001very tiny and you don't >> now there's some areas where I know it and it's really quick to change. >> Yeah. But there are sometimes she goes that I go n >> I mean I've seen some stuff in I'm like >> like sometimes porcupine like >> no and it's and it she's she starts out slow to get your body kind of >> acclimated from a bug or is it a feasting? What is it like if she gets a good one? What is it? >> We are on just so you know. Okay. >> It's an ache and it hurts >> like right in here, >> but it's not like >> Oh, no. It's not bad at all. >> It's very um >> intentional. She She figures you out and keeps um information >> that what she's
002done before. And is Jay calling your phone or my phone? >> I didn't specify that. Sorry. >> I'll call him >> and I work. >> And I'll walk out of there. >> Yeah. So, do you want me to push the mute? >> It's muted. Fantastic. >> Anybody want a 17y old? >> I'll trade. Yeah. I'm just kidding. >> No, I have two years. >> I have told her I'm like, "Oh my gosh, >> yesterday girls can't." >> Yeah. Mine >> less, Mom. >> So, you got >> I'm like, yeah, I'm like packing her. >> Thank you. >> And so I had like >> We still got three minutes. It's great to meet you. >> It's great to meet you. Thanks for having us. Yeah, >> that's how fast I didn't look in the mirror even.
003>> Thank you. I was like, well, I'm in a hurry. >> And then I talked to my son for He's funny. We had to check out his Fidelity account. That was >> very >> He's almost even infidel or is he? >> He's Fidelity. He's actually he's It's funny. I'm like, why did you pick Target? >> It's like it's coming back, Mom. >> Well, it's not with me. >> No. Well, I used to go to Target all the time. I really don't shop there. >> I do, too. And I'll probably >> Our target was one of each. And thank you. >> But we moved here. >> It's a little like we go to the 10. >> Oh my gosh. Brother neighborhood cleared to the >> but we used to live. That's where I I mean like
004that's where we used to live here. >> Wonder if it's her mother. >> I am not going to wear this jacket. >> Yeah, it's 102 outside. It's okay. Yeah, this is not >> jacket weather. >> I tried to get the uh >> my nurse, my whatever dental assistant to come be at the meeting. She wouldn't do it. I said there's air conditioning. >> I'm going to leave my office door open. Cool. Won't get out here. >> HDMI too, right? Oh, we do have that on there. Okay. >> I sent him a text, too. Mark, >> this was Colleen trying J Walker. That's why. >> Oh, >> maybe >> because I was talking to Jay Walker. [Music] >> Well, you know, it's all good. If it gets too long, >> I read the article. >> Did
005you? >> You saw the staple. [Music] >> Gross. Where are you going? >> Oh, very nice. >> Hopefully it's not hot. >> Good. Jay, I'm going to put you in the middle of the table. >> My daughter said it's hot in Portland. >> All righty. >> Sorry. Okay, you're on Jay. >> Hey Jay. >> Hi. How are your time? >> Very good. Thank you. >> Six. >> Oh, it is six. Are we good? >> Yep. >> You're unmuted. >> All right. Welcome everyone. Let's begin with 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 want to excuse Derek Moore. Put that on the record. He
006has some business he's attending to. And we want to welcome Jay Clark who's joining us via phone. So with that being said, I would entertain a motion to approve the agenda. I move that we approve the agenda. >> Second. >> Thank you. Are you there, Jay? >> I hear. >> Very good. All those in favor say I. >> I. All right. And do we have any signed in visitors? >> No. >> Thank you. All right. Let's talk about consent agenda. Anybody have any questions? Okay. >> You mean this one? >> Yeah. >> No. No, I do not. >> Okay. So, I would entertain a motion to approve the consent agenda. >> I move that we approve the consent agenda. >> Second. >> Thank you. All those in favor say I. >> I. All right. Let's
007move on to our discussion items. We have a presentation from Idaho Power. >> Yes. And I'll just give the floor to Megan and Chris if that's all right. >> That is fantastic. >> We've got a podium over there if you want to go stand over. >> I'd like people to stand in the corner. No, I'm just kidding. I'm kidding. >> Where's the step? >> We will not give you a dump stamp. >> Um so I'll start. So I'm Megan Mitchell. Recently just took over a position at the Key Energy Advisor and Middleton High School or Middleton school district was one of my customers. Um taking them on was kind of exciting. and I was looking at some of the things and my kids graduated from school here on some of my older kids and um
008so I was kind of excited to come and see what things could happen and I could help with. I met with Mark on a job um for the soccer new soccer books going in which has been going great and exciting for the school district and the community. But also wanted to bring Chris to talk about some incentives that we have. Chris is our customer incentive senior engineer and he's gonna talk a little bit more about that today. >> Yeah. Awesome. Thanks, man. Yeah. So, Chris Paulo, I'm a senior energy efficiency engineer power. So, my job is to work with our customers to help them save energy and potentially get them $7 back for for saving energy. So, I dropped off a couple of um pamphlets with Lisa and we got those there. So, there's basically
009two things I wanted to talk about today. Um the first one uh we'll talk about is the our flex peak program. So the flex peak program is really a program we've designed to help us avoid issues with our grid. So flex peak um pays customers to shut off load during our hottest days of the year days like today. And these these days our gr our grid is really strained. And so we really rely on this program to help us maintain stability and security and resiliency uh with with the grid. So, um, as far as the program goes, there there's some details there. Mark knows how to follow up with us to get more information, but essentially, um, what would work probably best for this district is to start with one school like the high school,
010see, you know, what we can what we can reduce there. This, the season just goes June 15th to September 15th. You can opt out. I mean it's you don't have to do anything but we'll send out a call the days that where we wanted to call the program and uh if you guys can reduce then that's great and we'll look at how you did at the end of the season after September 15th and and pay you guys based on how you perform. So, >> and if I could just really quick jump in, I've worked with our principles in terms of looking at at events that are happening in our schools to make sure that we're aware of where those events are, what parts of the schools they are, and if an event were called, let's
011say that we had an a tournament going on in the gym at the high school, and but the rest of the school was not being used, we could still participate in the program by um well, I guess raising thermostat in the rest of the building to reduce the load that the rest of the building is taking during those peak hours, but we could maintain the level um in that >> where the where people are at. And so we work we'll work with Bill um our maintenance um supervisor and each of the principles when that happens. We're looking right now just at the high school. Um but we can we can see how we can do th these kind of things for all of our facilities. We got kind started a little bit late this summer,
012but um that's kind of probably the most used in the summer. So that's probably a good place to start. >> Correct. >> Yeah. And if you guys do sign up, that's what I was telling Mark too is if you say you put all the schools on it and you're like we're going to do 25kw but the high school's going to do 75. You can you can play with it. You can give and take. you can just say, "Hey, we're not we're not going to do it this time." So, you don't have to do it. It's just an option for you guys to incentivize and get that extra money. >> Do you have to hit the goals in order to to get the incentives or is there a sliding scale? >> That's a great question. Yeah,
013there's kind of a a sliding scale up here. If you hit between 75% and 120% of of what you've nominated, then you get the full the full amount. But you can adjust, too. So if we call an event and you guys can't quite get to where your nom nomination was, you can adjust that down to try and get back into the 75 to 120% of the season. >> Do we do we have centralized controls in each of the buildings? >> Well, not not all of our buildings are set up exactly that way, but the high school is and we're working through >> the ones that aren't. Mark, we kind of talked about I was just going to say um the ones that aren't, if you guys do install it, we would incentivize you to install
014that and there would be an incentive on that as well. >> So >> that and that's part of the other >> this other program that we're going to talk about in terms of those incentives that we can find through an evaluative process. So >> any other question? That was all I had on flex peak. Any other questions on that one? >> What like what what is your typical when when you Sorry, I know there's two programs there. Um what is your typical ROI on that? like how long does it normally take to realize that investment? Uh well so actually this doesn't require any cost on I mean you can do manually right and things like that so it could be immediate payback. No >> but if we were to upgrade a little bit of infrastructure
015to to meet those needs to make it easier >> if we're talking going from standalone controls to central controls. Those are kind of expensive upgrades. I'd say less than a 10-year payback on something like that. you'd have, you know, a workstation, you know, where you can control all the set points and that that would be a pretty neat thing. Um, yeah, and that any equipment upgrades that lead to to more efficient systems are are typically something that we will have some money to pay, you know, help pay for. So, I urge you guys, you know, anytime you have to budget for, you know, upcoming capital upgrades, that kind of stuff, it's it's great to talk to Bang or myself and see if we can get you some money back for >> question really leads us
016to what Chris is going to talk about in the second one is the cohort will go through and look at all those options for and, you know, getting those upgrades to be able to reach your I guess goals and see that pay back on your bill and reach those incentives. as well. He could talk more on that as well. >> Yeah. So, anything specifically on this flex peak which is just managing our energy usage during those flex hours. The other part is more where we get some of these incentive programs coming in. >> But like I mean just thermodynamics not being my strong point. What is like is it just trying to soften the usage at certain times? Because it seems like to me if if if you start to work with heating up a
017a room to hot and then cooling it off, it takes a little more effort than just keeping it at a a static level. >> Yeah. So, usually what'll happen in schools is you'll have a set point of 72 degrees or something like that. And when we call an event, you'll just kick that up to 80 or whatever your unoccupied set points are. And that'll keep your systems off most of the time. And and that's where we get most of that load reduction. Also shutting off lights in areas that where lights aren't needed is another one you see. >> Well, like when when it is at 80 and we need to use it and you take that temperature back down, it takes a lot of extra energy to get it there. >> That is true. Yeah.
