On one such occasion, she checked out a fantasy series by Sarah J. Maas. The books’  “powerful female main character” who perseveres against the odds inspired and uplifted the Rocky Mountain High junior.

Last month, two of those books were among 10 quietly pulled from West Ada school library shelves after a private meeting among administrators. 

“It made me feel really helpless,” Lanzara said. 

She’s not alone. 

West Ada librarians and students say they’re frustrated and disheartened after district leaders removed the books without considering their perspectives, under an unusual policy that gives the superintendent, or an otherwise designated district administrator, wide latitude to remove books.

“It leaves a very bad taste in my mouth,” Annabelle Jenkins, a senior at Idaho Fine Arts Academy, said. “We need to feel heard, we need to feel involved.”

West Ada leaders held another closed-door meeting last week to consider removing more books from a list of 44 that are under fire based on ratings created by a group of “concerned parents” in Brevard County, Florida. 

Niki Scheppers, the district’s spokesperson, said no decisions were made. 

Stakeholders in West Ada schools say the book removal policy goes too far, and fear that not just books — but libraries and free-thinking — are under attack. District leaders say the policy is an effort to proactively get inappropriate materials off of shelves, and to do so as quickly as possible. They also say they’re listening to concerns and reviewing procedures. 

Statewide, school leaders are paying attention; West Ada’s policies often set a precedent. 

Pushback against the book removals in Idaho’s largest school district comes as legislators have introduced multiple bills that would impose harsh consequences — including closure and fines — for libraries that allow minors to access books deemed “objectionable” or “harmful.”

“More than just books are under attack, libraries themselves are under attack,” Lanzara said. 

Monday, hundreds gathered at the Capitol to weigh in on House Bill 384, which would require librarians to relocate books that patrons deem objectionable to an adults-only section or face a civil lawsuit. Most testified against the bill, but it still advanced out of committee. 

West Ada’s unusual book removal policy places power in superintendent’s hands to expedite removals

West Ada’s book removal policy includes an unusual clause that allows for a “district administrative review,” which essentially gives Superintendent Derek Bub (or another designee) the ultimate say over which books are kept or removed.

He can decide to review a book, facilitate a meeting about it, then pull it from every library in the district. While the policy permits stakeholders to voice concerns with Bub’s choices, he is not required to respond or take any action.

“You could say it’s a dead end,” said Jonathan Schoenfelder, a former library aide at Renaissance High who felt comfortable speaking on the record because he resigned last month.

That’s in contrast to book removal policies at other large districts, including Boise, Bonneville, and Nampa. In those districts:

• The policies are designed for parents or patrons to initiate book challenges, as opposed to the superintendent. 
• A book review committee must have a majority vote to remove a text (so multiple people make the decision).
• Appeals processes are established. 
• Final decisions after appeals rest with trustees (and become public). 

When a West Ada parent or patron complains about a book, the district’s policy is similar to that of its peers. But the administrative review clause sidesteps most of those procedures in order to expedite the removal of books with content deemed illicit or inappropriate, Scheppers said. Plus, the policy means district leaders don’t have to wait for patrons to request a book’s removal, and can proactively start the process themselves.

Schoenfelder, who left West Ada for a position as a university librarian in Pennsylvania, said the process doesn’t represent “very good librarianship.”

The district did invite a few librarians to participate in its private December meeting, where the decision to pull 10 books was made. They all declined. 

Here’s how the process, called administrative review, works:
— Initiate the review: The superintendent can call for a review of books at any time. He will then schedule a meeting with “the most appropriate” district employee.
— Meeting and decision: A decision will be made at the meeting, which can be applied districtwide “at the discretion of the Superintendent or designee.” Removed books are placed on the “Declined list.”
— Input: Concerns about the decision should be made in writing to the superintendent and three other district administrators. At that point, “the Superintendent will make a final decision regarding the text/learning resources.”

Librarians feel their professional opinions are not respected or taken into consideration at such meetings, Schoenfelder said, so they have stopped participating. A second West Ada librarian, who asked to remain anonymous due to fears of repercussions, confirmed that. 

“It can feel disappointing and demoralizing when our voices aren’t well-heard, or when policies are created without much input from secondary school librarians,” said Schoenfelder.

“Despite (librarians’) current decision not to participate, we remain open to continued dialogue and collaboration,” Scheppers wrote in a statement. “We value the expertise of librarians, and their input is essential to our collective success.”

In December, Schoenfelder wrote to Bub and administrators to voice his concerns about the removals. 

“This is bad pedagogy and speaks very poorly to the direction the West Ada School District is headed,” he wrote, urging Bub to restore the pulled titles — especially Allen Ginsberg’s “Collected Poems,” a book Schoenfelder read and connected with in high school. 

He called the administrative review process “poorly conceived and badly bungled” and said it should be “remade through a collaborative process with actual school librarian input.”

The recent removals set a dangerous precedent, Schoenfelder told EdNews.

“We’re way past the slippery slope,” he said. “We’re now in a full-blown process where (administrators) feel empowered to just cut out swaths of books without talking to the school board about it. And so we’ve slipped down the slope, you might say.” 

Scheppers said the district is “actively reviewing our current procedures and seeking ways to enhance transparency in the book removal process. We acknowledge that open dialogue is crucial in fostering a supportive and inclusive learning environment.”

West Ada student: “Libraries are not only resources, they are refuges.”

Lanzara and Jenkins, who attend different West Ada schools and do not know each other, have been pleading with adults to hear them out.

“I think we’re only listening to one perspective right now, and that’s what’s causing a lot of this harm,” Lanzara said. 

Jenkins said the review process “shut the student involvement out of that conversation.”  She believes kids should have a voice, even if adults make the final decision. 

Scheppers said district leaders are taking student feedback seriously: “We understand the importance of transparency in decisions that impact our students’ educational experience, especially in matters as significant as the removal of books from our district’s libraries.”

The teens said it’s not just books that need protecting, but libraries as a whole.

Lanzara said she keeps hearing adults say that kids no longer read or care about libraries: “I want adults to know that kids are actively reading … The library is a safe place for a lot of students. If you have anxiety, you can go there and de-stress.”

“Libraries for me have always represented safe spaces for creativity and exploration,” said Jenkins, who aspires to become a librarian. “Libraries are not only resources, they are refuges, especially for children.”

During her freshman year, which fell during the height of Covid, Jenkins was lonely and scared — so she went to the library. 

“In a school they’re absolutely vital to students’ mental health,” she said. “I cannot imagine my childhood without a library or without books, or without knowing that I had the possibility to explore different worlds.”

