001on my shoulders. >> Had a chance to look at all this stuff on Thursday when you get it and Friday and Saturday. Thursday was still harvesting. Like I try so hard. I'll start with the pledge of allegiance. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. We'll note that uh Pam Wagner is not with us tonight. She is doing whatever she's doing. Um we have uh our agenda. Uh anybody with a motion to approve our agenda? >> I move that we approve our agenda. >> Second. >> All those in favor? I >> I uh see if there's any signed in visitors. >> No. >> Okay. Nobody signed in for
002comment. Um the consent agenda. Any uh questions about it or motion to approve the consent agenda? >> I move that we approve the consent agenda. Second. Uh, all in favor? I >> I And moving right along. Discussion items. A um PAP. Uh, Miss Goodson. >> Okay. So, for tonight, I've got um the results of both our AP exam and our SAT both administered in the spring. So, first off, our AP exam we had um you scroll down to the second page recently. I should have put these the other way around. So, I want to start off with the amount of students that we've had has increased um since well for the past three years steadily those who scored a three or above on the exam. So, that is huge for um the high school and
003for the work that they've been doing. If you'll scroll back up, >> I'm sorry, you said >> the AP exam. So, it's the advanced placement exam. That that is where um students take a really rigorous course for college preparation and then they can take an exam at the end of that course and if they score a three or higher, that puts them eligible to have uh for that to count as college credits. So, it could be transcribed on their college transcript. >> Does that mean three credits and higher or what is the three? I'm sorry. Yeah, if they score three or higher on the AP exam when they go to college, they can say, you know, they can transfer that with them and get college classes >> um wage or credit for those college classes.
004>> Okay. >> Yeah, >> that that helps. Thank you. >> Yep, it does. And so we um primarily our largest AP uh exams have been at the in the social sciences department, but you can see the breakdown of the different subject totals and what students scored. um in those I do want to recognize um as part of this and I'm pulling it up >> that we had a Middleton High School student recognized by the College Board National Program. Um, so we had a student who um earned uh outstanding academic achievement including a GPA of a B+ or higher and top performance on the pace and or AP exams. She scored a five on two of our AP exams which kudos to that student. That is a tremendous amount of work. >> That's great. >> That
005was okay. Fantastic for her. That's um >> Wow. So, as five like you can get. >> That's amazing. >> Absolutely. >> Well, congratulations to her. >> Most tests require a three to pass and get the credit. >> It's kind of like a C. >> Well, whatever their ranking system is, it's the lowest you can get and still receive the credit for the the test that you took. >> So, five, it's just that much better. Yeah. >> So, we had a total of 76 students in our district take the exams last spring. It just takes us a while to get those scores back. So, it's we're it's we're happy that we're seeing the high school on a positive trajectory on the number of both the number of exams and on the number of students placing a
006three or higher. And I I might just say that when you're adding in that many that many more students taking exams, you would actually the normal expectation would be that your passage rate would go down as you increase the number of students that are taking the test just by that's just you know the more people you have the law of adversaries would bring that down. So having it go up by that many students and increasing the number of students that are passing by the amount that they did is really a testament to what's going on up there. >> Fantastic. >> And then our SAT results um are administered the state pays for the SAT for all juniors and so we administer that in the spring and there are two uh performance benchmarks that um that
007they will evaluate. one is in reading and writing and the other is in math. So the first um sorry I'm getting that glare. The first this screen is when you're going to see um students who met uh both benchmark. So in math and in uh reading and writing at the at our level we have 27% of students who met both benchmarks and 38% met uh at least one of those benchmarks. And for reading and writing we broke it down so 65% meeting the reading and writing benchmark of students that we assessed. And then go down one more, Lisa. For math, uh 28% is uh met that benchmark. So just slightly below where we see the state um and US averages on those ones. As a nation, we tend to be lower in math than we
008do in reading. >> Did you also have the comparison with local school districts for >> So if you Well, not local. I haven't read that one yet, Jay. I can run it for you if you want me to. what I've got as a state comparison. >> Yeah, it's just it's interesting to see how we compare Caldwell and better kind of apples to apple comparison. >> Let me see what I can pull for you. >> Perfect. Thanks. >> Are there any questions on that? Um, I did have one actually like when we're looking at our comparisons total district versus state and everything else and we're we're in there. Um, you're going to this would do what now? Now that we have this information, what what kind of detailed information will allow you to drive a planned
009movie? we can extract. I would say we can't get down to a a super granular level, but within the reading and writing and math structure, we can look at the different components of that and see where we're scoring higher or lower and make some adjustments there. Um, moving forward. >> Awesome. All right. Um, I guess we can move on. Are you doing this one, too? All right. Keep going with Miss Goodson. Um or B the fetal development video approval. >> So in 2025 legislative session um they put forth our legislators put forth a bill that would require us to have um uh an ultrasound video a fetal development that meets the following criteria. So they outlined very specifically the criteria of what would be needed in a fetal development video. Um we had to um
010the law includes students in grades five through 12. Um and so one the video that they showed as part of their committee meeting is called the baby Olivia video and we've linked it here so that anybody can access it. And so we need board approval to move forward with that um video um to meet that requirement. >> Okay. And in the context of of moving forward with it means exactly what like >> we that's a video that we can utilize. We're still working through what that looks like. Um as part of the legislative requirement, >> there could be other options that might come up that we would just need the board to approve for it to meet that criteria. So if a teacher's looking at uh um talking about or teaching about uh human development
011within their class and that would be like health biology those kind of courses then it would be required that at some point during that instruction a video about the fetal development of a child is shown and this is one that would meet the stage criteria. If you as a board approve that, then that's if a teachers ask, this is what we share. As others come online, we can present those to you as a board, then a teacher might have a a couple of choices. But this is um one that kind of fits all the criteria. >> What was the review process for this? Is this >> um if it met the criteria that the state outlined? And so they gave us like a a list that we could look through. And this one uh met
012the criteria and then we ran it by the administrators and it by the teachers and there was no concern >> on that with the content of the of the video. >> When do we have to agree upon it? When like this meeting we have to do it >> on there as an action item. It can be tabled if you as a board choose to table it and want to have further discussion but it's an option to approve that tonight. >> Okay. So >> it's not a it's not a part of policy or anything. It's more like a curriculum adoption >> and we have the curriculum. >> It's just that one video. >> How long is the video? >> There's no other thing that teachers have to know health curriculum school might >> we already have
013adopted uh um health and biology and those types of curriculum. So this is just the piece that because the state changed the the law and said we have to have this, we are adding this as a supplement to any of the curriculum that would discuss human development >> because normally fifth grade teachers don't, >> right? So a fifth grade teacher would not have to not all classes will show this. Not all >> but it says grades 5 through 12. up for me, Lisa, real quick. It's the LEA serving students in grades 5 through 12 include. So, we have the local discretion as to where we place that information. Correct. So, where does it best fit within our scope and sequence of the curriculum to meet the state requirement? >> So, this is not a curriculum
