11.19.2025 Regular Board Meeting of the LJSD Board of Trustees

001meeting to order at 6:00. Welcome everyone. 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. Please be seated. I do need a motion to approve tonight's agenda. So move >> second. >> We have a motion in a second. All in favor say I. I. Any opposed? >> Hearing none, the motion carries. Having a little technical difficulty. I apologize. Good. Now I'm not. All righty. So, uh, moving on to announcements. Just a reminder to everyone that this is the board's meeting, um, held in public. This is not a public board meeting. Uh for public input, you are um limited to three minutes unless the board chooses to

002allow you to go longer. Um we will uh pull public input to after our trust presentations. So we'll go ahead and move on into the trust presentations. Good evening to the board of trustees. Superintendent Taylor. My name is Tiffany Melton and I'm the proud principal at Twin Lakes Elementary. I am excited to introduce six students who are examples of the high caliber of learners that we have at Twin Lakes Elementary and their alignment to the district's mission of trust. Here is what their teachers had to say about them. Starting with our wonderful little kindergarter, Diego Porter. Diego is a smart, hardworking student who consistently demonstrates the values of trust in our kindergarten classroom. He shows respect by listening carefully, following directions, and treating others with kindness. He supports his classmates by offering help and always

003doing what is expected of him, which sets a great example. As a new kindergarten student, he is able to work independently or in a group. He always puts forth his best effort. He makes great choices, works hard with others, and always tries his best, which helps our classroom be a great place to learn and grow. He is a positive example in our school community. Mr. D, come up here. We got a McDonald's coupon for you. >> And from first grade, we have Mr. Cody Prince, who consistently shows reliability. The class can always count on him to complete all his work and responsibilities. Cody's a great example to others of how to be respectful of how to be a respectful peer and student. Cody shows maturity by thoughtful decision-making, taking responsibility, thor and thorough focus, and

004self-control. Cody is new to our district, and I couldn't be more grateful, his teacher said, um, Missagi, to have him be a part of our first grade classroom, and he is a master TURKEY DRY RUNNER. FROM OUR SECOND GRADE GROUP, WE HAVE AMEILIA HAWTHORNE, who is a remarkable student in second grade. Known throughout her classroom, not just for her bright smile, but her outstanding character. With an innate sense of high morals, Amelia can be always counted on to do the right thing, demonstrating a genuine honesty and trustworthiness that makes her a role model for her peers. Her great work work ethic is evident in everything she tackles as she consistently goes above and beyond with her classwork, often adding thoughtful details or extra effort and exceeds expectations. Friendly and kind to all, Hume approaches every

005interaction with warmth and ensuring that everyone feels included, respected, making her a truly beloved member of our school community. Moving on to third grade, we have Miss Be Lambert. Her actions make her a powerful illustration of the trust theme. Her consistent and highquality work combined with her reliability builds confidence with those around her. By treating everyone in the classroom and the school with respect, she has positive influence on her classmates, teaching them through her example of how to interact with others. MISS E. LAMBERT. AND IN FOURTH GRADE, WE HAVE MISS HAYDEN HUTCHINSON, who has a great work ethic, self-discipline, and a positive attitude. She consistently demonstrates academic honesty in her work. And Mrs. McCormack and Mrs. Halum can always count on her to meet school, classroom, and work expectations and fulfill her responsibilities when she

006is either working independently or in a group. She is also respectful of her peers, teachers, and other adults in the school. Her positive and trustworthy character make her a positive influence for the others at TLE. And finally, our fifth grade, Mr. Owen Seagull, has an unwavering unwavering integrity and reliability. He consistently demonstrates academic honesty in his work and can be counted on to meet deadlines and fulfill his responsibilities whether working alone or in a group. This dependability extends beyond academics. He is accountable for his actions, respectful of others, and acts with maturity that earns him the trust of both his peers and teachers. Ultimately, his combination of strong moral character and conscientiousness makes him a valued and positive influence within the fifth grade classroom and our school. MR. OWEN SEAGER SO ON BEHALF OF THE

007students and staff, I appreciate the opportunity to show that TLE is a school that inspires excellence in academics, leadership, and personal growth. We are givers, dreamers, courageous, and friends. At TLE, we are >> awesome. You're all welcome to stay or leave if you would like. >> Thank you so much. Oh yeah. >> Karate from the Okay. So, we will continue on. Um, we will move back up to public input. Um, is there anybody who has filled out the request to address the board, but it hasn't made it to the clerk. >> Okay. >> So, did you fill out a request to address the board and it wasn't given to the clerk? >> You did not. >> Oh, not a worry. Bring it on forward. >> Well, this is my what I'm going to say. >>

008Oh, okay. Gotcha. Gotcha. I can open. >> Would you mind? Um I think they're on the table out there. >> Okay. I'm so sorry. >> No, no, no. You're fine. >> Okay. The first person uh we will start we'll hear from tonight is uh Mark Fischer regarding science curriculum suggestions. So I'm Mark Fischer. I live on um 2786 um Remington Road in Apple and I've got comments concerning uh teaching Darwin Arinian evolution in uh the school district here. Um >> okay so the morning of evolution been taught in US schools since 1870 and despite it being only a theory over the last 150 years have been many scientific discoveries that call into question Darwin sear that small random changes over long periods of time has led to all the various life forms that we see

009today. Darwin need on an old earth in millions of years for a series to be even remotely possible. However, there is much scientific evidence that points to a young earth. For example, in 20 uh 2012, a microbiologist named Kevin Anderson, PhD, unearthed triceratops dinosaur horn in Hell's Canyon, U Montana. Upon microscopic examination, discovered evidence of cells, tissues, and collagen. Okay, these these elements are known to break down within 5,000 years. And yet um evol evolutionists tell us that dinosaurs disappeared from the earth 66 million years ago. Uh so something's wrong with the dating system there. Uh evolutionists cannot explain explain the presence of these young dinosaur bones perhaps because the evidence enough into their old earth paradigm. Um Nobel Prize winner uh Dr. Lionus Pauling stated um that science should be the search for the

010truth wherever it leads. The dating of the earth um discovery of these young bones and the dating of the earth should be incorporated into the science curriculum even if it challenges Darwin Darwin's theory. Um so the foundation of Darwin's theory is based and maybe you guys know this is based on the concept that one species could give rise to an entirely new and different species through random mutations and natural selection. For example, a fish changing into an amphibian change into a reptile can change into a bird. That's what evolutionists believe. Uh however, there's no fossil record showing the proof that one species could change into an entirely new and different species. No evidence of a change of kind in the fossil record and this has never been observed or quantified in the real world. Should

011not be taught in public schools. Well, government teaches this and I think it's I think it's really not according to the science that this this is being taught. Mount city Helens erupted in 1980. Rock samples from the newly formed Dav Lava Dome were taken and analyzed by several labs in 1986. So six years later they went up to the mountains took took rock samples. results were astonishing. The labs dated the rocks from 340,000 years old to 2.8 million years old, even though the rocks were formed just six years prior to being tested. Um, again, a solid evidence that a young earth of a young earth calls into question the validity of Darwin's theory and our current dating systems. If we to encourage students to be deep critical thinkers as stated in the Idaho content standards,

012they must be taught the entire body of knowledge. Say one more. >> I would like you to continue. >> Um um must be the entire body of knowledge and latest scientific discoveries regarding Darwin's theory including where his uh theory breaks down. This would include empirical evidence that shows the earth is very young and empirical evidence that the fossil record is in direct contradiction to Darwin's theory. Let's teach the students not what to think but how to think critically. Let them decide the truth about Darwin. >> Thank you. Thank you. >> Did he leave a copy for the board? He >> actually I there is an attachment um but I'm not sure that followed everything that he said but it is it is supports what he was talking about. >> Okay. Okay. We hear a lot

013of not a problem. >> Uh next we have uh James uh Sards. >> How you guys doing? >> Fine, thank you. Yeah, I was just wondering what the um policy and procedure is for if a student reports to their bus driver that they were physically harmed by another child in the bus. What's what's the process the driver should follow? >> Well, this is an opportunity for you to provide input to the board. Um this isn't a dialogue, but I would recommend that you talk to HR um about what your processes and procedures are for that type of a situation. No, I was wondering what your guys' are >> or can you tell me where I can look them up? >> Yep. On the website, there's a section underneath of the board that says policies or

014resolutions. Okay. >> And all of the policies are there. Um I would suggest if you've already talked to the bus driver, maybe go to the superintendent. >> Yes. >> And he can help you. >> He wasn't able to clarify really for me. >> Okay. Well, you can always send the board an email. >> Okay. Yep. >> And where what policy would I look under? >> I am I am not exactly sure at the moment, but you can go look on our website under the policies there. There's tons of them. >> Is there someone that would know like >> 30,000 series probably? >> Yeah, it's student section. >> Students, >> you have my number. You can call me. I swear I'll work with you. No, >> I know we've spoken. I asked you the same question

015several times. >> All right. Thank you then. >> Yeah. And thank you. Uh, needed dupick. She's not here. Okay, and Judy Fujimoto. and Judy, thank you for filling out that form. Appreciate it. Thank you for all you do. Lakeland School District Superintendent Rusty Taylor fail failed to include our elected board of trustees and has independently made the decision to deny a Lakeland High School students request to start a student sponsored Club America, also known as Turning Point USA, a 501c3 nonprofit organization, which means it's legally nonpartisan and does not officially endorse or represent any candidate or party. The Cub application form was filled out, submitted by the student, and it was denied on October 20th, 2025. Rusty used Wikipedia as a source for defining Club America. He states that he was aware that Wikipedia is

016not always the most authoritative source, but stopped short of admitting systematic systematic bias. He states that he was unable to access TurningPoint's official website due to our district's internet filter. Rusty, who was already facing criticism for shielding an AL Lakeland High School teacher who justified Charlie Kirk's murder to her class, refers to a board policy 3225 and states that the district cannot approve or sponsor clubs that promote or affiliated with political groups. He fails to understand that this application is for a student sponsored group. It is not requesting school or district sponsorship. The policy he refers to does not apply. In the students application, it is clearly stated that the group desires to empower to empower high school students to build real world skills. The organization aims to build confidence, sharpen communication skills, and form

017lifelong friendships rooted in shared values between students. The purpose of this chapter is to promote and uphold the principles of limited government, fiscal responsibility, free markets, and constitutional rights. The club aligns with history, government, and political science classes. The applicant states that because of our educational approach and lack of a affiliation with a political party, we are able to attract a wider range of students to join. We believe it is important to offer a nonpartisan educational group for students who are independent or have mixed viewpoints. Club America will offer a forum for debate and allow a wide variety of viewpoints to be heard. Club America also offers leadership training and scholarships to its members. In in my opinion, the application that was submitted is available to you in the November 19, 2025 agenda P.6 point

018PDF was a clear and concise request from a student who wants to be positive force at Lakeland High School and beyond. The experience that would have come from involvement of this caliber is deserving of support and encouragement from our district and community. Go ahead and continue. >> Action opportunities abound for those of you who see the value in this student's request or any other questions or comments you may wish to make at the Lakeland Joint School District 272 website. You can find contact information for our elected board. You can read the agendas for past and upcoming meetings. You can see where and when the board of trustees meet. The meetings are public and you are welcome to attend and make public comment. Public comment can also be submitted to the board of trustees by email.

019The board meetings are posted and available for viewing on YouTube. Thank you. Thank you. Is there anybody else for public comment that did not have a chance to fill out a form and present it to the clerk? Okay, we'll move on to the reports section. First, we have the superintendence report. Um I do have a question on your report. >> Um with respect to the PST meeting updates. >> Yes ma'am. >> Um so is there it's my understanding the PST team is supposed to discuss uh issues that are arising this current year. Correct. >> It is. Yes ma'am. That's one of one of the areas that we do discuss. >> Okay. Will you have the coach's pay schedule on here? Is that an issue this year? Uh it was uh so they uh the association

020brought up the coach's pay and it was discussed and then uh from when I was here um when the negotiate agreement was was uh initially approved there was you know conversations with the board um and uh and the coach's salary that we were concerned about. So I what I did is I said uh because part of the PST team is to get in front of this is I gave them um last year's kind of recommendation proposal and uh and I basically was it is a work session more than anything. I said here you go in the next PST team we'd like to come together and see if we can kind of you know uh kind of prepare for how we'd like to present it the IBB. So that's what we did. So again my question

021was is there a problem with the coaching staff salary for this year? >> The concern uh no no not at this point. >> Okay. Thank you. >> But again part of the PST is to once we've addressed this year's needs that we can start moving forward and planning for IBD for this year with no decisions made just planning. That's it. And that's what we're doing >> yet. the board has not addressed or discussed any type of uh direction, modification, whatnot for the coach's pay. >> It was a concern with the board when I when you initially uh negotiated uh when you approved the negotiated agreement. That's all. And again, if if that if I'm off base, I apologize. That's not was the intent was we're just trying to get in front of it. We're trying

022to have conversations about it. That's all. >> Okay. Does anyone have any other questions uh for the on the superintendent report? >> Nope. >> Okay. Uh moving on to the assistant superintendent report. Thank you. It's very thorough, very informative. Um I do have a question. Sure. on the statistics that you provided. Um there wait maybe it's not that one. Hold on. Let me pull it up. Um okay. um some of the the uh the reports that you provided they have a fall at and a fall near. Those two percentages do not equal 100%. So the group that's not in there, where are they? >> More than one grade level below. >> Okay. >> Yeah. So, and I'm so glad that you asked it, excuse me, Jake Massie, assistant superintendent. Um, the reason why I I

023changed the report away from the the format that you typically see it is I feel like it's important for the board to know that whenever we look at our fall numbers, we see low percentages. We see that students are scoring on their standardized tests at 6%, 10%, 15%. That's not atypical because they're testing at the grade level that they're going into, right? And so we expect them to not have mastered that content yet. And so that's why I included the the scores that are one grade level below or near the standard because that's really the group that we see is benefiting from our instruction and is on track uh to benefit from our instruction this year. >> Okay. So the near means they're just one below and then those that were not in the calculation

024to equal 100 are two grade levels below or more. >> Exactly. Wherever. >> Exactly. >> Okay. Gotcha. >> Yeah. Thank you for all the information. I do appreciate it. Does anybody else have questions or discussion points on this report? >> No. No. >> Okay. >> Thank you, Jake. >> All right. Thank you. >> Moving on to the financial report. First, I do want to thank you um for providing on the uh transportation routes. Um but I'd like to ask the clerk to make it a discussion item for the next board meeting. Um just because we didn't have the ones not all the pieces were there, which is understandable. So, um, it's kind of hard to flip back and forth between meetings to figure anything. So, it would be great if we can have it at

025the next board meeting, um, both, uh, current and last, so we can kind of get a comparison for what we've lost, um, what our routes are running, etc. And I'll open it up for anybody that has any questions. I don't have any, but congratulations on being able to hire two bus drivers. >> Yes, that is awesome. >> So, we can get the other routes done. That's great. Um, >> Jessica Grantham, chief finance officer. Um, they are almost done with training. We're hoping they'll be able to take their CDL test in December and then we'll bid out routes at that point. Um, I'm hoping, uh, the December 3rd meeting to bring that new Apple route to you for approval. Um, so it'll play into the discussion on the other route comparison as well. >> Okay, great.

026Thank you for all that. I don't have any other questions. >> Oh my No, I'm good. My questions are in the bill. In the bills. Sorry. I was like, I thought I had a question on my >> mine disappeared. >> Bob, do you have any? >> No. >> Okay. Thank you very much. >> Thank you. >> Next up is the facilities report or a facilities update. Good evening. Tim Heg, facilities director. Uh, a couple things that we got going on. Obviously, the biggest one right now is our concrete. And just this evening, I met with WM Welch, who is our general contractor, and they brought forth a new concrete contractor, somebody that actually can get the work done correctly. So, we went over punch list items. Uh, right now, my biggest concern is backside of

027John Brown. The original pore is crowned and water goes towards the building. Um they actually have a plan to tear that out and redo that next week when we don't have students here. >> So shed the water away from the building. >> Hopefully we'll have decent weather. >> Well, the good news is um with no students here, we can blanket it with concrete blankets and it should cure in time for school to come back. So >> it won't be an issue. and it's just a one little walkway, but it felt that it was the biggest concern that we need to address now. >> Okay. >> Uh the other one I have is that guardwood where it's an inverted ADA ramp. So, it creates a V and water pools in the middle of the V and

028it's it's going to be a hazard. So, those are the two areas I'm having them take care of right now. >> Um how are we paying for this? Um, currently we are on hold on making any future payments. Uh, W. Mulch has made it very clear that they realized that the fault of the work was on the subcontractor and they are doing their best to make it right. Um, we still have about $150,000 left on the contract left to be paid that we're withholding until the punch list is complete >> plus redemption. >> Um, we do have a payment and performance bond. They have been put on notice. We have followed the appropriate legal steps. Um, so we're we're allowing them to make it right at this point. Um, and part of that was bringing

029on a new subcontractor. >> Okay. >> So, so frustrating. >> I'm sorry. >> That includes retention. It >> does. That includes it was 10 plus 40, I think. >> It includes the retention on it, but we are they are aware that we're not making any additional payments until the punch list is complete. >> So, when they do this repair out here, we're not paying for it. >> Good. Good. Yeah. >> Um, uh, those are okay. I think Kevin and Bonnie, >> Architects West has done an extensive, uh, punch list with pictures that should have been included in your packet as well. >> It was >> um, Molly has been instrumental on this with the actual bring the punch list to meet the specs that were given to the contractor in the beginning of the project.

030So they are holding them to the standard as well as the district. >> Okay, good. >> Um >> other than that um typical month for us 187 work orders that were completed in the month of October uh which is is quite a bit as you know we only have about 10 people that are on the ground working but they've been doing really well. a lot of HVAC needs to keep heat on in the classrooms. Uh they're wrapping up the last of the um grounds, getting all the sprinklers blown out and making sure that uh I've got two guys right now that are going around the district and limming trees and things of that nature that have uh you know, dead branches, things that can create a hazard. Mhm. >> round entrances and um trimming up

031tree lines, fence lines, and in front of the buildings. We actually did go and treat the um softball and baseball fields at both schools, and that's going to help that penetrate into the ground so we get less of a weed growth next year. It's um a creeping grass that's been pretty persistent at both schools. So, we're trying to get ahead of that. Now, with the new concrete, we're not going to use the traditional ice melt because traditional ice melt on new concrete will splall it >> and we don't want to give them a warranty claim to get rid of our warranty. >> So, we did get uh 50-gallon plastic barrels we're filling with sand. >> Okay. And that there's one right here. But we've got them strategically placed with the new concrete so that they

032will have some traction. And I'm actually looking at a new ice melt now. I sent it to you >> that uh just spend the money. Um it's actually environmental safe, pet safe, kids safe, and concrete safe. >> Concrete safe. >> So we're looking at getting a few bags of that as well. Plus, we're utilizing sounds weird, but we're utilizing some of the leftover rubbing alcohol that was given to us during CO mixing with uh water and dish soap as a pre-treatment to certain areas. >> Okay. >> But, uh it's supposed to really help >> keep the ice down. >> Okay. >> Um typical stuff. We have HVAC issues. Just keeping things up and running right now. Uh the department of um >> professional licenses. >> Professional license. Thank you. You knew where I was going.

