001Uh good evening everyone. Uh today is December 2nd, 2025. We are here for the River Board of Education work session. Mr. Perdine, please call the role. >> Mrs. Bracket, Mr. Hyen here, Mr. Malik >> here, >> Mrs. Rain >> here, >> Mrs. Ste >> here. >> Okay. And we have one presentation and Mr. Ferris was kind enough to drive in. So, thank you. >> We'll turn the floor over to you. >> Yeah. I think I told uh Rick and John you got me out of going to the grocery store. >> Oh, well. Hey, I'm glad we can do what we can. >> Yes. Yeah, I'm I'm all right. So, uh, no, but I do appreciate the opportunity to have this conver conversation. Actually, just continue this conversation. Basically, I gave a copy for everybody just
002the notes. I was I didn't do a big presentation or anything like that. >> Um, but rather just some notes um and some indication of the direction that we are would like to head at uh over at the high school. So, we started the conversation back in September in public session with the um presentation on the data and and just the increase in the CCP courses. And um we since even going back to last year have been engaging in a lot of conversations about what that senior year looks like at high school. It's unlike any that anybody in this room experienced for sure with the number of options that our kids have particularly rever and our partnership with CBCC, our MCA program, CCP offerings, um our extensive course offerings at the high school. So the
003to say that a high school senior year has choices is quite an understatement. Um those choices uh can lead to taking kids off campus. Um, and a few years back, I I know uh members of the board and and uh Dr. Peltz back then reviewed a change to our student handbook that included a senior option. So, basically allowing kids who are on track to graduate either miss first period or seventh period to uh depending on how their schedule permitted. That wasn't always the case and that was a small incentive to help kids stay in the building. Um but since we've we've still seen a continuation and escalation of seniors leaving the building. Um, so right now as the policy is written, it's kind of we we have them where you we require them to take
004six classes at the high school and a lot of kids because they've met their graduation requirements are well on track to exceeding those graduation requirements um and because of off-campus CCP offerings, uh, they elect to go CCP and get out of the building, so to speak. So, it's prompted a lot of conversation with the leadership team, our counseling team, members of the central office, and now obviously the board. Um, so I just want to pick up that conversation and just tell you where we're at now and remind you. And that's highlighted from page seven of our course catalog. Uh, as it's written, all students must be enrolled in at least six classes per semester. And then we simply say students [clears throat] enrolling in CCP uh career technical education and or have completed scheduled all
005required courses will work with their respective counselor. And that's basically kind of a blanket statement to say kids don't necessarily have to be scheduled in six classes, six periods of review high school. Um and then we go on to explain senior options. So again, just reading that starting with the second sentence, rising seniors who are on pace to graduate may be permitted with parent and counselor approval to request senior option during their junior year scheduling process. If scheduled, seniors may um be scheduled to arrive late or leave early instead of staying on campus to study or receive tutoring. So we are really creating that um that feeling for seniors of that sense of independence and almost giving them of foreshadowing of what's to come in college where we would like to go and we're not
006alone in this challenge of keeping seniors on campus um conversations with other uh fellow school district um Shagrin Falls where we went to look at AP seminar and research just a private conversation I had with their principal she's struggles with the same thing. You know, how we keep kids on campus. And I think we had to continue to look at our goals. And our goals, as we talked about in September, is to continue offering students and families the best path through high school that fits their needs, interests, and passions. And if those interests are CCP, we can certainly support that. If they're AP and, you know, advanced courses, we can support that. If they're comp level college prep classes, we can support that. All levels we can support. But just a quick glance at two
007local schools, um, Highland and Hudson. They do allow for this kind of open campus flex pass privilege. I'll be very transparent with the board. I don't like the phrase open campus. I know we use it loosely when we talk about exams that, you know, in two weeks our exam started, our campus will be open. Kids can and go only if they have an exam. Um but the for lack of a better term at this current moment we would like to go in the direction of for seniors only. This is not for grades 9 10 11 for seniors only a more flexible scheduling opportunity than we allow them to have right now. So in a sense almost doing away with the senior option as it's written on the front page but rather moving towards more of
