Regular Board Meeting - June 9, 2025 Part 1

001Add the one at employee 069. Yes. That is that is to amend the agenda to add 0609. access. Okay. Hi, Lisa. Good. I don't know. When you're captain Oh, let me close the How do you Yeah. you everyone for coming. We want to excuse Derek Moore. He is going to call in when it comes closer time to executive session. But let's start with the pledge of allegiance. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank [Music] you. Before we begin, I we need to amend the agenda. So, I would entertain a motion for that. I make a motion that we amend the agenda to include uh employee 0609 to item 11, the executive

002session. I'll second that. Thank you. Oh, did you say C? Yes. Sorry. 0609 C. Thank you. And there was a second from Jay. Yes. All those in favor say I. I. I. I. I. All right. Let's go into our budget hearing. You're up, Mrs. France, excuse me. Do we need to look for our hearing? I mean, our Yes. Do we have any sign in visitors? We do not have anybody signing currently. Just to be aware if anybody had a comment, they are welcome to make one. Go ahead. Thank you. Um, tonight I'll be presenting our fiscal year 2025 amended budget and then our fiscal uh 2026 proposed budget for next year. Um, first of all, a reflection of where we begin and um, where we're at. Fiscal year 2025 amended budget. Originally, we budgeted at

003203.2 support units. Our amended budget actually came in at 205.15 uh, units. Our salary based aortionment originally we budgeted 21,55,334. Our amended budget came in at $21,674,665. Pretty good. Pretty close there. Increasing our state discretionary funds. Originally, we had anticipated $8,877,077 and our amended what we're actually receiving will be 8,898,888 for a total state funding increase of $191,142 for a total revenue in our general fund of $39,114. Excuse me. $39,114,00098. Mrs. CR, if I could, you had said our total revenue in our general fund, that would be what we received total throughout the year, not what is currently sitting in our general fund. Correct? Yes. Okay. Just wanted to make sure total overall year your end budget your budget. Okay. So, the breakdown of our amended budget for um 2425 salaries and benefits, we actually

004um will expend $31,615,083. Purchase services, we will expend $4,354,781. In our supplies and materials, we'll spend $1,86,88. Capital outlay $67,600. Insurance this includes building and professional liability $240,858. We will be transferring approximately $96,000 to other funds. And in our contingency reserve, we shall have 1.6 million uh just over 1.6 million. 54,517. Can you can you remind me like the the contingency fund would run us to ballpark how long? Half a month. It will it will get us one month. Okay. That's good. Um so our total expenditures balance to our revenue of 39,114,917. Our projected uh carryover bid basically is the 1,654,57. Any questions on the amended budget? Okay. 2526 proposed budget. We're going to bring over our contingency reserve as a beginning balance. So the1,654,517 we're anticipating um receiving $2,361,050 in local revenue. This is

005the taxing pieces, supplemental levy, um any type of penalty and interest and any other local revenue such as facility um use fees and such. State revenue salary based aortionment. We're projecting 23,122,91 state discretionary 9,233,69 and all other state revenue of uh1,526,964 total revenue uh state revenue of [Music] 35,983,564. And when we add the local, the beginning balance, the local and the state revenue, our total revenue next year, we're projecting to be $39,999,130. And this is the breakdown of our um expenses for next year. 32,677,364 will go to salaries and benefits. $4,397,912 will go to purchase services. $1,19,500 will go to supplies and material. Our capital outlay or equipment purchases will be approximately $10,000. Insurance, um, as of this point in time, we have not received a renewal. So, I just put in our current cost

006of last year of $240,858. That cost that cost for renewal should come in any moment. Mrs. CR could you also um explain the insurance in terms of that our carrier is changing? Yes, please. So um we originally used to um get our insurance through a broker or excuse me uh through the company I crimp. Um we are no longer going to use I crimp and we are shopping around for a better cost. the uh increase that we came across last year was very hefty and our insurance um guidance company that we used Morgan has suggested that we look for other pieces there's it's not just Middleton school district any further education needed there thank you um projecting a projecting right now at this point in time of no transfers out from from our general fund

007to other funds and our contingency reserve of 1,653,496. So total expenditures balance to our current uh projected revenue of $39,999,130 questions there. Thank you. Okay, so salaries and benefits. Um this includes our health insurance plan. It will remain the same. We aren't changing companies. We haven't increased any uh new uh options on our health insurance. However, we uh did get a 7.2% increase to all of our premiums. Our dental plan will again remain the same as it has this LA from this last year. And uh again, dental increased to 9% on all premiums. Purchase services. Purchase services are any type of uh utility cost across the campus. So, it's our power, propane, natural gas, telephone, trash, sewer, water. It's all of our software licensing that we use such as our Skyward student information system, the

008financial management system, all of the um hosted uh in the cloud sites that we have um come underneath purchase services. This is also all of our professional and contracted services such as legal and auditing services, any special education services that are mandated by IEPs, and any building system needs such as plumbing, electrical, equipment repairs. So, the total increase from FY25 to FY26 is about $29,384. Any questions there? Supplies and materials. These are all of the cost of uh the materials needed to implement any type of lesson plans that happen in the classroom such as paper, art supplies, science supplies. It's all the parts and supplies to repa replace and or repair any building equipment or building systems. It is also the custodial supplies that include all the cleaning disinfectant supplies, paper towels, toilet paper, etc.

009There's actually a decrease in cost from FY25 to FY26 of $66,588 or a 6.1% decrease. Supplies and materials. Capital outlay. This is classroom furnishings such as desks, chairs, tables, storage, etc. Technology equipment such as laptops, computers, projectors, HVAC units, and grounds maintenance equipment. We're projecting a decrease from FY25 to FY26 at $57,600 or an 85.2% decrease. Any questions there? And um Alicia, do you want to talk a little bit about how those are those two areas are actually decreasing just because there are, you know, cuts to things that we're doing using utilization of different funds, right? Yes. So uh as many of you recall the uh through legislation the districts um all school districts received a hunk of what they call school modernization funds. Those school modernization funds have to be identified to affect uh

010capital projects across our campuses, our school buildings in particular. So uh because we are using those monies and not our general fund monies, we're able to uh shift that cost into another fund. We've also been very very proactive in replacing our grounds maintenance equipment. So, um I think we've gotten three or four lawnmowers over the last couple of years and a nice really big one brand new. So, we're able to um offset some of that, not have to purchase again. Thank you. Um insurance um so the insurance cost is our professional liability and building a property. the per I I project the cost to remain the same as we have not yet received our quote per for our previous comments. Um contingency reserve. So our district policy states that we are to budget no less

011than 5% of our projected general fund revenue and that's why we have that contingency reserve piece in there. It helps us offset any changes if we should have uh some unexpected expenditures next year. Other questions on that? So, other funds. So, other funds include anything local and state that the state sends directly to us such as um special grants, um the state career and technical education funds, our state technology fund, safe and drug free funds, um they send a little bit of money to us for our bond redemption fund if you recall. Um, also we have plans and facilities funds, the school district facilities and school modernization. Uh, federal funds include all of our title funds, title one, title two, title C, title 1A basic programs, title one migrant, title two which is improving teacher

012quality and student achievement. Our idea funds which help support our special ed students both school age and preschool. our Carl's Perkins grant which helps support our state our CTE programs and our child nutrition program for FY25. Our total amended budget with other funds for other funds was $ 38,11818,400. I'm proposing an other total other funds budget for FY26 of 32,828,445. It is a total decrease of $5,289 $289,955 or 13.88%. And let me explain that decrease. If you remember when we were in COVID, we had been um qualified for a lot of ESR dollars. We literally have no Esther dollars now. Yay. We had to spend it though, just to clarif. So, um, but what that means for us is no more monitoring. Um, so yeah, just as basic as that. Well, and also for the

013benefit of the audience, the reason there might be a lack of discussion is we've had a special meeting just on the budget with the school board meet uh members already. So, that's why we're particularly quiet up here, I guess. Okay. Thank you. Um I briefly wanted to talk about food service meal fees. Um if at any time a school district raises fees, we have to go into a public hearing. if that increase is 5% or greater. Um, walking into 20 256, um, we do find a need to have an increase per meal, but it is not the 5%, it's all of them are less than 5%. So, um, as many are aware, we have experienced rising food and food prep costs. Um, so breakfasts for students, all students will go from $2.25 to 200, excuse

014me, $2.25 25 to $2.35, a 4.44% increase. For lunch, our elementary will go from $3.25 to $3.35 or 3.08% increase. Middle school lunches will go from $3.40 to $3.50, a 2.94% increase. High school lunches will go from $3.50 50 to $360 or a 2.86% increase. Adult meals will go from $5 to $510 or a 2% increase. Any questions on that? Do we do we have an idea based on consumption this last year what that impact will be overall? Um well, it will of course generate a little bit more revenue so it can help us offset that food cost. Yeah. But do we know how much that's going to be? Um I do have a spreadsheet in my office. Be more than glad to share that. Okay, no worries. Yeah, just curious. [Music] Uh our bond

015redemption fund. So this is our bond levies for uh we have a little bit on 2009, 2010 and the 2011 which is the high school. So um when I look at our bond levy amount for budgeting, I look at actual princess principal and interest due. So, uh, we have two payments each year. So, on September 15th, we have $4,216,23.16. And in March 15, March 15th in 2026, we have only an interest due payment of $464,210. So, next year, we are anticipating um paying out at least $4,680,233.16. um the school facilities funds that the state has given us, we will not have that true projected cost till the end of August of 2025. There's just a lot of factors that come into play, but I did use the current amount we used uh had in 2025

016of 2,260,728. So a projected amount to levy next year would be about 2,419,5516. Question. Yes. When do you have to set the levy amount with the county? Why? When? Oh, excuse me. By the first Friday in September. Okay. So, we should have the actual Yes, we should. Okay. But we were also given a warning. all business managers, we were all given a warning that um if we have to, we can ask for a greater timeline, another week on those L2 levy forms if we need to. Just have to let the county know that we're going to be a little late. There's no penalty. So, how nice of them. Yeah. I should also here really quick. I want to just note that even though I say 2,260,28, we have to expend exactly what they give us.

017So, this is what we know is guaranteed. Um, they say it's not going to drop, but if it's more, of course, then that just means we're levying less. Yes, sir. So, um, could you explain to make sure that people we're all aware of the difference between the school facilities funds and school modernization funds? Sure. And then could you give what the if there's a projected increase or decrease on the school facility funds? Yes. Um so the school facility funds are given to school districts um school districts only um that basically help us offset the levies across districts. So it's very structured. The first if you're given an amount you have to use that whole amount towards the bond levy first to help you to help them cover your bond payment. If you don't have a

018bond then school districts have to use it towards your supplemental levy. And if you don't have a supplemental levy, then you can use it for school building maintenance. Uh, student occupied school building maintenance. Um, this year what we were told in our business manager meeting is they are doing everything they can to not drop below that in that amount, but the formula is rather complicated based on is it the bond equal? Not the bond equalization, I'm sorry, the state land. I'm sorry. It's it's the value of the property within each individual school district, right? Yeah. But there's also another factor in there that's at the state level that is just it's a little magic number. Yeah. Um but again we have to use every single dime to go towards our levy until we have no

019levies or if that point should ever come then we can just put it into and and just for clarification because I think I think there's a misnomer there that you know like we we the more houses we just collect the same exact amount but it's not true. We can only ask for that amount. That's correct. That is correct. Only what's been voted on. Yes. Only what's been voted on. Okay. And so the current um levy and interest that we're paying that's for the high school, right? Uh we actually have the 2009, 2010, and 2000 bond series that are still on the books. They were all for the high school. They were all the high school and there's only a what a couple years left. 2009 will basically be paid off in the spring of 2029.

