001see your mind. >> You can be like me when I get it and if it's tiny enough if I do this >> kind out of town. I know you guys really >> let me let me guess. >> He didn't tell me what >> I think I even texted him last time. I need you to let me know what your schedule is. So, >> you should know what the schedule is. We schedule it at the beginning of the year. Basically, >> if the sun's not Thank you for coming everyone. Let's start with the pledge. [Music] I aliance 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 for coming. We want to make a note
002that Dr. Gee will be here shortly. He is advocating for our tennis bubble over at PNZ and Mr. Moore is out of town. Just an FYI. With that being said, I believe we need to amend the agenda. >> We need to amend the agenda. And I move that we amend the uh item 9. C uh to change it from uh from uh approve or deny the promise academy charter because it has already been approved to uh to acceptance uh and review for filing of your annual review. I'll second that. >> Thank you. All those in favor say I. >> I. >> All right. Any discussion on that? Do we have any signed in visitors? >> We do have two signed in visitors. >> We should do we need to move >> or adjust approve. >>
003We just adjust. >> Yeah. Good. >> All right. We don't have any papers for her to fill out. What she's Mrs. Crawford, you are up. Patricia Crawford. Um I have a comment and I'm not sure where it fits in so I'm just going to add it in under the procedure 1500 that deals with um the the board agenda. Um three years ago when I came to the board meeting I asked Dr. if we could have a sign in before the meeting and that we could make comments to the board that you would take that under consideration when you were in deliberation. You did that. I thank you for that and it's working beautifully. How and one of the reasons we wanted that done was because I didn't want to give my threeminut comments after you
004had already voted. I wanted you to be able to hear it. There are a few things that I think are are pretty important that we're dealing with in the board agenda um through throughout the whole year. Last year we or last meeting we dealt with the bond and levy and and the opening of borders. I would like to have the border the board consider the possibility when you have very large items that have a lot of input. Could we as members of the community be able to could you open it up and have comments made um from us in the community? when I read the board agenda before I come to the meeting and pick up some of the uh attachments, the discussion that the board makes is immensely important and I sometime would like
005to make a comment or ask a question and under the structure of our board right now that's not possible for me to ask any more questions after this three minutes that I'm doing right now and I'd like to have the board consider if the possibility on very large or pertinent it items that we could open it up or ask questions from the group. Um there's, you know, typically only two or four of us here and I'd like to be able to ask the questions of the board. Thank you very much. >> You're welcome. Can I ask you a question? >> No. >> How? >> Go ahead. >> How soon if you see this agenda, do you do you not feel like you have time to maybe contact one of us up here or Dr. Gee?
006Well, I'm just curious because please, we want to hear. It's just I'm not sure how that is going to be structured. >> I'm not sure how it would be structured, but I'd leave it up to you. Um there like last time we had 34 individuals who made comments to to the board and you all you we made decisions and things. We only had 34 people reporting. I probably would have asked for some information to call you and talk to you individually. might call each one of you sitting here on the board about different items. That's okay. But I also want it to be sometimes made public or the question may be bigger than just my for my own edification. I may want it to be put into the discussion when you make the decision. >>
007Sounds good. Thank you. >> Thank you. >> If I could just make one comment on that. I think under state law to be officially a public meeting, open public meeting, it would have to be posted and advertised and and there's a whole statute on that. And that some of some of the agendas that we've had have been advertised according to law >> and and I know the rulings under the public meeting, the open public meeting. wondering if I ask a question or if we ask to put comments in, does that make it an open public meeting or does that just give us more information on the topic that we're discussing? >> I would I would think it would be a a public hearing. This is a >> it's just it's a meeting open in open
008and public and and you have does that make sense? There's two different things. A public hearing would be where Yes. >> public hearing. >> Oh, we're so glad you're here, Dr. G. public hearing would be different than what I'm what I'm proposing. >> You're asking for this venue. >> Y I don't I'm not asking for >> We can certainly see what our options are. Thank you. >> Thank you. >> All right. You got anything? >> Come on, you can do it. >> Really? Not really. >> Galloway. Um I kind of hear backing Tammy. I was just very disappointed that the last school board meeting that the um hearing for that there was not a public meeting on the hearing for the boundaries. I um I'm certainly not opposed to changing the boundaries. It's pretty much
009the only choice you had. However, when the discussion of waiverss came up, I had a lot to comment on and was not able to. So, I just felt like maybe that might have been a time when a public hearing might have been in order. >> Thank you. >> All right. >> You guys ready? >> Do we we need to make an amendment in the consent agenda? Go ahead. Um, I move that we approve the consent agenda with just one adjustment of the date on letter J. Instead of August 9th, it's uh August 11th as far as visiting schools. Is there a second? >> Thank you. Is there any discussion before we approve? All right. Um, all those in favor say I. >> I. All right, let's move on to our discussion items. We're going to
010have Promise Academy give us a report. [Music] >> Good evening. I am uh Rick Hail and I'm the school leader at Promise Academy, the the public charter school that is authorized by Milton School District out at the Idaho Youth Ranch. Uh Scott Curtis, who's the CEO of the youth ranch, wanted to join me here today with some comments. He was not able to make it, but uh he did leave some comments for me to share. Right. Youth ranks is proud to partner with Promise Academy for the quality education of our youth at the residential center for healing and resilience. We are witnessing lives transformed and educational experience of Promise Academy significant part success these youth and families are experiencing as they work to overcome significant behavior issues to manage them and su successfully return to
011their homes and their home schools. Please accept our sincere appreciation for the integral role that Milton schools plays in making the promise academy charter school possible and consistent with your schools every child is learning every day. Um so this is my annual report. So this report is actually our kind of wrap up from the the last school year. It's up here on the the screen and you have a copy of this as well. So during the 2425 uh school year, Promise Academy served uh 59 students. Uh they weren't all there at the same time. That was over the course of the year. Uh seven of those were day students for at least part of the school year. We have many residential students. Most of our students live there as residential therapeutic program. But we are
012open to day students as well. Sometimes a student will come as a day student and then transition into becoming a residential student. Many times they'll be a residential student. They as they transition out, remain a day student before they transition back into their home district. Uh so 59 students, seven of those were day students. Uh we had 17 male students and we had 42 female students. This is a trend that we had noticed since we opened. We have more girls than boys and that is true right now on our campus as well. Five of our students uh came to us in sixth grade. Uh four were in seventh grade, eight and eighth grade, 13 students were in ninth grade, 13 were in 10th grade, 10 were in 11th grade, and six were in 12th grade.