008a creditbased requirement. Um, and it's down there at the bottom, you know, allow seniors who are on track, third bullet point down, allow seniors who are on track to abide by a 2.5 credit minimum. That helps with eligibility and that will keep students engaged in a pretty extensive course load um, but then remove that senior option. So, we do want to create opportunities for kids to come back and the hope and the challenge for us is how do we build a master schedule that will create those opportunities for kids. And I think about Ellen Sid's lantern class. Um it's a phenomenal class taught by a phenomenal teacher. And it's at the end of the day. A lot of kids don't take that class because they've already left campus. And we kind of say right now,
009well, you're gone. You don't get to come back because we don't have an open campus. Well, if we remove that barrier and obstacle, would it create an opportunity for a kid who maybe steps aside or goes and takes an online CCP class to say, "Hey, you know what? I'm going to come back because I love Mr. Sviti and I've been in Lantern and I want to continue." Um, I can't concretely say it will, but I also can't concretely say it won't. I mean, there's that option. If if that barrier or if that obstacle is removed, then we can work to create a master schedule that allows for offerings at the beginning and end of the day that are appealing to seniors um and that could potentially increase enrollment in those classes. Of course, we think
010and this will be a multi-year phase in but the if approved next month the adding of AP SE and research as we discussed last month um and that kind of tangible goal of getting the AP capstone will keep some kids there naturally but that's only kind of one tier of kids. Our goal is to really look at all kids in all classes and all offerings and see how can we create those opportunities for seniors to take classes at different times. So just as we look to 26 27, it's crazy to think we'll begin the scheduling process here in a month, but just to read through those, you know, we want to continue educating students and families about the multiple pathways. I think and we think collectively that education is the key. Do do students and
011parents really truly understand what they're signing up for if they take an AP class or a CCP class or a comp level class? Um, is that path clear? Does it make sense? And with our new tool of school links, we can actually create multi-year scheduling options for students where they can in effect kind of pencil in what a threeear three-year plan or a four-year plan or even a two-year plan if you're getting ready to schedule your junior classes. you can start to pencil that in to school links and then have those conversations with the school counselor during those graduation check meetings. So, you know, if you're half credit short, then our school counseling team could say, "Well, hey, you actually can come back and take this elective class at this time." And that's why we're
012really interested at the high school in creating a multi-year master schedule because if we can offer various classes at multiple points in a student's high school journey, then we feel confident that kids can then access those when their interest and timing is appropriate. So I am open to questions. So, do you have any idea like how many of our seniors take CCP classes? >> So, I can I can I did um share with the executive team some trend data senior specific I'll have to get back to you on that and >> that's what this was for, right? >> Correct. Yeah. >> Okay. But overall um CCP courses over the past three years this year kind of not included but you know we've increased significantly. Uh in 2223 there was a total of 518 courses taken
013CCP. Um we're anticipating over 750 this year. >> So this coming year or right now? >> Right now. >> 750. Okay. >> Yeah. So um >> that goes down to middle school. >> Yes. Correct. So that's a 25 26 school year. >> Yes. It's all great. Yeah. [snorts] So again, this this focus isn't as much about CCP as it is just that the flexible pass flexible scheduling, however we want to call it in the frame frame that >> but isn't that what's driving kids away? >> Yes. True. Yeah. Um but also students are leaving um from min career academy too so that they can get those job opportunities. So again the various levels of students >> and I'm not saying that I'm not saying either of them are bad. I mean fundamentally they're good. We
014have kids out working making money and engaging in the community through MCA. We have kids accessing college curriculums u through CCP. So, uh, the goal though is to identify are there classes that kids would come back for as a result of opening up the campus a little more [snorts] for seniors. >> So, is it accurate that we have CCP students or otherwise who they are returning to campus immediately after the last period? Yes, >> some of them are coming a period early even, >> right? But they are coming back to campus for their extracurriculars. >> Absolutely. >> Okay. >> Yeah. And with the number of multiport athletes and year-long participants and band and rever players and everything, that's that's kind of the challenge that's on our table right now is can we put those classes
015at a strategic time in the day that would invite those kids to come back. >> So this might have come back sixth period rather than correct show up halfway through seventh because they have their extracurricular afterwards. Absolutely. And then they might take that additional course. >> Yes. Yeah. And then also too, just looking at course offerings, you know, are there any classes that have gone away that we can almost resurrect to to invite students? Now, at the end of all this, it's a zero sum game. We only have so many peers. We only have so many teachers. We only have so many students. But >> that's where that multi-year schedule comes into play. >> Now, would I guess reading this Hudson one? [snorts] >> Yeah. >> Would this be like a come and go? Like
