001One one second. 1 Oh, we still got a couple minutes. You have Derek. No, I'm trying to get Jake. Jake's not gonna be ready until the executive session. Yes, I those other thing. I figured it would seems like it takes it really makes the night drag on Netflix. the line and you're doing the dance children. So, we're on, right? Well, you kind of don't have a choice. No. No. I'm going to put you over here in the middle. Hello everybody. Thank you for coming for our meeting. 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. All right, we want to excuse Jay Dempsey. Hopefully, he'll be joining
002us here in a few minutes. And we want to acknowledge Derek Moore is on the phone joining us tonight. Let's begin. I would entertain a motion to approve the agenda. I move that we approve the agenda. Second. Thank you. All those in favor say I. I. I. I. I. Do we have any signed in visitors? Did you sign in? No. Yeah, you do. Did you fill out the sheet? Sorry. Yes, we do. We have one. Sorry, you're not even able to see the sal. All right, Mrs. Crawford, right up here to the podium. Smile for the camera. My name is Patty Crawford and I would like to address the second reading of policy 3470 and the policy 3470 deals with outofstate or overnight field trips. At the uh April 14th meeting, we had the first
003reading of the policy and then discussion ensued which talked about we talked about a circumference of maybe 10 miles or whatever it is that the board chooses to do and that did not necessarily need to come before the board. I am um not sure if I today listened to the presentation and I went through and watched the video of the last meeting. I'm a little bit not sure. I assert however that if it takes kids overnight on any activities that the board continues to approve those. We elected the school board to eni enact policy to support what we're doing oversight and most importantly to protect students. I think we protect students when we know that they are going if they are traveling overnight that we follow the policy that we put out and it was
004signed in. I think it was the policy from 2020 and I don't see any changes that I would want. um pulled this off the off the website, the policy. I did not see any changes in this particular policy, but um it talked about field trips and out of um out of state and overnight field trips with the contingent or where we are sitting. We may travel like say to Ontario and I think that's the example that we used last month. I don't have a problem with that. I have an issue that if they stay overnight, I would like the board to continue to sign those requests um for overnight travel. I think that's prudent. I think it's wise and I think it's in the best interest of our students and I would encourage the board
005to continue to require overnight travel. Have this have the sight eyes on it by the board and a signature of the board. Thank you. Thank you. Thank you. All right. Go ahead. Mr. Mo has the question. I would like to know why with exception to why the board would need to see that particularly. I understand the big field trips and stuff like that that they go for a week or what have you. Those are usually scheduled way in advance. So I guess what is the reasoning behind it other than why can't Mark and Lisa take care of that? And if I could just make a note that I think it would be on the question there will be an opportunity because this is on our agenda to have further discussion as a board but certainly
006a question for Patty is would be appropriate. Am I standing for questions or just making comment? Go ahead, answer the question. Um, okay. Um, I I believe that when we send students out of district and even if it's planned a long time in advance, what's the difference if the board knows the kids are traveling out of district or overnight? I believe that it's a prudent thing to do. We ensure that all the um it's all signed and the eyes are dotted and the tees are crossed. The board knows where our students are. I think that's a responsibility that the board needs to continue to do and I feel more comfortable. I'm not saying that we can't send kids on activities. I want the board to know when kids travel out of district. I think it's
007a liability issue. I think it's a safety issue for the kids and I think we can answer questions that parents or students may have regarding it. It it's it is a prudent measure to continue to do and I would encourage the board to continue to ask for um overnight travel to be signed. Thank you. Thank you. We good. Uh yeah, I'll use my my comments later. Thank you. All right, let's move on to the consent agenda. I have a question. Go ahead. On the personnel report, what are pipeline services under classified positions? So that's part of our um community center grant. It's a position that we've had there. And so within that, that person works um with some community relationships working to connect services as far as the community school goes. Um anything else? Yeah.
008And this is uh the pipeline services title is the title given by the grant. And so the the grant said um that there is funding for a position that they entitled pipeline services which encapsulates what Mrs. Pennington shared in terms of providing you know if you they're out there looking for services that will benefit the students families within our community. They're out there reaching for those and bringing them in. And so that's some of the work that goes in. But there's even there are other um things that we do in terms of maintaining the food pantry, maintaining the clothes pantry, um helping students get the services they need if it's beyond what something is already provided. They'll be out there looking for a way to get those services for students and families that come in
009and say if we something we don't already have. Okay. So underneath the information part it says returning late hire. So those are um classified positions that we hired mostly after December. So it's once we hit a certain point in the year, we no longer because it becomes more part-time because of the timing of the year offer benefits um for pieces like that. And so because those are temporary positions to finish the year, we will always repost those and then rehire or if we have other applicants consider those as well. So they're temporary. Yeah, we hired them as temporary this year. Okay. It's similar to our category one certified teachers. We hired them late in the summer in the in the case of certified and because that it was so late, we want to make sure
010that we give ourselves the opportunities to open that up again. And so it's the same kind of thing with these classified positions. Okay. And then on the same column, it says new FTE for tech asset specialists. I'm glad to hear that. Yeah, it it it's over it's overdue to have that position. I I'm very pleased that we did that because there are a lot of tech issues in the schools that are not always taken care of right away. So, I'm glad to hear that. Then my other question when I asked already about the community positions and apparently it's just for summer. Will they also work out of the community school area? So are you talking about these ones down here with the temporary? Yes. Yes. Um those ones are going to be it's actually a
011community it's a um extended program for our elementary students. And so since it's going to run a summer school, we're going to host it over here at the middle school. So that's why there's some teachers listed. Yeah. For summer school. So it's an intervention type of elementary kids. Hallelujah. Yep. Sorry. And normally it would have been held at heights, but we're doing some significant upgrades to the fire alarm system. And when they do that, they have to take the existing fire alarm offline. Okay. And so they don't want kids in the building when the fire alarm is on. That's not good. Okay, perfect. Thank you. Um, so I move, unless you have any questions, Jake, I move that we um approve the consent agenda. I'll second that. Awesome. All those in favor say I. I.
012I. I. I. All right, let's move on to our discussion items. We have a few field trips. Yep. And if I can make one note, item B, the Skills USA Middleton high school team national competition, we had one student that had qualified for that competition, but that student and their adviserss have elected not to pursue that. So they are withdrawing their request for the okay nationals trip. So the only ones we're considering are A, C, and D. Okay, let's start with A. So, this is the US Skills USA Academy team that we had present to us last meeting. Um, they have um solidified all of the donations they need to be able to pay for that trip. Um, a lot of different um groups that have I I can think of four um that have
013donated and I think there actually might be more than that that have donated to help those kids get to the the competition. Um, based on what was listed in the packet, was there any additional questions that you had regarding that trip? So, they did receive funds. Yes. So, the student the students will not It wasn't the same donation that the student addressed when they were here and they presented. It was actually a compilation of about four that donation which wasn't quite as sizable but still was great along with three or four others that came together to be able to pay for those. So, okay. That was on there. And so we do that's the other thing as far as I wasn't sure we have enough chaperones. There will be two chaperones for the three students.