Scheppers said West Ada’s “commitment to preserving the traditional library experience remains strong.”

Average salaries are up $5,151 since the 2022-23 school year. And average salaries have increased by 28% over the past 10 years, since the inception of the career ladder. 

This year’s results include base salary plus extra pay, an amount determined by individual districts and charter schools. The average was calculated by dividing the total salaries paid out by districts by the state’s 17,949 full-time teachers. 

The average teacher salary, without extra pay, is $60,510.

Use this link to see statewide averages for each district and charter. Click here to see the growth in salaries at each district and charter over the past 10 years. 

Idaho teachers earn 8.5% less than the national average of $66,745.

And when adjusted for inflation, the average salary of classroom teachers declined by an estimated 6.4% over the past decade, according to latest data from the National Education Association.

Four districts and 12 charters pay average teacher salaries over $70,000. Blaine County School District pays the highest, at an average of $90,942. The top 16 are:

• Blaine County — $90,942.
• The Kootenai Bridge Academy — $81,716.
• Legacy Public Charter — $79,000.
• Isucceed Virtual High — $76,835.
• Victory Charter — $74,980.
• Liberty Charter — $74,974.
• Island Park Charter — $74,492.
• Coeur d’Alene Charter Academy — $73,455.
• Meridian Technical Charter — $73,438.
• Genesee — $73,246.
• Vision Charter — $73,112.
• McCall-Donnelly — $72,906.
• Gem Prep: Online — $72,815.
• Boise — $72,228.
• Upper Carmen Public Charter— $71,143.
• Idaho Virtual Education Partners — $70,800.

A striking disparity exists between the highest-paying and lowest-paying districts and charters. Teachers employed in the 16 lowest paying earn 49% less than the 16 highest. Those districts are:

• Rolling Hills Public Charter — $52,642.
• Salmon River — $52,168.
• Pathways In Education, Nampa — $52,091.
• Peace Valley Charter — $51,672.
• The Village Charter — $51,013.
• Jerome  — $50,871.
• Doral Academy Of Idaho — $50,860.
• Chief Tahgee Elementary Academy — $50,804.
• Kootenai Classical Academy — $50,618.
• Grace — $50,528.
• Idaho Science And Technology Charter — $50,309.
• Pinecrest Academy, Lewiston — $50,103.
• Gooding — $49,400.
• Cascade — $49,340.
• McCall Community, Inc. — $47,997.
• Oneida County — $45,512.

The data also shows that tiny Prairie Elementary School District increased by 41%, from $44,375 to $62,588; both Marsing and Parma saw significant increases: 28.4% and 24.9%, respectively.

While the overall average was higher than last year, seven districts and charters decreased: Elevate Academy, Nampa (-2.6%), Idaho Virtual High School (-4%), Fern-Waters Public Charter (-9.7%), West Bonner County School District (-.4%), Rolling Hills Public Charter (-.3%), Grace Joint School District (-.2%) and Oneida County (-2.4%).

Idaho Education News data analyst Randy Schrader contributed to this report.

One by one, dozens of yellow school buses stopped in front of the Morrison Center, where staff ushered kids and parents into designated seats for the annual performance, which was provided free of charge. The event typically costs upwards of $100 per ticket.

Boise School District has partnered with Ballet Idaho for more than 10 years, providing opportunities for students to enjoy performances during the Christmas holiday season. 

“Between students in grades 3-6, our hope is that all students will be able to see such a performance during their comprehensive education with us,” the district wrote in a press release.

The Nutcracker Ballet is based on the story “The Nutcracker and the King of Mice” written by E.T.A. Hoffman.  Although what is seen on the stage today is different in detail from the original story, the basic plot remains the same; The story of a young German girl who dreams of a Nutcracker Prince and a fierce battle against a Mouse King with seven heads.

The Idaho Department of Education workgroup tasked with revising the state’s special education manual will expand from five to 17 members.

The “SLD criteria workgroup” met Tuesday morning for one hour. The meeting focused mainly on planning and logistics. The next two meetings are Jan. 12 and Jan. 25. Both start at 8:30 a.m. at the Idaho Department of Education building in Boise.

The first iteration of the workgroup included the state’s special education director, Chynna Hirasaki, two Special Education Support and Technical Education specialists, and two school psychologists who also serve as special education experts for the state.

State officials announced this month that Idaho’s criteria for special education eligibility does not comply with federal law. The federal government notified Idaho on Oct. 20 that it is not following federal guidelines.

Hirasaki said the Department of Education plans to make an official response to the U.S. Office of Special Education Programs on Jan. 18. That response will detail the work being accomplished by the SLD criteria workgroup.

The Department of Education convened a group of five experts to bring the state’s manual into full compliance with the Individuals with Disabilities Education Act (IDEA), federal law that ensures eligible children with disabilities receive appropriate education services.

The group passed a motion to expand its membership because “a wider range of experts” is needed, Hirasaki said.

They intend to gain perspectives from school districts across the state. “Regional representation is important,” said Emily Boles, director of Special Education Support and Technical Education.

The motion to add 12 additional people passed unanimously. The following individuals will be invited to participate:

• Joy Janssen — SPED director, Lake Pend Oreille, Region 1.
• Lisa McElroy — general education teacher, Region 1.
• Amanda Judd — virtual director, Idaho Virtual Academy, Region 3.
• Ramona Lee — SPED director, West Ada, Region 3.
• Malia Hollowell — SPED teacher, West Ada, Region 3.
• Christy Thompson — charter school representative, Syringa Mountain, Region 4.
• Amber Romriell — speech language pathologist, Pocatello, Region 5.
• Jodie Orme — school psychologist, Fremont, Region 6.
• Molly Fuentealba — higher education, College of Idaho.
• Sally Brown — higher education, College of Idaho.
• Meghan Wonderlich — state director, content and curriculum.
• Melissa Vian — parent education coordinator, Idaho Parents Unlimited.

There was no selection from Region 2 but it appears they are looking for someone. Another 15 names were considered but not selected. But these educators could be considered if nominees decline. Three are from Region 1, four from Region 3, three from Region 4, one from Region 5 and four from Region 6.

They also approved their scope of work, which will be presented to the State Board of Education for consideration when the revision process is done. They approved seven action items :

• Remove or revise the statement limiting special learning disability (SLD) eligibility to school age students.
• Remove and consider revising the response to intervention (RTI) component of Idaho’s criteria, including evidence required to demonstrate correct application of RTI principles and practice.
• Remove the “and” that requires both an RTI-based process and pattern of strengths and weaknesses in psychological processing.
• Consider whether Idaho will adopt additional options for SLD eligibility as allowed by IDEA.
• Provide a recommendation to the State Board to revise the SLD criteria within the manual.
• Create communication, training and professional development for districts and parents to support students under the new SLD criteria.
• Clarify parental notification requirements.