02029. So about three years to act on this. Okay. And then we can have a whole bunch more money to spend on schools, right? Sure. Any other questions? Thank you. Um if you do think of any questions when uh tonight is over, you're more than welcome to give me a call or email me. Be more than glad to help you answer those questions. And Mrs. That includes members of the public as well. That is not board members. That's right. Absolutely. Thank you. You're welcome. Thank you very much. Thanks. Everybody's good with questions. All right. I would entertain a motion to approve or deny the amended 2024 2025 and the proposed 2025 2020. They they're separate. Yeah. Two separate actions. 25. Okay. I move that we approve the fiscal year 2025 amended budget. Second. Do we

021need to clarify that's 2024 2025? Probably would help. Okay, you're okay. Just add that in there. Gina, we got a second by Cindy. All those in favor say I. I. I. I. All right. Second one. You want me? I move I move that we accept the um proposed 2026 school district budget. Yeah. 2025 2025 to 2026. Yep. Perfect. Second. All those in favor say I. I. I. I. I. All right. Very good. With that, we're going to close the budget hearing. And any sign in visitors? Very good. Thank you for checking. I would entertain a motion to approve the consent agenda. I move that we approve the consent agenda. Is there a second? Second. Thank you. All those in favor say I. I. I. I. All right. Let's move on to our discussion items. We

022have some state champions in this room. We sure love for you all to come on up. I'm gonna turn the time over to Mr. Swagert. Way to go, boys. Way to tell 68. Hand over all the goods. With all the blonde and white hair, it's all natural. And Brian, you can cover up that TV screen. They don't need to. Okay. Yeah, you guys, why don't you guys pull over here off to the side over here so we can face um so the school board just asked us to come in tonight and just to share a little bit about our our experience. Um we we petitioned up into the 6A. We are a 5A school. We petitioned up uh because our players, our parents, our program wanted to compete at the highest level in the state

023of Idaho and uh we felt like that that was something that we could do, we wanted to do and we could contend for um a state championship. Um not only did we contend, we we won it. Uh so so that was Yeah, there you go. [Applause] Um uh I I I think it reflects on several things that that our program does. Uh we we have a very tight-knit uh group of players and parents and community members uh that put a lot of effort into our facility uh into each other uh into making our program one of the strongest in the state. We we've won 20 games each of the last five years. I believe we're only we're the only team to do that in the 5A and now the 6A. Um we have put forth

024um three division one baseball players uh over the last three years and another one going this year and another one going next year um for the first time program history. One of our players was drafted last year. Uh there's another player of ours that isn't here tonight that is getting draft considerations as well. Um we we have a tremendous tremendous amount of talent in our uh in our town and and we wanted to have our boys playing at the highest level like I said so that that that talent could be showcased every single night um in the 6A program. Um our year this year was was was not easy. We we lost our first two games of the season. We we we lost both of them by one run, right? One run. Uh and then

025our third game we won in a walk-off home run by uh by one of our players. And then from there on uh we only lost one game in April and one game in May. Uh ended up with a a 23 and and four record. Uh we are currently uh I think today or tomorrow uh getting our our our championship rings uh finalized and done. Those will be coming out. Um we'll send some pictures to you guys so you can take a look at them. Um we have been um we are we are going to be in a national publication uh in August. Our each of our boys is going through an interview process. I went through an interview process. Uh that publication will come out uh early to mid August. Uh it's uh nation's prep

026is that it's called uh prep nation. Prep nation. Um uh one of our players who's Where did he go? Is he okay? He's a little under the weather. Okay. Okay. One of our players that just walked out um may or may not have been uh named the player of the year in 6A this year. So, round of applause for him. Um one of our pitchers, uh Ian Lineius has been named the Idaho Press Tribune Baseball Player of the Year. Um, uh, Cam Lius was the, uh, state tournament MVP. Uh, Cam Lennus is a sophomore. He hit 700 in the tournament. That's pretty good, right? Um, you know, um, we are getting five of our seven seniors this year have, uh, signed on to play college baseball. [Applause] We have a tremendous group of talented players

027that are coming back, including Drew Holman, Cam Lenius, uh, Jetson Aldridge, Kell View. These three are sophomores, junior year, and this is the rest of the upand cominging young crew that joined us for the state tournament. And then and then Gavin in the back was one of our main relief pictures as well. Uh these guys when they came up were tremendously supportive. As you can see, they fully committed by dying their hair. I was just wondering why you didn't dye your hair. Mine's natural highlights. Natural highlights. Next your voice. We can do it. Yes. Um I I I I just wanted to say thank you for one the opportunity to coach here. I had my evaluation with coach Anthony today and one of the things that I told him is that you know I I've

028been offered four different job different jobs across the valley and and there's not one that I want that is that is anywhere near what I I want. I want to stay in the this is this is my home. It's what I love and I have a deep passion for this community and so um it was it was a fantastic evaluation because we got to talk a lot about just just mil baseball and how much it means uh not only me but the people around me and that are in it. So I just freaking I just love love love this community and this baseball program. So um but I just I just do uh I wanted to turn that over Yeah. Yeah. Go ahead. was gonna say a couple of things, but he's he's not Phil.

029So, uh, Drew is going to say a couple of things. And then Cam is now nominated by me just now to say things. Cam is also one of our our natural leaders. Drew is as well. So, um, I just I I just asked them to talk a little bit about season, uh, some of their favorite things, some of the things that really brought them together, and, uh, anything else that they wanted to share with, uh, with our community. Uh, first off, thanks for having us here tonight. Uh, so throughout the season, I played on three state tournament teams so far, and hands down, this is the closest team I've been on. And a big thing was throughout the state tournament, even throughout some of the earlier parts of the year. We'd go out to like

030team breakfast either at Sunrise Cafe, Mr. Bees, and Caldwell, and just spend more time and quality time together. And I think that family aspect, um, it's bigger than baseball and creating those relationships, it'll carry on, you know, past high school, past college, um, throughout life. And I think that's the big part that this team really came through. And I'd say really what won us this championship was we were the closer team out on the field. And, uh, we did it for each other and not for ourselves. So, I think it was a whole bunch of it was a group effort. Very selfless and uh I'm just I love each and every one of these guys and these coaches. Uh they put in an insane amount of hours, more than we realize and I think more

031than the common person knows. So, I just appreciate everything you guys done for me and this amazing community as well. So, picking back off what Drew said, I think there's a big aspect of like everyone want to play with everyone. I don't think there's like I never heard complaints about, oh, this kid's so annoying. Oh, this kid, I don't like what he said. Everyone was always like happy to be around each other. Like, we'd always say hi at school. Like, everyone was best friends, hanging out with everyone. And I think that played a really big role because then you get on the field, it's a whole different feeling when you're out there to enjoy playing with all the guys around you instead of like playing with some kids. like if I weren't friends with these

032guys and I'm just like, "Oh, I'm playing with some random kids." So, it's a really big deal about it. And as we have team breakfastes, we had team dinner and all that really helped bring the team together and it was just a different feeling. Kell younger guys what it means be on this team. Did you have fun coming up and hanging out? Yes, you did. All right. Um I I I I would love to have an opportunity to to answer any questions that anyone in the community has. School board, um what we went through, how we did it, uh any anything. I I I I could talk for a very long time and I know you guys uh probably want to go home at some point, but I I I would love an opportunity to

033answer any questions that that any of folks would have. Is there anything we can do to help you guys, the program, the team, anything at all? No, we're not giving you a facility. No, you know, um they're good fundraising money. Yeah, we we do really well. We we our our kids our our group raises a lot of fun, a lot of money. You know, our our parents in the back that came right there, uh they just went in and pulled their money and bought a brand new Blackstone grill. Um thank you parents. Yes, thank you. We should we should clap for them. One of one of the things I'll Andy and I talked about this today is Middleton baseball players and coaches take care of their entire facility. We we buy everything on there except

034for the gas and and the uh um and sprinklers. Uh so we we pay for our own fertilizer. We we do all of those type things. I I was out there. I changed two sprinklers yesterday. We we spend a tremendous amount of time um on that baseball field and and I have my high school baseball coach taught me how to take care of a field. He called me this year and asked if he could come and help me. Cool. And so he's out there every two days, two to three days mowing that field. And he only asked there was only one thing he asked. He said, "I just don't want to be paid." And you know, so some recognition for people like him. My father has changed pipes, sprinklers, and he's 75 years old. It

035is it is our field and and there's really nothing anyone does out there that we don't have a hand in. And so that and and we've been in extensive talks with of course the district and and coaching and all that, but uh really the support that we get is has been quite fantastic. Well, and I would recommend that if anybody here has not been able to go to a baseball game at the facility, it's an it's a wonderful experience and just as you walk in, you see the care that's being taken of that field and that facility and I think that um deserves certain rounds. I would argue we need more bleacher space at our facility. Parents, am I right? Yes. Yes. Um that that's one thing that that we could we could use. Uh

036but yeah, we we we take tremendous pride. Our field is often considered one of the best, if not the best field in the in the state of Idaho. That's that's that's not taken lightly either. Thank you. Thank you for all of it. Thank you parents for getting your boys to this point. And boys, thank you for showing up. Yes. and taking home the hardware from Hawaii. That's awesome. [Applause] Have a good summer. Okay. Thank you so much. Proud of you guys. Way to do it. We can do it now. We're learning who they are. Good bunch of kids. Mexico City. Tell them we want that plaque next. It's only one 6A baseball 2020 ever. Technically, it's the first 6A state championship. Yep. Very good. All right, now that all that fun is over, let's go

037on to the next fun. Is that gonna go ahead? Yep. So, we have just one trip that's going um for later this summer. Um the Middleton High School FFA officer training. It's in one one night um up at Tempac. Um and Donnelly um the information was in your packet. um straightforward as far as number of students, number of chaperons, all of that going. Any questions for that particular event? Okay. I don't have anything else to add on that one. Did they they went to state? What did they go? I'm thinking other kids. Yeah, that the this is the leadership of the CTSO. The CTSO, the student organization that's going for some training there. morphing my golf children in here because they go to other schools. Okay, perfect. Let's move on then to the handbooks. Uh

038if I can just I'll give a quick overview of the process um what we've been doing for these handbooks and then essentially turn it over for questions that you've seen as you've um gone through those handbooks. Um each year the principles are require required to bring these handbooks to you as a board for approval. Includes list of rules and expectations as well as information for students and their parents as they go through the the the coming school year. Um by approving those that's something that you as a board are signing off that those are acceptable um expectations and standards that would be held. So each summer we try to walk through these uh we ask the principles to bring it in in as early as they can ideally in June so that if there's things