014per se. This is just a resource. >> It's like a res. It would have to be an approved resource by you. It's one that meets the criteria by the state. I haven't had a chance to look at it. Would it be any prejudice to you guys if we tabled it next? >> No, I'd like to table it to >> It doesn't change anything for us. It just Okay. >> We just have to let our teachers know. So, >> okay. >> Yeah. >> But that would be an action for when we get to action items, you can make that. And it's not I don't think it'd be appropriate to view it during the meeting. Otherwise, we'd have to take like a break to watch the threeminute video if you wanted to vote on it today. But
015I think that be better to look at it before we vote on it. >> It really offensive video. We could we could show it right now if you want. >> It doesn't matter to me. I don't care. >> Yeah, let's just play it. All right. [Music] This is Olivia. Though she has yet to greet the outside world, she has already completed an amazing journey. [Music] This is the moment that life begins. A new human being has come into existence. At fertilization, her gender, ethnicity, hair color, eye color, and countless traits are already determined. She begins to implant in the uterus about 1 week after fertilization. [Music] Her cells organize into what we call an embryo. At 3 weeks in one day, just 22 days after fertilization, Olympia's heartbeat can be detected. The bullets of her
016arms and legs appear by 4 weeks. [Music] She begins to move between 5 and 6 weeks with both spontaneous and reflexive movements. At 6 ft from vasation, her brain activity can be recorded and bone formation begins. [Music] She can bring her hands together at 7 and 1/2 weeks and separate fingers and toes emerge. She can also begin to hiccup. [Music] At the beginning of the ninth week, Olivia will have grown from a single cell into nearly 1 billion cells, and she is now called a fetus. She will suck her thumb and swallow, grasp an object, touch her face, sigh, and stretch. At 11 weeks, she is playing in a womb, moving her body, and exploring her environment. Her taste bud cells have matured by week 12, but are still scattered throughout her mouth. Her mother
017will first sense Olivia's movement between 14 and 18 weeks, an event called quickly. Beginning at 18 weeks, ultrasound show speaking movements in her voice box. [Music] Around 20 weeks, with a lot of help, babies have survived outside the womb. At 27 weeks, her eyes are responding to light. She can recognize her parents' voices and will even recognize her lives and stories. Olivia has gone on an amazing journey during these last 5 months. She will soon signal to her mother that it is time for delivery and greet the outside world. [Music] Yeah. Yeah, that's fine. >> Okay. Any other questions on that? >> That's a good video. >> Okay. I need to remember. >> Thank you, Paige. >> Yes. >> All right. Um, next item. C, continuous improvement plan review. >> Yep. I'm going to leave
018this to Lisa. She's going to walk through this. >> So, there's two parts to this. There's the part um that has the strategic plan on it. And if you remember correctly, we're in our fifth year of the strategic plan. So, starting Januaryish, we will start to review and put a group together to update the goals that were set in this five years ago um and really look at our our progress on those and then how we're going to adjust and then move forward. And so, a lot of this first document, the strategic plan, a lot of it hasn't changed. The other thing to remember is the state changed the requirements. So we no longer have to update the narrative every year. We actually are going on a second year and being exempt from doing that
019because we've met the qualifications. So what we report every year to the state now is the metrics which is the data side of it. Um so you'll see throughout this plan some of it says exemption and that means that we don't have to report that back to the state in a new format either. So, I tried to highlight the portions that we did update through this document for you this year just so those stood out. And these are the goals that I'm talking about we'll um look at starting again this winter to reset goals and review those. And these were approved by the board like I said five years ago. And then these are the goals that we set every year as far as performance goes. And so we're once again setting those at 3%.
020So by spring of 2026, the all student population will increase the number of proficient advanced students in all grade levels by 3% points as measured by the ELA ISAT. And then the same goal for math. And so as Paige shows you that data and we report back on our ASAP data, this is a goal that we work with with our administrators and continue to push that 3% every year. And then as we move down in this document, um graduation rate, so the 2324, those numbers are new to the plan this year. So you'll see that the state cohort rate was 89.9%. And these numbers reflect both the academy and the high school students combined. And so we had 363 graduates for both of those schools combined. When we taught cohort, if you remember, those are
021the students that start as freshmen and then end with us as seniors, that number is 89.9%. When we look at the people who or the students who start as seniors with us and then graduate with us as seniors, that number is actually 99%. So that's what those two different numbers reflect. And that number was added today because we were finalizing some data. This is not >> Yeah, that percent was added today. >> Okay. >> And then you'll look at um our ISAT data pages reviewed this with you as well, but we've added the 2425 numbers in here. So we we're up 1% in math from last year to this year. We're above the state in 6% above where the state performed on the same ISAP. So, can I ask a question about that? When you
022say the state, does that just >> clumping all the districts together, big, middle, little? >> Yes. >> All together. So, it takes every student that took it in the state and gives us a state average of how they performed. >> Okay. >> Yeah. >> So, it's really comparing apples to oranges in a sense. >> Um, a better comparison is when Paige shows you guys this data and she gives you the district by district comparison. you'll see that chart um and you share she had >> she was gonna do that >> but she'll share that and then that will break it down by each district and the surrounding districts in the SIC around us. That would be a better apples to apple comparison than the state comparison. >> That's one reason I asked for that. It's
023just a lot better comparison different demographics throughout the state. >> Yep. And when we have to report these numbers to the state, they're having us compared to the state. And so when I show you I'll show you the next document which shows the metrics the state is asking us to report back to them and those are bigger numbers not looking specifically student to student or district to district. >> So our our goal is another 3% for both of these. We've gone up >> 1% >> in both >> kind of consistently. Um >> how what are we like what are the plans to to jump 3%? That's a big jump for >> It is. Yep. And it's really um a lot of it goes back to our RTI programs and how we're serving students and how
024we're looking specifically at individual student needs. It also goes down to how um individual schools are using the data in their schools. We do um target lists with each school that show a trajectory of students and what they would need to score individually on their ISATs to meet their trajectories. And so the more of those students that we can get to meet their trajectories, the higher this percentage goes for the district. Um, and so those are just a few of the pieces that we've put in place. Also, the curriculum adoptions that we've done and the change that we've made in our ELA curriculum and reading curriculum this year will be another big component of that with the intervention pieces that we've purchased for that as well. >> Yeah, that will. >> So you guys would
025like to stay with that 3% increase. And we would much rather overshoot the goal and shoot for the moon than say 1% and know that we're going to meet it, right? We would much rather reach for that 3% and >> something we can to get there. >> And this is year five right here. >> Yeah. >> And so we're going to revamp this. >> Yeah. >> Starting in January. >> Okay. >> Yeah. So a new a a new strategic plan with goals and stuff will be presented to the board late spring, early fall next year. >> Who who basically produces this document? >> We we put a group together that is consists of a couple of usually there's two board members that are part of that um process. We identify admin all the administrators in
026the district are a part of that. Um we identify teacher volunteers that are willing to come and be a part. We also have parents that come um and there's even a student component in terms of what we reach out to students and get an idea of what they're looking for as well as we consider that. Um we don't necessarily have the students come as part of the committee that puts it together, right? But but the committee will actually word smith the goals and everything that you're looking at there. >> Okay. So these four goals may stay, may not. Correct. >> Correct. >> And some of it will depend as we get to the next page. The state report card has changed and the measures the state uses to determine if we're meeting benchmarks according to