This group should “move right along with this work. We’ve got kids who are depending on us,” Hirasaki said.

Input from stakeholders

The state wants parents, local directors, administrators and advocates to provide input. Submit comments to SpEdPublicInput@sde.idaho.gov. 

Idaho Education News requested a copy of those emails. The following comments are a sample of what stakeholders are saying:

• I have been a special education teacher in the state of Idaho for the past nine years.  Previously, I was a special education teacher in the states of North Carolina and Maryland. I am interested in providing input for revising our SLD requirements – Karen Toomey
• Please consider the following two important changes: This Hechinger Report piece rightfully details the many reasons why we must end the use of the “discrepancy model” that relies on IQ tests to identify dyslexic students. It is no longer defensible as a method to determine whether a student qualifies for special education services, yet it is likely used widely in Idaho. Please ensure that the revised manual is updated to reflect this much-needed change. Please also make it clear in the revised manual that the provision to offer gifted education services does NOT mandate that those services be provided separately. Enrichment and acceleration can and should be offered to students who want to go beyond grade level expectations, but statute does not require gifted ed services to be exclusive. Research into the harms of academic labels and the lifelong injuries of tracking demonstrate the damage we cause when we segregate our students, something the law does not require when it comes to gifted education. Unfortunately, countless schools and districts are under the mistaken impression that they must separate such students when offering gifted services — the revised manual needs to make plain that this is neither required nor desired — Eric Toshalis
• No one wants to tell the real reason for the discrepancy for fear of getting in trouble, fined, or sued and or it isn’t the politically correct thing to do. But if no one speaks the truth then the real problem won’t get fixed. The real reason there is such a discrepancy has nothing to do with the language “and” or “or”. It has to do with the fact that the SLD Eligibility form is such a horrific nightmare. That may sound overly harsh until you’re the person that has to fill it out for multiple qualifying academic areas. It takes roughly 4 to 5 times longer to fill out than the OHI Eligibility Form. That equates to hours upon hours that no teacher has. The time it takes to fill it out is just one of its problems; the other problem is the poor/confusing way the information is organized in the form. Until that form is fixed so that it is easier to navigate and less time consuming to fill out teachers will continue to opt for OHI when they can. It is the people actually using the form that need to do the reconstructing of the form — Lynda Robbins
• I am interested in participating in this group to review the SPED manual revisions. I would not be able to make the first meeting in person, would it be virtual by any chance? Would any of the meetings be virtual? If not, when are the scheduled meetings so I can give confirmation that I would be able to attend and participate. If I couldn’t, I would have another coworker in mind who would be able to attend in person. Thank you so much for this opportunity — Nancy Grant
• I’d be very interested in being part of the work group to rewrite the state regulations. As a school psychologist working with early childhood (in addition to elementary), I’m particularly interested in helping with the criteria for Developmental Delay — Robin Thurber
• I am interested in assisting in the work group to revise the SLD Eligibility criteria. I was part of the original group that created the current criteria and would be interested in assisting in the revision. I’m currently the National Association of School Psychologists (NASP) Idaho Delegate and on the Idaho School Psychologist Association (ISPA) executive board so would be able to provide input, research, and resources from a school psychologist’s perspective. Also, I just recently retired as a school psychologist from the West Ada School District so would be able to offer my time in the effort — Teresa Fritsch

The commission evaluates new charter school petitions and oversees the financial, academic and operational effectiveness of schools it approved. Authorizers protect the interest of students and taxpayers by holding schools accountable to performance outcomes. The public charter commission authorizes 60 out of Idaho’s 74 schools. Traditional school districts authorize 14 charters.

The six-person commission voted unanimously to accept and endorse a 25-page draft bill for lawmaker consideration in the upcoming session. To see a full copy of the bill, use this link.

“Outstanding!” said commission chairman Alan Reed, after the vote passed.

Interim director Alex Adams, Gov. Brad Little’s budget chief, described the draft legislation as striking a balance between autonomy and accountability, “where appropriate.”

An array of charter school leaders and advocates praised Adams’ policy leadership and collaborative approach.

“Everyone was working for the same goal,” Reed said.

Five of the proposed changes are:

• Amend the initial charter term from five years to six years.
• Schools that meet their six-year performance criteria can be renewed for a 12-year term.
• Grant a “pilot charter” with an initial term of three years for untested, innovative models.
• Charters that successfully complete their renewals can apply for fast-track replication for additional campuses sharing the same operational model.
• Schools operating under the same education model can operate under one LEA.

Extending the renewal term for up to 12 years provides highly successful schools with stability and allows them to obtain favorable financing terms. And the commission can then place its focus and support on schools that need assistance.

Several education leaders spoke in favor of the proposals. Karen McGee, former president, Idaho State Board of Education, said the commission was deviating from its original mission and this legislation will remove cumbersome regulations. Terry Ryan, CEO of Bluum, spoke in favor of the changes. Bluum is a nonprofit that supports charter growth in Idaho.

The regular session of the 67th Idaho Legislature starts Monday, Jan. 8. Idaho Education News will provide updates as the draft bill moves through the Legislature.

Last week, Dennis Hahs, the district’s library coordinator, emailed the district’s librarians and principals a list of 44 titles being considered for removal, based on ratings from BookLooks.org, a website created by “concerned parents” in Brevard County, Florida. 

A committee met Tuesday to consider the titles, and on Wednesday, Marcus Myers, the district’s chief academic officer, emailed principals to let them know 10 of the books “should be removed from circulation at all schools in the district.”

Myers said he would wait until Friday to send the message to librarians, but was letting administrators know ahead of time “to support additional conversations at the building level.”

Several librarians were invited to participate in the review, but “all opted out, declining to participate in the process,” Niki Scheppers, chief of staff for West Ada, wrote in a prepared statement, which also includes links to the pulled books’ reviews.

“While West Ada School District Librarian perspectives are valued, this particular committee was composed of dedicated individuals committed to the responsible and inclusive curation of our library resources,” Scheppers wrote.

The review committee included Hahs; Myers; the district’s curriculum director, Dustin Barrett; two secondary principals; and a secondary English teacher. 

The decision to remove the books was not made public, and the discussion about the books occurred in a closed meeting of the review committee.

