Kuna School District Board of Trustees Regular Meeting - April 8, 2025

001So, ready to go. No formalities too much. Uh, no. We'll just let you go, right? Unless you guys have anything to say or just Good to be back. It's good to be back. Thanks for being here. Uh, very impressed in your last meeting. I stayed for I don't know 45 minutes or an hour and just to hear the board adopt a plan for the year, a plan for the board um kind of puts you a step above a a nice step above average um typical school boards. Even just the idea that you would have goals for your own growth and development as a board is likely to produce good results. Like it's good modeling, it's good reflective practice for the rest of uh the district. uh as well as it'll be beneficial to you. So,

002thank you for doing that. Uh this picture is somewhat intentional here. This expression has been in my head for uh the last several months. Uh how do we have our head in the clouds and feet on the ground? Um I think of that as vision and mission sort of not lose hope, not lose vision in a sense of purpose, but yet be grounded in reality and and trying our best to move forward. We talked a little bit uh in February about the idea if we're going to improve schoolboard work, school boards are going to improve. There is some essential knowledge and skills. There's also a mindset or perspective. One of those we'll speak to again here. And then there are specific actions, right? And this just emerges right out of research on school boards and

003particularly when you look at school boards in districts that are improving in achievement. School boards in those districts do different things. They talk differently. They think differently. They act differently. Uh and so there there is the mindset if you will of good governance. Um then there's the knowledge and skills, but specifically they're the actions. The actions of setting a vision, having a clear focus, um clear sense of priorities, just the fact that a board has a plan for the district is associated with a likelihood student achievement is increasing. And specifically, uh some of the things we can kind of hang a hat on, if the board has goals for the superintendent tied to improving achievement, student achievement is likely to be improved. um at the probably second highest correlation of anything I could say this

004is really likely to correlate with improving student learning you can't say causes it because it's more complicated than that but districts that are improving in student learning they have clear goals for the superintendent and those goals are communicated to the community everybody knows that's a theme that I'd love to just leave you with the the idea that if achievement is going to improve it. Particularly as we think about literacy and early childhood reading, everybody has to know what the goal is. Parents, guardians, students, staff, board, administrators, teachers, um it takes everybody working together, pulling the same direction. So this idea of how can boards influence uh achievement number one is to focus like there's no end of distractions. There's no end of other good ideas. There is no end of need to improve, no offense

005to anyone in the room or not, but transportation routes, um, parent satisfaction, you know, there's no end of things that we could improve. But when school boards make the main thing the main thing, and they see all the other work of the district in support of that main initiative, again, student achievement is likely to be improving. Uh two months ago I asked you the question, what percentage of students in your district are currently at or above grade level. It was very intentionally vague, very intentionally no data, no information, just how do you answer that question? Kind of neighbor across the fence type uh conversation. As I recall, there was one person in here that nailed the precise amount that was then uh presented maybe by Brian or Jason uh someone in the room a few

006minutes later. Um but the conversation was what's the current reality and then what's possible. This uh belief that all students can learn at a high level is strongly uh related to whether or not students are learning or not. And if the board doesn't have high expectations, it's not likely that student achievement is improving. So the question becomes, how do you get from where you are to where you believe you could be? And we've got a few pieces of that that go together here. Number one, high expectations. Uh we talked about these pictures in February. We're not going to belabor that, but you saw joy, trust, you called out curiosity. We talked a lot about a forward focus and the idea of preparing kids for their future, not our past. Um, we talked about possibilities, hope,

007pathways, um, students having choices when they graduate or leave your system. They have options to pursue what's of most value, most interest to them. A lot of things, and that's why you have the book in front of you. Um, thank you, Deian. uh a lot of things that are supposed to be mentioned in this required training by the state of Idaho. I I will not read all these slides. Um but that's what it would take to check every box, right? So you have them. Uh the one thing I would call out here, the law doesn't require much when it comes to superintendent evaluation. It does require that progress in student achievement is considered. doesn't say it's 90%, 1%, anywhere in between. It just says you you have to consider progress in improving student achievement when

008you evaluate the superintendent. Every state, every district in the state, every charter school, the charters can have an option, an opt out, but u every district has to have a continuous improvement plan. Uh you tend to review those, adopt them in September. Uh, most boards do. I've not been at a board meeting yet where the board really seemed like they gave it a whole lot of thought and consideration. Just one of those musthaves. I think that the opportunity that's lost is when there's a disconnect between the vision and goals that are in the continuous improvement plan and the other things you're doing. Like one of the things a board could do to add value in this regard is to make sure there's alignment across the district between what your continuous improvement plan says, what the

009board has established as priorities, and what you know that you're working on as a district. Just making sure those go together. Again, if you're going to consider student performance in the superintendent evaluation, why not just pluck the things out of here and have those be the goals, the factors that you're discussing at least highly aligned. U a couple gentlemen wrote a book and published it about six years ago. There's a revised version that just came out this last year. It's called the governance core. And uh these two gentlemen, one uh lifelong, both of them lifelong educators, but one was for 10 years the uh 14 years actually, executive director of the California Association of School Boards. The other is an education leadership uh researcher out of Canada named Michael Fulen. But uh Davis Campbell and

010Michael Fulen wrote this book called The Governance Core. I I think it's the best book I found for boards to have like a study and an understanding what is governance, what is a trustee mindset, how do we do our work together, how does that work with the superintendent and her staff. Uh in that book they talk about the importance of coherence. They they talk about how important it is that what teachers are doing in a classroom somehow makes sense with what administrators are doing wherever they are in the district, right? Whether they're in an office, a classroom, or handling a discipline issue on a playground that whatever administrators are doing, there's actually coherence with teaching and learning that's expected in the classroom. in their book and uh Michael Fulen has made this popular over the

011last several decades but they emphasize wouldn't it be great if what the board did in the boardroom actually made sense with what administrators are doing and teachers are doing pretend these are circles they're supposed to be uh the idea is not that the circles are on top of each other but they intersect right that the main focus of the district is clear and I would add a fourth circle and just call this the community. I've seen some powerful initiatives down through the years that I would love to see launched here in Idaho a real Idaho roots kind of initiative that wasn't just about teachers and students, but it was about parents and caregivers and aunts and uncles and board members, business leaders, um philanthropic organizations, everybody having a thrust toward improving reading all across the

012state. And maybe not just for six, seven, eight year olds, but also for 18 year olds and 30 year olds and 80 year olds and like an initiative that sort of lifted all the boats. But but that's the power of um you know collaboration and people actually working together toward a common goal. That's what it takes, right? Uh the board can't be doing other things that are either distracting or not not related. I know that we have things we're required to do by law. We have to approve certain contracts. We have to have discipline hearings. We have to do a lot of things as a school board. But we need to keep sight on the main thing that instructional core of the teacher and student in the classroom um where the rubber meets the road

013and students are either learning or not learning. How how do we support that? In the continuous improvement plan, you've got all these things that need to be included highlighted here. Very importantly, monitoring progress. When boards monitor progress on achievement throughout the year, achievement is highly likely to be improving. Everybody wants to look good. Teachers want to look good. Kids want to look good. Administrators want to look good. The board wants to look good. The district as a whole wants to look good. And just knowing that you're going to be looking at achievement data uh at a point in the future is likely to encourage and promote growth in that area. So I I would call that out as one of those actions. The idea is uh balance here with accountability leadership. This word culture kind

014of leaps off the screen for me. Um, one of the things we can do as a board is steward, maintain, support, build a positive culture that supports um, teaching and learning like that. That's one of the opportunities we have as a board. Um, having the right goals and having targets for how do how will we know we're making progress. At the end of the day, as a board, we want to know how are the students doing? How do we know how they're doing? What's what's the data tell us? What do the stories tell us? We want to be able to articulate both of those things. Again, whether we're at the grocery store or on our job and somebody says, "Well, I heard this or that about Cuna School District." To be able to say, "Well,

015actually, according to our latest test scores, 74% of our children, you know, fill in the blank. like we need to know enough not the educational experts or the educators but informed oversight. We want to be able to answer how are the students doing? How do we know how they're doing? What is our district doing to improve how the students are doing? When when boards are knowledgeable in these five areas, student achievement is most likely to be improving. How are the students doing? What are we doing to improve how they're doing or how we know? What are we doing to improve? How will we know we're making progress? What will the indicators of progress look like? And how have we as a board, superintendent, team, how have we defined success? Being able to articulate that cloud

016level, head in the clouds, this is where we're headed and these are the indicators whether we know whether we're making progress or not. uh is that's really the hallmark of good governance. Are those five things in here at all? Those five things or not? They just came off the top of my head in the moment. Actually, I thought they were great, but I didn't take notes fast enough. Yeah. No, they're not in there. And uh they're a bonus. Um we get bonus. I I I call them the five big questions like Right. Can we answer those five questions? And then if boards can do that, you probably have a well functioning system. So there's three components here that need to be addressed. Literacy, we'll talk about what is literacy. If you look at your next

017page, you'll see that it's a whole lot more complex than most of us would imagine. U we'll talk about the Idaho literacy plan, what literacy invent intervention looks like, and also just some URLs that point you to additional resources available on this topic. board members. While they don't need to be experts in teaching and learning, we need to be knowledgeable enough to be able to support good recommendations when they come to us. So the idea in a lot of this training content required by law is is that board members again can exercise informed oversight. It's not about a micro focus. It's not about directing individual teachers or principles. It's about knowing are we getting the results that we want and what question should we be asking? Not in the notes anywhere at all. Just um

018I I think governance is about asking questions and good governance is about asking good questions. I've experienced that personally as a trustee. I've seen it all over the country when board members can ask a halfway informed question like right because if you're totally informed you might be leaning toward micromanagement but if you're you're halfway informed you got an idea just like tell me more about this it looks like our scores are going up overall but how are the boys doing compared to how the girls are doing? That's like a halfway informed question. It's like here's what I see, but let's let's lift the lid on the pot and see what what's really happening in there. Those are the kind of questions that are transformative when it comes to student achievement and improving achievement. When the

019board can ask I I don't mean disrespect to anyone when I say this that when the board can ask halfway informed questions, you're on the right track. But it but it needs to be from a spirit of curiosity. I've got a friend that used to be on the West Data board. I think there's enough years between what I'm about to say and whatever. Um, is this recorded? Am I like live somewhere? Okay. I have a friend that used to be on a board somewhere in Idaho. and and you can watch her expressions as she reles the moment where she was at the dis and one of the fellow board members told off an administrator. It was a principal that was there that was presenting student achievement scores and the scores weren't pretty. And so a

020fellow board member took it upon herself in a district far far away to tell off the principal. And my my friend who was on that board at the time talks about it taking more than a year and a half to restore that culture for administrators and others to feel safe being able to present what is. It's really important as we think about that and monitoring student progress that we think of data and we look at it like with a flashlight, not a hammer. that causes to ask a different kind of question. Can you tell me what's happened here? Can you tell me why this is happening? As opposed to why did you let this happen? Right? Just being open-ended and curious. We'll go through just a few things and best practices for improving literacy. So,

021what is literacy? Anybody want to read it off that next page? Yeah. Literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context. Whoa. Yeah, there's a lot more expertise in the room than I have. I just have a few random thoughts about what constitutes good school governance. Uh when I think of that, I think of reading, writing, speech, oral communication as well, maybe even like artistic expression, being able to draw something. Um literacy is really big. As we've zeroed in the last few years, Idaho and much of the country zeroed in on what is reading and how do we improve reading and this whole concept of the science of reading. I know there's curriculum on that that's specific, but just the

022brain science of what it takes to decode hieroglyphic type symbols, which is our alphabet, and be able to say what what does that mean? And when I put this letter and that letter together, what what sense can I make out of that that the very complexity of that that takes care takes takes place in all of our brains, but especially in young children. Um, it it's there's so much going on at once that it's not one simple method, flip a switch, and Hillary's going to learn to read this way and Michael's going to learn to read the other way and and we're not sure what it's going to take for Kirsty yet. Like, you know, there there's so many different variables in a classroom with 20 kids and the way they see, hear, experience, interpret.

023Uh, reading is very complex, but the science of reading can kind of outline some of these critical steps. And we just want you to to know and and I know some of you do already, but these five main components for reading instruction, a lot of emphasis, and I think the science supports it um to go back to phonics and we got away from phonics for a while and now we're back on phonics. the that ability to hear a sound and know what the c sound is and what it might represent. Um, unfortunately it has options, right? But how does how do we make sense of that to be able to form words and sentences and paragraphs. Um, the phmic awareness and then the relationship between one sound and the next sound and that fluency. This

024is really important. I'm going to have a personal opinion here. I don't think it's nearly as important as comprehension. Amen. Can I just say that classroom? So likewise, the kids that can read the fastest may or may not be the most successful. I actually think reading with comprehension is like the most critical component to success. It's got to be, if not the number one, one of the top two or three. Well, I say I know that fluency, if you have good fluency, chances are your comprehension is well. Yes. But that isn't always the case with kids. And when the I first came out, we had the component of comprehension. They have since taken it away. And so, it's just straight fluency. So, you have kids that can read 200 words and they have no idea

025what they just read. And that part has to be in it if we want our scores to go up. We have to have that comprehension, that ability to understand and gain meaning. That has to be in there. Did you have a comment something you wanted? I It is number one. Okay. It is number one academically, right? I mean, because there are other skills it takes for lifelong success, but academically this ability, it doesn't matter if you're going to be a physician, a welder, car mechanic, carpet layer. If you can't read with comprehension, you're going to struggle. And very importantly, and I think we all just need to know this, you can't do math without it. Okay. I've seen in a lot of districts, and I don't know what your data look data looks like in

026this regard, but I've seen a lot of English language learners who come to school, kindergarten, first grade, second grade, and they're knocking it out of the park in math, and then all of a sudden by the fourth, fifth grade, they're way below their kids at the same grade level. They had to be able to read to do the problem. and they had to be able to read not in their native language, which is a whole other set of complexities, right? So, if we're going to actually use math, right, we've got to be able to read with comprehension. So, you've heard it said before, we we spend the first few years learning to read and the rest of our lives reading to learn. Uh these components are then broken down on that next step. And again,

027this is not my area of expertise, but you can see the connection of how instruction happens in a classroom. What does a teacher need to do in order to reinforce fing aware comprehension that multiple different things have to be happening often at the same time, certainly within the same lesson, right? So literacy interventions just important uh by definition uh an intervention it's providing additional support for a child so that they can get the knowledge and skills that they need to be successful. The law requires students that don't score proficient on the fall Idaho reading indicator must receive 30 to 60 hours of literacy intervention. I don't know why there's the 30 to 60 range. I don't Anybody have an explanation? So, this is a requirement by law for students that are behind in the fall.