039that you as a board have questions on we can address those and have those um ready to go before uh you know make any adjustments that need to be made before the school year starts in August. Um right now we've got um you had all but the all of the schools except for the alternative school were able to provide their um uh handbooks in um here in June. So those were all there as part of the um part of the presentation. But um with that I would just turn it over for any questions you have on any of those. The majority of them are not significant changes from the previous years. the middle school has a few more changes than what they've normally u had available there. So, um I would turn it over for

040any questions, any feedback that you as a board have that you'd like to address. If there's a specific um spot within a handbook that you'd like to address that you want us to bring up on screen, Lisa has those ready to go if you'd like to if it needs to be up there so we can have that discussion. All right. Who would like to go first? could I would personally I'm not speaking for the board I'm speaking for myself like to be able to see these a little bit earlier if at all possible and I would hope that they could inside their work make changes like highlight changes so you can see what they're changing from to And I would I'm also going to ask that we don't approve a couple so we have we

041can move them to July because I I'll be honest with you there was a lot to read right and I I don't know about you guys but I didn't get to all of them. I think I think it's worth just tableabling until we all together. Um it's when it gets a second talk about it. Yeah. Right. I actually have some Yeah. So I don't want to take away from the board but just to clarify um the by earlier what are we talking May? Are we talking April? Whenever it's possible I mean if the school is not going to change it can we get it in April. So, right. And and typically we've just waited till the end of the school year just because they're working on getting done with the school year. And I I

042understand that. I don't want to make it harder. I just if at all possible can be even in May at the May meeting. So maybe if if there are no significant changes planned for those handbooks to have those out in May and then giving the time if they still need time to work through some changes to do that because that would be early May. So yeah, so we could we could we could work towards that for our ne our coming school year. I appreciate that. But is there any issue of delaying the approval to July? The only thing that it holds off on is the school getting ready for August. But if you as a but it's early July is our meeting. So correct. Yeah. And it's important for you as a board to be

043able to see and read through because if you haven't been able to see and read through then you you may end up approving something that you don't have that and I feel uncomfortable doing that. Yeah. So n perfect. Okay. Another reason for sending getting the ending June. What are some of the driving things at the end of the year asking that that kind of guide you to make changes? Are just incidents that happen throughout the the year or just things that come up? need a minute to breathe and reflect on maybe looking at discipline reports, you know, talking with leadership team and school to see is there anything that the teachers themselves are seeing. That's primarily what it is. More just trends that that are coming in that we're not used to or Yeah. Cool.

044Yeah. So, the middle school had the most numerous changes in the handbook. Was there particular areas that you'd want to discuss or that we should Well, for I I would focus they they just made wording changes to dress code, which is always something that is they need to um they've given a lot of information because they've changed a lot of their programming in terms of their class, their courses and things like that in terms of how they're organized um how students get into some of the higher level courses, what's being provided as supports for the students that are struggling, those kind of things are being changed and good and a lot of this comes at the middle school and you actually see this quite frequently when you see a principal change. Um last year there

045were actually quite a few in the high school as a result of Mr. Holinger having gone through one full year as the principal and seeing the things that he felt were important. The same thing now is happening at the middle school with Mr. Hson in his first having gone through a full year naturally with the change in correct um our elementary school principles have stayed pretty consistent over the last several years and that's actually you're going to see that as uh uh why those don't change as frequently because they've all had quite a bit of time to kind of hone the what works within their schools. Um I will say this also as a this I mean doesn't fit anywhere else but um all of our administrative staff are coming back next year have any

046turnover in any of those. So that's a a positive thing for the district as a whole. I mean typically you you'll have one or two just that are looking for different jobs or um maybe looking at the end of their career. Um, but this year we're going into next year with that same team and that's a good way to keep some consistency. So, so my my question is is it prudent to have student safety or school safety somewhat addressed in handbooks? It could, it could be. What What types of school safety would you use? The high school handbook. They've added the Middleton High School student ID policy which was implemented late in our school year and I would like to see that in the Middleton in the middle school handbook. Okay. Just because then there's

047teeth so that that can be enforced. Yep. Oh, that's good. And and what exactly is it the policy in the high school? They actually have they have to wear lanyards and they have to you have to be able to see them. Okay. They have to be visible and that was something that we we implemented just midspring because because of circumstances that came along. So this was a way to address that. But there was a clearly a plan to see how it worked in that those few weeks months that we had that so that it would be better explained and better able to hold students accountable in the fall. So that's certainly something we can add to them. I will make sure is included. I mean I'm sure they've I mean I don't think that it

048was on purpose left out right. I just with all the changes they're making anyway probably just it would help them. Okay. But the middle school students aren't currently required. Well, they started out being they ended the year with that requirement in place. So, it's the same. It's the same, but I I'm anticipating that they'll adjust how they monitor and enforce. Okay. Based on their first few weeks. I think one of the other big issues was uh cell phone usage. Is that something that's a changed policy in in the middle school handbook? Not since last year. The middle school actually adopted a more stringent cell phone policy in Mrs. Walt's final year. Okay. As principal and they've continued with that same policy in place. That was we adopted policy. Yes, we and we as a district

049adopted policy in December. Yeah. So that's not new. No. So then I guess my question is do you address something like that in an elementary handbook without I mean I know we have a safety plan and that's not for everyone like how far does that line go? I think it goes into what is outwardly seen and experienced by our students. So, um, fire, you know, a fire drill, what can parent, what would parents and students expect from a fire drill? It's the kind of safety information that might be in there. Um, lockdowns and things like that. And that's those are and that's what I'm saying. those kind of things that that are experienced by students so that both the student and the parent can be prepared if they take the time to go through that

050handbook would be the types of things that we'd be looking for within that. Okay, that's really my just my thoseards. Okay, I will make sure that we get that and what will probably happen is I'll share this information with Mr. Hson. And what we'll you'll probably get is either a revised copy where we'll direct you to the space that has that or just I'll get a full revised copy and we'll send you the additional wording so that you're aware whichever one just makes more sense to you as as you receive it. You should probably just look at that being the process every time just just highlighting changes. So just in the interest of Yeah. And I've got that down. Yes. moving speed up. Yeah, it is a lot of pages to for sure. We at

051least had a day or two. Yeah. Any other re thoughts or questions? I just I have a lot on the um I say athletic canvas. Oh, that's the next that's the next one. Yeah, that's the next item. So, and we've actually got Mr. Anony here that will be here to be able to answer some of those as well. Okay. Oh, I see. Yeah. Any other questions anybody has? Mine were pretty simple, I think. Yeah, works. Okay, let's move on to our athletic handbook. And you might as well come to the podium, Mr. Anthony. No, I'm just kidding. You You don't have to. We'll probably call on you now. Whatever you would like to do is great. I'm here if you Mr. Anthony, would you mind just giving a quick summary of how we how this

052was developed? Uh yeah, so it's since over my time here it's sort of weekend out. Um this newest um redemption for this school year sort of came together the end of last summer than working on throughout the year. We had a group of community members that came in. There's still some stuff that me and his Mr. Hollander are working on in terms of um you know, how do we better connect with community? How do we better connect with our stakeholders? Um how do we help middle and athletics continue to grow? Um the exceptional exceptional in all areas, not just potentially what we're doing on the field. Um so incorporate some of those things in there. Um there's a lot that's in there. Some of it ties into the student handbook, right? You can see some

053of that in there. Um, and then a lot of it ties into the Idaho High School Activity Association. Um, the expectations you see at the beginning were actually looked over and put together by that community that committee last summer and there was 10 to 15 individuals who read through and get thoughts and ideas, coaches, committee members, etc. So it's a continuing ongoing work of trying to put something together that we think is um resourceful but at the same time not lengthy lengthy it's straight to the point which often times hard to do in a handbook. Thank you. Yeah. Is there anything new or kind of like a pressing thing that we should be really looking at or you can just Is this is this all new? No, it's not. No, a lot of it's been

054I mean some of some of the things in here were here when I was first hired. A lot of that was we did down I just remember when I was first hired it seemed to be like 30 pages long and I thought oh we can say this in two paragraphs or eight paragraph opposed to two and a half pages. Um but nothing nothing necessarily new. I mean eventually we'll have to you know one of the biggest things we have to do is continue to adjust as rules potentially change the high school activity association the next big thing that we'll probably have to add in there somewhere is you know new transfer rules those are going to look like and how that's going to affect student athletes. You know, one of the things for this May,

055I know we discussed this, I think in May, was getting this in front of you all to be able to read through and ask questions so we can adjust, you know, get it back to you in July, cleaned up in a way that better when we send it out to everyone. All right, then. Do you have questions? Well, I just um in looking in the mission, if you'll direct us to the pages that you're looking at where the mission statement is, it says the athletic department will establish clear expectations and accountability for all stakeholders, athletes, parents, coaches, and the broader Middleton community. Um so we had two different things. The expectation sheets were created. I don't remember the once again a group of us working together on it. The expectations you see down below are

056what expectations. Yeah. And I I guess how is the community involved? I mean, we say the broader broader Middleton community, but I'm just wondering where the connection is with the community. Um, with with one of my concerns is is that basically the booster club is not really a cohesive booster club. what I've been told and what I've experienced with different individual parents that have shared their concerns with me, which in my mind, that's where a lot of the community is to get the community involved. I realize we're a lot smaller, excuse me, larger district than we used to be. Um, which goes without saying, but I remember, and I'm going back, not necessarily when I was here, but when my kids were here, there were booster um, fundraisers that were ones that the whole community

057could come to. Like the one big one I remember was the the dinner and there I mean it was held in the old high school gym, but I I've heard there's like a sectioning off of booster like there's one booster club here. There's an alumni for FFA. I mean there's Sorry to interject just a little bit. It's okay. So I guess I'm trying to understand. Keep going. Keep talking. I'm trying to understand how this all fits together in the handbook with well I think the boosters with and the community should be in here somewhere and you want to add the booster as far as how does that work though because that's separate. Oh it is separate but so I think the reason that they're not included within the handbook and Mr. Anthony share with me

058if you have any other thoughts on this is the a booster is run is an organization run by parents and formulated by parents. It's not something that the district creates similar to a PTO a PTA which means we we work together and collaborate with the groups of parents as they come together. But that's not necessarily something that we can say to the parents, you have to do X, Y, or Z in terms of how they run their you just want the verbage put in. I totally understand that. I kind of think I know what you're saying. Where's the communication to that those groups? Oh, you Oh, so you're what you're talking about is how they communicate with Mandy. Yeah, I guess that's what probably all the time. Yes, all the time. So, as you look

059at that last, we're trying to put together like that. So the mission encompasses, right? So the mission is sort of for the athletic department as a whole. Now there are some things that we know we need to do in terms of those stakeholders. Now we're talking the broader Middleton community. What you see in the athletic handbook are the ones directly tied to a set athlete, myself, the school, parents, the athletes themselves, coaches. Yeah. the broader community is us being able to put it it's it's either verbiage up in the gym of you know these are expectations for fans or it's verbage that we can put out on social media um that's would be that as part of that mission where this is now expectations clearly defined for those we know so it kind of encompasses

