School Board Meeting - 3/19/26

001All order this March 19th, 2026 regular meeting of the board of education. Please rise for the pledge to the flag. 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. >> May we have roll call. >> Jason Decker >> here. >> Mary Lee Hall >> here. >> Samantha Hall >> here. >> William Hall >> here. >> Jeremy Hash >> here. >> Jennifer Hankle >> here. >> Nathan Hankl >> here. >> Lisa Stler >> here. Joseph Wilson >> here. >> All right. Uh item 2.01. I'll entertain a motion to approve the agenda as presented. So moved. >> Second. >> Any discussion? Any or extensions? Hearing none. That motion carries. Item three. I'll entertain a motion

002to approve the February 19th, 2026 minutes as well as the March 17th uh education committee meeting minutes and the March 17th uh finance and budget committee meeting minutes. >> So moved. >> Have a second. >> Second. >> Uh motion in a second. Any um discussion? Any nays or abstensions? Hearing none. That motion carries. Which brings us to item 4.01, our student representative report. Caleb, >> thank you. Um, just a couple cool quick dates and a couple quick notes. Um, one is we just started some spring sports, some very promising seasons. Um, and kind of related to that, we have Patrick O'Brien who is the Nike emerging elite national champion in Pole Vault, which is very, very impressive. Um, he vaulted 15 ft. He's also committed to to pole vault at the division one level for

003Lehi University. Um so just a quick shout out to him. He's a great guy. I'm sure some of you have met him. I know soccer and all that. Um then a quick quick uh dates for you guys. The end of marking period 3 was today. I cannot believe that I'm 34 of the way done with my senior year. It really snuck up on me. Um, so I'm going to try and enjoy the last marking period. Try not to get senioritis. I feel it creeping in. Um, this this weekend we have the theater musical of Anastasia. Um, then on the 24th is First Responder and Military Career Night at 5:30. Um, again, shout out to Mr. Amberman. I think this was in my report last month, but um he's doing a great job in his position

004and providing a lot of great opportunities. And then the following night on the 25th is the dual enrollment night or the dual enrollment information night. I would highly recommend going. It's very helpful. Um it helped me have a great experience at Hack. Um then the night after that, report cards are available in Sapphire. Fingers crossed. hoping for straight A's. >> Um then the 1st through the 6th, spring break and sorry, spring break. And then on the 15th of April, the counseling program will host the SHS rising senior night at 5:30 p.m. Also that night at 7 p.m. is the spring band concert. And the following night on April 16th is SHS band swing dance at 6 p.m. That's all I have. >> If you get a B in something, Caleb, it'll be a scandal. I

005just want >> All right, moving on to item 5.01. We have educational updates by Dr. Reppert. >> Thank you, President Hel School Board. Uh, is spring actually here? >> No. >> What season are we actually dealing with? I think we've pingpong between spring, summer, winter, winter, spring, and I heard 70 on Sunday. >> So, let's see what happens. Caleb, hope it doesn't impact >> 24 then on Monday. Okay. So, to follow along uh our traditional safe, supportive, and collaborative culture. Um, regarding safety, wanted to take a moment to thank all the district staff that helped facilitate the spring bus evacuation drill yesterday. had the opportunity to visit not only the secondary but the elementary uh bus evacuations. Uh not only was it awesome just to see the students going through uh the evacuation but how

006they worked with each other and supporting them as they're get getting out of the buses. Another big thank you to first student and all the staff that assisted with the bus evacuation drill. It was just uh awesome. under supportive have a lot. Um we have a couple students I wanted to congratulate for completing their manufacturing pre-apprenticeship uh that are graduates Jillian Ring, John Mendenhal, and Colton Garcelon. Also, congratulations goes out to Jacob Awanowitz. He was selected to represent Sesuan High School in the PMEA uh Central Region Orchestra Festival by placing in the top six of all viola players. Congratulations, Jacob. Uh congratulations goes out to Georgia Nace who was selected as a 2026 uh recognized Carson Scholar. Georgia will be receiving scholarship for receiving this distinction as a repeat Carson scholar. Uh congratulations out to

007Mrs. Ashley Gonzalez, our teacher over at Southern Elementary. She had an opportunity to attend and present two sessions during the National Arts Education Association conference during the last week of February. Um her presentations advocated and supported topics for the arts and education in our schools and for our students and strategies for strengthening art education um in programs and curriculums. I received notification that we had another student graduate from the York Adams Academy. Congratulations goes out to Autumn Strickland. Autumn completed their graduation requirements on March 5th and is the third student in our district to graduate from the York Adams Academy uh this school year. Uh congratulations goes out to uh the following students who were accepted into the 61st annual distinguished young men uh women's program. Uh there are Teresa Msafu, Audrey Makowski, Abigail Retszlaf,

008and Tracy Slimp. There were four of 30 students that were accepted into the program and will attend a conference in May 2026 at the Pulo Center at Penn State York, where they'll participate in an array of leadership sessions and have an opportunity to be selected uh for the state competition in July of 2026 in Newcastle, Pennsylvania. Under collaborative, all of our elementary schools uh held some great school events since our last school board meeting. Southern Elementary hosted their annual multicultural art fair on February 26th. Uh also that evening, Friendship hosted their literacy night. Um and Shrewsbury hosted their multicultural night on March 5th. All the schools were packed with students and parents engaged in the many activities and it was truly awesome to see the staff there as well. um you know seeing the representation

009of uh the staff from all the buildings uh the administration, parents, students, even saw some board members. Uh so they definitely all showed their commitment to the students, parents and the buildings. A great job. Um and we also have a couple staff we want to acknowledge and congratulate for their proposals being approved by the SYCSD Foundation. Uh Melissa Lanigan, Ashley Gonzalez, and Nat Natalie Robar for interdisciplinary 3D printing and design initiative. Ashley Gonzalez, Marian Presley, Melissa Lanigan, and Andy Bloom for adaptive tools for students, special adaptive tools for student success. Uh Beth Worley and Brady Boutique at the high school. Uh the junior resident challenge, which is a trauma simulation lab. And then uh Ryan Upd from the middle school for the Southern Middle School newsroom revamp. So congratulations and we look forward to seeing

010these exciting programs in place for the 26 27th school year. Finally, upcoming events only had one. Uh Southern Middle School, they have their social studies showcase for families which is Wednesday, April 15th and 16th. So let's have a great school board meeting or not. Choice is yours. >> Thank you. Moving on to 6.01 uh public comment. Uh just remember to come up, state your uh name and municipality of residence. Uh and first we have Val Dennis. Good evening. My name is Val Brown Dennis and I live in Shrewsbury Township. Artificial intelligence gives us those summaries today in case we don't want to read. So my summary is number one, please keep the free speech offschool campus policy as it is and do not support a policy that adds more fear and stress to our teachers.