028They've got to have 30 to 60 hours of literacy intervention. That means extra supplemental support. Does it have to do something with staff that can do that? 30 to 60. Is that what you were saying? I would predict kindergarten just because kindergarten. Okay. Is that what it is? I was just wondering too or 60. Okay. Gotcha. That's what just that makes sense. That's a nice informed. Yeah. And I'm just wondering like okay, could it be because we don't have enough people to cover some of that? Sometimes we may in our school district some of the rural ones have those classite people to do that. I don't see like 60 is the goal but 30 is more attainable you know that's a good way to put it. Yeah on the budget looking at it. Yes. So

029we've got this whole vocabulary around assessments around proficiency. There's tier one tier two tier three. Tier one instruction is what we uh provide for all students. Tier 2 instruction is more above of the above. In my mind, I think of this as a car stuck in the mud and and down here we're just giving it more gas, pushing a little harder. The tier three, the students that are really struggling, about 5% of students, they're never going to get there with just pushing harder on the car or pressing harder on the pedal. They've got to have something different, some pull out kind of instruction. um targeted, evidence-based, often one-on-one or in a small group with specialist that can help that child sort of gain the skills to get over the hump. Anyone want to say more

030about that? You have questions, somebody in the room can answer them. Okay. All of our kids get tier two, by the way. All of your kids get tier two. They get the extra support. Yes, that's the wind programs that we have in our schools. Amazing. What's that? I'm glad. That's awesome. I didn't know that. Components of effective interventions. It's the systemic explicit being very intentional in the instruction, right? Intensive, short-term. We're not wearing the kids out, but we're giving a little more work, a little more help daily. Talk by an expert teacher. You've got to have the low enough ratios to be able to give that differentiated instruction the children need. And then the communication with the classroom and home has to happen. This gets us a little bit more toward my diagram. I think

031we can improve if we're all working together pulling the same question in uh in your online version of this. These probably still show up as hyperlinks, but these are just resources that are available uh for those that are interested in the topic. you know, how do we improve literacy as a district and especially early childhood learning or reading? Uh what are some resources that are available that we can be more informed about, more knowledgeable on lots and lots of resources. Again, here's another hyperlink in those slides. So, how do we look at student achievement data? And I know Kim was a teacher. I don't know Hillary, Michael or Percy if you were a classroom teacher. Not a teacher but have kids in school. So you have kids in school. So you know the the language.

032I've been a substitute teacher. You've been a substitute teacher. So you're familiar with the language and so forth. This idea of a formative assessment. U Michael do you know what that is? That's when the teacher says Michael do you know what that is? partly, right? Teacher says, you know, I want somebody to come up here and write this sentence on the board. There's a um a formative check. The idea of formative assessment, you do it while you're teaching and then you adjust your strategy. So, you know, you've got a student um y= mx plus b or something and they can't quite figure it out. So, you're able to adjust the strategy to teach it to them a little bit differently. Um and spelling tests are good examples of that. Okay, how many of the students

033got it? Fast math can be um for young children. The summitive assessment that's the end of the year, but it can include things like ACT, SAT, it's the oh no, it's too late kind of assessment, you know, like the state test in May that you get the data on next month. It's like, well, well, guess that's how we did this year. Like, it's not actionable. Um, it could be in planning for next year, but it's not going to help the school system or the child that's in fourth grade this year have any better outcomes. The interim assessment is the checkpoints along the way. That can include like uh beginning of the year, middle of the year assessments. It can include unit exams. can include things like grades, um, boards that are sort of tuned in

034on those predictive indicators of dropping out of high school, number of Fs in ninth grade, number of discipline referrals in fifth grade. you know, your educators can talk with you about what are those predictive indicators that if we paid attention to those things, if we could remedy that now, we'd probably have a student that would graduate capable. Um, but the idea is there's a checkpoint that you could actually do something about, right? So um again when we talk about looking at data throughout the year it's not just like oh well that's how we did but then it needs to invite questions. I was going to say summitive also is a good one for curriculum you know where do we want our curriculum to go are we getting there or not? Are we getting there or

035not? Do we need to take a look at a different curriculum or where are we at? So I look at that too as a summit. I think that's good. This very bottom bullet inform systems. Exactly. So, kind of curriculum uh maybe professional development as well. Yep. Was our professional development targeted? Was it helping people actually teach to the standards? Do our teachers know what they're doing? Yeah. Do they know what they're doing? Are there things we're missing? Yeah. Um but again, it's that conversation throughout the year of how are our students doing? How do we know? Uh I'm going to give you four more real quick here. These are not in the notes either. just sort of a as you think about data and the second point I'm going to say I've watched it be

036transformative for many boards but the first question is what data do we need to see so we're we're talking about very Idaho state specific data here for the most part IRI ISAP but the board needs to ask this question together with the superintendent what data do we need to see the second question people don't get all excited about it at first, but I've watched it totally transform a board superintendent relationship in really positive ways. What format do we need to see it in? When a board is looking at an 8 by8 table of data points and there's 64 things on the screen and the former classroom teacher, administrators on the board and they're like, "Oh, this is this is normal. This is what I see." the helicopter on the board, helicopter pilot. He asks, "What

037are the three things up there I need to pay attention to like right governance is the three things, not the 64." 64 is administration. It's tactical. It's conversations with educational experts doing their job. But as expert citizens serving on a school board, we need to be looking at a display of data and say, uh, Mrs. Superintendent, what should I pay attention to up there? What are the things that you see going up? What are the things you see going down? What are some places where we might have caution? Again, what data do we need to see? What format do we need to see it in? Do we need line graphs, bar graphs, tables? Do you want percentages? Do you want numbers? You want student count, you want grade level, you want cohort data, trend data.

038Like there's no end of different ways to display data. So the conversation about what works for you as a board is really powerful to have that in a workshop. Hillary, um I just have a question because um I guess you've seen boards be successful at this. Do you recommend having a discussion um as an agenda item? Like we're not allowed to talk unless we're in this room kind of, you know? So, um is it best to have a a special meeting? Is it best to put it as an agenda item on your on your agenda? Because right now we don't meet and talk about this stuff at all. And so, I feel like how are we supposed to carry this out? Workshop it, right? So whether that's a special session or it's an hour before

039board meetings have it on your calendar on your board calendar you know we do need to talk about data what data do we need to see what format do we need to see it in th those are rich and sometimes quick but sometimes not quick conversations because people have different sets of you know opinions preferences I'll just give you those next two what data what format what questions or discuss discussions are we going to have based on the data? And I don't want anybody to get too upset with me, but the last thing any kind of board in the world needs is one more for information only report. As a board member, if it's for information only, if we need to say it because it's a public meeting and we need to celebrate, fine. But

040if we don't have to have another for information only report, let's put it in the packet. Thank you. you. We appreciate it. No, the principal doesn't even need to come tonight. We'll just send our appreciation. Right? That's my opinion because board meeting time needs to be spent about things that you discuss, deliberate, decide. So, what data, what format, what discussions, and then ultimately what decisions might the board make based on this data. So let's not just look at data for the sake of looking at data, but let's talk together in advance. Why would the board look at this data? Would the administration want to propose we add an instructional coach? Would the administration possibly be asking, requesting for a change in the schedule or allocation of staff? or uh to Kim's point earlier, is there

041a curriculum change, a professional development? Is there something that the board would need to be involved in the discussion and ultimately a decision on approving a contract for additional professional development or supplemental curriculum? What would that be? So, so if the board is thoughtful in advance, why are we looking at this data? Then it it changes it from just a for information only report to a conversation at the governance level. What concerns do you have? What do you see happening in the future? Th those kinds of conversations. I should move on. Um too big state test here. Idaho reading indicator. Not going to read those. ISAT. We test for English language arts and literacy with the ISAT as well. Um, there's a breakdown. There's the URL for the background, more background than you'd ever want

042to see. Um, and what we look at is tier one and then level three and level four, proficient advanced. One thing that's really important, and we've been trying to actually promote this with uh one of our recent policy um updates, at the start of all of your series of policies, there's each it's like 1,00 series, 20,000 n or 10. I should know that off the top of my head, but there's a preamble and that's where the board could put its thumbrint on the policies and say this is important to us at Kuna School District because Greg, it's uh that's another one of those workshop kind of things, Hillary, where you know you look at your policies on um teacher retention, student discipline, those kind of things and there's room at the start of these sections

043now to put a customized preamble. Two or three sentences. This is a priority for our board. Whatever it is, you know, student safety, the academic parts, um this is why this is important to us. We're connecting it to the why there. There's a powerful opportunity in that. But then all this kind of flows together with that. What is this information? student growth. Almost got ahead of myself a moment ago because we need to make sure that if a child comes to school in first grade and they're reading at kindergarten level, we hope they can by the end of first grade at least be at the beginning of first grade level, ideally accelerated a little bit. But this is one of those philosophical pieces that it's important to have as a a conversation as a board.

044Is it about the absolute measure percentage that are proficient or is it about growth? Is it about your students regardless of where they start the year at, they're having at least a year's worth of growth while they're in Kuna public schools? Something to consider. Um and and it is again it's one of those philosophy kind of things that as a board what's important to you which numbers do you want to look at and why? Um so with the IRI you've got the rate of improvement with the ISAT you've got an annual growth target so that students can again step up be accelerated as needed. This uh website has more data, more information than you'd ever want to see on your district, on your individual schools, on comparable districts, comparable schools all across the state. The

045Idaho schools report card and they're updating that at the moment. Yeah. So, it's they have the beta out. They're testing the next version. It'll go live for everybody. I think it's next month or something. It's soon. Okay. That's why somebody couldn't get the data that I was asking for. So, with the Idaho um schools report card, again, I'm not going to read all these things to you, but there's a couple of other um URLs here where you can get the comparisons. Those links will probably change, right? Like right now in the beta version, I can only see only see our school district. Once it goes live, everybody will be able to do the comparisons again. It's a really cool I would once it's up again, I'll I'll come and remind you. It's really actually cool

046to go see. Cool. I'm going to keep clicking through slides for about the next 19 minutes, but I don't want to like lose sight. What what is most important is the board's conversation and how the board does its work together. This is a whole pile of details, but there's got to be this sense of like the slide that said focus. There's got to be the focus. There has to be the alignment or coherence. Are we all pulling the same direction? And very importantly for a board, there has to be the commitment. A colleague and I about 12 to 13 years ago, we piled all of the school governance books and leadership books we had in a small conference table one day and we just piled it high. I don't know 40 50 different books, good

047to great stuff like that. It's like, so what is it all telling us? Right. Right. And when it comes to school boards, there has to be clarity. What is most important to us? If we're not clear, we can't give clear direction to the superintendent. And everything's just murky. There has to be a respect for process. I didn't do so well with that one when I was a new school board member. I I had been a businessman. I had been a pastor. I'd always for most practical purposes kind of been my own boss. Like if I wanted to do something, I did it. I hired people. I fired people. Um I bought stuff. I sold stuff. Like I just did it. And then I got on a school board. And it's like what? It takes how

048many months? How many years? Like there there's what? Like why would we even ask the attorney about that? like, you know, it was the whole thing of the huge system and all of the different legal parameters and moving pieces was difficult to get my head around. Probably took forever. Um, but that idea that there was a process. There was a process for superintendent evaluation, a process for how we set the agenda, a process for how we select the chair, a process for everything imaginable in the school system, a process for procuring new tires or diesel or whatever it was. It's like really, you don't just go buy the cheap ones like right, right? It's there there's a process. So there's got to be the clarity, the process, there's got to be trust. That's kind of

049like this overarching theme for me the past two years. Everywhere I go, if we're going to solve this conundrum we have with people that would prefer to completely destroy public education, we got to figure out how to restore trust. If the public doesn't trust us to send their kids to our schools, how's it going to work? Right? But trust is so paramount to every single other aspect of a school system. Trust among board members. Trust among the board superintendent as a governance team. Trust with the teachers and staff and administrators of the board and vice versa. Again, parents, families, students, staff need to know they're safe at school. Like trust is paramount and it's an easy word to mention and it's very very complex, right? It takes years to build and can be eroded in

050a second. It it it's crazy. So, it's like how how do we do that with the student achievement like right we want to improve student achievement but if every time Michael says something Kirstie's thinking well he's just saying that because or I was working with a board last Monday and uh early in the work session uh a lady said to her colleague said we're just going to have to agree to disagree. I said, 'Well, let's let's not do that so quickly. Like, right, maybe. And then come to find out in just two to three minutes time. They actually totally agreed, but because of the word he used, she thought he meant something completely different. Take 15 minutes to unpack this. So, trust me on this. Um, that's always a sign not to, right? But the

051the idea she's like, we have to agree to disagree. And it's like, well, no, wait, what? I don't I don't think you're that far off. And come to find out they weren't off at all. Like everything we do is about the conversation and we are constrained because everything's public. School systems struggle with presenting data that may not look very attractive or positive. We're kind of fighting for students, right? But we need to be transparent disclosing and we need to be asking questions sometimes like how are our English language learners doing? How are our special education students doing? How are our gifted students doing? There there's a variety of important governance level questions to ask that may not always have a rosy answer to them. So, you know, when things are trending up, hey, celebrate it,

052but look just a little closer. Is there something happening that maybe there's more to the story? Again, like is one subop so outperforming all the others that it masks that some may be actually declining. As board members, we need to care about those things. And so when we look at data, again, there's this connection to trust, to our philosophy, what is important to us. But you've got to have that conversation. Just one in particular. Is it about growth or is it about just the plain straight measure? And we'll see a slide here in just a moment. Um again, there's a good thing in the bubble there. It's getting what questions should we be asking about curriculum, about instruction, about professional development, about interventions, about personnel. What are the questions and what options should the board

053consider? What can the board do to help? If you're going to improve anything, you want to kind of lay it out and say, "Okay, what do teachers and staff need to do? What do administrators need to do? And what does the board need to do?" And over here on the board side, you're always going to have four or five, maybe six very consistent things. If your district's going to make improvement in literacy, what will the board need to do? Not a trick question. If your district's going to make improvement and literacy, what will teachers or staff need to do? First answer is a good one. Oh, you're actually wanting answers. They're actual questions. Oh, we got moving past Oh, welcome. Yeah. What What will the board need to do if you're going to improve in

