001Okay. Uh, thank you everybody for coming tonight. I would start with the pledge of allegiance, please. >> I pledge allegiance 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. And thank you all for being here. And we have all of our board members here tonight. Um, any guests that you want to acknowledge at this point? >> No. Nope. They can do that. That's fine. >> Okay. Um, and then review of the agenda. Any changes to the agenda? >> Yes. Need to add what I put at your table. Um, 8.4, 4 which would be the recommendation for hire of a middle school secretary and 8.5 which would be the recommendation for hire for high middle high school
002industrial arts. >> Okay, with that I would entertain a motion to approve the consent agenda items. >> Megan a second. >> Second. Any comments, questions? All those in favor? >> I. Any opposed? >> Awesome. >> Can I Excuse me. >> I I just want to make sure we're clear. Unless I'm don't see something at my table. Unless it was emailed. >> It was emailed. >> Okay, then we're good. >> Yep. >> Okay. >> You're tying the >> the special the special school board. We're good. >> Yep. >> All righty. >> Yep. I can take that's fine. I can take care of it tomorrow, too. >> Okay. And now we have public participation. If any of our esteemed >> parents want to say anything, um, we've got a podium set up that has a microphone. You
003just have to press it so it goes green. >> Yeah, you got to push the button. >> And then >> am I on? And then we we ask that you just state your name and address. >> Um and we have a threem minute limit and okay just our rules of engagement is we're here to listen to your >> correct >> statement but not to engage in a conversation. >> Understood. Okay. Hi. Um so I'm Vicky Slater. I live at 911 Beach Street. I have a um seventh grader and I'm just coming to give you my support. And I know that there is a we're discussing or you're presenting your course guides for the fall and I know that I've come in the past and just asked for some more leveled learning and so that everybody
004is reached at their level. So I just wanted to come and say that I am anticipating it's going to be fantastic and I support you in that and I'm just really excited to keep my seventh grader challenged. So that is all. Thank you for all that you do. >> Thank you, Vicki. >> Thanks. >> And great dancing. >> Thank you. I I'm I don't normally wear the Daisy outfit, but I do have to go do more dancing tonight. Monday night dancing. So, >> a thank you. >> One more week. All right. No, no more comments. Okay. Great. Thank you. All right. We'll move on to superintendent report. >> All right. Thank you. Um I've spent more time with Amy and Scott than anyone else in the room. >> We're getting closer. Um so as we
005prepare for this school year, I did attend the Michigan Legislature dinner um which was interesting. Uh our biggest challenge at this point in time, one of them is there isn't a real there isn't a state budget yet for education. So we're continually working through that. Being an out of formula district that's a little bit easier for us, but there are some pieces to that that may or may not impact us. We're keeping our fingers crossed that it doesn't impact us. Uh I'll be at the Rotary U Wednesday. be at the Rotary Wednesday uh presenting to that group. And then our first day back for staff is the 26th. Um >> what are you going to be talking to Rotary about? >> Come and find out. >> They ask me every year to do a kind
006of a state of the state of the district and I'm happy to send that to everybody and that's fine. but it's basically kind of where we stand, the projects we've been working on, staff changes, um thanking a lot of people for the support of the community, uh budget, you know, where where we think we're going to land. A lot of times people are curious about that. I spent a little bit of time talking the difference between an out of formula and informula district because that does get confusing at times. So, it's really literally Liz a kind of a state of the state of the district and then I they have opportunity to ask questions. Would it be appropriate to send you with um copies of the strategic plan? >> I yes. No, I would prefer
007we don't only because I haven't rolled it out to our staff and they would prefer to see that first >> and then I'd be happy to because I don't we'll post it and I'll let people know at my fellow Rotarians and I'm happy to take it down then. That'd be great. Um just board terms, you can look at that. I had a couple questions and I just went back and double checked. So Amy and Wes are are with us through and hopefully beyond through November of 2026 and then their term would actually end in December of 2026. So there wouldn't be any board elections this November. It would be the following November. Uh negotiations, we're just still working with both groups. Uh school to food program. I did talk to Jenna today. Um, we haven't
008heard anything differently about food program. I know a couple some districts are starting to operate like there won't be free food. So, we're starting to have that conversation. And what that basically means for us is communicating out to our parents and continuing to ask them to fill out the free and reduced lunch forms just in case because the free and reduced lunch forms also give us a a number a metric that's based on our at risk population. So it is important we still fill those forms out even if uh we every student may eat free. We don't know that yet. Assuming so but still not there. So, when we do the um back to school bash, is there signage or something we can put up that say, you know, there is no free lunch or
009there's no guarantee of a free lunch this year. So, please >> Jenna is typically there at that table and we can make sure there's a table and Yeah. >> And there's usually Mike, is there a QR code on that that goes right to it? >> Yeah. Um I would say something to the effect what we know now something like that and then the encouragement that's what's going to be handed out at the back to school a little blurb that says we really need you to still complete the free and reduced lunch forms. >> Okay. And we should be fine. Yeah, because I think the only um email that I've seen that's come officially is that the state will guarantee the free breakfast and lunch through September, the end of September and that's it as of
010right now. >> Have we given thought of what we can do or how we can do it to feed the children >> if if things don't go through? We've had some we're going to start to have that conversation. You know, we we do have once again, the community is really really generous >> and we do have a a pantry account that's pretty high right now. Um it might be just a quick breakfast snack to get them going. We're not sure yet. W to answer your question, but we have started to think about. >> I knew you thought about it. >> Yeah, it's just it's hard to operate when we don't know what we're operating with. Hopefully, we'll know by October 1st. That's one thing they did say at the legislator legislative dinner that we're supposed
011to have a budget by October 1st, but then they also said that's legally what they're supposed to do, but since they set the laws, it doesn't mean it's going to happen. So, we'll see. >> So, um athletic program, we're going to talk about in a little bit different time. and the true law notes. Um, this one was pretty basic. This is usually a back to school. A lot of times more for the administration and hiring and schools of choice and all those sorts of things. Uh, athletics as far as what needs to take place with athletics, which we're taking care of all of that. Uh Barb and I, Barb is the HR person and she and I have talked about all the things we have to do as we hire new staff and she has
012that down and does all that. So that's really not an issue for us. It's more of a reminder. Um uh things reminders that administrators have to have administrative certificates. That's not a problem. All three all three. What is our process with that with making sure that everybody's certification's up to >> I go through every year and check their certification files. >> Okay. >> And make sure that they're on on a teacher's teaching certificate. I'll give an expiration date >> and I typically get to them in January of the prior year if they're going to be short. And I just make sure we don't have to do that. It's their responsibility. But we do do it >> because it's easier to do it now than go, "Whoops, we've have an issue." >> Um, >> title N
013trainings. Uh, that's an that's a conversation our admin will have and that's going to be a policy update. As you recall, we were talking about we were operating under the 2024 Title 9 guidelines. Now, a new administration is going to revert back to 2020 2020. So, we'll need to do some policy updates there. and Trun provides a title n update video as well. >> Jeff, I had a question about the Sure. about the Title N stuff and being a bit of a still a rookie. >> Yeah. >> Um on the board, it talked about having a trained Title N committee and is that you? >> It's pretty much a committee of one. >> Okay. >> And then we have Matt and Ann all have a role. So there so there is a title n committee
014per law that we have to make sure we have in place. >> Right. >> So it's our administrative leadership that take that Yeah. take that on. >> Okay. Thank you. >> Well and and also I would also say that a few years ago like it was just you and Matt, right? But we added Ann because we wanted a women's perspective on that. Yeah. Right. So I just want to add that that we came up with that about a year ago or so. >> And you'll see that again Megan as we go through and look at that policy. I usually don't bring the whole thing because it's like that thick, but I'll we will update you on the changes and how it would look different. >> And Wes and Amy are on the policy committee and
015we'll have to get those switched over. That's how the how the works. >> Right. Barry, >> and being a really small district, you've got you have to have differentiating roles that can flip back and forth. Any any other questions on the law notes? Okay. All right. Good. Is that it? >> That is it. Thank you. >> All right. um do not have a finance committee report because um the finance committee meeting kind of waiting until we have a better handle on budget needs before we meet um hopefully in the next week >> should have >> um technology report. Middle school, third grade. Headphones for elementary school. Cool. >> That's awesome. Great. Thank you. >> All right. Uh, special school board meeting date in August. You guys should have received a uh meeting notice via email.