060that group in there and then I think as we talk about PTO I mean PTO we talk about boosters I think then that becomes something that we can address policy-wise as a district in terms of how we communicate with and engage with a booster club. And that's something that we could certainly look at policy-wise because that a handbook is going to be something you you're giving this to the students that are participating and their parents and what to you know for how we get through this season and all of those kind of things. If we're going to talk about how we can better engage the PT uh I keep the boosters then I think we're in a better we're in a spot better to address that as a district and possibly even through that what

061we were talking about as far as formulating our found education foundation and bringing those boosters under the umbrella of of of a foundation that then that's where you know they they kind of all coales together in terms of what we're looking for for the district. Okay? Because that I mean, we do on page 15 there is some stuff about fundraising, but we're talking about specific team team event fundraisings as opposed to general funding of the athletic department. Would would would the dispersal of general fundraising be addressed in policy or is that something that you handle at at the administrative level as in as in like what teams get? Yeah. Yeah. Yeah. So any So and I I've heard the stories and this will tie in a little bit. I've heard the stories of the old

062booster club here, right? And things have just it's not the legend. It has it has changed since my time has been. It did change before he came. I was at that meeting before. So right now any you know we say parent groups anything like that but they're all basically just fundraising for a particular sport that money is not somewhere right that money deposited into the high school accounts. Um so whatever money a program makes that money is then used specifically for for that program. So there's there's not a general athletic booster group that the booster club that we sort of restart we started my first year has done a really good job of over the years and before COVID hit we were sort of on an upswing with some things once that hit it dissipated

063and fell apart a little bit but the first meetings we had were all about doing something to help raise money for all aspects of the high school. It was never about athletics. No, per se. It was all about if choir choir can ask for money, band can ask for money. Any group could potentially ask for money from this. Can I speak to it for a minute? Because I appreciate what you have done because I was at the meeting when they disbanded it. And what you came in and did, you provided opportunities for those for band, for esports, for whatever to make money in the concession. So, I appreciate that. You know, so when you look at it, it's so the fundraising thing is there for like this is how we want you all, you know,

064to be able because we have to we we have no and this is a bigger discussion for some other time that I would love to take a part of. We either do it how we're doing it now team races money. Yes. or we scrap it and we say we're going to have this huge deal where everyone pours money and then we have to figure out how we where we get a house donate it to us like West Data so that we can make raise funds for all our athletics. So, so there any chair whatever chair makes goes straight. Yeah. Okay. All right. That it's just goes to show you. I know things change. I just guess I didn't realize they disbanded. Yeah. The group and some parents want to just put everything into this sport

065or everything into that sport. So I guess it got pretty convoluted when it disbanded. It's bigger. Yes. Okay. Any other questions in there? So it sounds I don't have a whole lot, but go ahead. Well, it sounds like Andy, the only thing that was really an issue was this u and the only thing that's really new was uh about having athletes ride with coaches. And that's the new that's in there, I believe. Yeah, that's that's highlighted on 17. Page 17. Yeah. And this was mostly if it is a because of an emergency situ like it is nothing but we're calling 911. We're like there's no one around. It's to cover ourselves in that situation where I don't want to be like being liable. Yeah. No, at least we're covering ourselves to be able to say

066it's this big of a situation. We're going to figure out how to get transport this kid to where they need to go because of what just took place. And it would be the last of all last resorts. That's like we can't get all the mom and dad practice to pick up because whatever happened at work, our athletic trainer is telling us we got to go now. We can't wait for No, I like I like that. Thank you. Yeah, that makes sense. Thank you. Is this a Is this a rolling out to our students when they start the school year or or the athletic season as a signable document as a what document? Signable document. It hasn't been it is on the like we'll send it out. We'll tell them where it's located. We'll send it

067out on TMAP. Um I try to do my best once we create each of our seasoned groups within Skyward, you know, kick it out via email. Um it's only signable in the MHS par player consent that basically says and yes I've read these four documents. Okay. But we have that. Yes, we have which is what it I just think it's it's important that that we have this connection so that nobody walks in says I didn't know. Um because you know there we we have specific processes for grievance and everything else in here and and it's not to you know like go through the process and you you sign like I'm I'm interested in just making sure that everybody like know you really know the process. you really understand that, you know, if if you're unhappy,

068there's a process, but you don't you don't run it to the governor because, you know, like just go through go through the process. I just think it's really important. Yeah, it seems like the athletes are charged with that knowledge like yeah, there's an issue. It's in the handbook and you better know what the handbook is understood up front. That's just really important. Yeah, absolutely. There shouldn't there shouldn't be any there shouldn't be any misunderstandings as to what the expectations are and and then coming, you know, halfway through the season. Well, I didn't know that, right? And I mean, we have a handbook for a reason. We have policies for a reason. should stick to them uh and and lay them out evenly regardless because um yeah, I just I think we have problem problems when

069we ignore them or or try to find loopholes in them and just Yeah, stick it for sure. Great. Good. I do need some clarification on the communication piece because it talks in there about texting but then it says below you need to use the stack team app. I am page sorry I should tell you page page eight page eight. So just clarification are we via text in stack team app because you can do a group chat in there. Correct. So the goal can we specify that so that they use stack team app because I know coaches don't they being the coaches yes in what like all communication should be through stack team app that is a coach should not text a student I I remember before we had stack team app we would we'd have

070to sign a parent consent and one of the things we talked about maybe we need to put it in there is this whole idea if there is for whatever reason I know we've had these discussion if there is a text like said parent also is on and that that's been the yes and that's been the instruction given to coaches that if for some reason you have to communicate with a student directly that's only done when the parents are in their phone number is included in that text so the parents can see absolutely it's just better for everyone and and that is the expectation that's been given to the coaches but if we to include that within the handbook. That's I think there's some I think if you do it gives you some teeth. There's some

071third party apps that like esports would use and I think that we also need to take a close look at some of those because they are there there's some sketchy areas of those communication apps. They can make their own Discord. Yeah. Yeah. But I mean there's a lot of other garbage on Discord that's Well, there is. But they can make their own room if they can they can make it secure. But I think that's just something we need some people identify because it's important because a lot of the the tech guys are are using that to communicate. But there's some junk there that Oh, there is there is that you can make your own room and keep all that other stuff out. So I think what we have to do is clarify that that's the

072expectation is if we're using a third party app that it's the building administrators are aware and that this is how they're going to secure the students so that there's not somebody from outside being able to communicate in one of the biggest ones that you will see or I mean I you know I send tons of stuff out on team app all the time. Oh, I think it's great. But what you find in some sports, especially baseball and softball, just use a game changer. And there's also everyone has to sign up for that as well. So, there's communication piece in that. It's a little different than third party app, right? There's another way to get stuff out that's on board if you have to use it. Yeah. I mean, it should be it should be listed

073on here. Yeah, you could put it on there. Like, I think I think those should be specifically listed and or if there's some caveat that we need to work. this a third party procedure what you have on there that covers that sounds like there's enough I I don't mean to preclude any other discussion but I think that sounds like there's enough that we probably need to continue to work on this and bring it back in July so that those additions are made. That sounds good. Yeah, I agree. Sorry. Any other specific instructions that we need to work on? No. No, just that piece. Okay. For me, I don't know about the rest. Grammar. Grammar and words left out. Will you will you could you run it through Grammarly? Thanks. I will bring a rule. If

074you'll if you'll send to me. Well, thanks. That'll help. Thank you. Thank you for the work that you have done, Mr. or anything. It's great. Appreciate it very much. All right. Let's talk about our renewal with Littleton Parks and Rec. Okay. Uh, as you remember last year, we put a an agreement together with for the lease of what is called in the renewal the fine arts center, which is the rec center over here. That whole building. Um we you we lease to greater Middleton parks and rec the gym plus um some of the um restroom and kitchen area and then a series of classrooms that are all listed there. We um when we put this in place last year, we put it on a 2-year renewable um plan um with there's still the option if

075there's an emergency that with 90 days we can um work with them to address um needs that we might have and discussing possible um directions we might go after the failure of the bond. to have that conversation with our um compadres compadres our our colleagues over at Greater Middleton Park. I I had a conversation with them just to remind them of that and they still felt comfortable with the 90 days is a sufficient uh time frame to be able to give them time to adjust and find a lo new location. Um but the overall plan is to continue the rolling two-year um rolling two-year plan revisit. Yeah. So so what you would be doing this year is approving this with the new dates. Um nothing else we just approve it but we we just reserve

076the right to check it every year. Yep. And so we'll bring this back every June. Um we'll look at it tonight. If you as a board approve um renewing this for, you know, again another rolling two years, the Greater Middleton parks and wreck have a meeting later this week and they'll do the same thing in their group. So what uh where is what section are the dates? Oh, it's on the third page on section D number one. Okay, that's our so has here agreement will become effective July 1st 2025 of this year with for 2-year period ending June 30th 2027 any other questions on that. Okay, bring up the um we'll just go through highlight. Yeah, if there's no other questions. Nope, there are there are not. Thank you. I appreciate that. All right, let's

077move on to the negotiated agreement. Yeah. So, we've been working with the Middleton Education Association over the last oh, since two months, mid April. um and working on adjusting the negotiated agreement to address um funding um either challenges, opportunities, however we go, as well as some adjustments to processes within the district. And so I think the easiest way would be to roll through the negotiate agreement so that you as a board see what those proposed changes are. Um and then uh if you have concerns, we can look at that. If you as a board choose to approve this tonight, it would be approved pending the ratification of the education association. We were able to finish our last uh negotiating session earlier today. They have to have 48 hours to we had placed it on our

078agenda already knowing that it was coming. They have to have 48 hours to um notify their group. And so if you as a board approve the negotiated agreement tonight and then they approve on I believe it's Thursday that they'll be meeting then we'll be in good shape and we can move forward with this negotiated agreement. If either party, you as a board or the MEA and their um um their body choose not to approve, then we would um we would come back to the negotiating table later next week to address whatever concerns might come up from either party. So, we're good with that. I'll start rolling through. And there may be parts of this that uh Miss Pennington will address as well when we roll up to the um compensation. I think that's the first

079one that comes along. Yeah. Let's let's roll to the where it's got the chart. Yeah. Right in there. Can you make it a little bigger? You make it a little. Um, so what we've had this year, um, is in the past when the career ladder was. Do we need No, we Yeah. Is that big enough? Do we should we move the TV a little bit? That's okay. Okay. Make sure everybody can see. Um so in 2013 when the career ladder was u put in place there was one and the career ladder is how the district is funded meaning the how it's determined how much money comes in for each teacher. But when that money comes to a district, the district is allowed to create a salary grid however they would like as long as, you

080know, they're keeping, you know, if they're going to use more than what the state sends, it has to come from their general fund to do that. Um, the only requirement in terms of the the salary grid has been until this year the very beginning salary. So what you would see in level one lane A um that amount and no matter what the scale was how no matter how it looked throughout the dis the state whatever the state was saying was the minimum we had to make sure was our minimum we couldn't pay somebody less than that but every other value was fine as you you know you could arrange that as you negotiate within your district. That's a state minimum then that that that is listed there as the state minimum for this coming school

081year. Okay. Um this year however the state implemented two other um two other criteria criteria or minimums and Lisa do you mind bring having the old one up it's called wrinkly last year scale this might be an old one but that's in the past what you'll see here is this is from last here, right? Okay. So, this is how as you can see last year's minimum was 48,964 and with that 48,964 everything else was selected by the district and that's been worked on and developed over the years since 2013 um with different criteria for moving and things like that, but there was no other. So if you could switch back to the this year's what happened this year is that what you see at level two and level three in lane A are also expected

082minimums. Um and that is for level two is the minimum amount for any teacher who has met the professional criteria which is set by the state and we'll talk about it in a second. And level three minimum is anybody who's met the advanced professional criteria which again is set by the states at there at 64,000. So to in order to incorporate those two minimums, if you go back to our uh last year's as we looked at this and we worked together with the association, there was no way to really do incorporate those minimums to match who could get into those based on how we had our our salary grid set up. And so we felt like we had to go back to kind of the drawing board to make sure that we had the the

083um correct amount. So if we'll go back, we we set it up this way. Um and this essentially allowed us to meet those minimum criterias as well as provide continuity for our teachers based on what they were receiving um this last year because contractually we can't go backwards either. So, we needed to make sure we're giving them at least what they were where they were at or additional funds. So, when you place all of our staff members on this grid, new grid, what you see is a in general a 2.7% increase um across the board. That is not equal for every person. There are some that were above and some that were below. And as you create this for a group of, you know, 250 um salaried employees all with different amounts and different stipens.