054literacy? I mean look at curriculum maybe look at curriculum. Yeah. Is it helpful? Do we need new curriculum? Is it working? Is it not? Curriculum questions. Yeah. I think we need to ask the admin what's what's kind of going on type of thing. Where are we at? I think it's important also to let the community know what we need to do um to I guess to improve. you know, what are we doing as a community to to help our students communicate? Can you communicate? What else might the board do if you're going to improve in literacy as a school district? What would the board need to do? I mean, look at data. What's that? Data. Look at data. Yeah. Set goals. Review. Thank you. Review data. Yeah. Set goals. Or it's only got a handful

055of tools, right? Yeah. Legitimately, right? Well, and yeah, again, I'd like to see what are the teachers doing, what's being successful, what's not being successful. A lot of things you were collectively saying here, there there needs to be some understanding. Yeah. What's working? What's not? Why? How can we help? Yeah. As a board, what can we do to help to improve? Sometimes there's not educators on the board. I need to know what what can we do? You're the professionals. The systems designed for you to be citizen experts, expert citizens, right? That's actually kind of daunting when but that's the system is designed for you to bring your outside expertise. Um I don't know if you know Terry from the dairy in EMTT, but you need to know him like he's maybe 85. He's on a

056district board, a charter board, and Terry just has a way of telling it like it is. You ever met Terry from the dairy? Oh, everybody needs to know Terry from the area. That's what he calls himself as no idea his last name. Comes to everything that he possibly can. He's like, you till the soil, you put the seed in, you put the fertilizer in, you make sure it's got water, you try to stay out of the way, keep an eye on it now and then, you know, and at the end, you have a harvest. Like, he's got a very clear sense that really adds value to a school in my opinion, right? He's just bringing his day job to the board table. And I think that's what the system's designed for us to do. It

057it's that how's how's that working? Let's not try to over complicate it. Let's not try to dive into data so much that we're swimming in it. So what data do we need to see? What format do we need to see it in? What else might the board do? What powers do you have to help drive continuous improvement in a school system? We got the goals, the plan, the review data. That's the monitoring progress, right? Bank, do check act. Goals need to be specific, measurable, achievable, relevant, time bound. There should be goals in your continuous improvement plan and similar goals that you evaluate your superintendent on throughout the year. evaluate progress in the district that say what will happen by when. The the more specific and measurable they are, the more objective they are. You can

058make almost anything quantitative and the more that you do that, the more you can have asurances that yes, we're improving and you can communicate that. So, as you look at again here, now this is a growth metrics example. So, um, we're looking at where did the kids come in, uh, from last year and how did they do this year? Did we have a year's worth of growth? Another way to look at this, um, after the animation is from one year to the next. So, that same cohort, right? This is where we use that word cohort. The kindergarteners last year, how did they do when they went to first grade this year? Administrators need to pay close attention to this. teachers need to pay play pay close attention. I learned very intriguingly as a schoolboard member

059that who we thought of as parents and community members as the best teachers weren't necessarily the best teachers. Like the ones that were the most liked, the most affable, the most fun and engaging with parents. It wasn't a they could be that, but it was a different kind of skill if Johnny was leading learning what he needed in first grade to be successful in second grade. We learned over time that if students had certain teachers in elementary school, they struggled with certain math facts in middle school. There's a lot of complexity here that's not really within the purview of a school board member. And frankly, most of us won't serve on a board long enough to really understand or experience that kind of longitudinal evidence that emerges. But administrators need to know that, right? So

060they can make adjustments, so they can coach, so they can encourage, so they can reassign um and evaluate. As you look at the different data then from CUNA, you can how how out of date are we here? This was last year because and then this was the target for this year. Yeah. Right. These are adopted by the board last fall. hopefully familiar to you a little bit. And this was this data we looked at two meetings ago and you asked good questions because we talked about the curriculum. We were showing growth from beginning to end of the year, but we weren't showing growth year over year, right? Because we've been with that same curriculum since 2018, I think it was. They asked some good questions that you were here then. Yeah. Yeah. Yeah. And you

061had the answers later. So, how do we align goals? This is just a real quick example. District goals, school building goals, and individual staff. This power of alignment when everybody's pulling the same direction, the board sets the overall district goals. You get a suggestion, a recommendation from the administration, the board responds and says, "Yeah, I think that's about right, or I I think that seems like a stretch. Are you sure you could do that?" or you know, can't we reach for 90%. That's a healthy board superintendent conversation. Do different schools set goals that are aligned with the district goal? There might be a little different number because they've got a different set of students than the district as a whole. Individual teachers will set goals for their students and their classrooms. This is all important.

062How does it fit together? Again, these goals may be a little different than for the school as a whole or the district as a whole based on their students, their knowledge, their um experience with what works and who their students are that year. Any other factors that they might consider why the individual school or classroom goals would be different than the overall district goal? Maybe they started a little higher than the average Mhm. coming in with more knowledge, more maybe they just know they're really great. Yeah, they know they're an all-star teacher. So, maybe one of the things I'm just going to throw out here and I think we're all that was part of our goal as a a school board is to do with behavior. Behavior in the classroom can affect some of these

063these scores. And I think that um that's something that I know that's what we kind of had talked about because what had gone on earlier. So, that's one thing too that I'd like to see. How are we doing with that? How what are we doing to help our teachers with behavior? What are we doing to help our parents? And I know that we started the parent university and we've done some things like that. But, um, that was one of I think that was when we went around to the different schools, that was the number one thing that came from teachers. Yeah. And staff was we need to do something about our behaviors. And and everywhere I go, it seems to be more challenging today than it was six, seven years ago. I mean, you know,

064it's nice to have this, but you also have to take a look at the other things that are going on that need to be holding up to it. Yeah. So, so the goal is students are learning, right? And then here's something that may need to be fixed, right? So, the board has that conversation with the superintendent, what needs to be fixed, what do you need from us? Or it comes to the board's attention from parents and guardians and board says, "Okay, enough's enough, right? No more throwing of bubble gum or whatever it is like right. Yeah. What what can we do to help? I know teachers concern behavior in this school district anyway. That's kind of what we Well, and it's predictive. Yeah. Right. A lot of things are predictive of student performance, student attendance,

065right? Teacher attendance. Somebody's calling in a sub too often. there's it not the continuity of learning that students may have had otherwise. Doesn't matter how good of a sub you are. It's just a it's a break. Um so the same idea here, how do we align this? And then what are some reasons teacher proficiency goals might be the same in a district? Different question. Why might the teacher proficiency goals be the same as the district? I have no idea other than the fact that they thought it was a good goal. Yeah, they thought it was attainable. That sounds like a good target. It came across in the meeting that you need to have 75% because that's what we're doing. Well, I'm just saying it holds everyone accountable the same. Yeah, same type of accountability. Well,

066and this is about growth, right? Yeah. But sometimes it depends on your classroom too when you go to set that goal. There are classes that are high achieving more than other classes. So overall the fourth grade might be 75% but you as a teacher might think wait I can go higher here because of what I'm seeing dayto day in my classroom. So sometimes I don't know why they would set it the same other than those reasons. But you might look at setting it higher depending on the students you have and the help you have. It gives everyone the same goal to start from and then as like she then they could go set higher standards, higher goals depending on their classroom environment. So it it keeps it the same and gives teachers that leeway to

067decide. The board and superintendent could say this is the minimum. Right. Right. That's what I'm saying. And buildings and teachers could say wait I think we go higher. I think we could do a little more. Right. So, it's not my preferred um way to spend an hour clicking through 40 slides. Yeah. Like I love to just sit down and have a conversation with a board superintendent team um and talk about those things that really matter most which is how we do our work together. I guess I would just encourage you to be mindful of those because ultimately only the board can work well together as a unit and together with the superintendent. like you have to figure out how do we do that and how do we have the tough conversations that sometimes often need

068to be in public and then how do we have the one-on-one conversations about personality issues, concerns, um what's the role of the chair? How does she help us? those kinds of conversations like because ultimately how you do your work together is going to be more powerful than specific goals that are set or specific curriculum that's adopted. Right? So the idea though, continuous improvement, you set clear, measurable goals, you create a path, you monitor progress, you revise the plan when it's needed, things happen, right? Um there's curriculum materials, there's personnel, there's professional development, there's data and information, there's a whole lot that goes into this. And then know that those pieces are happening all at the same time. You have to figure out how do we work well with this board. We have a spokesperson. All

069those protocols of good governance. No surprises. Um I know our time is up and you probably need a break and you're going right into your next. Yeah. No, I just want to say thank you. This is really good. I think it's very informative. Um I think it helps us a lot to come up with some um same words and same vocabulary and where we're headed as a board. So, I really appreciate your time, Phil. I live 7.4 miles from this spot. So, anytime I can be a resource to you in any way, I I would love to do that. So, let me know how I can help. I I would highly encourage an annual summer retreat where you sit down and talk with each other about how you do your work together, come up with

070a vision and plan, and maybe even an overall purpose statement. Retreat. Yes, I'm all for retreats as long as it's got food and sleep. And a spot. Thank you. I appreciate it. Thank you. Okay, with that being said, um do I have a motion to go into executive session? I'll make a motion to go into executive session in accordance with Idaho code section 74206. The board may elect to hold an expected session to be consider the evaluation dismissal or discrimin or to hear complaints or charges brought against a public officer, employee, staff member, or individual agent or public school student. Do I have a second? I second. Okay. Did you decide who you want? Second. Yeah. And all right, Hillary. Hi, Michael. Hi, Kirsty. Hi. And I'm so thank you. Just call the meeting to

071order. Let's stand for the pledge of allegiance. Ready? Begin. 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. All right. Do I have a motion to approve the agenda? I'll make a motion to approve the agenda. Do I have a second? Second. Okay. Uh, any discussion? All right. Hillary I uh Michael Hi, Kirsty. Hi. And I'm an I. All right. And here we go. Strong relationships on Metagrant. Chair Person Nixon and members of the board, I just wanted to share with you, I did share with you um that we received the Metag Grant um for $133,000. And it to go along with what Phil was saying, we targeted the areas of that will

072help us improve with not only our data but professional development for for our teachers, too. So, we got I think there's different there was different brackets and we we have like $65,000 for professional development and then to also keep our Lego clubs in all of our elementary schools. Um we have money to to keep that going so that they can keep their clubs going and their kids going. And this Saturday they have their Lego um league expo. Thank you. And um so all of our elementary schools get to participate in all that. And we got money for um prevention. We got money for um AVID. For AVID. Yeah. To help us with AVID. So anyway, we we received it. It was a pretty exciting because we lost our one partner. We lost Jade. And so

073the person that was working with us is in Texas. So they didn't know some of the things we were doing. So, it took a little bit of a minute to to get it back up to speed on everything, but they were great to help us and said we could celebrate it. Um, we'll probably we'll get the money in about 3 to four weeks. It just takes some time to process it, but we will get it. Um, we've been approved, so it's really we're really excited about that. Um, so just wanted to share that with you because it's nice to be able to as you listen to Phil talk about different pieces of of what we should be doing, too. Those are the things we target to make sure that we can continue to support our

074teachers and administrators and our kids. Yeah. Um so where it's a grant, is it a specific amount of money for a specific thing that we applied for or did we just say these are some of our things? These are we they gave us kind of the dollar amount we could apply for and then we looked at what we like for example with the Lego um part of it. I think we asked for $40,000 last year so that we could support all five all six of our elementary schools and so we kept that dollar amount because that's what we needed to support all the clubs. So yes, it's targeted in different pockets broken down into different pockets or designated money. Yes. Is that what you ask? Well, I'm just asking like you know how like a

075company will say we are giving we're ready to give out some money people can apply for this grant. Is that what this is or is this more like like it could be to a school in Texas, it could be to a school in Michigan or is it like specifically like as part of our relationship with them because they've got a data center there? It's it's part of our relationship with Kuna, but there are certain things that they do support and certain things that we couldn't put on there because that's not what they support. They support the like the I STEM and the Lego things. They support professional development because they know that's important to us. They've seen our Abbott in person. Um and so they support that because they know it supports the teachers. So

076there it's very specific to because some of the things that we'll they'll be like that won't qualify for what what meta would support. So it fits within what they they support. Does that answer? Yeah. Okay. Thank you. Yes. All right. Thank you. Um again strong relationships update on parent university director Kevin Gford. All right. Chair Nixon and trustees, uh, communications director Alison Westball and Superintendent Kim Beckal and I have been meeting with principles. We met with Mr. Reno about the high school and Miss Monell and Mr. Jensen for the middle school one and then we met with a combination of Michelle Trip and Kimberly Barker for the elementary to plan the kindergarten one. So, uh, we've got our rough plans worked out and now we're finalizing all the the fine details of it. But on

077Monday night, April 28th, we'll have the high school 101 parent university. It will be at Kuna High School. Uh administration will be there to greet and and do a little introduction. And then we've got different areas where parents can go and learn specifically through a a parent perspective. You know, the open house is more about the student perspective. This is now for parent like parent kind of questions. So they would learn about activities. So that would very uh athletic director would be there. the different activities available including transportation. They would have an opportunity to learn about mills, the lunch, both the drop off, the open campus. So, it's for eighth graders. Yes. Coming into high school. Yep. Um they would learn about all the elect all the elective options, the diploma options so that when

078they go into high school, they know that it's possible to get a a CTE uh seal of of not by literacy a seal of literacy, too. But they know all these options when they're coming into the high school, so they can work towards those things. So I just have a question. Would it be possible to cover the um the difference between middle school um policy and the and the new policy that'll be part of the I don't have Yes, we can do that. We can add that. Thank you. I can put it down. Okay. Um advanced opportunities, we would cover that with our college and career. Um and then swampfall CTE opportunities and then have cast parent groups and then have swag available of course. Um anyway and then we would have a QR code

079like we talked about last time for parents to be able to ask questions. So cell phone policy the difference. It's a good idea. Um on that same night at Swamp Falls High School, we'll have the parent university for kindergarten 101 with the reszoning kindergarten open house was originally scheduled for April 21st, I think. 16th, but we've we've had to postpone that till May until after the boundaries because we don't want to send parents to one school and then just kidding, you're going to go to a different school. So, um, so we're going to do the parent university for kindergarten first on that same Monday night at at Swamp Falls High School. So, we'll talk in general terms about what it means to be in school and that kind of thing at the district in general

080terms and we'll let them know about the boundary changes that I'm not what they are, but that they'll happen and then they'll go to their open house. So, we're kind of reversing the order we originally talked about on that. Can I make one comment on that? We're we've labeled that one um welcome to your future, right? So that these kindergarten parents, we purposely did it out at Swan Falls so that they could just see see what the Swan Falls looks like and some of the CTE programs and Stuart's going to have some of the CTE students there and we're going to take the parents on tours and let them see, you know, the different like diesel and the auto and all that. So we just thought it'd be kind of fun for them to be