013This has also been consistent that our 9th and 10th grade classes uh tend to be our largest uh numbers of students. Um, of those six students who were seniors during the time of Promise Academy, I like want to report this to the district so you guys can know kind of what we're doing with those kids that are graduating are very close to graduating. So, three of those uh students returned to their home districts and then graduated with diplomas. Two return home districts um and were taking an extra semester essentially to uh graduate and one pursuing a GED. Yes. Rick, would it be fair to say that those students that um come to you are not on a track to graduate when they come to you? >> Very frequently they are not on a track to
014graduate because they have not been in school. They've been hospitalized. Um sometimes they've been removed from school. Sometimes they've removed themselves from school. We've had several children come to us as residential students who have dropped out of school. And when they come to us, we I tell them, I realize you dropped out. I just dropped you back in and school now. So, we've had students that came to us, dropped out, we dropped them back in, they returned their home districts and are still in school. >> Fantastic. >> So, uh yes, and even the G the GED model um is really for those students that are so so far behind on credits, this is not going to be possible. So, we assist them either their case workers or families uh with the GED option. Um dur
015during the school year, we had a state auditor for ISAT testing come out and uh basically watch our ISAT testing, which is small, but we still have to do all the things any other district has to do. Uh received a 100% positive report. We crossed all the tees and dot all the eyes in the way that we should in the state. uh 80% of our students as a whole made progress on their learning goals while at Promise Academy. Our goal is to have 100% of our students uh make progress. We did receive some some uh residential students. We'll say some it's a few uh who've turned out for a very short amount of time be a higher level of care that we offer. So we ended up being with them only for a short amount
016of time. Uh 65% of students met their learning goals. not just made progress but actually met their learning goals. Uh well at premise academy that number leaves us room to improve and so we look forward to uh beginning to improve in that area. We have noticed there's amount of time and that amount of time is about five months when they're with us about the five month mark they are fully engaged both with their treatment and with their education and that's kind of the sweet spot where we can get the most out of them. uh if their treatment lasts for maybe a few more months after that five month mark, we do start to see some diminishing returns on both sides on both the treatment and educational side. So um we're dealing with some of that
017data as well and trying to crunch that with the therapeutic side. >> Questions? Well, so you mentioned that that you saw a trend where there was a disparate number of of females to males coming into the program. Can you attribute that to and like what are some of the things that are happening in the world that are are are >> That's a really big question that I probably don't have a quick answer for the clinical side, the therapeutic side. I've told you because I've asked that very question. Why did we see so many more girls? To be honest, I was the middle school principal for a very long time in pay and to me it was like, oh well gosh, 13-y old boys see all of them, right? But I was told that in general
018the types of psychiatric issues that are treated at the facility um for a very long time now, the girls have been showing up more frequently than the boys. Some it is reported more for girls than boys. Boys are seem to just tough it out. We don't need that kind of help. And so all the socks for daughters a little bit more than it's for sons. >> Are you able to share some of the the things that they're those treatments are are around like the things they're struggling with? >> Okay. So our our students uh struggle with depression. Um so major depression. Some of our students struggle with PTSD from trauma earlier in their lives or not that early in their lives. Um, we have students who have practiced significant self harm and experienced suicidal ideiation
019and even suicide attempts in their past. And so they come to us. Um, school has not necessarily been foremost in their minds. Sometimes they have families that are struggling with them. Sometimes they have families that are part of their struggle. And sometimes they don't have families. get a fair amount of students out of the foster care system. >> Any other questions or comments? >> Um, tell me a little bit more about the the learning goals. Are these just like state standards or are these goals that you guys are? >> So the these are things that we um create for the for the kids and they are a combination of of uh engagement goals, academic goals, work completion types of goals, achievement, but also behavior goals. We frequently get students as I've said that have not
020been attending school or that may be kicked out of school, have had very explosive behaviors in school. So those are wrapped into also attending school and being there and being able to go to school all day, be in class all period, not not leave. So there there's the behavior aspect, there's the engagement aspect, and then there's the achievement aspect. And the uh the behavior part is is a little bit similar for everybody. It's let's get to school. Let's maximize instructional time. Let's let's do that sort of thing. Um, and that that grows as they're with us longer. We get more and more of that engagement and instructional time and we're able to to gauge uh the academic achievement through work completed and through assessments at the school level. >> Uh, can you share how you're
021doing with staffing? Is it a have you been able to maintain your your staffing over the last several years? Yes. So we we started in the 24 25 school year with uh three teachers plus myself. Um and two of those teachers have joined us from the previous year plus a new math teacher came. Uh this year I've retained those three teachers uh and been able to add a dedicated special education teacher director uh and a science teacher. our our numbers have grown and we're projected to grow in such a way that we will be able to support these additional two teachers. So, we're going from three to five. Uh our our school year basically began last week because we don't really have a summer break. We they go from our school year to our summer
022programming and then right back to another school year. We have a 231 day contract >> with our teachers. Thank you, >> Rick. I just had one quick question. I I think this is what the second full year you guys have been in that new facility. >> We're starting our third school year. >> Got two full years and two summer school years. >> And this facility has been touted as one of the finest in America for uh residential adolescence. And I was wondering how you feel the facility has lived up to that. I I I would agree with that because we're one of the the few that are really focused on this or this is not a detention center. It's not an institution where you just put children to have them out of sight. >> It
023really is about doing the things to get these kids back for their families. But family therapy is a huge part of the program. So families are on site at least weekly, if not more often. So while it's not entirely unique in the country, I would say this, but the focus and the mission may be unique because we recognize the families need to be a part of this. Families need to grow just like the kids need to grow. And school, we're we're here to give them the best educational experience we can. And sometimes you have to start from how how do you come to class? How do you exist in the classroom? And then we can get into academics. Uh but we have a lot of flexibility in how we can kind of start with a
024student, how we can get them engaged, a lot of hands-on work. I mean there's all kinds of stuff that we talk about there. But uh we have the time to work with them. They they're going to be with us for at least three months, five months, six months. Give me the time to get them to that place where we can teach them how to be in school while the therapists are doing individual therapy with them, group therapy, family therapy, and it all works very closely together. >> Very well. Thank you. >> Thank you. >> Appreciate it. Thank you. Thank you. >> Thank you. >> All right. Let's have Mrs. Goodson, come on up. Give us some good news. >> You get to see me for another year. >> So, what I've got for you is
025the year calendar of the presentations that I'll make around curriculum and assessment, various uh different assessments. Some of these will be um the state assessments, which when we take the state assessments in the spring, then the state goes through their whole process and we won't get the final results until. So that's why those months um are are delayed and um so next month I'll bring to you the AP results of the students numbers of students and students who pass the AP exams SAT um data in October I'll bring the the finalized IRI uh report from the spring of 2025. It is worth noting that this fall the state has adjusted the IRI or the Idaho reading indicator for grades K through three. So it'll be with a new vendor. So um the state is not
026having that assessment. The fall assessment is not formally until August September and it will be October this year um as they switch vendors. Uh in November, I'll be bringing forth our district assessments uh for you and then in December the free SAT which is administered to our 10th graders and in January I'm going to give you a midyear report on how we're doing on those interventions. Um in February I will bring forth the finalized graduation rate. We've already started working through the first appeals process uh with the state so that we can um uh work toward uh finalizing that rate. >> What are we appealing? >> So when students enroll in Middleton the school, this is Middleton High School. If they transfer or leave Middleton High School, we have to have verification that they went
027somewhere else or they remain on our books, >> so to speak. And so through that uh process, we get a list of kids that we need to get the documentation on. Um and so that's what we mean by appealing because sometimes they say they're moving somewhere, but the state never gets verification that they've moved there from that school. So it's just a process that we have to shore up. Numbers always start out lower than we'd like and they then they typically bump up once we go through that process. Um, in March, I'll bring forth any new course proposal and the curriculum adoption for the year. And then in June, I'll bring forth the uh engagement surveys that we send out in the spring. >> So, I just have a question as far as ELA. >>
028Yeah. >> And not being able to get the actual um curriculum that we wanted to. When are we going to start that process for >> We'll start the second half of that ELA process this fall um to on the reading comprehension and the writing side. Okay. >> We'll start that this fall in conjunction with our science adoption. That's what's up for this >> because that's what we'll start in March. >> I'll bring forward a recommendation >> on the curriculum though. When are we going to start the science looking at >> once I have the states? We can we'll start some of our foundational work, but I need to have the state's approved list >> and they don't have that out yet. >> Typically October, isn't it? >> It's typically October or November before that list