084It makes it so that they you know you you I guess what I'm saying is you can't just place them halfhazardly throughout and it's going to have a lot of different variations within it. So, we've placed we we made it so that everybody could make their a shift that allowed them to increase um everybody sees an increase. Average increase is 2.7 within the district 2.7%. I'm sorry. Now, we talked a little bit about how you move and we've addressed this with the the group. Would you mind scrolling up? So the basic criteria for movement is the overall proficiency rating and these are taken straight from the state. You know this is not something that we developed but overall proficient evaluation rating completion of individual professional learning plan at least 50% of the students meeting the

085stated goal which is a goal created by the um teacher in and is listed in their IPL and then no components of the Danielson framework which is our evaluation framework that are marked as unsatisfactory. Doing that is essentially how you move from one move across horizontally. When you get to the end of your horizontal, you have to now talk about moving between those levels between level one and two, two and three, three and four and so on to move between level and these again these correspond with expectations from the state. So these are things that were in place already for our teachers. So even though it's not wasn't something stated in our previous um grid, it was how it was in practice. Uh so moving to level two, two of the last three years, meet

086the basic and it shouldn't say basic criteria. Meet the minimum criteria outlined above. Would you mind highlighting that? I guess that's a PDF though. Or is that the Okay. Would you mind highlighting that? need to make sure and get that word changed from basic just as confusing because we use basic as a a a rating and it's not that they have basic, it's that they've met the minimum criteria outlined above in two of the last three years or in the third year and then you know once you've moved to level two you can't go back to level one. Um then on level two to level three, this corresponds to what teachers would do to meet the advanced professional endorsement um which is what they would be held to anyway. So we want to make sure

087that that's um clear, but a minimum of eight years teaching experience and then for the last five years meeting the minimum criteria. Would you mind highlighting that word basic again? I'm sorry. I should have caught that. um or the last three years meeting this criteria rated as distinguished in either domain or do domain two or three which are two domains that that focus specifically on what's going on in the classroom. Um 75% of the students meeting the stated goals and demonstrated leadership role in the district for at least three of the last five years and we have a list of those leadership opportunities. Level three to four is similar to the other. It's just that it expands the num amount of time. So you would have to have a minimum of 13 years teaching experience

088to move to that fourth level. But then everything else is the same. Um so then how we place teachers as they come in. So teachers coming in from out of state, another district that has a different salary grid. Um the state department has a process by whereby they place them in terms of what they're going to receive and ours would mirror that. Um one thing that you'll see is that this doesn't have that uh an value for the education um pieces as you move across like credits like credits and things like that to move across. And that's again consistent with the way the state has been placing things. But what we did want to make sure of, if you'll scroll up one more time, Lisa. Oh, sorry. I say up, but I mean I mean

089down. Um, so for those that are currently um looking at a master's degree, so for instance, let's say that last fall I wanted to um I looked at the salary grid and said in order to move over I need to get a master's. So I enrolled and started paying money into a master's degree. Um, this allows for those teachers who have already made that investment to be able to to essentially be rejusted where they're at um once they complete that master's degree. But that's only for those teachers who have already um invested in that because at some point you have to let that piece um piece go. And so that's what this that last portion of the area discusses. So that's that's a pretty big change, a pretty big um lift. And so our education

090association will be working with their membership to be able to explain and walk through how that in takes in into what that takes into account. One thing that is in favor that is a benefit for is that we've lumped all of those stipens together. And so the way that the teachers are being placed on that new grid is based on their original contract amount from this last year plus all of those stipens. So when they we're looking to let's say that we're at we've got somebody who's at $50,000 this year and we're going to place them. They're a professional. We're going to place them but they also have stipens that make up another 6,000. So, if I were that person, if those stipens weren't included, I'd actually be looking at that cell 51,000. But because

091those stipens are included, I actually can move up to that 57. And it's a way of of codifying the stipens, which was not something that was in place before. So, it allows u more teachers to receive more of those dollars as they're moving through. And I think it's important to note that on the teacher end, it's actually beneficial to them to do that because currently their stipens don't count towards their Percy retirement number. Now once we put it in the salary grid now, it ups their daily rate of pay for that Percy incentive as well, which is good, which will help them in their retirement. Another benefit towards their retirement. Um, any questions on that part salary grid? Have we looked at the stipens lately or is that why I'm thinking? Meaning looked at I

092mean have we looked at what those stipens can be recent? Oh you mean the leadership stipens? Yeah the leadership stipens are actually outside of this. Oh okay. The leadership stipens are still their own section and we review those each year. The last time Lisa was last and we'll bring it back in August for next year. I was thinking okay the stipens that this would be applicable to would be the advanced professional endorsement stipen and then um uh you call it I don't remember um thank you the experience stipen for the amount of years they okay that's right okay and I guess for the benefit of the teachers that are here tonight we'll be sending out actually a letter to each teacher explaining where they were how the stipens increased and what their new placement on

093the salary grid would be so that they have all that information. So basically the that's where the experience comes in since it's been taken out. Correct. It's in there and that's what getting them placed correctly this first time is important so that they get credit for those. Okay. And then that level four moving forward there's that minimum of 13 years of experience before they can reach that as well. Okay. Thank you. So this is quite a different grid. Yes. And will there be some teachers that will be far above that 2.7%? There will there will be some there are four or five that no matter what we did with this grid, we're going to see a much larger increase because they were further down on the old scale, but they had already met the advanced

094professional and the the way that the state made the rule. So let's say someone in P3. Yeah, I think that's an example. There'd be a person that's in P3 making 53,000 this year that but they had an AP, an advanced professional endorsement. So now they would have to make they have to move up to that and we just have we have no choice but to move those people Christmas counts. I guess it's just remember there's those three minimums. You have to do that and that would have that increase would have that's kind of your base. Yeah. That would have happened no matter what. Yep. When you say advanced professional and but you put the word endorsement. I know sometimes the words are they get that from the number of years and their so it's the

095number of years their overall ratings on their evaluation evaluations leadership positions that they hold student achievement data and then completing their individual professional learning plan because I look at endorsement differently well and what they you attach this to endorsement though Cindy so on if you were to look up my endorsement at the state you're going to see if I'm a professional an advanced professional or a residency. So it does go you okay it does attach to their endorsement. Okay. And so that's why they the state calls it that because it does become part of their endorsement looked up as part of their endorsement. Thank you. I sense a lot of excitement here. Well, and and I think I think the the concern is going to be and this is something that we just couldn't avoid

096by putting this out is that there were going to be some that were making those large jumps and others that were not. Remember the average is going to be that 2.7. And so, and it's and the reason we couldn't make more significant increases because at the state level, they only gave an overall 5% Yeah. increase. And that was just to uh for the teachers we pay out of our general fund. That doesn't include all of those other funds that we pay teachers out of um any of the federal. And so that gets the dollar amount less if you spread it across all of our teachers less than the 5%. And because we have to we the state made this rule that said we had to to move some of these teachers up also takes an

097additional dollars um that we just you know had to had to come from somewhere. So are some teachers going to get a substantial decrease? No one will see no one will get a minimums are all higher. Yeah. Yeah. and and basically we looked at and and took that grid and wherever they landed if there wasn't a required jump we were looking at the next one up to make sure that everybody was getting was going up makes sense. Yeah, these are the types of questions that are certainly going to come as a part of the process. Yeah. Interesting. Great. Any other questions on the compensation portion? We'll move to the next and we'll just go through. Everything else has stayed the same if there's not that yellow highlight. And right there, um, this is just, uh,

098adding the language that the list of leadership possibilities is something that will be updated by August 1st of each year. Teachers can count on that and that's something that's available to them. Do you want to explain these? Yeah. Yeah. So with extra duty leave, it's compensation that and it's it's in the it's not compensation, but teachers can earn at the secondary level time off if they cover for teachers where we cannot find subs. And so in that there were just some nuances that we needed to make to clarify. And so most of this language is just to clarify. Um and it has to be the equivalent of seven periods. Information is found in the knowledge hub. Um, co-taught class was another one where there were questions about when a substitute is gone, but one certified

099teacher that's remaining is covering for both. We should count that. Approving prior to the application of the day. So, this needs to be approved ahead of time by the administrator. It can't just be done after the fact. And then um adding in Skyward uh a tag so teachers see how much extra duty time they have acred as well. Okay. They keep track of that. Yeah. They keep track of it. They keep track us in and then once um they keep track their administrator signs off. We then verify before we add to Skyward once it's turned into us. I see. Is this going to change like how we hire new teachers that say you have a a candidate for a position that has a lot of education, maybe even like a PhD. Does that really make

100it difficult to fit them? You just have to go to the minimum. And then it will depend on where they've been and what they what those years are. And there's some some criteria that the state have for that and that's what honestly I think new hire placement is going to be simplified with this new grid because with the last one and I'll just show you real fast depending on if they had prior experience in 2014 and 15 we actually had to go back and reference this placement grid to figure out an initial placement on our salary and then take their experience past 20145 and add it to the new placement. So it was a little more complic I mean it was more complicated in this system than looking forward what that look like as well.