016What dates? On the 11th. Today's >> 19th. >> Uh, yeah. Tuesday the 19th, we put 4 pm. Does that work? >> Don't think it'll last more than an hour. Maybe not even that long. >> I I wouldn't think so. I if I if we get to that point, I'll try to bring the Neola updates as well, but that does not last long either. >> Okay, >> cool. So, just for my clarification, we are Tuesday, August 19th at 4 o'clock. >> Okay. Thank you. >> All right. And elementary school report. I'm sorry, I forget every time. Um, and then we have reading league training here on Friday. Um, and we have at this point 11 staff who've signed up to be here in August for a training, which is pretty phenomenal. Um, their commitment to reading
017is really impressive. Um, the handbook changes are very minimal this year for uh the elementary. Uh I made changes for names of people and places uh except where they're not known at this time. I think I may know a couple after the meeting tonight. Um and I'll update those. I don't know what's going to happen with lunches. So that language right there is in flux as well. One of the things that we've been working on as a district is our artificial intelligence policy. And so this is some language that's adapted a little bit from uh language we got from one of our meetings last week. And you don't think that you need an AI policy in an elementary school, but we really are going to need to have some protocols and parameters because we will
018be using it here. And so our focus in our AI policy in this building is for um safety for students as well as training them to use it uh in an effective, ethical and safe way. So that policy is there. We had no choice changes to our course guidelines this year. Um, we are going to evaluate the nut-free policy once we know who has enrolled uh entirely. We still have lots of students who will be enrolling in the next two weeks. After that, we'll evaluate whether or not we need to continue with that. Those are my handbook changes. Any questions? [Music] Thanks. Um just a couple um updates and then uh we'll get into our changes as well because we have a couple u different things that were changing. Um first uh as Ann did,
019shout out to our building um crew. Uh they have been busting it through a hot summer. Plus we've had uh projects going on like the changes in the couple classrooms um and the renovation in the staff lounge. And so their staff, our staff continues to do their what they're supposed to do all the time still working around that in our building to try to get ready. So, um, Brady, Casey, Corey, uh, Dave, Baker, Jean, Frank have done a really good job and those projects are really coming along. Really excited about what those will look like when they're done. So, thanks to the board for supporting those program, those projects, as well as the parking lot when it's I mean, it still looks like a pile of dirt, but uh, when it's done, it's going to
020be really amazing. And uh I think not only the school but the community is really going to appreciate having that for events and and other things that are going on. We're working on staffing. Uh we continue to you know fill some holes just um recently which is really amazing. So it allows us to do some continued planning. Um and then um our office staff comes in next Monday and so like that'll be a big big step for us to in preparation for the bash and some other things that we're doing. So um yeah. So, it's been great. And Jeff and Ann and um Mike Tiesworth have been really big in our building too as far as helping out like with different things, plugging holes, uh problem solving some things. So, appreciate their their input throughout
021the summer. Um as far as uh introduction to the things that we're going to be doing, I'm going to start with the athletic policy for a second because that's where most of our changes are. And so I just wanted to kind of start with that and then when I'm when I'm done with that then I want to kind of follow up the athletic conversation um with Joe. Joe's here want to talk a little bit about some of the procedures that we have with regards to some of the questions that may have come up um in the prior meeting and some other things. So I just wanted to we'll start there. So there's two things that you have here. One is says Frankfurt Middle Athletic Cook. This is the the the new version. And then the
022other one that you have, the one that looks like this, has the highlighted pieces that were adjusted or changed or wording changed. Um I will I will point out if you start on that document, um we added some language, but a lot of this was cleaning up old old language. This original policy for was from 1996 that it was updated in 2008 and then 2018. Um, and so it's had some small changes, but um, so we've really tried to update it to to fit what we're doing now and some of the things that are going on. So, a lot of things with middle and high school. Um, but then with just language changes, a lot of his and her that was was in there that we've um, taken out and just worded properly and worded
023better. Some changes like and three, you can see the change to insurance. That's now we're part of a consortium that does have some athletic insurance. So, that's a that's a big change. um it goes right in there. Um and then you'll see just I'm not going to go through every single change. It's it's I only printed this so you could see the differences in the two two documents. So when you're done when you're looking at the updated one, you'll be like, "Oh, this I thought there was and then you'll be able to look back and see kind of the things that were were changed. The biggest change out of everything that's in there, and this started in the spring with our coaches, um, and then with our teachers and then with Joe and I, is
024a change to our athletic eligibility code. Um, so we're we were on a quarter system and now we're going to be on a weekly check system that's that's going to change and and have a lot more accountability for students um and or um you know working with teachers and and trying to keep kids not only on you know on the courts and fields but also you know doing well in the classroom. So and with supports built in of course and uh and that that's the big change with those two. Um and so in proposing these changes like we work through the uh academic um eligibility part we'll be presenting that to staff um when we when teachers come in. Um Joe I said in a meeting yesterday um Joe did a really nice job with
025our coaches kind of going over not only the expectation of our kids um especially as we're really trying to address culture and some other things but also you know coach's accountability and uh and his expectations there. um some of the things that you know he's expecting but also going to be following up with um and you know really trying to set the standard high as we start the season. Um you know Joe do you are you ready to talk for a little bit? >> Sure. >> Yeah. So, one of the things that uh um was questioned and um Jeff asked me just to make sure I had, you know, some information for the board is that is like, you know, how we vet our coaches, like how we follow up with our coaches, like what
026we do with our coaches in season, after season, some of that kind of stuff. And so, I asked Joe to say a few words to that. >> Oh, yeah. You want to talk? [Music] So, so as I understand it, um there may have been some questions um recently about the process of not only hiring coaches, but also um how we supervise them uh before, during, and after season and it's it's really a very simple uh process. Um, first of all, the hiring process. Whenever we have an opening, a coaching vacancy, we're required, and I'm I'm quite sure this is part of the teacher contract, if you will, um that any openings have to be posted two weeks um internally first. Um and then at the end of that time we can choose to post the
027vacancy externally which um I am 95% in favor of doing um just because of u what I think should be our interest in getting the best candidates that we can. It doesn't mean that that if we have an internal candidate and we and we interview them and we choose to uh also post it externally that we aren't that we are no longer considering uh internal candidates. Um as far as the interviews go, sometimes I do them by myself. Um sometimes Matt uh joins me. Um and uh very occasionally I've asked some other coaches to step in and join this summer. Um I we had a couple of coaches and also I asked Jeff to come and sit in. So it really depends on the situation. Um uh when we get down to a a candidate
028a candidate of choice um if it's someone that we don't know, we will always uh check references. And even if even if we do, we'll often check references if if there are references outside of school. Um, as far as the season goes, I meet with every head coach, meaning um head middle school coach, uh, head junior varsity coach, and head varsity coach. Um, prior to their season, um, what we generally do is, um, review schedule. We talk a lot about participation numbers because at our school that's a big a big issue for our program. We're we're trying to find the sweet spot between um having a program that we hope will have something for everybody but also not spreading our kids so thin that we may not have enough kids to to feel the team.