014Yes. One of each. Okay. Okay, thank you. Y I should make note one chaperon will be flying with the students. The other chaperon will be there. Mr. Anger is actually driving the materials. It'll end up costing less to drive it than to ship it because of how big and unwieldy it is. So, um but when they are there at the competition, both chapons will be there. Okay, great. Thank you. long drive. Yep. Yep. Um any any other questions on the Skills USA from the academy? Um next one is FFA National Leadership Camp in Washington DC. Um again this is a national um this is actually a national learning more of a learning opportunity not a competition. Um but it's an opportunity. I don't know. I've actually had the opportunity in uh past district. I was
015I was over in Washington DC for um other legislative things that we were working on as a as a state, but it was at the same time as this FFA um program that they held hold every year. And it really is an um impressive organization and a great learning opportunity for our students as they go through. And you can see how that is uh being paid for. And I mean their their outline was pretty detailed. It was. I was amazed at all the different things. Yeah. That they are going to do. Yep. Any questions on that one? It looks fun. Very impressed. Okay. And then the last one is FFA state contest in Moscow. Uh these are these are state competitions. Um so and would be an overnight trip in Moscow. Uh so depending on
016the how the students do in that competition could determine whether they would qualify to go to the FFA national competition. Um again you can see how it's laid out in the details of the packet. Yeah, I'm okay with that one. Any questions? Okay, looks amazing. All right, let's move on to discussion item B. um the football summer equipment request. This is essentially a requirement of IHSAA um that if our students going to be utilizing um the letter and you got 11 there. Um but essentially the students are planning to use some of the the football equipment during their summer camps and they just it just needs permission from the board. So there will be an action item. So on the in the letter. Yes, please. No, please. In the letter, it states that they um
017that the liability part of it rests solely on the school, a camp, and a clinic. Right now, that so if they're doing a camp or practice here at the school, it would be our liability, which it would be anyway. And this is kind of reiterating what it would be regardless whether we were using our equipment or not. Okay. Um, the camp would be the same. If it we were running the camp, then it's our liability. If somebody else is running a camp, it's their liability. The Eastern Oregon one, that's their liability that would be would be um covering Eastern Oregon, the college itself. And so then the other or the clinic, same kind of thing. You can clinics that operate the same way. So they don't just because it's Idaho high school because it's not
018sponsored by the Idaho High School association they for us to be a part of their members they say if you're going to use this in offseason you need permission from the board and to make the board needs to make that request of IHSAA which is what this letter which I I I do understand that my con my thoughts are yeah they have a camp here no big deal but when they go to Eastern Oregon do they fill out the overnight request. No, the summer summer activities, those are all based on the students and their parents being willing to do that. That's not something that we've we done before. Yeah. And um the other thing is this actually helps being able to use our equipment actually helps protect the students because they're it's something that we're
019able to u maintain and ensure that the equipment they're using is safe. If we were going someplace else and using somebody else's equipment, you know, pads, helmets, those kind of things, it would cost this comes every year. Yeah, I know formality. I don't remember. Anyway, go ahead. And that's all I have on that. That's just a request from Perfect. And I just want to make a note that Jake Dempsey has joined us. Okay, perfect. So, thanks Jake. All right, let's move on to curriculum. Mrs. Goodson coming up. Start at this first. Yes. So, I have a committee recommendation from our ELA resource um adoption. This adoption is set to run for six years. So 2025 through 2031. And I calculated in my own teachers is a long time. I want to if you want to
020go to the next slide, Mrs. Pennington. Um just to reiterate for both the board and for our patrons here, the process that we use to adopt materials. We form a committee. State code says that 50% of the committee has to be parents. So this committee had 18 people on it. So, nine parents, nine educators. Um, it didn't just encompass um I'll say ELA is is it included EL and it included all a special education as well. So, we are now to um number six where we have a recommendation for the board to bring um before you. um there are parts that we will need to recycle the loop and I will explain that um in this presentation but we feel very um confident in in what we've done um with what we're bringing forward and
021the committee did a tremendous job and days and days and days of work so it is much appreciated when we look if you want to go to the next slide at curriculum adoption as a whole ELA was in phase one for this year and we'll move into phase two for next year partially with the parts we're bringing forward. Science will be for next year's curriculum adoption. So, it is part of that six-year um cycle. So, let's talk through the recommendations. The K5 recommendations for foundational reading. Uh the committee leaned into 95% group pretty early on. Um they have resources that support uh tiers one, two, and three of instruction. So when we look at the RTI model, the committee um really wanted something that was systematic that had coherence not just vertically but horizontally and
022between all tiers. So for example, in regular class setting, if a student is learning about something and if a student needs intervention, they wanted the routines, the vocabulary, the supports to all be similar um in tier 2. So it's not a new learning experience for the student. So this was a resource that provides that. So for K5 um we're looking at their core phonics program and then their tier 2 literacy intervention system awareness suite phonics library and reading comprehension. Um so that would be on the foundational reading side or if you want to go to the next one. So like I said this includes special education. So they'll also have access to those tier 2 resources and a tier three resource called reading achievement program that is really individualized small groupoup instruction for our special
023needs students. Could you outline the three tiers just really generally who fits in each of those? So tier one would be all students. All students receive that classroom foundational instruction. Tier two is a little bit more um they need more support. I'm mocking the correct word for tier two right now. They need um more finite interventions. And then tier three, they need really um systematic and individualized pieces. So it's the pyramid that we see. You see that in a lot of graphs where we want this big chunk down here to be green and the smallest to be red up on top. So the tier 2 basically is like the focus groups where teachers in grade levels get together and decide students. Yes. That need that extra finite stuff that you mentioned. Um not stuff but