027them have shifted a little bit. And so it's going to be important for that group to look at those benchmarks and look at how that's reflected in the state report card to determine if the goals we have need to adjust to then meet the new measures of the state as well. >> Okay. Because I how do you do you sit down and go through and say these are my um this is my evidence for a lack of a better word that we did meet goal one and how we met goal one goal two. Yeah. And that's what that group will do. And so the last time in the process, what we did is we put those goals on the wall. We then had everybody in the committee work through and write down for us areas
028they felt like showed that we met the goal, areas that they feel like showed we didn't meet the goal. And then we discussed that progress and discuss those things that were brought up and determined what we could do to do better. And there were some goals that we decided no, we met that goal in the old plan. And so it didn't make sense for us to add that goal back in in the same format that it was. >> Yeah. So you do that after five years. What about doing it after year one, year two? >> And we have been. >> Have you? >> No. Go ahead. >> Well, yeah. So we've been working through that process and we do continue like those goals drive the decisions that we've been making throughout these five years. >>
029Okay. And so as we look to make decisions whether it's curricular um extracurricular whatever it might be especially like the CTE we have the goal in there regarding CTE obviously you see a lot of things that have come to fruition to meet that goal right and so a lot of the decisions we we make as we move through those five years are specifically aligned to these goals as we make those decisions. Okay. I Yeah. My concern mainly is goal three, increasing achievement across all subject areas. And I know that's a big all subject areas. That's a a big >> It is >> ambitious. >> Can you drop it down to can or can you add another goal that talks about math and and reading specifically instead of all? We can >> as as a group,
030we can make this anything we want because this is our strategic plan. It doesn't have to fit a mold that's set by the state. >> Okay. >> There are specific state criteria and state measurements that they'll want to know every year. Yeah. >> But it's just it's kind of folded into the strategic plan. So, as we start working through this in January and presenting it to you as a board, that's that's what that whole process is about is getting it to a goal that we feel comfortable with moving forward. >> Okay, >> any other questions on this piece? >> Okay, I'm going to show you. So, this is and I'm going to just scroll past it. It didn't download moving these pieces. These first like 14 pages are just the example. So, I don't want
031to make anybody sick here, but I'm going to just scroll past this. And so, this starts ours. And this is what I was talking about as far as the state report card goes. So, the state has updated this. And so, you'll see that there's the achievement, the growth, and the success indicators. And so I don't know how many of our patrons or how many of our board members, how many even of our teachers know that this exists out there, right? And so this shows um achievement measures meet state goal or target. So it will tell you if we met it, it will tell you if we didn't meet it. And so when I'm talking about when that group starts meeting again, the indicators the state now requires us to meet, whether it's achievement, growth, success
032indicators, those will be important topics as we work through setting new goals as well. >> Okay. >> Just idorreportcard.org. >> Yeah. >> Thank you. >> And I can email you guys the link to that too. So you can jump in and see. And then you can um jump into each of those. It will give you student breakdown, the college and career readiness. So, it goes, you can click into several layers of data. It'll show you the past year's data, um, graduation rate, it gives you the cohort rates, but you'll see in there there's a lot of data. And like I said, this will drive a lot of the work we do as we update the strategic plan as well. >> That's good. I' I'd like to look at that. >> Yeah. And see how it
033helps us. Um, and so then really what happens is the state has that report card and then they ask us to take that data and put it on this template for them. So we pull the data from that and report back on this spreadsheet. >> Okay? >> And so it focuses on the graduation rate on proficiency and growth in eighth grade math, eighth grade ELA, sixth grade math, sixth grade ELA, and fourth grade. and then it also on our kinder through third grade um IRI so our reading assessment as well and so we set targets on here and so the reason I showed you that other page is because like I'll say if we look at percent of students who score proficient on grade 8 math so this first right here when you see 50%
034and we're going to set a new target at 47% you might ask why would we set a target that's lower than what we met the year before but we're looking at a different group of students and so we had to go back and look at last year's seventh graders to then set the goal for this year's eighth graders. Does that make sense? >> Whereas the 50% is showing how last year's eighth graders performed. >> So sometimes you'll see some variance in those percentages and wonder why would we increase by so much or decrease that target by so much? But that's why you'll see the variance is because it doesn't put them side to side to where you're looking at the same group of students. Well, like what are what are the different uh things that
035would impact um last year's seventh graders versus this year's seventh graders coming into eighth grade and and this this goal and this score like I mean are there what are the types of things people that have moved in like just >> always people struggles um curriculum changes can be a change. Um, some of these groups are still students that were impacted by COVID. So, we're still looking at some groups where we're watching recovery numbers as we've gone through because they were in second grade during COVID versus those that were in kindergarten during CO. Um, and so, and then some of it just depends on students and some classes we have different demographics than other classes. And so, we look at kind of all of those different things. And then as far as kinder goes, another
036thing that I wanted to bring up as well is since we've implemented full day kinder, we are seeing that kinder number as far as proficient on their reading test increase. >> So we're continuing to increase our target the more that we've had full day kinder as well. And then the last pieces that we talk about is there's just some college and career goals that we look at. And so the Middleton Academy does post high school planning for all 12th grade students. Um our target is always 100% to make sure that 100% of those kids have that post-secary plan. Um and we've been meeting that. And then also that the high school provide post-secary contact through college and career advising. And then um we go off the 9th through 12th grade enrollment. So we make sure
037that every student 9th through 12th has that college and career advising while they're in high school as well. Any questions? Superintendent G. Anything else that you wanted to touch on that? >> I'm I'm good. >> Okay. >> I can ask individually. >> Okay. >> Thank you. >> Yep. >> All right. Next on our our agenda, u item D, portable classroom order request. >> Yes. Um so as we had discussed last um meeting or maybe it was our July meeting um we are going to need additional classroom spaces for the students as we make the adjustments for purple sage and kind of balancing those elementaryaries. As you recall we didn't have the space to move all of the students to make that balanced um with this summer and we couldn't get those portables in place and
038everything in time. So we looked uh we we did decided to break that into two phases. We did the first phase this summer and it resulted after everything settled out at about 100 new students moving from the heights zone over to Purple Sage. But in order to make that fully balanced across the district, we need to do one more phase. And we we've informed parents that that is something that we'll be looking at in this next spring. But in order to prepare for that, we we are going to need additional classroom space at Purple Sage Elementary. And to do that, have that additional classroom space, we would need equivalent of four classrooms, um two portables with two classrooms each. the goal. We had we had talked about several different options that we could look at
039um in lie of doing portables like building additional um classrooms onto purple sage. But one of the issues that we start running into the cost would be a little bit higher but it would be permanent. But there's an extra cost because of the water system up at Purple Sage water. It's an independent water system. It's got wells that are actually connected with some of the emergency response plans up there. >> Additionally, as we move as we add those classrooms on, there would be almost certainly we didn't go through the whole process, almost certainly a requirement to add additional drain field space, which would then obviously increase the overall price to make those adjustments. Um, as a result, we are I am recommending um based on our work with our team um to go ahead and