033He just finished his inspection. I think uh the inspection reports just came to me Monday or Tuesday. So that will be in next month's packet. So you will see those. Um nothing major came up on those. So it was actually a really good visit with him. And he felt really bad about last year's. So he jumped on this right away to get these over to you guys. Uh the gas issue, if you haven't heard, there was a constant smell of gas up at Timberlake High >> and it was combination of several things. One is we have a boiler up there that tends to it it fires in a progression and sometimes the gas gets before the flame >> and then it gets sucked into the air intake and just a little bit of gas it

034smells really bad. It goes a long way. So, we were able to work on that system and then while doing that, we found a water heater that was bypassing one of the check valves. It was just a minor little leak, but again, a little bit goes a long ways, but the guys were able to find that and they got that fixed. So, I actually got a call from the principal up there the other day and he said that things smell a lot better. >> That's good. >> He was very happy. Um, I put this on there cuz I thought it was it was a great thing. We have vacuums that are old that you can't get parts for anymore. They're industrial size, industrial strength vacuums. And the base plate that goes across the bottom is

035aluminum and you can't get replacements parts for them at all. And when you hit certain thresholds, it can bend the aluminum, break it. One of our new guys is very talented and was able to take one of the old ones and actually weld it back together and and fill in the missing pieces, >> which aluminum welding is is a talent. >> Yes. >> And uh he did a great job. I saw the the product when he was done. It looked like we just bought it. So actually saved us a ton of money. Vacuums, they they get expensive. And then things we have going in the works right now. The new boiler is at Twin Lakes right now. They're working on installing it. So we should have a new bullet boiler fire running by the time

036uh Thanksgiving vacation's over. So they've been uh working on that pretty hard. Uh Timberlake High School pump compressor went out in the library. It did just a lot of little compressors. 550 H track units in the school. Little things go out in my old time. So that's where we spent most of our 187 work orders. Okay. And then modernization funds. The specs are almost complete. Um Jessica and I meet with Architects West every single week. We go over current specs, any additions, deletions that we need to do. We've got spec uh plans that we're going to walk through the middle school and finalize where the new wall units are going to go for the HVAC systems essentially place them in the classroom. We'll work with Laura on that and then why attach the copy of

037our workflow from FMX kind of gives you an idea of the work orders that we've been working on and little uh descriptions of each. >> All right. Well, thank you for all the work that you've been doing. >> I'm just curious that state inspection report that went missing, did that go missing on our end on their end? Where what where do we >> So, the the state inspector um I think it's Rick. Does that sound right? >> He went out for surgery and someone was very kind and cleaned up his desk for him before he input the notes into the computer um to print out a report. So while he was out on leave, um his notes disappeared. Um so the inspections were never entered into the system. >> So that was the state. Somebody

038at the state threw his notes away >> and he can recreate it. So that's why he said, "I will get this done for you right now." >> Right. >> Well, that's good. >> Yeah. >> There's no ramifications for not having last year's, is there? Okay. >> It's not our error. Um >> No. And it's the same inspector. So, >> okay, >> that that helps. >> Tim, I'm sure you probably know or have thought about the fact if you use sand uh at the entryways, you'll pay for it a little bit on the interior floors. >> True. And that's why we're looking at using some of that uh rubbing alcohol we have for that area. >> Anything that's just better substitute. >> I agree. And sand, I think, is more for >> um >> traction. track.

039Yeah, exactly. >> You're absolutely right that >> I understand why you're doing it, but I we, you know, we've done that a little bit in the past and and you notice it on your interior floors right away. >> Yeah, that's a good point. >> Teach the kids to wipe their feet. Yeah. >> Thank you. Thank you. Moving on to the consent agenda, we have the minutes at the previous meeting, minutes of subcommittee meetings to be accepted, the HR items, the bills list. Um, does anybody have any input on the previous meetings? >> I do not. >> No, >> I do. um on the um 10:15 minutes. Um if we could identify Trusty Grien as vice chair, that would be great. And I don't understand um and it just caught my eye because I was like,

040"Huh?" Um, we've never included the superintendent in the board uh, attendance. So, I was curious why we started doing that. >> I've done it since I've started. >> I understand that. And like I said, it just caught my eye. I I didn't notice it before, but I'm curious why we're doing it. >> I just included everybody who's sitting at the table. So, if you don't want me to, I can. That would be great because in all of the past minutes, the superintendent's not considered a trustee or a member of the board. >> So, if we can um remove that, that would be great. And then um there's a few motions um that aren't identified. Um trying to go down here and see like on um board policy E, emergency school closure, it just says motion

041trustee Jones. Um and then F says the same. So I don't I I think it was probably just an oversight or um it may have been just a motion to approve, but if you can just put to approve that would be great. Um, I think that was it on 10:15. Okay. And then we also need on the um subcommittee minutes. There was the one policy committee that I I had sent I don't know about 3 p.m. saying I wasn't going to be able to attend but then it was cancelled. If we can just draft up the policy committee wasn't held. >> We talked about that on Monday. Um well >> was already post the No. Monday I was asking for the one that I showed up to and I was the only person um which

042isn't absolutely correct because Mary did show up but it was after I had already made contact to to have the building locked. Um so it's just those two that need to have just minutes showing acknowledging what occurred. So there's nothing else um on minutes for me. Anything on the HR items? >> I don't have anything on the HR. >> Okay. So >> um except that I mean there's a minor thing, but I think it was actually Trusty Quinnby that was leading the pledge on uh all of those uh executive sessions. >> You are correct. >> And um that other one too cuz actually the >> 1112 I think out >> the 1029 and 115 >> curiosity how would I identify who leads the pledge >> whoever starts you probably can't hear it cuz you're over

043there but I hear it in my ear well and I had asked um Trusty Quimby to lead >> you told me to >> I did I'm like you lead the pledge today so um >> she bas sharing duties >> spreading the wealth You get the gavvel. >> True. It's the stick. >> Okay. Nothing on the HR items. Anything on the bills list that I do. For a quick starters, how is mileage calculated? >> Uh the federal reimbursement rate. >> Is that >> But that's the Nope. That's the rate that you're using. But are are we use are we going from like from their home to wherever they're going? Are they calculating from the school to wherever they're going? uh trusty bean. It is from their lo work location to wherever they're going. >> Okay. >>

044Just wanted to make sure that was >> Yes, we're following IRS guidelines. >> Gotcha. And on the Celane school district. >> Yes. >> On the bill breakout, it shows that we are paying them for transportation. So, what do our athletic buses have to do with it? >> So, uh for these particular trips, we didn't have sub drivers to take our our students to their athletic event. Um so, we contracted with Cordelane School District for their bus to take our students. >> Okay. It just says LH, it just says public or professional development. I assume PD is professional development for the training LHS and ths athletic buses. We didn't What are we paying them for? Our athletic buses. >> It's not uh so on the bill breakout, it gives it a little bit more detail. It's

045just athletic transportation. There's specific trips that we paid them for. So it probably is just miswording between what's on the bill list and what's on the bill breakout. But I can assure you that it I signed the contracts for those um for Cordelane to transport our students on our behalf. >> Okay. I just didn't know because on the build list it says ths and LHS. Yeah. >> Athletic buses. >> Yeah. And it wasn't our activity buses. >> Okay. Yeah, I can confirm that. >> Um if you would like I can revise that and get an updated bill list. >> No, it it's fine. I just I I was didn't understand if if they were providing the transportation, why were our >> buses involved? literally just activity activity transportation because we did not have a sub

046or a bus available to take them. >> Okay. Thank you. >> Mhm. >> Um just a quick question. It it's I don't understand but it says um for Betty Kefir auction proceeds for walkie-talkie sales but it's an expense. >> So it um we are sending things to auction. Um, so they had a set of radios. You'll see it on there for lockers as well. When it goes to auction, we receive proceeds back. Their SBA paid for those um, radios. So, when we received the funds back for them, we wrote them a check to put into their SBA account. >> Okay. >> So, it's essentially a transfer of funds so that it goes back to where they were purchased. >> Okay. >> Yeah, I did see the lockers on there as well, and I'm like, >>

047so that's been working great for our surplus items. Um to be completely honest, it's been a very smooth process. Uh facilities director Heg has been doing a great job with getting things cleared out. >> We're paying Architects West a lot of money, uh I assume for more than one project. How does that get charged out? >> Um so it is also on the bill breakout. Um, but right now the school modernization funds, a lot of the work is that pre-work for all the bid docks for the three schools that we're doing this next summer, plus um the entrance and exit for Lakeland Middle School. So, we have the sighting project um which is a hold out from Emer. We've had some bills with that which we're able to take off of what's on that retainage

048um when we pay the bond company which knock on wood I should hopefully have a finalized report on that and be able to close out that that project completely next month. Um and then the professional services on the school modernization funds those are all the bid docks the specs the surveying and everything that we've had to do for the upcoming projects. Um we have Lakeland High School is getting new exterior doors, HVAC wiring. Um Lakeland Middle School is getting um new HVAC wiring and then um some additional uh items for flooring in the rooms that we're removing old units and we have to fix the flooring in there. Um John Brown's pretty expensive cuz we're doing the window sighting and doors next year. We're also doing some HVAC actually a serious HVAC over >> school

049modernization. >> All of it. Yep. Yep. So these were all the projects that were approved as part of the um budget hearing process this year. Um we had provided a list of projects that we had worked to identify off of the 10-year plan that we had. Um and so these are the the major projects that we're hoping to well we will have done next summer. Um so you'll have a agenda item later on in the evening tonight um related to these these projects for our so >> thank you. >> Yep. >> Um is there a reason why the city of Spirit Lakes utilities have um gone astronomical? I mean, for 23 or for 2425, we paid 577 for water and sewer, but for 2526, we paid $15,3947. >> Um, I will look into that and

050bring that at the next board meeting. I feel like there was something in there related to the fieldhouse, but I'll double check. I don't want to speak out of turn. I I would have to go look. Um, so I'll be happy to bring that um at the next board meeting. >> Okay. Because it's it's consistent across the board. Um, and there's no understanding why. >> Be happy to look into that. >> Okay. Thank you. >> Move to approve the consent agenda with the corrections or changes to the meeting minutes as requested. >> Second. >> We have a motion and a second. Is there anything any other questions anybody has? >> No. >> Uh, no. I did have a question about the rate of pay for those new hires. Are they Can I just send you

051an email and ask you like where they're placed on it? Okay. All right. Thank you. I I don't have anymore. I meant to ask that earlier and I spaced it off. Not a worry. All in favor say I. >> I. Any opposed? Hearing none. The motion carries. Moving on to the action items. Um, we have the LHS softball tournament. Any conversation, questions, or uh any concerns? >> Um, sending our new activity bus 2,000 miles >> to Utah. >> Yeah. Seems a I don't know. I understand that we bought them to save money. Um, >> but if we wear them out right away. >> Yeah, that's that's my concern is, you know, >> we could have a problem. I gota >> and it looks like they're intending to pay $600 in fuel for the activity van.

052Um, that's only 30 cents a mile when you consider it's a 2,000 mile round trip. So, okay. Do we know how is there anyone that can I don't think there's anyone here. Okay. Um well it would be good to know how it was calculated I suppose. >> Um and if they feel that I mean they're paying for fuel. Are they paying for wear and tear on the vehicle as well? I mean there there should be >> something to consider. I guess >> 704 miles each way. >> So >> to St. George. >> Oh, you said Salt Lake, didn't you? >> Huh? >> Did you say Salt Lake? >> No. >> Oh, I thought you said Salt Lake. >> No, St. George. >> It's in the request. It's St. George. >> Okay. >> And we need

053to change the since we do have the activity buses. They said no, that they didn't need school bus transportation required. So we need to they said no but then they said they wanted to use activity bus. So I think we need to reword that number eight to >> what is what is the >> intent of how we're >> how they're traveling >> district transportation required. >> Yeah. And and which yellow bus or activity bus might be a that' >> be good. Yeah. So that should be corrected. I'm just concerned about that. I'm trying to travel on. >> I gotcha. That's not till March. So, I move to table the um LHS softball tournament >> until we have further clarifying information. >> A second. >> We have a motion and a second. All in favor say

054I. I. I. Any opposed? Hearing none, the motion carries. Moving on to supplemental curriculum. Um, I did ask uh Mr. Massie to send the current videos that we use. >> Um, this nurses would like to update. Um, I'm just curious, Mr. Massie, do you know why they want to update them? My understanding is just that they believe these these updated videos will facilitate a better or easier conversation. Um they're very similar in content. If you watched both videos, they're >> I did >> they're they're pretty similar. They cover the same things and the nurses just felt like they would again facilitate a little bit better conversation. >> I felt that and that I don't know if everybody else watched all four and it was like quite interesting. But the old ones seem to be a

055lot more educational. I mean, using uh educational language where the other ones, the new videos seem to be evasive. I don't know if the nurses felt that way. Um, which I'm all for, you know, calling body parts the correct terms and um just I just I'm I'm just really curious >> why they think that less would prompt more conversation. I don't know. Well, and to be totally frank with you, I I can't speak in a great level of detail to it. Um, uh, you know, but I'm happy to follow up with the nurses and get a better answer for you. >> Okay. >> Um, as it was described in the request, we we wouldn't plan on using these videos until next school year anyway. And so, we're way ahead of the curve. So, this conversation,

056we don't >> we're not like, oh, WE HAVE TO DECIDE NOW. WE'RE GOING TO USE THEM NEXT WEEK. >> WE we want to be way ahead of the curve on this to respect the board's timeline and answer these questions. The other thing that I just I want to kind of stay for the record if that's okay is just that we always do a parent opt-in form and share these materials ahead of time regardless of what version of the video we use. >> Okay. So, >> perfect. >> And the other Were you done? >> I'm done. The other thing I noticed is um I just had it in my brain. Somebody correct me if I'm wrong. I think the the people you're supposed to talk to in the newer videos start with counselor, teacher, somebody. >>

057I think it left parents out. Did it leave it out or did it put it at the >> They were the last ones that a child should turn questions, but in the first video it was very, you know, if you've got questions, talk to your mom and that might be embarrassing. So, talk to your dad. I mean, I'd encourage >> talking to the family. um where the new videos definitely state, you know, if you have questions, you need to talk to your counselor, your teacher, and then maybe a family member. Um >> a family member there. >> Yeah, a family member. So, it it Yeah, >> I wasn't impressed. But predominantly because they didn't it was not educational where the first videos actually I was like wow you're learning some science and stuff like that

058where true >> and and maybe it's just me but the old videos you know you're not alienating the girls from the boys or the boys from the girls in the new videos it's like that's all you see is the girls and then all you see is the boys kind of like going taboo which I thought was weird cuz everybody's going through change. So, >> okay, >> let's just have a conversation. I mean, I know they don't do it like girls. >> They definitely separate classroom separate, >> but you know, the boys get a little clue that girls are going through something, too. And the same thing, I think there's a little bit more um empathy of >> transitions. Everybody knows what they're going through going on with the other one. >> Those those are both

059fair points. Um and I do really appreciate Trusty Grimp the comment about uh going to parents first. That's what we believe. that's what we practice in our schools and so we do want those videos to reflect that too. >> Um I'll again I'll visit with the nurses and clarify and uh get some more information for you and if this is still something that they feel like is yes we still want to go this direction then I'll be back >> in December. >> All right. Thank you. >> Absolutely. >> Appreciate that. >> Is your computer charging? Cuz mine's I don't think mine's charging. >> No mine is not on. >> Okay. Maybe not. >> Power strip is >> It says it's on. >> Oh, yeah. >> Yeah, mine's not either. >> Yeah, maybe. >> Oh, there

060it went. Nope. Went off. Try it again. >> Maybe that power just get out. >> Oh, I'm charging now. >> Oh, >> yep. It was kicking. >> Oh, maybe it's clicking when it flips over. >> Yeah. >> Okay, perfect. >> Can we flip it the other way? Turn >> There's another power strip over. No. No. >> Yeah, I'm going now. >> We're charging. Don't anybody knock it over. No, I'm going. >> You're not going now. >> No. It was starting to get real dim and I was like, "Oh, no." Love it when that happens. >> All right. Does anybody have any other conversations to hold on the um supplemental materials? >> I have a question and I did encourage some people to send emails. They felt like the process had changed for uh like public

061input or parental input for supplemental material. And I said I wasn't aware of any uh process change. Are you aware of anything that changed from how we were doing it to how we're doing it now or? >> No, no major changes. Um, I did ask for, >> if you'll allow me to start at the beginning, >> please. Um, >> whenever I took over for Dr. Pasley, there was a pretty lengthy list. Uh, I mean, I probably 60 people on this list of what the supplemental materials would be blasted out to. uh in the first couple of rounds of sending out materials for feedback, I would get six or seven responses, right? >> Uh and so August of this fall, I did ask I said, "Hey, if you're" and I sent it to the whole list

062of everybody who had been involved, if you're still interested in participating, I just ask that you fill out it was a really simple application form. Everyone was accepted. Uh I have all of that documentation if if uh you're curious about how that looked, I'm happy to walk you through it. Um and then from there a new list was generated. That list off the top of my head is about 18 people and typically most of them are active participants in the conversation. Uh since then I have had new parents to the district reach out and want to be involved and they have been given that application and are now on the committee. >> What's the point of the application? >> Um really just honestly it's a way to get their name on the list. >> H

063okay. I would prefer be that this was a board committee that whether they're actively participating or not because here's the thing some have a really big interest that's one reason we got the list so big in science some have but they might pick up a novel here or there or if they see that oh man that's a big list they're going to help out so I don't know how to and I don't want to we we really need to come to the board. Whenever we're going to change processes, the board set up because the community then when they're expecting something or going to give feedback and they don't have they don't feel like they're informed anymore or they can't give the feedback anymore. >> Um, so I guess they were right. I wasn't aware there

064was any change. Um, so uh I don't know how to handle that. Can I can I add uh first of all, thank you for letting me know. Uh it was not my intent by by any means to exclude anyone from this process. >> Um you know, Mr. Taylor and I have talked about wanting to simplify and clarify things a little bit and uh being new to this position, that was just one way that I was attempting to to clean things up. So, I just I just want to recognize that was not intentional. >> Um you know, if I can suggest, I would be grateful to know those names. Mhm. >> Uh so that I can add them to the list. >> I asked them to send emails >> you know to I asked them well

065did you ask? Well reach out and ask >> send an email. I said because I wasn't aware you know I told them I don't think anything has changed you know. >> Yeah. >> Um the other thing uh well I'll I'll say that's not your your sandbox. Um okay. I just want to make sure that the community stays as much involved and we're not always going to have everybody on the list reply every time. But if they feel like they can reply, I don't want them to be alienated or have to wait to do some applica. I mean, they they're the taxpayer. They live in our community. We work at their pleasure, right? These are their buildings. They pay our paychecks. They they shouldn't have to jump through any hoop to give feedback when they want

066to be involved. And the the law says that we have to allow these people to give feedback on the curriculum. So I I appreciate I understand what you were doing because everything I remember when you guys came it was like a lot, right? And it was trying to figure out all the yarn spaghetti pieces. >> Yeah. We we appreciate your understanding that. Yeah. >> Yeah. So I I get that. Um >> yeah and and I am happy for the feedback on the application itself too. Um more than intending to be a barrier that is just a workflow decision for me and that's that's just a >> just a layer for processing that automatically inputs names into a spreadsheet for me. >> Absolutely. >> Uh so so that was the intent there but trusty Gryom I'd

067also be happy to follow up after the meeting too if there's more discussion that you would >> I'll tell them to reach out. um you know that people are that we're reverting. I don't want to sound like I'm repeating myself, but that's what I'm getting from the community. We're going backwards and we're I don't want to say we're losing the community's trust, but they're starting to get fairly concerned. And I know a lot of it's just new things, new changes, all that. So, I'm trying to mitigate that and have a little bit of grace that, you know, you're new, blah, blah, blah, all that stuff. But I will ask them to reach out to you guys that there's an application. The application's nothing more than helping you stay your list straight. And I think we

068used to have something on the website that they uh filled out anyways. >> It's still there. Absolutely. I believe with my email as well as the contact for that committee. >> Okay. All right. So, I I will let them know know that then. Perfect. >> Okay, Jake. I appreciate it. >> Yeah. Thank you. >> I don't have any other uh questions. All righty. I will move to approve the supplemental curriculum list with the exception of the um videos for the nurses. Um until we have further information on those. >> 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 accounts payable job description. Hello. Our current accounts payable um technician or specialist, excuse me, is retiring.