024intervention type things. Exactly. Okay. Exactly. And it is skill-based. Although they they put them into grade levels, they are skillbased. So we can intervene at this very specific skill that the student needs and then we'll have the data to be able to track um where they're at. So, special education is excited because it'll help with our the data needed um on their ends as well. Um you want to go to the next slide. So, our extended resource room, so this would be and I should have put our prek through 21. Um that's what that should say up there is using a resource called unique. They have been using that resource. we just want to bring it forward for the next formal six-year adoption. We got together with our extended resource teachers and they talked about
025our students needs and it was a very similar conversation, the need for coherence, the need for as they move grade levels, as they move grade bands to be able to have that same vocabulary, the same routines. And so there's a lot that Unique has to offer. um they're in the middle of a name change, so I can't say that a year from now it's gonna be called unique, but that's what it's called currently. Um so that'll be for prek through our 21 year old program for 612. Our 612 teachers developed um what we call quad text sets and it's really um units that contain four different types of text. A target text, a visual text, an accessible text, and anformational text. So helps provide the students those scaffolds using highinterest reading um for our students
026and so they are bringing forward some digital resources uh that they that want to be used. Many of them are free. Um so common light is one where we get our some reading passages from articles. The committee read every book every article um that they put forward. No red ink and quill are both grammar grammar based um resources for our staff. And then for our 68 reading intervention class um a sub a continued subscription to Scholastic magazine um again high interest reading for students where they can focus on a very specific intervention skill. uh middle school is when it comes to intervention, the older that the kids get, it's you need something that is the maturity level for those students to be able to read yet still help backfill the basic skills that they need
027supported. Um for EL Vista learning um is what the committee would like to recommend. So for K5 it's called connect 68 bridges 912 engage and then um we are experiencing more newcomers and so it also has newcomer resources available as well. So when we talk e for our English language learners that's the acquisition of English skills. So they're coming here they may have varied English speaking abilities and so we want to be able to support them um in the best way that we possibly can. all in total. Here's the dollar amount. We'll get down to business. Right. So, this is for a six-y year adoption. So, um keeping that in mind, we're at 500 a little over $518,000 um for this for this part. Um curriculum is expensive. As I've explained in previous adoptions, most
028companies have uh transitioned to a a licensedbased fee, meaning that they cut you off at the end of your contract. It's not like a textbook that we could keep for 20 years or however long we needed to. Um, we actually lose access. So, so do we, if we want it the next year, we repay. This is for the six-year cost. Oh, for the six year cost. Okay. Yeah. So, sometimes I get asked why do we have to pay that every six years? What if we it's the companies have changed to more of a license based um subscription? With our EL resources, I will say this, working with Mrs. Hutcherson, we have uh we are getting the book components because when we looked at the digital components um and what it would take to provide that
029service, we felt that the technology was going to be a barrier at that point in time. So the the face to face and speaking conversations and writing are going to be more beneficial in that context. Um, so as I mentioned before, we have some continued work in the fall. So this is a partial recommendation, especially on the K5 level where we're just bringing forth reading foundations. We still need a resource to pair with 95% group for reading comprehension and writing. We looked at varied resources and nothing fit the bill for what Middleton's needs are. And so rather than say we're going to pick the next best, we're going to take a little bit more time in the fall and try and find exactly uh the right fit to pair with 95% group. Um 68 would
030like to explore u or 68 and 912 I should say would like to explore pilot options for newella plus writing. So this um will help with um student writing and grammar. yet when we um had access to the resource, we didn't get to see the full the full resource. Okay? And so we're asking before we buy, we would like a pilot. We would like to actually see, you know, what it is that we're getting. And knowing that we have eight, eight school days left, um we're not going to get to see it like we need to see it. When do you feel like you're going to have a start date for this? I hope we start uh as soon as we can in the fall and then I hope we wrap up before winter break.
031Are you going to use the same committee? I'd like to if if possible. Okay. Yeah. When did this year's committee start? January. How I'm just not to put you on the spot, but just how come it was so late? Couple of reasons. One, the state's recommended list came out really late. It came out, I want to say, in early November. Um, and then Miley in the fall. Okay. It was Christmas, too. We don't want you to work on Christmas. I don't think I could have functioned at that point. So, we were really only one month late. Most most curriculum adoptions I don't begin until I have one meeting prior to winter break. Oh, okay. Why Why would you not start a little bit earlier? Just my curiosity. So waiting for the state's recommended list to
032come out first. Um when they and if I can say one reason for waiting for that state list is that the state with their resources does a lot of the leg work that if we took it on earlier our teachers would then have to do all that leg work in terms of evaluating um each of those different curriculums. You know when you when you look at the ELA curriculums how many would you say are out there in the nation? hundreds. Yeah. Yeah. And so the state does the a lot of that work of boiling it down to a level that then we as a school district can utilize more effectively since we don't have the same level of resources that they do. And even with that, we pulled in all the state resources and it
033filled the entire training room. Okay. Like I remember Yeah. So it can be a little overwhelming. Uh that's a lot of reading. It is a lot. So I appreciate your committee. I do too. They were absolutely and I appreciate the teachers too that piloted. Yeah. because that really having observed in one of the second grade classrooms that really gives you and I think the teachers themselves a little bit of a bird's eye view of what's going to have what type of planning they're going to have to do and you know the direct instruction all the different um things are involved. Yeah, absolutely. Planning it. And we thank you Mrs. Goodson for all your hard work. It's an honor to be able to serve the teachers in this capacity. Well, thank you. Um and then one
034last for for 68. Um wanting to explore for the intervention class the tier 2 reading, but um not necessarily purchase it at this point in time. You can um borrow some of the some of the sped pieces from tier 2, try it out um and see if it works. Again, it's that age, the age piece, and the skill piece that get a little trickier the older students get. Any questions that I can answer? Well, I didn't get to look at all the 54 pages. There are 54 pages. So, that is if you want to go to the next attachment, Lisa, this is a compilation of all of our 612 English teachers. Um, this was hard work. um and the conversations that they had around the work was um phenomenal and they really um taken it.
