was the motion? I'm sorry to >> deny. To deny. >> All in favor say I. >> I. >> Any opposed? Nay. >> I'm nay. >> Or you can abstain. >> That's >> okay. I just feel like I have more questions that I don't have answers to. like the calendar that over and over. Well, I did, but it sounds like we can't get close to Post Falls. >> And

154I wish we would have looked at more rural school districts that do 4 days because if I'm remembering correctly, the one closest to us, they lost a huge amount of students. That's why they opened a home school program to try and get those students back. I think they had 800 or 1,800 students. So I I do want to speak on the calendar right now. Currently post calls is starting a week later than us. That's it. >> And they're and they're getting out a week they're getting out a week later than us, you know. So they're starting a week later and just because again I spoke with so we're very close to what Post Falls looks like and as as the other school I can't speak on that. I'm sorry. Well, that's why I asked if

155you looked at a school district that looked like us with a large rural population, you know. Um, but I do I do have more more >> ask your questions and I've got a team of people here to answer it. >> Well, I did. You don't have the answer because you didn't ask you didn't go look at something that looked like >> falls. I absolutely answered it. We >> But Post Falls does not look like us. They live in a city. They have many amenities. They have, you know, a lot more money. They have I mean, they don't look like Lakeland. I only bring up post calls because I do know that we have and looking at the comments, we do have some people that have students in both or, you know, family members or what

156have you. Um, >> Chair Gome, I was pointing to a question you said about Bliss Falls. You said because there was a concern that we couldn't propose to them and that was it. I was just answering that question. I had a >> concern. Go ahead. So, I've talked to multiple parents and I got a ninth grader that reads at third grade level. Is that okay? You know, I got a sophomore that reads at a seventh grade level and these are kids I know, you know. So, I don't I don't know if uh shortening the school week is the best thing for them, you know, and we have a lot of kids like that. We have tons of kids on 504s and IEPs, >> and we're passing those kids through. We don't hold anybody back ever.

157>> We We're just setting them up for failure. >> Yeah. So, I'm I'm going to have to change my vote to know. >> And I I want to I want to do what's best for the teachers, too, because I know a lot of them, and I know they work hard, and I've talked to kindergarten teachers, and they said, "Well, an extra, however many minutes for kindergarteners would help to get them settled down and and be able to teach a little bit more." And I want to help those teachers, but I know them. I've known them since they were kids and I know the staff, you know, and I want to help them, too. But I just can't I can't do it in good conscious, you know. >> That's that's fair. And it is and it

158is a >> Yeah. And it is >> it's a hard decision. And >> it's a hard decision and a personal one at a lot of levels. >> And uh it's just I don't know even it's with even a lot of these parents are saying, "Well, sports, it'll help with sports. Kids get a reset." Well, we're running practices till 7:00 at night already. We got three practices going. We're we're out of there at 7:30, 8:00. Then they got to go home, take a shower, do their homework, and eat, and then go to bed and do it again the next day. >> And so, I don't I don't know. I mean, when I was when I was a parent and had kids in the district, I it was non-stop, >> you know, from sports to everything else

159that you had going on. >> Yeah. dinner, getting shopping, whatever you had to do. And I don't know, I just it's it's challenging. And and I'm sorry to jump up here and add to this again, but I there were just a couple of things that came up that I want to speak to. Um you know, the first one is the question of what if we lose 1 to 2% of our population. Um this this is purely anecdotal. I don't want to pretend like I have DATA BEHIND THIS. Y >> school choice in Cney County and in Idaho is is a very real thing for us. >> Um and and again anecdotally, you know, speaking from the principal seat and now as the assistant superintendent, we have a lot of people who call and say, "When

160will you decide on the 4-day week because I have a spot at Hayden Canyon or I need to get my open enrollment in at Post Falls." And so I just I want there to be an understanding that as many as much as we might risk losing some families and again I do not mean to gloss over that at all. Um we also are trying to think long term and what keeps us competitive in a system where we are required to increasingly compete. >> Um I believe that we have great programs and that kind of brings me to my second point and it's it's instructional minutes in the day. really the only consistent thread that I can find in any research about the 4 day week because I think we've all found on the committee that

