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HomeMy WebLinkAbout02-06-2025 Minutes Work MeetingDr. Scott Woolstenhulme, Superintendent 3497 North Ammon Road, Idaho Falls, Idaho, 83401  (208) 525-4400  Fax (208) 557-6800  www.d93schools.org Board of Trustees  Paul Jenkins  Carissa Coats  Randy Smith  Mindy Clayton  Richard Hess Bonneville Joint School District No. 93 is an Equal Opportunity Employer Board Work Meeting Wednesday, February 26, 2025, 11:00 AM Mountain PLC Building 3442 E Iona Rd Idaho Falls, ID 83401 I. Call to Order Chairman Paul Jenkins called the meeting to order at 11:02 a.m. II. Roll Call Carissa Coats Present Randy Smith Present, via Zoom Mindy Clayton Excused Richard Hess Present Paul Jenkins Present III. Opening Board Business III.A. Approve/Amend Agenda (Action Item) Motion: To approve the agenda. This motion, made by Carissa Coats and seconded by Richard Hess, Passed. III.B. Welcome Visitors and Delegations IV. Executive Session (Action Item) The Board will enter into an Executive Session pursuant to Idaho Code 74 -206(1)(b) to consider the evaluation, dismissal, or disciplining of, or to hear complaints or charges brought against, a public officer, employee, staff member, or individual agent, or public school student and (c) to acquire an interest in real property which is not owned by a public agency. The Executive Session will be closed to the public as permitted by law. Motion: To enter Executive Session. This motion, made by Carissa Coats and seconded by Richard Hess, Passed. Roll Call Vote: Carissa Coats: Yes Randy Smith Yes, via Zoom Mindy Clayton Excused Richard Hess Yes Paul Jenkins Yes The Board entered the Executive Session at 11:04 a.m. IV.A. Property IV.A.1. Acquisition of Real Property IV.B. Litigations and Claims IV.B.1. Case #25-02 IV.C. Planning and Personnel Recommendations IV.C.1. Mountain Valley Elementary Principal Recommendation V. Close Executive Session (Action Item) Motion: To close Executive Session. This motion, made by Richard Hess and seconded by Carissa Coats, Passed. The Executive Session closed at 11:48 a.m. VI. Planning and Personnel Reports and Recommendations VI.A. Principal at Mountain Valley, Lanie Keller Retirement (Action Item) The discussion covered the retirement of Lanie Keller, the longtime principal of Mountain Valley Elementary, and the transfer of Ty Salsbery, the current principal of Hillcrest High School, to take his place. The board expressed appreciation for Keller’s contributions and recognized Salsbery’s leadership and experience within the district. The decision was made after an internal process that allowed current principals to express interest in the position. Board members acknowledged Salsbery’s strong connection with students and his dedication as both a school leader and a father. Motion: To approve principal at Mountain Valley Elementary, Lanie Keller's retirement and transferring Tyrel Salsbery to Mountain Valley Elementary as the new principal. This motion, made by Carissa Coats and seconded by Richard Hess, Passed. VI.B. Future School Sites Discussion The Board gave the district some direction on the next steps with acquiring land. VII. Learning and Instruction Reports and Recommendations VII.A. CTE Program Overview Lyndon Oswald, Principal at Technical Careers High School provided an overview of the district's Career and Technical Education (CTE) programs, highlighting their growth and impact. He noted that the Technical Career High School had 122 full-time students, and 485 students enrolled in various programs. Several key initiatives were mentioned, including the introduction of an automotive maintenance and repair program, the expansion of the nursing assistant program, and the relocation of the CNA program to a larger space. Mr. Oswald detailed multiple CTE pathways, such as animal science, engineering, emergency medical technician (EMT) training, welding, and construction trades, among others. He also discussed the implementation of a new heavy equipment and diesel mechanics program, which had garnered significant industry support and internship opportunities. He emphasized the importance of community and business partnerships in helping students gain real -world experience. Additionally, he addressed the district’s efforts to adapt to workforce demands, mentioning that programs were phased out or adjusted based on industry needs. He recognized challenges such as finding and retaining qualified instructors, particularly in welding and diesel mechanics, due to the higher wages available in the private sector. The discussion also touched on future facility planning to accommodate growing programs, including potential expansion of existing spaces. Mr. Oswald concluded by highlighting the district’s 100% graduation rate for CTE students, attributing the success to dedicated instructors and strong student engagement. The board acknowledged his efforts in maintaining high-quality programs and aligning them with workforce trends. VII.A.1. Diesel Mechanic Program This was included in Lyndon Oswald's overview of the CTE programs. VII.B. Regional CTE Consortium Update Superintendent Woolstenhulme and Jason Lords explained that other school districts were satisfied with their own CTE programs and technical schools, making a regional program less appealing. They noted that many districts, such as Jefferson, Madison, and Sugar City, had developed their own CTE facilities and were continuing to expand them. Challenges in coordinating schedules and transportation had previously made regional consortiums difficult to manage, which led many districts to create independent progr ams. They highlighted that, historically, different school districts operated on conflicting schedules, making a shared CTE program impractical. As a result, District 93 established its own Technical Career High School (TCHS), which has since thrived. Other districts followed suit, building their own programs tailored to their student populations. Smaller districts like Sugar City, South Fremont, and West Jefferson still faced challenges in providing CTE opportunities due to limited enrollment and resources. Some of them were exploring consortium models for specialized programs, but logistical barriers, such as transportation and scheduling, remained an issue. The discussion also emphasized the benefits of maintaining district control over CTE offerings, allowing schools to customize programs to meet their students' needs. While there were concerns about duplication of programs, such as welding, it was noted that demand often