029Um, so we're always talking about uh, you know, the kids that we're anticipating coming out coming out and that kind of thing. Um, we look at transportation schedules. We talk about uh, um, what we talked about after the previous season, the the things that the coach uh, at that time was thinking about as changes for the upcoming season. Um, all those kinds of things. Um during the season, um those those meetings happen as needed. Um it's much easier to have face-to-face meetings with the coaches that we have that are on staff that are on campus all day. It's more difficult with our off-campus folks, but uh that does occur when I feel like it needs to occur. there there's a lot of frequent uh there's a lot of communication uh via text and email with
030coaches throughout the season. Um and then postseason we meet at the end of the season. Um I complete a a written evaluation. We have an evaluation form that's probably three or four pages, very very very detailed. Um it's a rating system. Um and uh there's a place for me to provide a rating in all of these categories and there's also a place for the coaches to self assess. I before our meeting I share that document with them and I say you know feel free to self assess and bring it or if you would rather mark the areas that you might have disagreement with my assessment and that'll provide us an avenue for discussion. Um sometimes I will leave a few blank because I don't feel like I have uh enough familiarity with a particular area
031and so that also provides uh structure for our conversation. Um so we have those meetings but we also talk about okay what you know what do what were you happy you know that what went well uh for you this year and then also what didn't go well and and you know what do you want to try for the next for the coming season in in those particular areas um we talk about scheduling preferences because although now the scheduling for the next season for most sports happens during during the current season. Um, but sometimes coaches depending on uh the level of and the experience of their teams may want to have um uh more tougher competition um for our non-conference games. Um we don't have a choice about conference games. we play the PE the teams
032in our conference. But uh sometimes coaches uh depending on personnel, they might say, you know, um let's maybe not go so tough uh with uh non-conference or maybe a couple of opponents. Um or let's ramp it up because we've got some experienced kids and we think we're going to have a tougher team this year. Um, yeah. So, that's it. And then in the spring, uh, you know, before the summer, we need to I haven't done a very good job of this, but it came up this summer. Um, we need to get everybody in the same room because we have kids, multiple sport athletes. Um, and during the school year, things are pretty well laid out how they wouldn't cross over or not very much. But in the summer, every everything's happening at once. And it
033um we could do a better job of getting that organized for kids so they're not number one meant to be two places at one time, but also to have a teenage summer. >> So, yeah. What's the process, if any, for introducing our incoming middle schoolers to the various sports that are available? And is there like a sport orientation? Well, um, we do, well, Matt can speak better to this than I can, I would say, but, um, we do, you know, we have the back to school night where there those coaches are there and and at an athletic table and around to to talk to kids. Um, but I believe with the middle school, we do something at the beginning of the year. Matt correct or not? Okay. [Music] >> So, kids who don't have any
034experience coming in to the first week of school, they still an opportunity to participate. >> Oh, absolutely. >> Okay. >> Yeah. >> Thank you. >> Um, when you're talking about evaluations, I just wanted some clarification. Are you doing those end of season evaluations with all of the coaches like seventh and eighth grade and like assistant coaches or is it who are >> I'm not I'm not doing them with assistant coaches. So I'm doing it let's say for example volleyball I'll have a meeting and evaluation with the seventh grade volleyball coach, the eighth grade volleyball coach, the junior varsity volleyball coach and the varsity volleyball coach. Now I won't I don't do an like for example we have a varsity assistant. Um I have not uh had an eval done an evaluation myself of a varsity
035assistant. And when I think about places where we have assistance like that, um there's a varsity football assistant, there's a varsity track assistant. Each of the varsity basketball teams has an assistant. Certainly in our in my meeting with the head coach, that's one of the things we talk about. Um, you know, how the the assistants are doing, but as far as direct communication between me and the assistant, not >> do they have an evaluation system, the varsity coaches with their assistant that's kind of streamlined so that everyone is doing the same thing or >> No, they don't. >> So, that's something we could think about. >> Absolutely. Yeah. I think it's it's uh you know, for example, in the spring, you know, these seasons go right up to the end of school and and that's
036a that's a lot of meetings to squeeze in, especially when it comes to people that are not working on campus. But I think that would be a good thing for us to do. I think it would be a healthy thing for the for the varsity head coach to do. >> So, I think it's some in some cases it probably takes place. It's just not a formalized school process, right? >> You mean with the assistants? >> Yeah. >> Well, I I mean they're in daily communication with their head coaches. Um again, you know, when I meet with head coaches. >> Uh sometimes they bring their assistants, sometimes they don't. Um, but it's not often that I would have a I would have a one-on-one with a a varsity assistant coach. >> Unless I need to. Yeah.
037>> Yeah. >> Hey, Joe, thanks for the uh presentation. Super helpful. Um part of the reason we asked you to come in here or you know you were encouraged to come in was um that we've got a continuing focus on making sure that our athletics uh all together match the community and the culture that we want to put out as a school. Uh and that is of course a positive sportsman sportsmanship first kind of culture. I know you feel the same way. Um and um we've had some reports and concerns and things have happened over the past, you know, couple years. Different things here and there. >> Um uh when you think about >> um and I understand you just had a meeting with the coaches to talk about this is one of the topics.