According to West Ada’s book review policy, those discussions would not have to become public unless a committee decision was challenged and brought before the school board, as occurred last month when trustees overturned the committee’s decision to keep a novel that indicted rape culture, “The Nowhere Girls,” in libraries. 

The Nampa School District made national news last year for banning more than 20 books — a decision made in public at a school board meeting. 

The books that West Ada pulled this week include:

• “A Stolen Life” by Jaycee Dugard
• “Collected Poems 1947-1980” by Allen Ginsberg
• “Empire of Storms” by Sarah J. Maas
• “Kingdom of Ash” by Sarah J. Maas
• “Milk and Honey” by Rupi Kaur
• “The Handmaid’s Tale: The Graphic Novel” by Margaret Atwood and adapted by Renee Nault
• “The Sun and Her Flowers” by Rupi Kaur
• “Water for Elephants” by Sarah Gruen
• “Wicked: The Life and Times of the Wicked Witch of the West” by Gregory Maguire
• “You: A Novel” by Caroline Kepnes

“In the careful deliberation of our book review process, the decision to remove specific titles, particularly those with explicit and graphic content, is guided by thoughtful consideration,” Scheppers wrote. “Our paramount concern extends beyond the pages, as we prioritize the well-being and comfort of our diverse community.”

It was unclear if the remaining 34 titles would remain in libraries, or be considered for removal at a later date. 

“We are currently meticulously reviewing multiple titles,” Scheppers wrote. “The decision to remove certain books from our library shelves is not made lightly. It is a deliberate choice aimed at fostering an environment that encourages diverse perspectives while ensuring the protection of our students.”

Zach Borman, president of the West Ada Education Association, said members were frustrated “about this recent trend and parts of the process that have led to it.”

“No one knows where this will end and what our libraries will look like when we get there,” he wrote in a prepared statement. “I think we are fooling ourselves if we think that the forces that have put our district in the place of purging our shelves will be satisfied with these efforts … For better or for worse, schools seem to be the frontline of the national culture war being fought, and currently, libraries are in the crosshairs.”

The Florida parents behind BookLooks.org, the website West Ada leaders used to create its list of 44 books to review, rated the books in question as inappropriate for minors (a 4 or 5 on its scale) due to what they considered to be “explicit sexual nudity”, “obscene references to sexual activities”, or “explicit references to aberrant sexual activities”.

“We believe sunlight is the best disinfectant and parents should have the information at their disposal to make informed decisions about the content their children consume,” the group’s “about” page reads. 

The rating system also factors in content that depicts violence, hate, profanity, drug or alcohol  use, or “references to sexuality, gender ideologies, or sexual activities.”

For each of the hundreds of books reviewed, the website also provides excerpts of content deemed inappropriate.. Here’s BookLook’s report on “The Handmaid’s Tale: The Graphic Novel,” one of the books West Ada removed this week. 

The district’s review process also took into account reviews from other websites, such as Common Sense Media, and West Ada’s alignment guide. 

West Ada’s removals come amid a record surge of challenges in public libraries nationwide this year, according to preliminary data from the American Library Association. 

Frequent book challenges have contributed to burnout and fatigue among Idaho librarians, and have led to self-censorship — libraries pulling books before they’re challenged to avoid potential conflict.

“It can be exhausting for a library director and staff to face angry parents and deal with complaints on an ongoing basis,” State Librarian Stephanie Bailey White told EdNews in October.  

Plus, fears of legislation that would fine libraries for distributing materials deemed “harmful” to minors — like House Bill 314 that was introduced but failed during the last session — are driving some library and education leaders to take preemptive action. 

“Anyone who wants to see important and challenging books like these stay in our schools had better be making some noise this legislative cycle, as they and the facilities that house them are not guaranteed,” Borman said. “We can’t protect them without the community’s support.”

Twenty-five years ago, teachers unions, school administrators and trustees protested the decision to add charter schools to Idaho’s public education system. 

They feared that charters would siphon their top-performing students, most engaged parents, highest-performing teachers and millions of dollars, leading to the collapse of traditional schools. 

Their fears were unfounded.

While charters in Idaho have grown rapidly, they haven’t destroyed the public school system. They instead filled a need in a fast-growing state, promoted innovation, brought in millions of federal dollars and created alternatives to mainstream education practices.

“Their fears were overblown,” said Terry Ryan, CEO of Bluum, a Boise nonprofit charter support organization. “They should have had more faith in our parents and our educators to step up and take advantage of the opportunity to create new learning opportunities for our children.”  

Idaho now has 74 charter schools serving 10% or 30,000 of Idaho’s public school children.

And they serve a wide assortment of free options. For example:

• In Idaho Falls: Alturas Academy’s International Baccalaureate program prepares students for college while earning an internationally-recognized diploma.
• In Coeur d’Alene: Coeur d’Alene Charter Academy’s rigorous coursework was founded to develop academic excellence and curb lowering standards.
• In Nampa: Elevate Academy is uniquely focused on workforce readiness, industry partnerships and inspiring young people who aren’t succeeding in traditional classrooms.
• In Fruitland: Treasure Valley Classical Academy trains the minds and improves the hearts of students through a content-rich, classical curriculum that emphasizes virtuous living, traditional learning and civic responsibility.

“I was impressed within the first 10 minutes and sold within 15 minutes,” said parent Katie Cueves Fuentas, who has two children attending Island Park Charter School near the Idaho border with Yellowstone National Park.

Charter-school momentum isn’t subsiding. Despite a proliferation of charters, demand for seats outpaces availability. Nearly 11,000 students were placed on waiting lists at the start of this year. And while enrollment numbers dropped in traditional schools this year for only the second time in history, charter enrollment went up.

“This is an indication that parents have a vision for the future of their children that they believe a charter school can help them fulfill,” said Jason Bransford, CEO of Gem Prep Innovation Schools, which embarked on a multi-year expansion, resulting in seven campuses and one slated to open in 2025.

Sen. Janie Ward-Engelking wasn’t sold on the idea as a Boise teacher in 1998. She expressed retirement concerns for educators moving from a traditional school to a charter. She was also concerned about accountability and bringing innovative practices back to traditional schools. 

Today, the legislator is a member of the Joint Finance-Appropriations Committee and the Senate Education Committee. She has school financing concerns for both charters and traditional schools, but she believes charters have been positive.

“It’s always good to provide opportunities for students, because not every child fits a mold,” Ward-Engelking  said.

Charters focus on specific programs and many families are interested in what they offer. Charter enrollment is up while public schools are down. But concerns persist. 