040approve the purchase of those portable classrooms at Purple Sage um now so that we're able to get them ordered, get them in place. And this would actually right now I think some of you as board members were able to visit purple sage. Um and you saw that there are classrooms being there services being held in our library that make it so hard for the library to act as a library. Um there are some other services being that are going from classroom to classroom because they don't like a music going classroom to classroom. We'd like to be able to get those um extra services relocated as quickly as possible. And if we were to order these um portables now, um the gentleman that we've been working with has indicated that he believes he could have those
041in place by January. And that would allow >> Yeah. this January. So that would allow us to get those things moving and get those classes, those extra classes moved and get Purple Sage back to a little bit more of their normal um processes. Um so that's what we would like to do. Additionally, as we've been increasing at the high school is we've I sent a message to you as a board in letting you know kind of our capacities. Um the high school has hit capacity, the middle school has hit capacity, the our two of our three elementaryaries are at capacity. Um as a result, we've actually had to remove move some of our additional service spaces that we've been use utilizing classrooms at the high school. For instance, our technology department was utilizing. Nick, how
042many classrooms were you using up to the high school? two full classrooms at when we most recently but we have one for storage, >> right? So, so there were three total between with the storage. So, they were utilizing three classroom spaces, but we needed those classroom spaces because of the increased number of students there. So, we remove moved the technology offices to different places within the district. We have one at Mil Creek, one at Heights, and then storage is >> well, we still have one at the high school. >> Okay. The storage is being used with the loop, >> right? So, what we what I would also recommend um to the board is purchasing a third portable classroom that we would place over by our food services, our instructional specialists over here by the middle
043school. That there are three portables there right now. those >> where we could make a more permanent location for our technology offices. Right now they're they're being bumped from one place to the other as we continue to grow. There's the spaces they're taking up at Heights and Mil Creek are just going to be needed again soon for students. And so in our process here of um providing spaces, we'd like to recommend that we um include that space um for that third portable. The documents that we shared with you, there were two different bids. One was a bid for two um dry portables, meaning no restrooms, and those would be the ones that we would put at Purple Sage. And then there was one with a restroom and that was the other document which came to
044a total for that one of 302,000. These costs that are included here and Mrs. CR please correct me if I'm incorrect here. Um include all the permitting installation everything that goes into putting them in place. Is that >> except for the water um that's connecting back here >> the water hookup. >> Right. So, we would have to do the water hook, but all the other um pieces are included there. What it comes out when you add the three the two bids together for the three total portables, you have $886,000 total. Um which, you know, if you're splitting that up, that's 295,000 per. Um when we were doing the our last purchase of portables, it was about 250, but it didn't necessarily include all of those other permitting and things. and the cost has increased >>
045um of course between th those things. And so >> um we would recommend that the board consider doing that. And um I just if uh if I could ask Mr. um Davis to speak a little bit to just the need for that space as a technology that if that would help. >> Yeah. Just thank you so much for letting me have this opportunity to talk to you guys about this. Um so just a little history on where we've been as a technology department. So uh we relocated I think three times over the last few years since 2021 and um it's mostly been because of aging buildings. I don't know if you remember we were over by this maintenance old food service building a while back and we went to the high school and then more
046recently moved to Mil Creek and Heights. Um, so just, you know, beyond the loss of time, productivity associated with moving, it would just be obviously a great option for us to have a more permanent location where we can be. I think it would be great for the team morale and uh kind of just centralizing us and getting us more um in a location that's um neutral and closer. This is a good central location. this area here where we used to be. We kind of realized that when we moved away that we missed that and it was nice to have us centralized here. So it uh it just would be it would help us focus on what we do best is ensuring that every student teacher has the type resources they need. And so I I
047appreciate your consideration. >> Any questions for M? >> Yeah. Do you so a portable would that have the infrastructure you needed data wise and things like that to to make sure everything was good to go or >> Yeah, I mean it's yes and no. I mean it's not ideal. I mean I don't think anybody would say portable classrooms aren't ideal either, right? But it would be better in than what we've got now where we're kind of spread out. And so it would just I think I would like possible the guys to say a couple words of why they feel like it would be better for us as well because I know they've expressed some needs on a team as far as um you know having a more central location where we can get together, have
048meetings um would be better for us too. So I can if if any of you are willing to do that would be helpful and just me I'm certainly will more I'm Ryan Simpleton. I'm the lead tech here. Um I've been here for about five years and as you were saying we've bounced around quite a bit. We went from red brick to the high school and now as you said split up split amongst multiple buildings and I didn't realize the impact that would actually have on us as a unit as a a team the unit uh the morale has gone down in the sense of we don't have a communal space to really get together to have meetings team building any sort of trainings we need to do as a group to spend time together to
049honestly just remind each other that we are part of one department instead of a guy at each school who's kind of on an island and we've made do we used to have that space where we were all able to work together teach each other grow to better serve everybody in this district and then we went to the high school and we became a little bit splintered and but we made it work because we still have big classroom that we were able to to share and now we're even more splintered and we have offices that are smaller than any of these rooms. We have one big space which is Nick's office that I don't know about you guys but spending a bunch of time in your boss's office not exactly ideal for just running closer and
050through conversations with our team I've seen it experienced it heard it how much it is impacting them so to have that space again we really just improve the entire entire department which is what we all want is a better cohesive department is better for the entire art history. >> Cool. >> So, there's just the four of you in as a team. >> There is three other individuals. You're not able to make it today. >> Yeah, there's other right now. The we've gone to a different structure more recently. I can speak to that. We >> we thought it would be better um just better support of the district to have texts at each location. So, we're kind of restructuring the department in some, >> you know, in a way. And that's been great. I think, you
051know, administration and staff generally like that. It's better response times. Um, but it does come with, you know, caveats obviously and this is part of it. Um, and that wouldn't fix all of that, but it would certainly give us a a a central location that hopefully we wouldn't have to move in a while, which would be nice and and u and, you know, have our storage closer, have the district office closer. There's just a lot of benefits to being on this campus we feel like. and then having a central office where at least me and Ryan and a few of us are are there and then the other teams can meet there as well. >> So what what was your idea of how that would operate like one side offices, one side storage or all
052offices and then storage somewhere else? >> Yeah, I mean ideally um I mean I think this is proposed as a as an alternative a classroom space as well >> and that's that's okay. Ideally, that wouldn't be what we want, but we will obviously work with that because it would be better than what we've got currently. I mean, ideally, it would be, you know, a portable or a building with one bathroom, couple offices in a big area that we could have, you know, benches for testing and storage and a conference room, kind of a conference area, place for meeting, a bigger space. But um certainly having two rooms with bathroom, you know, is would be better than we're currently than we currently have. And >> Mr. Davis, do you consider this a permanent solution? Would this