018And we do we call that snapback and there is a little bit of a bump right there. But within, you know, a couple hours or so, you can usually get back there. >> And they're later. The events are later. So was it >> typically typically like 4 to 8 is where >> so so it's more like we're more concerned about the the the event like the the consumption during peak times versus overall consumption. >> Absolutely. Yeah. For the flex speed program is correct. >> Yeah. And just to to give you some kind of back the napkin numbers on the central controls that you just mentioned, we're seeing about 250 $2.50 50 cents to $4 per square foot for brand new building control systems. And um anyway, those are things that we could pay incentives on
019as well. >> And if you guys get to open where you're building the new elementary hopefully one day, all of that we would give you an incentive on as well. So any of the AP units, what are all the lighting, all of that? You guys can take advantage of that just like we did on the building back here behind the middle >> the CT building. Yep. >> Okay. Anything else on the flex peak questions? >> I just had one question. Uh I didn't know. Is our cost per kilowatt hour the same as residential? >> No. what that cost hour is have to be paid. >> I have to look at your guys' bill because so the high school is on a special it's it's a primary meter so it's different than the other schools. >>
020Okay. >> Um so I would have to look at that and send it to Mark and then he could send it out to everybody unless um he wants to CC me on an email with everybody on it for that. >> That works way definitely follow you guys that way you know the rates of all the schools. >> That'd be great. Did >> you hear that Jay? >> Yes. Thank you. >> You're welcome. Next program. So, uh, the next program is our cohort for schools. And so, this is one I'm particularly proud of. We started this about eight years ago. One of the first areas in the nation that actually put together a cohort of schools working together ongoing program to save energy. And this is more of managing throughout the year your energy use. And
021so, essentially, like I said, it's ongoing. We have some schools that have been in for the whole eight years. I have one district that's very similar size to this one and they've reduced 30% from where they were before they started and that had really big impact. They marketed that to their constituents, their voters and and they passed bonds and levies right after. I'm not saying that you know that but anyway it's just been a really great program especially for some of the smaller to mediumsiz districts um because we have monthly check-in meetings um and so we're always kind of like what are you guys doing or you know we're giving giving ideas to the the facilities guys the principles um and ways to save energy throughout the year and what we'll do is we'll look
022at the history the um the meter uh usage history and we'll create an actual computer model of the facilities and we'll look at the weather during that history and we'll be able to kind of forecast in the future how much energy these buildings should use based on certain weather number of students other energy driving variables and essentially we'll be coaching throughout the year and we'll just measure at the end of the year and see where it comes in relative to those simulations the the computer simulations and pay incentive at the end of the year based on how much energy is saved but the biggest benefit really is just the bill savings that comes along with that like I mentioned we have a district that saved over 30% and that that really allowed them to to
023do put money into additional things. Um, we we like to start with three schools typically. We like to start typically with the biggest schools because that's where we'll see the the biggest impact. Um, and we have consultants that help run this. Like I said, monthly meetings. Um, and you'll hear from the other schools that are in our cohort. Right now we have 11 different districts, big and small, across southern Idaho. Um, there's training for the facilities guys. It's no cost. This is training on HBAC, on lighting, on controls, on major energy consuming systems. Um, >> let's see. And then also usually about year two or year three, we'll start getting into curriculum even with the teachers and students. And we have lots of great contests where the students can try and come up with ideas
024to save energy or do energy efficiency posters that they can post throughout the schools or that's where I really really enjoy seeing things happen. when the when the students get involved then it really kind of catches fire and parents get excited and teachers get excited and uh it's just an ongoing thing. Every five years we do kind of rebaseline because we'll say, "Okay, you've saved us a certain amount of energy and now we're going to call that kind of your standard and now you need to do better, you know, than you've done." But for five years, you're just trying to beat what you've done in the past. And so, um, if I were to throw a number out for a district like this, I think that's 8 to$10,000 a year incentive is probably what what
025you could expect here. But like I said, it's really the bill savings. And you know, if you could save 10 20% on your electricity bills every month, I mean, that's really where the biggest impact is with the school cohort. With it, with that also, just like Flex Peak and pretty much all of our incentive programs, we want to meet you guys where you're at. I mean, there aren't no penalties, no restrictions. If you don't perform, if you you participate for a year and say, "This really isn't our thing. No harm, no foul. You're we just don't participate anymore." Uh, and no capital, no no cost required. It's really just uh somebody's time once a month, you know, do a 30-minute meeting and then if they want to go to the trainings, the virtual trainings, I
026can do those anywhere. If they want to get, you know, more involved with curriculum, teachers, students, that kind of stuff, we'll have that available through our consultants. But like I said, it's really meet you guys where you're at and and where you want to be. And and tell me if I'm wrong, but aren't there options like as we do initially, there's kind of a a team that will walk through and evaluate our our facilities, those facilities that we select. Yeah. >> And we'll be >> they will help us identify opportunities for some of the different incentives that might happen in terms of >> Yeah. Yeah. That's another great thing is in addition to just the cohort, all the stuff I described, we'll constantly be saying, "Hey, do you have any capital upgrades coming? Do you
027guys trying to budget for something a couple years out? Can we get you some economics?" You know, all those kinds of projects so that you know what the paybacks ROI are for different options. >> It's a good way to network. >> Yeah, I appreciate that. >> And we will tour >> and they'll come I thought this was when they told me about it, they pulled out a treasure hunt and I showed up and I was like, "Okay." So because I come from like a side and I was like there is no way. But I was telling them like it was it was really impressive like idol power would take you know that step get these people that are qualified and know what's happening and how these things work and have them go through these schools
028or these businesses and say hey leaking you know air compressor over here that could save you quite a bit of money. Um, and just being able to bring if you have 20 fridges throughout your classrooms, if you just have one centralized, you know, break room, you could save what, you know, $1,000. And so, it's it's really neat to see that all come together. >> You could buy a nice fridge for $1,000, maybe, >> at least for the break room. >> Yeah. >> Yes. It's very much just about little things adding up over time here. Could be weather stripping. Could be Yeah. you've got some things running 24/7 that maybe don't need to run 24/7 and not no capital, you know, investment required for that program. >> Any question >> questions on these two programs? >>
029Okay, >> thank you very much. >> Appreciate it. >> And if you need anything, just reach out. Mark has my contact. >> Very good. Business cards will please. >> Thank you so much. Thank you. All right, let's move on to discussion item B. And when we move on to that, I just want to say I appreciate the efforts that have gone into that. And this was something that was going to happen anyway and it's just happening now because this is what we are moving forward with, >> right? In terms of the the borders for the elementary schools. >> Yes, in terms of the borders for the elementary schools. So, >> right. appreciate the efforts >> and and I think it's something that we had as a board had discussed even back in October or November
030that one way or another there would be border changes. Yes. >> Um if the bond passed we would be looking at border changes based on the addition of a new elementary school. It didn't pass we'd be looking at it because we needed to free up space at our two overcrowded schools um with Purple Sage. Um so if we can if I can give just kind of a quick synopsis from what we discussed in June to where we are now. Yes. >> Um um as you're aware we made >> uh we had a map. We did make some adjustments to that map from the June meeting um just because some of the numbers weren't running running. What we were, our goal was to move roughly about a hundred students from the Heights and Mil Creek area
031over into the Purple Sage area. Um, obviously the majority of those would be coming from the Heights area because the Heights area is the one that is adjacent to Purple Sage. Um as we did that the reason for the 100 students roughly it was we were looking for 80 to 100 students was because of the existing space at Purple Sage. Um we know that the common spaces um we have some some deliberately small spaces um for our behavior programs and things at at some of our schools including Purple Sage. So as we were looking to move those 100 students, it was what we could get into to the building right away. Um we would be looking though to get us up so that that is meeting its capacity and lowering the capacity of the other
032schools as much as possible. We would need to move more students in the long run. We just didn't have this the space for those. and making that decision in June, we would not have been able to get those port any kind of portable classroom or anything set at purple sage before school started. So, as we talked in June, we established looking at that in a phased approach. The first phase is shown here and Lisa, can you scroll up just a bit so we get Yeah, thank you. Because up up above it's all >> Do you want to just see the whole thing? I I think this is this gets the essential pieces in there. So, what we've looked at here is previously and and if it's all right, I'll go and just point to the
033TV screen just so it's a little bit more clear. Previously, our line between Purple Sage Elementary and Heights Elementary was EMTT Road. So it ran straight up um and it curves a little bit before it gets to the Gen County line, but it ran straight up. So what we were looking was where we could find the um 80 to 100 students that were would make the most sense and thinking of what we would be doing down the road as well. So, um, we looked at how far this way to the east we could go. And this is Oh, shoot. I'm sorry. I said that it was okay, but I don't know. Sorry. >> Thank you. So, we had DEP over here and we felt like we could go that far once we when we spoke
034with our um transportation >> company because everybody out in this area would need transportation. So, we moved as far as we could without having to add additional routes that would go even further. Um and then we looked at what these spaces were um close down here. So, we looked at these spaces between Emro and Hartley. And so this goes from the southern border which is the river up partly and then this purple sage road across here. So we go all the way from the southern border up purple sage moving across here to Dwey over here and then up lane. >> Yes, please. >> Do you mean Middleton Road? Because that's Dewey does not go >> well I on the map >> on the map Dewey and it's >> it takes Middleton Road and becomes Dewey.
035Yeah, it does that. >> And so I only kept it. >> It's very confusing. >> And I went out and drove it. There are some street signs that have it listed as Dewey once you get beyond. >> But yes, that is the same road. If you follow that down, that is Middleton Road. >> Yeah. >> Further down. >> Okay. >> Which is where um when you get down into this area is where Mil Creek is actually on Middleton Road. >> Yes. >> As you run up. So you'll run up this way. That's consider. >> So it is the same as middle. If we want to consider it middleton road, we can change the map to to reflect that. >> Yeah. Because Dwey runs into old Middleton Road and Mil Creek is on New Middleton Road.