081able to see because they wouldn't see it normally, most of them, especially with the first first child is kindergarten. So, and the schedule for like planning and announcing the resone is what then? Oh, that's coming up. We're going to talk about it later. Stay tuned. I don't know. There's a lot for you. Sorry. What times were those? Uh, that is at 6:30. I think the high school one is on. Okay, good. And there the communication was coming out I think later. Yes, the kindergarten one. We actually surveyed our kindergarten teachers on ideas of what things we should cover. And so we've already Allison's already put together a lot of that information for them and it it'll be kind of those five stations. So they'll be able to go to those five stations, see what's out

082there, but we'll also cover things like for our parents, how do you do registration? Because a lot of them won't have done the registration yet. Uh we'll talk about busing and drop off pickoff at schools, what the weekly schedule looks like. We'll talk about the important dates in the district and let them know that they'll get dates from their school there as well. We'll introduce them to parent square and how that works for communication. We'll talk about what they can do if their student struggles, how they can get help, who they go talk to. We'll we'll explain the safety protocols that we have in place, why you have to be buzzed into schools, and all those kind of things to uh prepare them for that. and then how they can prepare for kindergarter, what to

083expect on the first day, what things they need to bring to school, although we'll answer it in general terms and then they'll when they go to the open house, they'll have a kindergarten teacher and they'll like really believe it then it's kindergarten teacher, right? So, but I'm excited. We'll have the elementary principles there that night too. So, when we divide up into our five groups, our five elementary principles that have kindergarten, we'll just join a group and go around with them. And then on Tuesday night, the next night will be the middle school 101 and that'll be at each of the two middle schools. So FMS and and KMS will host separately so that parents can go to their school. Uh principles again will do a greeting, an introduction, who to contact if you need

084help, how to be involved in schools. Uh they can have a parent, their parent group representatives there as well. And then similarly to the high school, we'll divide up into the same kinds of categories. Activities and transportation meals zero balance. That's the first year of a zero balance for our district. So they'll need to know about that. Schedules and electives again. Schooly because that's the first time they'll really do I mean everyone in middle school will be using schooly for their grade book. Um QR codes. So we'll have cast students there so the parents can ask questions from the cast students about what is it like to be a student there and then get it from a student perspective. So anyway there's a lot of good ideas that are going into this or do you

085have any other questions or any other ideas you want do you cover in that um like how to be involved as a like how to be a parent partner is so different from elementary school. Yes that's what we the the admin part would be introducing how do you be involved as a parent here. Yes. Okay. So, kindergarten, eighth grade, fifth grade. Oh, yeah. And then the senior, we talked about a senior one, and we decided to wait till August to do that one because it's too late to tell parents what to do for their seniors who are hopefully graduating. We're just ready for them. Oh, I'm not I want two different philosophies here. We might be able to retain the country. He's great. I I totally understand that though. Yeah, the high school one is

086for eighth and ninth graders. Correct. Nth. Oh, okay. Yeah. Eighth to 9th and then fifth to sixth and then kinder. So, ninth graders and then the eighth graders that are going into, right? Yes. Okay. Going into eighth going into ninth is for the high school. Fifth going into sixth is for the two middle schools and coming into kinder. But it's not for nth graders now. It's for it's for the eighth graders that are going for the nth grade. Yes. And then in August, the new seniors will do the what to know about senior year, the senior year 101. And in the on the at the superintendent advisory last Monday, the there was a number of parents that said, "Yes, we'd like to be there to help." And so they've kind of positioned themselves either to

087be at the high school or at the kindergarten or at one of the middle schools. So there will be some parents there that can help answer those questions too that want to be a part of it. Do kids go or is it just for parents? Oh, that was one thing at the kindergarten one we're we don't have the details worked out, but we're working with our FC CLA. Did I get the right acronyms? Yes. FCLA to potentially provide child care for parents. The other ones we did not talk about childare. No. Well, not child care, but it's parent. It's intended for the parents. It's really not intended for the kids because they get their open house. That's what I want. So this is we want to address parent questions at this point. So perfect. Good

088question. All right. Thank you. All right. Jason, ready? And capital plan update. Yeah. Uh Chairman Nixon and uh trustees and I I'll obviously yield to our other trustees too that were at our capital planning meeting last night. Um it was our second meeting and we heard from some experts. Uh we heard from Michael Keith on some of the banking and the finance part of things. Uh we heard from Mike Bourjik from the city of Cuna and just talking about growth. Um and we also talked about our school capacity numbers, right? Where how do we calculate those? Where do we currently sit? Um and that really came from answering questions that the group had from the first meeting. Um it was I felt like positive. We we were able to walk around Kuna High, look at

089look at some of the different spaces, um kind of help people visualize what this would what would this space look like with 30 kids or 50 kids and those kinds of things. Um yeah, we have some positive momentum. We had a few more people come out last night which was good. How many people did we have that attended? Yeah, I think I have a picture. I don't know. The other question I don't know the other question is can we put some of this online? So people that cannot attend maybe in the community can take a look at some of the things you're looking at and listening to the things that you're listening to. Is that a possibility? Yeah, I think Allison and I were kind of talking about that a little bit today because I

090think it's so important to educate our community on what what it looks like and especially if it's in small short infographics. Yeah. Or even just looking to see what the classrooms look like. Some of our people don't get in there to see what that looks like. So, yeah, I I think I'd like to maybe see something like that done. Yeah, we were working this afternoon on Great capturing just um Allison's got some good pictures from last night. We're going to throw some like audio over the photos with some c like things on the screen about what we talked about and really inviting more people to participate in the process, I think, is is what we're super hopeful uh will happen. Yeah. If they're not going to come to us, let's take it to them. Yeah,

091absolutely. Type of things. I think Brian volunteered to be on a couple of reels. Way to go, Brian. Well, great minds think alike. I just think No, that's that's great. I love that we're tracking on the same path, too. Did you guys have anything you wanted to add? We have that one slide to share with you. This was I can someone tell me what it means? Yeah. Um, so this is from uh Mike Orig from the city of Kuna who is their GIS. He's the one that's like plotting, mapping where all the projects go and how to get sewer there, how to get water there, how to get internet there, all those kinds of things. So, he did these projections for us um and looking at like the number of building lots that we should

092expect to see. And he talked quite a bit about um you know, the the shorter time frames, it's easier to be more accurate and know how many houses you should expect to see. the farther out we go, it it becomes difficult to really say for sure what you should expect because like you mentioned last night, we have developers that are buying property here that have never built in Cuna and don't realize that everything's lava rock and then they get out here, they start going and it's like, wait, this is going to take way longer than you thought. Um so some situations like that can happen but shorter time frame more accurate longer t uh time frame less accurate numbers but we know some of these are coming we just don't know exactly when uh I

093think this number was compelling to our group and looking at the the possibility of having 5 to 700 more kids in our school district in the next 18 months um is He broke it down like one to two years was really what he focused on. Is there any data over about like what age? It's a great question. There are generally coming Yeah. to our area. We didn't he I didn't say that. Well, we we talked last night about that in the past and Mike and I have had discussions too outside of our meeting last night. In the past, the s the the Kuna area, the average age was like 23 and two kids, right? Um it was very low. Uh but the average age of a homeowner or uh you know person buying a house

094here has gone up. Um one of the things we're going to do next time is uh there's an organization called Compass. It's like a they're basically demographic nerds is what they do. They're data nerds. We're going to go talk with them and meet with them and get um some maybe analysis on what is it sitting at now? Why is maybe that changed? You know, there's we expected a certain amount of homes to come in and our attendance hasn't necessarily followed that same path trajectory. And so, like, let's talk about why that is. Is it because the house price went so high that people that were retired from California moved here instead of, you know, new families buying a house? Um, those kinds of things that they can help us answer. So, we're going to dig

095into that next time. I think it'll be pretty helpful information because we need we need facilities kind of all over, but like maybe we can prioritize based on those needs where we spend our money. Michael and what did you what did you guys think last night? Was it helpful? Yeah, I found it extremely helpful, especially to see this. And I mean, yeah, it's going to help more to see those other those demographics to really know what's the growth going to be like, how many kids really are going to be in the district versus not. And um yeah, it'll be interesting to see that that data to kind of analyze it and kind of go from there. It was pretty incredible. They say 9,000 homes were pointed. Yeah, about that for for over however long it

096takes. Like they're 9,000 homes are approved. Yeah. So I I asked the city of Kuna a few weeks ago. I said, you know what? Can can somebody give me the number of because I've heard different things like what what has been approved? What's the number of doors been approved? And they came back with 9,000 and some change. But it's like it's from like previous years. this council has it. It's from councils for well then they have like a certain amount to do it and then they file for extension. So like kicking the can and there's lots of other slides where we talked about the timeline of those developments and and they can change. So that's where it was really helpful to have Mike and say this one's coming online for sure and you need to

097be ready or this is in the first stage of five those kinds of things. Okay. And is it t in the past it's been what 1 five students per household. Thank you for asking that question. Um, I was actually going back and forth. Mike is a nerd guy, too. He was He's excited to help us. And he asked me, he said, "Can you give me your last 10 years of fall historical enrollment?" And so I sent that to him all the way back today from 95 96 time frame. And so he plugged all that in. In 2017, we were averaging [Music] n7.987 or something like that kids per home. Uh so almost one kid per home. Now we're down to 0.5. It was.5 kids per house. And that's as of like um like 2024 currently.

098That's like where we sit now. Yeah. When we went to build um Swan Falls, we were at 1.5. So that's come down or else there's more houses now that have equal that out. I don't know which one's which. But yeah, I always think it's interesting how you have half a child in the house, but you know that too. Where's the other half? I don't know where the other half went, but it's always interesting. You don't have any kids and I have two. Well, there you go. I guess I take up one one of your happily half. Some people want to keep theirs, some want to let them go. We might have. Anyway, we had it was a great super helpful to hear from the experts, right? Like Michael Keith being there was great. Mike Bouie

099being there was awesome. We have a good group of folks that are, you know, some of them are new and they're asking some really helpful questions and forcing us to, you know, not make assumptions about what people might hear or think and and I really would like to get that data out to the community so that they're aware of it too and know the transparency that we're we're having right now. Yeah. It would be good to get people from the levy group in this group also because these are new adults that weren't a part of that. Some new ones that so they don't understand. So this information is very helpful because we're starting over. Yeah. So but 9,000 lots have been approved as of now. Right. And that's 4,500 kids in the next 10 15

100years. Could be could be could be numbers. Yeah. This was where Mike like it was helpful to really kind of break this into manageable chunks for us to to think and plan. Um because that number is just like it's more than you can digest and really you can't plan for that. Doubling our history. Yeah. Did we already subtract the 2,000 homes that are going to be now industrial? Those were never in that hopper. Okay. Yeah. Yeah. Okay. Moving right along. On that note. Yeah. Thank you so much for that information. Do we have any U? We do. Okay. Uh Satie Nelson. Am I able to speak just to one policy? Yes. Policy 545. if you'll state your name, your address, and know that you have three minutes to uh address us. Also know that we

101will make no comment back to you. You just can't. That's part of the the way things is Sigi Nelson, address 1245 North 49iner Avenue in Cuna. And I would like to address you regarding policy 545, which is disciplining students with disabilities. Um Paul checks and room clears. These are not being reported to parents. Um, I'm speaking specifically to the school I have experience with, which is Crimson Point. We have had three room clears this week. It's Tuesday. If you guys weren't sure what day it is, it's Tuesday. We've had three room clears. Students have torn apart classrooms. It's gotten to the point where they have torn apart and damaged students personal property. So, it's getting to the point where our students are coming home. They're telling us these things are happening. They're scared. They're anxious.

102And what happens when they go to parents, when they go to their teachers or when we go to admin, what we hear is, "Oh, they shouldn't be scared. It's not a big deal." And so people are coming into their classroom and they're saying, "You're feeling scared. You're feeling scared. You shouldn't be scared. You have hard days, too. Everybody has hard days." But these aren't hard days. We have padded rooms that these kids are needing to go into. Our children are just seeing things they shouldn't have to see day in and day out. And as far as the students with behaviors, can we really say that this is a great place for them to be if they are getting over stimulated multiple times a week to the point of aloping and that their safety is becoming

103an issue. So Dr. Gore, he talked about needing to be transparent and disclosing and the importance of trust and his parents were having a really hard time trusting the schools. Um, we're not even worried about at this point, you know, he was talking about like the behaviors affecting your goals or state testing. We're not even worried about our kids education. We are worried about their safety. Worried about their emotional safety, their physical safety. And the reality is whether or not someone thinks they're nervous or they're scared, they are scared. And you cannot learn when you're scared. So, um I guess my question to you guys is how can we have more trust as parents? There feels like there's kind of a disconnect between the admin that we talk to, the school district, teachers, admin, parents,

104staff. Like it's just it's hard to get straight answers. It's hard to feel like we are safe sending our kids here when we're having to hear things from our students and not from staff. Um how am I on time? Actually, it's over. Three more minutes. Nobody knows a minute. It's right here. Okay. Anyways, there's just there's been things that have happened. My friend who wasn't able to make it tonight, um she said I could share this. She had a student in fifth grade at Crimson Point who today during a um I don't know if it wasn't a lockdown, it was a hall check. She had to go outside and she actually got blocked out. She got separated from her peers and she was knocking knocking and they didn't hear her for quite a while and

105she got really nervous. We've had students who have to go out into the ring because the halls are closed down. So when we are told that every student matters, it's really hard for us to believe that as parents when one student is completely shutting down the school and potentially affecting the safety of our students. So am I speaking specifically to students with disabilities? No. I don't understand IDA. That's something that's kind of your guys' realm of responsibility. However, just behaviors in general, we would like to know X, Y, and Z. When this happens, how many times can it happen before a student is expended or susping safe schools, we have an update from Brian Grace. In March, I asked you guys um to give to give us the ability to accept the lowest responsive bid

106um for Indian Creek Ross and Kun High School phase one of both HVAC and the fire alarm project. Um you guys accepted that. So I'm just coming back to show you what the bids were and that we accepted the most responsive bid. If you click on the next slide, that was the action you guys took. Next slide shows you um HVAC project project at Indian Creek. I am not a construction management person um relaying from Bryson Allen from Bennington. They were very impressed with the participation of the amount of companies that came and then the amount of companies that bid and the competitiveness of the bid. They will not I try every trick to give them to okay, how much do you think this project's going to cost? won't tell me because then I'll hold