038We'd love to hear more about that. when you think about um and when the whole athletic department thinks about um players, coaches, uh uh fans, parents, other students >> behaving the way that we think our community should be represented. >> Um how do you think about that? How h how how does the staff think about it? And you know, do you feel that some of the issues that have come up at different points over the past years are representative of something that needs to change or or is it just kind of, you know, h help us help us think understand how you >> I mean I guess you know where I am with all of that. Um I feel pretty strongly uh that we need to make some changes. Um and uh For me, it's
039it's about expectations and and you know, we we had this meeting last night. Um, and that was attended by um all of our fall head coaches um almost all of our winter head coaches and I asked them to bring their assistance if they were comfortable doing that. and we talked about um a big concern of mine is uh adult spectator behavior. Um and that and that happens to be an a concern also of the other athletic directors in the Northwest Conference. Um, and so there, you know, we agreed as a group on some things that we were going to do uh at all of our schools for home games having to do with messages in the uh program. Also, some of you are parents and maybe you've already done the final forms documents. There's a
040document added this year. It's sort of a sportsmanship pledge that our parents have to sign along with some other things that talks about our expectations. Um, last night I shared a new document with the coaches that all players have to sign that has seven sportsmanship expectations related to um, uh, opponents, referees. I'm trying to think over off the top of my head. Those are the coaches, etc., etc. Um, yeah, I'm I I'm uh really bothered by it. Um, so I feel like we're, you know, we're trying some things. Um, you know, we it's harder to address um with adults that come to our games that are not parents. Um, and those sometimes are the ones that more entitled to misbehave. And really the only thing that I can think of is to continue to uh
041ask them to leave and then maybe have a shorter leash for whether or not they can come back and try again. But I mean it it it's a big concern of mine. It's a big concern of the coaches. um coaches have expressed concern about um what they see as a deteriorating quality of officials and um and I don't know if you go to games but um they're the officials are getting older um and they are going away as as you know they're retiring and then and then we're having younger officials that aren't might may not be ready for varsity competition. So, as I said last night, it's, you know, on the horizon. It's probably not going to get we're not going to get better quality. We're going to have to uh learn ourselves as adults,
042but also teach our kids uh how to deal with that. And that's a life skill because you're going to have good bosses and not not good bosses. And and they already know they have some teachers that work for them better than others. and they they're learning how to how to manage that. >> Um >> I I have a funny aside about that. A friend of mine from Illinois said that in his district if a par if a parent is yelling at the ref, the penalty is they have to go uh ref a couple games and sort of learn the uh so we should consider that. Um uh but but more seriously, it occurs to me that like I mean I'd be in favor of sort of a zero zero tolerance policy on these things. Um,
043I don't think that any of this actually matters if the kids aren't learning sportsmanship, you know, >> right? >> And um, I may be in the minority there, but that's my opinion. But it's hard to have a zero tolerance policy if you don't tell the people in advance that there is a zero tolerance policy. >> So, and I think a lot of this starts with the coaches. You know, if if I'm at a a professional sports game and I see a coach yelling at the ref and throwing his hands up in the air, then I'm more inclined to do the same thing, right? And >> so I think it's great that you've met with the coaches to kind of set the tone. Um is there any mechanism for like following up or for community feedback
044or anything like that if people I mean you can't be everywhere all the time. The coaches are busy coaching the game. >> Um if there's something going on in the stands. How does how do how do we how do we know that all you >> Well, I feel like uh Jeff and Matt and I have a pretty good feel for what's going on in the stands. If you come to games, we are often spread out, especially when we know it's going to be a game of uh high anxiety. Um, but there's you mean as far as soliciting feedback from people that attend games uh about others, their behavior. >> Yeah. No, I'm just clarifying, Joe. We do get some feedback from the officials because we get an officials rating at the end of every game,
045>> right? >> Which rates our players, our coaches, and I think our crowd, doesn't it? >> Yeah. >> Well, and that that's by MHSA. We get that anyway. >> We also have conference data, too, don't we? Because when I was coaching soccer at the end of the season, we would have to rate everybody in our conference on three things. I think it was sportsmanship, the the venue, and something else. I can't remember. And so, we theoretically have that data, too. And so that's something that I'm sure that you guys are looking at, but that we could be looking at as well of like, you know, like again, we're talking about our data dashboard all the time, but like that's something that could be included as well is like >> how we do as far as
046at least just our conference games in those three categories, but also like how yeah, how many parents have we had to eject? How many conversations do we have to have? like >> and to be able to keep track of that just like how we're keeping track of kicking kids out of the classroom. How many times that happens? We could be doing that as well to see if we're to see if we're meeting the mark or if we still have to >> Yeah. I I is is it on? >> I never know where it's red or green. >> It's go. Um is it possible to list on the back of the program where that information is usually there's a blank area anyway. The expectations >> absolutely and that's one of the things that >> it be
047real simple and they would see it every time. >> Yes, we can do that. >> I mean there what the what the conference agreed the Northwest Conference agreed to was a paragraph on everybody's programs and then we will uh modify it slightly and put that paragraph on all the non-conference games. Um, but we could make room also for the list of expectations. The print might be small because there are quite a few of them, but we could do that easily. conversations in general and um I'll say like when we met in the spring and then when we started working basically broke it down into four areas you know our our players our coaches spectators fans parents and then also student body and so like the thought being going into this is the goal is and
048some of the things that Joe's already started is not like not only addressing the culture piece, but across the board, you know, for coaches, for uh kids, for parents, as you know, we start getting into games. The expectation is this. And so, and we're going to continue to work on promoting that and from the accountability, you know, having those tough conversations and and doing all those things. But then also even into our middle school and high school kids, whether it be a PE setting or or some type of class, you know, competition setting is really focusing in on the the sportsmanship type of, you know, approach where, you know, we're we're competitive, but we're also, you know, we're we're holding ourselves to standards, representing our school well, not only, you know, in the building, but
049also like on the quarter field and out in the community. Um, I have a couple more things. So, um, one of the things I think that Brian maybe was getting at, but maybe not. It sparked in me is that like what do if parents or students, spectators see bad behavior happening, do they know what to do? Right? So, like I mean, I want to I want to be encouraging folks to like shut it down themselves um to whatever extent they feel comfortable doing that if they know that person. But if they don't, like what how do we communicate to parents and spectators what they should be doing if they see something happening that they don't think should be happening? Because I know that that happened last year. My in-laws had that issue. >> And just
050to like 95% 98% of the community wants it to be a strong sportsmanship culture, you know, but I do think people need our support and leadership in terms of exactly as Aubrey said, well, what am I supposed to do? Am I supposed to email somebody? I don't want to get in a fight with the guy in the stance, you know, like what am I supposed to do? But but people, I think, want based on the amount of complaints I get about this, people want it to be the way you want it to be and they'd love to help. >> Off the top of my head, >> I feel like we could Yeah, >> we could. >> Yeah. No, no, I know. But I I think that would be helpful. We talked about this a little