069Um so we do have the position posted currently and when we went to post the position, we realized that the job description was fairly old and needed some updates. Um, so this job description was not written with anyone in mind. It really truly is written with the department needs. Um, it aligns with our operations and our requirements. Um, and just kind of outlines exactly what we need that individual to focus on. >> Okay. So this person reports to two people. >> Um they report to the accounting specialist and then by the through the accounting specialist to me. Um I had the accounting specialist on there initially but um HR director Cunningham asked me to add myself to it as well or the position not myself um the position as well. >> Cunningham director of HR.

070I did because she is overarching seeing that finance department and if something should happen with you know ever the account specialist which it's not but if it should then at least there's a supervisor over the department but that was just a recommendation. >> Okay. confusing myself because of the double page numbers. So this because the submitt is four pages but the the uh descriptions too. It's fine. I figured it out. >> I'm like what? >> I was having a really hard time with this one. Usually can be the other page. This one was not cooperating with me. >> So I apologize for the double. >> No. I get it now. I see what happened. I don't have any questions. Okay. Anybody else have any questions on the job description? No, I just think that the

071person that's doing the vent uh entering vendors into the system or validating the vendors should not be the one paying vendors. Good point. That's somebody else should be entering the vendors into the system, not the person paying the vendors. >> Okay. I will make sure that we get that updated. >> So, I don't know who else could do that. >> It would be myself or the accounting specialist. >> I do ours at the city. So, and I don't do accounts payable. So, >> Yep. Nope. That's me. Good point. >> It helps to make sure that they're enter >> small teams. Yep. >> Yep. Just as a separation of duties. >> Yep. Absolutely. Um, so I can update 10 to read. Um, so essentially they would verify that the vendor was entered correctly um based on

072like just as a double check cuz >> Sure. I mean they >> the 1099s are run by a different employee um and that's fine. Um really they would be verifying each invoice is is entered and that the vendor information on the >> invoice matches what is in the system. >> So I will reward that one to reflect that change. >> Um and then uh I'll just make sure that I'm entering that line. So, are we able to get this approved contingent upon those revisions? >> Yes, I will I'll move to approve that. >> Second. >> So, we have a motion to approve contingent >> upon the the correction of >> item 10 in the performance responsibility. Okay. >> And we have a second. All in favor say I. >> I. I. Any opposed? Hearing none,

073the motion carries. >> Thank you so much. >> You're welcome. >> Thank you. >> We hope to do interviews for those next month. So, >> the land exchange, you get a terrific person. >> You do, too. It's going to be hard to absolutely integral to our department. Um, I'm excited for her retirement, but I'm a little terrified. >> The land exchange for me. Do we know what the appraisal is going to cost? Appraisal and survey. Do we have any idea what those would cost? Because in the past they've been cost us anything. >> Extremely expensive. >> It will not cost us anything. >> The others shouldn't. But we paid. >> Yeah, we paid. We paid for it on the city one. >> Why? >> because it was well because it was in the original >>

074agree or I think it was the agreement. The original agreement said that >> we don't have an agreement with this channel. We do. >> True. There's not a standing agreement. You're right. >> Um so the our neighbor on this property did approach me. Um the driveway has been in place for many years. Um and so he's proposing a land swap. Um I just wanted to bring it to the board for some direction on how you would like to proceed. Um there is some pretty clear guidance in statute that the appraisal the amount that we're trading needs to be valued higher than the amount that he's receiving. Um and so if you would like me to go down the appraisal route, I can approach the homeowner um to proceed with that. Otherwise, we were um advised

075to potentially do an easement with the homeowner >> um for that has a driveway on. >> Yeah, I'd be real curious if this the portion that he wants to swap is 384 acres. He also owns this piece, >> so it's going to make it contiguous. >> Yeah, he owns three parcels um that attach to us. Um we did ask him to remove the woodshed that he erected on our property. Um so he is in the process of doing that. Um we do not have this parcel of land fully fenced because >> it's expensive. It's 10 acres. Uh it's that I don't know the official title of it. I only know the nickname and I don't want to >> No, I don't think so. >> They're called Monument Hill. Monument Hill. the raft room hill behind

076service. >> When was the last time this property was surveyed? >> Was surveyed? >> Yeah. >> Uh Stratton just actually did a survey on it. Okay. >> Um the the survey that you was presented was actually brought by the homeowner. We've worked with Stratton. The district has worked with Stratton multiple times in the past. Um, so the homeowner did pay for this survey um when he approached me about a potential lab swap and he said, "Well, the first thing you need to do is show us what you would like to do." Um, and so that's what he did. He went ahead and um incurred the expense of getting the the document prepared. >> So yes, it was recently surveyed. >> Was that how the I mean how was the encroachment did he bring that to

077our attention or we brought it to his attention? He brought it to our attention and then in our review of his request, we noted that he had erected some other items on our property. So, he is removing those. >> I would submit to you that a previous property owner brought this to the district attention years and years ago. >> So, it's not a new sub. >> When I went back in the GIS and looked at historical, it's been there since the 80s. It really has. So, there's what is it called prescriptive rightaway is essentially what it is. So, if we don't want to proceed with a land swap, we really should have an easement in place to just from a legal perspective to ensure that we're >> not liable. Um >> well, it or he

078could just change the approach to his actual property. >> And the tricky thing with that is because it's been there for so long, that prescriptive wideway is there. >> Um so, he basically is allowed to have his driveway there cuz we have not addressed this. >> Y >> um so that's where the ease comes into play. Um, so >> well what he wants to swap swap us is 374 acres, but we'd be giving him 384 acres, >> right? I did notice that as well. So I could ask him to make sure um and point out the statute um and make sure that he knows that the appraisal they we have to be ahead even if it's a dollar. we have to be ahead >> um because we cannot proceed with a stop swap statutoily unless

079we're receiving a greater value, >> right? >> And so, >> and the city owns this other side. >> The city does. Um and this was the parcel land that the city wanted to discuss with the board um previously. They haven't brought it up again recently. Um, but this was the parcel that they were hoping to maybe swap with us for city hall. Um, >> so that they could use it for a hiking trail system. Um, I know the board was not interested in that. Um, and they haven't brought it up again. So, >> gee, maybe it'll come up at the joint meeting. >> Yeah, it should. I mean, that's definitely an agenda item you can bring. >> Put it on your list, Bob. >> Come on, Bob. So, um, with direction from the board, I

080would be happy to approach the land owner, um, and ask them to re-evaluate the proposed swap to make sure that it's equitable. >> Well, I mean, I suppose we should decide if we want to entertain it because there's no point in having him go a little deeper if we're like, no. Well, I would like to see more of what is surrounding us. >> Yeah, because I mean this is all we're presented. So, >> this part this other parcel is his. This is the cities. So, what's >> I'm I'm trying to get a perspective on where everything is. >> Yeah. So, I I apologize for not including a GIS overview because I've looked at this a lot. Um, so the two parcels that are outlined in that kind of teal color, >> he owns those two

081parcels. Um, and and there's a third parcel that our land is in between him and that parcel. So, you can see kind of down >> um on the side where it's purple and yellow. He's got that third parcel that I should have outlined in teal. Um, I I added the color cuz this was really confusing to look at to me. Um, so on the side of the purple and yellow, um, that should be outlined as teal because that is his parcel as well. >> So somewhere in there, this city, >> that's the cities. >> So the city lot, if you're looking at the map, it's to the right. Um, and then his other parcel is to the left. And then everything down below that is ours. >> Below this is ours. >> Yeah. Everything. I

082>> I just was worried that >> doing this was going to landlock us. >> No, it's not going to landlock us. I did confirm that we have >> I did confirm that we need this piece. >> Sorry. >> No, it's all good. I did confirm that we had other entrance and exit points um to the property other than the piece that he's proposing to swap. So, we have entrance and exit at Mountain View and Food Service. We also have an entrance and exit that's not really a public one. It's not necessarily a road, but it's right behind the furniture doctor. They're off of Bard. um you can get on and off the property there as well. Um so it doesn't make it to where you can't access the property. >> City vacated that street though,

083so it they can do anything they want with it cuz it's not actually a street. So I would caution about that. >> Okay. >> Cuz that came up back when Dr. Meyer was was here as well. The one between >> Ponness Warren and this right here street >> it's a different street. >> So I'd be happy to touch base on that as well at the top. Is that the one you're talking about? >> Yeah. >> So just seeking direction from Well, what type of direction would we like to give Jessica? >> I I guess my preference would be just to go to the easement. >> Yeah, I agree. >> Okay. >> Excuse me. That way we maintain that access, >> choose to use it >> and we don't have to deal with the issue of

084>> swapping properties. >> Yeah. Greater versus lesser and that kind of thing. >> Losing deeds and then you know all of a sudden we don't own it. >> At the board structure be happy to work with our legal council to get that drafted and bring it to the board for review. >> An easement. >> Mhm. >> Perfect. Do we need to vote on that or >> I mean both of them have drawbacks. If the board's ever going to do anything with that or get rid of it or does put an easement through there. I guess it's giving him an easement. We would have to buy the easement back if we ever wanting to do that. I mean, >> well, you can make that as a condition of the easement. I think that we that we

085retain the right of ingress and egress as well. >> Yeah. So, got to make that point in the easement. Well, I would move that uh we table the land exchange inquiry um with the direction uh for the CFO forward with uh language for an easement with legal counsel. Is that good? >> Second. >> Okay, we have a motion and a second. All in favor say I. >> I. >> Any post? Hearing? None. The motion carries. >> Thank you. >> You're welcome. Next up, we have budget revision. >> I'm just going to stand up here all night. >> Not a word, >> if you don't mind. Uh, Chair Thompson, as we are receiving our um first our midterm support unit information, uh, we have great news that our enrollment and our corresponding attendance is up from

086where we had anticipated it to be for the 2526 school year. Um, we had initially budgeted to be at 214 support units for this fiscal year. Um, and we will be at approximately 219, probably a little bit higher than that, but I'm being conservative, so 219. Um, which is an increase of five units. Um, that's a significant impact to the revenues for the district. Um, that's about $834,000 in additional funding at this point in time. Um, a portion of these funds have been allocated previously to the approved teacher positions and our required pair of professionals that were all approved in August. Um, so we would like to propose to implement salary increases. Um, >> wait a minute. Did you just say that a portion of these funds that we didn't know we were going to

087be having were already allocated for something even though we gave approval from a different method? At the August 25th board meeting, I had brought to you that we had anticipated that support units would be at 217, okay? >> Not 214. And so then it was approved at that point in time because we knew that we were ahead of where we anticipated we were going to be at that point in time. So yes, >> we're more ahead than we thought we were going to be ahead in August. >> Yes. So that's >> I thought we had taken the money from somewhere else. >> No. Okay. Um, so with that, uh, when we did the budget hearing back in June, there were a couple things that didn't make it into the budget. Um, and one of those

088was our social studies adoption, um, that was approved and we've gone ahead and ordered it and it's arrived and being used. Um, the other piece was uh, salary increases or wage increases for our classified administrators and our exempt employees. our teachers were um they did receive increases through uh the changes in the career ladder and the salary schedule um through negotiated agreement which a lot of that was driven by the state minimums um this this last year um during the budgeting process. Um so our ask is that we add a 2% increase to the base for the classified administrator and exempt employee salary schedules. um we would like to retro that increase to the beginning of their start of the year. Um so July, August or September depending on when employees started. Um the idea

089behind that is we would be able to pay that retro payment with the November payroll if it's approved. Um and the remainder would be paid over the course of the remainder of their their it's not a contract for most of the agreement their agreement um their working time. um with the the thought process behind that is we didn't want to artificially increase their take-home pay for the remainder of the year and potentially have a decrease at the start of the next year if this is approved. Um so trying to make sure that it's a little bit more seamless for them so it doesn't feel like we're taking something away down the road. Um, additionally, I'd like to make sure that we allocate the $58,458 to the line items to cover the actual cost of the

090district liability insurance. Remember, that came in a little bit higher than we anticipated. Um, so I'd like to make sure we have the appropriate budget amount and that line item for the expense that has already gone out. Um, and the remainder of the amount I'd like to split between our curriculum and professional development budgets. those were pretty hard hit um when we were trying to balance the budget this year. Um we've already spent um all all but $5,000 of the curriculum budget for this year. Um and then we're actually running pretty low on professional development funds as well. Um so wanting to make sure that we're taking care of classroom needs um and also continuing um the professional development needs of our staff. Can you explain what moving the base increasing the base? >> Yeah.

091Um, so for example, um, it wouldn't be a step increase. So if you're on say cell four of the classified salary schedule, if you're lane A, cell 4, you would stay at lane A cell 4, we would just take that hourly amount and add a 2% increase to it. Um, the corresponding salary schedules with those increased amounts are included in future agenda items. Um, I didn't, this was a tricky one for me because I wasn't 100% sure how to put it together because if you're if we don't approve the increases tonight, then there's no need to approve the change in the salary schedule, right? Um, so I kind of had them as separate agenda items because I wasn't 100% sure how to bring it to you. Um but if you look at items uh sorry

092uh I6, I7, I8, you can see the difference between um the existing salary schedule and then the proposed change. So that actually because we froze everybody where they were on the matrix and the and didn't give any increases, it actually gives them it kind of double dips it and it actually gives them a 4% increase >> from the current to the mat to the proposed matrix. >> Uh it's a 2% but we're not moving steps. They're staying the same. So if they're a cell four right now, they're going to stay a cell four. So it's just only a 2%. >> Well, why can't we just unfreeze them and move them up on the matrix? Yeah, >> because they want to move the matrix so that they so that they don't top out as soon >>

093Brooke Cunningham, director of HR. So, one of the ideas behind it is we have a lot of people who for several years have been maxed out on their step and especially um on the administrator salary schedule. We've had a um some veteran principles that have been maxed out and this was you know just to try to give an increase to everybody. >> We did increase the certified seller schedule by quite a bit this year. Um it was over a 5% increase to the base because of having to take away making the starting pay instead of the 47477. No, I I understand which we've had um concern over that because there's no way we can sustain it. Um but it was approved and we're going to have to revisit that this next year. >> Unfortunately, that

094was a state mandate to make the minimum salary what it is. I I that's a state statute required minimum pay for teachers. >> I understand that. But what we did on ours beyond that is what is the heartburn and problematic because we can't sustain it >> cuz everybody got moved. I'm confused. So you're trying to tell me that when nobody got a raise this year, nobody's everybody's working on last year's salary >> except for teachers. >> Uh the teachers and people services staff, correct? Our certified staff did receive increases. There were some instances where people were frozen because of the career ladder placement. Um, so I I can't say that every teacher did get an increase because if they're say a P5, but they're making above an AP1 step, then they were frozen until they

095make that AP um career ladder designation. So, not every teacher did receive a raise, but there was a pretty hefty shift on that uh certified schedule. Um, trying to recognize that this has been a very difficult transition with some of the cuts that were made. Um, so wanting to make sure employees feel valued, um, supporting staff retention, um, providing that, for lack of a better word, equity. Um, ideally if we give increases, increases would be across the board. It's kind of an all or nothing approach. Um, the state kind of tied our hands on that this year. >> What do you mean they tied our hands? You're telling me that the state says we can't give >> these people a raise, but not these people. So, we have to give everybody equal. So, at the

096time that the budget was done >> and where we had anticipated support units to be, there was not enough funding in the budget to do everything. However, the state did mandate new minimum salary requirements based on career ladder status. >> Well, they weren't new. We've known for five years they were coming. We just drugg our feet on information. They weren't new. We all knew they were coming, >> right? But the dollar amounts went up this year. Well, but they but we knew that dollar amount was coming because it was all in the statute. We knew it was a five-year plan. We didn't know what was going to happen at end of the five years and then as we got closer, we knew it was going to become the thing. So, I I understand what you're

097saying now, but I thought you were trying to say that we could if we gave one PE person, we had to give everybody. >> No, that's not what I that's not mandated by the state. Just the changes in the career ladder placement. I think my my big concern with moving the base and not just letting everybody take their step in the matrix is that somebody say somebody with seven years experience here in district has seven years experience but they're frozen there because they're they didn't go to eight. Well, they wouldn't move up to seven because we kept them at six. somebody coming from out of district comes in and says, "I'm at I'm I've got seven years experience." They get to come in at seven, whereas our own staff didn't get to move to seven.

098>> So, uh for that reason, I'm out. So with that the the cost difference if you look at the previous document um if we maintain the existing salary schedule um and just do steps um we had estimated that total cost to be $235,289 um so would the board consider approving that um just doing steps for everybody and retroing those back to >> I think steps are more important to people that's what I would that's what I We it this is a proposal for board consideration. Ultimately what I would like to see is there is an increase for classified staff and our our um administrators and our exempt employees um so that it's on par with the status that were received by the certified staff. >> Right. But um I I think which I guess uh

099just sort of um seemed to stand out in what was presented is that all the people that were new hires this year are getting raises. Correct. >> If we did the 2%, yes, they would receive a raise. >> Why? >> Just because it was an increase to the base. If we It's 100% at the board's discretion. If you want to make a motion to say that we're going to do steps, but if you were hired for this fiscal year, you maintain where you were placed when you started this year, we can easily deduce that. >> I think the idea was if the steps if they were going to come in um as a new hire that and the steps are already in place, they would receive the raise was the idea. >> Right. Because when

100you increase the base, then I we have to increase everybody. But if we go to just steps, if they're new and they started this year, they wouldn't receive a step, >> right? >> Okay. >> So, that's always an option >> cuz that just doesn't it doesn't make sense to me why brand new hires would be now be getting raises when I mean, and what struck me was when it was stated, well, the superintendent and assistant superintendent declined a raise. And it's like, but they just signed contracts. We knew what we were hiring them for, and now we're giving them a raise before. I mean, it just none. And so then it got me to thinking, are we doing that with everyone that took on a brand new position that got hired into a new position?