036>> Okay. There you go. >> Correct. >> No, that's right. Yeah. >> Yeah. And Sydney, I I live on Middleton Road. I have a Middle Road address, but yeah, it's so funny that Google Map shows it as throwing people off. M okay. >> So we we can adjust that >> on Google I on Google maps. Correct. >> That's what's on. >> So but essentially whether it's Dewey called Dewey or Middleton >> it's all of those families that live within that area. >> Okay. >> So and we'll get the map corrected to have that. So we'll have this whole space that would be attending in Purple Sage. Any before I sit down any questions on these borders? Mm- >> Um so as we looked at the um the adjustments that we did the con we sent
037that information out to parent all the parents in the district actually we sent a whole district email. There were some concerns that came up and we asked people to share those concerns within that um space. We also within a Google doc I mean sorry a Google survey but then we also received emails from parents calls from parents we we received a lot of those and we tried to put those together in this summary if you have that up without giving each um piece and let's just scroll down to that table. Can we expand that a bit? This is probably the best way to describe how the concerns that were brought up um from parents as they looked at what we had proposed. Um the emotional social impact on children making a move from where they'd
038been in one elementary school to another. Um a lot of them were requests for grandfathering to current students. um the transfer fairness and this comes in because of the open enrollment rules that we just have no no say in. Um we had initially looked for way and we contacted our attorneys um to see if there was a method of adjusting that but when they transferred according to the state law once they've been there we can't send them back >> their grandfather >> um and so I understand completely where these parents are coming from in terms of those um families that were transferred not being able you know them being able to stay when those that didn't transfer and were going where they were, you know, um within their their zone are now being asked to
039move. So, absolutely understand our intention and even in June we our intention was we're going to move those transfers first. >> Yeah, that was the intention >> but um state law does not allow us to do that. So, um, neighborhood and proximity concerns, um, especially the Stonehaven, um, and the I think it's Meadows at West at high the Highlands. The especially Stone Haven, there are spots within Stone Haven that you can legitimately walk to Heights within as much time as it would take to drive to Purple Sage. Um, and while we can understand that, there are no other there are no other students that we felt like we could get that wouldn't be in some kind of situation like that. Um, we knew we had to we knew we were going to have to be
040moving uh a large number of students over. Um, >> and that's where the density is >> and that's right. The density is right there around round heights. And so another concern was the splitting of the you know we split in on >> Hartley >> so we didn't go necessarily into a subdivision but there is an HOA that that spreads across Hartley. >> Okay. >> Um and so there was concern with u from families that were sharing that that split was going to cause problems because maybe there were car pools that were going between those two. there are friends that that are, you know, they they spend time whether they're on one side of Hartley or the other. Um those were all things that were were concerns. Um there was um frustration with the bond not
041passing. Um there were frustrations with how the bond was was advertised. Um, and and I mean, while I feel like we did a pretty good job trying to inform people of what we were trying to accomplish with the bond, um, that doesn't negate the fact that that's how these parents felt, >> right? >> Um, objection to open enrollment. Um, in general, there was, um, as you can see the numbers here, and we're just going down. Um, and then there were some that gave some positive and supportive feedback as well. and some of these, you know, as you look at that, the actual numbers that we had, um, and I'll just bring these up really quick. Um, I'll tell you how many people actually responded to this. U 34 um total responses. And if you add
042those up, that adds up to more than 34, but that's because there were mult several of them had multiple points that they made. Gotcha. throughout the the process. Um, >> this was sent out to parents. >> This was sent out to all parents in the district first. >> Okay. >> And these these concerns and questions came after that initial email. After receiving that email, we actually sent out a follow-up letter specifically to the parents that were in the heights um zone. In that letter, we were a lot more descriptive of why the decision was made and the kind of the process that we use to to describe that. We also indicated to the parents that there there is always a method for appealing >> um that parents are able to appeal that those decisions. Um
043and so we provided the the families with how that would look. We informed them that the appeals would be could be turned in starting tomorrow. Um knowing that the board was going to be making a a determination here today. Um and so as long as they put that appeal in, it will be considered before the school year starts. that in the letter what we shared was that it would more than likely need to be more of an appeal than just I've been in this school for a long time because I think that's something that's going to be affect everybody. >> Yes. >> It's not that it's not important. It's just that we do this is a hard decision. This is a hard thing to to do. It's not something anybody wants to do. But we
044do need to move students um into the into the new um zone. And if you just like in terms of grandfatheringu current students, if we grandfathered current students, we wouldn't be making the moves and we would continue to to have 150 plus percent at at Heights Elementary, which is just not something we can >> that's not okay. No. >> Doing. Um, so we would be looking at things like and and this is not necessarily, but let's say that a parent requested an appeal because their student was going to be a fifth grader. It's in their very last year. They're looking to go in. If we were to look at that as a reason for uh accepting that appeal, we would then have to to be consistent accept that for anybody else who requested it because
045of their student being a fifth grader. And so, as I've talked with parents, I've tried to explain to them that it's not necessarily that there's a specific criteria that would allow. We would be looking at the appeals as a whole, >> and identifying where we could because we want to be as responsive as we can. >> Yes. >> But identifying where we can accept appeals, be consistent, and still move the number of students that we need to move over. Um and so we've had a number of parents reaching out um about how that appealed process, especially parents with students that are have special needs. um students that have 504 plans, those are um situations that will be addressed individually and they, you know, they'll so like a a student with special needs has an IEP,
046they would bring that IEP team together and if the IEP team determined that the best the they call it the least restrictive environment was there at heights, more than likely that appeal would be approved because that's part of that that plan. >> Um, that would be a a significant, you know, it would affect them differently. But an IEP team that's for, let's let's give an example of a student that has uh um speech and language services. Speech and language services may not be as affected as maybe a student that has severe mental disabilities. maybe that IEP team doesn't determine that that it would be that it would matter whether it was at heights or at purple stage. If that were the case, it probably would not be something that would be considered. So, just kind
047of some of the processes that we would be looking at. Um let's see the so we'll we would be accepting those appeals and then what we would we would gather those for the next couple of weeks and then we would go through the appeals and and send notices out to parents once those decisions have been made on those appeals. Um any questions on how we're proceeding and what we're trying to do? I appreciate that you're giving options for people to have input. I appreciate that. >> I'm curious at like do we have a number of fifth graders that would have to move >> if all the fifth graders it it's like 24 I want to say some >> I'm just curious >> it's about 20 24 that are in that zone that are fifth grade
048students. Um, but that's again, not all I I spoke with a parent today who actually doesn't isn't even in that zone, but has a fifth grade student that's at heights and a third grade student that's at heights. This parent is actually looking to move both of their students to Purple Sage now because they're in an area that will probably be in that second phase and they want the sibling to be able to be there for the younger sibling while they make that transition. Have another family where they are they're working on car pools and one um parent is um serving in the armed forces. the way that they've worked their plans together, it makes more sense for that family that is not in the that would stay at Heights to actually transfer and move to
049Purple Sage. And so, they're going to be looking to move to Purple Sage now as well. >> So, I I feel like then it's just probably going to work out. >> Correct. Because there will be some students that are going to be trying to go earlier earlier. I just worry if everyone everyone tries to appeal and then I mean definitely please listen to them and consider each case but >> right and and that's the whole reason >> that's the whole reason is that there are situations that we may not be aware of >> that that a family needs to let us know that this is how it's going to impact their family and for those situations that are you know more extreme than others it it may make more sense and if we can be
050consistent as we implement then and there's a way that we can help a family that's what we would prefer to do. >> Thank you. I appreciate that. >> Any other questions or concerns on these >> no >> border changes? Lisa, is there anything else you feel like we should have brought up? >> Who gets to take all the appeals? They they all come to they go actually they go to the principal first and then they come to and so because they're requesting to stay at heights when they would be in the purple sage boundary they would go to Mrs. Christensen Mrs. Christensen would evaluate first and then that comes the process is then it comes for decisions at the district office. >> Very good. Thank you. >> Okay. >> Well, let's move on. >> Okay.