016I'm seeing kids like I'm going to go to Starbucks second period and they're going to come back for third and then fifth period I'm going to go to Subway or whatever. I mean so >> which that concerns me a little bit just having kids in and out and in and out like >> I'm not you but keeping track of who's in the building, who's not in the building. Like for a case of an emergency, do we know who's in the building and who's not in the building? Who's left and isn't coming back or should have come back but didn't come back? Should we check on that? You know, like >> those are things that would concern me the most as a parent. If my kid was coming back and forth from school, I don't know
017that I would know where they were. >> And as a result of the work of Scott Drestler and these two gentlemen and Jen Yangel, our administrative assistant in charge of attendance, uh we have now the opportunity to use the visitor management system um to track student attendance too. >> Okay. >> And so use of visitor management system will certainly help with that because that's obviously my concern too. I mean, not a day, not a period goes by where I'm not thinking about school safety, >> course, >> as is, you know, Officer Drestler, Tiffany, and everybody else in that in that building. But that concern of, you know, we don't we don't want Swiss cheese where it's just like all doors are open at all times. That's that's not what we want. I mean, we want
018we want to be able to control kids and they're um accessing, you know, the building. So, >> for sure. But I mean like I guess I also I guess my concern would be do we know I guess would we have a very strict pattern that we know who's leaving when they're leaving and when they're expected to be back that >> because I do worry about kids on the road like if there was an accident would we >> know in a timely fashion if they haven't returned when they were supposed to because they're in and out all day. >> Yes. So use of the visitor. >> Yeah. So that actually would tie directly to our um progress [snorts] book attendance monitoring system. So, if a student was supposed to be back for a class and did
019not uh show back up, if you as a teacher took that attendance and then it goes to Mrs. Yankle, she would red flag that and then we would have to start investigating where the kid is. >> Okay. And then ultimately and I guess kind of in conjunction with our intentional systems, it's just that awareness on the parent like, hey, >> you do your your kid is on a flexible schedule and if they're driving, you know, I I really try to overcommunicate what schedule we're on during the day >> and we've simplified a lot of things. Um, so just that awareness for parents of okay, like hey, you're supposed to be in class and you're not. So, >> okay, >> there would be special communication that I would send uh to those parents and then we
020would use um parent square to communicate to those parents too. Like >> so you're Doug, can I just tag on you? The Hudson policy specifically says not during lunch. You're not looking for a fully open campus for seniors like lunch all day. It's study hall >> since uh since lunch is embedded in the fifth period. uh that would eliminate any conversation that a kid would try to have with me about that because if [clears throat] you're here for a fifth period class, especially if you have B lunch, you have to return to so remember 5A BC for anybody who doesn't know um 30 minute blocks. So kids get 30 minute lunches, teachers get 30-minute lunches. So yeah, if you were in a fifth period class with a B lunch, then you're expected to to go
021down to lunch. Now, the one caveat to that would be if you're scheduled in a fifth period class and that class has 5C lunch, then and you don't have a sixth or seventh. Yeah. Then you could go. >> That was my worry, too. I remember going to high school, kids were allowed who could drive could come and go for lunch and there were so many car accidents. Those kids were rushing to get back. So, I think about that too a little bit. Just the rushing of that makes me nervous. No, we're there is zero interest on my part to let kids just, you know, we'll have to look and make sure it makes sense for a kid. Um, and ultimately if they're saying, "Well, I can leave for one period and then come back." Well,
022okay. But if you're in an online CCP, then we'll just schedule you into a study hall. >> So, you'll be sitting and looking. It's it's like a very >> 100%. >> No one would have open campus just for lunch. >> Nope. >> It would be academically driven >> or it you don't go. Yeah. And this >> which is different because I remember I got it 200 years ago. You could leave come back but >> well I'll be honest in our geographic location there's not too many places for >> subway. So, no, I I think and that's where the challen we're not going to get it exactly right next year, right? You know, but as we look at those course offerings and when those courses are scheduled during the day, you know, what is getting kids
023to come back? >> Have you talked with anyone from Hudson and Highland to hear has [snorts] their have their numbers changed for who's staying on campus or not? >> No, I haven't. We um I was going to engage in our counselors a little bit today in a conversation about you know what their network is saying but obviously we're here uh Sugar and Falls I did have a conversation with that principal and they do have >> the chance to kind of come and go. >> Have they seen an increase in kids being on campus then because of it? >> Yeah, I I didn't dive into it that much with her because we were there to talk about AP7 research. Um >> I think Hudson viewed it positively based on our >> middle school counselors >> y