161you can pretty much find research to support whatever opinion you have. >> Absolutely. >> The one consistent thread that I can find is that it supports that if you maintain the number of instructional minutes you have in a day, that is generally a benefit. Speaking to your point, Trusty Quinnby, about kids who are already struggling and we're reducing a day of the school week or uh yeah, a day out of the school week. In this plan, we would actually be increasing instructional minutes. And just like with the example you used in kindergarten, we have some teachers who believe that that time would be beneficial to kindergarten students to settle them down. The research that shows that if we protect those instructional minutes also shows that whenever we're more purposeful with longer blocks of learning, there

162actually is a benefit academically. And so again, I I know that the trustees, you you guys have a very difficult decision to make and you have to you have to answer to the most vulnerable populations here and I don't envy that position. But I do want you to know that we have really worked hard to make sure that we're bringing you the highest quality information. Um, and we're addressing questions that you have. >> Yeah. And I believe that, Jake. I believe you guys have done everything you can do. Um, you know, it is it's just a difficult decision, but the thing is is, you know, how many are we willing to, >> you know, not be a good thing? >> Sure. you know, um I mean because honestly I know more people that enjoy the

1634 day week than don't. However, most of those people do not live rural and that's a big difference because they're not stuck in the middle of the woods. They're not stuck, you know, a mile from the highway. They're not, you know what I'm saying? There's more community. There's more continuity with people and things to do. Um, that's why I wish we would have had a little bit better conversation with West Bonner because I think communitywise they sort of mirror I mean we are joint. We are Bonner and Coupney. >> Yep. >> And mo that's where most of my people live. So even if I love it and think it's a great idea, my people don't. That's not what they said to me. >> Sure. you know, and I can't I wish I could fix for

164them so they could enjoy it, you know, um or or to try it, but I I just I don't have we don't we didn't go talk to them and we don't know that and I just can't do it, you know. It's we did I did talk I did speak for we because there St. Mary's is looking at a 402. It was a discussion in our superintendent uh forum that we have which is tomorrow and uh yeah she she was fully in favor of it. She said that there's challenges with it obviously. Um >> Post Falls you mean that you talked to >> No West Bonner is >> West Bonner has a male superintendent. >> Well I apologize again but the female is is St. Mary's so that's what I was talking about that and then

165the other thing too >> I remember through my experience I the three districts I've worked at have been all rural one extremely grow you know 300 kids total you know so so and I've seen it work very and then THE DATA DOES SUPPORT ESPECIALLY IN THE RURAL districts that this is a good model because there's a lot of these kids that are farmers ranchers and they get an extra day of work and >> well my rural kids have two working parent families and they go from, >> you know, elementary school to high school and, >> you know, we've already had to overcome the bus route. >> Absolutely. >> thing and good point. >> You know, so I understand that, right? I mean, southern Idaho, everybody gets off for potato harvest, you know, or whatever. >>

166Absolutely. >> Um, but there again, that's not us. But um yeah, I just I I don't have I don't feel comfortable moving forward with it, especially as a pilot. I think if we do it, we just need to jump in and do it because I think something like this is going to take a couple years to even get used to. >> Yes, ma'am. >> Um and I think our calendar needs to stick more closely to what people are used to, which is after Labor Day. That's a big holiday for Especially when you're in this environment, you know, winter's coming, you know, that's that's like the where, you know, you do the change, you know, it's like, okay, now we're back to school, back to work, winter's coming, you know. >> Um, >> we can make

167that adjustment. We can make that adjustment, but we're just going to have to adjust where our our our high schools are doing their graduations. That's that's it. That's what's holding us in that area right now. Well, we did ask for that at the last board meeting and you said we can't do it because of where the graduations are being held. >> Well, so >> so I want to trust you, please let me explain. When I say can't do it, >> it didn't pass anyway, right? Dave changed his vote, so we're done. Well, you didn't vote yet. >> Yeah, I had said that. Um because I didn't have enough, but I'll I'll just say nay. I was going to say I abstained, but I'll say nay. I'm good. Just for the sake of clarity, Trusty Bane