051The next item that it's related to this item B the portable discuss I mean the elementary border changes as I indicated there's not a method there was not a way to get portables moved or purchased prior to the beginning of school year. So, we looked at doing this in phases, but we do need as a district to be looking at ways to either move portables that we have currently or um or to purchase new portables. >> What is more cost effective? >> well, and how many kids are going to you know that you won't know that, will you, until after the year starts knowing, >> right? Okay. >> We'll we'll watch where the year starts. What we're going to need to look at is how many new students are going to be moving into the
052Mil Creek and um heights areas and we're going to be trying to extrapolate that out based on the number of lots that have been approved and homes that have been approved because the if we let's just say we took two portables, one from Mil Creek and one from Heights that we currently have and moved them up to Purple Sage, there's a cost that's incurred for moving those portables >> if we moved them and then still had to purchase new portables because we filled up again at Mil Creek and and Heights even with the order changes, then we would be expending dollars for both the move and the purchase to go right where we had just moved rather than just purchasing outright up for Purple Sage. Um, our recommendation is looking at two portables of for
053a total of four classrooms to be placed at Purple Sage Elementary School. If we were to move those if we were what we'll be doing prior to um what we the district will need to determine this by October or November to get ourselves kind of in line and in you know the production if we're going to purchase >> permits and all that. >> Correct. We need to do permits. We need to get production of the if we're going to purchase a new, we need to get in line to make sure we're set so those can come in as the school year is ending next year and be ready for the the following fall. So between now and October, um the goal that I would have is to present you with as a board with some
054options of either moving and we'll present you with the costs that would be incurred with moving those portables or purchasing new portables to fulfill that need at Purple Sage so that we can get meet that capacity number and balance our our numbers across all the elementary schools. >> So in phase one, basically Purple Sage is going to be able to accept what we're moving in phase one. >> Yes. With as they stand right now >> as they stand >> because they have those open spaces already. It'll bring them close to 90% of capacity will as we move. But the goal is actually not to just keep them at 100. The goal is to get them to a balance. So right now, if we were balancing all three elementary schools, we'd be at about 106% of
055capacity at each one, >> which even though we're only getting to 90, that means people can still request to come. >> Correct. For a year, we will have to allow for that to happen. So >> call your legislators. That's who's done it. Typical portable is about 8 to 900 square f feet >> per classroom classroom. >> There's two classrooms. So, it's usually about 1,850 square ft. >> And those run us >> 250,000K >> and they don't have bathrooms. >> How much is our building out there? >> Our building over there is right around two 2 million. >> Uh, no, sorry, square footage. Oh, the square footage it is, sorry, >> I want to say right around 5,000 because the shop area is 3500 and we have another classroom that's 800, >> but we got the
056steel donated. >> Yeah. So, so we're we're at about right around 5,000 square feet. >> I just thought >> build build, you know, right? I mean, if it if it makes sense because portables are portable, right? And >> and what ends up happening is they outlive their useful life, but we just kind of, >> you know, bubble gum and duct tape them together as long as we can. >> Um, and and in the end it's it's a loss, >> you know, and and so I don't like it'd be if we could I don't know. >> Would you be suggesting adding on to like a purp sage >> or building another building, you know, just >> right next to it? An actual >> solid? Yeah, like an actual building. Um just I can start to put
057those numbers together as well. >> That would be good. >> Um it would certainly be more than the 500,000 >> right >> to build a a standing building. It would be the code or >> but well it's just when you build a standing you're you're going to have different cost. But I if we're looking at that option and and we look at, you know, how quickly our investment in in a portable building is is going to be chewed up and and gone at some point, something that's a little more permanent. I at least let's look at it and see how the numbers >> I'll start gathering that information. I mean, it doesn't do us a lot of good to have a have a giant community of of trailers that are going to be right done
058in 15 years when we could have something that lasts the test of time paid just a little bit more and oh, I don't want to pay more. But if the return on that investment is greater, then makes sense. >> Okay. I'll I'll start gathering that information as well when we present the options for the move and the um purchase. >> Go ahead, Jay. >> Yeah, I agree with that. Yeah, you know, of course maybe two or per square foot, but you're also adding infrastructure like bathrooms and making it all permanent. >> So that may be something to look at now. >> Yep. Yep. We will start working together to get that working on getting that kind of an option presented as well. Any other thoughts that you'd like me to continue to consider as we
059start looking at these? >> No, I think that's great. >> Okay. >> Thank you. >> All right, let's move on to D negotiations update. >> And the only thing there is that we wanted to update. We did hold the special session. Um it was a week after the regular board meeting. Um we were able to to finalize the um education association ratified those changes that we made. Um and just wanted to in an open meeting make sure it was recognized that that was ratified within that special meeting. >> Thank you. Thank you for remembering to do that. Appreciate that. Any other questions on that? Okay. >> All right. Let's move on to our handbooks. Any Are we going to review them? You guys put the changes in there, right? >> There was a summary of
060the changes. >> Perfect. Thank you. Any questions? >> In the school handbooks. Yeah, this is there's a separate item for the athletic handbook. >> Yeah, but there's a summary. >> Yeah, was there. >> Am I missing it? I just see the six handbooks. >> Yeah, you're not. >> Which I wasn't. >> Shall we table this? >> I wasn't going to. >> We tabled it last month. >> Oh, did we? >> I can get it. I can get it up on the screen and we can move. >> That would be perfect. I mean, I was able to see the academy, which thank you because that was nice. There was quite a difference. >> Good in what I saw before. >> Okay, let me just get this. >> You're just sharing that with me. >> Yeah, I'm
061just going to email it to you. Yes, there's a better way. No, it's okay. Apologize for the wait here. >> It's okay. I I would like it to be added. Wouldn't that fit into the same >> are fans that aren't pants? >> Oh, that's true. That's true. >> That's >> No, that's a good suggestion. >> Like that. >> I'm okay with that. >> Mrs. Goodson, I'm going to print to that. Would you mind grabbing those? I don't know whether >> I'll get you a printed copy of those as well as that'll reflect what's up here on the screen. [Music] >> No. >> Okay. So, if we can, we'll get you a hard copy, but we can start rolling through these. >> That's your credible source, right? >> If you're Oh, sorry. >> Nope, you're good.
062I'm sorry. >> No, go ahead. >> Okay, we've got these up on the screen here. The summary of the revisions at Mil Creek and actually Mil Creek purpose age and heights were all similar, simply adjusting breakfast and lunch prices, dates, um, and the calendars. There were no other significant changes to those. >> Yeah. >> So, um, middle school, the dress code was updated. They removed the last two pages, which were a parking diagram and the signature page, which was just not something that they were utilizing. Thank you very much. And see, three front back there. No, that was um then um there was a discipline step process adjustment and that's something that we had shared with you um on a on the um the discipline. Sorry. They they were looking to remove the step process
063step discipline step process and and put in a new one. In the end, they did not have the new process developed enough. So what is back into the middle the Middleton the middle schools is the original stepbystep >> good >> discipline process. So there's essentially been no change on that one. So that the middle school handbook is just that dress code and the removal of those last two pages as you go to the next at the high school. And again, these are things that you would have been able to see as you were reviewing those. Anyway, this is just a summary so that we're kind of consolidating all those changes together. >> Thank you. the structural formatting changes. New table of contents visit at the high school. Um handbook sections are grouped under different headings
064now. Um the new additions is the student ID policy which is um something that we instituted in the spring. Um they changed the animals on campus um which just meets they there had been a procedure that did not that conflicted with our policy 2580. So they were getting their procedures in line with our current policy. >> Um digital literacy graduate requirement which we'll talk about here in a few minutes. um they've added added that in and then the academic honors clarification which um has tiered honor system explained. So and then a minimum GPA and credit rigor um for example they've given you an example of 12 AP uh dual or CTE capstone credits for validictorian eligibility which is just raising that bar for students. um IDLA coursework at home policies um notified of the $40
065fee different that's a change in IDLA's policy how they work on we have an online learning lab at the high school so they were working in those kind of things the religious medical and work release time um clarifies how those are done and how the requirements for transportation specifically for medical or work or religious if you're going way off campus. Uh Middleton High School, you know, emphasizing that it's not responsible during that release time and because they have been released by their parents to go to these um other um activities and then some updated and clarified policies we can roll up there. Um I don't I won't go through each of those details. You could see that as you went through um just details of how they run their attendance um and manage that attendance.
066And then the expulsion language was removed for some behavior rubric. So it's still implied under the tier three. So if they get to tier three, they still expulsion is still there. It's just that there are places where they had expulsion for very minor infractions and so they didn't want they wanted to eliminate that just because they would never go that direction for some of those minor infractions. Um >> thank you. >> The Zeb Oswald Award recognitions and then references to Friday school have been removed because we don't do Friday school. There are other disciplinary impressions. Any specific questions on any of those items or items you want to discuss from any of those handbooks? >> No, I appreciate him going through it. >> Yeah, >> taking care of that stuff. Appreciate it. >> Is this
067for the athletic or >> Friday school? >> Because they do it on Thursdays. >> Oh, they do it on Thursday. >> It was It was >> It's old from >> It was old. It was an old process. they have prior to the 4-day leave. >> So, does that is that what they would call where am I looking at here? >> Oh, this is the athletic. Okay. Okay. Good. >> But where it talks about after school study opportunities. >> No, Friday school was more of a disciplinary. >> Okay. But this would be the Thursday. >> These are Yeah, these these would happen after school regardless. >> Okay. >> Of one day. It wasn't necessarily a just on Fridays. >> Okay. That helps. Thanks. >> Yeah. Any other questions on the handbooks? >> Okay. >> All right.
068Let's go to the athletic handbook. >> Mr. Anthony is here. If we have >> any questions for Mr. Anthony, >> I think that there might be some questions for you. >> Mr. Anthony, do you want to come up to the podium? He probably doesn't, but >> might be easier to reble to respond. >> It's me again. >> It's all good. >> But >> all right. And staying on track. >> Is it easy to go to the Idaho HSA to follow and get rules? So parents, when you talk about >> It is. >> Okay. >> We'll navigate that right now. I'm going to say yeah >> it's pretty simple process >> okay >> if they have yes it is if they have questions it's easy to go and they can always you know then touch base
069with me if they need clear understanding but usually if you go to resources >> to rules and then scroll down they have them all they break it up by section underneath the rules there's all the different ones that we got to make sure we're attempting to follow >> okay I was just curious because you you refer to that quite a bit in here and I was thinking well if a parent really wanted to should we add it but if it's great to go along rule that they can go find on another website if they have access >> yes >> okay what else was I the afterchool study option I guess can happen any any time >> yep >> and then the code of ethics that's listed on page Is is that given out um to
070coaches and district employees? It's the It's at the bottom. I know it's underneath fundraising, but you kind of do list it, but is there >> something that I have for um I think it's it's in our policy. So we do staff training every year. It's an online training that they agree. So they review the code of ethics and then they agree to abide by it. So it's something that all employees like certified employees of course would do >> report to their principal. >> Yeah. >> Okay. >> And I believe I have it um under a list of like different policies and things I get to coaches just so they're aware of a there's a scholarship policy on top of in case something comes up which is different than athletic. >> Okay. >> On page 16,
071you talk about it's underneath game day when you're talking about the following are important guidelines for game day behavior. Um >> this should all be this was taken right out of the Idaho high school. >> Okay. >> Activity association. >> I'm assuming we don't want the two threes. Oh, >> did you mean the rule 43 was underneath our fans to cheer loud and show good sportsmanship? >> My part. >> Okay. >> What you get for messing with a former school teacher. >> I need that. >> We all do. Okay. So, um where it says first ejection, this applies to coaches, athletes, and fans. >> It does. I know you probably put parents underneath fans, but there are fans that are not parents. >> Correct. So, >> can you add parents or is >> I I
072Yes, I I can if you would like. So this rule applies to if I like a coach or an athlete is going to be removed by an official >> and if it's a 43 injection and they can also have an an official can also remove a fan and if after the game they give me a slip that says this was >> so we get these slips if someone's removed and it says it's a 4-3 ejection and it's either it's okay they can come back in or it's no this is a legitimate deal then those individuals have to take an online sportsmanship class and they actually have to the next game where they come back >> and I think one of the things too have parents to that if you >> well and I think it
073all all fans all parents are fans but not all fans are parents >> right >> so leaving it as fans encompasses parents so unless you really want to list it out parents we would it would remain in effect >> to any parent >> okay >> unless a parent says I'm not a I know. >> I'm just a car pooler. I'm just a taxi. >> Okay. >> Bus driver. >> Just looking at that lunch lady. >> Then like so is this this is not its formal final form, right? >> No, I will >> because on the bottom on the front it says 2024. >> I will f once if you all approve it >> then it's final. will clean it up before we release it for the dates. >> So then on page 17, I I
074know you were just kind of talking like felt like this was needed in case of emergencies, which I totally agree that as far as approval for a coach that if there's an emergency drives them to a hospital or to an ER room or whatever your um then that should be there. But you're going to clean that up. >> Yes. >> Okay. >> So, it won't have that part. This is new. >> Clean it up. >> That was for the sake of the board to see it as they were going through. >> Okay. And the only other really obvious thing is editing the um like where it says student dashlet with the with the apostrophe if it needs to be there. I'm sorry. I am reading this and I feel like when it goes out to
075parents >> No, it's okay. >> That they should see >> you. You ought to get Mrs. Crawford there in the front row. She could pro read it for you. >> I appreciate that. >> She's like a masters in reading. >> Come to the office. >> You're taking it in good space. >> So, I guess you realize that I don't skim it. I do read. >> All good. >> So, that that's basically it. Sorry. No, I'm not sorry. >> It is. >> You should not be sorry. I appreciate that because what we send out should be >> okay. >> We're an educational institution. It should be correct. >> Yeah. >> I appreciate what you added there on the communication piece. >> Yeah. >> The texting and and making sure you have a parent on the thread.