• Charters are not available to all students as they cluster in population centers, leaving rural students without the choice.
• They were intended as learning laboratories for public schools to copy — but that hasn’t happened.
• And oversight and accountability has come under scrutiny.
• Their growth could outpace state control. 

Overcoming obstacles when opening a new school is challenging, yet robust growth has defined the movement for 25 years. 

Starting a charter school isn’t easy, leaders recall

Four years after the first charter school opened in 1998, Kelly Edginton was then a charter teacher and Dan Nicklay was guiding Coeur d’Alene Charter Academy’s commencement years.  CDA charter is consistently one of the state’s top academic performing schools.

Boise Rep. Fred Tilman, R, pushed through legislation approving charters on July 1, 1998. Three schools opened that year located in Arco, Moscow and Boise. 

“At the time I didn’t have an expectation of how large or fast the charter community would grow. As I participated in that community, though, I was surprised and happy to see the rapid growth,” Edginton said.

Nicklay recalls problem solving with the Idaho Department of Education. There were literally no answers because they were up against unique, never-before-encountered issues.

“Our early years were an adventure. The charter laws were pretty sketchy, and no one really knew what they were doing — either the state or school administrators. We made it up as we went, and it was exciting and terrifying,” he said. 

No matter how well conceived and planned, every new charter school has a rough first couple of years on-boarding new employees, indoctrinating them into the school culture, establishing procedures, maintaining buildings and working with school budgets.

It’s “exhausting,” Nicklay remembers, adding that there were no road maps to consult. “Remember, when we started, there were no other people who had been through it.”

What makes charters different than traditional schools

Charter schools utilize unique funding methods for new facilities, and have greater autonomy over curriculum, instructional methods and financial decisions. They typically focus on a specific program or method: college preparation, classical education, STEM, expeditionary learning, dual language or brain-based learning.

And Bluum is at the forefront of bringing choice to Idaho. A $22 million federal grant in 2018 helped the nonprofit kick off a growth surge of 11,500 new seats and 23 new schools. This fall, another $24.8 million in federal money was awarded. The plan is to increase student seats by 5,900 and add 13 more schools by 2028.

About 82% of charter schools are authorized by the Idaho Public Charter School Commission. The agency monitors the financial health, academic performance and regulatory effectiveness of 60 schools. The six-member commission approves new schools and also recommends closing failing schools. 

The commission approved three schools to open in 2024 and three are petitioning to open in 2025. Traditional school districts authorize 18% of charter schools.

Charter administrators can be state certified or may hold a charter school administrator certificate. Teachers may be state certified or hold a charter school-specific teaching certificate, which is not transferable to a traditional public school district. 

Charter schools take the same assessments as public schools. They often call the school leader an executive director or a CEO; many smaller schools choose charter administrator or simply principal.

They cannot charge tuition, levy taxes or issue bonds. Charters are nonprofit organizations and their board of directors are appointed, not elected.

They construct facilities with various funding sources: philanthropy, state credit enhancement, Federal Charter School Credit Enhancement Program, bank loans, USDA for rural schools, charter school facility per-pupil allocation from state, state revolving loan fund and Community Development Financial Institutions loans.

Special education students attending charters make up about 10% of the population, while the number in traditional schools is about 11.3%. Minority students account for about 16.8% of the population, while in traditional schools that number is 17.3%. 

What didn’t work — charters sharing innovation

There’s some evidence that charters challenge public schools to improve but it doesn’t appear that many of their practices are being adopted.

Charters are flexible and offer specialized educational programs, meet the needs of specific student populations, use innovative teaching methods and provide more accountability. The plan was to spread and share innovative ideas and inspire change at public schools.

Idaho Public Charter School Commission chair Alan Reed said, “Generally there has not been any sharing of the new teaching opportunities charter schools develop.”

Ward-Engelking agrees. The premise was for charters to be creative and innovative, and collaborate with traditional schools. New practices would be replicated.  “That did not work,” she said.

Edginton, Idaho Virtual Academy executive director, said the pandemic demonstrated the need for all schools to embrace new ideas. IDVA is the state’s largest online charter school with approximately 2,000 students attending two campuses: the virtual academy and Insight School of Idaho.

“I do believe charter schools have been pioneers of new educational methods and approaches in Idaho. When traditional schools are faced with losing students to other schools, they have to look closely at long-held practices, embrace change and adapt to new methodologies,” Edginton said.

Nicklay, principal of Coeur d’Alene Charter Academy, is disappointed that the charter movement’s original purpose as “learning laboratories” gave way to simply being an alternative to regular public schools. 

“I know that it’s hard to change the system, and I know that there will always be some resentment toward charters that prevents public schools from openly emulating charter techniques,” Nicklay said. 

But a collaborative culture ultimately benefits students. “Sharing successful charter school and traditional school practices promotes a culture of continuous improvement and provides diverse learning opportunities tailored to individual student needs, fostering a more robust and adaptable education system,” Edginton said.

Fears still linger because of authorizing and school saturation

Charter expansion faces two barriers: Idaho has one prominent charter authorizer and there is concern that Idaho already has enough charters. Traditional school districts authorize 14 charters and the public charter commission 60. 

Despite the ability to do so, higher education institutions have not authorized a school, Ryan told EdNews in an earlier interview. “None have taken it up in Idaho, but we’d like to see a university take on this responsibility.”

Bluum has up to $750,000 in grant funds to help strengthen authorizers, and has offered that support to the public charter commission. 

It was a difficult year for the public charter commission — leadership resignations, criticism from lawmakers, rejecting funding for additional portfolio managers, legal challenges and staff director turnover. The commission selected a new director this month, Jacob Smith, the third person to permanently occupy the role in 2023. Alex Adams, Gov. Brad Little’s budget chief, served as interim director for much of the year.

Edginton outlined her concerns: overreaching regulations, an adversarial attitude, a one-size-fits-all approach and usurping parental choice. “As has been well-documented, the commission has become a challenge to the schools it authorizes,” she said.

It should support growth, partner with schools, welcome innovative models and champion educational freedom. “That was the original vision and intent of a state charter commission when it was established by statute in 2004. Unfortunately, Idaho’s charter commission … got hijacked by a top-down, technocratic ideology that created division and discord,” Edginton said. 

Overregulation is on Nicklay’s mind, too. “The Legislature continues to add requirements for all schools that make it really hard to pursue a mission or do anything special. It’s getting harder and harder to be different from other schools. Remember that charter schools were supposed to be ‘free from many regulations,’ so that they could innovate.”