035So you'll see that each one has that target visual, accessible,formational text to make sure we're hitting all of those different kinds of components. Yeah, I think and you can expand on this. I think it's important that we understand that the committee of teachers and parents looked at every single one of those all the pages so that you know that we're taking the work of that committee that included parents within our community and our teachers to um to evaluate evaluate and procure really it goes back to what superintendent G was saying you know on the the K5 and the state did a lot of the lifting for us by the reviews uh we had to do all of the review um ourselves on this. Yeah. Um but in the same token, you're not locked into exactly
036what the textbook then tells you you should be teaching. Um and that so um I will be bringing in June. These are the main core resources. We have a few supplementals that the committee just needed a little bit more time on. So in June I'll bring the the second part of that recommendation to you. Um, so yeah, they they wrote their enduring understandings, their essential questions. Um, and we have everything everything right there. So, super transparent. Yeah, it's awesome. Very very good job. Thank you. Thank you very much. Thank you guys. All right, let's have Mrs. Hutchinson come on up and Hutcherson. Say it wrong. I'm sorry. There's lots of similar names like yours out there. Just a reminder that this this presentation is drawing out of a conversation we had a few months ago
037here at the board uh asking for additional information. So here provide that. Okay. So um with our federal programs this year uh we have we've maintained the four title one schools. uh during in those four title one schools, we have 12 employees that we've been able to employ using title 1A funds and we chose to use the model of a a schoolwide model versus targeted assistance. And that's because before there were students who needed help but we couldn't get to them. Whereas if it's targeted or excuse me when it's schoolwide, we can actually get services provided to all of our students that need to be served. Um and that allows us to serve more students that are in a needed basis. Um so some of the things that we've done this year is that uh
038all have completed a schoolwide improvement plan. These were listed on the web pages for the Middleton school district. Um each school has a family engagement committee where they work together to create activities for the families that attend their schools. These committees meet two to three times a year and more if needed. And I I asked all of the schools um they've all made sure that they have parents on their committees um teachers on their committees and that um they're really looking at the pulse of what their school their individual schools need. Some of the examples of activities that they've used um that have come from those family engagement committees uh have been things such as a boo bash, a time capsule reveal, family engagement nights, PTO sponsored bingo. A lot of them have a lot
039of our elementary schools have started using their PTO's this year to help with those family engagement pieces. Uh there's grade level music programs, a jogathon, a trunk or treat. Uh they've had family ice skating, uh skate for a cause, a neon dance, and then they've also had some upcoming award ceremonies such as a glow dance, talent show, a spring parent picnic, uh and a family math literacy night are some other thing events that they've had. Um, one of the things that we make sure is all that the family all the title one schools uh work to have each school use staff and parents to establish the activities that are being offered. And then one example of how an elementary school is involved in their PTO is helping sponsor a family and community engagement activities. Um,
040the middle school and academy both utilize specific committee that is made up of staff and parents. So versus a PTO component, they're actually utilizing a specific committee um for theirs. The academy also recently added a new position this year which is um one of their responsibilities is to actually help increase the family engagement and I believe that's through the community school piece when I was talking to them. Um they're also imple uh really starting to utilize those surveys that are sent out each year to the parents and the students in which each school analyzes the data to see what's going on well and what changes need to be made. The administration then takes that information to their leadership teams, their family engagement committees and their PTOs to help plan those activities. So those like just
041like the high school had to do theirs, I happened to be there today when they made the announcement to do theirs their um student engagement survey. So they're using those surveys to drive that. Um McKenna Bento, before we go on to Yes. the the others, I just had a question. Prior to choosing the schoolwide, did we use the targeted assistance? I would I believe that's what we used back in 2005 when I first started. It would have had to be targeted assistance because those are the only two models. Those are the only two models the federal government allows. I believe the switch to schoolwide was like 2015 14 is that or was it earlier than that? No, that would be about right because it was with um assistant superintendent areola. 15. Okay. Is when we
042made that change. I'm just I would like to see data. Can you go back that far to the targeted assistance to see where kids were as to where they are now? I don't think I have when I've the furthest I'm seeing right now on the state's website, a lot of it's only going back towards COVID when we lost that discrepancy of things. I can go back and look and see if I can find data to go back further. I just have a hard time with the schoolwide and not having a certified title one teacher because all the the 12 the 12 employees that you have are they not assistants and people that haven't had training? They are assistants but they have had training. So this year those those pair professionals actually went through small groupoup
043instruction strategy training with me every time that the paras had um training that they were receiving instructional last year. They went through um various trainings such as they went through go-to strategy trainings um that this recommended by the state and we also had some other various trainings that were provided to them. So we have built-in PB for the paras to attend during the school year. So they're receiving ongoing professional training and they also on top of that with federal requirements have to pass a pair of professional practice exams as well. Yeah, they all have to pass that exam before we can employ them in those positions. So they do take that and pass that as well. Okay. I just once again, I know several of you have heard me say, but I just really feel
044like that the four the four schools that have the title one programs, it would be nice if they each had a title one teacher and then the assistants, which could be eight assistants if you're looking at still I mean it may cost more and part of that shift when that h I mean I I was in the meeting when the conversations happened with the principles and a lot of the focus around that and the intention truly was to change from a model where we would isolate and say well only these students need help to ensure that we were helping all students but sometimes when you're helping all students and this is just my philosophy that you dilute the program And I've worked with assistants and pair of professionals a long time, right? And I'll be
045honest, there are if you put a little bowl and you pick you're not going to pick out every one of them that are going to do a superb job or a job that a teacher would understand. Well, and in combination with that, we also then increase the RTI focus. And so when we looked at what we've done with RTI, as we've gone from the targeted assistant model to the schoolwide model, the RTI piece has increased and grown. So then we can really focus on all tier one, tier two, tier three students. And so those students that would have fallen into that title one cate category, we now are able to serve in those tier one, tier two models. So they're like getting the double. They are. And it's and keep in mind that yes, the
046assistants deliver the service, but it's really still a certified teacher providing the instruction to them of what they're supposed to do. So there's still a certified teacher guiding that process. But that teacher is the classroom teacher. So that's another thing we put on their platter of what they have to do as a general ed teacher. Am I thinking correctly? I think I think you are to a degree when you look at the number of students that would be working the that teacher would be would be working with in a given day. Can one teacher and and this is where I think there's certainly room for for uh um study within our within our district to see and see look working with any districts that are on targeted assistance to get kind of a comparative view.