011Teaching and learning does not go well under stress or fear for teachers or for students. And number two, please keep working on the school library policy. I was asked to be on a committee to create a new high school and also to create a new high school library from the concrete up. A company offered a package of all the books. I said no. Instead, I worked from 7 to 7 to choose each book. 13,000 books. And that seemed crazy when too many parents allowed their children and teens to play video games instead of doing their homework. I recently heard a parent say, "You don't have to bother doing your homework. They'll pass you anyway." But, you know, reading and education are important. I chose each book anyway because I believe that everyone should be literate

012and be educated in what it means to be an adult. And I believe that each one of those books would be supported by vetted professional reviews. as I was trained by age appropriate connected to curriculum and to connect to our community. In no way did I ever choose gratuitous violence or sexually explicit materials. And I'm offended that this language is in this policy that was simply copied from wherever y'all found it. Librarians are not out to harm your children. Neither are teachers or parents. The hope is that we are all working together with as much civility as possible to prepare our children for being adults. It is important to take more time to think about the intentions of this school library policy and to respect our school librarians, students, and parents. Our enemy is not

013other people. Our enemy is hatred, violence, discrimination, and fear. Ticknak. One thing I see in my experiences over 35 years in education is misconceptions. I have often been a listener for parents, students, school board members, administrators, teachers, and school staff. Over time, I have seen enormous misconceptions based on a lack of experience or a lack of an attempt to understand others experiences in education. This is why I so often mention that we do not need to have that we do need to have more people speaking together in person. Ironically, there is often more agreement than not. And yet, in these fragile times, it is challenging to move through the misconceptions and fears and blame and stress to a place of moving forward together for the sake of our students. I ask that we choose now

014to have as many conversations in person across all groups of education. And I know that is complicated. Parents, students, schoolboard members, administrators, teachers, school staff, union to have folks at the table. Our students do not benefit from the stress, fear, division, and complexity that we are collectively creating. Our students need us to work together as adults who care about them and their lives beyond high school. In response to potential edits on policy number 320, freedom of speech in non-school settings, I will say that the policy as it stands is sufficient regarding student discipline, accurate statements, and no threats. I beg you, and I have never used the word beg to not elaborate on this policy. I once heard a person in this room say they would never become a teacher because they don't make any

015money. That was hard for me to hear given my 30 years in teaching and the incredible amount of time and energy I put toward the constant professional development about teaching and learning. There is a severe teacher shortage in the US and it's only getting worse. Our teachers are under pressure of salaries that are far lower than careers with similar amounts of education and debt. There is too much disregard and disrespect toward teachers and school staff from too many students, parents, and administrators across our country. Most haven't taught or forgotten the day-to-day work in the classroom. Teachers are under the stress of the mostly ignored out amount of hours they spent outside the school workday, evenings and weekends. Teachers are under constant pressure of standardized testing from the state level and federal and the technology skills

016required to complete these tests by their students and the test result numbers that are too often directly tied to their work as a teacher without looking at all the contributing factors. Please keep the current policy. I will send an email on things I didn't get to say and the conclusion of my original thoughts for tonight about women in education and society during Women's History Month. What have we learned about women? What do we choose to unlearn? Are we afraid of strong women? Are we afraid of weak men? Insecurity is deadly to men and to women. Please take a look at our schools and look at the images we see of men and women to inspire our girls to become strong, wise women. And most of all tonight, please don't threaten our teachers or librarians. We

017have work to do together. Creating fear and threats only serve to damage the work that needs to happen in education to benefit students and society. Thank you. >> Uh next we have Steph Muser. Good evening. Steph Moser, Cadoris Township. Thank you for the opportunity to speak this evening. Tonight, I would like to discuss the proposed library policy um and the freedom of speech in non-school settings. First, I'd like to encourage the board to table these policies until they've accomplished their top priority, developing a solid budget and a multi-year plan for effectively and efficiently funding our schools. Second, I'd say that while posting these policies after the last schoolboard meeting followed the letter of the Sunshine Act, it violates the spirit of it. When the board considered the visitation policy, they respected the social contract they

018have with the community and took this policy back for res revisions over a period of several board meetings and after considering feedback from taxpayers. Voting on these two policies tonight after discussing public comment isn't a sufficient review of opposing points of view. I assert that the library policy is a solution in search of a problem. With a few exceptions, most of our board members didn't grow up in this community, so they might not understand that there is long been a policy in place for families to opt out of library materials that they don't want their child to access. Pennsylvania was founded on principles of religious plurality, and Southern York County exemplifies that promise, embracing many faiths. I grew up with friends who are Menanite and brethren who weren't allowed to read the same books as

019me or watch the same films. Our family always respected that and abided by their beliefs when they visited our home. At the ribbon cutting ceremony for the renovated high school, I had the opportunity to speak with the high school librarian that was here in the '9s when I was a student. She explained that she helped many parents find suitable alternative books that met their beliefs. A simple phone call was all it took and they worked together to find a solution. I encourage you to speak to our librarians and our administrators. There is a policy already in place to ensure age appropriate and quality reading material is part of our curriculum and there are accommodations for students whose parents object to a particular book. I urge you to strike the twothirds majority of the board members

020from being over to able to override a decision on a book challenge. This puts too much power in the hands of the board over what our children can read and discuss in class. This should be a majority vote of the review committee. Second, I'm concerned about the book weeding policy will be an easy way to ban books that board members personally don't want on our shelves. At least a three-month notification should be given to the public before books are retired with a clearly stated reason for retirement. And just as there is a mechanism for challenging a book in the library, there should also be a way for someone to challenge the retirement of a book. Moving on to freedom of speech in non-school settings. First, a point of fact. We live in a democratic republic.