101Okay. Interesting. I'm going to scroll quite a bit because there's most of the next updates are okay. So I don't want anybody sick that's watching screen. Okay. So on professional um development, reimbursement and leave, what we've typically done is teachers can get reimbursed for different credits that they take. Um but we've also allowed at times for that um to be re applied to conferences that teachers want to go through that $300 because it's additional training is really what we're looking to encourage there. But this also allows this this new wording allows for an employee to request to go to some of those conferences. When we were talking about conferences before, that was kind of at the request of the district or the school. The school would say, "Here, here's this conference. We'd like you to

102go and learn this." And we'd take care of all those expenses. But if a teacher just sees a conference that they feel would apply to their um to improving their job as a teacher, then we would um allow them to utilize those $300 towards um registration fees and those kind of things for that for that conference. And then the rest of the language is just a how the process goes and it it links to to a form that they fill out. It's got to be approved by their principal and then the someone at the district office and then that can they can go forward with that. Is that the max 300? Is that what you brought? Okay. Yeah. And that's been it's been that 300 for several years now. It's just it used to be

103just for credits. Now it just gives the teachers a little bit more flexibility. If there's something that's not necessarily credits at a university, but it's a learning opportunity that's going to cost them. Allows us to provide the dollars for that to happen. And sometimes credits are offered things. Absolutely. Absolutely. This is just updating the new benefit amount for health insurance. Okay. Um when we when a teacher is transferred um typically you know when we look at an position comes open in the district somebody would like to transfer to that they'll apply for the job we go through that process people that are in district have kind of a first dibs at um being um considered for those but sometimes and we've had this situation even this year a few times um there's an involuntary reassignment

104meaning we have a vacancy that we need to fill or a a restructuring of a position or a program and that requires us to move somebody into that position or into another position just based on on the dominoes that fall. And when that happens, if the teacher is not asking to move, often times that causes uh some distress with the teacher because they really like where they're at. They really like the subject that they're teaching. those kind of things. Um, and so what we wanted to make sure is that a teacher that's in that situation that has that involuntary, you know, is being asked to do something that they don't necessarily want to do, that they have an opportunity to meet face to face with their principal um and um somebody from the district office

105either Mrs. Pennington or myself to be have it explained to them why they were the ones that were selected and go through that process so that at least they are able to understand it's not just a sorry you're being reassigned and that's it. Um and so principles have the right to do that as long as teachers are endorsed in the area that they're going to. So if a person has a science endorsement and the principal is asking them to teach biology instead a general science endorsement that could teach all subjects and the principal is asking them to teach biology and they've always been teaching earth and space science. It is allowable and and legal for a principal to do that. It can though cause that uh uh distress and oftentimes extra work on the part

106of the teacher because they have to learn the new curriculum and everything. So we just felt like it was appropriate to make sure that they had an opportunity to at least understand having a little bit of understanding can and certainly they had the right to make a plea to have it change have somebody else move or not move because of certain conditions and this gives them an avenue to be able to express those. Any questions on that one? Okay. Uh do you want to go with this one? Sure. So, um, one of the things that we added last year was if we're found to be within two of an overload class site, which is, um, these numbers down here, that we initiate a conversation with the principal and teacher and figure out where we are

107in that process and how we can make sure we don't hit the overload if at all possible. So, one of the things that was requested is that we um have an email face to face meeting or phone call with the teacher principal and then one of us again just to make sure that that conversation is happening when we get to that spot. And so just another means of communication. And then um we also added this language. If the school building is over capacity, no new teachers will be added due to the space restrictions. So at that point, if we have a school where we don't have any classrooms, this overload number really doesn't pertain because we can't add any teachers to reduce that. And so we would look at other problem solving methods if those

108classrooms get to those sizes. And then um another big conversation we had around this is the co-taught classes again. So these are classes that um we have general ed teacher, special education teacher in our middle school and high school. um we looked at a percentage of students in that class, how many special education and 504 students should be placed in that class when we have two certified teachers in there. And so we agreed to making sure that that number stayed under 45% of the total class makeup. And so if you have 20 students in there, then no more than nine can have IEP or 504 services with those two certified teachers. And then just this is something we offered last year, but if we're not able to come to an agreement, then there is a

109$100 per month incentive. And we wanted to make sure to clarify that that's per child over the overload class size number. So not the amount of total kids in the classroom, but just the number of students over that overload number is where that would kick in. So that the limit were at 28 and the teacher had 29 and we weren't able to come to a way to help support that teacher would be $100. I mean, $100 each month that that teacher would get. Any questions? And and that is all of the adjustments that we've been addressing and that the MEA will take to their constituents as well. Sure. So, I would just a reminder that as the action item comes up on that, it would be an action item to approve. If if the action

110is to approve, then it would be to approve pending um ratification by the education association. Any questions? Anybody? No. Thank you. Thank you. All right, let's move on to the fun stuff. Review of the bond election. All right. Want me to take the lead on this one? Um as yet I mean just to officially declare it in board meeting our bond did not pass but um we received 53% approval on our bond. Um that was obviously not close to the amount that we need. We need 66 and 2/3% in order to receive that in order to have the bond pass. Um as you look at this graph can you make that just a little bit bigger Lisa? Thank you. Yeah, that's good. Each of what you see there is the grand total. Um blue line

111being in favor, the orange line being against. Um that's the top line is the grand total. The bottom is how each precinct um voted. Um if you can scroll up, we'll talk we'll show where those precincts are. I think it's got a map on the bottom. Yeah, probably we're going to do that. So 029 is part of our um just that if you can I'm just going to go up to the television screen for a second just to outline this where our district borders are. Yeah. So our borders come down this way through this purple area. Um, and then it jumps over and takes the freeway. And then there's a little piece that comes down on this part. But basically, you have the the river, which is one of our borders, a Gen County line,

112which is up this way, and then Canada Road, which is this eastern um boundary. So, we only have a small section of of precinct 02-9. Um, all of precinct 07 um-10 is included within our district. Almost all of 10-10, you have a small section in this area um that is not included. Um, a small portion of 18-11 is included. um all of 0 uh 09-10 is included and all of 08-10 is included within our district. So just just kind of get the context to what this map shares. How many total registered voters are there in our our voting area? In our voting area, I don't know if I have that right off hand. We we put in a public records request to receive that information as well as the number of people that voted people

113in Canyon County. So yeah, but I mean for So when we're when you're looking at the overall um voting in Canyon County, it was close to 11%. um within our district boundaries, it's closer in the 20% range um of the total registered voters within the within the county that actually voted. Um we'll be looking at a lot of different demographics within that. Um but can we go back to the Would you mind going back to the the results? Right. Right. Yeah. Let's go back up here. So, I just wanted to to point out here that the you know your 10-10 area and the 09 um-10 areas both had overall positive um favorability towards the bond. But it should also be noted that in none of those areas did we reach that 66 and 2/3%. Yeah.

114Um when you look at the total numbers, um you need just 9 and 10. Can we go back up? Go back to the math. So 9 and 10 is that portion of that large purple on the left. Um that lived out there were in favor. 10-10 is almost all within our district. Um that area. Um so you can just kind of see where those those two areas had the largest the largest against was the 08-10 the largest percentage which is where it would have been built which is where the school would have been built and so those are some things that we need to I have that registered vot in our view mistered voters in our district and that's not necessarily everybody who's eligible to vote. But how many are registered? Registered. Okay. And how

115many did it say? How many? It was 4,000. What? That total ballots cast were 3,97. I thought it was like around 30. Yeah. So, um, so that's the results that we saw from the the bond election. And um I wanted to share with the board a few things that we're doing to try and assess the reasons behind the the vote. Obviously disappointing, but we just going to keep moving on trying to figure out what we did and what we can do better. Um a couple of things. The first we've sent out a survey um to our the survey was originally addressed to our parents, but we've been trying to spread it where we can. It'll be on our our website and our social media later this week. Um we've asked people to share it within

116social media circles. Um we'll we have some um opportunities to be in the the Gazette and uh Star Middleton magazine. That gives us u some opportunities to get that survey in front of more people. Um and essentially we're asking them questions. Did you vote? Did you you know if you didn't vote? Could you tell us why? If you did vote, can you tell us uh if you're willing to tell us whether you voted yes or no? Um, up to this point, we released that survey on Friday, and we've had about 374, well, as of this point, it was 374 respondents. Um, with about 80 of those respondents being people who who shared that they voted no on the bond. And so there's some opportunity there to see and they said why and they've not all

117of them shared specific reasons but there again we'll we'll be gathering that kind of data to try and and get at um what some of the concerns are. Um some of the things that we are obviously you know going to be looking at is misin not I don't want to say misinformation as much as misconceptions. Um things that people think are correct that are not that they're basing their opinions on. Those are some things that we absolutely those are some lowhanging fruit that we need to address. Um but what there's still some in some general perceptions regarding taxes in general, regarding growth in our community, regarding the location and how taxes are are there's a lot of people who still think that this is a school for all of Star, not just Star that is

118in our district that pay taxes towards our stuff already. Um, so that's another big thing there. So, we're going to be working towards analyzing what those biggest misconceptions are so we can try and and help identify that for folks. I think one of those things that is really important is is that we push that information back up to our legislators because they're the ones I mean like I don't know how many times the conversation came up of well as people move in and build houses they should be paying an impact fee and everybody everyone universally agrees but somehow every year when we put it forward to them it never makes it out of committee at the legislative level and I don't I don't understand because it's a it's a it's a nonpartisan issue. you everyone

119agrees that if you build a house, you should pay into the area you're impacting and and they just don't traction on that, but um because they can't, right? Like I because it's ridiculous. It's literally a one-word change to to our legislative edicts that don't allow schools to collect these impact fees. And it's ridiculous that we can't get someone to walk it through the doors and champion it. I It's It's absurd. I I don't And just just so you're aware, I've got at least I've got one meeting already scheduled with one of our legislators that he's willing to have a conversation um about that and other topics. But that's one of the things that he's willing to to at least discuss. Um so we'll be working with that, but I'll be reaching out to I've started

120reaching out to our others as well. Um trying to get some time for them to see how that might work. But there there's going to be there's going to be resistance. Um the lobbyists that that um are in favor of some of that growth, in favor of some of that are going to push back. And so we're looking for we're going to have to look for ways to address that. One of the other reasons that it doesn't affect is that it doesn't affect as many places in Idaho as it does here in Middleton Valley View, specifically Canyon County. um probably more than any other place. Maybe there's a couple of spaces around Idol Falls, a couple of spaces up north that have similar growth patterns, but everybody else are not is not seeing that growth

121and so they don't see the urgency. Honestly, I mean, it's almost too little too late. But, you know, the the response because every time we try and and make an adjustment, pass a bond, this the same topic comes up and and the silence from our legislators is deafening. Like, it's ridiculous that something that simple that is that impactful and like it just needs to it's not going to fund a school, but it certainly can can help go towards lowering the amount that we need to build one. Yes. Well, and the misconception that comes out of that is it's up to the school board to change that and we have no control. We're very handicapped. And I might even share that through some of the comments. There's the misconception that the school district has the ability

122to raise the tax rate similar to the way a city or other governmental organization does that they have a cap but they can raise it so much every year where school districts do not have that that ability to make those changes. So, these are some of those those things that we feel like as we go through this, we'll try and make make clear and be able to share with Miss CR did a great job of of sharing with us what that that take from the county is. And it doesn't like it doesn't there's a thousand or 10,000 homes. We're only taking that that $2 million chunk and it breaks up like so it makes more divisor. It's just a math problem. It's not that we get more houses a bigger divisor into one number. It

123means that we pay 10 times less per per roof, right? And I think that's just a I don't know that people understand that that's how we pay. No, I think that was I and I encountered that a lot and I'm like, no. Yeah, we don't get magic money. I would, right? We wouldn't have to ask you for more. Um so so we're going to continue having that survey open. Um it'll be something that we I'll be able to share with you in our July meeting what those results um are showing. That's going to be super important. Very helpful. Another item that we're we're working on, uh we have made a public record request of the voter roles to get an idea of some of the demographics that we're voting, the numbers um in different age