168moved to deny the proposed 4day school week. >> Yeah. >> Trusty Broadhead seconded that motion >> for in favor of >> denying. >> Yep. So I opposed. >> Okay. Thank you. >> Yeah. Now, you know, maybe we can bring it back at a later date or something when we get calendars and base and all those things that our community needs to know. You know, maybe we'll look at it again. >> Can we So, we include all the parents. Can we at registration ask them if they prefer a five or 4 day? That way we get all the parents involved. >> Yeah. >> Not just a thousand or whatever it was. You know what I'm saying? >> Yes, sir. >> Um, something like that. >> Or how about check mark and skyward >> add it to

169a tab or something. I don't know. >> I appreciate the recommendation and I I want to thank the board. This was a very tough decision. Thank you so much for your consideration and your questions. I think you really did your work and I appreciate that. Right. The next item is the annual policy review. There are annual policies that to review annually. Um and that has sort of fallen off because of all the different transitions um within policy committee and different movements etc. Um so in talking with Sarah clerk about this um to get us current and caught up these these should all be reviewed prior to the start of the school new school year so before July. Um so hey we are on the ball right now um I I would like to point out

170because we did not have this discussion Sarah um the 7,000 policies anything to do with funding and finance um those do go through Jessica because that's her perview. Okay. >> So those ones she can take a cursory look see and see if there's anything that needs to be changed or that she'd like to have improved. Okay. and then those can be brought forward to the board. Um so aside from that we have all the one two three four five 6 7 8 9 10 11 12 13 14 15 uh 16 18 19 policies. Well, actually, she should also review 8245. >> Um, so that would bring us down to 18. Um, so Sarah was going to have us draw straws so that each one of us could review the policies to see if there's anything

171that as a trustee we feel needs to be addressed, modified, reviewed. >> This is the legit game. Yes, it's legit. >> Some of these are pretty heavy. There's no real gentle way to do it. So, I'm just going to request that we draw and at the end of the evening, we will exchange your lovely popsicle sticks for the policies. And if you could make a recommendation to either approve for the year or return it to policy committee for adjustments, that would be most helpful. How many do we need? >> That would be 15. So, >> three of four. >> Um, do we know where we got this list of the annual review policies? >> Yes, >> that is the most recent list I can find and that came from um Paisley's files. >> Yeah, Lynn's

172Lynn created it to help keep us on track. Um >> cuz I think there's more than each typically >> take three for the moment and then we'll pass it back down because there'll be extra sticks. >> Um so the ones that we have to actually review, we had a list that we wanted to look at, but the ones we have to actually review are in policy 1303. Um and we can look at these, but these aren't actual annual review policies. These are more I believe than what we >> I believe within these policies though I I I get what you're saying. >> Yeah. Within the policies themselves, it does state that the board will review these annually. The this particular policy annually. >> Okay. Well, we need to put um 1303 on there then because

173that is the annual review policy. Makes >> sense. That's a good one. So, should we assign you 1303? >> Yeah, sure. >> Wow. There you go. Okay. So, you have to take four sticks, Ra. >> Yeah. Okay. And then pass it back down because we'll have to take another one. And Randy will be the lucky bird and maybe Randy and Jeff. I'm not sure. >> Here. Wait. Four. Four. One, two, three, four. >> Oh, >> okay. So, THERE'S 20 IN HERE. >> DAVE, HOW MANY DO YOU HAVE? I'M MAKING SURE. >> YEAH. Looks like Dave's got four. >> I want more. You want more? >> No. >> You get to watch paint dry. >> If we need to adjust after this, we can absolutely do this. But this at least keeps us >> On track

174and somewhat in compliance and making sure we're doing what we need to do. >> Oh, does somebody have 2420p? >> I do. >> I'll switch you something here. Let me see if I have uh cuz I have 2420. So, it's like too >> Does somebody have chocolate with caramel? >> Yeah. I'll try. I got suicide. >> Uh, so let me see. I have Well, all those go to Jessica. Uh, >> sorry. >> Oh, how about student dressy? Would you like student dress? >> I thought we did hazing, harassment, intimidation, bullying, and cyber this year. Yeah, I think some of these >> it just didn't get >> we looked at them and we were like, "Yeah, they they didn't get uploaded or whatever." So, we're going to go back. >> I gave you inspection of school