021I learned this in Mr. Wingard's junior high American history class here at Saskuhan. I'm sorry if the word upsets certain people on the schoolboard. I encourage them to look at um the US citizenship exam. It's a question on the test. The person that was complaining about this word and in the policy would have gotten that wrong. This policy has overly vague guidelines for what constitutes a disruption to the workplace or the classroom. Here's my concern. Rumors are circulating that prior to a teacher being doxed on social media, he was a target of a group text from the wife of a schoolboard member who was trying to have him fired on the basis of his sexual orientation. Is there a world where you use this policy to have a teacher fired for their sexual orientation because

022that's disruptive to the workplace? I challenge the school board directors to rewrite the policy to include themselves as well as the faculty that they're targeting. Some of our school board members don't hold themselves to the same standards that they would like to hold our teachers to. For example, one board member said on social media discussing members of the LGBTQ um community on a public Facebook page that LGBTQ people were vipers doomed to burn in hell. How would you feel if that board member approached your student in school without you there and they were a member of the LGBTQ community? Another board member circulated a newsletter, lieling two of his neighbors by name, and he went on a radio program and did it again. At least there he had the sense not to use their names.

023Even worse, last fall, your relationship with a social media influencer brought threats down on our school, making it less safe. Did you apologize to our students, teachers, faculty for your behavior? In conclusion, I encourage you to turn your attention to a balanced school budget and revisit these ill-guided policies. Thank you for your time. >> Uh, Elizabeth Arpen, >> Elizabeth Arpin, Shrewsbury Township. Good evening. I would like to offer my reflection on the recent presentation regarding technology in schools. While I acknowledge that there are aspects of the presentation that are difficult to dispute, particularly the importance of monitoring and minimizing technology use in classrooms, especially in lower elementary grades. I'm deeply concerned about how the potential dangers were presented, and I feel it is important to address those concerns. During the presentation opposing technology in schools,

024numerous data points were shared, but only some were accompanied by citations that would allow viewers to independently verify the information. Anyone with experience in academic research understands the importance of proper citation in maintaining the integrity of an argument. While we were told this was not fear-mongering, the repeated use of the word dangerous without providing accessible sources is in itself misleading and gives the impression that conclusions are being drawn for parents rather than allowing us to evaluate the evidence independently. To address gaps in the presentation, I took the time to research the study referenced regarding the impact of technology on white matter in children's brains. I located a 2019 cross-sectional study involving 47 healthy pre kindergarten children. The findings indicated lower measures of microructural organization and myelination in brain white matter tracks associated with language and

025emergent literacy skills along with corresponding cognitive assessments. However, the study's conclusion clearly stated that these findings suggest a need for further research into the association between screenbased media use and the developing brain, particularly in early childhood. Additionally, I found a 2025 study that also focused on pre kindergarten age children. Its key takeaway emphasized reducing passive screen time, replacing it with interactive and educational use, and increasing communication. Notably, I did not find studies examining older age groups was which is an important limitation to acknowledge. Furthermore, research on brain plasticity suggests that some negative effects may be reversible, meaning we can course correct by teaching appropriate technology use and by setting clear developmentally appropriate boundaries. Although although the presentation was framed as nonpartisan, it risks leaning in that direction when it relies heavily on a single self-published

026source that appears to lack peer-reviewed research supporting its claims about technology and education. As taught in introductory psychology, correlation does not equal causation. It is important to consider whether other contributing factors have been adequately explored. For example, are we examining whether increased academic standards are developmentally appropriate? Are we considering that some of the highest performing countries in math and reading emphasize slower paced instruction and mastery over wrote memorization or that they maintain systemic coherence ensuring consistency across schools regardless of geographic location? The challenges we face are complex and multifaceted. While technology should be closely monitored, we cannot ignore the broader context in which these issues exist. This raises concerns about the strength and balance of the evidence being presented. It risks shifting shifting the pendulum too far in the opposite direction and undermining the consistency

027and quality of our children's education. Additionally, I would like to address previous comments regarding neurodeiversity. For context, my professional work and education are centered on neurodiversity and executive functioning. I have conducted research in this area and work with parents to support support their children's executive functioning challenges. While your personal experiences are valid, they should not be treated as a universal baseline for all neurody divergent individuals. Technology can serve as a valuable tool to support these students. Writing, for example, is a complex process that relies on multiple systems that are often underdeveloped in neurode divergent children. In my child's case, access to a laptop allowed her to engage with academic content when handwriting posed a barrier. Over time, this support was successfully faded and it had no impact on her fine motor development, nor did it

028contribute to an addiction issue. We cannot ignore that we are living in a technological world and that is not going to change. The question becomes, how do we prepare our students to be technologically literate and globally competitive in an ever evolving world? This must be approached as a collective effort, one that invites collaboration amongst parents, educators, administrators, and subject matter experts. Together, we can develop a thoughtful, balanced framework that considers multiple perspectives and seeks meaningful solutions. Our decisions should not be driven by a single book or presentation, but a comprehensive and critical understanding of the issue. Our students and staff deserve thoughtful, evidence-based decision-making. Perhaps most importantly, this is an opportunity for us as adults to model respectful discourse, critical thinking, and collaboration even when we disagree. The schoolboard has the opportunity to lead by

029example in this regard, creating accountability for all adults and students within our district. Thank you. >> Thank you, uh, Mary Nace. uh Mary Nay Shrewsbury Burrow. Um I'm going to say a lot of things um and I've heard a lot of people say things that seem scattered in response um to the educational process here at Southern York and and I did watch the uh presentation by Mr. Wilson and Miss Hankle on Tuesday. Um I can say that um I my children are not as educated wonderfully as I've heard. Um and I'm going to give you some examples why. The first thing I want to talk about is the last meeting I spoke in um it was said um that the one the administration sat down with nine grade honors teachers and said that the uh