029comes out. >> Okay. >> So, we'll we'll be able to get the ELA adoption most the second half of that mostly wrapped up before we really dive into science. >> Science. Okay. Good. I just didn't want it to overlap because it's >> Yeah, I can start the secondary science level. Um, as far as the foundational work, we're actually going to meet tomorrow. >> Okay. >> And talk through that because they're content based. So, I can start rolling on the science part. Okay. >> Sooner at the secondary level than I can at the level >> waiting on the state. >> Okay. >> But we'll start the foundational work at the second standards and the shifts. >> Yeah. And just kind of Okay, that sounds good. The other question I had when you do come back to
030us with the um spring summitive data on the ISAT and the IRI are you able to break that down so we have school individual schools and grade levels. >> Okay. >> That's what the board would like to see in that way. Absolutely. >> I I think so. I you're fine. I really I just think we need to see the individual part of it as much as as much as you can get it down to that. >> Yeah. >> If I could just interject, the only place we wouldn't want to is if in a particular school there's only one teacher who teaches within a specific grade level. >> So that that's not something that's honed in on with one teacher being singled out within a board meeting. And I know you're not looking for that, but
031we're what we're trying to make sure is that we don't inadvertently >> Yeah. >> do that. >> Okay. I understand that. >> But that's there's only one or two spots where we that would be the case. >> Okay. Also, if there are certain subdemographics where the student population is is such that it would be identifiable on a student end. >> Okay. >> I would need to redact that information >> and that's understandable. Cindy, are you asking then for the results to be individualized for the three elementary schools as well? >> The each indiv individual elementary and each grade level at each elementary. >> Okay. Yeah. >> Just just to kind of see I just really feel like we need to work hard on getting them reading especially before they leave third grade. That's my >>
032Well, isn't there new things coming from the state on that as well? >> As far as >> like the reading >> Oh, yeah. The the K3 reading initiative is a huge huge push from the state as well as we're implementing the um the new curriculum that we bought on the foundational reading skills 95% group is based on the science of reading. So, it is backed by the research. Uh we were very intentional, the committee was in making sure that the routines that the students encountered both in tier one in the classroom and their intervention and supports are the same. It's the same vocabulary so that it's not a new learning experience for a student um every time they change a grade level or change a teacher. So um our teachers start that professional development tomorrow.
033>> Okay, so that was my next question. Yes. >> Well, I just think along the lines what Cindy was asking about, I think it'll be really interesting to see how the different elementary schools compare, especially where we had the overcrowding at one to see, you know, if that's interfering academically and then to see after the redistricting to see if that helps. So, I think that could be very useful >> and that will be >> I'll make sure I break that down for you that way. >> Okay. Yeah. >> Um the you're we're talking about curriculum adoption with th those test results and some of the things we were looking at over this last year of of where we can clearly improve even though our our teachers are amazing and they're doing great things with these
034kids. How much or or are you using that data to decide the direction of the curriculum? >> How does that look? >> We start in the fall when we look at the data. So last fall when we started the ELA adoption if in in our training room we had it was posters of sticky dots colored sticky dots so we could see trends grade level trends um you could you could see co in the middle of that with with what happened. Um and then we look at sub population trends as well with our um special ed demographic and our e population. Um, we also know that on ELA particularly at the elementary level, our data had somewhat stagnated like where we were there and you're just you're you're plateauing and so you're you're trying to figure
035out is it the resource, is it the instruction um is it how we're assessing and our teachers are very excited about this 95% um curriculum and the explicit systematic instruction that it provides. In fact, it was uh that was the thing that everybody came back very certain about out of the gate. >> Good. >> I was very impressed. >> Yeah. >> Even observing in a classroom when they were piloting. >> Yeah. >> It it was I mean granted they were piloting. It was new to both teacher and students, but it it's got potential to do good things. >> Good. Thank you. >> Thank you. >> Yes. Thank you. We're all on the same page. >> Was that a pun? >> All right, let's move on to our booster club framework. >> Okay, >> go ahead.
036>> Um, as a board had requested that we put together some ideas of how we could uh coordinate the efforts of our booster clubs and different um patron um support groups. uh we started working together uh working through this um framework and you know obviously that's a draft in case you were wondering um but as we roll through this I just wanted to be clear that this is just a way that we can look at um putting that um that partnership together. Um the biggest thing as we start talking about finances within the booster club is the concern that our patrons have when a any group whether it's a booster club or any other kind of of support that is doing fundraising and they say in their fundraising this is for boys basketball or girls
037soccer or whatever the team or organization might be. When it lists that as the recipient, uh, folks that are donating to those groups reasonably would expect that they could come to the school to identify where those funds went and how those funds were expended by the school district. often what we find run into when it is a group that is fundraising and they're saying they're doing it for Middleton whatever whichever group you're talking about um they're doing that as a parent group a separate parent group that you know doesn't have an account with the school or anything like that and so then when the parents come and ask for um accountability for those funds and how those funds were used if was a parent and donated, I'd come to the school and say, "Well, I'd
038like to know how those funds were used. I'd like you to show me." We're unable to do that because it's been done in a private um organization or private personal, you know, oftentimes it's a just one person's personal account that they are. And I'm not saying that they don't provide the service they say they were going to provide. It's just we don't have a paper trail that we can show to people. >> It's hard to be transparent. It's hard to be transparent when that's the case. So, the primary focus of this is that as we create the any kind of partner booster club that is is promoting a fundraiser in service of a particular team. Now, if they're just at a game doing a fundraiser and they don't say this is for Middleton High School
039or uh you know basketball team or whatever, I don't know that we have this would have much sway over that. But if it's something that's working for one of our teams, we would expect that it meets some of these these um minimum criteria. So, if we can uh roll up just a little bit. Thank you, Lisa. Um, one of the preferred uh, as we're looking for partnerships, uh, or as we're talking and working together with a partnership, one of the preferred structures is that our booster clubs affiliate with the Middleton Education Foundation. Now, that Middleton Education Foundation is a 503 >> 501c3. Thank you. Um, oh, it's right up there. I just I should have just read. um it's it's already worked through that process with the IRS and while our education foundation is relatively
040small any donations that come through that are that are managed through that organization automatically have those benefits that come from donating to a uh certified um IRS uh group that's certified by the IRS as a nonprofit. So that also provides some guidance, you know, that the education foundation can provide guidance to these groups as they work into a fundraising um event because they've done it enough. And sometimes a new group that hasn't had that experience before doesn't know the things that they need to do in order to track um um donations and the the types of paperwork and receipts that they might have to do. So, we would prefer now as a a school district working with a club, we cannot require that they do that, but we can um expect that we can >>
041with a club or with a with a sport, I guess. Do clubs count in that? >> Clubs clubs would count in the same way if they are a club that is recognized by the >> school district. >> By the school district, >> correct? And it seems like they would want to so that they're protected with the donations. >> Correct. That could be very absolutely >> correct. And and honestly, it it provides a level level of protection both for those that are raising the funds and those who donate the funds. Yes. Because there will always be all of the required paperwork and all the required paper trails so that you could find out how the funds were used and where the funds went at any given time. Um so those are some of the benefits of
042that. We would be looking for a requirement that and this is what I discussed before that if a booster fundraising entity advertises or represents it that proceeds will support an MSD program that they either need to be managed through Middleton school district accounts what we've got at the different schools already set up or through the Middleton Education Foundation accounts. We would require one or the other. >> How do how do we gateep that? >> How do we gateep that? it primarily it's being our principles and athletic directors being aware of things that are going on at their within their facilities. So for instance, if it's if there's a note a note that's going out on social media or an email that's being sent or flyers that are being distributed or even a booth at a
043game that those don't happen without um principal, you know, authorization. Um, >> so does that mean like they they would those are these standards would be the only people that have those games at this point or >> Well, not necessarily just the way they advertise >> if they we were going to require these steps to be taken. That's what the type of organization that we would have to do. But sometimes there are groups. Let's give an example of I'm trying um what's the youth um forget the name. >> Well, the the youth one that's um run by Gosh and >> somebody help me. >> What what what are the what's the sport? >> No, it's not a sport. It's a youth community group. Um Young Life. Thank you. >> Young Life. What are they doing?