175facilities. >> So, um >> you can give me one >> is amazing. >> No, it still has to be done annually. It just >> it was more recently than 201. >> So my request now is if you can hold on to your popsicle sticks and then I will exchange them for the actual policies when we're done with the meeting today so we can continue >> here. I'll I'll give you easy one. Uh code of ethics for the school board which we just did that one too. So >> we did a lot of these I think just something happened to them. Yeah. And I did share that with her, but instead of having her try and >> try the new one. Yeah, cuz it has to be done annually anyway. So, we might as well, >>

176right? But for the record, the majority of these were done, but we don't know what happened to the list. So, we're just going to say, "Yep, >> maybe we can find them if we look, you know, with our own." >> And I need one other um or I'll just write it on something so we won't forget. 1303. >> Yeah. Oh, you have a popsicle stick for me. >> I don't find that you. >> Okay, perfect. Thank you. >> You can jot it on sticks. >> So, that was an action item. >> Um, action items. >> Yeah, it is discussion items. But, >> um, we took action. We divided by >> Yeah, we did. >> I moved to divide it. >> Okay. Second >> proportionately amongst us. >> I'll second. >> Okay. You have seconded. So

177we have a motion in a second. All in favor say I. I. Any opposed? Hearing none. The motion carries. >> Um >> I did have the um we in January uh no excuse me in December we were going to have the crisis response plan review. We must do that in executive session. >> Um, >> yeah. Did we remove it off the agenda? >> Well, what happened was the meeting was cancelled due to the windstorm in December >> and then it was never brought back. So, we need to pick a date, time, and place. >> Um, but it is on open to the public on this agenda. >> I checked. >> Oh, you did? >> Yeah. It's it's just for you. >> I I checked with her. I'm like, >> please tell me. Uh, okay. That

178gives me palpitations. So, I did check. >> Trust me, listen. I'm on your website right now. IT'S NOT OPEN. >> OKAY. OKAY. I thought it was. I was like, you know, thank you for the panic because, you know, so we do need this is something here's here's another little dilemma. This is something we do have to review annually. Typically, we do review it before we enter the school season. So my suggestion would be instead of trying to do it now right away and then just have to write turn right around do it again in June or do you know >> the muffin man? >> Oh jeez. Which one you talking about? >> For the life of me I cannot remember if we did it May, June or July. >> Last year you did it in

179May. >> We did do it last year in May. I don't think we Okay, well, we'll go with that. >> Okay, >> so if we could look for either a date in May or June to review this, >> um, we need to put it on the calendar so we can get it accomplished before being behind the eightball again. >> Sure. Okay. After CS, >> do it as as part of our uh special meeting for May. >> That would be May 6th. >> Yep. >> Okay. Um what I can say is that the goal would be to not have a special meeting and then just do this as meeting because we do hold it in executive session and it it is slightly timeconuming. >> Yeah. So, I don't mind doing that if we have the intention

180already that we're going to choose to do this on that special meeting instead of anything else. >> So, I don't know why we did May last year, but all the other years we did August. >> Was it August? >> And maybe we bought something or maybe it had to be changed because there was something I do remember vaguely so that we had a little more time or something. >> I think I think it was just because of the administrator turnover. Um, okay. >> You might remember that it was Dr. Pasley that she had a conversation with you before she left your >> Okay. >> So then, >> so we can do May if you want, but I'm just saying that it was August historically. >> Well, I would like to point out that within the

181crisis plan, I mean, there are policies that do need to be created to support the crisis plan and that's always gotten bogged down and not occurred. >> Do we have a list of those? Um, in all fairness, no. The reality is we don't have policies to support the crisis plan. >> Yeah. >> Um, go ahead. >> But we do have and I think we had this discussion once before, but we do have in the administrative manual. >> Yeah. >> Uh, some of this I remember we looked at that a lot. I think Brooke helped us actually. We do have some of this in the administrator's manual, but we didn't have policy that remember we made some policies that referred to the administrator's manual to do those procedures or whatever it was, >> right? Well, we