047But if you look at one teacher who is able to um let's just say that they can faithfully work with 30 students that they can get very concentrated intervention with those 30 students throughout the day or you can take it to four or I guess three per school, three title one aids per school and each of them can help. Let's just say that we can get up to 50 or 60. Let's just double that. and they aren't able to themselves give it to the to that level, but together with their teachers and the RTI system that's put in place because one of the the reasons for moving to a schoolwide is to allow the RTI process to work through which then moves the students from, you know, you you take all your students and you
048break them into these ability groups that allows them to get focused attention where they need it. When you do it that way, you need additional hands to help make that move. But all the students are kind of getting additional help that they wouldn't have gotten otherwise. Okay. And so I think what we would look at in order to address I think what we want to look at is what that training is and what the the the steps that each individual teacher is taking and compare that into a school district that's working in a targeted assistance model and be able to to identify, okay, here's the tradeoff and are we able to make the make up the difference or are we do we identify gaps because I think that's really what we want to come down
049to is where are the gaps that we're identifying and are the gaps greater within that targeted assistance model or within the schoolwide model and I think that's certainly worth additional additional review because it's been almost 10 years now I don't that we've been on a schoolwide yeah because RTI itself has been around a long time but it has not taken off in a lot of districts to the to the degree that it probably should have that it needs to in order to meet the gaps that are created. Yes. No, I think that's a that's a great way to approach and I think we can work with Mrs. Hutcherson and and identify how we're working with it here and compare reach out to some of these targeted assistants. Okay, that'd be nice. I I would be
050willing to help. Awesome. In any way that I could. I think that would be great. Definitely. And I will commend our our pairs, I will tell you, are eager. Like they are asking they're like, "Give me more instruction." They want to be the best instructors for and and in no way am I saying that they're not. So, um, and I'm really happy to hear that they do take a practice and do take that extra, you know, piece to take piece to get to where they need help kit. So, I appreciate that. So, our next one is also still under title one. It is our McKenna Bento. Um, we have finished our federal mo, excuse me, our federal monitoring of our American Rescue Plan grant that was received right after COVID. Um, they we have provided
051approximately 317 services for families within our district this year alone and that averages about two services per day for McKini Bento students and families. um title one C and we're um a lot of times you'll hear the term migrant students. These are our migrating students that families move for agricultural purposes. Uh the qualifications are that students and or parents work in agriculture and have made a qualifying move in three years causing a disruption in education. So we've actually found several of our students that maybe the families don't move but the students are the ones being the agricultural worker and are doing the moving. And so we've been able to qualify students there. Um currently we have 139 qualifying students in our district alone. Um some of the things that we've done this year to support
052families have been uh we provide uh school supplies. We have our parent advisory council meeting. We invite our um English language learning parents um because quite a few of our migrant families are not part of the English language learning um program and so we invite them to come in and we have uh still have our graduation specialists at the high school. Uh we have summer school in person and a monitored K5. We offer two different options the state allowed us to add uh at home. So we provide school supply or this what we're using and then we have u my family liaison actually checks in with parents once a week ask them to see they have to send pictures of what they're doing or report what they're doing and if she can't get a hold
053of them by phone to check in with them she's making a home visit knocking on their door asking them what how is it going what's what supports do they need from her um we actually just had numbers I have 35 students currently signed up for inperson migrant summer school starting this at the end of May. So that's uh and that's been about what we've had the last two years. 612 it's really a lot of fun to watch my 6th through 12th graders because the minute they're done with fifth grade they ask me they're they're like but can we come back and help? So they become the teachers aids and the only way they're allowed to come back and help is they know that they have can't have any discipline referrals and they have to have
054passing grades because I told them I want good role models coming back for those students and so we've got several students coming back to do that. And then we actually have students that are participating in the state's um MS it's called the MSLI which is the migrant student leadership institute. Um when I first started we had never had any students in this. We've got had one um it slowly progressed and I think we have four that applied this year that were accepted into it that will be attending it. So that's part of our migrant um summer school events that are going to be happening. Title three that is our English language learner um and we get uh we have title three through the federal part and then we have the state um that combines. Right
055now we have 120 qualifying students um 111 students who have exited EL services. So if that gives you an idea how many in our district have either been or currently are EL students. Um we've done the state testing which was approximately four hours per students and we just barely got scores. I just got those delivered and I'm looking to see what kind of growth and analyze that and get those to the schools too so they can see um how those have happened. And then of course our parent meetings, we hold those twice a year and so we just finished that. Um we were a little bit later in the season, but we still got it done in April. Uh title three, we've coordinated with the curriculum and assessment director to support needs or excuse me,
056I'm sorry, title two, we're coordinating with the curriculum director. Um there title four right now that is where our SRO services come out of. Um, it's also helped provide family and community engagement supplies such as uh for steam events. I know um the heights has used that and this actually right now we are uh starting to work on the CFSGA. I get to work on Friday and join the state department on starting a plan on what we're um doing and what regulations um they're giving us and guidance that they're giving us for that piece. So that's going to be our big one. So summer school, we're getting those supplies out and then the CFSGO we all got the next week and that's due by June 30th that we have it submitted. So I'll be also
057be working with Alicia to get those in. Perfect. Thank you very much. Yes. Thank you for that. A lot of good information. All right, let's move on to discussion item E. Half day kindergarten discussion. So we wanted to just just share with the board um where half day kinder ended last year or sorry this year where it's going to end this year and then just thoughts moving forward. So last spring um when we went down to consolidate half day kinder part of that decision was regarding the numbers that we were seeing. So we had nine students registered for half day kindergarten going into last summer. We ended up having 22 halfday kindergarten students for this school year. So essentially enough for one section of Halfday Kinder, which is a halftime kindergarten teacher. And so we
058did provide that service this year. As we're working through the kindergarten registration process um this spring and continuing to watch numbers, those numbers just continue to dwindle. Um and so that FTE just no longer seems viable to put that FTE. Um so that full-time teacher towards that half-day kindergarten option. And so our thoughts are moving forward we will not be offering that halfday kinder option just based off the numbers and the request from the community and that we will move to full day kinder across the board in schools. So is the registration all we already did our inperson registration we obviously keep that open until next August. Okay. Yeah. Um and so we'll take registrations as long as they come in. Um, so we really don't have a cuto off date for that. But as
059we look at the historical numbers and the requests that we've seen, we've had less than nine people request half day kinder this spring, which is less than what we had last spring. And that barely developed enough for that half day section that we offered this year. Everybody's one whole day. Yeah. Yeah. So would we reach back out to those people that requested half day and just give them the fun news? Yeah. Yeah, with those families. Yeah, I don't see a reason to keep it. It just doesn't seem like on the funding side and providing that to do that for the need that we're seeing. Well, it's a classroom. I mean, how do you Yeah, we need that classroom. Well, and if we had two um two sections worth Oh, yeah. Because then you you can