044>> I got it. So, Young Life will often provide some kind of a service or a booth at some of our games. >> We provide a space. we allow them to do that. Other organizations that are similar to Young Life could come in and do the same thing. But if they're not raising money specifically for sometimes they're doing it for a charity that we're we're not going to work through this process because it's not connected to one of the existing programs or clubs. >> Okay. But but if they were to present themselves as such >> as such then then they would have to go through this again through this based on this framework and and it is it's it's using the school's name using a program >> because as a parent if I walk into
045a building and I see you know fundraiser for Middleton football I have a reasonable expectation that that money is going to Middleton football and it's being managed by the because it says it on the signage right there. If we're putting that out there, we need to require that the they go through that so that we can then be transparent and accountable for the disposition of those funds. >> Is is there are we going to have some documentation for everybody to hit and like just make sure >> Exactly. >> And then coming from the other direction, say somebody comes to me and they want to give $1,000 to the Middleton cross country programs. I don't know if there's even a program. Should they go and ask the athletic director at the high school or >> there
046there are different avenues if it's they could go to whatever school that program is based in talking with the administrator or or athletic director. They could also go to the education foundation, you know, directly and just say we'd like to donate to the this program. They speak with the education foundation lead and that person then takes it and and distributes it as they've outlined. >> I see. So it's that seems pretty easy, pretty straightforward. It it is it is very straightforward but we have to require it of folks or we get into situations where um Johnny's mom in with the best of intentions raised money and everybody donated to that person's Venmo account and then if that that money goes and it let's say that Johnny's mom then goes and buys the baseballs for the
047baseball team with those funds We as a school district, if someone were to come and say, "I donated to this fund on this day, we as a school district would not have any kind of record because it was gathered by a parent privately, purchased privately, and then given and we don't have any we don't see any of that material." So, >> so those are some of those things that we would be looking at. >> So, this is just a draft. >> This is a draft, right? And this is what we're trying to start working through and start working the details of. Um would you mind scrolling up? >> You did this at Preston also. >> Well, we we generated a created a pretty robust education foundation and then we would run everything through the education
048foundation. >> Just helps to have that 501c3. >> Yeah, >> you can get bigger donations because it is a tax write off. Sorry. Um so then you know we would work through how those the the approval is being done once when we have you know if we've got a booster that's in operation they would just know that these are the expectations uh the use of the district name and logo we we allow that all over the place. We just want people if they're raising funds because you see the Viking logo you assume that it's a school. So, we need to be able to to control that that if it's not something that's being supported by the school that they would not be able to utilize those. >> Yeah. >> Um and then the clubs would
049submit annual reports regarding their fundraising activity, total rate funds raised, how funds were spent and so on. Um I put there an area for non-compliance. If they don't, what happens? Because if if we were creating a policy, we would need to include that as well. >> Absolutely. >> Yeah. So the annual reporting, who would that be reported to and when? >> If they were going through the education foundation, it would be to the education foundation director. Okay? >> If it were through the school, it would be through either the athletic director or principal, whichever is responsible for the program that it's, you know, for instance, if they were doing it for band, they wouldn't necessarily go through the athletic director. They'd go through John or actually the principal. Okay. So, are we wanting this? >>
050All All we're doing right now tonight is getting more more discussion if there's more input that you would like to have it included. >> Sounds really good. >> I appreciate that. >> I do like this. Yeah. in terms of the transparency especially >> do we need to define well I need to look at it some more before I ask dumb questions >> I just I think for for me I just want to make sure it's in really clear language so that there's no question if you pull up and open up a table with a MHS sport or or anything on it then it needs to have been approved through this process or else you're going to have to pack it And so I think what you will what you'd end up seeing as as um
051actionable documents is you would see a policy that's based on this framework and then there would be a uh what do you call it a procedure uh procedures policy >> um that might include the form that is being used. Those would be the things that would be we would start developing. So based on what we've talked about here tonight, I'll start creating the policy that meets with this as well as as the and once we have that policy crafted to it the right degree, then we would put it as a first reading so that it can go through the normal policy process. >> Okay. And that there I I know we do have something in there that that does delineate that from >> say like parents of the volleyball team wanting to get you know
052seniors get a special shirt for the year. It's not that's not equipment that's not required. That's a >> everybody can throw their 20 bucks in the kitty and they can get them custom made. Nobody cares. But if you're buying new nets and volleyballs and mats and you know >> typically what we're looking at is any kind of fundraiser that would go beyond the confines of parents and students that are directly participating in that. So they're all participating in it. That's often that that communal group group that's going to um create their t-shirts or whatever. But when they are able to then ask for the funds, you know, of grandma and grandpa, um the neighbor who just stops in the the patron who comes to attend a game, they can all donate. That's when we're applying
053this. >> Yeah. Like there was a club set up at Redley's the other day, you know. Yes. And they they just get your Venmo code. They offer t-shirts and a raffle and whatever and stuff. But yeah, so it's, you know, it looked like it was kind of evaluated, >> right? It just doesn't have all the all the clarification on it. So, >> okay. Any other questions or recommendations as we keep working on this? >> No, I was just thinking what do you do if you have somebody that is using our logo? Well, first you just you first you contact them directly and just ask them not to or to work through our process. If they're belligerent about it, then we would I mean there are legal avenues that you can go down if you need
054to. >> Well, but I think people will do that. But >> I don't believe that that would be the case. >> Our seasons are starting up. It's a it's a good opportunity. We should probably have some something to send out ASAP just so that it's clear because once football games start then tables go up, >> right? >> Well, people fund their other stuff. >> Thank you for the work that you've done. Appreciate it. >> You betcha. Very helpful. >> Any more questions on that you guys? >> Let's move on to our contract for security personnel ACS. >> Okay. Um if I could take a second um we do have some representatives that are have been serving as security guards for our schools. If I could ask these gentlemen to come forward and introduce themselves. Would
055you mind gentlemen? Just >> you can come up to the podium if you want >> sharing your name and um where you're where you've been serving the district in your capacities >> and what you like about it. I'm Ryan Lis. I'm actually 10% owner in the thing. I fill in at various districts, so I'm not full-time at a school. >> Oh, that's all right. It's Thank you. >> Yes. >> Hello everyone. I'm Reed C. I'm at Purple Sage Elementary. Um, this job has been coming from a blue collar life, this has been very rewarding to work with kids and make a difference in our community. So very grateful for the opportunity. >> Thank you. >> Uh excuse me, Ken Whitmer, uh Heights Elementary. Um yeah, it's just awesome. The uh it's important needs to be