076>> Coaches should not text a student. >> Exactly. and not have one-on-one conversations. >> Yeah, I agree. >> Yeah. >> Well, it just protects everyone else. >> Anything from you, Mr. Dempsey? >> Nope. >> How about you, Jay? >> Just only the girls have things to say today. >> I appreciate. >> Thank you, Jay. >> Are we good? >> Yep. I'm done. >> Thank you so much. >> Thank you, Andy. >> All right. Okay, let's move on to G. Supplemental ELA resources and digital literacy. Mrs. Goodson, >> hello everybody. >> You can pick whichever one you want to go first with. >> Let's go first with the supplemental resources. This is a continuation of what I brought before you in May. We just had um one unit that our parent committee needed a little bit
077more time with to finish reading through the texts. I said I'd bring it in June and you blink and it's July. So, >> you did it. >> You go to the second page. Those are just the supplementals. They had no concerns in adding those um in as part of that that 12th grade unit. This is actually a unit where our 12th grade students start talking about you know what what is coming next as they transition from the life stage of high school to whatever they choose. So >> very good. >> So just those supplemental materials um >> question what what process like you go through and read these together. Are there review sites like do you use chat GBT to tell you if there's >> committee read every because we did text sets that we
078developed at the secondary level our committee went through and read every article every novel every >> and then came together as a team and talked about if they had any questions concerns some of it they needed to understand in context of what that would be in the classroom and then some they had some some concerns about we would not bring those ones forward as recommendation. And then the second item that I have, Superintendent E touched on a little bit with the course handbook changes. So our legislature um uh this last legislative session put in a new graduation requirement. It is a new credit um starting with the uh anyone who graduates after January 1st of 2028 that they will must complete a one credit course in digital literacy. it cannot be embedded into an existing
079curriculum, it has to be standalone credit. So unlike when they adjusted the economic standards and we were able to embed some of those in, this is a new course. So in looking at how to best serve our students and give them the most amount of flexibility to um reach this graduation requirement, um we've determined to partner with IDLA, Idaho Digital Learning Alliance. um their course is approved to meet all of the state requirements and it will give our students the option of what year they complete it whether they complete it independently or with support um on site at school. If I can just chime in there a bit, that online um gosh, it was in the the handbook changes. The online course um classroom. We have that at the high school for students. You know,
080a student who's taken an online course, has done some of those before, or is able to keep on top of things themselves, they can take that before school, after school, summertime, and they'll probably be okay. But there are some students that need some support to work through an online class. And that's what we have is doesn't matter which class they're taking, the person that's in the room is helping them manage the com, you know, whatever complexities of an online course, not necessarily the subject matter. >> It no it is good. I have my child has done that and it's been a good thing. >> Yeah. >> And they do assist because sometimes >> the school Chrome job. They don't allow certain things from IDLA. So that facilitator helps get that made available so they can
081use that. So yes, I think that's I I appreciate that we do that >> because I've had older children and we didn't do that and it was kind of rough. >> Are there supplemental courses andor materials for parents around this uh digital literacy? Um >> what do you mean? Like I we're talking about our let's see here sorry state board of education actually see this no um in the the course information uh the fundamentals of of algorithms coding AI cyber security internet safety social media best practices. I I I feel like maybe sometimes this would be really good information if there was, you know, some supplemental online resource somewhere we can point parents that when their kids are taking this so that they can help understand and manage with their kids or talk about because
082it's some people are just like do whatever and then >> whatever happens and and then there's other people that kind of understand what bad things can happen and >> it's like my child with video games right I stopped Nintendo with AB up down start and select that was where I stopped and now it's way beyond what I would like. >> Now it's like two. >> Yeah. So, um, the state has developed a they've got on their website this information about this new course and I can go and check and see if there are parent resources available. But I I I like the idea so that parents can learn alongside their alongside their child. Well, and it it might not be a bad thing before they go in high school where they have done that before.
083>> Have we had like a like a digital literacy learning night? >> Yeah, >> I believe a middle school has done that before. >> Would it be beneficial in the elementary? >> I mean, they're pretty savvy. >> Yeah, I want to say something. >> Go ahead. I know my >> I think it would be really a good thing to start at elementary. I'm hearing that with these Chromebooks, kids are not really learning how to type to get on a keyboard. >> They usually have typing in computer class. So, >> but there's no computer class anymore, is there? >> Special. >> Um, I believe some of our elementaryaries do have it as a special and some not have that one. >> So, why would some and others not? might just be room for capacity >> because
084the extras and the specials they have to decide how much like which ones they're going to do and each school has selected so they have art um music um PE and so it's just determining which of those is the is in that priority I would say >> but all of the the elementary students as we >> just as a refresher We don't like the elementary students don't have like we don't send computers home with them. They don't have >> there is a classroom set oneonone >> for every classroom but there's not a you know you don't take it home and it get assigned or checked out to a student. >> So every classroom they're able to work through certain keyboarding aspects as well. It's just that some have a a specific teacher that's designated to
085do that because that's what the school had internmented. If that's something that the board would like to to I I guess create policy that says the specials will be X for each school. We would need to adjust our policy to to determine that which is not it's not unheard of. I'm just saying that it's not something that has been in place here within Middleton school. >> I was say I would want to ask the community first. I guess >> we did that. >> I think um an important teach this digital literacy course is not necessarily about computer skills >> the use of a computer. It's about the larger um >> cloud-based network social environment. And I I get that where you put 9 through 12 that they can take it at as a ninth grader
086and on up. >> But if they don't have this I'm I'm talking about elementary moving into middle basically if they don't have the keyboard skills. >> I think that holds them back just like not knowing your math facts. >> It's got to be rare though. I don't know too many househ around with but >> but >> there are exceptions to to your point like there may be some that don't let their kids touch a keyboard and >> or they don't have one. >> Yeah, that's I guess is what I'm thinking. >> Yeah, it's possible. I think it's worth looking into for I just want to bring that up because I just I think it's important. >> I agree. >> So they can go into this class feeling >> I think they should be cursive again.