030kids were on their fifth going on to their sixth book. Um I'm not going to say that was a lie, but it's definitely untrue. Uh I have a daughter in that class. Um and they are on their third book. Um they are reading the full text. Um but the honors English class has read of Mice and Men Frankenstein and currently working on Much to Do about nothing and in act four per the teacher and I just emailed her. If they get to it, they will read Boys in the Boat or The Diary of Van Frank. Um but and they might read something but it's highly unlikely after that. Um, it was said also that the DC teachers were hand um were grading handwritten essays. That's not true either because I asked my daughter if any

031of her essays were handwritten. Um, and she said no, everything's done um on their Chromebooks. Um, she also told me about a lot of the I'm going to call it shenanigans um in the classroom that go on on a daily basis in this honors classroom. Um, and what it does is it takes away from the other um, students learning. Um, I would think, now I'm not blaming the teacher for that, but I would think that if we have administrators that are sitting here saying they claim they know how many books are being read, um, and what's going on in the classroom and they're in the classroom in these honors classrooms, um, then they would know about these shenanigans and what's going on with teachers and the students and that some of these students are making

032it impossible for other students to learn. Um, I really do encourage parents to ask your children what actually goes on in classrooms. I think you're going to be very surprised. Um, I'm going to speak because I listened to that presentation on something that happened to my son. Um, and he was uh doing a quiz game that you're probably all familiar with, the students are all familiar with. Um, he went over the quiz several times. Um, I looked on the screen and asked him about that quiz. Um, the quiz was the same questions that were on the the test. Um, I said to him, if you don't get a hundred on this test, um, because all you do is need to memorize the answers there. There's just no reason not to get the hundred. I even

033told him he would have no baseball and and he would be in trouble. Um, and he studied those answers. He studied how the answers correlated with the questions. Not he didn't learn what the actual definition of the word was. Um his friends even made fun of him. Um and they told him um that I was this terrible parent because I made him study and that even I was abusive, which I think is kind of funny. Um, he did get a 96 on the test and then I went back and asked him what the definition of that word was or several words on the test. He didn't know, you know, that's that's what I'm talking about in these Chromebooks. He didn't know what the answer was. He didn't know what it even meant, but he could

034memorize it because this is something they did in school. This is something he could go back over and over again um for that. um I sit in an AP conference um with him because I was told that um long answer questions which are LAQS and document-based questions were very important for the AP class. Um and I thought the class would have several of these during the first semester only to find out that they have only maybe two that are mostly samples. Um my sons didn't even get good grades on them. Um when I had the conference um I find out that spelling, grammar, s uh sentence structure, organization of um matter doesn't even organization of thought doesn't matter. You're writing an essay for an AP and the whole writing process doesn't count. How do you

035express your ideas? Writing proper English should count in every subject. Math, um cooking, it shouldn't matter. Um, so that, you know, that was something I, um, you know, that I was very concerned about. Um, his teachers are now working with that with him and probably because I'm being very forthcoming. Um, I just want, um, the parents to know to ask your kids. Um, and I believe that sometimes, um, ignorance is bliss and we're not really looking at what's kind of going on in the classrooms and around us. Thank you. >> Thank you. All right. Um, next we have, uh, 6.02, board discussion of public comment. Um, there were a couple things covered. I'm just going to recommend that anything policy related, we take that up in the policy section. Um, the items related to the

036presentation from um, from Tuesday. We don't really have any items on the agenda, so we could discuss that now if you'd like or we could uh defer that to other business for education. What would you like to do, Mrs. Ankle? >> Um, I'm I'm good with whatever anybody else wants to do. So, >> you're saying with regards to the policies, you don't want us to discuss that now? >> Well, I I if there was public comment related to the policies that you want to discuss, I figure we can bring that into the into the policy section. So, if you if you don't have any comments, that's fine. But if you have comments that are responsive, >> I have comments in responsive. >> Okay. policy. >> Yeah. And if you want to bring them up. Yeah.

037If you want to bring them up now, you can, but uh but we can also defer them until the policy section where where they can kind of fit into a more complete discussion potentially of those policies. >> I'll follow uh follow your lead. >> Okay. >> Um and then as far as the uh the discussion of the the presentation on tech, do you want to take that up uh during education? >> That's fine. >> Under other business. Okay. All right. So, are you allowing for other >> Yeah. Yeah. Yeah. Yeah. So, if there Yeah. If it doesn't fit anywhere else, >> um I'm going to do something different. Mrs. Green, I don't think I've ever asked you to come in on something that was public comment, but I I didn't want to put the cart

038before the horse. I assume and I haven't done my homework when um when one of the public commenters was saying that we need to focus on the budget and that we needed to do that before we took up other policies. We're on track for our budget and we're following the exact same cycle that we always have when it comes to making a school budget. Correct. >> Yes. Right. So that we've not deviated in any way. No. >> Okay. Right. Just clearing that up. >> Okay. Any other? All right. In that case, uh, moving on to item seven. Um, I, uh, a couple board members did mention to me that there were items that they'd like to pull out of consent. So, I'll just I'll just take a moment and, and ask for what what those

039items would be. >> Yeah. Can you pull 7.11? >> 7.11. Okay. We'll just pull that uh pull that one out for >> that was mine, too. Okay, >> still your thunder. >> And >> anything else? >> President, could you also pull 7.12 and if possible we could address that during the buildings and grounds section? >> Okay, we'll have 7.12 be our first item for buildings and grounds and then we'll go ahead and take up uh 7.11 uh after the rest of the consent agenda. So, this makes it easy that they were the last two items on there. I'll entertain a motion to approve items 7.01 through 7.10 10 of the consent agenda. >> So move. >> Second. >> Motion in a second. Any discussion? >> Any nays or abstensions? Hearing none. That motion carries. All

040right. And then I'll entertain a motion uh to approve item 7.11. >> So moved. >> I have a motion. Do I have a second? >> Second. >> All right. Motion and a second. Uh sounds like there will probably be some discussion. Does anyone want to lead off? >> I just had several questions about it. Um, it's a it's an app that teachers use. 375 employees uh have the potential to be able to be to use it. It covers it. It's an annual cost of $5,445. Is it used in the classroom with students in the classroom? >> It could potentially be used as background music using. So, we have to be cautious because most of it is instrumental. Uh we have to be cautious of using a subscription of your own in public >> uh with