Read about Idaho’s first charter school.

Edginton suggests reforming policy to allow maximum parent empowerment and loosen inhibitive red tape and regulations.

“I think simply providing an alternative for kids who are dissatisfied or feel unserved in their regular public schools is the most important thing. One of the huge benefits of schools of choice is that they ideally draw teachers who are passionate about their specific mission, and students who are looking for that style of delivery, and that creates engagement and ultimately success. This does not have to be viewed as an indictment of the system; it’s simply a recognition that kids have different goals, interests and learning styles,” Nicklay said.

Nicklay believes there’s a real threat of saturating the market with too many choices. “The challenge is resisting the urge to simply flood the state with new charters that don’t really offer anything new.”

“I have always felt that the quality and diversity of charters is far more important than the sheer number. I worry that unchecked growth of charters that are either poorly-conceived or redundant of other charters in the same area will both water down the market and give the movement as a whole a bad name,” he said.

Bluum recognizes that concern. The new $24.8 million federal grant won’t duplicate what Bluum helped accomplish in the previous five years — funding unprecedented growth. The money will instead be used strategically, targeting career technical opportunities, academic needs, demographic needs and underserved populations.

What’s next for charters in Idaho

After 25 years of steady growth, dozens of distinct charter schools stretch from Rathdrum and Coeur d’Alene in the panhandle, to Pocatello and Blackfoot in the southeast. The community is diverse, serving students with severe emotional trauma, to college-bound teens focused solely on science, technology, engineering and mathematics.

And more growth is on the horizon, with millions of federal dollars pushing into Idaho for additional schools. Expect new schools being built, more teachers and administrators being hired, expanded opportunities for new authorizers and an impact to the broader education system. 

“Our public charter schools serve all students. The argument that charters ‘skim’ the most engaged or smartest students is false. If you don’t believe me, visit an Elevate Academy, or Gem Prep Nampa, Future Public School, Treasure Valley Classical Academy or the Cardinal Academy,” a cost-free public school for pregnant or parenting teen moms and dads, said Ryan. 

Idaho is trending to be a leader. The percentage of students attending charters skyrocketed from nothing to nearly 10%, placing Idaho among states with the highest percentage of charter students. States like Texas, Minnesota and Oklahoma enroll thousands more but as a percentage of all school-age students, Idaho is on-par, according to the National Center for Education Statistics. Around Idaho 30,000 students attend charters.

Nearly 11,000 students on charter school waitlists across the state and steady enrollment gains prove parents want choice. The highest percentage of enrollment growth last year occurred at charters: 10 reported increases of more than 22%. Gem Prep Meridian South’s population more than doubled, from 194 students to 425; Pinecrest Academy experienced a 48% increase and The Academy in Chubbuck grew by 37%, or around 200 new students.

Reed said, “I have always seen when parents are given options, they take advantage of what’s best for their children. Over the years, the schools are getting better and better, giving students more creative educational opportunities.”

Ryan predicts that more than 25% percent of all public school students will be attending a charter in another 25 years. 

“I think our growing school districts will see the advantage of partnering with charter schools to help meet the needs of their districts and their increasingly diverse student populations,” Ryan said.

EdNews Data Analyst Randy Schrader contributed to this report.

This year marks the 25th anniversary of charters in Idaho. Read about their history, successes and challenges. 

Director Tony Bonuccelli well remembers his first day on the job — and the school’s worst year.

Bonuccelli was hired in 2013 to lead Idaho’s first charter — Moscow Charter School, established in 1998. Its focus is technology and arts with a mission to build a culture of support in a small-school environment.

Fulfilling the mission of Moscow Charter wasn’t a concern for Bonuccelli on his first day — it was the pig.

A pig wandered onto the playground so students couldn’t go outside for recess. Sharply dressed in a suit and tie, Bonuccelli unsuccessfully tried for hours to persuade the reluctant sow to leave.

“I won’t forget that day,” he said.

He also won’t forget one of the school’s low points, recovering from a cut in school funding and an unfinished financial audit nearly bankrupted the school in 2013.

But they survived the pig, the audit and the financial struggles. MCS started with 31 students in 1998; today the K-8 school has 193 students.

“I think it’s just amazing what our culture is and I’m really proud to be part of it,” said Bonuccelli.

“Financial problems are the main reason charters close,” said Leslie Baker, MCS board chair. “We basically had a year to get our (finances) in shape or … it was quite clear that if we couldn’t handle the money correctly and account for it correctly, then we were not going to be open for much longer.”

Around that time, Bonuccelli gave up his job in Washington as a band director and took over as school leader. “As I was coming into this position, our treasurer said to me, ‘Well, you got three years to turn this around or you’re shutting the doors. so I started recruiting, getting people to send their child here, explaining what charters are about and the differences,” Bonuccelli recalled.  

“Leslie and I have been through a lot together,” he said.

More than 20 years later, the school still embraces technology, like using virtual goggles in the classroom or designing structures protected from ultraviolet rays in science class. 

“We keep our eyes open for the newest technology,” Baker said. “We recognized that technology and arts were important, and we still do.”

In Paul Collins’ middle school science class, students showed off their crystal trees made of cardboard with blooms of colorful crystals grown from a solution of household items like ammonia, laundry bluing and salt, and tinted with food coloring, a project that connects art to science. 

“It reinforces that it is not science versus art. Education is about uniting all the disciplines,” Collins said. 

Baker said, “I feel really proud to have been a part of this. Idaho has allowed families to choose schools that best fit their needs.”

However, there is not a completion timeline for revisions to the manual. The first meeting to address the problem is scheduled next week.

A complaint filed with the U.S. Department of Education forced Idaho to admit that it’s been incorrectly identifying children under the wrong special education category. According to the state, the manual’s incorrect language may have been introduced more than 15 years ago.

The Idaho Department of Education’s goal is to bring the state’s manual into full compliance with the Individuals with Disabilities Education Act (IDEA), federal law that ensures eligible children with disabilities receive appropriate education services.

State officials announced last week that Idaho’s criteria for special education eligibility does not comply with federal law. The federal government notified Idaho on Oct. 20 that it is not following federal guidelines. Idaho’s manual uses the word “and” twice, instead of IDEA’s “or.” The use of “and” creates a higher bar for eligibility requirements.

The state is preparing a formal response and convening a working group of special education experts on Dec. 19.

“We expect these two steps to help inform what path and timeline this process will ultimately take,” said Chynna Hirasaki, the state’s special education director.