056done and uh very very honored to have the opportunity to help keep these kids safe. >> Thank you for doing that. >> Thanks for coming, too. I want to thank you guys. [Applause] I might say Ryan, I'm not sure when you started with um applied security technology, but both Ken and Reed started with us two years ago when we started the program and been with us and Ryan. >> Yeah. So Ryan's been here that whole time as well. So they've been integral parts and as you not noted last as we noted last month um our principles or parents have had wonderful things to say about what >> I like to brag about you guys and what you do. I like to so still so thank you >> very much for sure. Um so we have
057the contract with us tonight. Um, I don't know if there were specific questions that you might have had about the contract. Um, we can go through those. Um, if not, as I indicated, there was a slight increase just to match the increases in the cost of the of the insurance for the company. Um, overall, but >> and insurance has gone up everywhere. >> Yeah, insurance has gone up everywhere. There's insurance that's gone as well. Um but there have been no other material changes other than the inclusion of the nighttime activities as a part of the payments. Last year they attended several of our um bigger events and incl um well they did the graduation the year before at our campus and then um several of our football games that had large numbers of folks and
058they coordinated together with our local police departments SRO's to do that. we would pay them separately, you know, the kind of contract for that, but it was such a beneficial thing for our administrative team to have them a part of that. Um, we just asked to put that as part of the entire just plan on that from the beginning. Fantastic. And then if there's something outside of those football games that comes up, we would add that as a contracted cost just for that event. >> Yes. >> Any questions on that? No. >> No. Thank you. >> All right, let's move on to our fun supplemental levy. >> Hey, um if I could have um >> here, thanks for coming. >> Well, and we've got Brandon from um Holly and Troxel doing that helping us with
059the language. >> Perfect. >> The supplemental levy. >> Go ahead. >> Thank you, Superintendent G. You want me to just launch in? launch in. >> I respect Superintendent Gee for wearing a sport coat on a >> Yeah, it's kind of warm in here, too. >> I just left mine in the car. >> You're totally good. >> They gave me a hard time at my the meeting I was at beforehand, too. >> I appreciate it. That's pretty. So you're contemplating running a renewal of your supplemental levy uh at a different amount. I think my job is to talk about the taxpayer impact. Um there are some simple calculations for looking at the taxpayer impact and then there are some more uh nuanced when we talk about all the different monies that the state is putting towards
060property tax relief. So Brandon Helguson is here with Mroxel with you know how the ballot language will get written. Um and we we provide those calculations but I also want to give you a more comprehensive view of what all the different levies look like together. So I typically start out with this slide of your bond, your plan and your supplemental. Those are the three types of voted levies school districts can have. Um, you have a bond levy and a supplemental levy in the Middletown school district. There is not a plant levy. And this is a this is a slide of just all of your previous elections going back to the 2001 uh bond election. So there's, you know, a lot of bond efforts that didn't make it, uh, and you're aware of those supplementals in
0612020, uh, that came up short of the 50%. Um, but in in August of 2020 and then again in March of 22, uh, you had a $ 1.5 million supplemental levy approved and then again in November of 2023. So the supplemental levy for the and those are each twoyear cycles. So have been has been at 1.5 million. So that November uh 2023 authorization was for fiscal 25 and fiscal 26. We're in fiscal 26. You will certify that levy for 1.5 million uh if you choose to. It's a choice. I assume you will in around the first week of September. Um what that means is this is this will be the last year of that authorization. So we have uh then at the bottom you see the district is planning to renew its supplemental M uh
062at the at the November uh 2025 election uh for 2,476,900. So, uh, a roughly a million dollar increase in the supplemental levy. Um, important to remember that, you know, in order to have that levy author, you have two elections dates that are available to you as a district. Um, before you know that if you don't pass either this election in November or in May, you would go a year without that supplemental levy. So, it's become pretty high stakes when we've lost these election dates. >> Yeah. U the next slide just gives you um this was this was the prior year fiscal 2025. You haven't certified your property taxes for 26 yet. They will probably look very similar uh with the exception of the bond. The bond actually um your your bond payment. You have one
063bond that gets paid off this year and so around a couple hundred,000 reduction in that. Um but you see your supplemental 1.5, the bond levy at 1.8. If you read uh the footnote down there, the bond levy would have otherwise been around 4.1 million, but it was offset by the state what they called the school facility fund money. Um that really goes to reduce property tax levies and the first levy it reduces is bond. So the 4.1 is offset by the 2.2 of school facility funds and you levy the balance of 1.8. Um, and then next year that bond levy, like I said, is going to be going down a little bit. Um, so whatever you get in school facility funds, uh, will offset, you know, whatever that lower amount is. I think this is
064interesting. Uh, if you look at the history, you know, the state has provided property tax relief over the last two or three years. Uh, and you see that play out. uh you at the district for Middleton in 2023 uh the total amount of levies for bond supplemental and then the all you know then there's the tort levy it's 5.5 million uh and then this year the past year was 3.4 4 million. So there's been over a $2 million reduction in the amount of property taxes uh in Middleton that are going to support a schools whether that's bond or supplemental. And then of course the tax rate you're leing less and so naturally the rate for a thousand has gone down and that's been an ongoing trend for a long time just because you're mostly because
065your market value has been growing and now you have a much bigger market value and you're collecting less and so you see your your tax rates down to 81 uh 81 cents per thousand which is also 81 $1 per 100,000. The legislature has I think asked us to start talking about it in terms of cost per 100,000. That's what needs to be on the ballot when he discloses what the potential cost of the bond or levy is. U Mark I talked about market value growth. So this slide just looks at you know back in 2008 when you passed the bond for medicine high school your market value was under a billion dollars. Today I mean last year you were at 4.2 billion. Uh we'll see what the number is for fiscal 20 that supports fiscal
06626. Those aren't official until about the first week of September. Um you know you guys have lived through it. you saw the huge increase in market value, lots of new construction, home values appreciating, but that's leveled off, you know, leveled off the last couple years with a little bit of growth at 25. Um, but really the the big message here, the real reason that the tax rates been going down the last couple three years is because of your levy less. Where do you stand? So, we just looked at uh by comparison to your neighbors. So, we just looked at Canyon County and Ada County. um you're at 81 and now we're showing you dollars for 100,000. Um 81 um the ones that are higher than you are most of those are districts with a costa
067levy that you know you know about five school districts with costa levies than Boise and Boise is a different you know character because they've got um their charter levy which is operates differently. Um, but you're I think what's interesting is the statewide average if you go down a little bit or if you No, it's other way. Thank you. The statewide average for fiscal 25 was at one $105 per 100,000 or 1.05 per thousand. So you're below the statewide average, that statewide average three or four years ago was three and a half $350 per 100,000. Now it's 105. You're at 81. So you're you're below below the statewide I'm right in the middle of the neighbors. So that's, you know, really what my assignment was was to do this slide. My assignment was to calculate what's