053be something that could last for many years, do you think? >> Um, yes. I think it it could be a semi-permanent. I'd like it was semi-permanent. I think ultimately it it'd be better to have a you know a building that you could you know portables are temporary in some degree right let's let's be honest and so yes it would be for the middle to long term it would be permanent but I think ultimately a new building or something Dr. and and I have talked about you know solution. I don't know if he's mentioned it to you about the the behind the annexation. >> Yeah, we haven't said anything ideas that we've we've thrown out >> brainstorming >> of different options for the future of maintenance and food service and technology just to kind of have
054a better solution for that. as you know that food service isn't in an old portable currently and so um no not long long term but certainly longer term than what we're currently at because Mil Creek's going to need their classroom back. Heights is probably going to need their road back as you know >> as we've been looking at permanent structures. One of the things we've been looking at primarily is, you know, the first permanent structure we're trying to get is that elementary school, >> right? >> And so until we can get, you know, permanent per ele permanent structures for our elementary students and for our students, we're looking at more temporary spaces for the other support um areas. We and that's what we've got over there. Um, ideally you would have a district office that
055had all those services right there in the same same place, but our priority is getting those elementary kids taken care of. And then but these would be things we could go, you know, three to five to seven years, which would allow for us to develop other solutions. >> Yeah. Just theoretically, I mean, the double wide could last 20, 30 years. I mean, >> yeah. We've got some over at Einer. I think over 10 years old. >> Yeah, it's 50 years goes by pretty fast. That's the last time I was in bricking, by the way. 15 years ago. It's still there. I mean, and these double whites, I mean, I see them 50 years old. They're still there. But I know that's not an ideal situation, but yes, it's better than anything that's been proposed to
056us >> until now. So, we we just, you know, a permanent location or semi-permanent for us would would be a big difference. I think the other I don't see a a non-use for it in the future. It's not like we're like we're our growth is just too fast to not end up using them somewhere. >> Um even with whatever we come up with in the future to to handle the growth. So >> thank you. Appreciate it. Any other questions on the portables? >> Um generally I just had a couple of questions followup. Um well, one is the the fact that this this portable they're proposing for these guys does have a restroom. And whenever I've gone to the elementary schools, the biggest complaint I get from the elementary teachers is that their portables don't have
057restrooms. So, I'm just wondering about the feasibility of of having these other >> It's more about the location. >> Yeah. Um the we were able to put a restroom facility on the one that was closest to Mil Creek and so that one has restroom facilities, but when you start pulling them further away and connecting them to city sewer systems, it's a little bit more challenging. where we're looking at placing that one. There's already um existing um water and sewage because we had those all those portables out there when the fire came through. >> And so it we would still have to hook it up, but most of that apparatus is there. And so that's that's the the reason we'd be looking at it in that particular location. >> That makes total sense. And then at
058Purple Sage, you were talking about the well and drain fields. Would the drain field actually have to be moved to add on to the school or is that >> No, it's more to add to that capacity when you add a permanent structure to >> Yeah. the building. >> It's just the concern I have about that is when you're adding portables, you're still adding >> that many more people on the sound drain field, the same utilities. So, even though it's unofficial, but >> yeah, >> like those bathroom facilities are the biggest struggle of all of our schools with these portables is is like they almost have to time it like hold it for five more minutes because it's our turn next. >> Yeah. >> And that's tough for some of those younger classes because we even
059got some of that feedback from the teachers like it's tough to take 25 kids all of the bathroom in the span of a short amount of time like hurry up kids and make it happen. So >> well from what we we've looked at thus far the capacity is there right now. It's just if you were adding the permanent structure the require code requirements would be there to increase that%. >> So we don't know that we want to go more than two three portable units out there before we start looking at that because of the number of students. But it was originally designed for that number of students that we're we're looking to get to cuz it's still a bit under that capacity. And so we get it up to capacity then it's we're hitting what
060the drain field was originally designed to hold. >> Where's this discussion? I thought that's why we have our engineer here. >> Well, we we've got if you would like to ask some questions, I'm sure she'd be happy to answer. She's here for another part of our presentation. >> Yeah. I just the other part of this is of course the timing to add on the school. I imagine that will take a year or two of planning and and building design where this is going to be installed in January is the big difference >> and yeah and LKB was respect for Purple Sage. Do you want to speak just a little bit to those pieces Amber? Thank you. >> So yeah thank you. Um, I think it's probably given your need, it's probably the wisest choice is
061to head with the relocated classrooms. You know, I'm not of course we don't like to see districts do that, but it is a kind of a quick solution for you. Adding on to Purple Sage comes with its complexities. I mean, you do not have city services out there. Everything's on a beachfield. You're on a well system. Anytime we add on to that facilities and the requirements for reassessing what the capacity is of that septic system and of your water system comes into play regardless of whether or not we all think there's capacity there. That's out of our hands. Um and it would go through a review and that building's old enough now that we are falling into a new code cycle. actually two different code cycles have occurred since purple state was built and the
062requirements for restroom facilities for educational use has increased dramatically. So not only would we be adding on you know four more classrooms onto that facility we would most likely I haven't run the numbers but I fairly confident to say that we would have to be adding additional restroom facilities. So, it just kind of starts to snowball and um Superintendent Gee and I have talked about this at length and I I really think from a money perspective, this is probably your best solution. Um you would be looking at a project that would be well exceeding the two $3 million mark to add four classrooms onto Purple Sage. >> Okay, that's what I was guessing. But one other question about that and this is again just because these teachers keep asking about restrooms for portables. How feasible
063would it be to add an additional separate drain field if you were to have a portable with the restroom? >> I mean, yes, you could probably get approval to do that, but again, the approval process, it's it wouldn't be it wouldn't be a a residential system. You would have to fall under a commercial system. the review process for that. You would need to be hiring me and my engineers to go do that and you know just the price point on something like that to add a couple more restrooms just maybe not the wisest use of your dollars. The other thing that was brought up um at Mil Creek with the idea about have because there's quite a few portables there having just a restroom facility added and that would be the same problem of you'd
064have to engineer and well at least with there they're city utilities so you could just hook up to it. >> Yeah. I mean if you had access to city services then this discussion just comes down to a dollar amount. Um, but purple sage is just so difficult because you just don't have that opportunity out there. >> Got it. >> And there would be some timing we'd have to be looking at just because of the the sewer capacity of in Middleton itself right now. So those are some things that the city has taken some steps to to build that up, but that's going to be years >> down the road to have that in place. >> Yeah. And that helps a lot. >> Septic tanks are out there. >> Septic. >> Yeah. Is the septic system