107them accountable for you said it was 300,000 and they've been 350. Um, but this is where we're at for phase one. Um, the electrical pieces, that's the part they're going to come in and do the the fire alarm at the same time. So, the HVAC people are not doing the fire alarm. They're going to subcontract out with this electrical company. What's the schedule for this? Uh it's supposed to be done by the first week of August, phase one. Um we'll go to bid here and I think they're going to their plan is to go to bid for July or August for phase two and then phase two will have to be finished at the exact same time one year later. So this whole project will be done 2026 August. So for the next school year,

108will we have a functional fire panel? Yeah. Yeah, they have to that they daisy chain is how they said it, but I'm assuming that it's all it all has to be a code. And yes, we have to have a working fire panel. Y quick question. Um because I don't understand all of this. When you bid, if things go up in price because of we stay at that bid no matter what happens. Yeah, I has to be that bid unless they find something uh the fire alarm at when they did it covered. there was something missing that triggered the sprinklers and he said he was shocked that they never caught that during inspection. So, we had to add that because like a $1,200 part and I'm assuming it was a very needed part. Um, but that

109that was an additional cost, but otherwise, no, this is the bid that we So, this is the bid and this is what it'll come in at no matter what happens. Yeah. In our world, unless we put a change order. Yes, we can. Yeah. Okay. We can definitely Thank you. Change orders are expensive though. So anyways, fast version of this. Here's Indian Creek for you. Um there was Ross. Um the green was the lowest responsive and then there was Kunah High. What you don't see on Kuna High is electrical. There were he said 10 companies that came. No one bid. Doesn't mean the project's not getting done. What they were told is it's just too busy this summer. So they've got a plan. Bson has got a plan um to get it back in through phase

110two and then we'll go from there. So, nobody wants to do it. Nobody had the capacity to do it this summer. They need workers. Every school district in the state of Idaho is also getting this money and doing projects at the same time. So, phase one, is that just over the summer or is that going to be for the whole year? Just for the summer. And so, what does phase one include? like will we have better heat and air conditioning or you're you're going to have better in some locations than we have now. It won't be any worse and it'll all still be working. Um but is that electrical? Can you even get the air circulating correctly? Yeah. The electrical is just for the fire. Okay. Yeah. So they'll have air conditioning this year in

111more places than in more places than we can. That's exciting. Yeah, here it the air conditioning will be fabulous from about October till March though. But there's your update and and this really I we've already actually cut some very large checks. It makes me freak out when we do. But they've already ordered everything and we've got pictures of that. It's already been delivered and they have to uh store. So are they starting as soon as school is over? Yes. Okay. Yeah, they've already ordered it. I mean that's that was the big piece of getting this started that you guys allowed us with that and we have to accept the lowest responsive bid and then I went ahead and included these but they have to be bonded they have to be licensed this is this is

112fabulous that I do not have to manage these projects Bennington Bryson Allen they're you guys have met them before they're the tall guys and they're they're that was the only group of experts who didn't have yesterday meeting but they're they were there is there a ballpark cost on that electrical project at the high school? No one would not I mean if you go backwards and look at what Ross and Indian Creek are costing I think you could sort of kind of estimate it. Um it it's going to be a lot more than any creek and Ross obviously square footage wise it's so a few hundred but is what I didn't see that oh okay right there electrical that's yeah in Creek and Ross was Ross' was a little bit more can you go back there

113for a second so you do some square footage or maybe do some mathematics but they were not concerned. They actually think it'll be better and there's some things they think they can do. So with phase two, they're not they're not concerned. They think they'll get their pay. So that's their job. So thank you guys very much. Thank you. Thank you. And I guess this all fits in the budget. These projects definitely do. Yeah. It's like our top priority projects that are going What can our next projects be? And I'll talk a little bit about that later. All right. and uh Jason if you'd like to put on the horse street school. Yeah. So um connecting to Phil Gore's presentation. I don't know if this is a more fun formative assessment or summitative assessment. Uh but

114this is us turning in our homework for you. So uh summitative then summitive could keep going. It's a check for interim assessment. How about that? Yeah, we'll go with interim assessment. Um so we presented this to you. We went out and got an appraisal for the forestry gym. Uh Brad shared that in uh information with you, that appraisal and and that spurred some questions for us. Uh if you go to the next slide, please. You asked us to go and look at what does it cost us to operate that building today um and what's the balance between what we rent it for, what we spend on it. Uh so this is what we've looked at over the last few years. Um just a quick note on the fiscal year 25, why that is higher. Um,

115that's the the ceiling repair. If you if you've been in the Forest Street gym, you know that it had the kind of plastic holding the insulation up and that plastic had been ripped and was falling down. Uh, so uh Brian and our ops team uh did a bunch of work to get to get that repaired and and put that plastic back up. I'm sorry. Check to see that it looked I would have bet money it was mold. It wasn't mold. We had the mold report. So that was another piece of that. We had to make sure that it was not mold. So not good is what we're saying. What's that? The red is not good. Well, I mean I guess we're never going to operate a building for free, right? Like every all the Well,

116right, but we're not bringing in revenue compared to what Correct. Yes. Yeah. You don't want to see that report for Harvard because Harvard's going to be really expensive with all the annex works that Right. Um, so we continued, you know, Brian and I went and walked the space and measured. Um, if we were to sell the four street gym, we would still need to provide offices and storage and things like this. So, these are the things that we would need to find spot for uh, and and do if we were to sell that space. So, I won't believe that unless you have anything you want to add to that. Have you looked at where you would find this? Is it possible to do that? Is it do we have any of that? I think uh

117currently no. We don't have any of those open spaces. Um I think it's part of our can be part of our capital planning conversation um that we're having with that group of stakeholders. I think we have had an idea where we could use the um the the ABM farmhouse. ABM is currently in that farmhouse in front of Kuna Middle School. Um, we could potentially use that for offices, but we would still need to build some kind of like maybe like picture the hitting facility for the baseball team, something like that for some warehouse space. Um, back on the kind of grass behind that that old farmhouse there. Are we That would be an option. I think there's other options, too. Sorry. Yeah. I was going to say in the middle school used to be the

118old FFA room. What's that being used for now? It's a huge area. Board manual. Yeah, it used to be your act shop when you were Yeah, when you were there. Our orchestra room. It's your orchestra room now. Okay. It's also PE, right? Overflow. I was going to say it's a huge room. So, that's I was asking. Yeah, we keep our orchestra room classes very big. Yeah, that too. Okay. I just It's full of stuff too. Yeah, I know. So, that's what my question was. We used to use it as storage. Principal manual does not allow me to use it for storage. But number one, like who's pra what of our school is practicing or playing there? We rent it out. Um I don't know about what schools use it. I think Indian Creek's using it

119for some of their um programs, productions, Ross as well. So we probably wouldn't have to have number one. Is that right? We use it for overflow with like in middle school it's like as in a wrestling match they can't practice. So then they'll use we use it more for our our varsity soccer JB soccer uses it a lot as their like hitting facility. Um lacrosse uses it a lot for their hitting facility. Um our dance and cheer use it a lot. So we use it as like a backup gym for when when those things happen. Um we have plus for basketball. Yeah. We used to use it as a C basketball. Um but C just C basketball doesn't exist as much as it used to. It probably needs to but yes. So I mean kind

120of along that same conversation if we keep it. You can go to the next slide please. Um there is some work that we need to do on the building. Uh there's some thing that and some of them are maybe a higher priority than others. I highlighted the higher priority items. Uh that grass area to the south, we need to, you know, make it look nice, keep it up, right? Mow it, take care of it. I think it got mowed today. Is that cam shaft? Um the fence needs to be repaired that goes along the side uh with Super C. I talked to the Super C folks today. They're willing to split the cost with us. Um we'll both get some bids and kind of figure out what makes the most sense there. Um restrooms need

121to be updated badly. Um they're really bad. Uh there's some roof repairs that need to happen and then um there's a we noticed one window when we were walking the facility uh that is kind of like got open air blowing in to the building that we need to seal up and repair. And obviously the other things wouldn't hurt to do as well if we were going to keep the facility longterm. But ultimately um that's why this is more of an interim assessment. I think we're not sure which way we're going to go yet, but it's it's uh kind of up to you guys. Educating us to see. Yeah. Okay. So, what's the next step on this then? I think I would look to you um maybe to give us some advice about that and we

122could report that back to our capital planning team. Um, happy to have the capital planning team kind of workshop a couple of different ideas that could be possible. Um, you know, I feel like it'd be really good if we could figure out if we can find space and what a plan for like if we did sell and then also see how much this costs like this list of priorities. I don't know. Is that Yeah, I think that's a good idea. That sounds good. you want me to go out and maybe get some quotes on these items and see that can help inform us some data points. I feel like that would help us make a decision, but I also feel like seeing what um like what's what is the the people that want to buy

123it are is it in their realm of wanting to like are they still interested after I think there's people interested. Yeah, there's people interested and I just wonder like once they see the the bid, are they still interested? And and once they see this work needed to be done, I know I know somebody that wants it, but they're probably not willing to pay more than like 600 to $800,000. Yeah. But then the other concern is what do we what do all of our programs do without that space? Because then our students will end up lacking in space for what they need. I think that's why it's important to go to the capital plan if we're looking at building and I'm not against selling but not if it's not going to benefit our district or our

124students rather what legally can we sell it for if um that's the bid I mean if that's the the whatever we want it has to be more than appraise the appraisal because we can also repair it and then use it well you know make allow clubs to rent it out and do tournaments and things like that to where it could bring in a source of something income. So, we really cannot sell it for more than that or for less than that appraised value at all even with this like list of work that needs to be done and like the change of hands would require this type of stuff plus more probably to be done. I think, correct me if I'm wrong, but the appraisal factored into like if we sold it and it was going

125to be essentially used for what is there would be a it factored in like the cost to get it up to code and do the things that would need to be done to make it more usable. And I'll share our policy with you guys about selling property. And was that our policy or law? That's our policy. Well, our policy is probably based on a lot of what we can do. Well, that's Yeah. There's little things to jump for through that you have to do. Sure. So, yeah, that's what I would Okay. Yeah. So, we don't really have a buyer at this price. Am I correct? Well, they're saying if you factor in all the cost to fix it and you could deduct that off of the bid type thing that it would probably come in

126there around No, I think they said the appraisal factored it all in already. I think so. I need to go back and look more closely at it. Um, but I think it did. Didn't we have it up for sale a long time? Maybe two or three years ago. We didn't get anybody interested at that. There are people interested though. We've kind of just like done this because we were trying to get the appraisal and well, can we say can we can we ask them if they're interested at this at that amount? I shared that with one person that had approached us um that was interested. He's come back a few times and then when I told him the appraisal, he was like, "Whoa, yeah. I'll we've we field questions a lot about, hey, would you

127be willing to donate? Would you be willing to work a deal? Um, I don't I don't know that there's a lot of people that have come to us and said, "We will give you fair market value." Exactly. The appraisal. Well, no. Like the people that I know that have said they wanted, it's not for that amount of money. But I I think that like if there are I mean there's got to be some leeway. If the right person comes and we still have access to it, we should be able to manage that price as long as we have if we still have some access to it. Yeah. And I think there's some options, too, like that big open space to the south that could potentially benefit some of our neighbors if they wanted to do

128some expansions and things. Um, I think there's some things to explore about poss possibilities, but knowing you know, getting the appraisal kind of getting the direction, you know, turning, you know, letting you guys know what we heard back. Um, looking at the analysis, I think is all all good steps. Um, we can get some quotes on these items and I, you know, we can start to talk to some people and see if they're interested in buying it and we can reach back out to some of the folks that have expressed interest and and formally say, is this something that you're interested in? I know. I know. One time the city was interested as a business like bringing businesses in. That's was what one of the city what Lisa did and I can't think of what

129she did. She had those little popups. Yes. So bringing the city in to try to find some really cool she Yeah. to purchase it. So I guess my question is Yeah. Morgan's no longer there. They have a new one coming on. But my question too is what would the city like to see? maybe they'd like to see some of that um some businesses being able to come in there to promote. Yeah. So, I'm just an idea. Maybe give us a month or two and we can report back. Yeah, I can bring it up with our capital planning team. Yeah, I think you have plenty of questions that we've given you to answer and maybe we can go from there as we go along this path to take a look. We we still struggle for gym

130space big time. Yeah, especially during basketball season. That's what my question was because I know they used as a CT but I know you're not doing that then but then the other thing is tournaments. It could be used for tournaments for our district. I mean if we repair it then yes. I think that's part of the reason why they don't. So I mean if the bathrooms aren't working and how do you the baskets the baskets aren't working and all that. So I think of course great. Okay. Thank you Jason. Appreciate that. Um, and we're back to uh manager camp who's going to present to us the district service and storage devices technology. We need a action on this item. Thank you, uh, chairman. Trustees, I am back. Um, just a little recap of what we're

131looking at here. We have some servers and our storage units that are reached end of life service that we need to get replaced. um things they do they they they're our district file servers and they run a bunch of our uh core district apps. Um what we did after you guys since we knew this was coming our process on what we wanted to go out for a bid is over since September my uh Kai Garcia and Mike Farn my network engineer and system admin and myself went out looked at all the possible things we can do make sure we're still doing the best ones we can. Um there are five six different ways we can do the virtualization and storage um of these services. We overall came to the we've got the best um for

132our situation. Um so we decided to reach out to two of our best partners and company. They know our network about as good as we do. Um they do a lot of work with us on that and said hey here's what we're looking at. Here's what we need to do. I get some quotes on these things. Um, as you can tell, there's kind of a big difference between the two. Um, Compunet came back with a quote more so in line of what we already had, just updating exactly what we have. Um, and came back with a quote more so of what we need. Um, about 10 years ago is when we did this, our uh, stuff's changed a lot. A lot of services that we used to host internally are now hosted on our vendor's

133uh own servers. So we don't have to have all that storage here. Um so our ask is uh to approve purchase from the NEX. Any questions? Yes. So what is the rollover fund that you're utilizing? Uh so this is the money that we have left over from ESSER funds during CO. Okay. That we've set aside for these bigger purchases. And so we did this 10 years ago and so like it's not an apples to apples comparison what Edgetics and Compunet like. Yeah, it's it's close. They're going to be doing the same thing. The major difference between the two is the storage space. So the size that we're going to work with Compet was this is what you guys got last time. Um we sent them both the same email. Here's what we're using. Give us

134what you think. They basically came back. this is what you guys used last time which when we got that back then was we were growing and we had planned out that we'd be hosting more things life changed life changed a lot at co um so now we're hosting less things so that's really the big difference between the two the other one is compunet um quoted us Cisco servers and Dell servers Cisco servers come with an extra fee attached to them for yearly access to their yearly maintenance. Cisco is the end all beall of uh network equipment. In this case, it's really not a necessity for us. Is that because we strain a lot of different things? No, we don't need it. So the these two So the reason why we don't need most source, if

135I understand what you're asking so much, um is a lot of our um processes have moved off site. So we're no longer running. We need to store it here like Destiny like our library system that's now hosted on Destiny server instead of our internal ones. Gotcha. That was my question. Why the difference? So good question. All right. Do I have hosted south of town? It will be going in shortly. Well, no. 10 years isn't it? Yeah. Eventually, right? Um so do I have a motion to accept a bid from Edics? I make a motion that we accept Ednetex bid to replace the district's servers and storage devices in the amount of 80,528 92 cents. And do I have a second? He can do it. Any other discussion? No. Okay. Uh Kirsty I. Michael. Hi. Jamie.