182but we do need to have policy for our parents so that they understand that you know either we we do have we do have something >> okay >> um to give a a generic uh >> okay maybe not overview but just so that the parents are aware without giving detailed information within the crisis plan out >> right >> so um >> would it be just one uh would it be one uh policy that sort of bullet bullet pointed some of these things and then if they wanted more detail then that would be something they could go to >> I mean because we can't put it be we can't get too detailed and put it on the website right that defeats the purpose >> earlier this fall we did review and update a policy on emergency

183operations I think that's what we're remembering that referred back to administrator >> THE ADMINISTRATOR'S MANUAL JUST BECAUSE IT IT the policy was specific to say that we will have a fire evacuation procedure, but it doesn't list out exactly what the procedure is. >> Okay. >> And that was updated this fall, probably September, October. >> Okay. Well, then I suppose whenever policy committee reconvenes, cuz I'm not going to ask you to do it. Um, we need to take that policy, compare it to the crisis plan to make sure that we have informed our parents of our emergency preparedness, keeping it in line with our crisis plan without >> expressing the crisis plan in the policy. >> Yeah. >> Okay. >> Does anyone have the policy number off the top of their heads? I do not, but

184I can >> just jot down emergency preparedness >> because that may be the solution as opposed to um detailing out specific policies cuz I do know that we have um added a few policies in keeping up with our crisis plan, but not all of the policies. So uh 8300 is this. >> Oh so there are quite a few holes in it. >> 8320 8330 I think a lot of those just go right with it series. >> So they can't look at the they can't look for holes. >> Exactly. Emergency security holes where come >> No, I wasn't sure what your holes meant. So, thank you for clarifying. >> Okay. If you were looking to do damage, you'd look for holes to come in. >> Mhm. >> Exactly. >> Okay. >> So, did we decide if

185we're going to pick a date in May, June, July, or August? >> Oh, we can do May so we're not piling everything in August. >> Okay. So, let's choose the special meeting for May. That will be an executive session um specific to the crisis plan. >> Should we include July because It's going to be a big deal. >> No, we've always been able to get it done in a meeting, but the meeting you haven't been here. It's okay. But the meeting is specific to that so that we know that we come and that's where the time is devoted to. >> And there there's a lot of key players that come into that meeting. So, okay. Uh, moving on to the plant facility levy. Um, how have we communicated the plant facility levy out to, um,

186the community? >> So, uh, I'm just going to tell you what we've done so far. Um, we sent out I sent out a email to staff um, plant levy. There was a article done by um, >> in Idaho Ed News, >> right? And I wanted to address a few things. there was that um Emma went after the turf and uh so I wanted to make sure I got clarification on that that that was not being considered in the plant facility levy. So I got that information on that. I got our wise out and uh you know and and just asked for their you know help and making sure that we have conversations with the community in regards to these specific topic components that we've we've uh put out. From there, I contacted the next day.

187I think that was Thursday. Um, Thursday, no, it was Friday. Apologize. So, Friday, I sent out a correspondence to the parents, which obviously is community. Uh, very similar email, but uh it was uh it was a little bit more uh crafted for parents uh in that sense. And again, just if they wanted more information um to please contact me. And at this point, I've had no contact. Well, I had one correspondence from a staff member to say, "Thank you for the information." With that, um, Rebecca's been working hard on getting me, um, uh, and Jake, uh, you know, into group organizations. I think we're Saturday on April, the baseball, >> April 18th. >> Yep. April 18th, we're going to get in front of 850 people at the baseball. April 9th is our first town hall

188at Lakeland Middle School. We've got that scheduled. And then April 23rd at Timberlake High School. We have that scheduled. So, uh, we're working on getting the flyers out. So, Jackie will post it on social media on Monday. A lot of that social media stuff is going to go out. >> Yeah. >> And then we're making a video series where she's come in and take me along. And we're going to, you know, start very start very broad in the sense of what it is and why we need it. And then, uh, we're going to start breaking down and showing people the specific areas where we we need to, uh, we need the monies to help update these facilities. So, um, right now, that's the plan. >> Can we please remember that it's not just facilities? We