087>> Well, we apparently we still teach cursive in the elementary >> right equal opportunity pain for all children. I hated it. But we have to assess it now. So >> yeah, we have to assess. It's just >> any other questions on the digital literacy course? >> No. Thank you. >> Thank you very much. >> All right. Let's move on to H the renewal of applied concept security contract. >> Okay. So, these are these are our security officers at each of our elementary schools. um each annually when we put this in place, we determined the board determined that we would review um the how things went annually and we're at that point. We do not have I've met with um the head of the applied concept security. Um he doesn't have the he thought he would
088have the contract ready by Friday, but he won't. So, he'll have we'll have that contract for the August board meeting for the new school year. Um, but I did ask do some reflection have my school principles do some reflections on that. I just if it's all right, I'll just read through some of those comments. >> Um, from Heights Elementary, uh, we appreciated the work that uh, Mr. Ken, that's the security officer there, did for us at Heights. He was attentive to the security needs on the outer perimeter of the school as well as helped when needed inside school hallways. He helped supervise children moving from the outer outer portable buildings into the school throughout the day, ensuring their safety when they needed access to the main building. Um he's also established strong relationship with families
089who frequently visit our schools. Many families have shared that they appreciate having a security officer outside the school to help keep the students safe. Scott Brock and his team have been great to work with over the last two years and Scott is willing to help problem solve through security struggles and helped us gain a better insight on how to keep our campus secure. As a from Mrs. Christensen at Purple Sage, Mr. Hopkins having a security guard read in particular has allowed me to focus on many other aspects of running the school knowing that a professional with one task is on campus campus. He works hard to build relationships with all stakeholders and is adept at seeing a need in filling it. I have learned through many years of attending the threat assessment conference that this
090is the only solution to ever evolving threats. Multiple agencies spend 100% of their time attempting to predict when and where school violence will occur. And to this date, they have not succeeded. Even if we had a resource officer assigned to our campus all day, we know full well that they would have other duties and responsibilities that can take them away from campus. This is money well spent and it is paramount that we maintain the contract and even expand to other campuses if able. I would like to add that it has been a pleasure working with Scott Rock. He has been responsive and proactive to our needs and is also constantly evolving in his understanding of the unique task of securing a school. And then finally, Mil Creek. Mil Creek has been so impressed with Carmine
091and his work. He moves through our throughout our campus and interacts with teachers, students, and the community in a positive manner. His first thought is always student staff safety and understands our needs and wants. He goes out of his way to ensure that all are safe. He jumps in to help during events and is a presence throughout the day and all events. Communication between Scott and Mil Creek improved once we discussed the expectations for communication between both parties. He is quick to respond and checks in on campus frequently. I appreciate the open door policy between Scott and Mil Creek. Mil Creek is so lucky to have Carmine at our school and part of our school community. Great. >> Can you help me understand the the communication part between Mil Creek and how it improved? >>
092Yes. In in our first year, there were just uh who was going to say what and how who was going to take part of, you know, in in the take the lead in who was going to talk to the staff about different security issues, things like that were just they hadn't been clearly defined. And so once we were able to put those get those clearly defined both parties have felt that that's been a successful approach. Um overall um there have been I'm I don't want to say that there's zero complaints but there have been zero complaints communicated to the district office or to the administrators about our um security officers and how they interact with our students and our staff at those schools. The re reports that we have had have been uh uniformly positive
093um about parents and how they feel the safety that they feel it gives to them as they drop their kids at school. >> What those complaints have have come up but not needed to make it >> well that's what I'm saying is I I don't want to say there's not complaints because maybe there are people out there that would complain but they have not communicated that to the to us as a district. And so again, this is just a review of some of those things. Any specific questions that you would like me to investigate prior to our meeting in August? Again, we'll have a a revised contract. Um, as I spoke with him, he did not in indicate that there would be any price increase, a cost increase with the exception of we used the
094security officers on a we would pay per event when we had large events at the high school >> and they would come and provide additional security. >> That's okay. >> We paid them additional, but that wasn't part of the contract. He would just like to identify what those events are and put that as part of the contract. So will we have these same people >> right now? He has in he has indicated that those same officers will be available in >> Perfect. Perfect. Okay. And is it appropriate for them to come so we can meet them? >> The security officer. I think they would love it. >> Okay. >> Well, they may not love it. I think I think the applied concept security would love to have them come >> and and have them come
095at the August. >> We have the August. >> Yep. I will I will see what they're available. >> These are different names than when we first started out. >> Yeah, the the Reed and Ken were there. Reed was at Purple Sage the whole time. Ken started at Mil Creek and is now at Heights and Carmine is a new >> Yeah, I didn't recognize that. >> Yeah. I think I think that would be a great thing. I will make a note. >> Thank you. All right, let's move on to the proposal for a mural painting on the community center wall. >> Okay. Um, >> we were approached um by a community group that would that would like to um paint a mural on the side of that faces the main street of the community center. Um
096they had they had some ideas of how they would like to proceed um with that um with that mural. Um there's also been discussions from the city um from the mayor to participate in um the mayor has uh you know she she doesn't take a salary and so she has the dollars for that salary placed in for some special projects and this is one that she might she has indicated in a call with me that she would be um supportive of if we needed if there were costs that would be incurred. the community group felt like they could get most things donated um and and take care of it. Um, in talking with the Greater Middle Park, who's currently using the facility, uh, and leasing the facility, we felt like it might not be a
097bad idea to come together with some ideas of what the, you know, the content of that mural. Um, and maybe even just put a a small committee together that would come up with those and then essentially put out uh requests for proposals from different groups. Um, we felt like that would be a way of uh because there are multiple ideas of how to proceed um how professional we go and how you know how engaged the community would be within the project. um all have different ideas with that and we felt like uh in talking with um their superintendent over there um Cecilia Glores we felt like that would be a good opportunity for the two groups and maybe I this is just a suggestion but maybe one or two of our board members one of
098two of their board members I I would be happy to sit on that um committee if the mayor or city council is looking to invest city funds perhaps having one of the city folks be on that committee and then just let them work with this community group to to generate the ideas. We felt like it would be important to um have a good idea of what you know kind of a mockup before it went on the wall. It's a pretty big space and a pretty big thing to >> And it's on Main Street right in front of everybody. So, we wanted to make sure we do it well. um and just felt like that might not be a bad opportunity to beautify that area a little bit more. Um >> is there a timeline on
099that? >> The timeline I I their their original thought was it would be towards spring that they would >> okay >> work on this, but I don't know that there's any you know there's no push to accomplish it by a certain date or for a certain event. um just that's what they'd be looking for. So, if that's something that you as a a board would like, um that community group felt like having the board take an action and approve, you know, putting the mural on the wall, um I think would be uh something that would be the first step. And and I think the action item would be something along the lines of approve or deny the um the mural >> with a committee >> consisting of >> district J and Cindy >> as your
100tonight. >> You are Middletonians. However you want to say it. >> Middletonians. >> That's right. I'd love to be on that committee. Yes, you can. >> I wouldn't mind. >> Would you be >> There is an action item down later in the >> Awesome. >> I I just think >> you guys have been here the longest and your families are >> Yep. Let's let's let's do it. No, I think it's awesome. >> Yeah. >> Okay. Any other questions on >> So we would be we would be approving or denying the the making a motion to to look at creating the committee to approve this or approve. Yes. >> Approve putting a mural with the committee's approval. >> Yep. >> Committee's approval or committee's >> recommendation. >> Proposal or recommendation? >> Recommendation to the two boards.
101>> Yep. >> Perfect. All right, let's move on to J. Board plans for visiting schools during 2025 2026. We talked about that in the December meeting or November meeting, one of them. >> So, let's make a plan. >> Uh, well, so we we're starting school sooner than later. Um, sorry, teachers, that's kind of just jumping jumping up on us quick. Um what is what is our our the possibility of of us um participating in those pre school opening training days and and >> absolutely >> on the 11th the week of the 11th >> the week of the 11th that we have a an all district meeting on August 12th >> okay >> that Tuesday that in the morning >> I might be great if we were there >> that's a great idea to hear I
102think we would I think we would just need to make sure that >> if there's going to be more than two of you that we post that there'll be a quorum. >> I think that we should make a goal for us to post that there's going to be a >> Okay, I will plan on that. >> Is that a commitment out of you >> Jake and Jay? Put it in your phone right now. >> What day though are you doing that on the 11th? We're doing it on the 12th. >> 7:45 a.m. >> That's not >> You can go back. >> I'll send you a text. How's that? >> I'll send you a text. >> I I think it would be good for you guys to be there and see our staff. Well, just to
103hear what they hear and >> Yeah, >> I think we all should be >> I agree. >> Yeah. >> It's just our opening district meeting. >> District meeting. >> Okay. >> All right. So, that is a good start. How often is it should we be in the schools? Go ahead. >> Personally, I would like to go I would like to visit all the schools. >> I think that's a good idea. >> When and I mean have you talked to the administrators? >> We we can make almost any I I talked to them and they would prefer the group coming through rather than just the individual. Just as a group it's easier to to kind of prepare for and and allow you to see everybody gets to kind of see the same thing as you go
104through. But we can make they're they're not going to turn a board member away who wants to come and visit a a school even if it were not part of some formalized >> Well, I think I mean there's there's two different levels. I think we're looking at is coming through as a as a group, right? which would be a formal tour or walk through or you know for a specific event that we've planned and then um I think there you know an accommodation for us to maybe go and sit in on a on a class or two Cindy has a lot of experience with special ed and and so so to let her see how things are functioning and then I wouldn't know what's going on but certainly she could give us feedback or >>
105yeah I I kind of would like to see different classrooms Yeah. >> And how the new um curriculum is >> being implemented and you know whether it's and maybe is that something that would be good to like work through page >> well >> curriculum type of things >> if if I could suggest if you're going to if there are group things you could coordinate that with me individually and just say Mr. we we can have the board here on this day. We'd like to go and see the high school. We'd like to go and see the middle school. And then given enough advance, I can arrange with a principal, make sure the principal is available. We can walk through. You can see different things as a group. And but there are certainly different ways to