065okay? >> No, it's fine up there now, but it's still like it's still >> adding these portables though is just a drain field. >> Well, we don't have to do that. >> No, I'm in. >> If we added a bathroom if we added on. Okay. >> All right. >> Thank you. >> Appreciate it. >> Any other questions on the court rules? >> Nope. Doesn't look like it. Uh, all right. Uh, agenda item E, uh, public school facilities cooperative fund application. >> Okay. And on the, um, I just want to make a note that on the agenda it has grant in there. These this what we're talking about is not a grant. That was a error to include that word there. So, um, so I'm I'm going to go over a quick summary of a program
066that we're considering looking at and we would need the board's approval to proceed. Um, Amber's going to help add some detail to that. Um, as we go through, but you know, obviously we've been looking at different ways to build our elementary school and since the bond did not pass. Another way that we have looked at um the state of Idaho has had what they call the public school facilities cooperative fund for years, 20, 30 years at least. However, in the past, the process for gaining access to those funds and paying those funds back has been a little bit more challenging for a school district to actually take advantage of. And in our last legislative session, there were changes made to that fund that made that those funds more accessible to school districts. Um they have
067$50 million in that fund at the state level and they've gone through one round of u applications to utilize the funds. It's designed to help schools that are trying to build up broken down um facilities, unsafe facilities, those kind of things. Schools that have not been passing bond, you know, that have been not been able to pass bonds for years and so their schools are deteriorating, their conditions are deteriorating. Um, there's a method within that that's allowed within that application process that we think could we could utilize to the advantage of a of Middleton school district in a way that would help us possibly build a portion of the elementary school we've been discussing over the last several years. So what that would include would be essentially a process where we would evaluate the our
068current um permanent facilities that we have available. Now if you look across our school district, the only um facility that we have available that is not currently being used are these facilities over on the other side. the red brick, old red brick building, um what we were using for maintenance, the rec center, those facilities. Um focusing a lot of our attention on the red brick building and as I'm discussing, I'll be focusing on that, but we've kind of done an evaluation of all those um buildings as well. Um if you take the red brick building, it was an elementary school. It has cafeteria, it has classrooms, it has restroom facilities, all of that. I believe some of our board members attended school in those buildings. We um but we have not been using that for
069since we removed the technology folks from there. That happened when the boiler went out and we determined that we just weren't going to try and put a whole lot of money into that because we just didn't know how it was going to be used and we recognized the condition of the building. So we removed the permanent offices from that facility and started using it in as primarily as storage. But as we've gone along that is a permanent facility that meets the crit, you know, kind of fits that criteria of permanent um school facilities. So what we would do is we would make an application to the state to look at that facility. Now, um, what we've done in that process is we've gone through an evaluation to find out what it would cost. And I'm
070going to go into detail on that a little bit. But what we would um, we would then do is say it's going to cost, and I'm just going to throw out the number, $10 million to bring that building up to code so that we could put kids in it and utilize it for classrooms. However, for the, you know, square footage that we get for that $10 million, we could build a new building or portions of a new building that would be much more significant and more efficient use of the dollars. In general, building new is always going to be better than trying to refurbish old. So what we would say is we would like you know we would apply based on the condition of the red rig building and say it doesn't meet safety standards.
071We would need this much money to build it up. But what we'd rather do is utilize that money together with the $8 million that you as a board had set aside to help build an elementary school. put that money together and build a essentially half of the elementary school that we proposed. It would have the administrative offices. It would have a gym cafeteria combination and it would have, you know, one wing of those classrooms which would allow us to move forward with building an elementary school which also would be built in a way that we could continue to add on as other funds became available. At that point, bonding to build that school might be a little bit more easy or might be more appealing to our constituents because we would bond for six or
072$7 million instead of $20 million. So it it could create an an opportunity and there were in this last um round that was approved there there was at least one school district that did almost exactly that and was granted the the funds. If we went through that process, we'd actually have to go one more time. Like if we went to the state and they said yes, that's that would be approved. we would have to go one more time to our constituents to see if they would approve the the bond. If they approved it, then we would use the taxpayer dollars here. If they didn't, then these funds because they've been approved by the state would then come to us and we could then combine them with our those that 8 million of our modernization funds
073to build half of an elementary school. This application is due in October of this year, which means that, you know, which is why we're asking for approval to go forward with this process in this um meeting so that we can get that application together and get it submitted to the state. But if I could turn the time over to Amber from LKV, we'd I' I'd like her to explain a little bit about the process we've gone through to evaluate the condition of the the building and the steps we've taken and the experts we've had in involved. And then maybe Amber, if you could talk a little bit about the construction of that building at the elementary school as doing a half. >> Sure. Sure. Thank you. Um so just so there was five school districts
074that have already gone through this process and and we've helped out with a couple of them. My firm has um Boundary School District applied for 13.1 million. Very very similar approach. They analyzed some existing buildings that would have to be renovated and the state wisely said we'll give you your money. Don't put money into existing renovation. Build new. same sort of approach. Camas school district got 1.7. Salmon, we've all heard about Salmon's issues. They got nine. Ber got 3.3. Pay got 2.1. So, this is this is a really good opportunity for the district. The state has recognized that they've had this funding mechanism that gets refunded every year basically. Um, and it wasn't it was being underutilized because it was some of the language of the legislation made it very very difficult for school districts
075to apply to meet the requirements. So, that went through a full legislative rework knowing um that there was an opportunity out there. Um it's really geared around making sure that districts are uh tackling safety and security problems, tackling, you know, ongoing maintenance problems that they just can't fund um through, you know, regular voter um applied methods. But part of the application process is to have architects and engineers, construction companies actually provide an analysis you know that which is great. The state isn't just rubber stamping this stuff. They they've set up a committee. They're really looking at these applications and taking them seriously and then deciding on on the monies. So, what we've done is um I came out with my team um ESI your your designated CM that you guys have have brought on. They
076also were were with me. We went through the three facilities. So, the red brick facility, um the maintenance piece, which is just to the north of it, and then the existing gym building, your community center, um facility, uh we had the fire marshall was with us and um building official. So, the whole premise of it was to be able to go through these facilities, identify what what I can identify just by a visual inspection on things that I know that we're going to need to upgrade. um your city officials could identify then things that they understand they would require from us and you know those those come down to you know appropriate fire alarm system appropriate fire sprinkler system access APA concerns so we developed a a summary of all of that um an outline
077which will be part of what superintendent ge submits to the state um we're attaching cost estimating to each one of those buildings cost estimating to what would have to happen on the site. So, if you were to turn those facilities back into an education use, obviously there's there's lots of things on the site that needs to be taken care of. There needs to be play areas developed. There needs to be proper, you know, parent drop off and pickup um access points. So that was all put into a report that we've prepared and that will get submitted to the state and the analysis basically you know has our recommendation saying this is what we think it's going to cost. We're breaking it down to each three building. So if the state um we're hearing that they're