189really need them to put buses on that list and they weren't. We're not crew. >> I can. >> Yeah. >> Buses came. >> We're allowed to purchase vehicles with plant. >> Do we have small buses? >> Two. >> A couple. >> Two. It took us 3 years to get them >> kind of like the concrete. >> Not by any fault of it was it was because supply chain issue. Mhm. Yep. So, I don't know if you guys are keeping notes on the annual policies, but the fire drills and evacuations, it says we need policy. We actually have that policy. So, if you're keeping a mental note, >> cuz that one was crafted in trying to stay compliant with making sure we had policies to support >> Yeah. >> the crisis plan. >> Oh, yeah. It's

190uh odd looking. Okay. I see. And there's a procedure for it also. So, we probably need to update that. I'll make sure I do that. Okay. I'll I'll do it with the other annual one. >> Okay. >> If it says we need one, I'll look to see if we actually need one. >> Okay. >> Um if we don't have one, I can make some examples. >> Perfect. >> Um and then pass them on. >> Thank you for that. >> Okay. Um any other conversation that we want to have about the plant facility level? >> I did present it at the um uh >> we have that 77 we have also >> the state of the community. So I did have a discussion so that was a >> oh and chamber tomorrow. >> Yep. Chambers tomorrow.

191There you go. Um, do you are you giving uh can can you share your presentation with us so we can see what you're presenting? That way what we used to do is before the superintendent would share with us so that when we're in the community we had we're all talking the same talking points instead of >> so the what I'll be talking about we already have a specific it was when I sent I I attached the board on the staff one board on the parents. That's it. That's exactly what I went over. Okay. >> I only have like 30 seconds, 2 minutes. So, it's going to be really brief. >> Okay. >> Going to America to both of them as well. >> Just waited on dates. >> So, your talk tomorrow is about discrediting the

192Idaho Ed News article to the community. >> Is it? >> Cuz that's what you sent out to the parents and to the staff. >> No, no, that's not what I sent out. show. I I said I I I explained not discrediting I explained what the turf was about. It was a mistake uh and that we were not considering because you're not. Um the other part that I was the most important part was um setting out those talking points and that was the most important and why we need the letter. That's what I'll talk about tomorrow. Sorry. >> I never saw the ED news. I got to look it up. I don't know how I missed that. >> Yeah, it was a nice uh >> Yeah, I heard that, but I never >> um went and

193looked at it. Okay. >> No, >> sorry. My dad's >> My dad's going to >> pray. Want want me to keep your things, your sticks? >> No, I'll do them. >> Okay. >> I do them later. >> Okay. >> You need help? Let me know. I'll help you. I was going to say Dave, if you hand those down here, Sarah can send you the list of what which ones are yours. >> Thanks. >> Sorry. Sorry. Crazy. She's got something in her hand. >> Any further discussion on the plant facility levy at this moment? >> Not right now. >> Okay. >> We have our dates to remember the long range planning. >> Are we scheduling that workshop though? >> Yeah. May. >> Oh, yeah. >> What? in May. >> No, we need to do it before

194so that we Yes, it's the the workshop for >> deciding how we're going to spend that money or >> we did the crisis plan on >> Yeah. Well, we already did that one. So, >> Oh, yeah, we did. It's the first meeting. >> May 6th. >> It's our special meeting in May. >> Uh 6th. >> Well, I mean I there have been conversations on both sides of the fence. I don't remember where we landed in all fairness cuz I thought we weren't going to hold the workshop until after we knew whether or not we had the funding because it's out there >> to present the community with what we were go what our >> wishes were for spending that money >> not sure >> let's agree to agree buses. >> Okay. Uh when do we

195want to do that? >> I am not here the 6th through the 10th of April. So, okay. uh 22nd of April. It's the meeting after our regular board meeting. It's a little late in the game, but Or we could pick a different day. I just Excuse me. Try to keep it on Wednesdays. >> What about um April 1st? April Fool's Day. >> That is spring break. We were supposed to have a meeting. We canled it due to spring break. that the 8th Brandy is gone, >> right? >> Um, from the next week, the 15th, it's a regular board meeting, >> right? >> It could be there on the 22nd >> and we already have an executive session planned for that day >> for the 22nd. Mhm. >> We did. >> Yeah. It says 6:00 p.m.