068the cost per 100,000 of the proposed levy of 2,476900. Um, and that the requirement for this ballot disclosure is that you base it on um current conditions. Well, the current conditions are your market value that we we have um as a as a certified number. We don't have the new certified number for the for fiscal 26 yet. So, we're basing this off a year old assessed value for the district of $4.2 billion. The math is not too hard. We divide 2 million 476 into that 4.2 2 billion and then multiply by 100,000 and that comes out for 58. Uh this last year, as you know, was a 35. So you're talking about roughly $23 per 100,000 increase based on current conditions. And that's where that's all true, but things you're going to levy next year
069at the 1.5. Your market value may go up, it may not. It may go down. We don't know. You may get more or less school facility funds. I think you're going to get more. Um my read of the statewide data that is published and available would suggest at least a 65% increase in school facility funds statewide. Um the appropriation from the state was for a 75% increase, but yeah, sales tax monies don't quite come in um as they were originally projected. But the way the numbers look to me, uh I think you'll see a pretty substantial increase in those school facility funds. So what does that mean? It means that yes, this is based on current conditions, but in all likelihood it's going to be less, but this is the number you need to use
070in your ballot. Mhm. >> Um and then I wanted to take a little bit longer term view with okay you're in 2025 you were $81 per 100,000 all in bond supplemental report 26 based on current conditions. That's assumed by assumptions there at the bottom that the um you know no increase in your tax base the school facility fund amount stay the same. Your tax rate actually drops to 62. Why? Because the bond amount's going down. And so not even factoring in the 65% increase in the school facility funds. So you already have a built-in drop. So it go from 81 62 and then in 27 when the new higher supplemental amount kicks in it goes to 83. Um and then it's authorized for two years. So we you know we projected out to 2028 and
071again because your bonds your bond payments are your pending bonds paid off over time and payments are getting lower um then you be back to 81. So really all in the taxes really aren't going to look a whole lot different than they did last year based on current conditions and again I think it'll actually do better than that because of the higher school facility funds uh then we talked about so one of the things uh superintendent asked me to look at is just what would what so let's think about let's look at all this in terms of the average home value Um, so we've got the median home value according to Zillow as of January 1 of 2025, which is what your current market value is based on, is 510,000. You have a homeowner's exemption
072of 125,000. You get to subtract that. You only get t, you know, homeowner only gets taxed on the difference unless it's a second home. So, if it's your primary residence, um, your median home value that you get taxed on would be $385,000. Um, you know, we've got, so in fiscal 26, we're projecting a total tax rate for everything of 62 per 100,000. We divide 385,000 by 100,000 of 3.85 times the 62 and you got $239. So on the average home next year, $239. If the supplemental passes on the average home, the total tax bill would be 319. So that's an $80 increase. Um often times school districts will say, "Well, how much is that a month?" You know, it's less than seven bucks a month um that you're looking for. And again, I think that'll
073all get offset by your higher school facility funds. But these are the disclosures that you need to be prepared to have. Uh and then I just threw in a few other things on you know because you know this this is stuff I've been looking at for the last three years but I know school trustees don't think about this perhaps every day. You know you've got um House Bill 292. That was the introduction of the school facility funds. That's the money that provides property tax relief. Um and it goes first to offset bonds and then to offset the supplemental lending and then plan. Now they've inserted something between one and two this last year. It's not I haven't updated the slide and that's that safe public school facility cooperative funding. Um and that's that's to address
074unsafe conditions, unsafe buildings. you apply to the state to get, you know, basically funds through that program and then you would use the school facility fund to repay it. You don't have that in place. It may be something you consider in the future, but if it you did, it would go in between one and two. Um, your bond, your existing bond pays off in 2030. So, you know, once that's paid off, that money's, you know, money toggled over to offset the supplemental levy. And it gets to the point where it's more than all, you know, it's higher than your bond and supplemental levy and you don't if if the amount you're getting from the state is more than all your levies, then your levy zero and whatever is left over um goes into a plant
075fund. You can use it for repair or maintenance, things like that. um that is probably a ways off, but it is certainly a possibility. Uh and then House Bill 521, you know, I get sometimes I get a rural school district calling me in a panic saying, you know, I I I I can't use the school modernization money to offset my levies. Well, no, you can't. School modernization money is different than the school facility funds. They sound similar, you know, so I understand why they get confused, but school modernization was a program passed by House Bill 521. And that's where you got basically grant money from the state of 18.8 million. Um that is is for new construction or repair, replacement, existing facilities, major maintenance, capital items. Um, so that's that's money that uh we've talked
076about before and you I know you guys know about it. But the school facility funds again that's the property tax relief that was 2.2 million last year. That's the number that I think you know statewide if you got the 65% increase um that we're expecting you know statewide uh I did the math already so my head that number could grow to 3.7 million. Wow. So if you just say the 65% increase in that number is is 1.5 million and that would more than offset the million dollar you're asking for increase on >> no >> the spreadsheet hasn't come out from the state department of education but again the legislature the appropriation was for 75% increase That's pretty much the extent of our presentation. Uh, and then Brandon has all the legal stuff for you guys
077to consider on this. But before he did, I wanted you to understand the numbers. >> Thank you. It was great presentation. >> Thank you. [Music] >> Good evening, trustees and superintendent. Uh thanks for having me. Um you may recognize me from last talking with you guys um from the proposed bond um election earlier this year. Um this is a little bit less in depth. Um if you want to pull up the supplemental leverage resolution, that's what's on the agenda for tonight. Um if you'd like, it's a little bit simpler than the bond election resolution. A little bit less goes into that. Um since it's fairly straightforward, but just wanted to briefly discuss what's in the resolution. Um, and then just made myself available for any questions that you might have. Eric's already kind of touched
078all the major points, so I don't want to reiterate too much of what he's already said. Um, but this resolution again fairly straightforward. It's calling for supplemental levy resolution of the November election. Um, so this would go on the ballot. It approves like the bond election resolution or any other supplemental uh election resolution that you've looked at. that approves the ballot language, the form of that and then the form of the notice of the election the county that the county clerk publishes. Um, you know, this was present. So, if you if you want to stay here for a second, this was uh somewhat recent. So, when you guys last framed your supplemental levy, you had to this was a relatively new law though into into effect in 2022 that requires you to put uh the
079you know anticipated expenditures that you're going to be using the levy funds for. So, you have to list the purposes that the levy funds are going to be used for and then approximate amount that you're allocated each of those uses. Um, so that's kind of like an additional transparency mechanism that the legislature wanted to include in supplemental levy and supplemental levy elections because usually ballots used to read for all legal maintenance and operating expenses to the district and nobody really knew what those are going to be um used for. So this is this is this year's breakdown of how that of how that's been allocated. Um, and then the rest of it is again so this form language on that the legislature requires for disclosure. are covering the tax impact which Parish just went over.