051bit last night because um the coaches were talking about how uh it's helpful in a number of ways when coaches that aren't coaching the game attend the game. Uh that it's important for the kids to see other coaches supporting them. They get jazzed about it. But also what what came up among the coaches was when coaches see that kind of behavior, when they're spectators, it would be really helpful if they could say something respectfully to a particular fan. And some are more comfortable than that than others naturally. I don't know. I mean, we can talk about it. I feel like uh Whether it's, you know, maybe it would be uh here's how, you know, if you feel comfortable approaching contemporary, here's how you could do it. or if you don't feel comfortable, here's an email
052address as a place to start because I I think that I wouldn't have any problem if I had some information about a particular fan at least contacting them and asking to have some interaction. people want it to be. >> Yeah. >> And that goes for our students as well as the parents, right? Because >> we want to ensure that, you know, if the students are being held to the same standard as any spectators, right? So, we're talking a lot about having awareness in programs and all that kind of good stuff. Um but then the enforcement part of you know how do we keep people accountable both spectators, coaches and students for that kind of behavior and if you know first infraction, second infraction, >> you know, all that kind of stuff. I don't know if
053that's in the new athletic policy, the updated athletic code that people are signing off on or if that's something that we're still kind of developing. [Music] Okay. >> Okay. >> Um I another thing, sorry I have a lot of points. Um, but you can tell I'm invested, right? So, my other thing is that um I know that the majority of our students do sports and thus are going to be signing this athletic policy, but there are students who attend events and aren't right. And so, I just want to make sure that we're reaching out to them, too. And I'm sure that you guys already talk about this and deal with this, but like one of the things that drives Amy and I crazy, I know, is like when we see all this trash left in
054the student section. And I know that when we bring it up to them, then they often like clean that up. But I just want to make sure that we're being proactive and not reactive in that again this year. I know that, you know, I notice when I notice it and I I just say something to them when I'm leaving the student section because I usually walk right by them. I say, "Hey, everybody in the student section looks pretty messy. Can you please clean it up and have some pride in your school?" That's very easy for like me to say as a board member. It's not necessarily easy for other people, but I just want to make sure that we're also addressing that at the beginning of the year when you guys have your meetings and
055whatnot. I know that you do, but I just want to do it as a reminder that that's another section of this that we haven't really talked about. >> And the parent section. >> Yeah, sure. I mean, and that's that's the thing, right? Is like is like but addressing it in a way that's again I think being proactive and not reactive. We had talked about potentially putting something out saying like, "Hey, we've updated our athletic handbook and we're really taking it seriously and like just like putting it out there on our social media and in our emails and back to school stuff so that it's not just like that they have this version that we have where it's highlighted what the changes are." Like I would like us to be forward thinking in that and like
056actually announce, hey, we've made these changes and we know that it's because we've heard from a lot of you that want these changes and so we're making these changes and we're always open to suggestions, whatever that ends up being. But I think that would be a really good way to to start the squeaking. >> Do a whole slogan. Trash belongs in the can, not in your mouth. >> Right. Right. There you go. >> No trash talking. Put it in the can. >> Got it. I'd suggest you guys >> I'm just writing some of these. >> Yeah. Yeah. Yeah. Yeah. But I I' I think I think this is this is this this can be very simple. Also, I'd suggest, you know, versus sending out a long uh policy document to people or whatever. Like everyone
057reads the Facebook, you know, like if you came out this year and said, "This year is a year of sportsmanship and it's zero tolerance." If you're if you're acting out and and we're really excited for the season, then everyone's going to know you said that. parents might feel more empowered to be like, "Hey, we're, you know, like it just kind of >> what we're doing >> just I'd just be real open about it, you know, and um I think you're going to get a lot of support from the community." >> So, does it make sense at this point? It sounds like our admin team is working on some new things with our coaches and that maybe we look for an update at the end of the fall season to see what new strategies from the
058fall season might be implemented for the winter. Does that seem reasonable? >> Okay, >> great. >> Thank you. >> Maybe in October >> of like how are things going? >> I like that idea. >> First couple games. >> Yeah. >> And nothing like it doesn't have to be formal, but just like a principal update like talk to Joe and this is this seems to be working and this is an area that we're >> trying something different. Is that >> okay? >> As this is the board that handles policy, does that need to be um is that something that we need to workshop as well? You know, if you're talking about a zero tolerance policy or whatever the policy is, we're the policym board. So, is that something we should take up in more uh detail?
059Right. [Music] >> So the some of it is policy and procedure two different things that they were suggesting are procedural with the policy. So those are some updates we can give. >> I think operated last year. Three of us talk about it for us. proactively. >> Yeah. >> You know the other schools or >> Sure. I think that's something we should take under consideration as a board is helping to craft that policy and also um our committees can help work with Mike to get that messaging out as well on all communication channels available. >> Do we have any existing policies around this? >> Yes, and we have a policy meeting coming up so we can work with our Neola. >> I just wrote down Chuck Neola policy. >> Yeah. And we But we can also
060narrow those policies if needed. Correct. >> Oh, yeah. Yeah. But they they're a good resource for saying this is what other schools are doing and then tailor from there. Yeah. >> Yeah. >> It strikes me that this does dovetail really nicely with our general accountability goals. It's just it's an offshoot of that. And so I think this is a good time to tackle this. >> Yep. >> Okay. So next step will be policy committee. We'll take a stab at it. bring the policy back to the board for approval along with we've got other policy things and then um just in the principal's report just a little update partway through the season and and whatever help you need like that's great to hear that the coaches are looking for a little help with the backbone um
061for board policy and we're happy to do that and if you get other ideas whatever role we can play it's important Thank you. >> Um to continue on um the the handbook um it was just all we did was language, you know, clean up. That was it. If you recall last year, we did a major rehaul of the middle school and high school handbook. And so it was just updates, updated information. And then of course uh the AI policy just like same same one and it's a districtwide deal that we'll have. I do want to put your draw your attention to this one though and this is for like do want to draw my attention to um the course guide um that you'll have to approve and we do have a couple additional items on
062there um and I know they were referred to earlier in the meeting um and and I can I can just do it by page um just so we can um kind of stay on point with some of that um with regards to like our um if you're looking at it says middle school high school course guide. That's that's the one this one here. Just make sure you have the right one. And then all right. So page one um you see the the highlighted it's art seven. Um we just we've always had art as art 8 only. And so part of our rotations is we're adding an art seven option this year. Um as part of our request to make sure middle school, you know, we can continue art options. And then if you go to
063page five and it should be front to back um you'll see um ELA 7 accelerated um that that's a new offering that we'll have. Uh we've taken in the input from the board and from parents and we'll have that opportunity um as a pilot class this this fall. Um on the very next page on six, you'll see um ELA uh arts 8 accelerated. And then if you go to page uh nine, the only thing I wanted to tell you because it just for for whatever reason it got um missed with regards to the um handbook, it says creative writing middle school. It should say grades six through eight and it says six through seven. And so that's I'm I'm made that correction already, but on yours it doesn't show that. So I just want to
064make sure you see that. And then um 15 and 16 you'll see the addition of uh math 7 accelerated and then math 8 accelerated. So those those are the new additions to the course guide. Um and I know there there was a question earlier in the meeting. Um, and so I just, you know, make sure that you, if you have any questions regarding those additions, feel free to reach out to me, but just want to make sure that you knew those were officially in our course guide. >> Sir, >> got to use the mic. >> I have a question, Matt, and um, let me think about how I guess I I'll just phrase it. I just don't know what the policy is, and I should, but I don't. So, I'm asking you guys for help.