196>> Yes. >> And an executive session on the 8th. >> Okay. >> Middle. >> And an executive session on the 29th. >> Yep. >> Mhm. >> Okay. I'm elementary school. I just >> Oh, that's right. Okay. Thanks. >> We're all cooked. Appreciate it. >> I'm trying to find out where we're going. >> I think I picked those days. >> In April, I got to find those out. >> They'll need to email those to me. >> Yes. And they are on the calendar as well. >> Okay. >> Would it be easier at this point to potentially replace a policy committee meeting? >> Sure, why not? >> Like the 13th. Well, yeah, that is if everyone's agreeable to a Monday. >> Okay, I'm fine with that. >> I'm checking. We're going to be out of town sometime

197in April and I got to find out when it is. >> Gotcha. >> Sorry. >> So, well, you're looking for that. I'm going to go to calendar to go to the How do I get to that? Oh, wait. There's a calendar. Someday I'll get it figured out. Okay. We're going to be on the 10th, 11th, 12th >> of April. That's the second. Oh, yeah. I get back on the 10th, then you're leaving on the 10th. So, that's 10th, 11th, 12th is a weekend. So, we got three who could potentially do the 13th. I can do the 13th, I guess. Let's see. Yeah, I can do the 13th. So the 8th, the 22nd, and 29th are all the Okay, got it. >> Get back on the 13th. >> Oh, you get back on the 13th. So

198>> from here, so it's crazy driving. Oh. had a long day. >> Oh, wait. No, she just changed. We get back on the 12th. >> Her tooth is still good. >> Okay. >> So, she's not the secretary. >> Okay. She's the event planner. >> Yes. >> Navigator. That was we have to call that Are we on dates to remember in just one quick second? >> Okay. >> Thank you. I'm having a a moment. Yeah. Just this event only. Thank you. Okay. All right. Yeah. The 13th. Okay. Lord help me. Sorry about the ding. I can't turn my wife's ding off. >> You can. It just might not go well for you. >> Favorite ghost and it'll I have to turn my phone off. >> Okay. >> Where did the board book go? Lord. >> Yes.

199I believe we're on dates. Okay. I don't know where you're at. >> You looking for the calendar? >> No. dates to remember. >> I'm looking for the agenda because board book went away. So, >> do you want me to read them off? >> That'd be great. >> Thank you. >> So, there's uh long range planning committee March 26th, policy committee meeting April 6th, executive session, April 8th, policy committee meeting April 13th, >> which is now the workshop, >> which will now be that new workshop, and the regular board meeting on April 15th. And in addition that did not make the agenda before it was posted is the executive session on this coming Monday the 23rd with the IBB workshop >> directly afterwards. >> Okay. Thank you. >> That was then we rescheduled the >> correct.

200All right. Um any input for future agenda items? >> Not at this time. I don't have any. >> All right. Then I would um move to enter into executive session pursuant to Idaho code 742061B. >> So moved. >> Second. >> Thank you. We need a roll call vote. >> Trusty Bane. >> Yes. >> Trusty Broadhead. >> Trusty Thompson. >> Yes. >> Trusty Griffen. >> Yes. >> All right. On that we are in executive session. It is 9:01 when we will take a 5m minute recess. Okay. >> It's like those chairs and auditoriums stand up. >> Oh, we are being recorded. Okay. All right. So, we have come out of executive session. It is 10:49. Um, there is one action item on the agenda. I'll entertain a motion at this time. >> I move to not

201renew the superintendent's contract for another year. >> Second, >> we have a motion. He was quieter. >> We have a motion and a second. All in favor say I. I. >> I. Any opposed? Hearing none, the motion carries. And on that note, meeting is adjourned. It is still 10:49.