080Again, it's a worst case scenario tax impact that doesn't take into account all the outside factors of, you know, bonds paying off and facilities funds that the school district is receiving. Um, it's just required by law and especially on supplemental levy election ballots, you're not able to get into too much else kind of prohibits you from talking about anything else. So you're just getting worst case scenario um in case you know your market value stays the exact same and you don't get facilities funds and the bonds will pay off but um that doesn't come to come to account for calculating the tax impact on the supplemental levy um for the following year. So that's essentially what this covers. Um I don't know if you have any questions or anything additional that um you'd like me
081to cover but happy to happy to talk about it. Brandon, can you go over what the um a motion for something like this would need to include? >> Sure. Yes. So, the the battle the resolution title for this is a lot shorter than the bond election resolution. So, just you know, somebody can make a motion for a motion to approve um the supplemental levy election resolution. So, just the bolded or the capitalized title at the top of the resolution. Um, and that should cover it unless you know you guys want to make any changes to this and you can approve it as amended. But >> the resolution call exactly. >> Thank you. >> Of course. >> Thank you. >> Um, could I share a little bit about the rationale for some of the increases that
082we were looking at? Would you mind going back to that resolution >> and just up to those those amounts for each category? The first thing and um I'll ask Mrs. Crants to jump in if there's anything that she that I'm missing or misspeaking on. Um the first thing we did when we were looking at this resolution and the amounts that we would be asking for is we tried to take into account the inflation um that has occurred since we established 1.5. Um with the 1.5, we've been using it over the last several bond election cycles for essentially the same things. um we haven't really varied too far a field from that. However, when you're talking about certified teachers, um the positions to to hire that many positions would have increased over this amount of time
083and to the degree that our pay has increased. Um when you start looking at um curriculum adoption, there's been increases in in those costs. um pay to pay pay to participate fees, um classroom supplies, each of those are things that have been increased over time. And so adjustments were made to the total amounts for certified teachers, classified staff, um pay to pay paid to participate fees, um curriculum adoption, classroom supplies, and building maintenance to to adjust for the amount that those things are costing us. now um as opposed to 2018 um when we made those that shift to 1.5. A couple of other uh strategic adjustments that we wanted to include or we were recommending to include would be the resource officer security officers. We've made an increase to that because the of the success
084of our current security officer program at our elementary schools. Um it's been requested that we look at expanding that to our high school and middle school as well. Those campuses are very large. They have a school resource officer on site. The school resource officer if is often assigned to other schools within our district. So for instance um our high school resource officer also is looking at uh goes to Heights Elementary or per and Purple Sage Elementary. So if they have a legal issue that we need a resource officer to manage um they leave the high school and when they leave the high school the high school does not have an armed um presence um to support. Uh so we've been looking at an offer opportunity to add those security officers at the middle school and
085high school. the school administration has expressed their desire to have those um those officers because they're there all the time. They don't leave they, you know, they're there monitoring the the entire day throughout the school year. So that we saw that as a a net positive, but to do that we would need additional funding to make that happen. Um another thing that we have included is technology. the $250,000 was not, you know, we did not have a category for technology. Um, that would be primarily used for the um replacement of student devices. Now, that would be primarily at our secondary schools, middle school and high school when um during COVID there was an influx of dollars that we utilized to get the the the devices that our students are using. Right now, we're getting to
086the end of the lifespan of those devices, and having additional dollars to assist in the replacement of those devices um would be something that would be important to um maintain. >> Those are mainly laptops. >> Mainly laptop. Yes. Chromebooks. >> The Chromebooks that we have. So, >> um the I didn't mention the transportation. transportation was on there before increased with um just an inflationary increase as well. Um but that is specific to extracurricular transportation. I don't want to I want to make sure it's clear that we don't have not been using utilizing funds from the supplemental levy to supplement our regular day routes which primarily get the funding from the state on that. This would be extracurricular transportation that we put that on. And so if the the levy were not to pass and then
087we tried it again in May and it didn't pass again, those are the thing these are the categories where we would have to make the the cuts um to be able to maintain our budget. >> Um so these this is kind of the the the long and short of what we've been um looking at and what we would recommend. U Mrs. CR, any other additional um followup? You did fine. Thank you. >> So, I'm I mean I'm looking at numbers just the populationwise in in Middleton. Um 2010 there's 5,500 people. We ran a bond for a million dollars and and then the next the next time they they're they're looking at population seriously again is in 2020 uh where we're we've almost doubled this 9 9,4 >> just city limits. Yeah, that's just city limits.
088And then that's so we run one for 1.5 and then this year we're projected to be about 12,000 people in city limits. That's not just in the district. And then if we look from 2020 to 2024, we're jumping from $1.5 million to 2.4. But with inflation, that 1.5 back then only has like that that would basically need 1.8 anyways just to just to maintain that that purchasing power. >> Correct. >> So, I mean, we're going to have some some rough times moving kids around and trying to level the the population of the schools out to make sure we're doing the best for our community. It's not fun, but I I don't see that we're wasting money right here. I mean it makes sense with with population growth >> just in the past 15 years >>
089even the past five years >> and another thing that we looked at as we were analyzing that number is what uh Mr. um alluded to there that over the next three years, you would expect even if the supplemental levy were to pass and everything stayed the same it was as it was and we didn't see an increase which we think there will be but we don't see an increase in those state funds. Um even with that we would see a a maintaining the tax rate taxes that they we have tax rate or tax dollars that we would be asking from our patrons right now. We tried to do that in a way that was not going to make a a significant jump for our taxpayers over the next two, you know, two years after this
090one. That that was an intentional thing on our part to try and keep that at the same level. And it, like I said, we could we we could actually see it go down assuming the increase in those dollars comes. Um, Mr. Haringer, that we would know that by September. Yep. >> That how much that plant facility increased. So if as a school board if you would like I can report on that in our September most likely by our September board meeting. >> We better know it by then. >> Yeah. Um just so that we would not be able to change the the messaging that went out but so that you and having conversations with u people within your zones would be able to say it. We have to advertise that because that's the law based
091on that. It's based on those numbers, but we actually got 65% more whatever that is. We can give that number to you in >> September meeting. >> The number for the actual population of our school district >> of our students of the actual people that live within >> Oh, the people the market value showed us like what everything's worth, >> right? The value of >> correct. We think it would be closer to like 40,000 for the the whole district as far as the population. >> Oh, he was looking just within city. >> I was just looking at city limits. Yeah. What what is our projected population for our school for this year? >> 12 this year. >> For this year, we are right now. >> You want to I I can log in pretty quick.