101That that's just not >> we can do steps and not including new hires. >> Well, and and if we do steps, then we are >> we are honoring we're honoring our matrix that's in the negotiated agreement. Uh these are in the negotiated classified as none of these schedules are in the negotiated agreements. None of them are >> good. >> But they were approved at the same time as the negotiated. Correct. That is correct. >> So we would be honoring what we said we were going to pay people anyway. >> Correct. >> At which time we were told that's what made us accept the IBB agreement because we approved those schedules. >> Right. >> So I mean it's like a it's like double speak. We either I think we just need to look at our budget

102and see where we're at. I don't know why we have 800,000. We've spent our um our uh fund balance down for other things that we didn't anticipate or different things happen. I think we need to be a little bit more prudent with the dollars instead of >> at this point in time. Chair or vice chair, we are not this budget has not been built um to eat and fund balance. So, these things that we're requesting are within the dollars that we were receiving this year. Um, in fact, with the the calculation error that I had at the beginning of the year, that $300,000 actually put us $56,000 adding to um fund balance this year. >> Right. But what is the balance of the fund balance? Are we at 69 million? >> No, we spend a

103lot out of it. Was that too many things to pop up? language. Um, and I absolutely just want to thank you for providing as much information as you have given to us. It is very important that we have the information. >> Um, so we're at uh 4.3. >> We ended the year at 4.3, correct? >> Yep. um which is above what we are required to do. >> I understand that it's within our minimum. >> We have a lot right but we don't like to stay at the minimum because we get in bad positions when we do that. Um the one question I do have on page three of the budget revision request. Um you've got middle and elementary and middle school counselors extra day stipens, but I recall seeing counselor stipens on what we were

104just presented with at the last high school um counselors. So the high school counselors um received the extra day stipens. Middle school and elementary school counselors did not and I would have to defer to HR Director Cunningham. I don't believe they worked those days. Correct. Or they're flexing. >> Are you talking the middle school >> and elementary? Yeah. >> Yeah. You were >> Well, I guess I'm just trying to understand why we felt it appropriate to um uh stipen the high school. Well, I mean, I did see some elementary on there that were counselors that got stipens, but um I just don't Oops. Don't do that. Um >> 67. >> I just do that. It has nothing to do with numbers. I I find that I do that as well and I don't even mean

105it. It's like >> can I talk with my hands and it's not >> You're weighing out your options, >> you know. Exactly. Um I just don't understand why we would uh select and choose who got stipens if they're counselors and and not be inclusive of everybody. >> Um it my point being there were counselors on the stipens we just approved. So, I don't know that we said, "Okay, let's approve it for just high school and not everybody." But I could be mistaken. Um, and >> how I was asked to build the budget to include the high school counselor extra days, but to remove the elementary and middle school as part of the levy cuts. >> Okay. >> Um, and so this document, page three, was what I brought to you um at the budget hearing

106on June 11th, the other items to consider that were not included in the budget. So, we did take care of item one, which was that social studies uh curriculum adoption, right? >> Um the other items are fairly small in comparison. >> Um I the counselor, the tricky thing with the counselor days, a lot of those are worked at the beginning of the year. >> Okay. >> Um so that's definitely something we can consider for next school year, next school year to reinstate if that's what we would like to do or re rework how that looks. >> Well, no. I mean, here's the thing. If we have these people working the days without compensation, if they're flexing, that's one thing because they are being compensated. They're supposed to be flexing, >> which is appropriate. >> Um

107I So I just um there's no value here um of anticipated expense to do those. >> Uh it's roughly 235,000. I apologize. I didn't calculate um that but it will be roughly along the same G the >> we didn't have a a ton of changes okay >> um to the staff from June to now so it'll be especially because most of the changes that are from June to now are new hires or new positions that were added. So it will be roughly that 235,000 including the benefits which are your FICA Percy Medicare um that I have to calculate in because we're required to pay that on wages. Okay. This one. when you have fiscal year 25 actual and fiscal year 26 actual. Um, isn't the budget the 2526 school year? >> Sorry, >> it's okay.

108I'm just >> FY25 is last fiscal year. FY26 is the current fiscal year. >> 25 26. >> So 25 26 is a school year. >> Um FY2, sorry for the confusion on that. I could it should have been 25. But I abbreviate cuz I use all the time. >> I understand. I just didn't like Wait a minute. What are we doing? >> No. So, um I have on those general fund special payments and I'd be happy to continue to bring this to the board um as a justformational item on where we had projected revenues and where they're actually landing. Um this is something that I track every year um just just to make sure that we're hitting targets, right? So, I'd be happy to include this in my monthly financial report for the boards. A

109lot of these numbers won't fill in until February >> later. >> So, but um it's something I I I track this very closely to make sure that we're hitting where we need to. No CFO wants to come to you and say, "Oh, by the way, we're losing money that we thought we had." So, um I'm pretty conservative as far as that goes. So, this is something I I absolutely appreciate it um because you have given us far more information that we have always wanted. So um it is greatly greatly appreciated >> because no CFO wants to come but no THEY JUST DIDN'T COME TO US AND WE were short. So I mean that's why keep I don't ever want to be in front of you going oh hey by the way whoops >> but that's

110the respect that >> Yeah. >> Absolutely. >> Yeah. >> So um but as you can see our uh literacy intervention funds have come in higher. I have every expectation that our literacy enrollment number will come in higher than anticipated just because of that increase in enrollment. Um I'm seeing a little bit of an uptick in everything that from what we had initially budgeted. So um that's a great sign. Um I do have it as projections in that column because on it's based off of uh our midterm support units and we all know that that adjusts a little bit toward the end of year with that best 28 week change. Um, but I'm I'm very confident in the numbers that I'm presenting to you tonight. >> So, when we approved a salary schedule back at the

111IBB, these proposed I remember you and I had the conversation about the 2%. Remember there was a carrot with the 2%. So, I pulled those back up and I'm looking. So, and I'm looking at the two the proposed where we were and where we're going. So, it's not just the first cell to move the 47 up. All of the cells increased >> for the the certified seller schedule. Yes. >> Yeah. Okay. >> Yep. Um we had to do there's always been 2% between the cells ever since we went to the for the certified which >> um >> this is the certificated, >> right? Which we're not looking at for this evening. >> Yeah. Right. Except Oh, go ahead. Sorry. Go ahead. You're fine. >> No, I was just going to say within that though, there

112are grandfathered >> shadow schedules >> and shadow schedules and we're keeping everybody whole from all the stipens that they used to have. So, I mean, it's it's a really >> um for lack of a better word, convoluted salary schedule. >> It's not my favorite to track. It's probably not my favorite truck either. >> Yeah. >> Here's my I guess where I'm hung up is the other thing I've heard from the community is um there's a lot of behaviors and I'm wondering if we need more paras. >> We do have um some vacancies built into the budget that have not been filled yet. So I have at least five open par positions that >> our federal programs director has um if she needs to hire um as needs arise. >> Yep. I mean obviously the the

113as time goes on we just have more behaviors more behavior. There's nothing we can do about it. Right. Right. >> And that affects everybody in the building, right? Nobody can learn then, >> right? >> I would want to make sure that, you know, maybe our higher our schools with the higher behaviors that, >> you know, they don't need something or, you know, I know everybody tries to work with what they got because they knew there wasn't the money, right? So I would hate to take >> the money where we might be able to make their life a little bit easier with some paras or bi whatever. >> You know what I'm saying? I just want to make sure that we're >> Yep. Vice chair >> being prudent with what we have. >> Absolutely. So Vice

114Chair Gerson, our federal programs director is not here tonight, but I can tell you that she works very closely with all of our buildings to monitor that. Um, in fact, we had seven open positions, vacancies that she had access to that we're currently hiring to because of these changes. She still has five vacant open positions that she can hire if needed, if the buildings needed, and she does have those conversations on a regular basis with our building principles to make sure that they're supported in the manner that they need to be. >> Yeah, I understand. You know how it is when people know the budget's tight, they tend not to to ask or to say. >> That is one area we definitely It's one of those unfortunately I would don't want to say unfortunately it's

115>> special education unfunded mandate. We all know that but it's one >> sort of it is. You're right. It is sort of >> it's sort of to a point. It's not fully funded. I'll put it that way. But we definitely have the resources set aside if the need arises. Um, >> with our maintenance of effort and everything related to the federal funds that we receive, we're ensuring that we're still spending the the same amount that we spent last year plus. Um, so I I am I'm confident that our federal programs director has the vacancy she needs um at this point to continue through the school year. Um, we're kind of hitting that, and I I don't like to speak school speak, but I feel like we're hitting that tail off point for enrollment that we're

116kind of >> plateauing at this point in time. So, unless we just get a new family that moves in um that needs that assistance. I I feel like we're poised to meet that need if it arises. >> Jessica, can you uh reconcile something for me? In your second paragraph, you suggest that we're getting roughly 834,000 in additional funding. >> Yes. >> Down way down here in the >> table. >> Mhm. >> Uh under foundation payments. Uh it appears that uh we're looking at 984 almost 985,000. >> Mhm. >> Is that correct? >> I only pulled in the orange highlighted areas um in that table. So the literacy intervention, the remediation, unit distribution, salary based aortionment, and benefit a portionment. Um so those orange highlighted lines are the 834,000 that I'm referring to. But how does

117that comport with the 834, I guess, is my question. >> So >> maybe I'm not understanding it correctly. >> Um, if you I'm sorry, Sierra, would you mind scrolling down to the next page? So on this chart, I only pulled in the the orange highlighted items. So the orange >> those total to the 834. >> Okay. Yeah. So, that is all I'm filling in for this because the rest of them I'm not I haven't received the the funds from the state. So, there's a very good possibility we're going to end up with more, which is a great problem to have. So to go with a 2% schedule increase, uh it would cost us um 490,000 plus 245,000. No, the 490 is what we've already with the additional teachers and pair professionals that were approved previously.

118>> Okay. This that's the this. Okay. So the two all of these amounts total up to the 834. >> Yeah. >> This this this >> but the teachers and parent professionals is that >> that's the additional positions that were approved in August. >> And some of those positions, just so you know, are currently salary salvage cuz they're vacant. >> So seven of those pair professional positions are vacant at the moment. We're rehiring two of those. So we still have five. So there's some salary salvage, but I budget it for him as if we were going to use the full amount being conservative. >> And the difference between a 2% across the board or 2% cell increase >> is about 10 grand. >> It's so it would either be 2% across the board, which would be

119the cell increase. So that cost. That's the 245. Or if we did a step, it would be 235. >> So it's $10,000. >> So it's only $10,000 difference. Yes. >> Okay. um giver I'm I'm confident with that number we haven't had a lot of changes in that staffing um >> okay >> the changes that we've had are new staffing that has come on for that would not be impacted if we just did a step increase >> that $10,000 I'm going to surmise primarily accounts for those who are maxed out >> yes >> y >> and we've had some people leave um we did have a couple people leave um and so that adds to some salary salvage. So that's why the number is not as large when you have people even new people come in

120at a a lower rung. >> So that's one issue you're asking us to deal with. The other is uh >> just adding a line. >> Yeah. Uh numbers 2 3 4 5. >> So the 234 um were from back in June when we initially met for the budget hearing. I'm not asking to make any changes for 234 at the moment. Um we took care of one. We're asking to take care of five. Um, and then I I as I said, we really pulled a lot of money out of curriculum and our professional development programs. Um, curriculum is super important that we we have about I think $5,000 if I can remember the >> Do you recall how much we cut professional development? >> A lot. Um, it was a budget of about 120,000 last year.

121The budget this year is about 69,000. Okay. But our curriculum was a million and we cut it down to 500,000. >> Correct. >> Okay. >> Did we get 500 or did we end up with >> No, I apologize. It's zero. >> Zero. We pulled that out. >> Oh, they took it all away. >> It was completely pulled out of the levy. Um, but we did have $50,000 in there. I think I did $25,000 for each grade. And then >> yeah, they had some other dollars that we were using. >> And that was at the recommendation of a previous administration based on if the social studies adoption went through um that there wouldn't be a need this fiscal year. Um so it was kind of a let's get through this fiscal year um and that the

122need wouldn't be as much. Um we're finding that we still need to purchase replacement books. We have new students come on, we need some additional materials. Um, and so we've gone through that budget fairly quickly this year. >> I tried to tell everybody that last when you did the budget thing. And I mean just because we aren't adopting a whole uh subject the the I mean we are education how can we not ever have any curriculum cost. >> Yeah. And that was the like I said the we met as a committee and or leadership >> and the board said something else and opposite was done. I remember. So, where is Trying to find the uh the Levy info. We're >> still conversing, Bob. Trusty Gryom. Um the levy was $2 million for co-curricular and athletics.

123Um $827,789 for safety. >> Do you have that? Is it online on our site? >> It's um it is on the district financial transparency page. Um it may not be as line item detailed as that, but I do outline um I'd be happy to add that to what it was proved, but I just kind of give a brief synopsis of >> Oh, it's not the actual Yeah, I was looking like I looked >> I just have the dollar amounts in front of me because >> I get to refer to them a lot. So, uh, it was athletics and co-curricular safety personnel, uh, half a million dollars for transportation, um, maintaining student access to K-tech. We had some funds set aside for certified positions, uh advanced learning program, eight elementary certified teacher specialists for music, PE,

124science, um library leads, uh current nursing program, so that two additional nursing staff that we had and maintaining the alternative middle school program, which is one full-time employee. Um so that is what the 7.52 million levy was approved for. Yeah. So that's what I was wondering about the the nurse. It was just the the positions. >> Yeah. The not not the Yeah. And I like I I state it in the document that you received in June. And again tonight, um I did pull all of my supply budget out of business administration and put it into the nursing program to make sure that they were able to get the supplies that they needed for this fiscal year. It's less than a buck a student. >> They have about $17,000 for nursing supplies um this fiscal year.

125>> Okay, good. >> Mhm. >> I'm hoping they're not just limping along on five grand. >> No. Nope. Nope. They they have 17,000 for you. >> Yeah. Nope. They they wanted about 5,000 more. Um so that's what the request was. They have 17,000. They wanted 5,000 more. Um I wiped out, like I said, that line item. The only thing that's really left in business administration is a copier contract that we're paying. Um, that's just where it comes out of. So, that's the line item that's left in there. It's not fun supplies for anybody. It's just copies. >> Would you restrict us? >> I do restrict that. Yeah, I'm pretty >> answer. >> Nobody gets color copies. >> I did the same thing. >> I'm so mean. >> They do ask for it and the answer

126is always no. And we are saving some money on that contract. If you remember, we were able to um go out for RFP and we did save some money on our copier contracts for the next 5 years. >> Right. >> I do remember that. >> I don't have any more questions. I will move to approve a two the to move everybody their step in the existing salary matrix >> for the classified administrators and classified exemptions. >> Can I request a clarification? I apologize to interrupt your motion. Are we allowed to retro that to the start of the year? >> Yes. >> Thank you, Trusty B. Okay. >> Sorry to interrupt, but I don't think you guys approved budget revision and that's before the schedules. >> Oh, you're right. Okay. >> So, that's part of it

127though. That is part of it. Yeah, that's the request on the budget revision. Um HR Director Cunningham, would you prefer us to approve? >> Well, we wouldn't be approving the schedules because um we're doing steps. There are a couple adjustments on a couple of the schedules that I would like to still see group. We we missed a couple um positions on it. So, I'm not asking for approval of the schedule, just approval of adding the positions back. A couple fell off inadvertently when it was presented in June and we just need to add them back on there. Okay. >> Um but uh I don't want to interrupt your motion anymore. >> Thanks. All right. So, we have a motion to approve the salary steps. Um and what else was with it? Anything? >> Oh, for

128the schedules and retro >> and to retro to the beginning of the year. And we have a second on that with Mr. Jones. >> All in favor say I. >> I. >> Any opposed? >> Um I'm not necessarily opposed, but I don't have enough information. When I read through this, I thought it was something else. So I'm going to abstain. Doesn't matter. It still passes. >> Okay. Four in favor, one abstain. Motion carries. >> Thank you. >> You're welcome. Okay. So, we will >> So, we need to go back up to I5. >> No, that's the budget revision, >> right? But >> three other items in there. >> Do we have the scales? The one I6, I7, and I8. >> That's what we just approved. Well, we basically approved for >> the steps, correct? Because

129that was in the budget revision. That was one of the components. But what they're asking for is on >> right we just got it I um this one this classified salary they've added an elementary lab tech a custodial supervisor and a licensed HVAC back HVAC tech um to different cells categories I'll call them categories >> putting them back on so they would like so we'll approve that too >> I'll move to approve that those be that those three classifications get added to the salary classified salary schedule. >> Do you have a second, Bob? >> I'll second. >> Oh, all right. >> Thank you. >> You're welcome. >> We have a motion in a second. All in favor say I. >> I. Any opposed? Hearing none. The motion carries. Now going over to the um >>

130There's nothing on the administrator. >> Okay. And nothing on classified exempt. >> There is a classified exempt. Um, it would be the assistant transportation supervisor. >> Okay. So, they're asking to add the assistant transportation supervisor to lane A cuz it fell off on the road. >> It fell off. >> It just fell off. >> We found it right. >> Well, it was a cut position. >> It Yeah, I was going to say no, we're we we're putting it back on because we have >> I would say we approved the position. >> Yeah. >> Right. We're just saying that it needs to be in the lane, the appropriate lane. >> Correct. Okay. So, I'll move to approve the >> assistant transportation supervisor be >> included in lane A on the classified exempt salary schedule. >> That's

131a mouthful. A second. >> We have a motion and a second. All in favor say I. >> I. Any opposed? Hearing? None. The motion carries. >> Okay. I have a question real quick before we move on. So, the administrator salary schedule update um doesn't need to be voted on because it was included with the budget revision. >> We're not updating the salary schedule. We're just giving steps. >> They get to be unfrozen and take their step and receive that pay. >> Gotcha. Which is going to help and not have more shadow placement because people will be in the right step in the matrix. >> Yeah, that would be awesome. Okay. Um, perfect. Any other questions >> for anything on those? >> No. >> Okay. Yes, Jessica. >> Um, I did have the insurance and the

132curriculum and professional development on the budget revision for consideration. >> Oh, wait a minute. >> So, they're they're right there. >> Where did that go? >> This this and this. >> Oh, these two. >> Yep. >> Those two. So, well, yeah. And they're where um above the recommendations. >> It's in the proposal. I apologize. So the proposal >> the first page of the entire package. >> So we would need to hold a second motion for the budget revision requests which we can do keeping the first motion in its own accord. >> Thank you. >> You're welcome. give us a idea of what the curriculum professional development amounts to not moneywise but what is it? >> Um so we're going to pay for it. >> Uh I would love to invite our assistant superintendent Massie up

133to shed some light on that. I can tell you professional development um curriculum's his wheelhouse though so I do not want to step on >> Yeah. Thank you. You put on a nice toe. >> We try not to. Every once in a while it happens. No, it's it's a good question and I just want to be really clear that since this budget was um essentially wiped out for this year, we have made no new purchases in the sense that we're not bringing in any new resources. Um so far the money that we were able to allocate towards curriculum has gone towards replacing old book sets that were no longer usable. It has gone to reuse subscriptions for things that we already had approved and have been in place for years. um >> yep uh running

134certain programs in buildings uh such as Idaho Battle of the Books um supporting even uh the advanced learning program uh from what wasn't covered by the levy funds. And so these are all commitments that we have previously made. Uh and so the curriculum balance really is just keeping the current wheels turning. Um, at this point just keeping the current wheels turning, we are going to be out of money in that budget by the end of the year. Uh, >> calendar year. >> That's fine. As long as it's the end of the year. >> The end of the calendar year. >> Calendar year. >> Not fiscal year. >> Not school year. Not fiscal year. >> Yeah. So, we'll be out of money by the end of December at the pace that we're using it at. Um,