136Hi. Hillary. Hi. And I'm an I. And isn't that a kuna graduate business? Sean Swampy, isn't he? Yes. Yes, it is. So, thank you that we are going with the I had him in third grade. That's what I always ask. How's Sean doing these days? He's doing quite well. They're a great partner. I really like working with him. So, he's a good kid. Well, he's not kid anymore, but anyway. So, yes. All right, moving right along. Uh, consider Huber Annex going out for bid. Assistant, uh, Superintendent Brian Graves, if you'll present that to Yeah, it's just that simple. Remember our procedure. If it if we believe it's going to be more than $75,000, we need to ask you permission to then start the process, then I'll bring back the bids. Uh these are both projects

137engineered and architect by LKV. So, they're ready. So, he asked that I get this on as fast as we can. Yeah. Remember the the the annex roof obviously is remember why we have to do that. But the restrooms in the annex are also going to need um some work. So, if we start this as soon as possible, Hubard Annex will be ready to open September. That's what I want to hear. August or August. Sorry. Oh, September 1st. Yeah. Uh, anyway, good. That's what I want to hear. So, um, do any questions? Okay. Are we going to put classrooms in the annex, right? Yes. Um, do I have a motion to uh go out to make them? I have a motion that we go out to bid for the Hubard Annex roof replacement and repair. Okay.

138Do I have a second? And the restroom. Annex restroom. No, I don't want to do that one. [Music] Oh, we decided the restrooms would be good. Okay. Do I have a second for that motion? I'll second. Okay. Any further discussion? All right. Kirsty. I. Michael. Hi. JD. Hi. Hillary. Hi. And I'm an I also All right. and um updating the resoning boundaries. I know that that was always something. Yeah, we're like a carousel tonight. You're doing great. This is interesting because I know the community this really affects them. So, I really want to hear what's going on. And I you guys, I appreciate the questions you're asking, too. So, um just a quick update on the resoning. So, we had a software platform that we used to do that, the same one that Mike Borjik

139uses to do all the mapping for the city of Cuna. We we have that. Um it's been a program that two of our former employees have always managed and lived in. Um the last time we really had to work in that platform was back in 2017 and 2022. Um those two employees have left working with a consultant from that company who's going to be drawing maps for us and giving us some options about how we could adjust our boundaries. So we're working with her on a regular basis. She lives just like a couple miles actually from my house. Um, so she's a local person, which is nice. Um, she understands the area. Uh, so we we've been having conversations with her. She's she's testing out a few scenarios. Um, our plan is to have uh

140some she's going to turn into us on April 21st, the week of the April 21st. Uh, a couple different options for us to look at on what our boundaries might look like. and then we would bring a recommendation to you as a school board for our main meeting. So, not just drawing a line down the last time we're actually going to do it. But here here's here's the main focus right now is that we want to relieve the overcrowding at Silver Trail and read and when we open up Hubard the Hubard annex that's 10 classrooms. So what Jason has talked to the consultant is like that's our main goal is to draw that boundary like Jason said there's some options but what do those options mean to us because we need to address the overcrowding

141at silver trail and read so because hubard will be uh have 10 classrooms that will be open. So that's the kind of the focus of what we're working on. That's why we pushed back the Kinder open house Kevin was talking about. We're hoping that we can do that on May 21st after the board meeting after it's been after you've looked at those options so that we can move forward, but we couldn't move forward before like Kevin said, if some if you go to one school and you go, "Oh, whoops. That's not the school you're going to go to." So, and we Jayce, this little person we're working with at first said, "We can't do anything till June." And we're like, "That can't h we've got to have something sooner because parents, kids, teachers need to

142know." And so, she really stepped it up and yeah, we'll have it for us by April 21st. and the gentleman I would brag on our technology team. Our the gentlemen that manage our student information at P school have worked really hard to get her good data and information about where our kids are and their addresses and those kinds of things to get that loaded into that software platform. So it's going to be a very strategic definition. I don't know how the other board members feel, but I'd love to see the two that she comes up with. That's kind of what I was thinking. Yeah, I I would just like to see those and then I know that you'll make your decision, but being a member of the community, I'd like to Well, that's Yeah, he'll

143bring some We'll bring them and show you. And then our our plan is to kind like we do with our bids, right? Here's a preferred one after we've kind of thought it through. But obviously, yeah, I just like to see as we go through the steps. I'd like to at least see on a computer, maybe send us what they're thinking so I can see that. So, does the reszoning affect middle school as well? No, just elementary. Elementary. Okay. And then is it still part of the plan to use some of the hover annex for um extended resource students? So, do we know about how many classrooms for each or Well, that's what we're working on, too. So, we've been working with the principles and we're kind of waiting to see what we've been working on

144it with them, but we've been kind of waiting to see where the the boundaries are. um just to see if it really will take down some help us with K through three right now at Silvertrail and Reed to Hover and then we're working on the extended resource the numbers of kids from each of those schools that would go to Hubard. So, and I have another question. What are the principles doing to let people know that this is coming down the pipe? Does our community know that we're looking at resoning due to overcrowdedness? Um, well, I think we're bringing it here. We talked about it last time, but we're bringing it here first because we didn't want to get ahead of No, I get that. But I think doing anything, but it's hard for community members

145when they've been loyal to one school to all of a sudden be switched. Correct. And I just want to make sure they know that down the pipe instead of all of a sudden boom. What? So, what's the best way to get that word out in a way that doesn't create stress, but also lets them know? Yeah. I I just think it's important for us to do I think Allison is working on Do you want to speak to that Allison a little bit? We've had some initial that it's being um considered. Yeah. Has it stuck with parents? Probably not. We did write um information that all the elements have shared with our kinder families so they're aware. Um and we can certainly push out push out more information, but you're right. Everyone wants see the plan

146so we can create awareness that it's coming, right? and we'll share that with them at the April 29th. Also, I I would just like to maybe see like you said something put on by the school district letting them know this is coming down the pipe that we're doing the best that we can just to be transparent with parents. Yeah, Ellison's been a key person in those meetings and working with us. I I don't want them all of a sudden they find out come board meeting that this is what's happening. No. So, I'm sure we're going to work on the boundaries. Yeah. Come on. So, I think we're putting the cart before the horse right now. I think we need to get some ideas of what those boundaries are and then share it with the community.

147I think we should, but I think the parents need to know that that's what we're doing. Well, it's already April and they said April 21st. So, I mean, I don't think is too far before the horse. It's got to happen sooner than later. Yeah. I just I think that we just need to be as transparent as we can. I think that parents are going to know that we this is an ongoing thing, especially depending on how the capital plan goes, depending on how there's a lot of things involved here depending on how whether we get a levy passed or a bond passed. Those are all things that are going to occur depending on uh what happens. But I still think it's important to bring in the community piece as Phil Ward was talking about to

148let them know, be transparent as we can with them. Yeah, I think it just takes a really long time to get the word out. like you can post it 100 times and people will still feel like they didn't see it. So I think the sooner we can kind of start the ball rolling and and I think you're right. We're gonna have people say, "I didn't know that. I didn't know that." But if I know what we did, I will feel better. So that's kind of where Sorry, it's all about me. Anyway, um I feel better about that. All right. Thank you very much. Um All right, Brian Graves. um some policies. So in our process there was some corrections we needed to make for these two policies. An amendment for 310 there was things we

149did for second read that you guys had asked for us to come back. Um, okay. I can make a motion that we amend 310 policy number 310, administrative personnel and principal evaluations. Okay. So, you're making a motion that we approve that policy at this time. Do I have a second? Second. Um, any discussion? I'll just tell you I thought it was good what we did, so I appreciate it. Um, Kirsty, hi. Michael, hi. Uh, Jamie, hi. Hillary, hi. And I'm I also All right. 68.1. Um, oh, wait. It's on the second page. There was you guys only if needed. Yeah, the advice was it sounds like it's for every kid. So, only if needed. Then we put the not applicable. If you don't need it, then you click the not applicable. And I thought that

150was a good idea. So, yeah, I like that. Um, I think and I have another thing to say about this. Um, I guess I kind of feel like, um, it might be good based on the law and some of our other policies to let the person and family know that's filling this out that it's not required that everyone use their their particular their pronoun that they may want to switch. Isn't that the law? teachers are not required to use. Oh, that that piece that correct like they they can fill this out, but people may not use the that Yeah. And that's so and that's listed in a couple different policies. So, you're saying take that piece out and add it into this that it or refer to it so that they can they can know

151that that just because they fill this out that doesn't mean that everyone is going to be required to use adults. Yeah. Yeah. or is it students and teachers don't have to use it? Yeah. And so I just think that's good information because then it maybe prevents some problems down the road. And I have I have received feedback on this specifically about some instances where that may have been an issue. Do you think it's better in the cross or like at the bottom? You know how we I think it's great to spell it right out. That's my p my and I'll bring that back to third. That'd be great. Okay. In my opinion. So, do I have a motion with changes? Yeah, I make a motion that we move to the the third reading of policy

152uh 681.1 those changes. Do I have a second? I second. Any other discussion? All right, JD. Hi, Hillary. Hi, Michael. Hi, Kirsty. I and I'm an I. All right, next one. 407.56. This was a change for third read. It's just one word that we missed and added in. I'll make a motion that we amend 407.5 sick leave. Okay. Do I have a second? Second. Any discussion? All right. Kirsty. Hi. Michael. Hi. JD. Hi. Hillary. I. And I am also not. All right. My next one's horrible. if you have to make the motion. There's 19 amendments for first read. So, I stand for any questions. However, you guys would like to go through. I've got some. So, I I do too. You go first. Okay. On 402, I did much better this time. Page three, it

153talks This has to do with Excuse me, my voice is going. This has to do with criminal background checks. and it talks about, if you'll go down, page three. Um, it talks about unsupervised contact with students. Um, so I did ask if field trips counted as unsupervised. It does. So, if you're going on a field trip, you must have with the elementary field trip with the teacher, you need to have a background check. If you look down on the second one, it says anyone chaperoning an overnight trip. I would like to say anyone chaperoning a daytime trip and an overnight trip. Agreed. So, I'd like to see that verbiage added. Not field trip and day trip. Day trip. I I Well, I just said day trip. Field trip is a day trip, but if you

154want both, that's fine. It just said a overnight trip, so I thought, well, day trip sounds good. that encompasses anything during the day at chapro. Yes. And to go with this, if I can in there, um, it does it says that it can be 5 days after the first day of the unsupervised contract. So, I feel like you get your background check, you go on the day trip or or the overnight trip and it's over. And we haven't gotten the background check back yet. No, later. So that's down. That's for teachers, substitutes. That's that applies to every single person in this. The background check first. It should be given first. So I think it should be changed too. No unsupervised contact will be had by anyone prior to a background check being accepted. So Oh,

155you mean this whole that whole statement there? The entire thing. Yeah, I see. Because it applies to every person that we hire or volunteer. Yeah. And our procedure is to you can't go until you're correct. So we just don't want them hanging out with kids for 5 days prior to getting back that they're a sex offender. Yeah. So both corrections are going to be in that for second week. Okay. And I have a few more things on here. Yeah. Not on 402. That was my own. So like repeated background checks. It says um like we've changed it now from 3 years to 5 years. Um, it says in here somewhere. Is it the red where we were at? So, I just wondered like why are we So, this is for substitute teachers. Yeah. And then

156if we decide to do it ahead of the five years, then we'll pay for it. But I I'm I just wondered why we're changing from three to five years. I thought it had something to do with the law, but I don't know because it was written by a lawyer, but I'm not sure. Is that could be? I don't know. Like, how much does a cat cost? 20. What? $2825. I thought it was 40 bucks is what I paid. Because it's a school district, we get a discount. Embarrassed or whatever. No, I mean I I paid the school district $40. Oh, did you? Well, I knew it was 200 or I could be wrong. I don't know. It was a really long time ago. Um, so yeah, I would like to know that. I guess why

157because I like three years better is why I say that. So if it's not law, you would rather stay with three. That's correct. Additionally, I feel like there's no statement in here that we ever recheck um employees at all. Um so I wonder if we should be doing that and add that as something like I mean we have an employee for 20 years and we never recheck their background checking. Well, some of that comes from the ethics part if they're found guilty of something, but I don't know. I I I don't have problem putting it here, but I think that it double checks. I mean, it's going to cost us money to do it to recheck on, but I just thought maybe like we should say every 5 years on a schedule we recheck their

158background check, but that's just a suggestion. Um I thought I would see what everybody thought, but um then it also states that we review the sex offender registry annually. And I wondered if that is happening for every person that works here. Well, yes. Yes. And whose job is that? It's a person in my HR. Okay. And way more frequently than Okay. Okay. Well, great. Good to know. I just wondered that. Um, we're pretty vigilant about that. You're what? We're pretty pretty vigilant about that. Good. Glad to hear that. Um, and then also it doesn't state, and as far as I'm aware, the school board members don't need a background check. I personally have not had one. And so if I haven't, I think it might be nice to to ask that the school board members

159also have a background check. I did. Probably. I've never had one. I know I have, but it's because I'm a educator, so I know. Have you guys never had Michael? So I think we should require it for you guys at 50. inflation. Do you want these changes to come back as a first rate or second? I think it's enough changes that a first rate would be great. Thank you. That's all I have for that one. Okay. Okay. Um I have one for 456, but it's just a question. I have 442. Well, let's do 442 first. Okay. 442. Oh, whoops. I'm in the wrong spot. Okay. Um I have to get who is the professional standards commission? I don't know who that is and I'm just wondering. I have that question too. Okay. That was answered.