041students because it doesn't fall under that category. Mhm. >> If you're asking, do I know the actual number of where it might be utilized in a classroom versus >> on the way to work? I don't I wouldn't have that data. >> I want the exact numbers. >> So, >> is is there a potential that any content other than background music is being used in class? >> Is there I guess there would always be the potential of that. Have I seen that myself? No, >> because one of the things that the uh calm does include with subscriptions is the calm curriculum that is specifically targeted towards teachers and K to2 students. Um there's 30 days of mindfulness in the classroom, age specific lessons, daily exercises. Um there is spoken word as well as music tracks associated

042with that curriculum. Um I'm a little concerned about that because I don't think we vetted this based on any sort of >> curriculum >> uh curriculum. >> Well, let me tell you the origination. So the origination of it was based on our wellness committee and um when we went through the process of our last contract negotiations, it was a part of healthcare and what can we as a district do to help support our staff and one of the ideas came up was a subscription to uh an app that would primarily be used as background music um and was recommended by our teachers. It was not recommended for student curriculum or nor is it a part of our curriculum. But the question was could something else be utilized in a classroom potentially? Just if the teacher

043has a subscription, it could potentially the music could potentially be played on the computer. >> Yeah, I would say I don't have great concerns with the app. I've used the the free version of it. Um, how I've had to start looking at these things in light of our budget situation is the cost of it. I mean, it doesn't sound like a lot of money, but based on the median uh homes contribution to our school taxes, it'd be roughly uh one and a half homes worth of school taxes on an annual basis. And so the question I think we have to ask is are we getting if if one and a half um senior citizen uh homes are uh paying taxes to pay for this app. Are we getting that type of value out of it?

044That's really the the question I think that is uh percolating in my mind. >> Yeah. And I misspoke. It's it's a two-year agreement and so that's $10,890. Yeah. So, >> which I calculated based on the five and change. So, >> that taxes are paid annually. So, >> so that number would still hold. >> That was my question about it. I'm not against the app itself. I It's fine. I use a sound machine when I sleep, but do you really need to have a calm app to play instrumental music in a classroom? Is the is the value there for it? That's what that was my only question. I guess another another issue for me is when if a an organization provides a benefit, it's nice if that benefit is actually a benefit to at least a

045majority of the organization. Now, some benefits like insurance, you say, "Oh, well, that only benefits a few people." No, everybody benefits from insurance by mitigating the risk. Uh whereas something like this, you either use it or you don't. And if you don't, there's zero chance you benefit from it. And the numbers here uh it's not completely insignificant but it is well under half of employees are are using it. So the other half of the employees get zero benefit from the money we're spending on this. Um, so there's I mean that's another another thing is you know although you know it would be it would be a small I guess could we look at at using the money for something that everyone would use um or something that would truly benefit every employee um >> everyone

046could use some extra dollars. Yeah, you can always Yeah, you can always make it part of a >> uh just a little bit of additional uh raise uh or find another something that that at least a majority of uh employees would benefit from. If we weren't in a budget the standpoint that we are, I wouldn't question it too much, but we're needing to pinch the pennies to take care of the dollars here. And I think this is one of those things. I'm not against it by any means, but is there a way that we can maybe table it and get some responses from people that actually use it and say, "Hey, is there a free something out there you can use or uh what in place of us paying for this thing?" >> Is that

047possible? >> Well, how long is the uh how long is the current uh contract that we have good for? Like when does it expire? It's >> May 1. Okay. Um so so in that case we we I mean I suppose we could table it till April. I'm open that I I'm kind of inclined to just it it seems like >> small enough decision to just make tonight maybe >> that's where that's where I lean. Um but I'm open to it. You can certainly make a motion to table and we can see um see how that goes. I don't want to say let's get rid of it and then people are like no I really like that like that really helps me I I don't want to do that >> but everybody >> so if I

048could add >> benefit >> there are people that are going to say they really like they really use it >> you know there's no if there's one person okay if there's hundred they're like I use that every day and it helps me sleep okay all right then it's worth it you know >> what about 50 >> then we'll flip a coin I don't know that you know honestly we put it up here because we have >> we feel like we've had utilization in it. >> Understanding the the the budget crisis we're in. I also recognize it's it's not going to make or break um the environment or the production of the organization. So I it's either we're we're doing it or not doing it. And like there's no necessarily study we're going to do and

049I don't think you want to be paying me to do a survey of staff on their use like right >> at some point we got to make a decision. That's just my opinion. >> Yeah. So Dr. Bryce said personal wellness was the was the original primary use case. Okay. >> Then then I would argue that you know maybe it's been since this was approved but I mean a lot of this stuff's available on YouTube. >> I listen to Trains in the Rain every night. Sure. Maybe that's changed. >> There is that. And I would also like to reclaim the narrative that we're penny pinching just because times are lean. I mean, it it's our duty to be fiscally responsible in in times of plenty, too. So, >> could I call the question? >> Sure. Uh,

050did you want to make a motion to table? Okay. All right. Um, don't seem popular. >> All right. Well, then, uh, should we just do a do we want to do a roll call vote? I don't I don't not everyone spoke. So >> in this situation Yeah. >> All right. >> So voting for it is >> Yeah. So if you if I'm correct, I think you're an A. >> Well, no. No. I know. I know what I'm doing. Yeah. >> I just wanted to >> Sorry. Which one's a yet? >> Nay would mean we Yeah, we wouldn't >> getting rid of it. Okay, gotcha. Just making sure. >> Yeah, there's not a motion to not do it, even though that seems to be a lot the way a lot of people are leaning. >> All

051right. Okay. William Hall, >> no. >> Mary Lee Hall, >> yes. >> Samantha Hall, >> no. >> Jeremy Hesh, >> no. >> Jen Hankle, >> no. >> Nathan Hankle, >> no. >> Lisa Staler, >> nay. Joe Wilson >> Nate >> and Jason Decker >> Nate 8 to1 right >> so just as a reminder 7.12 we're moving to buildings and grounds >> so that brings us to item eight we have our committee report for education I'll turn it over to Mrs. Hank ankle >> all right 8.01 is quick data for high reliability schools HRS Dr. record. Do you have anything to report on this? >> Uh, thank you, Mr. Hankle. This is just a uh update on level 2.4 uh that you have um in, you know, in the agenda under executive content. >> All righty.