135>> why? >> No. >> You you no, excuse me. you you you you explained what you committed for up to this point or up through December, I guess. >> But if you want more money from beyond that, what are you going to use it for? >> Honestly, it's just to continue down that same road. Like, we just want to keep the wheels on the bus. And at this point, we're projecting that these costs of replacing textbooks to Trusty Gryom's point, like we're always going to have that built-in cost. >> Consumables. Thank you. The other thing that um that I've experienced with this curriculum budget is that it bears the hidden cost of increased enrollment in a sense too. Um every time we add another student, we increase our revenues. That's great. But we also have

136a cost of >> furnishing a textbook and materials for that >> more curriculum. Imagine that in a school district. Wow. >> Yeah. And so a large chunk of um for example, a large chunk that we had to spend at the beginning of the school year was to reconcile for unexpected growth at the middle school with our new social studies curriculum. The board approved spending that amount of money out of um I believe was interest >> Nope. >> No, >> the interest money went to facilities and then we traded facilities money for curriculum. We have to be very clear about that. >> Thank you for the clarification. >> We're not supplanting. >> We're not we're not suppanting. >> We would never dream of it. Uh but to my point, we had unexpected growth. We needed to

137add to that order a little bit to accommodate for those additional students. >> $17,000. >> Yeah. That's one area where we were required to spend that money. >> Some of those consumables should be for five years. >> Mhm. Yes. >> I mean, obviously if we have new students, but they weren't very expensive. So >> yeah, they're tracking that very closely. We are they already paid for that. And if I can give another example, um, >> our Amplify curriculum for, uh, elementary readers, >> it was a five-year adoption, but how they interpret 5 years is a certain number of readers based on our projection 3 years ago, >> right? And so there are certain textbooks where we've actually already hit that threshold. >> And so, um, we're we're already at our limit. And so I did

138spend it was under $1,000, but had to spend some money on additional readers for elementary curriculum as well. I suppose in just being selfish, I don't understand why we can't allocate the 40,542 to curriculum. >> You absolutely can. >> Not um disrespecting professional development. However, I do think there's more ways to be um fiscally conservative in professional development than there is in curriculum. I agree. >> So, you want to speak to professional development >> at this point. professional development, it's it's really a similar story in that the only way we're spending money is to honor commitments that we've already made. >> Um, and so the benefit of putting some money in professional development is just that then we're coding things correctly whenever we spend money that we've already committed to spending. For example, if we

139have a staff member who is a a board member on a state committee, say the IHSAA for example, and they are required to attend board meetings that are located around the state, we've already made that commitment. They need to go and do that travel and that would come out of PD board member. >> I don't do that because not our board. They're sitting on another board. That's where one of our activities directors is on the state board and so we have commitments and we have a a person going through project leadership and so we have a commitment there that the district has said yes we will we want to support you in this endeavor and we've agreed to see that commitment through. So those are the type of standing commitments that we have um there

140there's a handful of them. >> There are >> Do we understand what we're looking at financially for that handful? >> I've already mapped it out. Yeah, Jess is on top of it. >> What is it? >> Uh right now, uh I project that we'll use the full amount of our um the the 60,000 that was set aside for professional development. It will be fully used um with the PD that has already happened and then what is still committed that we know needs to happen. Um so there will be no additional for anybody else. So we're just asking to kind of supplement that a little bit. I'm not asking necessarily to split this 50/50. We could do a 7525. we could put an additional 5,000 and that would go a long way in professional development. Um,

141we've been very strategic. Um, people have been told no this year. >> Uh, that's a hard pill to swallow. >> You want PD? >> Well, and I would like to mention too, we have shifted for a lot of our curriculum purchases. We've shifted the buildings to start to have to use their own supply budget for it, too. And so, um, building purchases that are made at their level where it's something that a program that they choose to continue on their own and it's not a district mandate. >> That's that's such a that's a good move actually because it causes those people to really prioritize. >> They're not just coming to mom and dad. >> I was THINKING THE SAME THING. IT'S NOT COMING out of my pocket. It's coming out of mom and dad. So,

142>> I just And I share that because to your point, Mr. Jones, I we're really trying to be very thoughtful and diligent about how we're um allocating these funds and what we're spending our money on. >> Appreciate the information. I think it's helpful to the board to understand, you know, where those dollars are going to go even though they're not huge dollars in this instance. Also very helpful to the public to understand >> absolutely >> we're not just throwing money out there fly somewhere. >> There is legitimate reasons behind the request. So you need a motion to accept all of that. And that was part of the 834 or this this is in addition to >> that's part of the 834. So being that the budget revision request Oh, I see. Now you want a

143request for the allocation. I see what you're saying. Okay. >> So the first one was the insurance. We've already spent that money. I just need to put some more money in that budget because we've spent it. It came in higher than we anticipated. And the other is the PDN curriculum curriculum can definitely take. >> We've already approved the 490. Yes. >> Another another action. Just >> so we're looking at the three now three three numbers but the 245 is really 235 >> which you've already approved that >> you've got an extra 10,000 to work with. >> So under proposal we have the two and the three. >> Yeah. >> Mhm. >> Um >> and we have an extra 10,000 because it's only coming in at 235 instead of 245 for the in wages. >> We

144save 10,000 here. So we can add it to here if we wanted to. >> Insurance doesn't need any additional funding. I didn't I didn't point at that one. >> All right. Do it next time. >> To approve the budget adjustments to pay for the insurance at 58458 request development at 40,542. >> Second. >> We have a motion in a second. So, are we holding that 10,000 elsewhere >> in advance? Yes. >> Good. Okay. >> It'll just um an obligated fund balance. It just offsets fund balance. >> Something will come along. >> I'm sure it will. And that's why that's why I was just making sure that that was your intent. >> Yes, it is. >> So, we have a motion and a second. Uh all in favor say I. >> I. Any opposed? >> Hearing

145none, the motion carries. >> Thank you. >> You're welcome. >> Thank you. Thank you for bringing that back to our attention. >> Good work. >> I'm for getting more money. Moving on to the CMGC. Um, this is a request for qualifications for a construction manager general contractor for the school modernization fund projects. Um, this is just a request to go out to bid for this service. Um, as you can probably see, um, the how based on our experience with the concrete, um, it would be really nice to have the construction manager, general contractor in place. Uh, our facilities director, Tim Heg, is doing a fantastic job, but his department is spread really thin, and these are some major projects that we're undertaking next year. So that additional oversight that the CMCGC process would provide is

146um very needed with the CMGC. It allows us to evaluate qualifications, experience and capacity of the general contractors a little bit more thoroughly than just taking low bid. Um they get involved very early. Um they get um so that we have realistic project scopes um and construction phasing. Um, we also have a proactive material procurement with the CGC model because they're able to do more of a long-term lead. Uh, as you'll remember with the sighting projects that we did um before, they were able to buy all the materials in bulk in the beginning and store them so that we were able to utilize them at that lower cost at that time. Um, there's an improved subcontractor vending with the CMC delivery because it allows us to do a little bit more of a comprehensive review

147and qualification of the subs. Um, reducing the risk of non-performance, which is what we've had with the concrete project. Um, and then with this, >> but sorry, but we also had it with the siding project where we had a CMGC. >> Well, the the issue with that one was a little bit different. Um so with our CMGC that we had with um the previous sighting projects that went under. Um they did the work and the work was done well. They just didn't pay their subs. So that was the issue. Um we have procedures in place to ensure that we have lean releases from all subs going forward before we pay out to the general um or to the main contractor on the award so that we're not in that boat ever again. I don't ever

148want to work through a bomb call again anyways. That has not been a fun process. So, um I the reason why we're bringing the CMGC2, it's really to help ensure that we have the appropriate team in place to make sure these projects go off without a hitch um and that the the costs are controlled. Um we have some major projects on the horizon with this school modernization fund. We've got $20 million committed to these projects that are definitely needed in our district for the deferred maintenance that needs to happen. Um just for this upcoming summer, we're looking at John Brown uh Lakeland Middle School, Lakeland High School, and then the Lakeland Middle School um circulation as well. So major projects at each of those schools that we need that we could actually utilize having this

149one contractor to bid out all of these and potentially get us a reduced cost on the materials because we're doing it all at once. Um so there is definitely some benefits. Um I did include in there something that I have shared with the board in the past. I believe I included it. So I'm double checking. Yeah. So, if you uh scroll down to pages 11 through 14, um when we went through all of the training on this school modernization funds, because part of the requirement to receive this $20 million that we received was we had to attend a lot of state webinars. Um and so one of the things that came out of that process was there their options for building with this money. So, design, bid, build, which is what we've been doing with

150a concrete project where we um hire an architect, they do as a design, we bid it out, they build it. It's all kind of managed here by the owner, like us as the owner. Um those rules are outlined in Idaho code. Um it's time consuming, right? So, that's the process that we use for the concrete project. um because of the scope of these bigger projects, it doesn't necessarily make as much sense to continue on the design build process. Option two is design build. Um option three is construction manager as advisor and then the final option is that CMGC construction manager general contractor. The advantages of that are that it basically allows us to consider pricing throughout the design phase instead of just at a one sealed bid process, right? We can kind of make some

151changes there. We're able to negotiate a guaranteed maximum price which we're not able to do with a design bid build process. um it streamlines the authority to make the execution of the plan a little bit more effective and it shifts the risk to the contractor instead of the district. Right now the district gets to deal with a headache and I did get to deal with a headache with our previous project as well but um it really is meant to be used for large complex projects um and projects that have tight time frames or a limited budget. We don't necessarily have a limited budget on this. We do have a budget that we're sticking to, but we do have tight time frames cuz we want to get all three of those, actually all four of those

152projects done before school starts next fall. So, we have a very tight window of time to get all of that work done. Um, and I could have director Heg come up. Uh, this is his wheelhouse um to talk about really uh I can give you the scope of the contract and everything like that, but really Tim does this on a daily basis. So, >> yeah. Again, Tim, facilities director. This is actually a great model. I've also went through a training on this. Well, >> the recordings, this model gives me one point of contact to run the whole project. So, I'm still running the project from the district level. >> Mhm. >> But then I have a team of a general contractor that's running all the intricacies between windows, HVAC, electrical, traffic, bathrooms, egress. It's just

153the scope of this project requires a larger team, somebody that I can work directly with to help manage the project. >> I'm not sure I understand the difference in all honesty. >> If we were to do this similar to the concrete, which is the design build, >> the design bid build. Yeah. >> We put out the bid, we get a little better. We could end up with another WM Welch because they're a little better. >> Their subcontractor was there. Yeah. >> Right. >> Now, you were dealing with a general contractor, right? >> I was dealing with a general contractor in a smaller scale. >> So, this would be a >> It's got to be a general contractor with public license. >> And we did >> general contractor that would help manage four buildings at the

154same time, >> right? >> Yeah. Yeah. So, it would be more in essence a team. But here's the benefit that really gives us. Yes, you're right. I could deal with just a general contractor who can manage the whole project. They would take our specs, bid it out, get their subs, and then complete the project. This model here gives us a little more leeway to say that guy's not working on my project. I want to see, you know, scope of work. I want to see past work history references. I want to see now we could have we couldn't do that with the concrete contractor. >> Why? >> Because they're low bid. So we deal with WM Welch. We don't have a say in do they use on their subs unless we reached a point where they

155messed up so much that now we said you're not allowed back on our project. But we had to wait for them to screw up to a point where we could legally say you're not allowed back on the school. >> Well, that should have been in our contract. That's our fault. >> Correct. >> Yeah, that uh Yeah, that should have been. But now we know why the bids that we got early on were the price they were, >> right? >> Because they were proper. >> Yeah, I knew a couple of those contractors. Um, >> and that's the difficult thing with the design bid build process is we're required to go with that low bid. Um, when you do that sealed bid process, we're that's unless there's some egregious thing. Um, like we know the company is

156going under and we can prove it. >> Well, what you're what you're proposing is an extra layer of middleman. >> Mhm. >> Essentially, >> correct? >> Uh, >> who also takes on risk. They also take on a lot of the risk as opposed to >> liability wise. They don't take on anything >> for the work of their subs. I mean, you're you're you're absolutely correct. Like the concrete WM Welch is responsible for the whole project, but I couldn't control who they were using for sub until we reached a point to where we said, "You can't come back." >> Well, okay. So, so, so be it. live and learn, you know. >> Yeah. >> But, uh, the part I was struggling with is, you know, Jessica made the statement that by using this model, you potentially

157save some money, but you pay for the middleman. >> You're correct. >> So, there really isn't any savings in my mind. >> Right. And I would agree with that. >> Now, I understand what you're trying to do, and that is take the workload off of you guys. >> That as well, and I appreciate that. But on the other hand, that that isn't where the dollar savings come from. Right. >> Right. >> No, I I would agree with you in the fact that we're going to pay for their services where we would save the money from the materials, it ends up being a wash. I'm I'm a little uh concerned because you know when we brought you on board uh one of the issues that was talked about was your ability to manage projects >> and

158absolutely >> you know you've essentially done a good job of doing that. >> Uh but now you're we're kind of saying well we're going to back off at that. >> Well we're also down two people in facilities with the levy cuts. Um, so the department has shrunk. Um, that there we still have the same amount of square footage. We still have the same amount of acreage that has to be taken care of. We have two less people to do that at this point. >> How much does it cost for those two people? >> I would. >> I mean, bottom line, I think that's what we're all going to want to know is what is the dollar for this thing? >> Well, and that's the the beauty of going out for requests for qualifications. there is

159other than the advertisement, there's not really a cost to us to go through this process and see what their cost would be. Um, and then we bring it back to the board and the board can decide at that point if they want to accept it or deny it. Um, >> so do you contract them for specific projects? >> Um, for the way that this is currently written, we were contracting with them for the next two years for the projects for this summer, the projects for next summer. We can always adjust that um at the board's discretion. But really this is just an opportunity to go out and see what the >> one of one of the fallacies in doing that you is the amic experience and that is >> you know you hire somebody for

160two years now you got now you're locked in for two years and at 6 months we find out you know they're not doing the job or whatever >> you know then you got contracts to deal with >> I was not part of the am And I've seen a lot of the aftermath. >> Yeah. I was going to say I've seen the aftermath. >> Yes. And it's not pretty. >> Yeah. >> But this would be >> I'm going to propose that we table this uh to a future board meeting. >> So >> number one, there's a lot of information here that frankly I haven't had time to digest >> because there's what four four different options I think given there. >> Correct. And uh you know >> the the tricky thing with this and this is

161why we're bringing it to you is if we're going to get this model on board >> we have if it's the timing cuz I've got to get bid docs out for those projects and we need this person on before we send those bid docs out. And if we want good responses to the bid docks, >> we're paying Architects West a lot of money. They need to start doing their job. >> They are doing their job. They absolutely are. I have no doubts about the product that they're >> You talk about bid documents. They prepare all those bid documents. >> They do, but the CMGC would be the one that does the bidding with us at that point. So, they prepare it, but the CMGC is >> the architect should be sitting in the room. >>

162They are. They absolutely are. >> Where's the difference? >> Sorry, Jessica. I'm not trying to be mean. I just I I I've been through this process so many times. I'll second Bob's motion. >> I don't think there's I mean there's nothing. It's not going to hurt anything to have her send out the thing and see how much it is. Is it? >> Well, doesn't hurt us a bit. >> I mean, it depends on those people whether they're willing to put out the potentially nothing. >> They just come back and say this is how much it cost. That's all we're doing right now, right? >> Yep. >> That's what it is. >> Exactly right. >> It's just a request work. >> Yeah, it's just a request. >> So, we have to pay for the advertisement >>

163pretty much. That's the extent of it. >> Well, currently we have a motion and a second on the floor here or table for in front of us. Um, all in favor to table this >> until the December regular meeting >> until the regular meeting in December. All in favor? >> I >> say I. >> I. >> Any opposed? >> Nay. >> Did you vote? >> No. >> Okay. All right. Not a worry. We'll just wait for you to finish your thought process. >> I'll vote to table it. >> Okay. Um, >> so for >> Can we make another Can I make another motion to go out for her thing? >> No. >> That was the whole thing. >> The whole thing is until next month. Yeah. >> Okay. >> I I don't anticipate that we'll

164bring this back next month due the timing that we need to go out for bids. You have to have the CMGC in place before you go out to bid. So, I do not anticipate to bring this back in the December board meeting. we will just proceed with the design bid build process. >> Okay. All right. So on that note, the motion to table carries. >> Thank you. >> I'll help you too. >> All right. Moving on to the city of Spirit Lakeou. >> Um the city of Spirit Lake provided a and submitted the attached MOU for the board's consideration. Um I uh our former superintendent had preliminary discussions with the city um regarding a development of a facility use similar to the existing agreement with the city of Rathurum. Um I wasn't aware of this.