065Um, let's say you have, you know, I've been hearing parents and they and they're expressing a desire for their kids to have more opportunity, you know, at the higher level. And and I was thinking if you have a seventh or an eighth or a ninth grader that's, you know, doing great and and they're they're pretty advanced, what are what are their opportunities for having a ninth grader in like 10th grade math or and I know maybe math is an example, but maybe English is or but being able to like higher place into a into like a grade ahead >> um because then it would just maybe open up the opportunity for them to do more dual enrollment later on or something which I know can be really helpful for advanced uh students that that are
066looking for more challenge you know. >> Sure. Yeah. So that's a good question and it's something that's already in place with regards to because students need so many credits and of what you know particular things to be able to qualify for a diploma whether it's statewide and or our diploma and so they have a test out opportunity to to be able to get not only the credit of the standards of the you know that class but then go into a different they don't have to take a section of something they already know the stuff of so like you use math for an example if we had a nth grader this year maybe test out of algebra you know they're going into the ninth grade, then they would take geometry or, you know, have have a
067different opportunity for that. And so, um, but one of the things also that you're talking about at the younger levels right now, um, is something that we're adding this year, like we're we're putting into place some opportunities to challenge. >> Oh, yeah. No, I saw that. I was just >> Yeah. But, but as far as like high school goes, so if you have a kid that seem, you know, that appears to be accelerated, Yeah. that we we give them the opportunity and the state mandates that we do that at the high school level so they that they can test into different sections and receive the credit without having to take the class. >> I just didn't know what it was in the middle school level. I knew you know like the high school level. >>
068Yeah. In middle school it's like sometimes like in this >> building blocks it might be something dealing with NWA, you know, or a test in possibility or a test out. You know, we've had kids test out for 20 plus years. We we did it and did it when she was counselor and just having some opportunities for kids to to get into like you said a little more challenging option. >> Y we have it. >> Thanks. >> Good question though. Thanks. >> But in middle school it's not necessarily something that takes place just in high school. >> Sure. You you can do it in middle school as well. Oh sure. Sorry. Yeah. Absolutely. It's just but with with regards to the credit piece in high school, you know, you still they still have to get the
069same amount of you ELA credits even if they're taking an advanced class or something like that. >> Okay. >> Certain things that are required. >> Nice. >> Hey Matt, um this is great. Thanks. Um uh thanks a lot for sharing this. The um I see with math you've got the the new math seven accelerated and then eight ma math 8 accelerated and then I see also algebra 1 and algebra 1 RR which I don't know what the difference is but they're They say 8 to 12. Is that right? >> Um, let me see here. >> Everything else says 9 to >> Yeah, that's that is correct. Um, so the so it might be the reference to um uh the completion of it says of pre-alggebra or pre-alggebra r and a lot of times that has
070a remedial to it. >> Okay. Okay. >> Remedial. So but so algebra one. So the eighth graders will be taking pre-alggebra pre-alggebra RR math 8 accelerated or algebra 1 or algebra 1 RR or or could that they're eligible for it or is that right? >> Yeah. So, so an example being um like sometimes we'll have kids advance like he was talking about that maybe test in or some cases we'll have kids that maybe are ready or you know we have a like we have a ninth grade class that's at a different pace right now. >> So it's algebra one small class but it's our art. Yeah, that is correct. >> Okay. And you guys are placing students in these classes. The teachers are there's a they're figuring out how to do that. >> They they
071have a method to their madness. Yeah, >> I'm sure they do. >> formula that they utilize. >> I'm sure they do. Okay. I I sorry, I had one other question. I don't want to change topics, but um Jeff, you mentioned the industrial arts teacher potential hire. Does that change the curriculum there at all >> in terms of competencies and skill? We we already have all the classes in the course guide. >> There's no big shift. >> So we just So even on years where we don't offer something, we keep the class in the course guide, >> but we we already have all of our offerings in >> Okay. >> the course guide for now. >> Okay. >> And that could, you know, that could change of course. >> Yeah. >> You know, it expand or
072depending on a different need or different uh student >> direction. Yeah. Student interest. Exactly. >> Okay. >> Which we've done which we've done in the past with some other classes. >> Got it. Thanks. Looks like we have five AP classes. Is that correct? Like potentially. I know we don't always offer them every year, but we have the potential for five. >> Sure. >> Okay. >> Yeah, this is great, Matt. Thanks for >> Thank you. >> Thanks for doing that. And thanks to the staff for creating this because I'm sure that's not easy, too. And I I think kudos too for what Mike and everybody's doing with AI and trying to figure out how that can be used to stretch people. And >> I I think this is all great stuff. >> I had I had
073one more. I just remembered we talked last summer, I think you were going to start to introduce reintroduce weighted grades for the AP classes. >> How did that happen? What's the state of that? How's it going? Right. That's a great question and and it did it it um our AP classes they are they're weighted within the class right now and so it's a we have to go to a larger staff type of discussion about having it be buildingwide you know like you know where what the tier is at. So so we're we haven't changed our policy but within our AP classes they weight the classes. So, like if you're taking AP um history, the it's weighted within it. AP calculus, AP um pre-calculus, they're weighted within the class, but not overall weighted yet. That's not
074>> meaning like an 85 could still be an A if 85 was the best in the class kind of thing. >> That is correct. But it's not weighted in >> they're not getting extra. They're not getting a five instead of a four on their report card. >> That is correct. >> Okay. But we're still talking about >> Yeah, those conversations still happen. a lot of different philosophies in our building. >> I'm sure that there are, >> but I it's as we talked about last year uh encouraging kids to >> strive sometimes need a reward. >> Trying to encourage to take classes that are challenging, not worried about GPA and Right. >> blowing something. Absolutely. >> Right. Right. Especially kids who are collegebound, not wanting to uh Yeah. Well, I talked to Patty Roth about this