124groups, the numbers in different geographic locations so that we can identify better how to where where our issues are and where you know for instance how how are our parents voting? Are our parents are a lot of them voting? are, you know, the majority of the registered voters that are parents voting or are they not? Are are um uh middle-aged folks voting? Are our 65 and older voting? Because it won't tell you each of those. Won't tell you the way that they voted, but it will tell you whether they voted or not. And so it gives you another idea some of that information to so there you are pull from. So we'll we'll be gathering that information to know. Another thing that we're planning to do is a uh essentially a calling survey. Um once

125we have that public record request information that we will actually call um and we'll kind of set a threshold of numbers of total responses that we're looking for. But we'll be putting that group a group together to uh make calls to folks that voted to ask them additional questions beyond what we can do get in a survey that just allows for a little bit more conversations to to dive into the wise of of that. So, we'll be working on that. We've started putting together a strategic planning group for um future um bonds plans for the district. Um some of the things we have to keep in mind as we start looking down the road is other items that are going to be on um the agenda on the ballot. other things that are being impact

126that are going to impact our our community, the sewer system within the city, the decisions that the city has made recently in terms of tax taxation of our those that live within Middleton um city that are, you know, you know, they've got those and then there's still more that are outside of that. like a a a map that has one color for the Middleton school taxing district, another color for the city just to so people can understand what a taxing district is, right? And and so that's a lot of the confusion, right? And so we're we're going to be pulling that together to and we've reach re reached out to several folks that were um a big part of what we were trying to do. Um, we've reached out to others that were were out

127in the community and were, you know, either influencing or or otherwise, but we want to get that group together to try to identify what are some of our best options are moving forward. And again, trying to do that after we have this information so that we can use that information with that group to make recommendations, ideas that we can then bring back to you as a board to address. So, those are some of the things that we're working on to um address the bond itself and learning from the bond. Um that are there questions or comments on that item because we've got another that will kind of the outgrowth of that and next um steps we would have to take. Did I miss anything on that as far as was concerned? All right. if we

128can then move forward. Um the next item is to talk about our um elementary school borders. Um one of the things we have to do is look at our elementary school borders and balance them better. Um right now what you actually see during the bond campaign we started out discussing Heights Elementary as 145% of capacity. um we tried to make sure we kept that number consistent, but Heights was growing throughout the months that we were um campaigning and they actually ended the year above 150% of capacity. Um Middle uh Mil Creek Elementary is right around that 114 range still and Purple Sage was closer to that 80%. So, one of the first things, and we we explained this to our constituents as we were going through this process, one of the first things we have

129to do is address those borders. But the first thing we have to do before we even talk about borders is talk about in district transfers. Now, what I mean by an ind district transfer, and I want to make sure that it's clear, out of district transfers, the ones that come from outside our district boundaries, there are state laws that prohibit us from telling them to go back. So, that's another item that we'll bring up with our um legislators in terms of either allowing us to send them back or allowing us to charge them as they come in. That's a totally separate thing that we don't have as much control over. However, we do have a lot of students within our district that are attending a school outside of the boundaries that they live in. So,

130for instance, a student that might u live in the purple sage boundary is attending school at Mil Creek Elementary. If we start to change boundaries and we don't address in district transfers, there's no point to doing that because then they can if they don't like it, they can just go and apply to go to another school. nullify everything we correct. So, one of the things that we'll be proposing and all of this that I'm sharing with you, my recommendation is that this be a proposal that goes before you. I share that with you. You give me any feedback and then we'll communicate that out to our parents so that they're aware between now and July's board meeting that we can get that information back and share with you any feedback that the families have because

131we do want to make sure that they we're able to at least give them a voice. Um because there were I mean part of me likes the idea of being able to say well you didn't vote so you know you didn't use your voice there so but we can't identify which of those did or didn't and then obviously we couldn't take those kind of actions. So, we want to make sure that they have an opportunity to share, but we don't have a lot of time to do that with. And so, the proposal that I'm going to share with you tonight, unless you as a board verbally tell me to shift direction, is kind of the work that we'll be doing leading up to uh a motion and a an action by you as a board

132in the July board meeting. Well, we we have to equalize these things just for the sake of of learning. Like we're just and and I'm sorry because because you have room at your school, but the party is over. Yeah. You know, it's just it's it's we have to do what we can and the voters came back and said, "Do more do better with what you got." Okay, we're going to do better with what we got, but we like the the end goal here would be whatever you know we can do to equalize that. And and so part of that is equalizing the experience for the kids and and too so that you know you don't have some situations where they're jammed in. So I think trying to lift that burden or at least level the

133burden across the board. It's just going to be really important for us to be able to have like a repeatable and understandable process and and and procedure for each school because they're all going to be experiencing the same thing. Well, and not only that, we've got to be able to provide, you know, Heights area has a a large number of those areas that have already been approved and so families are moving in. If we don't keep moving, their percentage is only going to increase at which point we just can't keep up. So, making this move. So I guess first to go back what we're going to be proposing is to make a a look at all of our in district transfers and we'll require that all of those go back to their home school with

134the following exceptions. um employee the students of employees if the employee is working in the specific school and would like their child to be there in the same school we're we would like that to be able to logistically that's fair right um and and we've been trying to balance numbers and I've got Mr. Hopkins here to talk a little bit about some of the the limitations we have as we move because as we move we need to be able to put some portables out at Purple Sage but to be able to get those in place is there's just not a time to be able to make that move pull them up place them get the necessary approvals from Caldwell um in Kangan County. So what we're looking at initially on this first goound is what

135we can do with the available space within Purple Sage. And so we'll be addressing that a little bit here. But again, the we would make in district transfers return to their home minus employees. We would be looking at allowing the fifth grade students to remain for two reasons. One, it helps us balance our numbers more correctly throughout the district. And two, those fifth grade students will be moving into a general middle school after after one year. We're looking at doing this phase over two years. It won't have as much of impact on those particular students. So, we'd be allowing them. And then we have students that are moved for legal reasons um either custody or other legal reasons that are in a different school. Obviously, we would need to let them stay. And then we

136have moved some students specifically for their special education needs. So with those four exceptions, employees, fifth grade students, the legal, those that have legal reasons, and for our special education students, we would be asking all other in district students to to return to their school, their home school, as well as um we'll be proposing the criteria for being able to move, meaning those special ed criterias, those legal situations so But there are legitimate I don't want to say legitimate is probably not the best word, but there are reasons that we need to be able to move a student occasionally, but those would be the exceptions, not the rule. And so we'll be presenting that to you in July as well. Bonafide reasons. Bonafi. Correct. That's a good phrase there. Yeah. So any questions on the

137industry transfers? And we'll move to Okay. The next thing we would be looking at is our border between the district between the um schools and this is something that we would do o again over two years. So the first propo for the first year the first phase our proposal will be that yellow line is actually uh and I'm going to just move up to the screen again. So these three areas board members this side of the red line is the current purple sage area. This side in the middle is the current heights area and then this side over here is the current Mil Creek area. The first move that we were are looking to propose that meets within the the kind of the space requirements and number of students we would anticipate moving this yellow

138line is Purple Sage Road. And so all students that live above Purple Sage Road and all the way over to Duff and up would now be included within Purple Sage Elementary School boundaries. So you would have essentially it would be this red line to this yellow line and then up to this red taking that. And while that is a large geographic area, there aren't nearly as many students that are living within those spaces. And what we we're looking at is we took the number of students in each of those quadrants and we're trying to make bas make decisions based on quadrants because that would keep neighborhoods and different groups of students together. That would be our first recommendation for this year to make those moves. The second recommendation would come next year, giving us time

139to um place portables at Purple Sage to be able to adjust for that. And that would include and these are a little bit more flexible, meaning this is our initial idea. We may be looking at making adjustments there, but that would come down to Willis Road, which is just right above the high school, over to Dove, and then would actually go all the way over to the Kingsbury Road. And all of that section would now be included within Purple Sage. And again, large geographic area, but when you start talking about the density of students, the density of students is concentrated in this space here. And so even though it's a large geographic area, the number of students that are affected is what we're really trying to look at as we do that. So there's some

140adjustments that can be made there. As we've been consulting with our transportation director as well, and she's been helping us kind of identify what the impact would be. This first change would probably result in the need for one additional route. But what we'll be looking at in these these other two changes and we may even look at, you know, a portion of heights coming down into this purple sage area to allow for a better flow of transportation. So all of those things will be avail. Um any questions on this map while I'm standing up here? The 26 27 that would be yes. So everything from that purple that's included in purple would be for the 26 27 for the 25 26 is just that this yellow line over to death and up. Do you have

141a target number of students in each in this one it's 80. Okay. what we're looking for is to move 80 students over to purple sage and those students are you know first and that's after the first thing we did was we sent all the students back to their home school and once we made that change we're looking to put 80 additional students over into that school district into that area where would those levels where they all level so I wanted I I actually don't have that exact because we were we had a different arrangement first. The biggest moving document that you've ever seen. Yeah, we're making that adjustment today. But the the numbers finally worked out. Heights will still be I if I I'm going to speak generally right in the 120%. Mil Creek will

142be down below 110% of capacity. Um and purple sage will be up closer to 90% of capacity. But the goal is to move it so that all three are above um so that we've balanced that out. And the other benefit that that will give us once we get all of them above is that we can say no to all out of district transfers on those for those three schools. But we can't do that right immediately for fall just because we can't get all of the spaces ready for. So that's so that's why we are looking at this in two phases. So, one of I I did ask Mr. Hopkins Hopkins to come tonight to explain a little bit about how this will impact purple sage and the steps that he's taking. Mr. Hopkins. Yeah. So,

143we'll have three classrooms available. There are no unused spaces, but there are spaces that aren't used as a traditional classroom. So, we'll have three that are actually designed as classrooms and they're already available. So that takes a computer lab out of the equation and moves some of our special programs in the computer lab, some of our support services into the lab. And then the lab computers will just be pushed in because we have one more that's depending on which grade levels end up filling. That would be between 75 and 93 right there. Um the music room is also an available space. It's not designed as the classroom. And then next year there is already a spot placed available for portables. So be we're ready for that once we can get through all the fun with

144the county and Okay. All the codes. Fantastic. Are your are your teachers ready? Uh we they're okay. We had a discussion. I said we're going to have some new friends. Okay. We're all friends here. Well, we we appreciate our our teachers and and I mean it's a it's a change change isn't fun, but you know, we we're doing it for kids. So, yeah, they're a tough group and they they always keep the students in mind. They're resilient. Teachers are resilient. We've been at over 500 at some point in my nine years here. It's it's if you look at our it's gone up and down. So, we can do it. So right now most all the portables are of course at Mil Creek. Um how does the acreage or the the heights how's the the campus

145size and acreage compare Purple Sage to the other two elementaryaries? We have we have quite a bit of space there. They're pretty similar size campuses, aren't they? the the buildings themselves, um, Mil Creek and Purple Sage are similar in size for the building, but the the property at Purple Sage is actually larger. That's what I was thinking. So, you do have greater potential for take a little practice, but that's okay. Okay. Any other questions for Mr. Hopkins? No. Thank you. Thank you for getting right on it. Thank you. So the next steps that we'll take um we'll be unless you as the board direct me to start working otherwise is we'll be meeting with the all three elementary school principles um Wednesday of this week to address because we we have the number of students