exceeded available spots, justifying the need for multiple programs across districts. Additionally, they acknowledged that teacher recruitment was a significant factor in expanding CTE programs. They discussed the potential for partnerships with industries and joint appointments, similar to university models, to address staffing challenges. They also highlighted the military program as a successful example of collaboration between the district and external organizations. Ultimately, they concluded that District 93’s approach to CTE, with a dedicated technical high school, provided the right balance of specialized education and flexibility, allowing students to choose between traditional high school and technical education pathways. VII.C. AI in the classroom Jason Lords, Executive Director of Learning and Instruction, explained how AI had the potential to be highly beneficial for the district. He noted that discussions about AI began around two years ago when ChatGPT became widely used, prompting concerns about student use and academic integrity. Initially, teachers viewed AI as a tool for cheating, but as understanding grew, the district recognized its potential to enhance both teaching and learning. Lords shared insights from a BYU professor who emphasized that businesses expected students to already be proficient in AI upon entering the workforce. This perspective led to a shift in focus from simply managing AI usage to actively integrating it into classrooms. The district explored AI’s role in improving efficiency, such as helping teachers create lesson plans and assessments quickly, with some AI tools reducing course development time from over a year to just ten days. He also highlighted "Magic School," an AI platform designed specifically for education. Many teachers were already using the free version for lesson planning, assessments, writing feedback, and text translation. The district considered purchasing an enterprise version, which would allow secure data handling, helping teachers generate personalized student accommodation and support for special education plans. Additionally, Lords discussed AI’s potential to improve professional learning communities (PLCs), making curriculum planning more efficient by providing essential standards and structured discussion points. He emphasized the need for training to verify AI -generated content, ensuring accuracy and reliability. The district also examined AI-powered content filtering tools that would direct students to safe, approved AI resources. He concluded by stressing the importance of preparing students for an AI -driven future, comparing AI’s impact to the introduction of programmable calculators and Google. The district aimed to incorporate AI into the curriculum responsibly, ensuring both teachers and students were equipped with the skills needed to use it effectively. VII.D. Proposed Policy 3530 Suicide Prevention, Intervention and Postvention Discussion Ken Marlowe, Director of Student Well-Being, provided an overview of the newly proposed suicide prevention, intervention, and postvention policy, which was set to be presented to the Board next month. He explained that while the district had been operating under the state's policy, it lacked its own formalized version. Superintendent Woolstenhulme initiated the process of developing a district-specific policy, and multiple individuals contributed to its creation. The team faced challenges in condensing extensive information into a concise, effective policy. A key aspect of the policy addressed active monitoring of student communications through the district's technology system, specifically via Gaggle. The policy clarified that principals would be expected to respond to alerts during school hours but not be on call 24/7. Instead, after-hours alerts would be directed to law enforcement dispatch rather than school administrators. Marlowe highlighted a recent incident where an alert was triggered at 11:30 p.m., and after two initial calls went unanswered, he received the notification and coordinated with a school resource officer to ensure the student’s safety. This example demonstrated how the system functioned and reinforced the need for reasonable expectations regarding response times. VIII. Closing Board Business VIII.A. Day on the Hill Debrief and Next Steps Superintendent Woolstenhulme provided an update on his testimony advocating for the removal of the "use it or lose it" provision from state law, which penalized school districts for not using all of their allocated funds. He emphasized that eliminating this rule would provide districts with greater flexibility in managing budgets, particularly in addressing the district’s $4 million shortfall. During the Day on the Hill, Woolstenhulme and other district leaders engaged with legislators, reinforcing the importance of this change. He collaborated with Representative Sonya Galaviz, who sponsored a bill to eliminate the restriction. The bill successfully passed in the House, which he viewed as the biggest hurdle, though he acknowledged potential challenges in the Senate and from the governor. He explained that while the bill would not immediately resolve the district’s budget issues, it would allow for a more gradual reduction in staff and spending rather than forcing abrupt cuts. Woolstenhulme noted that some legislators struggled to understand the issue, but overall, there was strong support for the measure. Board members commended Woolstenhulme’s leadership in advocating for the bill and maintaining strong relationships with legislators. They also praised the district’s communication efforts, particularly a well-received letter to parents that explained the implications of the legislation in an unbiased manner. More than 70 superintendents signed a similar letter in support of the change, reflecting broad statewide concern about the issue. The discussion concluded with an acknowledgment of the district’s strong leadership and collective efforts to advocate for policies that benefit students and taxpayers. VIII.B. Request for Agenda Items for Upcoming Meetings (Action Item) No action needed. There were no requests from patrons for agenda items for future meetings. The Board requested the following items for future meetings: I. Board to visit Military classes in the district II. Discuss touring the partners of Technical Careers HS programs VIII.C. Adjournment (Action Item) Motion: To adjourn the meeting. This motion, made by Carissa Coats and seconded by Richard Hess, Passed. The meeting was adjourned at 1:32 p.m.