060make it a full teacher. And one of the benefits we had last year is we had a teacher that was only looking for that part-time um teach. So, thank you. Thanks. All right, let's move on to bond updates. Um just wanted to let the, you know, remind that we're next Tuesday, so see how our community comes out and I'm excited to see um how that goes. kind of gives us a a quick rundown. We've run through over the last month a number of different um cottage meetings and opportunities. We've we've shared with a group of um seniors within senior citizens within our community. Um we've met with the chamber of commerce. We've met with the city council. We've done four or five, I want to say five different in-person cottage meetings at people's homes, uh,
061where the people have invited their neighbors to come. Um, and these are I I'll kind of focus on the things that we've done as a district. Um, recognizing that there are some other community groups that are working towards um, trying to encourage people to vote in favor of the bond. Um, and I think that probably is good segue into making sure felt like we want to outline a couple of things. Um, one is to emphasize that as a district when you see mailers, signs and the only mailer that came from the district was the newsletter sized mailer um where we did not advocate for uh yes votes or anything like that. we were providing the information for our our patrons. Um, but when you see signs out there, that's paid for by outside groups. That's
062not taxpayer dollars that are being utilized. Same with mailers that may come. They're kind of those half sheet mailers. A little return address tells you who it's and it's being paid for by other by other groups. Um, and I think that's just important there. there is, you know, when when people see that, there's naturally a thought, well, they shouldn't be using taxpayer dollars for that. And they're correct. We shouldn't be, and we don't. Um, and so, uh, just wanted to make sure that that was clear. Um, had some other questions in terms of um, will the school just be full? you know, if we if we build it and we you know, that's that was a concern that some of our patrons have shared with us. Um, and I just wanted to run through a
063little bit of that, what that means. As a district, we'd be looking at uh right now our total elementary enrollment with the the three elementary schools is um sorry 1,727 um students um for a total capacity of6006. So we are at 107 I mean we've grown just a little bit since the last one. We've been saying 106 but grew up to 107. Uh and so when you look at the number of seats that are actually available, there are none because we're over capacity as a whole within the district. Um if we were to if the bond were to pass and we were to build that elementary school and if we could just snap our fingers and it was ready today with that same number of students, well, you'd now have um a capacity of 2300,
064which would provide almost 579 additional seats. that would be, you know, open. Now, that would be spread across those four elementary schools because at that point you'd have four 579. So, you would have capacity if you were to balance it out. Exactly. Which we have to change the borders. Then there would be capacity at every school. And so, every school could be at that point could be under capacity. If you then take and and this is the next question and I and I've had several people want suggest that we need to make sure that we're clear on this that if you took the subdivision that was where the school is going to be located. There are about 800 um 800 and something lots available. When we look at those those locks, we calculate for the
065total number of students coming into the district at a rate of 0.569. But when we look at the elementary students, which would be affecting our elementary capacity, it's 219. And so what you look at from those 8 8 to 900 homes, what we would anticipate based on the demographic data that we have is that we would anticipate somewhere around 200 um additional students coming in, which would leave us with about 350 open seats. If and this is again the our our magic snapping fingers where if we were able to get that school today and we took all of the building for that subdivision and said it was all available now. Um and obviously that's not going to be the case. It's going to be a 5 to 8year process as they move through their phases
066um within that subdivision. Uh but at some point we would have those students and you would have growth at other places. But and and those are things that we just you know we can apply our our [Music] um metric our rate to those but it's all going to be based on looking at that yeartoear. Another thing I just wanted to bring up is that um some have asked well what are you doing for your demographic data? Well, typically it takes costs about $25,000 to run a full demographic study. So, we don't do that every year. Um, typically we've done that every five years. And next year we'll be coming up on that. So, whether the bond passes or not, we'll be looking to to run an additional demographic study which will help us as we
067look at the borders. And I think that's something that um I've a couple of our board members asked me to share and some of our community has asked to share. Well, what would it look like if the borders changed? Um and if I can if the let me just I'll move this one over here. I'm just going to move over there so it can be seen a little bit. You're good. I'll bring this closer. Now, this is the same, if anybody's looking on the wall, it's the same thing that's over there on the in the middle of the white. But these are our current three elementary school boundaries. These have been in place since Purple Sage was built, early 2000s. Um, and so I mean, we've been over 20 years with these same borders. Right
068now, this section is at 145% of capacity. This section is at 114 and this section's in the low 80s. So, as you look at that, if we if the bond were to pass, then we would build a new elementary school here and we would then reformulate all of these borders based on having four schools instead of three. And that could take on a lot of different different ways. One, you could kind of do kind of a horseshoe with this school going up this way into the northern part of the district, purple stage going up this way, and then taking a where our largest density is here in the middle and splitting those between Middle uh Heights and Mil Creek. But we get to decide what those numbers are so that we can keep those schools
069under capacity because as we explained there will be seats available. But if the school if the boundary if the bond didn't pass and this has been a question that a lot of our patrons have had is what happens to those boundaries if the bond doesn't pass. We've already talked about the fact that we're going to have to balance because we have 114 145 80. that's not an equitable way and that's putting a lot more pressure here than what would need to happen. And so what you would expect then just based on our availability, we could place additional portables if we needed to at Purple Sage. But regardless of whether we place additional portables or we just take the existing space at Purple Sage, we would be doing a net migration that way. Mhm. So what
070you would look at is you would look at this amount because we need to get Mil Creek's area down to 107%. We need to get heights down to 107% and the same then that should make Purple Sage about 107%. Now it's not going to be exact, but we want to get close. Mhm. Which means you're going to take a chunk of this section that is now going to be that has been in heights that is now going to be in purple sage. About a third of the heights area would be or I should shouldn't be area about a third of the students that currently attend heights would be moved to attending purple sage. What we would look at with within the Mil Middle Creek area is there would be sections of the Mil Creek area
071that would now have to go over to Heights and and now we would actually do that first. We'd move the section over here to get this down and then we take what was made from Heights over to Purple Sage. But it's that again it's that net migration. And so you would see some students currently in Mil Creek that would be in the Heights area. There would be some students currently in Heights that would be in purple sage. Smaller from Mil Creek to Heights, larger from Heights to Purple Sage. So I think that's something another piece that I think it's important for our um patrons to understand kind of how that would Well, and maybe note too that purple sage has a Caldwell address. Correct. Just as far as boundaries go. Yep. So it it's over
072there in the that it's part of the Caldwell um impact area similar to the our site over here that's a part of STAR and that's another question and we've we've answered this multiple times but a lot of folks continue to ask and I just want to make sure it's clear every the blue boundary is the Middleton school district boundary. This is all is part of STAR and everybody who lives in there if the new if the bond were passed everybody who lives in that area would pay the taxes towards that new school even if they have a star address but the student the people over here wouldn't but their students wouldn't come and and even if the bond doesn't pass we still have to service those kids and currently they're paying for our supplemental levy
073they're paying for our high school all of those folks there so I think it's important The only thing that really changed was that STAR incorporated that part into their city boundaries, which was not something that had been there in in previous iterations. So anyway, I just wanted to make sure that that was something that was clear um that we made that um clear to the board. But and going forward, I imagine we'll have a map that shows all the approved lots. Yes. Just thousands of them. And a lot of them are on the right hand side, the east side. And that's they are because there's more farmland on. Yeah. And that's the biggest moving target is we don't know how many of those building lots will be built on, right? At what time. And then