0528.02 review of the special education plan. We are not voting on this. Um it is information only. Dr. Robert, what do you have for us? >> Uh this evening, Dr. Rogers is just going to give an update on the special education plan. uh introduced this month. Uh it's going to be visible for parents to view and then at the April board meeting uh come back to approve it. But Dr. Rogers has a few slides just to kind of give an overview to the board of what's included with it. Dr. Rogers. >> Hi. Good evening, Southern family. Um so every three years the district must develop and submit a special education plan to the Pennsylvania Department of Education. This plan is part of our overall comprehensive plan and that um the cycle that we'd um go

053through with that as well too. Um so part of this plan is is reporting on the current status of our programs and how we are meeting compliance regulations for special education. Um so um the first thing we report upon is the students that we serve currently as of our December 1st child count. So, an official count we have um we have 551 students out of a total of 2,89 students that we reported at that point in time. So, that puts us right around about 19.6% of our student population and special education students. So, that affects uh quite a bit of um students within our schools. That is below state average as far as the percentage is concerned. Um but it is a a significant amount of students that we do have that have special education

054needs. Um with that we also report um you'll see on the left hand side is is our percentage and the right hand side is a percentage of special education students based on different disabilities. Um we note that want to kind of point out a little bit about where we are with uh as compared to state averages for um some students and we can see that we have a um a higher need in emotional support areas. Um we also have a higher need in as compared to the state when it comes to some of our speech and language impairment students as well too. Um and so um but that just to kind of give you a sense of where uh our students lie with different disability categories we have. Anytime you see a um a blank

055or a line if you will within that that means we don't have enough students in that particular category to be able to have a data to report to those within that doesn't mean we don't have those particular students in our buildings but we don't have enough to be reportable. >> Excuse what's the right column then? >> So the right column is the state average state average. Yes. Pennsylvania state average. Sure. Absolutely. >> In that um we also report about our educational environment. This is something that we take a lot of pride in within that. You can see um on the first uh bar graph that we have here. The green would be our averages and blue is the state averages within that. So we are at seven uh 79.5% of our students. Uh so 80%

056or more of our special spend 80% or more of their day in the regular education environment. Um that's something that's uh is heavily uh looked upon and heavily um regulated and within compliance. So we take a lot of pride in the inclusive environments that we create within our buildings um where almost 80% of our students are spending 80% or more of their day in there. Um you also take a note that we we uh continuously have um lower and lower percentages of students in other settings. Um and uh so that is where students that are out of district and not being served within our district within that. Um so it's been within that um and that the reason for that is that we um host our own autistic support programs and we've begun that uh

057quite a few years and next year we're actually going to embark on opening up a classroom to serve some of our student population at the middle school as well too. Um so we're continuously being able to host more and more of our students within our within our own district. Um, and that includes in specialized programs and emotional support and life skills support. And you'll see later on in the agenda, we'll be talking a little bit about our intent for multiple disabilities as well too at the elementary level. Um, as far as other settings are concerned, we uh partner with six uh private schools within the area. Um, we also partner with two neighboring school districts to provide some support for our schools. And then we have a long-standing partnership with the Lincoln Intermediate Unit that

058um where our students currently that are attending any of those programs are primarily in center-based programs uh that the LIU operates as well. All right. Um aside from uh talking about the educational environments, we also have to report about the facilities. I'm happy to report we have over 35 designated um open or shared classroom spaces for instruction for our special education students and each and every one of them uh is meeting or exceeding facility requirements. Um so we we thank um our building administrators and especially Randy and his crew uh for all the uh facilities that we have within that. We have readily ac we're meeting all uh compliance uh regulations when it comes to our facilities as well too. Um, aside from reporting on different um on ways that we are meeting different indicators,

059different um regulations within the uh special education plans, we also need to talk a little bit and um and take notes and different areas of focused areas for continuous learning. So these are requirements of all special education plans where we need to talk about how we are meeting the needs of our students with autism, how we're creating positive behavior supports in our classrooms. That's we have a schoolboard policy for those. Um, we need to talk about how we're doing paraprofessional growth, secondary transition, the science of literacy, that's part of our HRS, uh, stuff that we're doing with the curriculum side of things, parent training, and IEP development. If you remember, um, we had the school board just approve some, uh, uh, additional trainings that are available in our vector solutions, um, uh, software that we

060have that allows for some parent training as well, too. And that um we were advocating for based on parent feedback that we received that they want to have on the spot training rather than waiting for six months to when a training is is occurring from some of our partners that provide training. So far we wanted to have a little bit more on the spot. Students are identified as special education throughout the whole entire school year, not just at one time frame. So, introducing what it means to be a parent of a special needs student and and all the different roles and regulations and everything. A parent can now access that information at any time just by uh logging on to our website and and those trainings within that. Um and that includes then too. Um

061the last part of it which is the biggest part is the individual education plans that uh kids have or IP development. So we also have some areas of emphasis that we are doing as well too. So because we are continuously growing our autistism programs within our buildings. Um autism is a is a big area of growth for us. Transition is another one and transition planning for students that are at the uh at 14 years or older in the secondary level. What are they going to do once they uh and how are they going to be successful in what they would like to do postsecary? Um, and as I and I already mentioned before, our area of focus was the parent training opportunities. >> All right. Does anybody have any questions for Dr. Rogers? >> Thank

062you so much for that. >> Sure. Thank you all. >> All righty. That takes us to 8.03, which is an agreement and associated quote from the parent square communications platform. Dr. report, do you have anything to add to this one? >> Yes, this is just a followup from the presentation last month with from Dr. Hughes, Mr. Hunt, as well as uh Mrs. Awanowitz. This is the uh the five-year contract. Well, starting with the onboarding fee of $750, then the five-year contract for the parent square. I did want to note that it did come up in board discussion about the virtual option. uh they were not able to write that into this specific contract, but if the district were to decide to add the virtual voice component sometime during next year, they would prorrate at some