106that are less intrusive if it's just one person coming in and watching. And so then if you were looking for specific uh like a specific thing like the curriculum, you'd like to see how the curriculum is being, I would definitely say working with Paige um or the instructional specialist on here's what what are the aspects you'd like to see. That's always that would always be available. And honestly, I think this it's important as in this kind of a form say parents are always welcome to make those requests and and be able to go in and watch how those kind of things happen because I think that would be helpful for um >> well, it's just good to >> to know if you have questions about the information. Yes, >> let's go and watch how it
107goes. Um and so if it were those kind of things, I would get with Paige. If it were special ed, I would start with Whitney. >> Yeah. and and you could narrow down kind of what it is you're looking to go. That one might be more tricky just because the >> parents of us would if it's a third grade class, I might recommend going to the third grade grade building that's in your zone >> and saying what are the >> I would love to come even at intervention and work with the group >> and I and I think when you get to those I think it would just be t touching base with the individual principal and saying I was wondering if I could come and see this kind of a thing. Um because you
108being able to do that, that wouldn't be a place where you would necessarily go to the teacher and say, "I need you to do this differently or anything." They get to see it so that you can bring it back to this >> body to have those kind of conversations. >> I mean, go ahead. No problem. >> I I was going to say I think it would be us as as a group to just make an effort to hit every every building in a year, right? And then individually, um I mean I think it's just kind of you know where it takes us. Um but if if you know we're we're looking at things certainly things come up it'd be good if new things are introduced. >> Well it might be fun. Yeah. Like if we
109have a new course >> certainly as a group I I think you know if we can start on the 12th at the district meeting and then we're there and then we can connect individually throughout the year >> and then each month maybe try to hit a school as a group. >> I we got how many schools to hit? So yeah, every month and a half or so, we're gonna have to try and and hit it as a group to hit a school and then that makes it through the school year. >> Yeah. I also think it if there's like if you want to see something in particular, I don't know how we want to do that. If you want to everybody lets me know and I try to do that or if one of you
110wanted >> if you want to see if you wanted to see it as a group I would suggest that be communicated with you Wagner and then the two of us could coordinate on here's how we could best do that and you could be the scheduler for the board and I could be theuler for the >> some of us may not be able to go at that one day whenever you >> Yeah. So if you guys let me know days that are best and then we'll that you know >> that don't happen in why. >> So right now I want to know what dates in September are good. That's all I'm asking right now is September. That is your homework and I want to know by August. >> How's that? Please >> may not be a
111bad pattern to to hit. It's just every meeting that we go to. >> Oh I think I think it is. We keep it on the agenda and we just >> Yeah. Sound good? >> Yeah. Yeah. Just keep in mind I have a lot more time uh later in the year during the winter. It's just a little unpredictable. >> Oh yeah. During harvest. >> So >> we'll give you some grace. >> Yeah. About about the end of September things really quiet down for me. So that have to help a lot that >> Well, that that works. So, we're we're certainly flexible. I just the it I think it'll be good. I think it's good if we're we're present at things. Also, going along with that, >> I want to thank Mrs. Christen because she consistently sends
112us her >> Yes. >> monthly newsletter. >> And not to be tattletal, but the two don't. Well, and I've seen the high schools only because I have a high schooler. So, I don't know if >> Yeah, high school. >> And it's okay. I >> I I don't know how you add us on there. >> I It's that is true. They do do a lot. So, I But it's nice if we know that there are certain things that are happening and if they really want the board to be there, >> it it helps to know. >> Yeah. >> Not the week of >> Yeah. Well, I'll work with principles on getting those, too. >> I mean, it just I I I would love to have more board presence at things. You know, maybe we we all
113split up and each of us go to one of the Veterans Day assemblies. I don't know. I don't know what that looks like, but I think that definitely the effort the effort would be worth it. >> So, anything else? >> I'll be at basketball games. I'll be at football games. I like to go to the soccer. There's a lot of fun things. >> Yeah, I I totally agree. More involved is would be great. And I just definitely think that's important. >> Yes. Yeah. Even senior nights are fun to hit. It's just fun. >> Yeah. >> Keep my core side seats clear. >> Always. >> And we like football seats, too. >> I need a box at the turf for soccer. No, I'm just kidding. But I do really want football seats for reals. So there's
114my only request. Um let's move on to discussion item K the supplemental levy. >> Okay. So um as the you board are aware every two years um for the last well since about 2005 there's been a request u made for a supplemental levy from our taxpayers. The last time we ran that was in 2023. Um we are looking to um run that again here in 2025. It would be the the last levy will run through this next school year. So, putting that supplemental levy in place to maintain the programs that we have that are paid out of those um would start if it were passed in say November of this year, then it would um be in place for the 2026 27 school year and the 202728 school year. That would be what would be
115voted on if we were looking at that. And then the two times that we have to to run that would be in November and in May, >> a general and a primary. >> Yeah. And so my recommendation would be to look towards the November date um simply because if by some chance it were not not passed, it would have a give us a chance to adjust prior to being able to make the budget um for the the following year because there would be cuts that we would have to make if it didn't pass. >> Um so we would want to make sure that we were looking at that. Um, one of the things we we would I would be also looking at if we were to pursue a supplemental the supplemental levy would be possible
116increases to the supplemental levy um simply because of the increase in costs for a lot of our different programs and we did not receive additional funds from the state for those increased costs. >> Yeah. Um but that is something >> what are some of those programs just >> so affording sense when I >> sure it's good to share so it's in our mind >> primarily utilities yeah >> when you look at our utility costs those utility costs have increased but there's been no increase from the state to accommodate for those utility costs. So, what we would need to look at is ways to either um cut other programs so that we could pay those utility costs or raise the amount of the supplemental levy to help pay for those. Um there there would be the
117possibility of other um um increases to costing programs, for instance, transportation. Mhm. >> Um we've we've had a number of different routes that we've had to in introduce, but those routes aren't necessarily covered by the state. So, we'd be looking at those at that as a possibility. Um so, this is something that we would I wanted to make sure that we had a discussion as a board um this meeting. If we were going to go for a November um election, that would need to be determined by the board. in the September board meeting >> so that we could get it on the ballot in time. >> So you said transportation with new routes. >> Yeah. >> Would it not be covered by the state? I'm just curious >> because they cover for a certain number
118of students that are that are being carried by that bus, but it's not it's not paid by the bus. It's paid by the student. And so when you get a lot of students, you could you get additional dollars for more students coming on, but it doesn't when you add a new route, there's significantly new costs >> to just going an extra mile with a bus that you already have. >> Okay. Um, so and and we work through that with our with Caldwell Transportation and they're they do everything they can to try and limit >> creating a new route, but once you get so many students on a bus, we've had complaints of students at times >> because one of the problems you run into is you have a ser a number of students that are
119assigned to a specific bus, but those students don't always ride. You know there's there's not a consistent you ride these students this many students ride every day. That fluctuates based on student parents are going to take their kids there to ride whether you choose to ride or not. >> Right. But if everybody rides on the same day, there's often times where students are having to, you know, you get there and there's not a seat because everybody chose to ride that day. >> And so we're kind of notorious for not having as many, >> right? And so we we really need when we get into a situation that a parent calls and says, "My student was sitting on the floor of the bus." >> That's we we can't we can't continue going that route without adding
120a new one. >> Okay. >> So those are some of the types of of increases, but just fuel cost >> increases. Um there's there's a part of our contract that, you know, evolves with the evolving cost of fuel. Um, and so >> with the levy process, we have to list what that money is. >> Yes, correct. It would it would all have to be out. So I've asked Mrs. CR to start putting together recommendations based on the expenditures that we've been making within the district and that I would bring that recommendation in August. That would give another month if you there are questions and things you'd like us to investigate prior to putting that number on the ballot. I think the important thing is just education because we've tried to run the bond and and
121I think that people really >> they they get confused by the levy and the bond. >> Yeah. >> Because levy is a supplement to the operational cost. The bond is for building schools and then they see this. Well, we just passed something recently for, you know, a million and a half dollars, >> right? Well, that's something that that's because of this. That's not this. And then, you know, we got to run we're going to have to run a bond for another school at some point, >> right? >> And so that's going to be a rough um Yeah, that'll be that'll be rough. >> Yeah. >> Sorry about that. >> Oh, >> he got disconnected. >> Oh, sorry. >> It's okay. >> So, anything else that you would like me to to investigate prior to our
122August meeting? We'll be working on a a proposal. Um, we'll also be working with um our financial advisors to make sure we have a a tax impact for those that levying. >> Perfect. >> Yeah. >> Okay. >> And if anyone has a fortune teller that can tell us how things will go in the legislature next year for our budget, >> that would be fantastic. >> All right, let's move on to discussion item L. Uh, discussion of the booster club organization. Um, I I'll give a quick introduction of what we're looking at with this situation. I've also asked Mr. Anthony to be available to answer questions on how the what we've experienced so far. Um, booster clubs are clubs that operate outside of they're similar to PTO's and PTAs. they operate outside of the direct supervision
123of a school district, but a school district can place uh kind of an infrastructure around how boosters would work within the district. Um, I I'd like to just give Andy an opportunity to share a little bit about where it's been in the past and I I know some of you have experience with how boosters have run within the district and then maybe a discussion of where we're at right now and some of the issues that we're we >> always thank him for bringing it back. >> Well, >> you came and you brought it back. >> We did, but it's you know, we've had that discussion before. It started eight years ago. It was along the lines of this needs to be for the school as entirety, right? Something need something. >> So, and it died
124away sort of after COVID. They're still there. Met with three of them tonight. We were in a closet of the high school. Um, yeah. I I think we had a discussion a couple weeks ago, me and Mr. Hollander. Um, Mark just about, you know, Johnny's convers. >> Sorry, Sam. It's really hard to hear. >> I'll speak up. uh a lot of the conversation just raising funds. I mean, we just talking about a supplemental levy here, right? Everything is costing more money. So then how do we as an athletic department or individual programs um where we at in terms of raising money? >> Um all of our athletic teams raise do all their own fundraising. Right now we have stayed away from specific booster clubs for like say the football team or the basketball team for
125this. My biggest reason is this. I I'm fearful of an outside group holding money for a program and then saying but we're not going to give you any money until you fire all the coaches. >> Fair. That's fair. >> I I have a hard time with that. It's a lot better when that said money is sort of funning through our accounts. Well, people want to there's if if I'm going to donate money, I want to see that money and see how that money is allocated. So, yes. >> And each program that raises money, that money's theirs, right? >> Cheer raises,000, that money all goes to cheer. >> Yes. To who knows what because we have to raise it every two weeks. >> And the conversation always goes for so from an athletic department perspective, right?