074what we actually do, the the process we use is we make, you know, little quadrants, little sections within each of those areas with numbers of pe of families of students that live school district little and it does. And so then we start drawing lines to try and make sure that we're not splitting down a neighborhood road or things like that if we can avoid it. Just kind of balance that. Sure. Um so anyway, we are in full get ready to see what the community says mode. Um we do anticipate doing uh the last thing as far as a district. We have another cottage meeting tomorrow that has been organized up in the purple sage area. Um and then we have um we will plan on doing some calling just reminders about voting. It won't be
075a convince people to vote yes. It's just reminder that there's a there's an election. Perfect. And so we'll be doing some of that next week and then we'll see how it goes. Well, the mailers have been great and there's quite a bit more attention to this, I think, than there was the last go. So, I'm I'm very We just appreciate all the work that the district has done to get us to where we're at. So, a lot of work. It's been amazing. Yes. and all the community members that are participating. It's It's great. It's great to see everybody come together. All right. Any other questions on where we're at? Thank you. Let's talk about graduation. Oh, do you want an update on teacher negot? Oh, yeah. Sorry, I just already checked that one off. So
076excited about graduation. I already knew that one. Sorry, everybody. So, um, we continue to go through teacher contract negotiations with the Middleton Education Association. Um, we've we've held three meetings thus far. Um, still moving along. We've been able to have good dialogue. Um, no serious roadblocks at this point. Um, we'll just keep plowing away. uh you were made aware of kind of our budgetary limitations and what we're going to be um faced with in our workshop this afternoon. Um that's something that we've made clear to the MEA, but we'll like like every other negotiation, we'll just continue to to work through what we can do to meet their needs and the district needs. So, any questions on kind of where we're at? No. Now we can talk about graduation. Okay. I just wanted to make
077sure that the you as a board were aware of the details. We've got Friday um May 23rd the 2:30 p.m. public access at 1:30. It's a Port Idaho Center. Um they'll there will be um golf carts at kind of at the bottom of the hill that will take um folks that have a harder time getting up the hill up to their area there. Um we move up there. Thank you. Um and then just so you're aware um this Wednesday our seniors start the finals. um th Wednesday and Thursday they'll be doing that. They'll do the graduation walk at the elementary schools which always fun um thing for those little kids to see those seniors in their town food there. Um there's a senior awards night on Monday the 19th. uh they'll have their senior breakfast
078and a rehearsal um on the 22nd and then we'll move them into their next phase of their life. So uh if you have any questions as board members on we'll have a place for you on the stand um during those graduation ceremonies and we'll that starts at starts at 2:30 but you can it open up at 1:30. Yep. Any questions? Nope. won't have to fight the wind or rain. Nope, we won't. Great. Very good. Let's see. With that being said, we will dismiss you students, but you need to come get your agenda signed unless you really want to stay for policy. Good luck, baseball players. Thank you. Thank you so much. You bet. the policy. Oh, right here. Oh, so you got your hands. Thank you. Yeah. know whether it's gone out or not. Johnny,
079has that graphic that we had for the graduation gone out? Just a spelling error on there. Yeah. Fix it right now. I didn't know whether it had gone out or not. It's public in the there's a C instead of a B under the 2:30 p.m. Then P U C L I C. Yeah. I can fix. So there you go. Perfect. Thank you. All right. Good proof reader. Let's move on to policy. Want me to lead through this one? Yes. So the out of state and overnight drifts. I think we need to have a conversation. And in light of our um conversation earlier, one of the reasons we need to address this is primarily for some equality. And so if the board chooses to go a different direction, we need to be consistent in how we
080approach it. Okay. The um currently with all of our athletics, when an athletic team qualifies for a state tournament, we do not require that they come and make a request to the board for an overnight trip for that state tournament. I was wondering about that. Regardless, why we don't prime a lot of times it's the time frame. Yeah, they qualify. district and then you have a week and then you end up at a state tournament um and which is what you know we have a little bit more time between the CTSOs the career technical student organizations but really they are the same kind of of situation and so when we look at that we can the way that we wrote it and um this is these are some of the recommended changes that we would
081um look at to try and bring that more in line with what we're currently doing with our athletics within our career technical student organization. And so you look if you go to that second paragraph, regularly scheduled district and state contests, which is what we currently do with our athletics and events directly related to the related to the Idaho High School Activities Association or and this is what would be additional Idaho Career Technical Student Organizations will be scheduled by the administration and do not need specific board approval. So it's simply adding the to our current policy those career technical student organization. So the two FF of the two FFAS that you saw only one of those actually meets this criteria and that would be the the trip to Moscow for their state competition. That's something that
082happens every year. Um, and one of the reasons that they're able to do that, um, is because, and, you know, give it the level of detail is because they've done it the same way year after year after year. I was going to say FFA is a good example because they they're set up a lot. There's quite a bit of overlap between them and and say athletics where we have, you know, where I was an FFA here. Same sort of deal. every year you have your local competition and then you qualify for basically a district and then you qualify for state. Y and so there's I I can understand how if it's very um regulated and organized the same way that an athletic competition is. It doesn't seem fair that the FFA has to apply for
083that approval every year where say the basketball team who also has their districts and state doesn't have to apply. So I I I see the the the need to at least have some equality there. But I I understand Patty and your concern about, you know, for particularly for things that are new and different or have novelty. They're they're not something that is anticipated on a regular basis. Those kind of trips should Jay I'm going to say this document was not included. No record. So I don't have this to deal with when I came to talk before the board. Will this be have been in our packet? It would have been if we had because we hadn't completed it. But this is why we have multiple readings. This is well this is to be the final.
084Did you get that one off the board packet or just a policy off of like the regular website? No, Pam, this was not this was not up until just right before the This one is was not made available to us. This is just the second reading. Yeah, this is not there would be a third reading of this which is another reason because if we had just put that forward and then said turned around and said we would be wanting to move this to board policy we wouldn't have make us informed. Well, right and that's what we're trying to do. Um but the the way that we're address the because I think what we're trying to do does address some of the concerns but not necessarily all of the concerns. One of the things that we
085would include in there that is not currently done that would incl be referred to both for athletic and the career technical students is that they would be um every 3 months building administrators will submit a report to the board outlining the trips that meet this criteria. That would be in advance of those meetings. So, um, like in August, the all the building administrators would look at what they've got coming up and would send a report to the board saying, "Here are the possible scenarios where we might have students that would be going to for these types of competitions." So, that doesn't include things like national competitions where they're traveling long distances overnight, those kind of things. Those would still require the same kind of process that we have in place like the Washington DC, right?
086The Washington DC trip, FFA. Yeah. Um but that also actually gives you more information than what you're currently getting. Yes, it is. In terms of the um of what's going on so that because right now we don't send you a report of what's happening with our athletic teams. This then gives you an opportunity as a board to see that that's happening prior to those going out. And so we would set that as a you know essentially three times a year at the beginning of each season season. It would be if the students qualify for a state tournament, it would be on these dates. It would be in this location and this is how we would would go about it. That would be something that would be delivered to you as a report form consent agenda.