160It's with the state department of ed. So when I come to you a teacher breaks the contract, a teacher does any of the ethics violations and I ask you guys, do we turn this person into the state department? That's who you get they get turned into. That's funny. That's the same question I asked Brian. Oh. And so we're thinking along. It's all done by and so then there's an executive committee of that professional standards commission that does some of these things too. Okay. Thanks to in two um number or letter L I um I'm wondering let's see it's like the double L principle two letter L. Um so it's on page five. Um, what is deliberately falsifying information presented to students? I just feel like I would like to know since it's an addition. What

161is that? What does that mean? It's L right there where it used to be K. If you go up to the It's I just want to see what that go professional career maintains professionally. If the educator gave in false information to students like what kind of false information? We scroll back down and this is these we did this is the state department of ed gives us these um I think example you're really falsifying information presented to students. I guess if I stood up to teach you about um photosynthesis and I told you that it's it's there's a being out there that controls photosynthesis and there and then you know I think if I like if I completely teach something that's not truthful and I'm thinking if I teach you how to grow marijuana that would

162definitely be wrong right it would be wrong but not false that's true that's true but it wouldn't be something we so it has to do with teaching false information The principle, sorry, I don't mean to go back and forth. Um, states that professional educator maintains a professional with all students both inside and outside the classroom. Unethical conduct includes Sure. Okay. Teaching. So, it's just like anything false like saying that grass is always green. I mean, grass is always blue. Something you'd have to Okay. Got it. I've never used that in a violation. But that comes from the State Department. Is that correct? Yeah. This is and this was actually updated in 21. We just didn't have it current in our policy. Okay. Principle 3 a um it says being on school premises or any school

163sponsored activity home or away involving students and that is where you cannot it says you have an educator has to refrain from the abuse of alcohol or drugs during the course of that professional practice. In my opinion, we could remove involving students from that particular one because even if it's like a um on the school premises or any school sponsored activity like a professional development or something with no student, we still don't want them to consume illegal or unauthorized drugs. And and further down it talks about alcohol where it says involving students because alcohol is not illegal for adults. But so I I'm fine with that. as the first one like they shouldn't be consuming any kind of unauthorized drugs or illegal drugs even if students are not present. You're saying the teacher should not

164be doing that. Yeah. a professional educator because it says these are the instances where the educator would refrain from the abuse of alcohol or drugs and I just feel like we should remove involving students from a I just this is a document that we don't control this is this the state department of ed and I don't gives us our ethics that we have to follow so I don't that's just what Dion was saying too it's not that's not documented that we can change. It's we get that from Yeah, that would have to be the statement. What's their name and number? Yeah. All right. Noted. Okay. Anette is that's who I do everything with. Well, you let her know for me. I will. Okay. [Music] That their teachers can do illegal drugs when they're at professional.

165It's really worded. Okay. I just don't know like what would be an in I guess maybe if you rented a school building for a wedding and you had a catered No, it's Yeah, I mean authorized I just can't think of an instance where you could drink. Okay. Am I drugs on? No, I mean it talks about alcohol in another letter. The first one is just about drugs and illegal. Yeah. So you couldn't do that in a wedding. You can't do that anywhere. Yeah. I have no idea. But I I I will definitely pass that along with you as well. Okay. She likes me kind of. She knows you well. She does know me probably too well. Anything else? Not on that one. What's the next one you have? Um mine was just a question on

166456. Me too. Go ahead. Okay. So my question is why is it just reading and not math or do we have a policy for math in this situation? Kevin remember this was this is part of that literacy. This is the Idaho literacy there's related to it but I also took MTI which was a math that the legislature made me take. So that's why I don't question why I know why math isn't in this one because it's specific. But I'm just saying why isn't there a math one when I also had to take MTI for math. That's a great question. Like so could we go back and put this reading and math programs in service training and then just no longer required. Well, I thought it was I thought this will teachers don't have to take

167it to be in the No, maybe that's why. But I was just like I had to take classes. I had to take Mi2, but it's no longer required. We can research why there isn't a math if we're doing reading. I'm just thinking, well, why aren't we too? Yeah, I just was curious. That's my only question. It has nothing to do with you guys. I'm just curious. Um, my question was I don't know what it is, the inservice training plan, and it says it's for board approval. So, I would just wonder if it's possible if I could get a copy of that. Yes, it's in your office. Yeah. No, I we we had we looked at that too because um and in our uh see our career our continuous improvement plan is where it has that

168in there. So yes, I can get that. Okay. Which they have. Yeah. Which so we approved the continuous improvement plan and this is part of it. It has to be part of that. It comes from the state. Is it done annually? Is that just Okay. It's done annually. It's one of those things that we've talked about um not beefing up. That's not the right word, but uh being using it more with our boards, it helps it. Yeah. So, is this like I'm just a question again. Um so, this would be like for the dyslexia that teachers are having to take as in service now in order to get reertified. Okay. Yeah, that's my question. All right. I have something on 514. Uh I have something on 474. You can go first. So, let's look at

169474. If you bring that up, it says, it's a very top. Yeah. The superintendent will be responsible for the continuous evaluation of the district's non-certified employees. I can't imagine you doing every non-certified employee in our district as in. So, I'd like it to read the superintendent or designate whoever you designate to do that because I can't imagine you doing all the classified people in our district. Very good cat. And our committee would tried our best to always say remember these are written for large but unless you have a lot of extra time to do that. I thought uh maybe we should take a look at that. So that is what I'd like to have added to that. And it says in the blue part that it'll be evaluated by the employees direct supervisor. Usually it's

170the principal at their school. So it's like the superintendent oversees it, but the direct supervisor actually does it. That's why I'd like to add that superintendent does it. Yeah. So that's my thought on that. Sounds good. Okay. Noted. All right. Go ahead. And you had which one? I have 514. Go ahead. Um, it has a lot of things listed. Um, well, the title is evacuation/fire drills. I wonder if it should also be like lockdown because it discusses I mean I just feel like this talks about lockdown later in it and I feel like the title would be better for people to figure out what the they're looking for what the lockdown policy is. um or an emergency. It could just say like emergencies or something, but I think the title could be changed to be

171better so we can find things better. So, I'm looking um through here. It talks about Excuse me. I know I read this before. Does it have lock down in here? The red part on on page two, like the red sentence says, "Where a facility has a lockdown plan, employees shall be trained on their assigned duties and procedures in the event of an emergency lockdown." Um, do we have a separate lockdown policy? Yeah, we don't trained on it. But and they're trying specific policy that's just for We don't have a Do they consider a lockdown an evacuation? I hope not. It's a reverse evacuation. It's not. It's it it could be an evacuation but it's pretty much you have hall check then you have lock you have various different kinds of lockdowns depending four different ones

172I think that in the title the fire drill for I mean because fire drill really is an evacuation so there were the four different command you did so then do we need to explain in what a lockdown is well and in that sentence it says where a facility has a lockdown plan so that makes me wonder what facilities don't have a lockdown As far as I know, all of ours do. I know that people don't like us to make it public. Yeah. But every building has a lot of Yes. Don't you have in each room a policy for the lockdown and what lockdown it is in each room for substitutes too? Well, for the school and substitutes do in each class. That's what I thought. So, can we get rid of that part? like just

173say each facility has a lockdown plan because I feel like that should be the expectation and not open it for not having a lockdown plan. Or you could put something in there that says each facility has like it has a lockdown plan and that way people know it's it's there in place if there is a procedure. Yes. And I think it's important that anybody in that room would know that substitutes or anybody coming in which so I mean you could add lock down to the title that way they know oh there's information here about what that looks like just lock down. Okay. All right. Anything else on that one? Not on that one. Okay. And I'm good for the rest of these. Are you? Is there anything else? I have 543. Okay. Says the board

174will be notified of any temporary suspensions. And so I haven't been notified of any since I've started. And I assume that maybe there has been some suspensions. Uhhuh. Yes. So I would I don't that's what the policy says. So I just don't know. I was going to say I think we usually get emails. I haven't been notified of any If the board finds it, the board may extend us. Where where is that? Where? Well, I would have to find it. Just a second. Good luck. Yeah, if you go back to the It says if the orientation says provided by Idaho law, what does the law say? I still Um, just like prior to suspending the just extra days. I think it's just for the extra days, isn't it? It says um, are we on 544,

175right? Or 54. I was on 54. Okay, I'm on the wrong policy. I thought Maybe I misread it. So, hold on. The board will be notified of any temporary suspensions before the response is that after that prior prior to suspending any students I think we need to we need to go because I thought this was just about the kids who they extended well it does say any such finding by the board will be made in executive sessions provided by idol idol law you usually tell us an executive session if there's one suspension go 10 days. Yes. But is it not just any suspension? No. That would No. So it says prior to suspending any student, the superintendent or principal will grant informal hearing. Yeah. On the reasons for the suspension and the opportunity to challenge

176them. And that's after the that's I think it I think Brian I relates to the top one about like an evidentiary hearing. Isn't that the extended circumstances where parents and student aren't following the suspension requirements andor rules applied to the suspension? Because on those we haven't had one like that except for you've had one since I've been on the board that I've heard. Right. So I just I I just wonder what the procedure is cuz in my opinion it says that the board is notified of any make sure we change that because you'd be I mean how would I paragraph and I asked for clarity of because Joe got really fancy there too. So make sure that it goes to the is she speaking to all suspensions one day, two day, three day. Make it

177more detailed what the suspensions are because it says temporary susp suspensions whatever. You need somebody just somebody Yeah, that'd be insane. That'd be like you doing everybody's uh evaluation evaluation. But I don't think it's referring to I think it's the ones that would come to you. So I think it pro to me it seems like it needs additional um in addition on that one. Number two, I feel like um like okay it says fail failure of the parent or guardian to furnish or to request um of a previous administration out of state records for a student transferring to the district. I think that it should include um when they are when they're withdrawn in lie of we do. Yeah, that's on your enrollment, right? They they mark a box, but it's not required that they

178do that. We check it out. We check it out regardless. So, can we add that? It's I think it's called Yeah. Um withdrawn in lie of expulsion. Um and I actually think that there's legislation passed that talks about that. Y just passed this session. Yeah. And we're again that's another one we're very diligent on. I I know you are. Good. Okay. Anything else? Not on that one. Okay. I've got 544. Um, so it's it again says in here that the board will be notified um and participate in the student being denied enrollment um and that they make that decision and and if that is the case I don't think that's been happening. So I feel like we need to this is for any student that was expelled and they try to enroll here. We just

179that anytime that happens we have to we've been in but we just that doesn't happen been expelled they've been expelled so it's not like if they expelled me now I'm going to try to come to Kina then we wouldn't we would deny their their bring that to you and then tell you guys why it just doesn't happen that often got it take um 5:45 I've wondered what a significant ificant change in placement means in this and that is um in the second paragraph as far as under 10day disciplinary removal. It says school personnel may order a disciplinary removal of a student with disabilities for not more than 10 consecutive school days per correction to the extent suspension would apply to students without disabilities. cumulative suspensions if over 10 school days in a school year must

180not constitute a significant change in placement. Is that like educational placement? Like they're not going to miss like they they have to repeat second grade or something like that. Yeah, we anything over 10 days we have to make sure that we're providing all of the services on the students. And I just wondered like it says that an alternative setting can mean can be provided. Is that online at school at home? like those are options I don't think they have. Yep. The IEP team gets together and parents are part of the IEP team and we decide what the correct placement is. Okay. Um in 550 I wondered if we can change where it says they may be subject to our subject and that is it's short. But I got to find it. Where is it? Um

181550. No, I mean I don't on it. We're trying to find it really quick. Sorry. Go up. Go up. Did you see it? Oh, it's in the red where it says employees who violate this policy may be subject to discipline. And I just think that we should change it to are subject to discipline. Like I just think it should it should be less um and so say may be subject to discipline. I mean if if there's assault and battery they are subject to discipline. Correct. Yeah. And well anytime you say that you violated policy that's Yeah. So can we change that to our subject? Okay. And 641.31. So we that was is in the next section. Okay. So I can make a motion that we amend the following with the changes that we just discussed.

182Do we have to do we have to list 402 was the one that you wanted to come back right as a first read? Yeah. But all the rest can come back in second read with in my opinion. Yes. Yes. Is that fine with that? Go ahead and make the motion. Okay. I would like to um make the motion that we we amend the following policies. 402 coming back for a first read again. And 442 452 456 474 476 514 543 544 545 550 562 563 600 602 872 876 9004 and 1,46 with the changes noted on Brian's paper. And thank you very much, Hillilary. Do I have a second on that one? Second. All right. Any more discussion? All right. Hillary I. JD. I. Michael. Hi. Kirsty. I. And I'm an I. All right. Then

183there are three policies up for adoption for And I do have one on this, but it's after yours. So go ahead. Why? Why after me? Because the policy is after 641.1. Okay. 641.1. I think we need to just review in a very detailed manner and make sure it's exactly the way we want it because it's clearly been an issue in a district far far away. And and so I just want to be really clear that this is exactly like I think that the procedure for asking an individual to remove an item from their classroom is not very well um presented in this policy. And so I think to make sure that everyone like principles, board members, administrators are all on the same page, we need to know what that is. Your recommendation is to pause

184this one, let you guys review it. Absolutely. I don't think it's ready to move forward as is. And and I don't know specifically what to recommend. I mean, I think what I have noted is that we need a detailed procedure for asking an individual to remove an item. Like I think it needs to be really well thought out so that we don't end up in the same boat. So I really can't handle that. So I don't get paid enough for that. Yeah. I'm out of here. Um I was going to say so you want this removed completely to take a look at later and do more. I think we need to do more research to see what other districts maybe what research do you I mean I can work with Brian on it if you

185want to come back with something else if that's the best I'd like to see what other districts also have for this policy because part of it is law this one may land in in our quarter two um with new legislation yeah I think there is some various new there's some new legislation yeah there is and it's in all honesty it's really a fine line between one and the And I don't know how you're going to separate it, but I'm willing to take a look at it. Pause. Okay. Okay. So, I have the next one. Mr. G, I'm going to lean on you on this one. So, expectations for communication. I am all about transparency and making sure our community knows. So, if you look down at uh it says email communication include a uh All

186right. Communication response. No, wait. Communication to parents and guardian. No, I just want the direct communication. Where am I looking at? School updates. It's like school updates. So, it says every twice a month, wasn't it? I don't know if it's at if I remember correctly. Twice a month. Yeah. Somewhere. Didn't it say that? The direct communication teacher when students not making progress. School updates, newsletters, group emails will be sent at least twice a month. I'd like to I know we do once a week and I like that transparency with parents. I think it's important that parents get something from the school at least once a week to know what's going on. And so I think that's an important piece of of communication and positiveness. We can make whatever changes you all decide. The feedback at

187the time is that some of the parents, if I'm remembering correctly, and it's been a year, there were some parents that were saying, "We're overwhelmed. We're getting too much information." And some schools were sending it out every week. Some were sending it out once a month. And so this was kind of that compromise at least twice a month. I know on parent square I give it once a week from all the elementaryaries and from the middle schools, right? And we can do whatever you want on the policy. That's the memory I have the feedback we got which is why we went to twice a month rather than every week. How do you guys feel people reach out to me and say it's too much? once a week. So, I like the twice a week, but

188leaving it up to individual schools. I'm Yeah, twice a month. Leave it up to the individual schools. They're doing it once a week. Right. They could do it more than that. Like mostly our elementaryaries do it every week. All our elementaryaries do it already once a week. And I think the uh also the school does not doing it every week if I remember right there. They do every I get something every week. Okay. I think from every single school every every week. But honestly, I like parent square and I like everything that comes out. So, as a parent, I actually really enjoy it and it's not overwhelming. Well, it doesn't sound like it would be that hard of a change to make if that's what you would like to do. No, I I guess my

189thing to those parents who feel overwhelmed is they don't have to open it. It's fine. Well, they do control the settings, too. They can have it just come once a week. They can Yeah. But for those parents who are like wanting to know, I think it's a really good um PR thing between the school and parents. So, that's how I feel. Yeah. And as a parent, there are weeks when I can't open it. And so if that was a week that I didn't get around opening it and then I don't get think something for two weeks, I mean it could be a long time. So I think once a week is great. Yeah. If that's your re I don't know how you guys feel, but I just think that's good. That's fine with me. Yeah.