024>> personal involvement with it with her child. >> The the primary challenge is what you brought up and that's safety. Mhm. >> And so when we got that answer about visiting and so they can either swipe their ID and it gets populated just like it does if you're visiting a building and then it gets it shoots it straight into the progress book or they can type in their lunch code. >> Okay. >> So it's like it's like a cafeteria exchange from what I understand. >> We've been talking about a second installation of the vizard management system. We originally looked at it for the >> back entrance of the main lobby, >> but we don't like that because it gives up our secured entry vestibular area. So >> that [snorts] fell by the wayside. So now
025we're looking at an option to possibly put it in the main office so we keep that. >> So the kids would still have to enter through that door coming in. >> So right now if a kid comes CCP, maybe they come halfway through the day. Um we have kids that are there for one period and then they go on campus CCP, you know, and depending on when that one period is that they need to be there, >> they'll come in, they'll come in the main office, they'll sign in. >> So that process won't change that much. We'll just be using visitor management system >> because like you mentioned, in the event of emergency, instead of grabbing a clipboard, we're able to have those reports right away. Right. >> Um we want to start piloting the
026use of tracking student attendance with some of our CCP students beginning second semester. >> Okay. >> Um so that we can start to work out the kinks because if we're going to increase the number of seniors who are in and out of the building. Um then we want to be ready [snorts] have all those things worked out as we transition to next school year. Was there interest or did you just proactively identify the need and start looking around? >> So, a lot of it's um a lot of it's just conversations uh conversations the counseling team is having with students and parents specifically you know juniors right scheduling their senior classes. Um, a lot of it is is just an intrinsic concern from being with our BLT team and just wanting our kids to have uh
027rever education all the way through senior year. I mean, I I feel that our reviewer teachers at the high school and across the district of course are equivalent, if not better, to college professors. I feel that our kids can get a very strong quality education. And I also I've just seen kids that don't take classes because they can't come back and that's heartbreaking to me. Um, we've talked a little bit about bringing back u a PE class um for, you know, strength and conditioning for athletes to see if we can get some some kids to come back and, you know, take a class and and maybe get their workout out of the way before practice, which will free them up after practice to >> to be. So, there's a lot of avenues that we're approaching
028this with. Um, all very very like this has not been an easy decision. The I wish you could have been in the room with the BLT team talking about this because they're just agonizing. And the genuine concern, the fear is like it's another genie we're letting out of the bottle and it's not going to go back in, >> right? Um, but I would argue as a result of the CCP legislation and changes, kids are going to continue to find ways to to not be on campus. And that I feel strongly that if we remove barriers that we have in place that are preventing kids from coming back then maybe just maybe we got a shot at getting some kids back and having you know it could become a cultural thing and kids can be like
029oh yeah I'll come back and take some class because that's a half credit I need and yeah we're we're good. >> There's also financial consideration because we do pay for CCP tuition and fees and textbooks instructional materials. >> Yeah. I do like the idea of strategically placing certain classes in >> places that would draw them. >> We've done an amazing job over that um with that over the past many years. Um, you know, having band fifth period is is a is a primary example. having a yearbook fourth period as a primary example because some kids who are in those one through three block classes that are a little more rigorous have an opportunity to take you know band we have I mean band we really fifth period is like the best it used to be
030at the end of the day and we were seeing some struggles there and so moving into fifth and now like this time of year where we split the bands and go um symphonic and wind ensemble because it's fifth period and in a sense it's like two classes in one. Tom and Montana can do like a five, what do they do? They do fifth period with the wind ensemble, 5B, 5A wind ensemble, 5B is combined, and then 5C is symphonic. So, pretty outstanding, you know, the changes that we've made just through simply analyzing our course offerings and >> so do you need the board to do anything tonight? >> I think it's just a conversation. Um, you always approve the handbook. Um, so certainly I need some time to work with our counseling team. Um, I