087It could be in the consent agenda. It could be a separate item that we just go through that so you have an opportunity to ask any questions. I'd rather be an item. But then that again that goes to getting you more information than you currently have on those. But it also brings the career technical student organizations back into alignment with what we're doing with the state tournaments. Um, knowledge and information for the board and I understand that's a concern for Patty. No, it would be nice to know, you know, what band is doing and some of the other absolutely to know what's going on. So, the out of state parameters would apply for out of state trips greater than 50 miles. um that essentially is primarily just those around Ontario. I mean, there's some desert
088spaces I guess allowed to within that 50 miles that would be out of state that wouldn't um be included. And then I added at the bottom there that at the board's discretion, groups may be asked to report to the board either written or in person at a regularly scheduled meeting regarding their experience. Um, the reason I didn't say all is simply because we have a lot of groups. Yeah. That would go out and I don't know if that's something you wanted for all groups to make some kind of report. I think that would be a long meeting. It would be a long meeting, but if that's something that you would like part of the report, I mean, we we could do something like that. Um but it also gives you the opportunity to as a
089board say I would like you know when you see that three month I would like to see hear back from this group or this group or this group once they have looked at their Yeah. Well, it's just it's great to know what's going on and especially if it's if it's in a matter that's, you know, efficient we can look at and see, oh yeah, this is what's going on. And I mean, I wish there was more time for us to be more involved because I just I mean, I'd love to know more about what's going on with all these different groups, but but having an organized manner so we can just routinely systematically. And I think that's something that then allows for that to allows for that to happen. Yeah. No, that sounds that sounds
090really good. So are there any other are there thoughts on these changes as they've been of why did you change from 45 to 30 or recommend changing simply days prior to the field trip because like for instance with these national trips some of these have a pretty tight window once they once they qualified to be able to get that back and so if you some of them land within those 30 days I mean I mean are shorter than the 45 days. And so we I just did that to allow for the turnaround for those types of activities that have to go out quicker. I'm concerned that this wouldn't put an additional burden on Johnny because a lot of this is obviously high school events as far as reporting and organizing all this information or is
091there somebody Most of this is already done. Yeah. It's just would be something that Andy, would that would you be would that be fair that as far as the athletic events? Like most of this information is already out there and ready at the beginning at the beginning of a season. It's just now coming if you as a board wanted to see it. You could go and see it, but we'll bring it to you so you can see it. Yeah, that's great. Yeah. Still on the team, so I get it all. Like I don't want to be putting a whole bunch of those guys, but Yeah. So those were those were the things that we were we were looking at there. Um that those are the the changes that I would recommend. Um but certainly open
092to board looking at it from a different perspective and and and my recommendation would be to move this to a third reading as well. Okay. Sounds good. Yes. I don't I don't know if we would we would look at it as a matter of policy versus practice, but I really would like to see um you know uh some some reporting back of of the the results of of these trips. I think it's it's been a real pleasure uh this year to see uh everybody coming in and sharing their their wins and sometimes their losses and and just you know talking about how things went uh so they we can kind of get a feel for how things are going but uh I I like I say I don't know if that's just policy or practice
093that we'd want to see it um because I agree and it gives us the option to be able to do that. Mark's added language in there that gives us that we can just request that. And I agree with you. I think it'd be nice to celebrate them. I think it's good for kids, too, to be able to come back and share. Yeah. I I sure don't mind the the time hearing about that. I mean, even if it's adds more time to the meeting, I love hearing about what happened, what, you know, what's going on. And I just think it's great. I mean, like I said, if that can be done without burdening people with more stuff to do, it's awesome. Well, it's our obligation to be here as a board anyway, you know, whether it's
094through a phone call or whether we're here personally. So, I just I think I would like to be more involved in what they're doing. Yeah. Me, too. Any other anybody else go third reading? Yeah. Yeah. Okay, it's good stuff. Let's do policy 368. So when you look at that there attached is um the newest policy. Mrs. Bumgardner has been able to get feedback from all the schools how the policy reads. So she feels comfortable moving forward from there. And then you'll notice the changes are very minimal. And so when you look under nut nutrition kernel promotion goals um it's just changing that to on the child nutrition web page um because the website has changed since the last update to this policy. And then as you scroll down through the policy the only other change
095would be um underneath food number one the whole grain rich grain product contains 50% or more whole grains would be another recommended change. And those are really the two changes that we're asking for this policy this year as we review it of whole grains. That's that's what I do. What's your recommendation then? I would recommend since we are since she has been able to complete gathering the feedback and going through that process and the changes are very minimal that we can move into policy at this point if you're comfortable with that. Okay. Anybody any anything to say to that? And that physical activity, those those goals, those are impressive goals. Yeah, that's awesome. I'm all for that. All right. I would entertain a motion for policy 3470 to go to a third reading. I move
096that U policy 3470 goes to a third reading. Second. Thank you. All those in favor say I. I. I. I. I. I. All right. I would entertain a motion to move policy 3068 into policy. I move that we um move policy 3068 um into policy. Second. All those in favor say I. I. I. I. I. I. All right. I would entertain a motion to approve the student trips that fall under A, C, and D. Should we make subheading under A under section A sub lowerase A, C, and D? Should we have a motion for each trip or? Yeah, that's probably best. If I can get back up there. I move that the Skills USA Academy team national competition in Atlanta, Georgia, Georgia be approved. Second. All those in favor say I. I. I. I. I.
097I. So we're to see. I move that we approve the trip for the FFA National Leadership Camp in Washington DC. Second. All those in favor say I. I. I. I. I. I. And then go ahead. It doesn't. I move that we approve the FFA state contest to Moscow, Idaho. Second. All those in favor say I. I. I. I. I. I. I would entertain a motion to approve this football summer equipment request to IHSA. Um I move the football summer equipment request to Idaho HSA be approved. Second. All those in favor say I. I I I I I would entertain a motion to approve the presented ELA curriculum adoption proposal. I move that we approve the ELA curriculum adoption proposal. Second. All those in favor say I. I. I. I. I. I. All right. Yep. You
098got to read the whole thing. I uh move that we move into executive session as per section 74-206 1B Idaho code to consider the evaluation and dismissal or disciplining or to hear complaints or charges brought against a public officer, employee, staff member or individual agent. Second. Go ahead and ask more. Yes. Trusty Damy. Yes. Trusty Wagner. Yes. Trusty Pal. Yes. Trusty Clark. Yes. All righty. Thanks for coming, girls.