075very question um about weighted GPA because Sophia took a couple college classes and it's not in the GPA at all. And what she said is that colleges do not want weighted GPA. Um they want the non-weed version and then they want the dual enrollment transcripts, but they're looking at it separately. Um, so I don't know, that could be part of the drive too to not wait it. >> Matt said there are different philosophies on this. I'm sure colleges also do want kids to try as hard as they can, right? >> And do the hardest things they can. >> Yep. >> And I don't know if that's a real issue. I don't know if kids are actually not taking those classes, but >> heard stories. um this is procedural stuff that I'll just mentioned. Um we're
076working on like a smart pass system for our kids. Um this is a something we discussed with the teachers um a Google spreadsheet for for helping with accountability like with detentions and some other things like there's some other parts of that system that um teachers are in favor of. Um we're talking about the AIPS like generally over the building of course um talking about having staff share amongst each other like creating opportunities where um they're doing makeup uh works you know like their makeup policies for like this because right now like a ton of rooms are different and trying to get a unified makeup work policy and we have some staff that are doing some really unique and cool things that so we're trying to create some opportunities to share that with staff and you
077know introduce some of those things and then and then uh a Saturday learning opportunity for kids with uh big absences and you know trying not just make up time in Saturday school but actually you know ways to have them come and then you know work on work and get tutoring and some things like that. So that's it. >> Thanks. >> Thank you. >> Any other questions? >> Not just coming to do time on Saturday, but we're going to make it >> we're gonna make it, you know, meaningful. >> Get something out of it. Breakfast Club with academics. This is great. Any other questions for Matt? All right. Thank you. All right. Um I know we don't have a high school rep yet. Well, we we'll have Bella >> person doesn't have a partner yet. >>
078Yeah. But that's >> That is a good reminder. Thank you. >> Yeah. S do we think September? No, that'd be close to >> I would say October. October. Okay. And you guys handled the process of selecting. Okay. Great. Thank you. >> All right. Business. Moving on. Um approval of superintendent evaluation. My apologies for not getting it to you sooner, but you have it in front of you. Um really the only thing that you have not seen until today is the front page which is just a summary of the evaluation discussion that we had of Jeff. The rest is what Jeff had provided to us in regard to um the progress made over the last school year. And you'll see at the bottom is the rating that we gave Jeff which was a 2.78 uh which
079is a the 80% 2.72 off of Marzano and 20% is the 3.0 achievement for growth. based on a three-point scale worth pointing out. Yeah. Because if you compare it to last year, it looks not as good, but it's that's for future board reference, the scale changed. Um, so I don't want to rush anybody, but I would look for a motion to approve when people feel comfortable. Second. >> Anyone need more time? Any discussion? All those in favor? >> I. Any opposed? >> Great. Thank you. uh that the board has evaluated Jeff with an effective rating which is there is no highly effective >> that's correct >> option anymore. So just a clarification >> and that is in line with the same way we evaluate teachers >> at this point. >> Yep. Great. >> Ready to
080go? >> Yeah. >> Okay. All >> right. Our next piece on the evening is 8.2 approval of 2025 26 winter and spring coaches. In talking with Joe Hollandbeck, who was just here this evening, he gave me a roster for the year's winter and spring coaches. Some of the positions will be filled later if as needed. uh the list of coaches follows this page and I think he went through kind of the process of how um interviews and got people on on this piece. The only um we're not sure where the reason bowling is vacant is we're not really sure where that program's headed. We thought that it was done and then we've got a little more conversation. It's not really up to us to people offer the program. Is that right, Matt? >> And we're
081not That's why that's still blank. Wait, because we don't know if we have students interested in >> both. We don't know if we have students interested. We don't know the program's going to be available locally. >> Yeah. Part part of that is um where we were doing it has changed. I mean, at least they've pitched to the the local schools and conference that they want to do it differently on a different day and have kids out of school more. So, we've said we're interested, but not at the cost of having our kids gone every Friday, you know, or what have you, you know, out of school. So, So that's the part he's referring to is if it still happens, you know, for us as long as it can work because there's minimal amount of access
082to the the lanes up there, >> right? >> Especially they with one closed out. So >> which one closed? >> I think one not uh >> not Mo Lucky Jacks maybe. >> Carfield bought out by one of the car dealerships I think. >> Oh man, crushers. Yeah. Okay. Well, that's good. Good. >> So, if not any other questions, it's the recommendation of the superintendent to approve uh and athletic director uh Mr. Halbot to approve the winter and spring coaches for the 2526 school year. >> I will abstain. So, but I will look for a motion to approve. >> Sorry. >> Yeah. Last time we approved the other one, didn't we add language to the recommendation that it was like uh emphasizing that we adjusted the recommendation, right, to emphasize sportsmanship as a priority? And >>
083we adjusted it to say that if there were individual plans warranted that those would be initiated for any coach on the list, >> right? So, should we put the same thing in this one? Shouldn't treat these guys any differently? >> No, not at all. No, I just pulled this over, but I can take the same language. >> I don't remember what we came up with last time. It was very good. >> I feel like we nailed it. >> Yeah, I just overlooked that. Thank you. >> Just consistency is key, you know. >> No, that's fine. Recommendation is the recommendation superintendent. >> Oh, you got to push your button. >> It is the recommendation of the superintendent to approve fall coaches for the 2526 school year with the understanding that standards of behavior, conduct, and accountability
084will be in place and when needed, individual development plans will be implemented for concerns with any specific coach. >> So when you when I get the minutes or is the board okay if I pull that? >> Excuse me. when I get the minutes. And you read that a little fast, unless Barb's a quick writer. >> So, we'll just pull that off the minutes and add that to the motion. Is that all right? >> Yes. >> Okay. All right. >> Okay. So, with what Aubrey read, >> um, did somebody make a motion? >> No, we haven't. Are there any changes to last year's? Is this everybody who we had last year? Are there changes from last year that we're not aware of? softball will be different. >> Okay. >> Thank you. >> Uh boys track maybe.