165I don't think it was on Rusty's radar either. Um so just bringing it to the board for their review um and direction. >> Well, I have heartburn um over a lot of the language in here. >> I do too. um specifically uh their priority list for us um and rescheduling and the whole nines. Um respecting that the prior superintendent uh put this ball in motion. Do we have anything from the city that explains why? Uh I um can I bug you Rebecca? >> Yes. >> Rebecca deals with a lot of our facility use. Um she deals with the city of Spirit Lake um quite a bit >> on facility use. She could >> So this came forth because we don't have an agreement inou with Spirit Lake. So some of their um groups don't qualify

166for the 75% rule because some of them are boner kids. So therefore there's a charge for them to use our facilities where we have an agreement with raft. So everybody falls under the category 2 >> and there's no charge for the cate category 2 and that's where this came up. So this the city of Spirit Lake parks and recck department >> parks and recck department >> would like to use our facilities for no charge under uh it's actually going to be cat one with this >> um and not have to pay for the use of the facility. >> So that is what they're seeking with this agreement. Thanks. Does anybody have any other thoughts on this? >> Well, I mean, does it mirror the raft? >> No, it doesn't. >> Well, that it didn't meet

167the request. So, I guess we need to start from the beginning. It sounds to me. I mean, but none of us knew anything about it. And it says that the the intention was to mirror rafts. >> That was my assumption is that the intention is to >> Well, it would seem reasonable, right? Uh so, >> my suggestion would be if we're going to do that, it should mirror. I mean, it should be the same across the board. So, we're not trying, you know, make a deal here, make a I mean, right? I make it straight. >> I would move that we table the city of Spirit Lakeouou um until it is revised to mirror what we have um in conjunction with the city of Rothram. Um >> I thought it was interesting that they signed

168it even though like the top isn't even like what is >> the 12th day of 025 >> the effective date. >> I don't know what date 025 is presented ago. far far away. >> 025 start. >> There's no months. It's just >> Yeah. >> Do you have a motion? >> I did. I have a motion to table. Okay. >> We have a motion in a second. All in favor say I. >> I. Any opposed? Hearing? None. The motion carries. >> Trusty Thompson. Um, do we have permission to work with the city of Sperry Lake to propose a differentou at your um >> um actually what I'd like to see happen is that you'll draft up anou um that is very similar to what we have in place with the city of Rathum. Let us peruse

169that before we throw it back at them and ask for their consideration for that. >> Okay. >> I will try to bring that to our regular meeting in December. >> Okay. Perfect. Thanks. >> Thank you, >> Ch. You can see that. >> I can't find it. Yeah, that was my last thing. >> All right. Uh, moving on to the superintendent evaluation tool. Oh my gosh. Um, isn't most of this already spelled out in in policy? I don't understand why the board's being given instruction in the tool. >> I was wondering if Mr. Taylor. >> Yes. >> Uh, one of the tasks that the board had talked to me about um was creating a new uh evaluation, something that was a little bit more user friendly. Uh we I did present it um already with and

170there was board recommendations in that. >> Mhm. >> And so with that said, I made those changes uh which are denoted in red. There was concerns about the timeline which I moved those timeline backs because of the duration of getting this approved. Um the other thing that was noted by um Chairman Thompson and um M chairman Jones was the uh addition to instruction to the tool which has been added which is number 12. And then finally um Chairman Thompson noted on the surveys that I would like to use is that uh I think it said Mr. Taylor or superintendent and then we aligned those to say superintendent. So there was no indication that you know beyond the changes that the board didn't want to move forward with this. So I went ahead and made those

171corrections or additions. And then I guess my other question would be the in the old tool that that spreadsheet that went with it. It was colorcoded to for all of the um policy uh outline. Um >> yeah, >> you know what I'm trying to say there. Sorry, my brain is tired. Um were those included in this or >> uh >> because I wasn't at that meeting that you guys >> right >> when I apologize I'm not >> I wasn't I thought that >> with it but I can find it. Let me see what >> Well, >> no, it was not included. >> No, it wasn't included. Um, and I I didn't I thought that when we had directed the superintendent to find an evaluation that met his needs. I didn't realize that we were instructing

172you to create a program. Um, so that was just miscommunication, I guess, on my part. But >> Chairman Thompson, you don't have to use the program. We can just use the tool. the program was one of the comments was that you guys did not like to use the Google Docs and I was trying to get you guys from that but um I told you I'd have um an Adobe version that uh that would be user friendly for the board so they wouldn't have to use the Google Docs. >> Yeah. I think the problem with the it's not that we don't like Google Docs. What we don't like is having to click 500 trillion things to find something somebody's trying to tell us, right? It's like just give us the information. I mean, we all use

173I mean, everything we have is in Google Docs, right? >> Um, I think that's the the offput with Google Docs is just receiving something that has nothing but a bunch of hyperlinks in it, >> right? >> Um, and and then that's that's the thing instead of just having the information in front of us. Um, >> this document is designed not to have hyperlinks. In fact, doesn't have a single hyperlink beyond the um in the procedures. it has a hyperlink to the to the survey. That's it. >> Well, under the board review, I don't understand why your instructions are stating that um based on the evaluation results, the board will determine whether to approve the evaluation, approve with improvements or decline to extend. I I I don't understand why that's in there. That was a recommendation

174that um um human resource u made to me and again it's just a recommendation to the board. I can make any changes that you guys would like. >> Where where what were you referring to? >> Um it's point number five on page two. >> Mhm. I think it is in statute that you have to um and Burke, you can please help me out if you would on this one, but it is in statute that they have to make a recommendation. Is that correct? >> I'm sorry. The question >> on >> when it comes to the evaluation, the board has to make aation in regards to >> on page two for his board review. Um he's giving instruction to the board about what they're going to do and it does he added based on evaluation results

175the board will determine whether to approve the evaluation approve with improvements or decline to extend the superintendent's contract. Um and I just didn't understand why that had to be put in there. And uh Mr. Taylor's saying it was based on your recommendation. >> Well, it was a conver I had some of it in there. She added she made one recommendation in regards to choices. That's all she did. >> Oh >> yeah. Okay. >> That was correct. >> Okay. >> I think the board knows what its choices are. I don't like receiving instruction from the superintendent to the board. That just drives me nuts. It's backwards. It's not the superintendent's job to tell the board how to do their job. So, that's the first thing I don't like about it. We can remove all of that.

176The board knows its job. It understands what the statute is. And when we give the evaluation, you have two years anyways. You were hired, right? So when we did the evaluation, we would tell you then we understand, hey, you're doing great. Hey, this needs to improve or you know, you know, >> um I I don't like the the instruction. The other thing we need is we need everything that's set in policy that falls on the superintendent's plate sandbox >> um to be included if you know we're going to use this type of of tool. Um those would be my recommendations right off the bat. So, what are >> you like to address one thing you said that um I by no means am I trying to direct the board if the board would like to

177create an evaluation with the superintendent. I was just trying to be helpful. >> Yeah. No, I appreciate the help, but I don't like the the instruction to the board. >> That's not, >> you know, um >> wasn't the intent. My apologies if that's how >> I mean because this is an evaluation for you, not for the board and not to tell the board how to evaluate you. So the only thing that should be on there is the superintendent and what is the superintendent's responsibility? How are we gathering the data? How is it being measured? You know, what are the expectations? Most of those are laid out in policy. They're laid out in the job description. Um they're laid out in the SIP plan. So, there's a lot that's already out there that um we need

178to make sure if if we're going to go down this this path here, which is fine with me, um that it it includes all those things too or um if the board has some other idea of how you're going to incorporate all those things. Um >> well I suppose um because this didn't come with uh a little note um what's labeled on the agenda is superintendent evaluation tool. >> Okay. >> But what is being presented to us to take action on is the superintendent evaluation procedures. >> Okay. >> So >> which are usually lumped in with the evaluation so you know how to proceed with the procedures. Well, respectfully, the tool is something you created. So, I didn't know if we're supposed to be approving what you created when it doesn't appear as such. It

179appears you're wanting us to approve these evaluation procedures. Is that correct? >> The procedures go along with the tool. That's what I'm asking. >> But the tool is not even here. >> Yeah, it is. It is. >> Where is it? >> It's all down toward the bottom there. >> Okay. So, it's not the link. It's not the clicky thing that we were given at the workshop. >> No. >> Okay. >> No, I did see all those pages down below. >> Okay. >> And I I do want to point out in the previous um evaluation there was there was um procedural uh directions and timelines that were set. >> Yeah, that's all set. That was a state um template. >> That was ISBA's template. >> Oh, it was I thought that the last one when we

180had like two or three iterations of it. I thought it was >> we kept using and reddrafting and specializing the >> cuz that's not exactly a >> friendly evaluation tool. I do have last year's um there was seven areas that were evaluated uh vision um strategic uh leadership instructional leadership management organization collaboration and sorry I can't read it it's too small >> and those are based on the categories >> the policies categories or yeah policies >> well I took all of the policies and put them under where they belonged within those categories. You did and I >> colorcoded and all that. I did I saw >> we spent several meetings there doing that. >> There are a few more. There's uh ethics, integrity, governance and legal leadership and increased knowledge and skills. And I feel

181like and again the board is uh allowed to make this decision by all means, not me. Um, I feel like I tried to design the tool that would encompass all those areas. So, >> I'm trying to remember though where those categories originally came from if that was part of the ISBA template or if those came from >> No, on the template itself at the very last page there was those blocks and that's where that came from cuz we went back to figure out where our policies fell in line with those blocks that we had to always fill out with comments that nobody offered any on. until we were at the meeting and we had to scribe them. Okay, let's go back here. Your survey survey feedback and I did make adjustment to the review of

182uh survey data. I felt like the principles and the directors I who I have pretty immediate contact with um I would like to include them as part of just a review. the board can decide if they want to make it um and Brooks pointed out that really can't depend on my evaluation but at least um give you a kind of a full picture and then the other um the staff cla you know classified or other staff outside not just classified but teachers and um you know classified staff they would do a survey too that would be inclusive to me to let me know what I can do to improve and I would use that as part of my um my self-evaluation. So, >> okay. So, even though the last tool was cumbersome and we hated

183it, the reason it was so indepth is because we literally did what we were supposed to do for evaluation. So, under IDAPA, we have to evaluate under vision and strategic leadership, instructional leadership, management of organization, blah blah blah. within that then we took more instruction also the professional leadership standards for superintendents and administrators >> and we had to take it from that and that's how we came up with the sheet along with the job description cuz that's what you're hired under >> and the policy so all of those things in the have to be there we can't bypass them >> and if I remember correctly I numbered them so that they they identified whether it board policy or if it was IDAPA or state statute. Yeah, you're good. >> And that's where so it wasn't

184that we just sat down and said what are we going to evaluate someone on? Right. We literally took what the law said we had to do and and you know IDAPA and everything else and that's where the tool came from and and it was really cumbersome when we initially started with it. So, I understand you went through all of this creating this document, but the bottom line is is we can't abandon the spreadsheet. Somehow that data has got to be if we're going to move to something else. I mean, how do you how do you do all that? Roll it all up into one thing? Two, three, four, five, six. I mean, I don't even know how you do that either because uh >> 10 11 12. >> Okay. >> What were the categories for

185my DAPA? >> Um vision and strategic planning >> which is there. >> Instructional leadership, >> it's there. >> Management and organizational leadership. >> Yep. It's there. >> Family and community partnerships. >> I don't know what's there. uh professional and ethical leadership and governance and legal leadership >> and there was a you had an increased knowledge and skills on the previous >> Yep. Yep. Um because that probably that must have came from either the leadership standards or wherever we were supposed to get that from. Um yeah, so those were the seven categories and then within those categories uh were um 8,000 line items. >> Correct. >> Yes. >> That's a technical that was an actual count. >> Yep. And then um the number you know if it was a board policy you put the BP blah

186blah blah whatever policy that was. And then the number I think pertained to the line item of the uh job description. >> Yeah. >> So with that in mind, I >> the job description did change. >> Yeah. Right. >> It did. Um I I am willing to um you know absolutely if the board's um request uh if we don't feel like this aligns I can take our old one and I can try to put it in kind of a new format that would be a little bit more friendly but that would include all the components that the you know that it had. So we in a sense we would not change that document at all. We would just change the format of the document to make it more user friendly. Hopefully. >> Hopefully. I thought

187we all agreed but didn't want to do that rainbow page anymore. >> Yep. That's why I was doing it. >> Yeah, but we still have to do all that stuff. >> Understand the criteria is the same. But let's find something different than that. >> Oh, yeah. I agree. But we Yeah, we just have to use that. >> I do too. >> Sorry. >> Bob's retiring again. Remember, >> you don't even have to do this. So, you know, >> HE STILL GETS AN opinion for like a month and a half. >> The lame duck can say and do anything, you know. >> No, no, no. That's not how this works. >> Oh, that's not how any of this works. >> Is that impossy? >> No. >> Sign out the boards and whatever you feel. Well, um,

188whatever we choose, I don't want you to spend another 3 months in figuring it out. >> Yes, ma'am. >> Um, >> I agree. >> Because I I that just to me was not an effective use of time. Um, given all that I know you're doing and you have to learn and and all of that. >> I appreciate that. >> Mhm. I certainly appreciate the effort you you put into it and you know I think whether whether we create something different than this and what we had before or whether we go with this and adjust as needed >> and tweak it in the future you know as you work through it and find where the >> kinky spots are. >> I mean I don't know what else you're going to do. I mean, you can the

189only thing you can do is just copy paste the same thing into black and white and get rid of the color. I mean, you can't you there's no way to >> Well, you don't have to have all that stuff on there. >> Why don't you? >> You'd have to have the basic criteria, basic standards, but some of those align items were >> well, >> some of them were redundant for one thing. Uh the category well that was you know what was redundant was the job description >> those very antiquated job description >> that can go away >> we can leave the job description out of it although yeah >> yeah that would be under consideration it's something completely different >> I think what we could do though is go through and whatever is highlighted for

190board policy make sure that that remains and if it's just a specific to the line of or the number on the job desript description, then we could take that one out. >> Um, so I would say that we um >> we should create the superintendent tool uh bring it back >> for the next board meeting. That gives us two weeks cuz we've just this is just grown on and on and on. Um and uh >> I mean right under I'm sorry doing but even under procedural if you eliminate just the job description thing five line items go away at leaves you three as board policy. So that's the bulk of it was that antiquated job description right you know >> so the rainbow colors might go away I mean at least >> I I can

191adjust it'll go away if you want it to go again. Well, whatever, however you guys want to create it. If you you said you guys were going to create it, so um but whatever you want. I >> Dave volunteers as tribute. >> Yeah. >> There you go, >> Dave. Thank you. >> Okay, go ahead. I'm sorry I interrupted you. >> Come on. >> I'll get I'll get my crayons out, you know. >> Yeah. Well, no crayons. He doesn't want the crayons. Um >> so I just I'm table. um I1 superintendent evaluation tool uh and procedures I guess until uh the board decides by the next December, the first board meeting in December um to present the superintendent with its evaluation tool that I would like him to use. A second. >> Okay, we have a

192motion, a second. All in favor say I. >> I. >> Any opposed? Hearing? None. The motion carries. >> Okay. >> Um I had asked for the superintendent goals to come back because um Trustee Gryom had uh Vice Chair Gryom had stated that um the board is supposed to choose the goals. Um, but I know Rusty, you stated that um, I believe it was in your email to us that you felt that your goals that you had chosen were um, fine. I had uh, emailed cuz Mr. Taylor had brought out that um, Trusty Gryom, Vice Chair Gryom had said uh, your goals are supposed to be based off of the SIP plan. Mhm. >> You replied with uh >> I need some help guidance. >> Yeah. And so I I gave three goals based off of

193the SIP plan, but they were my goals that I felt would be appropriate um uh based on language within the SIP plan and uh so we need to give him goals um but Mr. Taylor would like to keep the ones he's chosen. Um, so we need to figure out what we're doing. Long story short, thanks Bob. I'm really tired. I'm so sorry, but I am exhausted. So, I'm trying to find. So, the >> I'm trying to find the ones with the coals in. >> Well, you have some on here. You have uh goal one, two, and three on the um the attachment, communication, culture, and uh vision and engagement. >> Right. But when he brought those up, you had stated at a meeting that the goals were supposed to be given from the board and

194that he should be looking at the SIP plan to create his goals because that's really what we're supposed to be measuring him on. >> Oh, that was a well that was an enveloped conversation. That conversation came up about the board's goals. >> Oh. >> And that's where the SIP plan, which it all sort of goes >> the district goals. >> Right. Right. Right. It all goes together. Correct. Right. >> Right. So there it's like all our goals are on that document. That's the whole point of the document. >> Okay. >> Continuous improvement plan. We all agree that's what we're striving for. >> Okay. So >> um and then he has these other which I'm fine with. >> I mean I don't know how you measure it but >> well those goals were if you're looking

195at the ones that that was so uh graciously provided by uh chairman Thompson the one on the bottoms the one two three >> she was really great. I asked her for some guidance and she gave me those holes and I and I think those are fair if you wanted to add them. >> Well, on your super Wait, where are they? >> It's It's actually It's not on this document. It's with the one It was the folder I shared. >> Oh, okay. Cuz Yeah, they they weren't there. So, >> yeah. >> Oh, yeah. I don't >> Oh, okay. Um Oh, here we are. This one. >> Yeah, the ones that are Oh, yeah. Those right there that are attached to the >> Yeah, they're not on. I don't know why they're not on there. That's my

196fault. >> Oh, when he sent Okay, so this >> they didn't come across. >> Okay. Yeah. >> Yeah, these are fine. I don't have a problem with that >> cuz those are measurable. >> Yep. Absolutely. 100%. So, do you want to read those out and we all >> um meet with student meet the student achievement and growth metrics identified in section one of the continuous improvement plan for the 2526 school year. Meet the literacy, proficiency, and growth metrics identified in section two of the continuous improvement plan for the 2526 school year. And meet all staff performance targets identified in section 7 of the continuous improvement plan for the 2526 year. And respectfully as as the governing head over the all the people below you, um I think these would be great targets um or great

197goals to achieve with the improvements that we stated in the SIP plan and you know see where that goes. >> I agree. Well, then let I will I will move that these are our goals to Rusty and these are his goals to himself, >> which that was what I said. These seem like great goals if you want to have them for yourself, but >> Yep. >> Okay. >> Okie do. >> All right. So, is that a motion? >> Yep. What's your motion to accept the goals? >> To accept the three goals as uh read by >> me, Chair Thompson. >> Okay. As board >> as as for the for the superintendent as our goals for the superintendent. I I I get confused because sometimes I hear people complaining because the superintendent's making recommendations to the

198board and now we're making recommendations to him. >> That's our job. >> It is. >> You need a second. >> I do. >> Second. >> Okay. We have a motion and a second. All in favor say I. >> I. >> Any opposed? >> Hearing? None. The motion carries. >> May I have clarification on? >> No. >> I like to get out of here sometime. You >> So I get to include my goals too, but then the board goals are also with that locked into it, right? >> Yes. Sure. >> Yeah. Sure. Thank you. I appreciate it. Stay sure. She said sure. Okay. Um, moving on to discussion items. IBB, >> would you like to give us an update? >> There's nothing an update beyond the we met with the um PS um PST um uh

199obviously Chairman Bane was there um >> Trusty Bane Trusty Bane sorry um was there attending the meeting. So, we have not met as the IBP team, which we don't plan to at this point. Uh because we don't have April 15th, we have our our um financials should be in. That's really the heart of it all. Right now, we're just trying to prep and get ready for those uh areas. Whatever the board decides in regards to our priorities, that's one thing I will need from the board uh to kind of give it to guidance and our PST team. So, that's the only update I have. >> Okay. But again, I thought the PST team was just about current year issues and then we were going to be starting to meet for IBB in January or February

200to start advancing that ball down the field which uh isn't the PST team. It's the IBB team. Correct. >> The PST has >> not confusing. So, and I apologize if there is and it's my fault. I own it. The PST team is basically uh it is to review our current negotiate agreement. However, we it does state that we can still start working prepping on items we feel like the board uh that we can bring to the LEA and and the idea behind it is that we can hopefully have plans when we come to IBB uh that we've worked a lot of the language out things like that and present it to IB and if they want to accept it they don't accept it but at least we have something to play with and to work

201with. Uh that's that's the idea behind the PST team. >> Yeah. I guess I guess the way I see that is if there are issues that get discussed in the small group meeting that require some future correction or action through IB, then that gets transferred up the line in January as you suggested. >> Yeah. >> Okay. Okay. >> We're sub of the Yeah, I get we're getting tired. Um, we're a sub of the IBB and we're just we're trying again trying to get in front of some of the things that the board's wishes are so we can frontload our LEA and hopefully make it a much better transition, but it would be by the the board's priorities. Um, right now it's just conversation and then the the um in the PST team, they uh LEA

202brought a few concerns um and uh we we talked about those things in in the current negotiated agreement. But I suppose where I just don't want to see this head down the wrong path, okay, >> is that this PST team >> um when we actually go into IDB, it's well, we already discussed that in PST and IBD is like because that's um I I just I see us heading towards that because of um some of the things you say you're already working on, which my understanding in your presentation was that that's not how that works because my thought was that your PST team was kind of like the district leadership team and I'm not going to raise them but um the district leadership team that >> negotiated out you know they worked with the LEA

203during the year for issues that came up >> and helped work them out so that everybody had a productive year and then those items were brought to IBB to try to figure out how are we going to solve them in the negotiated agreement. Right. But >> the same thing in different words, but we did. That's exactly what we're going to do. Yeah, it's exactly it. >> No, but I I it just sounds like we could get to that position where the PST team's already handled everything and then we're stonewalled in IDB again. >> No, I I appreciate that comment, but no, that's not the intent. It will not be the intent of it. It would be draft version so we had something to work with and that would be it. >> Okay. >> And then