092The only thing it's hard to say right now because we don't once school starts we any students that we anticipated that were going to show up that don't show up and their parents just didn't tell us we we haven't removed those right now we end up at the la end of last >> 1440 >> how many440 >> 44 right >> and last year we ended around 4300 >> so an increase in about 100 students But we'll see. I mean, there's still going to there's still going to be some >> I'm just looking at historical data and it just looks like I just our student population alone from 2010 to now just just comparing some some numbers has gone up almost a thousand students in our correct >> and we don't know what's going to end
093up this year. >> Correct. So, but a 25% increase. Any other questions? >> This may be a stupid question, but the pay to pay >> pay to participate >> participate. >> I don't understand that. >> So, what that is is the >> I don't understand what it is, >> right? I'm just going to give you the amount. So, how we got to that amount and and that was actually more set even prior to my arrival, but we'll I'll go through that. the um state does not provide um funds for extracurricular activities. So any kind of anything that we do for extracurricular activities either comes from our general fund or from money that is raised by ticket sales and um participation in in those programs. Um, a lot of, you know, school as school, public schools
094in general want to keep that how much it costs each student as low as possible. But most schools have some that an amount that each student would have to pay to part pay to participate in those those programs. >> And after two sports or three sports, >> yeah, those kind of those kind of arrangements are made throughout the state of Idaho. and how we how we do that. So when um they put this um supplemental levy in place in the first place, they looked at it and said, "We're going to try and lower the amount that individual families would have to pay so that it's not as high." And so they established, you know, I think the first time it was around 40,000. um when in 2022 it was at 65,000 and we've maintained it
095at 65,000 that the supplemental levy pays because our our cost is around 3 to 400,000 that we pay towards um extracurricular activities in general. So it's not the whole amount anyway, but we had established that in order to make this work and not cut other programs, we were going to um require that students pay a certain amount. Okay. >> If the bond didn't pass or the levy didn't pass, this 85,000 that we're um discussing here would then be a requirement that we would then divide that out amongst all the programs and all the families. So the amount that individual families would have to pay would increase in order to maintain the programs as they stand. >> All right. Thank you. >> You bet. Any other questions? >> Thank you very much. >> Thank you. >>
096Very thankful. Thank you guys for being >> Yes. Yes. Always. We appreciate it. All right. Let's move on to policy. >> So, we're bringing a new group of policies forward tonight for first readings. This is the um second update that came from the Idaho School Board Association after the legislative session. And so most of these updates tonight are reference to House bills that passed, Senate bills that passed um that made changes to policies we already had on the books and it just made some changes to wordings within those policies. Um and so I had sent the summary sheet. Are there any specific questions on any of the first reading policies that we're bringing forward tonight? >> The first reading? >> No, just that we are recommended to have that new one um >> 9803. Yeah,
097the flag. Okay. >> Yeah. >> Okay. I don't think I have any. >> And then just the 7077P3 that supervisor certification that's a federal programs piece the procedure that had been intact. We are no longer utilizing that. There was an updated form that we utilize. And so that one is really just to update it to the form that we currently utilize that we submit time and effort to the state with our federal program. And then second readings, there is no changes from the first reading to the second readings of these transportation policies. And so with that being said and with the review that's gone on, I would recommend that we go ahead and move these into policy tonight, >> the second reading ones. >> Yeah, it's comfortable. If you want to wait another month, we're
098fine doing that as well. >> Well, I'm just curious on 8100 transportation. We do transport or don't to daycarees >> from daycarees. >> We currently do have stops along the way. So like for instance, there is a bus that stops in the parking lot over by Little Legs Daycare. >> Okay. >> So there are routes built in that do pick up children from those locations. >> Okay. >> And that's parents let you know ahead of time or let the bus company. >> They coordinate with the bus company. >> Okay. >> On that. Yep. Okay. And then >> and those kind of things actually save the district dollars because it's concentrated stock rather than having to go to the far places where those individuals are. >> Yeah. No, I I just I was we pick up
099Do we drop off? >> Yes. >> Okay. I don't know about you guys with questions. Go ahead. Um the 8180 and the 8180P that's brand new. Yes. >> Okay. And it's required. It's something that came through the legislature. As far as >> I'm just pulling up my crosswalk because we had some old policies in place as well. And I just want to reference to which old policies those >> um we have a few old policies that those new policies do consolidate some of those older policies into the new language that these new policies have. >> Okay. And so the addition of these would help eliminate three other policies where some of that language was also represented in old policy as well. >> Okay. I guess just a question I have in terms of when is
100this training done? It's a new procedures outlines bus drivers responsibilities you know they have to be stated in policy or procedure. I mean, are they does everybody understand, you know, like driving? I'm sure they know how to drive safely, but ensuring passengers don't engage and how is that all done? >> The training done. >> Yeah. Go ahead. >> That is taken care of by our bus company, Transportation. They're required to provide the training >> as part of the contract that they have with us. So they provide the training to their drivers and the drivers then manage that. I mean they manage whether the their drivers have met all those criteria. >> Okay. >> So what we need with with this new policy is just to make sure that we're following up with um Gina and
101sorry the director of um Gina Dennis. >> She is um responsible for making sure that those things happened. We've shared all of these policies with Gina as we've been go as we started into the first reading so that she was aware of what the new expectations would be as well. >> Okay. So she'll share with you the plan that they have set up >> and then how are it in one of these it talks about how um students are to be instructed on safety emergencies. That's 8190. That's actually done at a certain point every year. Do they do it twice or just once? >> They do it once in the fall and once in the spring. Every student goes through all the emergency procedures while they're actually sitting on the bus. So we plan with
102schools to let them know that the bus routes are going to be a little bit longer on those during those weeks so that each bus driver can go through the security I mean the safety procedures with students and they actually do um drills of exiting the evacuation of the bus. So we do that twice a year >> and they typically will do that in the parking lot of the schools. They just they just park off to the side while the other buses are going through. >> Okay. So we're depending on that >> although transportation to do it all. Yes. >> But otherwise the the driver certification all that that's just according to state law. >> Yep. Class C commercial driver license. >> Correct. >> Changes on that. Used to be you didn't have to do
103the schooloolie on that. You could just take a test and get it now. There's extensive schooling requirements for >> All right. So they do pre-trips and post-trip inspections on their buses and everything. >> Yep. In fact, they have the they have a procedure. There's a little essentially a folder at the back of the bus >> that they have to go and get and they put they hang a sign in the back of the bus so that the director can actually drive down the lane and make sure all the signs have been placed when they when they return to the bus garage. >> Sounds good. >> Thank you. Any other questions on any first or second readings? >> The summary really helps a lot. I appreciate that instead of having to go through and create every
104policy there. >> Um, so if you guys are comfortable, I would recommend moving all the first readings to second readings and then I would recommend moving um with the exception of the procedure 7077P3. With that being a form that we utilize for federal programs, if you're comfortable, I would say we could go ahead and move that forward into policy. Um, the other ones to a second reading and then under policy review the second readings, I would recommend moving all of those forward into policy if you're comfortable with where we stand on those. >> Any discussion? >> That's a lot of the numbers. >> He's going to be brave. So 7077P3 is move to policy. >> Yeah. >> So you could probably lump that in with those second reading ones as well. Whoever's brave enough to
105make the motion. >> Yeah. >> Well, let's take care of the first reading and move those. Well, I'll entertain a motion to move them to a second reading. >> We need to name all of those members. >> You do. >> Okay. So I move that we move from first reading to second reading the following proposed policies 1500 P 3005 310 and P1 3265 policy 3525 3340 4105 9803 All >> Yep. Go ahead. >> Yeah. All to second read. >> Okay. Second. >> Thank you. All those in favor say I. >> I. I >> I All right. And then the rest, if everyone's good, we'll move to policy. >> Okay. I move that we move we um move the second reading policies into policy and they are policy 58 policy 8100 policy 8220 >> 8120 excuse
106me policy 8140 policy 8140p policy 8160 81 180p1 as well as moving the 777-P3 into policy. And we need these 90 and 819. >> Oh, did I miss? >> Excuse me. 8190 and 8195 as well. >> Thank you. It's all right. That was a lot. Thank you. Is there a second? >> Second. >> Thank you. All those in favor say I. >> I. I uh let's move to our action items. I would entertain a motion to approve the security officer contract. >> I make a motion that we approve the security officer contract for the year 2025 and 2026. >> Second that. >> Thank you. All those in favor say I. I >> I move that we approve um the supplemental levy language and then >> you just need to read the the whole >> just
107the title there. The resolution calling for supplemental levy. >> The resolution calling for supplemental levy election. >> Okay, I'll second that. >> Thank you. All those in favor say I. >> I. I All right. I would entertain a motion to approve the acceptance of the annual review of the Promise Academy charter. >> I move that we approve the acceptance of the annual review of the Promise Academy charter. >> Second. Thank you. All those in favor say I. >> I. We are journ. Thank you so much for coming everybody. Yes. What?