146in each grade level where they're where they'll go down where where they will go up and then those those principles will look at and will decide on how many positions need to move to purple sage. in order to fill um positions. We have the spaces available for those additional classrooms. First thing, once we've established the number and the grade levels for those, we'll send out an email to all of our um elementary employees at both Purple Sage, I mean, sorry, at Mil Creek and at Heights because there was already going to need to be a transfer of at least well now at least one um teacher from Mil Creek. It was originally going to be Mil Creek to Heights, but now what we'll have between Heights and Mil Creek is, you know, three to four

147teachers that will have to leave one of those schools and go out to Purple Sage. So, we'll work through that. We'll initially take volunteers that are looking to make that or are willing to take that move. But after that, once we've made those decisions, if there's no volunteers that come forward or we don't have sufficient um we will as an administrative staff um make some determinations of where of who should go and we'll work through that. Again, we kind of talked about that involuntary transfer process. We'll work through that process um to make sure that the teacher has the ability to to talk through their concerns over the over the move. Do we have a heat map of of city and county permits that are open right now? I don't have a heat map of

148that. What I have from the city is over 3,000 permits that are available to be filled. I'm talking like started. Yeah, I do not have that uh list of the number, but I can get that as far. I mean, I think I think that plays into this too, you know, with when and where we're making those adjustments because if there's open permits ready, you know, and they're scraping dirt, that means they're going to be built. Well, they're scraping dirt all around there, right? So, but I think overall one of the biggest misconceptions of people that I talked to that voted no for the bond said, well, we have unused capacity, use that first, not realizing, well, we are so over capacity others, but they just looked at, wow, there's some room at Purple Sage. Yeah.

149So, this will go a long ways towards helping us with the future bond by saying, "No, no, we're over capacity at all three schools." And I think we just have to do that to get to get to us uh to that next phase. Correct. Yeah. So, what I will do is I'll be working on I'll send out an email this week to parents explaining the we'll have this map. We'll have an explanation of why what we're trying to do and how it's being done. They'll also have an opportunity to leave feedback. We'll work through that, provide you with a summary of that feedback over the um coming days. Are we coming are we going to have an action item on this or is that just there would not be one until we've been able to

150give the public an opportunity allow a stakeholder to have a say, which is good. All right, sounds good. Any other questions on steps we're taking? No, but I'll say thank you. What you send? Yes, I will CC you on the email that goes out. Thank you for all your work on trying to get a bond passed. I know that had to be very disheartening. Yeah, for sure. Okay, I have any other points on that one yet? More to come. Yeah, thank you. I I I do I would like to I appreciate all the work that you and Lisa and Paige very much so tireless. So, thank you. Absolutely. All right, let's move on. Now, when you read this, you need to say and and read 10 and 11 together. Have one policy. Oh, I don't

151want to talk about policy. I'm just going on. I'm making the meeting faster, everyone. [Laughter] All right. I think I've been in meetings for too much. All right, let's talk about policy 347. Yeah. So there since the conversation that we had last month u on this policy, we did not have any um additional changes to that. Um just to review this would be change the policy to being 30 days um prior to the field trip. Um there would be regularly scheduled district and state contest for activi high school activities meaning meeting meaning sorry high school activity association meaning athletics as well as the addition of Idaho career technical student organizations would be scheduled and would not need specific board approval for each of those. However, every three months, building administrators would submit a report to

152the board outlining the trips to meet that criteria. Additionally, out of state parameters would apply for out of state trips of greater than 50 miles and at the board's discret discretion, groups may be asked to report to the board either written or in person at a regularly scheduled meeting. Um, would you mind moving to that other document? And maybe can we expand it a little bit? So these are just some of the fields that I was looking at and essentially I went through from our form to identify this would be what an overnight uh out of state overnight trip planning report the thing that would happen every 3 months would come from each of the principles. Now primarily it's going to be the high school occasionally the middle school and very rarely would you have

153an elementary school um trip that would meet these criteria. Um but so you would see as an example uh you have the date of the trip, the name of the group, the destination, whether it's overnight, the type of activity, um the approximate number of students, the coach and supervisor name, um the cost to the students, the cost of the district, and then the number of I don't it's not on there, but would be included the number of chaperon adult supervision that would be in included. Is there any because we can make this report have any information on it that you need. Uh but is there any additional information that you would like to be included as part of that threemonth report? Um and this would happen before the three months, not after the three months.

154So I like I might be interested in seeing the makeup of the the group and and uh you know as far as boys girls and and how they accommodating uh those that that in a overnighters more than anything. And and just a quick note this report is not necessarily a part of the policy. So I can continue to adjust this if after one month or one report you look in and say well I don't have that information we can add that for the following. Yeah. No, it's great because I mean information lets us know, you know, if we're starting to have problems at a a certain ratio that that that turns it into a policy saying if you have x number of kids split this way, you need x number of people type stuff. Yeah.

155Any other any other information you'd like to have included in that report or any questions on the policy itself? So what is this report really going to replace? Them coming them coming you coming you having to re look at each individual fullon um form of what they're doing. It's it's the old the old application condensed condensed. Yeah. which and so this would be become part of the and and again the the biggest thing this is only for those the only thing that this actually adds to that that allows it to happen is for the Idaho career technical student organizations. So these are like FFA, BPA, um the Skills USA, all of those have very established similar to our IHSAA have very established events that our students attend every year. Um, so if it's outside of

156that, so let's say we have a student group like the STEM group at the middle school that's going up to the MOSS training center, that would still come before you as a board like all of the others that have come. Um these others though become just a repeat each year, the same event because our students attend every year and rather than I mean to kind of equalize it, it would we would either need to start requesting that from all of the basketball games and the track um m track meets those kind of things so that all of them are doing the same thing that way or convent it and make it so that we've got a spot for you to be informed because right now outside of producing the athletic schedule, there's no nothing that

157reports to you as important when those are out of district and when are because the the way the policy was written. This adds the CTSO to the IHSAA um events and then creates a report that you see every 3 months that shows you what's happening, where the kids are going, how and then that also gives you an opportunity to ask questions to that we can then take and say, okay, the board was okay with these six, but this seventh one, that information doesn't jive, you know, with what we would expect to see. Guess I'll have to see it to see. Anyway, I just want to say I'm concerned about not knowing ahead of time about overnight trips, but but this will give you that information in three months. Well, it gives you three months ahead.

158Every three Oh, ahead. Yeah, this is Yeah, this happens in front. Yeah. Okay. It happens in front of the three months. So for instance in the fall it would be the so every three months building will submit a report outlining the trips that meet this criteria. So probably what we need to add is the wording that says in advance of the trips but that was the intention. Not I thought it was going to come after. No that that's the intention is that it comes before. So for the fall you would expect to see that in the August board meeting. Okay. before any of those trips happen. And then we would in October you would get the ones for the winter and then Okay, that makes a lot more sense and kind of brings down my

159anxiety. Okay. Well, so I I will add the words in advance. Okay. And then any other if there's anything else any other questions on this policy? This would go in the second paragraph. What what is there for u you know something an opportunity that just comes up out of the blue and doesn't fit within there because then the the the original what we've always been doing is still a bit is still a part of this. Okay. The only thing this does is it adds the CTSO the career technical things to the IHSAA and it adds the report which is something you weren't getting before that included IHSAA. I guess I'm just wondering what what how did this all come about? Well, what we were running into and I mean it's for me it was just

160a a logistic bureaucracy thing that was getting in the way of the what actually was happening. These students were coming and they were coming and this was an activity that happens every year. Well, yeah. And so because and so they're they're essentially reproducing this, you know, okay, and adding it to but if that's what's happening and that's what regularly happens and these are regularly wellestablished programs which the CTSOs are. Yeah. Just like district but everything else still has to do what they've always done. Okay. So on number five then you it says names and numbers. Are you going to have numbers on this? Isn't it on the It doesn't have names on it. But that would be again this is this would be everything the guidelines for out of state. Okay. Is for every other

161trip that's going to come to you like they've always done. We've never had numbers. Oh, there's numbers on there. There's even on the one that you saw today, there were numbers of students. Oh, numbers of students. Yes. Numbers. Sorry. Yeah. Move on. Any other any other questions? Had to digest a lot of things tonight. It's okay. Okay. That is all I have on that student item. So, what's your recommendation? My recommendation would be to move this to policy. Policy. Okay. With with what changes? With the change of in advance added to the second paragraph. Yeah. It just makes it more clear. Now we're ready for action items. Yes, I would entertain a motion for that, Mr. Dempsey. Uh, actually that's down further at the No, we do it right after policy. Oh, okay. I'm good

162with that. Um, I move that we approve the out of state overnight field trip policy 3470 uh with uh the addition of the words in advance added to the second paragraph to clarify when we get this report. I'll second that. Thank you. All those in favor say I. I. I. I. I. Now we're on to action items. Let's do number letter A. Number A. Letter A. Good. I move that we approve the FFA training overnight trip to Tamar Resort. Second. Thank you. All those in favor say I. I. I. I. Uh do we need to table the handbooks? just because you've got because you've got the action items on here, it would probably be wise to have a tableabling or Okay. So, um I I move that we table uh approve approving the school handbooks

163until we get a little more information to and move that to next month. Second that. Thank you. And and in the process of doing that, can we make sure that those changes are highlighted? Did you say that? Yeah. All those in favor say I. I. I. Next one. I move that we approve the athletic camera. We were just No, no. At a point we were going to table. There were some things we still Yeah, we're good to table it. I move that we table the athletic handbook. Second. A second by Jake and then all those in favor say I. I. I. I. I. I move we approve um the renewal of the lease with the Greater Middleton Parks and Rec. Second that. All those in favor say I. I. I. I. All those not in

164favor say. I'm good. Did you say I? Yeah. I'm sorry. I thought Did he say I? He might have been thinking. I didn't hear you say I. This isn't my part. I don't I'm telling you. You're right next to me. Yes. Go back. Jake says I All right. This one we need to I would entertain a motion to approve it pending ratification from the MEA. I move that we approve this um negotiated agree bit for 2025 2026 pending ratification of the agreement by the M&A. Second that. All those in favor say I. I. I. I. All right. Now to where I tried to skip ahead. Got this. I move that we go into executive session as per section 74-2061B vital code to consider the evaluation, dismissal or discipline or to hear complaints or charges brought

165against public officer, employee, staff member or individual agent and section 74-2061F to communicate with legal counsel for the public agency to discuss the legal ramifications of and legal options for pending litigation controversies not yet being litigated but imminently likely to be litigated. Second. Second. All right. Trusty Moore should be calling. Are you going to read the second one, too? I did. He did. He did. Oh, yeah. I was just rolling right through. Yeah. Right through it. All right. Trusty Dying. Yes. Trusty Wagner. Yes. Yes. Quad. Yes. Are we waiting for Gary? We'll see if he calls. They have the four though. We have the four so we can go in. Yeah, we have form.