Following the notification, the Department of Education emailed statewide SPED directors to make them aware of the federal inquiry. “We also offered to assist them in answering any related questions they might receive,” Hirasaki said.

Local directors were also notified that based on the federal inquiry, the Department of Education would not be reviewing any special learning disability (SLD) eligibilities for compliance, as part of this year’s general supervision file review. 

Idaho Education News found that in Idaho, the number of students classified under other health impairments (OHI) exceeds SLD. For the school year 2019-20, Idaho had 7,301 SLD and 7,611 OHI students. That pattern continued in subsequent years. OHI students outnumbered SLD by 1,015 in 2021-22 and by 1,572 in 2022-23.

Nationally, SLD is twice that of OHI but Idaho does not follow that trend. Learning disabilities like dyslexia and dysgraphia fall under SLD.

“Even our qualifying category numbers alone should have been a red flag to most. Idaho’s largest qualifying category is OHI.  Whereas in most states, SLD is the most common qualifying category,” Robin Sikmund, founder of Decoding Dyslexia Idaho, told EdNews last week.

The total number of Idaho students last year receiving SPED services is 38,298. The OHI category accounted for 23% of those students; SLD students accounted for 19%.

SPED officials meet next week

The Department of Education created a working group of statewide experts to oversee the revision process. The following individuals were selected to participate.

• Hirasaki: the state’s special education director; previous director at Caldwell School District and COSSA; special education consulting teacher at Mountain Home School District; special education teacher at Bear Lake and Gooding school districts.
• Emily Boles: director of Special Education Support and Technical Education; previous special education director and special education teacher at Sage International.
• Kari Grier: associate director of Special Education Support and Technical Education; previous Special Education Support and Technical Education coordinator and special education teacher at West Ada School District.
• Julie Mead: Department of  Education contractor, school psychologist, chief special services officer with Caldwell School District; previous state special education director, Special Education Support and Technical Education director; special education director and school psychologist at Caldwell School District.
• Tammy LaBonne: Special Education Support and Technical Education contractor; school psychologist with Boise School District; previous school psychologist at Nampa School District.

The state is asking for parents, local directors, administrators and advocates to provide input for the group. Submit comments to SpEdPublicInput@sde.idaho.gov. 

“Hearing from a broad range of stakeholders will be helpful,” Hirasaki said.

Once the manual is corrected, extensive training will be necessary to help ensure that directors will be successful in implementing changes. The Department of Education will organize and offer training to help directors with this transition. 

Idaho Education News data analyst Randy Schrader contributed to this report. 

Superintendent Debbie Critchfield believes rural communities are highly interested in increasing workforce-ready career technical programs for their students, so she wasn’t surprised by the “sheer demand” of grant applications reaching the Idaho Department of Education.

Thirty-two of 35 proposals went to rural schools, which accounts for a little more than three-fourths of the money awarded so far.

“It’s problem solving. It’s math. It’s science. It’s all of these things captured in work-based learning. I firmly believe that a good, hard day’s work is the answer to a lot of things,” Critchfield said.

During the last legislative session, when lawmakers approved $45 million for Idaho Career Ready Students (ICRS), Critchfield said her critics claimed she’s trying to turn every kid into a welder.

“That was one of the things we heard. If kids don’t want to weld, they still don’t have to. But when I went to Twin Falls High School, I asked the principal to take me to your most popular elective class,” Critchfield recalled. “It was welding.”

She encountered similar stories about career technical education in the farming, food processing, tourism and logging regions.

And applications have poured in. The state has received more in grant requests than it has money to allocate. In the span of four months, approximately $35.9 million of the $45 million ICRS grant money has been set aside for 35 proposal requests. Approximately $111 million was requested, which is 146% more than what they were able to award. About $9.1 million remains unspent.

The Department of Education is administering the program but spending decisions are made by the ICRS council — 11 industry leaders, career technical educators, lawmakers, education leaders and Critchfield.

Grants are intended to create or expand pathways into welding, fabrication, machining, agriculture, forestry, mining, nursing and cyber security. The program incentivizes rural schools to align programs with their community and industry needs. The money should reduce the problem of finding resources needed to sustain high-quality career technical programming.

The high-level of interest is evidence that career technical education is a powerful tool, Critchfield said. “I’m not surprised that our schools are trying to meet career goals for our students. I’m not surprised that there’s more interest in technical programs. I’m not surprised that kids want a jumpstart on their careers.”

But how will the state measure success and provide accountability for the millions promised across Idaho in communities like Middleton and Pocatello, and rural Deary, Malad, Orifino and Wilder? The ICRS council expects school districts to be “good stewards,” submit quarterly reports, a final project completion report and account for spending in district financial reports, according to the state’s website.

The council will consider metrics and evidence to measure success and return on investment at their February meeting. Expanding workforce-ready programs could impact job creation, unemployment, local economic growth, graduation rates, student mental health and career choices.

Districts are required to answer “show us how you’re going to know that this is successful and sustainable” on the the application.

Pocatello-Chubbuck School District’s longtime career technical education instructor Rhonda Naftz was emphatic about the impact in her region: “This is one of the greatest things the state of Idaho has ever offered to students.”

The Idaho Division of Career Technical Education released the following data that demonstrates the growth of high school CTE programs over the last six years.

Where is the ICRS money going?

The ICRS council met three times and committed 79% — or $28.2 million — for 32 rural and remote school district proposals; three proposals were awarded in areas not considered rural.

“It was very clear that we were under-serving local economies,” Critchfield recalled, about her visits around the state. In North Idaho, the forestry, logging and timber industry provided the catalyst “for getting this grant together. I consistently heard about great opportunities for students.”

Four forestry and natural resources proposals received $3.5 million for start-up or expansion of logging and the production of forestry products.

About 65% of all the money awarded ($23.5 million) went to five school districts’ capital projects. The districts receiving the largest awards are: Pocatello-Chubbuck, $6.5 million; Jefferson, $5.3 million; Minidoka, $4.9 million; Blackfoot, $3.9 million; Sugar-Salem, $2.7 million. In total, capital projects received $33.1 million. Existing programs at 13 schools received $391,165. And Potlatch, Firth, Shelley, Orofino and West Bonner districts were approved for new programs, totaling approximately $2.3 million.

“It’s life changing. This grant will change the face of CTE in this whole region,” Naftz said about Pocatello-Chubbuck’s career technical center, which is expected to officially open in 2024.

Hands-on, real-world learning is an answer for students who feel “aimless” or lack “confidence,” Critchfield said. “There is a sense of pride. You develop perseverance and grit.”