078going to get you know some other applications in this next round. So if if they wanted as a committee to review each building independently, they would have the opportunity to do that. Um or take them all as as one package, they would also have the opportunity to do that. Kind of gives us a little bit of options as far as um funding sources. Um so that's that piece. I mean I it's due the application is due like the 6. Yeah, I think >> October >> and they'll make a decision by the 15th. And once they make that decision, it's pretty much done. You've been then authorized to receive these monies. The next step is just what Superintendent Gee said that you would you still have to go to your voters, ask if they would re
079basically reconsider and pay for that. And if that if that bond election fails, then the the state steps in and gets you the money. Um, so it's really g geared towards the smaller districts. You know, you're not going to see a a Boisey or a West Ba or a Lewon or a Celane. That's not the intent of the legislation. It's really for the smaller districts that that are struggling getting bond elections to pass. >> So, they need to see what options are available. So you'll have you have to show what could be could happen with their old buildings >> and then compare that to this is what we could build as far as new with the same money. >> Correct. I think you know what they're trying to say is we get it. You've got
080aged facilities. Renovating those facilities is an option but we can make a really strong argument because you've got donated land. You've got this this great site sitting there. What if we were just to build half of this facility and then those state dollars are going to be used in a much more efficient way? And that's really quite honestly what the state board of education is really looking for. They're looking to say, "Okay, we're going to give you this money. How are you going to best use it?" And so that's where you know Boundary made that decision and um it was it was you know looked upon favorably by this this committee. >> So it's not the le it's not a legislator thing. It's the state board of ed. >> Yeah. They've already appropriated the money
081to the state to okay to the department of education. >> Department of uh so that's already legislatively has happened. >> Okay. So that money is just sitting there and now we're going through an application process to try to get the districts the money that that qualify >> and there will likely not be a third round. >> I I would assume not. You know that the money is probably going to get utilized in this next this next round. >> I have many fond memories of these buildings over here. But it seems like once you did the space asbestous abatement, there wouldn't be much left, would there? Yeah. So, what we, you know, it's it's a really good comment. What we've identified with the red brick building is extensive that we know that there's asbestous throughout that
082entire building needs a new roof. It needs a complete mechanical um upgrade on it. Um the fire sprinkler system does not meet current code. The fire alarm system, even though it's operational, also does not meet current code. And then you start taking in just the education aspect of that space. So, we would be replacing all finishes. So, carpet and paint and door hardware and >> windows. >> Yeah, it's Yeah, it's got single pin windows. You know, there's just a lot of things. And even though it's functioning right now as a storage space for you, it would take a lot to put um kids and faculty back into that space. >> Yeah, we were fine with not having AC and all that stuff 50 years ago. And so we've also gone through an exercise where we've
083um re redesigned the elementary school design slightly to to make it work that it'd be about just under 40,000 square feet. We had about 17 classrooms. You'd have a full cafeteria, not a full gym, but you know, well, no, excuse me. We we flipped the gym and the cafeteria. You'd have a full gym, but not a cafeteria. And that gym would be utilized as a cafeteria space. full admin library area. So, it's just under 40,000 square feet and it would give you pretty much half your facility moving forward. >> Do we know are we going to be more like Boundary County and get 10 million or more like FER? >> No way to really because I think that what all those schools got the full amount that they requested if I'm correct. >> That's right.
084>> So, they didn't ask for more and get less. they got what they asked for. >> Better ask for as much as we can >> that and that's one of the reasons for providing the different options of those different buildings so they they have different values that they can be looking at. We just need to make sure that it would meet the need that we have to be able to take those funds and combine them with our modernization to build that portion of the elementary school. Yeah. >> And Boundary was doing the same. They were taking the money that they just got appropriated out of House Bill 338 and their appropriation on their modernization funds and they were putting them together. >> And so this committee that was formed to make these decisions thought that
085that was just really a fantastic way to utilize their modernization funds and you know this avenue of additional dollars and really build something that has value and is going to last for 60 or 70 years. Yeah. >> Any questions on that? Just give you a quick rundown on the payback. And Amber, just correct me if I'm wrong here. We should have Eric here to >> do that. But the the payback of this is based on the dollars that come in that right now are paying off our bond. So this year we got about $3.7 million to help pay off our bond >> from a state. >> From the state. >> Yeah. from the state. We don't pay that off that our taxpayers don't have to pay. >> That money is what has to be would
086be used to pay back. If the district had already has already utilize those dollars to pay off a bond, there's no requirement for payment that year. So, it goes yearbyear over 20 years. So, we would not as we were paying off finishing our bond, there would be no payment that we're responsible for over those years. Once our bond is paid off, then we would use those same dollars to help pay off whatever the the state had provided to us. Again, not coming from our general fund, but coming from state dollars that are already being appropriated. So, it it really would be a a positive thing because the state would get paid back, but it would not be at the expense of our general fund or our taxpayers to be able to make that happen. it's
087fairly accurate >> as well. >> So that is again another benefit to that. So this would be just something that you as a board would need to provide the approval for the district to submit an application for the public school facilities cooperative fund. >> Thank you Amber. Appreciate it. >> Thank you. >> Okay. on to uh agenda item Fion of the Booster framework. >> Yes. And this is just the the final followup before we start working towards a policy. If there are any other additional considerations you would like us to take as we start looking at policy regarding our booster club. Um these are these are ways that we would work with in partnership with education foundation. Um it would be how we would provide the transparency and financial accountability for that you know the
088booster club so that people who are donating know how things are where the funds are going and if it's coming to a program that the school supports that they are able to provide that kind of of transparency and just works through that coop cooperation. And so if there are things that you would like to add to that or or discuss further now we would we could discuss that here and then our plan would be to bring next month a policy based on this framework. >> Okay. >> Uh the open books that this involves would run through >> our education foundation. >> Education foundation and that would be still technically public. >> Yeah. >> Access. Oh, no. It would be it would be public access because they are a public, you know, a a nonprofit organization
089that receives some um government funding. So, it wouldn't be on our books, but it would be something that we have knowledge of. We can request that information and others within the community could request that information as well. >> I just I mean, I think that getting this organized under one umbrella is is a good thing for us. I just wanted if if we're going to do it in the name of transparency, then we should really make sure that there's a clear path for transparency and in a way that's really simple for people to to request the information that's pertinent to, >> right? And so if it's run through the school district or the education foundation, there are very clear ways for um anybody to be able to inspect and have knowledge of those accounts and