031will absolutely get you the language ahead of time of what we want to put in the handbook and dissect it and and talk about it and if there's some changes that as a board you would like to see. Um, again, I'm not a fan of the phrase open campus, but I'm also going to have my mind changed. I think you need that handbook approved. Let's work backwards. >> So the handbook is usually approved at work in the morning. I feel like the handbooks are approved in March some um >> because we might want to do a similar policy. You might want to do like a a first read, second read just to allow people time. >> Yeah, that's that's you'll tell me what you need. >> If you need it approved in March, can you
032have everything to Dan by say the end of January? Yeah, I mean February so that we could get it on >> the scheduling conversations uh start in January and February with kids. So our counseling team >> So you'll have it sooner. >> Oh, I can have language for you by the end of the week. [laughter] >> Just to him. >> Okay. I mean I I am >> he can trigger from there. I'm scheduled to meet with our counselor tomorrow [clears throat] and Tiffany and we'll crank out some I mean I envision it obviously as part of like instead of saying study hall policy senior option we'll have a designated thing kind of like where's a similar to what Hudson and Highland have as part of the handbook so it can be so I we have
033a BL team meeting >> yeah we'll just want to have ample time for board members to reflect on it community to know about But then I fully realize it's kind of uncomfortable uncharted territory. And the first instinct from me and from teachers is like, you know, are we letting go of jobs? I I think quite the opposite is true. It's it's a pretty valid attempt to have kids come back and get educated by our our teachers. And I I feel as if the rever staff sees that and they see an opportunity um especially when they're promoting their classes to say hey you know to our seniors like come back and take this class like I get it you want to go off campus okay >> you know of course our senior year high school is
034almost like freshman year of college these days for some >> but 80% of your kids are involved in athletics right I mean it's like I think there's I think we have like >> yeah I don't know if it's 80% But it's certainly over 50%. When you look at all sports and everything, >> I think it's over 750 kids according to um the strength and conditioning coach. So most of those kids are coming back after school anyway. So yeah, like they're all >> Yeah. I wonder if that includes some multiport athletes. >> It probably does. Yeah. Yeah. >> But yeah, and that's that's the thing. So can we again like create an opportunity for kids to [clears throat] come back in a meaningful way, right? like >> so what they're doing is they're coming back and
035they're sitting in their car going to the fieldhouse or hang you know what I mean because they have practice even the kids that aren't playing a fall sport still have practice after school so they're still coming back so if you can give them a reason to come to class or do something like a strength and conditioning class or a extra credit class that they could take you're giving them a reason to come back >> yeah I mean we tell seniors all the time like you want to build a schedule especially as you send them to colleges right? >> You know, that >> shows that you're taking it. It's about it's it's about breath as it is as much depth, right? So, you want to prove that you're a well-rounded student. And the only way you
036do that as a senior is by showing like what classes were scheduled for. So, if you can create opportunities for kids that they can demonstrate that they're in classes that align with their interests and passions, I think we're we're going to collectively win on this one. I really do. >> Can I ask one more quick question? >> Of course. >> Um I know in here it talks about when a for Hudson and when a pass could be revoked. >> Do you imagine building language in if you start to notice kids are going back to tardy where they're not going back at all? Do you imagine building would it be a progression or you don't know yet in terms of when [snorts] it >> Yeah, I think it would probably be like cell phone policy, right?
037That seems to be working extremely well, but that progressive discipline model. Um, obviously including parents right away since they were part of that decision- making like, hey, you're your kid's not following the rules here. Um, and then how can we engage in conversations that will be meaningful that will result in a change in behavior and not just discipline because that's the ultimate goal to make sure the kids because we don't want to send because I mean there are going to be you know more kids that might come back and there has there has to be some parameters. Yeah. >> So, like if we're I guess what I'm trying to say, Natalie, is if to your point, if we're increasing the number of kids that are exercising this option, then we have to have some things
038in place to hold that account. >> So, yeah, we'll definitely have that. >> Great. >> It occurs to me this is not this topic, but it makes me think about it because you've invited me to participate some of these meetings. It's not something I normally do as you know, but it might be interesting at some point in the future to bring one or more of your counselors in to present a like roadmap to graduation. >> Yeah. And >> it was pretty interesting to me how many paths that can take depending upon the students interest and the individualization that is happening counselors to students and families was really impressive to me. >> Yes. um allowed me to get to know those three folks a lot better. >> It is it is mind-blowing, overwhelming, and impressive at