063point during the school year. Our recommendation from the administration is do the onboarding, let's get our staff trained, uh get our parents trained and utilizing it, uh so we really understand how to use this this communication platform. Then if there's that component of the district making the decision somewhere next year or beyond of that voice component uh they will be able to prorrate at that point. >> Yeah. And I think that was actually that was really the question from the board is is if we decided to bring this in mid year would we be able to get it prated? So thank you for for getting that information. >> I like the cost certainty on this. Um I like that we have five years with uh you know very reasonable um increases to cost. Um that

064that gives me a warm fuzzy. The one thing on the virtual is there a potential that the $125 would increase over time. Do you have to know that Dr. >> That I'm unaware of Dr. Hughes? Do you >> Yeah, I don't think we're locked in. Well, we're not locked in right now, but that's something I can I think once we get into a position of signing. >> Yeah. As a sweeter, if we could get them to, >> you know, maybe provide some certainty around that, that'd be nice. I think it's a great tool. >> Um, >> yeah. When when we talk to them about bringing on the virtual, let's see if we can get some price certainty. Is that basically what you'd like to see? >> Yeah. Yeah. >> All right. I lived Oh, sorry.

065I was just going to say if we have five years of certainty on the base then five years of certainty on the virtual is fine. >> So you want more warm and fuzzies. >> More. >> Oh yeah. We need all the warm and fuzzies we can get. My >> understandable. >> Well and and I know that we we just made a decision based on $10,000 and that this on a yearly basis is exceeding that. However, this gives us this coaleses our communication >> including sports and all of those things and it really gives us a a greater level of protection for our students. >> I think that is really worth pointing out that this is a this is a a safety rail for our students >> and our teachers. >> That's an excellent point and

066and it's the sort of thing that benefits the entire district. Everybody's going to be using this. >> Yeah, m Mr. Hall, not only is it a good point, but you just validated the prior decision that the board just made with the comm software because you think about the cost of that and the perceived value delivered by that compared to all of the things that this does and the cost of this >> um >> with the board pursuing even the option that originally you guys weren't coming to us asking we we I mean I for my part I like the virtual phone. I see the added benefitful thing for our teachers. >> Yeah. All right. I'll go ahead and move to approve a five-year agreement and associated quote for the parent square communications platform for Southern

067York County School District for the following costs. May I have a second? >> Second. >> And uh let me go ahead and say the way that this one is because it's year 1 through six. So it's $750 onboarding fee for 25 20 year 2526. Then 26 to 27 is 12,150. Following year is 12,5001. Following year is 12,879. Following year after that is 13,257 and then 13,662 and then it's we're being quoted the virtual phone to be added is $1.25 a student. So that's kind of what the prrated is. Um, does anybody have any questions or any discussion points? >> I just have a couple followup from the last board discussion. I don't remember when we said we were rolling this out. Did we did we speak to that? >> We would start the the onboarding

068with internally through the beginning of this through the end of this year and then it will be rolling out for next school year. >> Okay. One thing that is conditional for my yes is we had talked about um being able to look at the customized configuration because there were some things that came up with messaging and privacy and all of that and they were custom configurations. I guess we called them the rules. Um and if this is going to be done by the end of this year, I just want to make a note that that was something that we had requested and I really really support. Um and then the second thing is we had talked about um adding to a policy just because there's some communication there um inherent with you know staff and

069so forth and so I don't remember if I gave a recommendation on what that would be but um 317 and 317.1 I would like to see on the next policy cycle um so that we could look at that in light of this >> and and in that policy cycle that will be able to be accomplish lish before the beginning of next school year >> because it would be in April we would get our distribution. >> Okay. >> Excellent. >> Well, can you say that again? We don't we don't have a policy. >> Oh, I thought we were doing >> not not that I'm aware >> April to June. >> We did that special last year. I'm not sure we were prepared. So, if we want to do that, we're we're not prepared for that. We

070thought our next policy cycle was >> August, September, October. >> We can do a light one, April to June. Does that work? Just >> so we I can I I So that's I thought that that was going to be our standard moving forward. Um so forgive me if I didn't do that and I can see that that was I had I felt that way. So yeah and I and in the context of the conversation was we had a backlog and so we were trying to make it so that we weren't doing 40 policies on one cycle. So I totally see how that got. I would if we can um have one for April. >> Yeah, I mean we can try but depending on these policies, we're probably not going to be able to use the

071template from PSBA. We're going to have So then they're going to have to be legal reviewed. So to get that by um April 16th is going to be a I mean we can try but I >> when April be the distribution though, >> but we have to be done. I mean, we have to be done in order to distribute to you to read. >> Oh, I right. To be able to have the revision to it. >> Is there a reason we can't start in May? >> May, June, August. That's gets done before the school year. >> Is that we can do that. I'm just saying I have concerns about being able to pull it off by April. But would you feel more comfortable with the May, June, August? >> May. If it was starting in

072May, would that be >> if we do May, June, August, let's keep it to the these? >> Yeah. >> You know what I mean? Like, let us not add on, then we're in trouble. >> Well, I think the Sorry. The purpose is to >> to have a policy to back up the implementation of this. >> Is that fair? >> Correct. >> We're not trying to branch out into things, >> right? So May, June, August for just 317 and 317.1 just so we're all on the same page. >> Okay. All right. So we can we'll take a look at that. >> Thank you. >> Anybody else? >> Mrs. Henle, we uh we motioned and seconded this uh before the costs were mentioned. The costs are structurally part of the motion. Just out of abundance of caution,