085>> Boys track. We're still working through that. >> We're not sure on that. As I said, as these come along, they'll be filled. >> Okay. So, who would like to make the motion? I'll make the motion that we approve the coaches with the additional language uh >> regarding accountability and sportsmanship. Yes, I'll >> second that. >> West second. Any other comments, questions? All those in favor? >> I. >> Any opposed? And I will abstain. >> Okay. >> All right. Moving along. Approval of elementary and middle high school handbooks and course guides. >> Back up one. Excuse me. >> Oh, sorry. >> There we go. That was me. >> So, yes, that's where the point we're at from Matt and An's uh presentations tonight. Frank Elementary and Middle School senior high handbooks need approval to start
086the school year. As you know, they presented this evening. The approval of K5 and 612 course guides also need approval. Uh Mr. Mr. Stapler, Miss Welney that discussion. Thank you. It's the superintendent's recommendation to approve the elementary and middle school handbooks along with building course guides. >> I just for Matt and Anne, do you guys feel like you've got enough support financially for what we have for these courses or is there anything that you need from the school board to help make this as successful as possible? Okay. >> Okay. >> I have another question. I we haven't been through this in super detail, but with the AI conversations you've been have with Mike and and some of the programs you guys have planned, I've been doing a little bit of poking around. Um there are
087uh like uh you know, and you guys use Prodigy for math for like so the software that kids can do to sort of level up to their appropriate level with there are AI tools like that for a wide variety of things. Um, I just want to stress I hope you guys uh with your AI exploration will be open to introducing some of that stuff if it feels good as the it doesn't all have to be planned out right now like things might come up or change or Okay. Great. Yeah, said there there are new things all the time and it's it's hard to plan a year when the thing is introduced. It's you know, but I I think we should be open to that. It could actually help address one of our big goals about
088like leveled up learning with uh you know uh potentially ba based on some articles I've read. Okay. Any other comments? With that, we will entertain a motion to approve the handbooks and course guides. >> Megan and a second. >> Second, >> Brian. Last chance for comments, questions. Is it possible to get a real quick >> synopsis of the cell phone policy for high school and middle school or do you guys feel comfortable with it because I'm still not getting it. >> Has it changed from last year? >> Well, and how did it go last year? Was a big change last year, right? >> Yeah. I mean, middle middle school is you have your pardon. >> Hold the mic. middle school is um no cell phones uh 8 to three and um so you you know
089they can use them after school before school call rides you know that kind of stuff >> they leave them in lockers or >> yeah mostly leave them in lockers or put them in their bags or you know we don't do a shakeddown or you know anything like that but you know if if they if we see a kid sneaking one out we just you know tell them to put away or we confiscate it. Um and then in high school it's during instructional time you know no cell phones like so from if it's first period from start to finish there's no cell phones out etc. So they can use them in passing and or lunchtime, you know, to to organize and do what they need to do. And uh it was I mean, as you can
090imagine, last year at the start of the year, it was a little rough and a lot of grumpy kids and, you know, grumpy adults and stuff like that, but it I felt like overall it went pretty well. And going back to when we initiated this two years ago, I just it makes a huge difference, especially in the middle school with um student um conversations and social wise, you know, kids interacting with each other, you know, at lunch and between classes and um you know, so we're I haven't seen any reason to change that. We don't have any data to suggest that we should change that back. >> Great. heard positive feedback from kids as well saying they actually like the high at the high school level that they just know they shouldn't do it and
091they know they can do it at lunch and they wait and it's like >> yeah the one the one thing that like and I'm I'm okay saying this because it's a challenge like we're working on um because we're doing it a little different than some other schools etc but being able to not uh have it with you when you use the restroom you know that kind of stuff because of course that's the difference in that is a five minute trip to to 15 But that a lot of times that's just procedure within the classroom. So it's good. >> Any other questions? I think we have a motion and a support. All those in favor? >> I. Any opposed? >> All right. Great. Uh now 8.4 which was added um the middle school admin assistant Thank
092you. Yes. Uh due to a retirement, um we do need to fill the middle school secretary position. Matt and I interviewed a number of people uh this past couple weeks. The recommended candidates information follows this page and that is the recommendation of Kelsey Rambach. Um skill set was really high. Thought it was a good fit. Um so that would be our recommendation. the recommendation of the superintendent in Frankfurt Middle High School, principal Matt Stapleton to hire Kelsey Rambach as the full-time middle school secretary beginning with 2526 school year pending. All background checks are approved. >> I'd move make that motion. >> Second. >> Any comments, questions? I know this is like a really silly one. Is secretary like the word we still use? Is that >> we do in that position? >> All right. Got
093it. Good. All right. Just making sure. Okay. All those in favor? >> I. >> Any opposed? Awesome. Thank you. And item 8.5, the industrial arts position. >> Yes. When I was at my at the legislative dinner as we talked, are are is your staff full? Are you good to go? Most people said no. Um but and then what do you need? And I said, an industrial arts teacher. And they said, good luck. So that so I think we're fortunate with this um this person, but I just want to clarify a couple things. And Matt and I talked with him and he's young. We have the utmost confidence. He has he has lots of background in construction and you can see that with his resume. Uh this past summer uh he worked with a youth program
094in a shop environment. Um all of his recommendations come back really positive. Uh he has a BA in social work which surely can't hurt. Um and he also is in the teacher program uh interim teaching certificate program Michigan Teachers of America. He he has a built-in mentor. I don't think this is sad for me to say or okay for me to say. Uh his brother is a shop teacher in Hudsonville and he's also toured the building with his younger brother and thought it was a really good fit and a nice place to be. So just to be clear, uh he does have a BA. He is on the Michigan Teachers of America program. We are happy to help him with to be successful, which I think he will be, and find even some mentors. Matt
095and I have found a couple people that might be able to mentor him as well. Um, our middle school classes will be full and we're at three, right, Matt? Our high school classes will be full, but the numbers are lower uh than they have been in the past. And hopefully, um, that's one of our tasks is to have Chris build that program back up. And partly they're low because our high school numbers are low. It's probably our smallest 9 through 12 count, Matt, in the 40 years I've been here. That's for sure. So, with that said, um due to the staff retired, Mr. Breie, Mr. Staple and I met with Chris Price, he toured the building. Uh we had really good conversation. I think we have housing with a little luck, so I think we're
096good there. And he's enrolled in the Michigan Teachers of America program and he'll be visiting with us again on Wednesday. So, it's the recommendation of the superintendent in Frankfurt Middle High School principal, Matt Stapleton, to hire Chris Price as the full-time middle high school industrial arts teacher beginning with this school year 2526 uh school year pending. All background checks are approved and he will also need to have his interim teaching certificate on file. >> Is that is that boilerplate language for anyone who's currently in the Teachers of America program? That last sentence, >> the interim? >> Yeah. We have we have are we at two Matt and Ann two I think we're at two we are at two in the district right now that have interim certificates that are I'm not sure if it's the
097Teach of America program but it's a similar program where you need to be in the program you continue to take classes and you have a window of time um to complete that program and then you would move from interim and it's an application to the state department. >> So there's nothing outstanding that we need. He's just working through the process and that's standard. Okay. Thank you. part of the state's grow your own, right? >> Yeah. Part of the state's grow your your own, excuse me. And it it's really especially in that position. Um I did learn some things the other day at my meeting that it's even broader if because we cannot find industrial arts teachers. If you if you are a contractor and have it 400 hours, Matt, no, 4,000 4,000 hours with with
098no program, Teach of America, we can get a special permit. Um, that's not the way we want to go. I think this is our best option at this point in time because we really don't have any other options >> and I'm pleased. >> Is it Michigan Teachers of Tomorrow? >> There's Michigan Teachers of America and Ann there's another one. >> Teachers of Tomorrow and then there's even another one. >> Yeah. Okay. >> I just don't remember teachers, Michigan Teachers of America being one of them. I think that might be a mis >> Well, >> I don't think I have his cover letter with me. If it is, I can check. Um, >> Matt, do you are you looking up his >> That makes sense. >> cover letter. Okay. >> Teachers of tomorrow. >> Yeah. Okay,
099>> I think this guy sounds like a great fit and congrats on finding somebody. I think it's exciting. >> Well, you know, this is one of the the positives. Um he's young. He's um coming in fresh. I think it's great. >> How did he hear about us? >> He just >> He answered one of our postings. Great. >> Good. I didn't know they're working. >> Well, there just aren't very many out there. >> That's great. >> That's awesome. We got them. I'll fix the clarification in this. So, thank you for the record. >> Okay. >> One, >> right? >> There you go. >> Scott motion. Brian seconds. Any other discussion? All those in favor? I. >> Any opposed? >> Great. >> Good. I will make that phone call. >> Well, thank you. Great job. Um
100and we will open it up for second chance for public participation. Nope. Okay. Um with that we will adjourn the meeting and we our next one is the special school board meeting um with any luck on August 19th at 4 pm. Thank you. >> Thanks everybody.