204the IDB would make the final decision. >> Okay. appointment and volunteer of the long range planning committee. >> Yep. Uh we've planned that meeting for tomorrow. Uh I would love a board participant to attend and help us through the long range planning committee. >> Um how did you put out for the committee? I'm just curious. >> For right now, it's it's it's kind of very similar to how Jake and we we talked about we contacted the people that were on the committee. Uh we really try to be purposeful in regards to um we wanted to get the members that would uh that know know the area. Um obviously Leon City Council, Spirit Lake, um >> Apple and uh that was it. Those three I thought Hayden who were after that too. We try to bring

205those people to the table so they can include the data that we need in regards to growth. Um, from there we're going to meet as a team uh obviously on Thursday and then we'll expand out in regards to people participating on the on the team. >> So you you don't have the local business owners or any parents or anything on this committee yet? >> I want recommendations from the committee right now of who they would who'd like to offer and then anyone that wants to participate that's fine. There's no rules when it comes to who can participate. Right now, we just started small cuz I was like Jake in regards to curriculum. And uh we're trying to get the contributors that would most impact that team so we can >> Well, respectfully, what has historically

206occurred is long-range planning includes area business people for Raft, Spirit Lake, Bay View, whatnot, >> and uh community members. >> So, um >> and they're not excluded. Well, it sounds like they're excluded in the beginning until you get whatever data you're looking for from the city administrators. Is that correct? >> About coming together as a team and and then having those discussions in regards to how we'd like to proceed. >> So, I think the uh the answer to board chairman's question really is an invitation to tomorrow night's meeting. Has that been sent to all the folks who have participated on that committee in the past? I can't speak that. No, it has >> there's 90 people on that email. >> Maybe 10% of those people ever show up and I understand I understand that. >>

207But again, we want to send that we want to send that invitation. >> Yeah, I get it. Well, and we'll do that. We did post the meeting on on board bucks. We have sent out the notice. So, by all means, we can extend it out to those people. >> Are the applications still on our website to be a part of that committee? Yep. And that has not changed. >> And in technically the committee just was put on hold. Like it wasn't disbanded or dissolved. The whole they just >> quit meeting until the levy issue got figured out, right? >> And then they were going to pick up. So I would assume that all 90 of those people need to be contacted. So that you already have I mean the people that were on there were

208pretty my understanding pretty informed about the area. Right? >> You might find some don't want to do it or you need somebody else or whatever, but >> that's where we left off was it was all put on hold until >> the funding and all that was figured out. >> Well, I don't want to put it on hold. Want to move forward. I think we have some really good items uh and moving forward and we have some we have some items that we really want to you know that are timesensitive that we really want to kind of deal with. So, >> are they called applications on our website >> for both the curriculum one and for the long range planning committee? >> The curriculum is called an application. Yes. >> And let me pull up. It's

209just a sign up form. >> Okay. I would rather it that one be just called the sign up form >> rather than an application. It it implies that somebody is going to make a decision on whether you whether or not you're allowed to be on the board on the committee. And no, we just want people to sign up to be on the committee. >> And what we can do um and I didn't mean to interrupt. I apologize. Uh what we can also do, we can send out the uh sign up form to those nine who would like to participate. >> Okay. >> So, is there a board member because you were on it? Mhm. >> Do you still want to do that one too? >> Yeah. With respect to board members, uh, more than one

210of us have attended those meetings in the past, but not always the same board member or two. We can have two without having a >> quorum. Yeah. No, >> we can have three and we can have all five if we just, >> right? >> Which I think it's standard procedure. Anytime there's a meeting, it's supposed to be posted for a quorum notice in the off chance that three of us show up. It's just a safety measure >> that has happened. It has happened. >> Well, I think with >> the long range planning committee, we had talked at one point. >> We had talked at one point about all of us rotating so that we were all kind of informed as to what was happening with the with that committee. Um, I don't know. Do we

211want to continue doing that or a point specific? >> I think if we rotate I mean I think you guys were there more than I I never went I didn't go to one I don't think maybe in the very beginning attended some and I attended I don't know two or three over the course of the year but I couldn't attend all of them. >> Right. Right. >> But I think generally we had somebody there. >> Mhm. >> And that's what we want at least once somebody and by all means they want to that's great. Just got to make sure that when we do that that the community knows what the long range planning committee decides before you bring it to the board, you know, because we ran into a problem of reszoning and none of

212the parents knew about it. >> Y >> and it was bad. >> Y there's been a conversation. So, and they told me that that and that's not something we want to do. We always want to we're going to do something like that. And I will tell you that's one of the agenda items that there there is a discussion on. So, >> and because I'm the one who sends out the invite for long range clarification. Would you like me to just invite all of you every time and then you guys can just >> I think that's what you did before. >> As long as it's on the board's calendar, I'm additations to it. >> I mean, putting it on the board's calendar is >> I appreciate the reminder. Yeah, so it won't matter. >> We'll still

213remind you until I can still be on that committee. >> Yes, you can. Yes, you can, too. You're a committee member. >> That's right. >> Okay. So, we can move on from long range, >> I believe. So, >> okay. >> They'll get it off the ground in a moment. Somebody will show up. >> Okay. Uh have they worked with you? >> We hope. >> Thank you board. I appreciate it. >> Okay. Um let's move on to policy. Uh before we discuss procedures, um we can review the policies that are uh up for review. Um student dress was brought forward by Mr. Taylor because he wanted to add um under the minimum standards for dress. Um he wanted to add language to uh tank top straps must be two finger width and the top must fully

214cover undergarments and the chest of the student. Skirts, dresses, shorts must be a minimum length to ensure clothing of an appropriate length to cover undergarments and private body parts such as buttocks at all times. Um, my only I guess question on the skirts, shorts, and dresses must be a minimum length. We're not saying what that minimum length is. >> Well, you know, >> I mean, cuz it says just to cover the bo private body parts. I don't think booty shorts should be going into the buildings. >> And so if you say minimum length and they're appropriately covered, >> you're letting booty shorts in. >> Well, and >> sorry. I mean, you're >> I I wear I am I get it. Yeah. In that sense, I'll be honest with you. Those recommendations came from principles. Um

215they feel like um to have a a a standard 2-in length. Um >> that's different cuz all body I will answer this. >> Oh, go for it. >> So, >> the last time we tackled the dress when all of the suit, all of the principles came, the teachers came and they I agree. Right. They there was some distractions happening with dress. >> Oh boy. >> Right. And that's how we went back to this policy. So, you better make sure that you tell all the parents first. Well, >> because I'm tell we did and it was just I mean we just >> do it in the middle of the year. >> We just didn't want where >> so well and that's why it's kind of crafted the way it is. I'll be honest with you. They

216felt it was representative of what what we're dealing with right now. It it already exists is their their point. And to um we'd be dressing kids on a pretty regular basis. And parents will tell you, and I will tell you as a parent of a daughter, um it's it's difficult to find shorts of any length any longer. And again, anyone else can speak up regards to that. And that's that's the truth. They were like, Rusty, we can have a 2 in minimum, but the reality is that as long as it's they just I'm being frank, they as long as it's covered, uh that's really what we're at this point, that's what we're most concerned with. >> Yeah. I'm just cautioning you that I mean the community And we did we it wasn't even the the

217and there was more people on the policy committee at that time and it wasn't even the committee that brought it that because the teachers and the and the uh principles were having a hard there was a lot of distractions happening with the way people showed up close. >> So my this has this been sent out to the community yet? >> This has been No, it has not because uh we want a discussion. It has been sent out to the cuz I did want principles to give me some feedback and that's where I got the feedback was from the principles and I'll be honest with you it was two mainly that that spoke on. >> Yeah, that's fine. Y >> yeah that's fine. I mean I don't have any problem with the whatever they need to

218have >> you know some control in the classroom right because it can be disruptive. Mhm. Um >> I agree. >> You know, uh but there again the process is policy committee tweak tweak to the community back to policy committee tweak tweak back to the community sometimes and then to the then here. Um so the community needs to weigh in before >> uh the board does. >> Yeah. just because especially when it comes to the dress code >> which in all fairness I said I didn't think we should be tackling this in the middle of the school year. >> No, >> I said we need to do it towards the end and >> you know would be effective for the next school year. >> Exactly. >> Yeah. >> But let me give you a little historical

219perspective >> please. You remember some some in the room will remember when all the girls when they came to school wore skirts. >> Yeah. >> There were no pants. You remember that, don't you? And then in the >> get on your knees. It doesn't >> in the 60s we got cut up in the miniskirt. >> Oh yeah. >> Time for >> go boots. >> And school boards tried to establish minimum lengths for school from from the floor to the bottom of the skirt. >> Tim. >> So who's running around with a yard stick trying to measure? >> Leave the measurements out of it cuz you're going to get caught up in a trap. Yep. There was no measurements when they did it before. It was a um it it was like the mid thigh or

220the >> Well, yeah. And because everybody's different, you know, like >> sometimes those mid thighs are a lot longer than others, you know. >> Right. Well, and we did on the leg coverings. >> Leg coverings with holes above mid thigh must not show skin. So, we got to come up with something that kind of mirrors that that mid thigh, we're not showing skin above mid thigh, whether it's a hole in your pants or your short the length of your shorts. >> No holy jeans, >> dude. We got blasted by that BECAUSE YOU CAN'T BUY PANTS WITHOUT jeans with jeans without holes in them anymore. There's a built-in inconsistency there because in one item you're saying, you know, it has to be covering. >> Well, that could be way above the thigh, the mid thigh, right?

221>> And the next item you're saying it can't be showing skin above the mid thigh. So, those two are in >> That's why I said they should mirror each other. >> You have to keep into consideration. I mean, I think I don't think it's too much to ask that you're covered up, but we do have to keep into consideration some kids can't afford more than the holy jeans they got. >> Agreed. You know, yeah, we'll say. Well, you you can pay a lot of money for holy jeans now. >> Oh, yeah. I know. Yeah. Thousands of dollars. >> Mhm. Anyways, I just had to beat I mean it was a freak out moment and and the board the board and the committee didn't do anything. It was we were trying to help the principles out

222>> you know and it was mainly the male teachers and principles were like look it you know I mean >> and we're like yeah we get it okay no problem okay man was that that was bad. So since this is a uh discussion item, right? >> Well, it's the first read. So what do you want to do with >> refer to committee? >> Yeah. >> So you want the committee to look and and work it out. >> Okay. All right. I would I say send it to the principles, all principles for feedback and send it to out to the parents for their feedback. Maybe it doesn't need changed at all. Well, I I I'd like to see it go through committee and and the principles >> first. >> Okay. >> And then before if if

223the recommendation comes forth to the board, I think then that's the time to communicate out there. Otherwise, you got to communicate something that may never come to pass and get it, you know, get worked up. >> Oh, gotcha. Yeah, good point. >> All right. So Bob, you're saying send it to the committee and let them do read through it and then do what we requested in the past and that is to ask all the administrators to review it once. >> Right. Okay. The next is the volunteer assistance. Um this one came to pass because um people were there were obstacles in getting um assistance into the classrooms because it wasn't crystal clear on what was intended etc. So, um Olivia came and was like, "Let me give some input and we greatly appreciated that." Um

224to try and speed up the process for parents that, >> you know, they just want to do their class parties with their kiddos and stuff like that. They're not looking to um >> be in the classroom every day, >> be alone with children and all sorts of fun stuff. >> Supervises a bit more. >> Yeah. So, um the first paragraph um was um well, when we get into procedures, I'll kind of explain, but um so the red is is was emergence of administration's recommendation and policy committees um recommendations. So that's what was that and we also have that on the procedures and the applications and the procedures everything's all in alignment with what's on one is is on the other. So that's that. So um policy procedures um they've kind of morphed into uh we

225don't have written procedures I guess for policy we had consistency um prior to all the changeover and now what's happening in policy committee is the administration is preparing a draft and we've the committee has always operated off of a draft policy. So now we're comparing a draft policy with the administrative draft policy to see what changes need to be made. Um, and the challenge I find on that is there's no um insight into the administrative draft with input as far as why they're changing or rewarding or doing what they're doing. Um, so there's no dialogue going on. It's just uh running two uh drafts side by side. So, it's kind of becoming cumbersome. And um I would really like for there to be some procedures on paper that we all know how things are supposed

226to go cuz it's just frustrating. >> So, >> and exhausting. We didn't find all the stuff that we had when uh the other assistant superintendent was here. We never were able to recover all that. >> Um Trusty Gryom uh giving um Mr. Massie credit. He he did find it. Um he shared it with me um like two days ago, I guess, is what it was. So we can share it with the board, but obviously I couldn't share it at this point, but and uh yeah, we can share with the board and at least give us something. I mean, in all fairness, what happened in the past was the policy was created and then a draft was created off of the existing policy and then we worked off of the draft. Okay? >> And then when

227the draft was done, it was sent out to the public and the public made their comments. The comments were um uh pulled together so that the committee could review all the comments. Um, I haven't seen any comments come back because we've switched to just putting the policies up on the district website and I don't know that people will know to go to the website because we always just send a blast out saying these are the policies that we've worked on. Chime in, you know, and um so it just seems like >> Chson, can I speak to that? >> Yeah. So, um, when it comes to putting it on the district website, we've been putting it on Facebook. But our thing is is we want to reach more people that, um, we can confirm our, you

228know, actual stakeholders instead of just, you know, anybody off of Facebook, which has been, you know, brought as a concern. >> Well, we never, that never happened before. And what's a stakeholder? A stakeholder would be a parent or a community member or a staff member. We're all with you. >> All right. I was just curious. I mean, I have to ask definitions because people use words and >> good clarification. >> Good clarifying question, >> you know. >> So, anyway, by utilizing the Sky Alert system, which Skyert, is it sky alert or sky alert? >> Sky alert. >> Well, that's the number one big thing everybody complains about. >> Exactly. which is what we were trying to avoid is utilizing that just for specific instances. There is no um email list that exists. >> Well, there

229is, but we can't find it obviously. Well, okay. Somebody here's what happened at the last meeting. It was all supposed to come back to the board so we could please finish. Well, but we're in a procedure process when we never got the other process back. >> And that's fine, but can I please finish explain it? >> So, we've searched the drives and it doesn't exist. It just doesn't exist. >> Well, it did. We used it for years. So, maybe you can't find it or it got put somewhere else, but it's there. So, we need to contact. >> Is it Is it >> And we're trying to explain that it doesn't exist. Yeah. >> So, what we have as a suggestion that we would like to do is I'm talking with technology right now to create

230it to where we can put it on class dojo where it reaches the parents without blowing up their phones for a Skype. That way we can ensure that parents are a part of it. >> Well, we already had that figured out. We needed put the thing back on the the uh sign up form that was on the website back on the website. That's the same way we collected >> and would be great. However, it would bog down the email. It would bog down my email to where it would >> Well, don't email it to you. Email it to policy at lakeland272.org. >> That's fair. >> And use it all separate to keep it so that doesn't happen. >> That's fine. But you've also expressed concern about having these applications or signup sheets. So this would

231just ensure that we are reaching out to >> we already had them before and this happens to be >> I apologize. >> This happens to be the board's procedure, not the clerk's. >> Okay. So let's keep that straight. >> I don't appreciate your tone. Your tone in your email and your tone tonight. I don't appreciate >> my tone in the email. I'm not quite sure what your >> dis I asked for it to come back to the board. whatever we came up with. >> Yeah. He just said he's going to send it to the board so we can look at it so we can get it revamped again. >> And all I was doing was trying to explain some suggestions that we had that would help bring it to >> our stakeholders without blowing up

232their phones. >> Right now on the website is policy 3280, equal education, and discrimination and sexual equity. That hasn't even gone through the committee. >> Yes, it has. >> Where is that at? >> It's on the website. >> That has gone. >> But that's been up there for weeks. >> Chair Thompson, that has gone through the committee. We have looked at it. It was brought to our attention by CFO Granthro that there was some changes that needed to be made. It did go through the committee. The committee did look it over and it was suggested to be put up there. I have it on there. And if you look at our um our uh agendas, there are is one that has come back that does have a a response from a community member, >> but

233it's just we are looking for other ways to get more people involved. That's kind of help without blowing them up. So, we have nothing of the we have no record from the previous assistant superintendent. We don't have any email records. >> If if I can jump in here, um I was able to find in Dr. Pasley's drive, which she generally left generously left me access and um all of the procedures that she had in place, all of the documents, those were shared with Mr. Taylor um shortly after the last meeting where we had this conversation. >> Mhm. >> Um I was not able to locate that email list and I what I'm hearing is that that's that's the shortfall right now. Um would it be appropriate to ask for direction in lie of using that

234same list of people uh to I I guess would it be okay to cast a broad net once gather input? um have a signup sheet, find some way to get input from from uh from any community members who were interested in and in and start that list over. >> Yes, there was a signup sheet on the website for policy that they would go to the school board's page. >> Yeah, >> that that was on there. So, I just brought up one of the stakeholder inputs from the um collected responses back for when we sent it out there. So, it's the form response off the website. So, they're there somewhere. I don't know where they went, but >> those do not have access to um their emails. There's no emails. There's no contact information. There's nothing.