126We have tickets and we have concessions. Payto play comes to the district to offset the cost of transportation for athletics. This year I think the bill was mid-40s and the pay to play covered it you know. So at least transportation >> is part of that play to participate go to coaches stipens too as well or no >> everything that comes to the district pretty much goes to transportation. >> Okay. I think at one time that was sort of the regional time but then sorry this way um you know so then it comes down to you know from an athletic department perspective we try to do the best just so you guys know this last year 2425 it it was 34,500 for the cost of officials for the year and that's just part of it that
127comes from tickets >> right we have some programs that break >> does that go into like a pot thread at the is >> no that's just what we pay the official regular season. That doesn't count sate. >> Yeah. >> Um, you know, it just comes to, you know, in Middleton in terms of we've had tons of growth. >> Correct. But that doesn't mean we've had tons of big businesses that >> No. >> So now all of a sudden the, you know, each athletic program has the opportunity to fund raise and put up signs and sponsors etc. So I think one of the discussions we have had, you know, any feedback or where we go is one just how do we do this better? >> What does it look like doing this better? Um just because
128our I'm not even talking what it you know cost to run a particular program and some of our programs don't bring any money in, >> right? We have numerous of those that >> Oh yeah. Don't bring I know golf doesn't cheer dance tennis cross country tracks at the other end of the spectum including football and boys basketball that are raising >> 80% of the money that we have to then help all the other programs out in some way shape or form. Um it just is coming down to especially with facility upgrades that we're going to need. Mhm. >> That's $100,000 resurface tennis court that should be done in the next couple years. That's $30,000 for new wrestling practice mats that are falling apart. That doesn't count. You know what we use on a wrestling match
129day. Um safety nets behind the baseball and softball home plate for example. what's your expenses? >> So, it's just coming down to how and what does it look like to have is you know if there's an organization that helps us with that that's particular just for an athletic department as a whole and we can say it's going to go for these specific facility needs for lack of a better term. What does that look like and how can we incorporate that in you know in terms of us as a school district? And another thing we would look at is is that when you have an infrastructure, it helps avoid competing groups. So one parent group says, "We're going to do this for this sport." And another parent group says, "No, we're going to do this for
130this sport." And then you have these competing things that they're both trying to help, but they can't get along. >> And but you're tapping all the same resources, which is hard. So having an infrastructure around how that is operated within the district and how we coordinate with them allows for less of that kind of of of overlapping effort >> um and less of every program going to business X within the community and saying could I get this donation well I gave it to this program and this program this program this program and by the time we get to spring I just I can't do that. >> Yes. >> You know, and so those are those are some of the the reasons for putting uh uh some structure to that within the district. Um but we
131felt like we needed to start that conversation and get that moving. Um and if there's other feedback that you as a board have as we start bringing that to you, um would love to have that. >> Would this include management of like sales of advertising on our new our new billboards and and such on scoreboards? >> Yeah. And right now we haven't taken like that's sort of the next step for me to do that. Um yeah there's some opportunities there actually puts together a little brochure for you. Um but in some of those you know those funds you know I see as being very dialed into specific things that we know that we need. You know still through tickets and some of the concessions just the normal year in and year out we're still fine.
132Next year moving back up to 6A for airborne will help us >> because crowd sizes larger you know ticket revenue increases dramatically. Um I'm talking with one particular business right now say just on a 10-year deal for X amount for some different things. Um some different upgrades at the football stadium which is football track state track here. I mean all those but also then for the next nine years x amount of money that would go towards you know maybe year one is the new net behind the baseball and softball field right so that's we are starting to become creative that way but we also you know now we're tapping into a bigger business that others might have asked over the years for >> when they do that do they get the 501c3 because it's >>
133well that's another piece to booster >> because that helps >> because if we run it if we create an education foundation and all boosters run through that. Then there's theation um tax incentives that come to those businesses and having that organization actually encourages greater um participation and donation in those events because they see a structure and an organization that they feel they can trust with those funds. >> Oh, absolutely. So, what does that look like with the Middleton Education? Did you have >> foundation? Well, no. I just thought we' talked about that, >> right? And and we started in December working well November and December working on that, but it got way laid by the bond the efforts we had. We had to choose whether we were going to work on one or the other.
134But that's something that we would still continue to to work on developing and this just adds to it. >> What kind of timeline would you put on that? on which the foundation or the >> could we do this so that we start doing this because I think we need >> I would say we could get it put together within the next two to three months >> um before the end of fall some fall fall sports um I would bet we could have a a a structure to it that would be presented to the board with an education foundational board meaning five to 10 people that are willing to help direct the beginning of it and then we would grow from there. >> How are you going to select who's going to sit on that? >>
135Well, to start with, it's just looking for volunteers. We would look for uh a few school employees that would be kind of representative of different groups. Um and then we would look in our community at those who are who have have been volunteering and are or would be willing and starting out with a foundational board. you what you'll typically do is put kind of a timeline on when you would kind of give it over to the regular voting and you know where they run their own organization. >> Uh we just give it kind of the legs to to get moving >> really >> because we already have >> we have the found. It's ready. It just needs the people to >> to take it and and move with it. >> I like it. >> So,
136anything else that we you would like us to consider as we start working on this? >> Okay. Thanks, Andy. >> Thank you. >> All right, let's move on to policy. >> Policy. >> Everybody's leaving for policy. >> You don't want to stay for policy. >> Policy is so fun. Have a good summer. >> No, this isn't the secret part. This is >> We're not going. >> Yeah, we're not going into executive session. >> See you later. Have a safe track. >> Yes. Yes. >> Byebye. >> And Lisa's gonna lead us through policies. I have a we have a kid transferring from Utah Tech to Boyce State for some and when you transfer there's a bunch of they got to go back to previous schools. >> Oh my goodness. >> And sign stuff and send it
137back in. >> Yes. >> Paperwork's the best, isn't it? >> Red tape. >> Thanks Andy. >> See you guys. Thank you. >> Bye. Thank you. Okay. So, just as a whole, this policy bundle deals obviously with transportation and budget. And so, there was some required updates to required policies that went through the June update with ISBA. And so, we went through those. We sat down with Gina um as our contracted service with Caldwell Transportation, reviewed um the changes compared to old policy. And the what's in front of you is our recommendation to move forward after that process has already taken place. >> Is this a whole new new or are we talking just the highlighted section? >> Just the highlighted sections. >> Two words. >> Yeah. So some of them you'll see on there have
138the um >> so yeah this first one just the procedure. >> Okay. >> Yeah. Um, and really what it is is we have not gone through our whole version of the 8,000 as a whole. >> And so this is a good opportunity. So we will be eliminating some of those policies and bringing these new ones on. And so it's just a good opportunity for us to refresh with these required changes, >> but we won't remove any policies until the third reading of this set. Okay? >> When we we can say here's the the crosswalk and so that you're we're not eliminating something before we have something to replace it. >> Okay, makes sense. So, um, I can go each through each one of them if you'd like me to, or if you have questions on
139specific ones, we can just answer those questions, too. >> It's okay. I'll be honest. I didn't get to. >> That's okay. >> And we've got three months. >> I was gonna say this is the first reading and we can just make sure >> I've read some of them. They seem >> um Yeah, that's that's fine. >> They're interesting. They're good to read through because you just kind of go >> transportation ones are exciting reading. >> Yeah, >> they are. All right. So, if there's no other questions than what we we can move these to a second reading and then we we've made the corrections that we feel we need to make, but we feel like because they're all they're new or they're translating, we would want to give people the opportunity to make any if
140if we move these to a second reading, can we keep the stricken through stuff in here just Okay. Yep. >> And then if there's recommendations because most likely we won't unless Gina comes back to us or there's somebody else that comes back to us and review it before our next meeting. Most likely you're going to see this exact same thing in front of you. >> Okay. >> And if you have suggestions then we can bring those changes to the third reading. >> Yeah. Perfect. >> Yes. >> So who's brave enough to uh move those to a second reading? >> I got you. I make a motion that we move policy 8 uh 5825, policy 810, policy 8120, policy 8140p, uh policy 8160, policy 8180p-1, and policy 8190. zero. Oh, and policy to a second reading.
141>> Is there a second? >> Second. >> Thank you. >> Oh, all those in favor say I. >> I. >> And >> if I can just draw your attention to one of those policies, the 8140P, student conduct on buses, the CTC procedures. That's one that I would say is probably where you would get the most calls. Okay. >> Because it's how Caldwell Transportation deals with disciplinary issues and rules on the bus and things like that. So it's and it's the P8140P. >> Yeah. >> It's just >> but there's still not there's two small there's there are three small >> what >> there's not that many changes. >> No, there's not changes. It's just not something that I think everybody's always familiar with. that that actually is developed by Caldwell Transportation. >> Okay, >> I'm okay
142with that. >> Gina sent us that one on Friday and so Gina had added it so it could have >> noticed I couldn't was >> that was Pam. Thank you. >> Yeah. >> Okay. >> All right. Let's move on to our action items. [Music] I move that we approve the elementary school zone border changes for 2025 and uh 2026. >> Second. >> All those in favor say I. >> I. >> All right. Next one. >> I move that we approve um the 2526 school year handbooks for the district. >> Second. >> I'll second that. >> Move to J. >> J. Jay and all those in favor say I. >> I. >> Thank you. >> Let Jay get some points on the board. >> He got some. >> All right. I didn't >> We keeping going
143here. >> Yep. Keep going. >> All right. I make a motion that we approve uh the athletic handbook for 2025 2026 uh with uh the discussed uh adjustments. >> Thank you. Is there a second? >> Second. Thank you, Jay. >> We got you. All those in favor say I. >> I. >> Um, I move that we approve the supplemental curriculum for ELA. >> I second. >> All those in favor say I. >> I move that we approve the digital literacy course. Um, and ancillary to that, uh, just those those other follow-up comments about, uh, parental information >> resources. >> I'll second that. >> All those in favor say I. >> I. >> Uh, are we actually making a motion on F since we don't? >> No, we are not. >> We are. >> Thank you
144everyone. >> Wait, there's one more. We got >> Oh, I forgot G. I was just looking at the bold adjournment. >> Do we need to make >> I think you need to table it. I I move that we table the renewal of the contract for applied concept security. >> Oh, yes. Thank you. >> 2026. >> Second. >> All those in favor say I. >> I. Thank you. >> All right. Now, the mural. I move that we approve looking into a mural painting for the community center by forming a committee. >> I second that. the >> Gater Middleton Parks and Rec >> Greater Middleton Parks and Wreck to move forward on a protocol >> or not proposal >> proposal >> a proposal for um what the >> an RFP >> getting this Gmail >> I second
145>> content thank you sorry make it all long but >> you're okay you did it thank you all those in favor Say I. >> I. Now we're adjourned. >> Thank you. >> Good meeting. Thank you guys. >> Thank you. Drive safe.