Millions were awarded to long- and short-term projects since July but only a small portion has been spent: about $400,000 through requests for reimbursement, a district issued purchase order or vendor invoice to the Department of Education. There is no deadline for when funds are to be spent. Any unused money will be returned to fund proposals not previously accepted.

The ICRS council

The council’s next meeting is Feb. 16. Applications are due by Jan. 31. The council is made up of the following members: 

• Critchfield, who chairs the council.
• Clay Long, administrator, Idaho Division of Career Technical Education.
• Lex Godfrey, secondary CTE instructor, Career Technical Educators of Idaho.
• Brandy Funk, secondary CTE instructor, Career Technical Educators of Idaho.
• Rodney Farrington, associate professor, Career Technical Educators of Idaho.
• Robb Bloem, StanCraft Companies, representing industry.
• Dana Kirkham, Idaho Environmental Coalition, representing industry.
• Angelique Rood, Idaho Power, representing industry.
• Marie Price, Idaho Forest Group, representing the Workforce Development Council.
• Sen. Kevin Cook, Idaho Senate, District 32.
• Rep. Judy Boyle, Idaho House of Representatives, District 9.

“I have just been really just blown away at the level of attention and experience that people” on the council have, Critchfield said.

But rejecting applications is part of the process. Some proposals — particularly those outside the scope of in-demand careers — were rejected outright, but most are placed in the “not yet” category: they will be reconsidered, if money becomes available later.

The council rejected a request for heavy equipment. Additional ineligible expenses include:

• Curriculum for existing programs.
• Instructor travels for professional development, course work and conferences.
• Student travel for general field trips and extra-curricular activities (specific, itemized requests for travel may be considered).
• Soft costs associated with building programming and construction — contractor administration and overhead fees and building permits (architectural and design fees, and contingency fees are allowable expenses).

School districts and charters can apply for the funds here. The ICRS program was approved by the Legislature earlier this year and signed into law by Gov. Brad Little on March 31. Questions can be directed to program coordinator Allison Duman at aduman@sde.idaho.gov.

Pocatello-Chubbuck to offer a regional CTE center

The council awarded the Portneuf Valley Technical Education and Career Campus in Chubbuck $6.5 million to complete a regional CTE center that will serve students from surrounding communities who do not have access to programs. 

A major development was the Pocatello-Chubbuck school board’s decision last year to purchase the old 78,000 square foot Allstate building for around $12 million, using local plant facilities levy and federal money. But without the new grant, Naftz believes it would have taken another six to 10 years to complete the career center in stages.

“For 23 years we’ve been thinking, talking and trying to figure out how it is going to work. We got very serious about seven years ago. So we’ve been at this for a long time,” Naftz said. 

Surrounding school districts who could benefit from the regional CTE center are American Falls, Marsh Valley, Aberdeen, Rockland, Soda Springs, Grace and Malad. The center, expected to open in 2024, will serve between 1,000 to 1,400 students per day.

“We are opening that door for whichever students want to show up. When this building is finished, it’s not going to look like anything in the state. It’s going to be at a different level,” Naftz said. 

Are CTE teacher endorsements increasing?

The approval process for new CTE programs takes place during the spring with the approval cycle ending on Feb. 15.

“We anticipate to see a continued growth during the upcoming application window. (Our agency) has seen significant growth in CTE programs throughout the state over the past six years,” said Megan O’Rourke, director of communications for Career Technical Education.

There were 1,089 teachers teaching CTE courses in the 2022-23 school year. There are 1,083 teachers this school year in classrooms across the state, but the agency says that could increase.

The number of teachers “still has room to increase over the balance of this year,” the agency reports.

There were 338 secondary applications for CTE endorsements last year. So far this year, the number is 171 but “similar to the growth in programming, we anticipate continued growth in applications,” O’Rourke said. 

The following lists detail the $35.9 million approved by the ICRS council

Existing Programs

• Notus School District #135 – Welding Program $27,000
• Hansen School District #415 – Applied Accounting Program $25,530
• Murtaugh School District #418 – Ag Education Program $20,324
• Marsh Valley School District #21 – Automotive Service Technician and Mechanics $5,347
• COSSA #555 – Automotive-Diesel Program Equipment Upgrades $56,721
• Whitepine Joint School District #288 – Multi-Program Equipment Upgrades $47,871
• Mullan School District #392 – Mullan Welding Program Equipment Upgrades $61,248
• Oneida County School District #351 – CNC Plasma System $28,622
• Council School District #013 – Ag Facility Equipment Upgrades $23,000
• Wallace School District #393 – Welding & Wood Shop Equipment Upgrades $23,440
• Castleford School District #417 – Welding Program Upgrades $22,250
• Marsh Valley School District #21 – Welding Program Upgrades $32,617
• Bear Lake School District #033 – Automotive Technology Equipment Upgrades $17,195

New Programs

• Potlatch School District #285 – Forestry and Natural Resources Program $989,198
• Firth School District #59 – Certified Nursing Assistant (CNA) Program $25,375
• Shelley School District #60 – Welding Program $55,457
• Orofino Joint School District #171 – Natural Resources & Forestry Pathway $528,100
• West Bonner School District #083 – CTE Natural Resources Pathway $725,240

Capital Projects

• Midvale School District #433 – Ag Education Facility Expansion $1,058,000
• Minidoka School District #331 – CTE Facility $4,900,000
• Pocatello-Chubbuck School District #25 – CTE Campus (PV-TEC) $6,500,000
• Kimberly School District #414 – Ag Education Facility Expansion $1,320,000
• Cassia County School District #151 – Diesel Program Facility $1,659,491
• Wilder School District #133 – Ag Education Facility Expansion $301,487
• Blackfoot School District #55 – CTE Center (BTEC) $3,898,071
• Sugar-Salem School District #322 – Multi-Program CTE Facility $2,700,000
• Soda Springs School District #150 – Multi-Program CTE Facility $370,960
• New Plymouth School District #372 – New Ag Education Building $2,272,799
• Cascade School District #422 – Ag Welding Shop HVAC/Electrical Upgrades $16,361
• Firth School District #59 – Ag Shop Upgrades $103,299
• Hansen School District #415 – Animal Science Pathway Facility $71,309
• Middleton School District #134 – Multi-Program CTE Facility $1,124,800
• Fremont County School District #215 – Greenhouse Facility $253,120
• Jefferson School District #251 – Multi-Program CTE Facility $5,300,000
• St. Maries Joint School District #041 – Multi-Program CTE Facility $1,280,934