039the same time. I mean, I know they would I can speak for them. Um and I'll let them know like they would welcome the opportunity to talk more on maybe a month if Dan thinks that's a good idea. If he thinks it's a bad idea, I never brought it up. >> Well, the [laughter] the the graduation, we call them graduation checks, but they're basically graduation. We call them graduation checks for short. And um parents are always invited and they do a great job of promoting it and everything, but it's really a graduation audit which is truly preparing kids for kind of what Courtney and I were talking before the camera started about like what my daughter as a as a college senior has had to go through and prove to it's turning those red X's
040green checks. and uh >> that fouryear piece they were talking about where they can meet with a family even at the eighth grade level and kind of strategize how that student might want to go based upon their aptitude. >> Well, that's academically, vocationally, and otherwise. That's where that's where school links is the most phenomenal resource >> that in my opinion one of the most phenomenal resources that our district has invested in because I have freshmen who are mapping out the next three years of their high school experience and it's really really impressive and encouraging to all with the asterk that hey this can change >> like it can change I mean we just sent sophomores last week over at CBCC and a lot of them came back and made [applause] they were interested, you know,
041whereas maybe they weren't now they are. So, it's just all about exposure and options and I think that's what our community and I know our kids value tremendously. >> Thanks, Mr. Fris. >> Yeah, thank you very much. >> I think it's exciting. I look forward to just the challenge of either bringing back classes or having classes that excites parents, excites students and what would uh you really encourage them to come back. >> All right, we have nothing on the pack. >> Be careful going home. >> Yeah. >> No, we got you out of it. Don't do it now. left. [laughter] >> Uh there's nothing on the board of education agenda, nothing on treasure, nothing on superintendentformational items, the January organizational meeting 13th. Is that good? Uh let's go ahead and re review the draft agenda.
042Um, pledge of allegiance, uh, placeholders for presentations, um, board of education agenda. Mr. B, will you still do that? No, >> I don't have a report for this. >> Okay. Um, Mr. Perdine, >> just the uh the usuals. We will have a I believe it's just middle school library materials. They've been purging some old materials so that we can uh possibly use that space in a little different way in the future. >> Okay. Mr. White, >> uh we have a leave of absence for uh Mrs. Watts there and then long-term sub Mr. Cos and we have co-curricular nonetics supplemental contracts for the assistant coach academic challenger. Mr. Shane will be filling in for us there at that role and compensation for scoring of student essays. Uh help with one of our teachers that's currently out.
043Any questions on any of those? >> All right. Number two, classified personnel. We have resignations service workers and then substitute bus driver and then Rose, our contracted bus driver. Sorry. Um, on where we at the the long-term sub, is that am I being stupid? >> Is that the long-term sub for Mrs. Watts? Is that that name? The dates down. >> The um I think it's for Mr. CS. You're looking at Sarah Morton. >> Yes, I see. I see. I see. Yeah. Yeah. [snorts] >> Thank you. >> No fair question. >> All right. [laughter] Number two, classified personnel. We have resignations from Wendy Barnes, Jeffrey Jackson there, Crystal Rose, and then a change of position transfer. Okay. Heidi Mitchki is playground a bath and Heidi Mitchki [clears throat] is a midday bus aid for us. Any
044questions on those? All right. New hires letter Culik contracted bus driver and part-time food service and then Melanie Williams part-time food service team turnbo aid for transportation Katrina Midday permanent substitute driver for us questions of those. All right, substitutes classified. Um, Thomas Wyn, Jeffrey Jackson, Crystal Rose, Christy Mash, and Kathleen Slatter all filling in the sub sports. Thankful for that because you never seem to have enough classified positions. >> Right. >> Then we have an athletic supplemental contract at letter E and [snorts] Downing for head coach girls lacrosse. All right. >> [snorts] >> with three student services. Uh we have an agreement with Thrive Learning Center and then Summit County ESC Kids First and then Connection Education Services to meet the students needs for outside the district. Number four, other business policy recommendations second and
045final reading. Four policies there. And then we have the updated district gifted acceleration handbook plan. Second and final reading. I'm back. Letter C, the curriculum adoption, second and final reading for those three courses there, the high school and for the career actions that were at the middle school. We had a presentation on last month. And then E, we have the physical therapy agreement, strength and conditioning coach. Yeah. And then we have the high school girls basketball team overnight trip in December. and the baseball out of team out of state trip spring of 2026. Any questions on any of those business? All right. Any information discussion items? Next board. Any questions on the draft agenda? All right. We have no need to go into executive session. May I have a motion to adjourn? >> Motion. >>
046Second. >> All right, Mr. Pine. >> Mrs. Stein, >> yes. >> Mr. Haidu, yes. Mr. Malik, >> yes. Mrs. Ry, >> yes. >> All right. Thank you all. Enjoy your evening.