235It comes from these people that I cannot reach out to. >> Well, I if you do you have access to um Lynn's uh email account. I'm just curious. >> Uh >> it has to for directly but we we can get those emails. Yeah. I can't peruse them but we can fine. what I would recommend um because uh assistant superintendent Pasley was diligent in always sending out the agenda to everyone. >> She was >> so everybody knew. So there has to be a list of emails when she sent the agenda out because she always sent it before the meeting. >> Yeah. >> Um where she accumulated those maybe we don't have that documentation. I don't know. Um, but it sounds like >> so it came from a no reply address which tech would have and it

236was through spark postmail whatever system that is um and it linked to the stakeholder input information on the website. It brings up the form when I click on it and then it also brought up the draft policy and the other policies. So, um >> could you forward that >> to us? >> And then that'll help us. >> It helps see more importantly. >> I can also look back from when I was and see if I can >> I was going to say we we would have to have some those records. We can't have disappeared because that's against the law because we have a records retention schedule that requires it. >> Yeah. In everyone else's defense, that's where I stopped in my search and I want to own that. I looked through the drive. I found

237the procedures um and shared those and and I did not go into her email and so I absolutely can pick up at that step. >> Yeah. >> And somebody is the owner of that signup sheet. I'm assuming it had to have been Lynn or board clerk at one point. That signup sheet still on under policy committee under board. So maybe it's asking technology who owns that form >> to be able to find the record where they Yeah. where they've come into. >> But none of us is the owner of that. So great. And then um Yeah. And then >> clerks don't work here. There should be a spreadsheet um out there too uh that has all of that information because the form fed the spreadsheet. Correct. That's where everything came from. So if you maybe

238you could they can track the links in the form where where's the spreadsheet that was getting all cuz it's all there. You know who they were. were they a parent um you know parent community member staff student parent staff or other so it's all wherever that spreadsheet is that these forms this form was feeding >> and it's in that email that I I sent to all three of you guys >> thank you thank you for doing that >> and so thank you for the clarification appreciate it >> okay >> so on the policy committee procedures I guess we'll be waiting for the information. Is that correct? >> I'll send it to you. >> Yeah. >> Okay. >> And then the board can um Well, actually, if you can attach it to the agenda for the

239whole board to the next board. >> I saw it. Right. >> Goodness. >> You want to next board? Uh >> yes, please. That'd be great. So, >> we'll get it on there. Yes, ma'am. >> Iron this out. >> And you don't want me to share it first with you or not? Well, I don't care if you share it with me or not, but it does need to go to the entire board so that everybody sees it. >> Okay. >> And we can work from that. >> I'll post that as a Thank you. >> Perfect. All right. From that, we need to go to stipen oversight. Um, which was a request from you, sir. >> Yeah. >> Okay. So, have a conversation. >> Have a conversation. Stipens. I I know it's my favorite subject. Uh, I'm

240hearing through the grapevine that we paid coaches for not having enough kids. >> Is that true? >> Um, >> Timberlake. So, >> so we had 35 kids at Timberlake High School play football and we paid all the coaching stipens. Is that true? >> So, >> the C team, the JB team, the varsity team. They couldn't even field the C team >> and they couldn't field the JB team yet. We paid all their stipens >> for the whole season. >> Chairman Quimby and Chairman Thompson is explaining things we talked about. You said it was going to be a discussion with the board. If you would like to give us some direction on the information you would like, we'll gather that information and share it with the board. What I'd like to know um is do we

241have an oversight >> uh we have oversight over the statements >> and if we do um I'm do you mind if I just speak with HR director Cunningham course >> um if we do have oversight what does that look like because people are allocated their stipens based on um what they're signing up for and If no one's overseeing and then the building principal is putting in for stipens that maybe didn't produce anything but they still got their stipen because they signed up to have that position. Who's overseeing? Where's the check and balance? Do we have that for stipens? >> Well, do we even have a policy that requires any kind of criteria? >> Connor Ferry had four coaches and they come down and beat us in football. have four coaches. We I don't know how

242many coaches are at Timberland. >> So, Trusty Quimby, so there is um there was back in 2021, there was a document that was put together about for each um for each program, how many coaches are allocated, if they're like 3A, if they're 4A. In football, it wasn't based upon, from what I my understanding, it was not based upon if they had a seed team or um varsity JV or if that type of thing. It was based upon they were dedicated like I believe for Timberlake they were allocated for that program in itself one head coach and seven JV coaches or or seven assistant coaches. And then if there was um additional participants, it was a they could add another coach to 1 to 10. And so this year they were actually they had seven paid

243coaches. So they were actually one under what they're able to have for the program. Now maybe that has to be visited and I do depend on the ads to give me for checks and balances to give me the accurate information because I can't go to every single game >> and count up. So the ads I'm trusting that they're giving me accurate information but we were one under according to this document at Timberlake. We were one under what they are allocated. >> What what do I say? Can we please? >> Yes, I absolutely can provide the document. >> I know Jason might remember >> Jason if you >> Well, no, I know that in the negotiated agreement there and it was may have been 21. I don't remember what year, but it was several years ago,

244one of the cruxes was that coaches um wanted a cap of how many students they would have to oversee or student athletes, how many athletes for safety measures. I don't remember what we felt on that but I do know it was in the negotiated. It was. It was. And it's >> But I guess the struggle is do we have It sounds like you are relying on an AD if they have a coach that's signed up for say golf and there's no golfers. Um but that AD can still put in for that stipen and you can still pay for it. >> They don't even pay for it though. >> No, they have to give me We go through each year with both ads. I go through with them who their coaches are for that year and

245they have they've been pro providing that those numbers criteria and so they have used that and so yeah if you know if their program is based off of like football has they base it off of positions apparently and so that's why they ended up with being a it was at that time they were 3A I think they're now 4A and so they were allocated based off of that. Um, >> but we didn't we didn't move size of sorry I say we Timberlake didn't move size of school. the c the the categories a 3 a 4a those were reorganized so we should have stopped and looked at >> no and so they're still off they're still off of 3A numbers they're that they're based off of 3A numbers currently even though they're they're 4A that's how

246they're basing their coaches still >> and so they still that would >> that would be no that would be accurate because the categories have moved the our number kids in the school hasn't. >> No, it hasn't. And so they've maintained >> I'm just saying if if a ad knows that there's not enough kids >> to have that many stipens, they should turn them in. >> Absolutely. >> So that's all I'm asking. >> Yeah. And I can show you >> after the contracts are issued. >> See, and that's the other thing is we're issuing contracts. And to speak to that, that does create a problem because I end up having if we don't we if we can't have a coach, I end up having to pull money back. We have our street coaches and um are

247the ones that aren't employed as a employee um and they're they're there for the season. they get paid during the season months where our uh people who are certified and are classified they we split it over the year and so if we begin they're stipened at the beginning and I should shouldn't say stipen it's not a stipen it's a supplemental contract for a athletes >> so what happens if uh let's say I start a basketball stipend at the middle school in September and then they decide they don't want to do basketball, then I'm having to pull back their money. I mean, the cleanest way and and it's probably not ideal for some of our coaches because our coaches, like our head coaches say they work year round and so they should get, you know, that

248for out of the 12 months, but it does make it challenging when they're not paid during the season and then I'm having to pull back money, right? So, >> so I guess here's an issue for the PST. >> Yeah. So, we're already a good one. I guess what I hear you saying down >> um your procedural check and balance is dependent on the integrity of the ads >> and and that whole system. So there's no there's nothing in writing of expectation um with respect to um when you can't or when you shouldn't. You're just depending on the integrity of the ad. >> There's professionalism in that position. Yeah. administrator and again I I get that we have that guidance document that they are following and so >> and I like I said I do go

249over with ads um I go through all of their coaches that I'm paying out at the beginning of the year for each program and then when we get into uh like let's say winter coaching and we have street coaches I go again go through all of those coaches with them as well. Okay. >> So yes. Okay. I'd like you to look at our uh for the was it the PST >> PST >> I sent it to some of the board members. Um, just there's a there's a policy under management rights at the board and basically it just goes through what our rights are as a management and uh if it's in the collective bargaining agreement, we don't have those rights anymore. They're taken away from us. >> Okay. So, that's how I'm reading it. >>

250So, so you want me to present >> what policy is it? Yeah, >> that's uh I actually sent you an email. >> Oh, did you? >> Yeah, just give me a >> I don't look at emails that are sent to me mid >> okay >> meeting. Sorry. >> I'm just saying >> this time 13 1320 >> I have enough >> 1320. >> Okay. >> So, I thought you meant you send it to >> Trusty Quimby. So, you you want us >> I just think we need to review that because >> with the PST or do >> Yeah, with the PST as board members. Okay. >> I mean, extracurricular assignments are on there, >> okay, >> for us, okay? That's our our duty, >> okay? >> You know, um contract negotiation dates, personnel files, >> direct,

251deploy, dismiss, promote, transfer, assign, and retain employees, that's our job. Um, you know, and so when our hands are tied, >> by what do you mean hands are tied? Well, if >> give us an example, I guess, >> well, what we just went through, >> our hands are tied by negotiations that we can't discipline our own personnel because of threats of uh lawsuits. So, I don't know how the two work together, but it seems like to me that as a management team, we should be able to do what we want. And if it's in the collective bargaining agreement, our hands are tied. >> Well, I Yeah, I agree with that statement, but I'm trying to put it in context, you know, everybody can understand, I guess. Um, you know, if if if there's an attempt

252to put something in the bargaining agreement that is counter to the board's rights as a board, right? >> Obviously, that shouldn't happen, >> right? >> But the for the example you mentioned I think was the uh was the coaching thing. Well, we say take away we say take away a stipen or something and we're met with HR saying you can't do that. >> Well, I don't know it's HR saying you can't do that. When you have a contract, you're bound by the contract. >> Even for coaching siphons, extracurricular contract is a contract. >> They get a contract. >> I understand that. But we also have the right to re take that contract back >> for especially for for I'm talking about unethical behavior or something. >> Oh, well there are that sort of thing. But

253but >> that's what I'm talking about though. But >> you were talking about paying too many coaches a while ago. So I'm >> Yeah, I'm just I'm just talking because it was the under the >> what do you call it? But, you know, the problem that that we were discussing a while ago was a logistical problem. And that is that at the beginning of the years, everything's kind of laid out about, you know, what activities you're going to have and how many people are going to be >> right >> coaching or whatever. >> I'm I'm just saying if you're the head football coach and 12 kids show up, do you get 12 coaches? No, you don't. >> That's they know ahead of time how many kids are coming out. That it's it's pretty obvious. They

254know from junior tackle. They know how many kids are coming out. Every year I hear it. We got 60 freshman coming up. We got 45 freshman coming up. You know, they have an idea. And if they know they're not going to have a C team, they know they they don't have enough kids. They need to give those stipens back. It's mismanagement of funds. That's our district funds. Well, that's taxpayer funds. Dave, I understand what you're saying, but you're kind of mixing apples and oranges. Right. >> How's that? >> Well, for example, if if if we start out the year and Brooke checks with the ADs and the AD says, you know, we're going to need seven football coaches for this year, >> right? >> But that's not based on numbers. >> It is not not

255of this current document. off this current document. It's based off this is based off of the program in order to run the program. So Lakeland High School has a lot more coaches that they're able to work with and they're staying within you know their their guidelines. Timberlake was allotted eight coaches. They had seven paid coaches >> and so based off of their program needs. So again, I will be more than happy to provide the board the document that we work off of so you guys kind of have a clear understanding of where >> I'm just saying if you don't have to you're saying but but what we need to do if based on what you're suggesting is go back and revisit. Do we want to assign the number of coaches based on the program or

256based on the number of total >> on the turnout? Yeah. Right. Well, because usually >> in some sports it's almost that way because it's a safety concern >> discussion that you know proper supervision is ought to be >> right in football is a huge one a huge one >> right if you have 100 kids you probably need 10 coaches at least right >> well that's why that guidance doc was created it was it was to give us that guidance and and uh yeah that's how we use it >> so anyway the PSC figure it out. >> But that's not good. >> And I'll be I'll be more than happy to share that document with the board. >> There's there's actually verbiage in the negotiated agreement right now that says the district does have the opportunity

257to based on budget to not >> Jason, if you want to come up and talk into the microphone, you're more than welcome. >> I'm sorry. >> That's okay. >> JC Bradbury, LEA president, teacher, former coach. Uh the negotiated agreement does have something that there's a clause in there right now that says due to budget constraints that the district has the freedom to eliminate a position if it's not feasible. >> Right. >> So you're under the guidelines right now to but I think the problem is coming from uh Brooke was that I don't think I don't think anyone knew about it. So I think those systems need to be relooked at the BST. >> It says lack of work or funds under conditions where continuation of such work would be inefficient or non-productive. >> So it's

258our that's under our management rights, >> right? >> Yeah. It's also that's also verb negoti. >> So it's not it's not the negotiated agreement that's that's hindering this process. What I would recommend is with the PST team to go back because since the classifications have changed um we >> we need to review those those norms. >> We need to look at those what the numbers >> and then maybe come up with a system to ensure that you know I think there there is es and flows and you know um you know what when you're coming into a short season. Didn't you bring that one one year uh where you had like 10 to one or you had that ratio where it was literally how many players and how many coaches and if you went over

259then you got to coach and blah blah >> there's a yeah there's a breakdown per sport so you'll be able to see that it is different throughout the sports >> um just because of area and you know that you're confined in. >> Right. I remember did we create that guidance? Yeah, it was it was it was like a PST team. We got there was there's like 22 people that got together. We had ads and principles and community members response >> and just did a lot of >> the bottom line is is nothing can be created to take away your statutory. >> So it doesn't matter it it's all if the statute says it. It doesn't matter if somebody wrote a policy, made a rule, but it's a moot point. It doesn't matter. So if there

260was something that was and a lot of this is in the statute statutory it it it would a policy has no bearing on it. In fact policy would be illegitimate and would have to be fixed. But yeah >> and and anything that's put into the negotiated agreement is voted on by the board ultimately by agreeing to that contract for the next year or so. It's >> Thank you for your invitation. It's appreciated. >> Thank you. Thanks Jason. Right. On the bullying and harassment training, um that was brought up for discussion. However, in curriculum, >> supplemental curriculum. Yeah. >> Yeah. We approved it. Um so I guess maybe we need to have some uh discussion about direction for bullying, training, hazing, harassment, all of that. Mhm. >> Um be it that I firmly believe all of

261the coaches should go through it. I think all of the students should go through it that are I think all of them whether you're a student athlete or whether you're um a co-curricular uh participant. I don't know. I >> absolutely a good classic example to me. Uh, I think everyone, not just coaches, >> should >> teachers, parents, >> participate in that kind of training. And if >> there's from a professional standpoint, you came to us and say, "We want to spend $5,000 to do this program with these people and here's who everybody who's going to be included and so on and so forth." then that makes some sense with respect to professional rather than just say we're going to hang some money out there and see what happens with it. >> See who bites. >>

262Well, the good news is that's free. So that that particular >> well those programs but >> I would love to see um how we're going to carry this out uh for the whole district. >> Yes, ma'am. >> With the students and staff >> alike because it needs to be addressed. >> Yep. >> Okay. >> Trusty Thompson. Uh I I have orchestrated a letter in regards to you know asking ads and obviously you know um Timberlakes already implemented their kind of their program. Um but I wanted to give guidance uh across the district in regards to making coaches aware of you know bullying and or hazing. Um so I've orchestrated letters shared with the ads um to just basically support the vision in regards to you know we need to make sure we're having these conversation

263with coaches um I I didn't go to the the extent by all means if the board decides um to require the video trainings that that Timberlake is requiring but I did give I highly recommend it and I also gave the link to the trainings and thought it would be in the best interest to review. So, that's where we're at. I just wanted to give you an update >> and if the board wishes something else, that'd be fine. >> Okay. Well, um I would like to see your plan on how to educate our staff and students on bullying, harassment, and I understand if you want to just mirror what Timberlake's doing in their with their athletic director and their coaches, pitterpatter, have at her. But I do think that there needs to be an intentional plan

264>> moving forward to help educate our staff and our students, our our whole >> entire student body system, entire >> that's here on bullying and harassment and hazing and intimidation and all of those fun words. >> I was just um just to be responsive right now for the winter um sports and activities. I was just trying to get this um information out so we could start moving forward to that process. Um that was it. No major huge plans, but all by all means I can share the letter with the board or the memo. >> Do you think you can begin working on a on a an intentional program layout of how we're going to tackle this with everybody? >> Yes, ma'am. >> Perfect. That's what I'm I'm looking forward to. How about you, Randy? Yep.

265Sounds good. I'm down. Um, are you familiar uh >> Thank you, Dave, >> Rusky, with the stopbullying.gov. >> I am. >> Yeah, I would say that might help you a lot because a lot of that's already laid out. >> Okay. >> Thank you. >> There's a bunch of good resources there. And I think they have a page, I think it was them, I know you can get to it from Idaho site um that corresponds with the Idaho law. you know, sometimes that's nice to have for the, you know, the uh teachers and coaches do stuff. >> Thank you. >> Okay, moving on to uh clubs. Um I received an email uh from a parent which is what prompted me to ask information and then to have a conversation about this on um at tonight's meeting.

266But then I also asked for an action item after the club simply because um I I mean I'm I'm bothered. I did see your emailed response. >> Yes, ma'am. >> Um where you're stating that uh Mr. Hoffman asked you to make the decision. >> Chairman Thompson, if I just a moment uh clarity uh I will tell you that I'm going to uh I own I have to own a mistake. uh in the policy itself there is a procedure where the review goes it starts with the principal. He submits it to the um superintendent for review and then from there I submit it to the board for approval and so uh I'm going to fall on that sword and apologize and I'm glad that you brought it up. Um I respect my boundaries and uh you

267have my apologies and uh you have the information I provided. So >> okay. Um, so now you you do understand how we run pol or how we run clubs. >> I messed up. Okay. >> All right. >> And that's so that's Yeah, I do apologize. It won't happen again. >> Um, so on that note, we do have an application for um it's taking a moment. Club America. Um it's being brought forward by a student um who has uh and and just so you know when we have these applications we don't redact the person's names that are on them. We we never have in the past. >> The parent specifically asked me to. >> Okay. Okie do. So, um, typically when they come forward, they're not redacted. I respect that the parent asked that it be

268redacted. Um, but we have a staff member that's willing to, um, sponsor the club. Um, shall we have some conversation on this club? because it does we do need to vote on whether we're going to allow um the club. >> I don't I don't have any questions. I don't think it was really thorough the application. I appreciated that. >> I know a lot of times in the past we've had the questions, but it was pretty thorough. >> Yeah. >> Is a student here? >> Yes. >> Okay. Would she like to speak? You don't have to. Your application is honestly it's phenomenal. >> If you want to, you can, but if you don't want to, you don't have to. Um, I just want to say that uh I put in for this uh club because um

269I learned about it recently and I thought it was a great addition to Lakeland because um it really is going to get students involved um uh in participating um in like civic engagement because I feel um our county especially our voter turnout this year was only 20 something% which is extremely sad because people think that local elections aren't as important and so this club is really going to boost um students awareness of why civic engagement is important and why um and like just get them aware of our rights. And so we're going to go over like the Constitution, the Bill of Rights, um get them aware of um their rights and what they can do to part participate in um our democracy. So thank you SO >> and thank you for speaking. any conversation that

270you had on the clip? >> I have I don't have any. >> Okay. I don't know. conversation. >> I I'm curious as to why the application is being shown to us. Is it being shown as an application that we approve or disapprove? >> Yes, I I had action put after the discussion. >> I appreciate that. I I'm wondering why the names are redacted. >> As the clerk when I asked that, the clerk pointed out that the parent asked for the students name to be redacted because it was coming before the board, not on the club platform. I guess, >> you know, I'm trying to remember. I don't think we've ever approved one in the past that didn't show who the student sponsors were. >> The name is on there. It was turned into the principal

271and the superintendent when it got denied. >> Okay. the name is on there. It's just that we didn't know. >> It's very hot button issue and um it had been picked up by media. We didn't know what was going to happen tonight >> and we're looking out for the best interest of our child. >> I understand. Yeah. >> Thank you. >> So, it is on the application >> and I will attest it was on the application. >> I think it's on. I think it was emailed to all of us and the name is on the email. I mean it's on the application. >> Yeah, I haven't seen that. I'm sorry. >> Yeah, it's the email was sent to us with all the information and the application was not redacted. any conversation. >> I was thinking

272okay because I'd like to make a motion if we don't need to have any conversation. >> Go ahead. AB: >> Yeah, absolutely. Um I move that we approve uh Club America. A >> second. We have a motion and a second. All in favor say I. >> I. >> Any opposed? Hearing none. The motion carries. I said don't push it. Don't get in trouble. All right. Um, on that note, uh, do we have any, um, input for future agenda items? >> I think we've said them all already. >> All of them. We've covered them all tonight. >> Yay. >> For the next six months. >> Thank you guys for like hanging out with us. It can be kind of cruy exhausting. >> We need We might need to like stuff up. >> Very true. when we

273know that there's somebody here. >> I didn't think about it until just now either >> either. Um so then on that note, I need a motion to enter into executive session pursuant to Idaho code 742061B. >> So move. >> We have a motion to second. Need a roll call vote. >> Trusty Jones. >> Yes. >> Trusty B. >> Yes. >> Chair. >> Yes. >> Trust me. >> Yes. >> Vice Chair. >> Yes. >> So on that we are in executive session. It's 10:02. We can take a 5minute recess. Yes. >> No. >> Yeah. Yeah. Yeah. Good night.