190Is that all you have for that? That was all I had. I just want to be transparent and I'd like to bring the community in as much as we can. Do you want to change it to weekly is what I heard then? Just once? Yeah. Once a week. And I have a few other things for that one as well. Oh, okay. It does look like there's kind of like a formatting issue throughout. So, for like what's facing, but I don't know. Anyway, fix that. Regular school home communications. Should that be like a slash or something? I don't really know if that makes sense as a as a sentence otherwise. But, um anyway, then I'm just wondering like this says elementaryaries use standardsbased grading scale. Is that the truth for all elementary students? Even fifth graders

191don't get any letter grades. No, not anymore. This This is the first year that it's K5. Interesting. Um Okay. And I wonder if um we can add room clears to the things that are on this list that we we notified parents about. It says, I think it's the last bullet. the schools and or the district will communicate with parent guardian about lockdowns, evacuations, fire drills, reverse evacuations, hall checks, and other disruptions. Well, I think after the parent said what she said, it wouldn't be a bad idea to add in the politics andor lockdowns and with the Y so that parents aren't just hearing it from a kindergartener that they just have a brief update andor description of why XYZ happened in class today. And this is a completely new policy, correct? Or is this an

192update to a policy? New policy. New policy. Because we last year, this is a review of it, right? We adopted the procedural piece for your communication. Remember, you did that. Yeah. And we just then we took that procedure, took it out of the handbook, put it in policy, and this was the request by our by our board or some of our board members to add that communication. I I'd like to see room clears added in there. Um, and then Also on that last bullet point, if we could take out the part that says interrupt instruction, like any disruption, I think needs to be talked about because I think the interrupt instruction is kind of subjective and I don't I think we just want to be notified. People want to be notified no matter what is

193happening. If it affects your classroom, if you know about it, I think parents need to know. Okay. Um I I'm going to play devil's advocate here. I did hear the parent. I think we need to let them know when there are lockdowns. A well, lock down for room. Lock down for chair. But a room clear or a hall check. I I think we need to take a look carefully at the hall check part of that. Um I I think some schools would be sending a lot home which could cause some issues with parents. I think it's too much. I mean that I I'm trying to say that nicely. When you when you're talking about a hall check, te tell me tell me about a hall check. Tell me how that works. It it works in

194a lot of different ways. It originally I mean it was for a hall check was let's just say you got a person an aggressive person that comes into your front office and they're and they're very agitated and and you just might do a quiet hall check until you can get that person out of your front office, you know. So there's a lot of different ways that that's used. You know, I was going to say I just had a hall check and it was because there were police involved like three blocks over. So, we were told to just have a need to specifically disrupt learning in that classroom. Well, and well, and that is a disruption. So, I would agree with that. For example, like a really good example is um at the high school when

195Mr. Reno notified that there was a hall check based on a student with a medical issue and it really is a super minor thing when you hear about it from the principal. It's a completely other thing when your kid comes home and says, you know, something giant. But if I can be prepared as a parent when my child comes home and says what happened and I know already and I don't have to then track down the story of what happened because Mr. Reno's already told us in a very like non-inflammatory way that was just really calming and let everybody know what h their student experienced or could have experienced. I think it's I think it is really builds trust with um with teachers and parents and and it makes it feel like you're not trying

196to hide anything that happens in the school. And if it's 10 times a day, then parents do still need to know. if it's one time a day, if it's one time a month, I feel like when your student is there, particularly as a kindergartener or a fourth grader, but even as a high schooler, um I think that that email from Mr. Reno could be used as as an exemplary um kind of a communication. It was and I've heard from many many parents like we want this. This is what we want. And and specifically, I was in a meeting with a principal and a parent or principal with Mrs. Nixon when Mr. Reno's email or message came through on parents square to me and it and we were discussing about whether or not we should be

197doing this and it was it was really great. So I would like to see that happen. I would like to see too what the elementary principles feel about what they would be more than comfortable in sending home. I'd like to hear their perspective too. Well, I think we did hear what what some of the the principles say and they're not some of them are not for it and some of them are just fine with it. Right. But I'd like to hear that. Um I think for sure if you're disrupting a classroom that is something but a hall check is where you just shut the door and you continue to teach. So I don't know exactly what disruption that is. And that's where I'd like to hear. I think what I'm hearing you say, Hillary, which

198I'm not disagreeing with you, is that you'd like to see it more specific exactly what is sent home to the parents and parents square. Is that what you're saying? Particularly like using what Mr. Reno sent home as an example. It didn't affect the whole school, but it was but it was a something that could have been of a concern to a student and it was very it was a minor disruption, but it was nice for parents to get to know that, right? And if there is somebody that's aggressive in the front office, I think it's okay to tell people like their students are there. Yeah. So, let's tell a parents. We had a hall check. It lasted for 4 4.4 seconds and and so but if if somebody's mad and they're in the office and

199it doesn't disrupt education, I don't think we need to hear about that. Well, no. Then you don't send anything out. But a room clear in the kindergarten room needs to be sent out to I agree. But we're talking about hall checks. That's inter if we're interrupting instruction, you should hear about it. So, what happens if a student is waiting to be picked up or a student's getting dropped off at the time, and this is where we've come into problems is when a student's not in the classroom, they're in the hallway, they're in the bathroom, they're in the front office, they're getting dropped off or picked up by their parent. And that happens when there's a hall check. And it's those students not within that system that have the problems. And those are the ones I'm

200hearing about all the time. And it's not just something I hear about five times. This is something I've heard about like 20, 30, 40 times. Had meeting with the principal with Kim about it. Like parents are still communicating with me about it. And so they're asking for that. I don't really know why we shouldn't be able to be open and honest with the parents about that. Yeah. I again I would like to hear from principles what their their thoughts are on that on I agree if it disrupts I totally agree with that. Um you know if you're if you're doing 20 hall checks a day well that's a lot then that's kind of an issue that we probably need to be addressing. Yeah. Which I don't think is occurring to be honest with you. But

201I did hear of three room clears in a single day and see that is disrupting that is a disruption and so room clears isn't included in here. I'd like to see it included and then other disruptions. It's in the I mean that's really like that's I think if it could be specifically spelled out it would feel like we're all that's a good question Michael. Do we need to include everything that could disrupt a class or can we just other disruptions? Can that just be there the inclusive definition for that? Yeah, same checks in there. Same you could just add room clears and other disruptions. Do you feel that it has to be defined so that you get the communication if it's disrupting? Correct. I do. I feel like it would be if it happened 3

202days and it's only Tuesday then probably yes. Well, I'm saying like by a room clear. Does I have to say room clear or does that fall under other disruptions? Could you just say other disruptions? Any disruption to instruction? I mean, does it have to be specifically defined? I just I think it would be better to be specifically defined because we are listing out a whole bunch of things and the only thing I can personally think of that happens really regularly that is not listed is so clear. I'm I'm struggling to see an example of what you want listed on there that's not going to interrupt instruction. I I don't understand that. Well, if we want to keep an interrupt instruction in there, then that's I'm flexible on that part. It was a suggestion, but I

203think adding room clears should definitely room clear is the interruption of instruction that's under So then we should get rid of call checks, reverse evacuations, all of those things. Then you can just add room checks and just leave other. It's really not a big deal. It's just two words. Room check. That's it. Room clear. Room clear. Whatever. Health checks. room clears. You got in there. You can add room clears and leave it the way I guess. It's really not a big deal. Yeah. If you want to add that, go for it. That's what I feel would help in this policy. Does that make it as clear as me to you, Mr. Grace? Thank you. I see it. Serve the pleasure of this school as well. Bring that back. First read, please. I think with repeat

204it as first read. Okay. Same. So, pause that. I mean, it helps me note that I need to take a look at it again, but that's the only reason why. Would you also like us to have an elementary principal rep or rep? I I personally like to hear what they think. Um, that's my own personal feelings because they're the ones that are going to deal with this and they're the ones that are going to put it out tonight, but we'll make sure. Yeah. No, I that's that's how I feel. I don't know how anybody else feels, but I Before I make a decision, I'd like to hear their thoughts, too. Pause. 20 uh 1013 641.1. Yes. Is that Is that fine if we just pause that for right now to I'm on board with that.

205Yeah. Okay. And it'll come back in the May meeting. Yes. Yeah. All right. Do I have a motion? You do have one. One more. You guys didn't talk. Well, on 205. I don't have anything. I didn't have anything on that one. See, so I was good. So, I'll make a motion that we adopt um policy number 205, continuous improvement plans and table for May meeting 641.1 and 1013. Is that a good way to say it? Sounds good. Second. All right. Any more discussion? No. All right. Kirsty. Hi. And Michael. And JD. Hi. Hillary. Hi. And I'm an Okay. Do I have a motion to approve the consent agenda? I make a motion that we approve the consent agenda. Do I have a second? I'll second. Okay. I I have some things in the discussion. Okay.

206And so discussion. Um I see that on the trip request I didn't note the date, but I recognize that it's in the past and I um Deian let me know that it had already passed. So, I'm just wondering what the policy is with asking for a trip request that's already happened. We've done that before. Do you Kim, do you want to speak to that? Wait, but no, about the the sometimes was it was the Didn't we discuss that in March? We discussed it in March. So the trips the the form I didn't have it because we were in motion with getting the new one put into place. So you were it was on the the one we approved. We approved it. But how did we approve it with it just is showing up right here?

207Discuss. We discussed it exactly like that. It was on worksheet that was attached to all the other Well, yeah. I mean we talked about the ones for the whole year I think, didn't we? understand that or like the like several upcoming ones, but the details were not spelled out. No, it was in the it was on the March meeting with the um Excel worksheet that had them all listed. The form itself though, we had them redo it and it because it doesn't have the software anymore and we were moving forward with that form. That's where that form came in. So, I had it to the trip request form then. And so we should we this shouldn't be a normal occurrence that these forms come in post trip. It's all changed now. Okay. Um I have

208something else. Okay. The track timing system says that um it's like $19,000 and that the school will pay for the that Kuna High School is going to pay for anything additional. So, I'm just wondering like is there a lot the tracking system was paid for by the grant from Meta, but that's only 19,000 and in the in the thing it says that it's going to be paid for by Tina High School the additional cost. I think it was just a little over 19,000. So, they were taking it out of their athletic budget. Yeah. Okay. From the athletic budget. Yeah. Okay. And then for 518, that policy, I just wanted to be clear that it if if we adopt this in the third reading that it will not be um implemented until the fall of 2025

209or what the what our goal is there. That's my understanding. Fall. Yeah. Yeah. Yeah. Okay. Because I mean this is the last time we'll see it and so I just want to make sure that it's not like it's going to be sent out to parents and implemented. No. Okay. No, I think we're all in agreement with that. Okay. All right. Any other discussion? No. Motion has been made and seconded. Uh Hillary, hi. JB. Hi, Michael. Hi, uh Kirsty. And I'm an I also. All right. Good to of the order. Here we go. I got switched to the other [Music] one. All right. Negotiations. Michael is going to be representing this. That's April 15th, 2025. Uh Kun Education Foundation. It is a I want to say 403CB. Is that or 501 whatever. Say it again. 501c3.

210501c3. There we go. And that means that um the Education Foundation is a foundation. We collect money to uh hand out to teachers who apply uh for like a grant that they need in their classroom. Uh we also do scholarships and we are in need of money. So I'm hoping with tax season that I just good of the order anybody has extra money send it our way. We would sure appreciate it so that we could get some fantastic grants out to teachers and make kids. Uh, also the mayor's youth award came to my attention that the city of Kuna has a youth award. I believe it's like due tomorrow, so I'm not sure if this will work, but but it went out to the school, the school. Yes, I saw that you guys had put

211that out. So, if you have a wonderful teenager, I think it goes from 10 years old all the way to senior. Um, we sure would like to have them be recommended or uh an application put in for them for the CUNI city parent university April 28th and April 29th. Uh, we are going to be doing different programs um that we want to involve our parents in. So we would like as many parents to attend as can so that we can answer any questions they might have as they are kind kindergarten start school as they move to high school and middle school. Uh then also we have a leadership institute ISBA May 2nd and I'm so happy to report graduation is coming up May 21st in the KPAC at 6:00 p.m. and oh no that's at

212Initial Point and then Kuna High School will be May 22nd at the Ford Idaho Center at 2:30. Wow that's one right after the other. So, I hope as many can attend and send our graduates off on good news and good vibes. What time do we need to be there on for graduation? I don't really remember. Uh, it's at 6:00 p.m. That's unusual. Usually, we're in the middle of the afternoon. It's at 2:30. 2:30. Oh, sorry. Okay, there we go. 2:00. Are we getting uh some type of If you want seats, find out information about that and we'll let you know car pass to get through all the security. It's kind of fun. You're going to be able to give your your sons their diplomas. I do. That'll be fun. I cry. I'm sorry, guys. Oh,

213okay. I hear crying. All right. Uh do we make a motion that we adjourn? Oh, I heard JD. Michael and any discussion? None. Kirsten Michael JD Hillary. Hi. And I'm an I. Thank you. Um, thanks to everybody who's here tonight.