090how the money's used. Any questions on that? Again, just this is just kind of a final if there's anything last thing before we start building a policy. I can't think of any. >> That's all I've got then. >> All right. And then on to then supplemental levy public discussion opportunity. >> Okay. Just wanted to kind of go through some of the um opportunities we'll be looking at. Um the and we're just waiting for a a followup, but the city council has offered um when I talked with the mayor, she initially said the September city council meeting, but it may she said it may end up being the October city council meeting just to give an opportunity to kind of get a state of the district and what we're looking at as far as the supplemental
091levy. She also said that looking at some of the donations that we have coming in because I think one thing that we're running into uh and it would be a good form to be able to share is the practice soccer fields that have had that turf added this year. There are a lot of our community that believe that that was funded by the district. And so they look at that and say, "Well, if it's funded by the district and they can do that, why do I need to support a supplemental levy?" And so we want to make sure that we get take every opportunity to make sure people understand that those that field was donated. Um that there only funds that went in from the district were things like getting a sidewalk to it, you
092know, fixing a fence around it. the field itself was donated and you know well over a million dollars from an outside donor, not from district funds. So we we'll we'd make that um clear um help people understand how we've been utilizing some of the funds we have and and received from the state to build our CTE um building. But then we hold three different community meetings as general full community meetings. Heights the high school and the middle school. Um on those different dates that you're you're are listed there. Um these would be the tra traditional we'll have all the information we can. Anybody that would like to come and ask questions are able to do so. if we would make ourselves available throughout the process if there are people that want us to come and
093talk. Um it's not as as um common on the supplemental levy to have those kind of of meetings, but anybody that requested it, we would do so. Um we have a newsletter that'll be going out in October, a Gazette article in October will also be focused on the supplemental levy, how it's being used. um social media and website. We'll have continual updates. Um we'll be conducting staff meetings. We'll be meeting with PTO's over the last over the next few months just to get get the information out about how it'll be used. As we discussed last time, some of the big things that we'll be um looking at. Um something that has an effect on a lot of families is the paytoplay. um that the supplemental levy allows for that to be uh that fee to
094be very minimal. Um we'd be looking at our security um SRO's and security officers. Um looking at how we pay for curriculum. Um there's a number of aid and teacher positions that we fund through those positions. And I, you know, and one of the things I want to make sure that is clear that there's no particular teacher that's tied to a supplemental levy. If if for some reason we were to lose the supplemental levy, we would be looking at just not rehiring some of the positions that come, we will have anywhere from 10 to 25 positions in any given year. So, we wouldn't be looking at having to fire somebody, but that position would not be available the next year if the supplemental levy didn't pass. And helping people understand that those positions, classified positions,
095are all pulled from this so that they understand what would be lost if they didn't vote for it. Um, so those are some of the the things that we're looking at to promote the supplemental levy. there's any suggestions or thoughts that you have um happy to add those to it. But that's what our staff will be working on over the next couple months. >> I think that the concept struggle is just helping people understand the difference between a levy and a bond. >> Yep. >> Uh and that and and why we would go ask for additional funds to run the school, >> right? Um there's just uh there's a lot of details within that that we >> do we know does the or does the ambulance or fire department are they going to be asking
096for money again on >> I believe they are but I don't I never actually I haven't seen the official it had to be done by the 29th of August but I haven't seen >> um what is going to be on the ballot yet. Yeah, I I guess the last on for our farm, we were actually third. I thought it was going to rotate, but we were behind the, you know, the fire department ambulance than us. We had three, you know, different questions that people are asked for money. And I just hope we're not in that situation again where we're >> Yeah. And I I'll I'll I was under the impression that both the ambulance and fire department were going to be running again. >> Okay. >> But I'll find out for sure. Hopefully we can
097be the like the first ones. >> Though I don't know that that worked out too well for either of them the last time there. But um so that is all I have to share on the supplemental web. >> Uh next is going to be policy review. Uh but if there's some students that need to get home and do homework uh before we get into this really exciting part where we read at nauseium and get something signed off, you're welcome to run up here and get uh get some signatures. And I think they should all ask for bonus points because they were here the Uh section seven uh on our agenda, we've got a a first reading of some health uh notice of health services. >> Yep. So, we brought this back forward for a first
098reading. Um, we just approved this not long ago, but as we went through the registration process this year, there's a paragraph in there that just caused pause with some patrons and we want to make sure that we clarify and possibly remove that language or adjust that language so then it's not in question. And so I highlighted the portion that was um that we got lots of questions on and it talks about invasive physical examination. And at the end of the day, this is a section that's part of the law that came into effect and then was then put in the policy. But we don't do invasive physical examinations. So we can work through that language to make that much more clear. So then that question doesn't come forward. So um we don't have the recommendation
099of the new language. which we just wanted to make sure we highlighted why we're bringing it back forward as we work through this adjustment moving into our second and third readings with this policy. Any questions on that? >> Oh, so that's this is the first reading and it'll come back. Yeah. >> Okay. Um the next section are the second readings of these policies and our recommendation would be to move all of these to third readings because we brought such a large group of policies to you. Um, and there are no changes in the recommendations we're making. And so we'll finalize these, add in our district name, um, a few of the adjustments that are in there that we have to fill in the blanks. But other than that, unless there's recommendations for changes to this
100other group of policies, we would just bring them forward to the third reading as is with the adjustment of adding in the blank spaces as needed. >> Okay. We need a motion on this. >> Two different motions. >> Yeah. Move the first one, policy 3500, to a second reading and then move the second group of policies to a third reading. >> Anybody on policy 3500? >> I move that we move policy 3500 to a second reading. >> Second. >> All in favor? I >> I >> and >> I move that >> we take policy 1500p 310 and 310-P 4105 and 9803 to a third reading. Second that. >> All in favor? >> I. >> All right. Uh move on to our uh agenda section nine. Uh any motions uh to approve or deny the fetal
101development video? >> I move that we approve the fetal development veto to video to satisfy SB1046. Go ahead. >> No, you're fine. >> And all those in favor? >> I >> uh I would entertain a motion on uh the uh what they call this >> continual improvement plan. Um for 2526 >> I move that we uh approve the continuous improvement plan or PLA process for 2025 to 2026. >> Second. All >> in favor? >> I I >> I uh entertain a motion on item C to approve or deny portable classrooms. I make a motion that we approve the portable classroom orders for the three buildings. >> Second. >> All in favor? >> I uh and then I would entertain a motion on item D to approve or deny the public school facilities cooperative fund request.
102>> I uh make a motion that we approve the public school facilities cooperative fund request. Second. >> All in favor? I >> I. >> Then this is not on the agenda. It's just the language for that executive session. We have executive session, but we didn't have the language on the agenda. >> Oh, it's not on here. Yeah, >> it just needs to be that's what needs to be said for the motion. >> So, are we >> We need to make a motion to go into directive session. I make a motion we go into executive session as per section 74-2061B Idaho code to consider the evaluation in dismissal or dis disciplining to hear complaints or charges brought against a public officer, employee, staff member or individual agent. >> Second trust. Yes. >> Trusty Dempsey. >> Yes.
103>> Trusty Pal. >> Yes. >> Trusty Clark. >> Yes. >> We are in executive session.