073could we motion and second again so that the costs are not not that you have to read it again, but you've >> Yeah, I mean, you can even you can even refer to as seen in the agenda. You don't have to say things, but I mean, we we can do that if that's your >> It's not necessary. We don't have to do that. I was just >> Yeah, President Hel. Uh, >> no. It's fine. You can you can say as as presented because it's this is all publicly available. So, anyone could could read it. >> Thank you. could catch them. All >> righty. Um voting any naysay or abstensions. All right, that motion carries. 8.04 information regarding the transfer of entity agreement for MDS classroom. Dr. Reppert. >> Thank you uh Mrs. Henkle. uh for

074the board directors. This is information only uh just regarding the district to initiate the transfer of entity with uh the Lincoln intermediate unit for the MDS multidisiplinary uh program at Shrewbury Elementary. >> Thank you. 8.05 PSSA testing schedule for spring 2026. That's their public for um for your perusal. The whole schedule is included. Uh 8.0 06 report on spring 2026 parent teacher conferences also public information but Dr. Rupert do you have anything to highlight honestly for either of them? >> Yeah, ju just just a couple things there. Uh we we still we have the uh conferences broken down by building those that are in our Lincoln Edge program uh those of students that were in person. Uh the one thing that I did see and notice with it is an increase of the parent teacher

075conferences, but more importantly an increase of inperson compared to the virtual uh from from last year at this time. Um so you know maybe it's just a little better thing of parents wanting to get in to uh to see the teachers. Uh but the numbers have definitely increased across the board when you're looking at the total number of uh parent teacher conferences. >> That's incredible. Thank you for highlighting that. more uh parent involvement is always a good thing. So, thank you. All righty. 8.07 speakers approved through the vetting process. Because none of these are a cost to the district, we don't have to vote on it. It's just public information. But I did want to highlight one of the speakers, um, Miss Camille Marellar Hunt. I hope I didn't butcher that. So, her presentation that

076she's going to be giving to students is about her career. She's an artist and she does pet portraits, >> uh, custom portraits. She paints anywhere between 10 and 30 custom portraits a week. >> Wow. >> Which, wow, that's that's turnurning out some some production there. But more than just the creative nature of what she does, um, you know, she'll do portraits for pets that are alive and then she memorializes pets that have sadly passed away, which I can I can totally see a market for that. She also highlights when she's asked, you know, what she likes the most is the creative process, being able to to have a job and a career in her trade. But when she was asked what is the most challenging, and this is what I really love for students to

077be able to hear, she talks about how more people would be doing this line of work if it was easy. Only part of her success in the field is based on her artistic talent. The other half requires strong self-discipline, perseverance, time management, professionalism, that whole owning your own business aspect to it. And I really liked the idea that students get to see, you know, we we're friends with a bunch of contractors, too. And it's it's time management. It's the skills of being able to own your own business. It's all of it. It's not just I like doing a thing, but it's the business behind it. I thought that that was super cool that she's emphasizing that to children. So, yeah, looking forward to hearing those presentations. Uh, anybody have any questions about that? All righty.

078Brings us to 8.08 stage one curriculum maps as districtwide master maps. Dr. Reert, Dr. cues. >> Uh just for the board, we have eight additional maps uh between the physics libraries four five uh health from K346 the uh new weight uh oh the weight training too but more importantly the middle school conditioning and or the strength and conditioning which is a new course that they're offering as part of their elective cycle followed by the uh the photo one which is up at the high school. So, uh, teachers are doing an amazing job of kind of keeping up with the curriculum. I know Dr. Hughes and her team are the ones that are going through and reviewing them. And thank you, Mrs. Hankle and Mr. Wilson, for reviewing them as well. >> Absolutely. All right. I'm

079going to go ahead and move it to the table. Motion to approve the following stage one curriculum maps as districtwide master maps. And you can refer to the agenda for all those subject matters. May I have a second? >> Second. >> All right. If anybody has any questions, Dr. accuses your person. >> Anybody have any comments or questions? All right. Any nays or abstensions? That motion carries. Uh that brings us to 8.09. An update from the AI committee. Dr. Reer. >> Thank you, Mrs. Hankle. Uh Dr. Hughes will give an update. I know Mr. Wilson was also and Mr. Hankle were at the last and you were virtual. We'll just give an update on what occurred at the last uh AI committee meeting. So at our last meeting um we have no new apps this

080month but what we did do is that we started going over our AI handbook that we are putting together and we shared that with the committee and the committee is looking at that through this next month to come back um in our May board meeting or our May AI meeting and give us information about any changes or updates that they would like to do with that. Um, we also went through information about the AI stoplight that we were looking at for each of the classrooms and the high school teachers started sharing out a little bit about um what they're seeing. They've been looking at in their classrooms, what would be a red assignment, what would be a yellow assignment, and what would be a green assignment. Finding a lot of it falls in the either

081red or yellow right now. So, we're having a lot of conversations in our different content areas to talk through that. Um, so we're continuing to move forward and just we had our first teacher um Google Gemini training yesterday with our staff at Shrewberry and it was um it was pretty amazing watching all of the great things that they were producing and how they were interacting with the AI and really looking at how it can help them um to develop um standardsbased lessons. So we did a whole training on using it for standardsbased and one of the things that was really neat to see about it is that the teacher was the driver. Um they were going through their curriculum maps and identifying the standard. They identified um the understanding the long-term transfer goal, the essential

082question knowledge and skills. So, they picked all of those pieces and then the actual AI helped them put it into our lesson planning template and there were some um different activities and things that we did to look at how do you um increase the differentiation and pieces in your classroom. So, we were really working together and having a lot of conversation. Also, we um we looked very specifically to see where were errors because we have um come up with an acronym as a district that we're looking at and it's called every and it really helps us hone in on making sure that everything that we produce is accurate and that we're able to see that the information has valid sources behind it. So, um it was a really engaging day. I really enjoyed. Our teachers

083are phenomenal and the things that they were doing yesterday. I just want to once again thank our teachers for all the hard work that they do every single day. And um it was really great to be with them yesterday kind of going through this and learning together. >> And Dr. Hughes, I'm going to ask you the same question that I ask you every time from the AI committee. Has any app or any platform been added to inclassrooms that we would consider or is considered generative AI? >> No. >> So we are still at zero. >> Yes. >> All righty. Thank you so much. Um actually I want to ask one more question but not Dr. Hughes you can sit down. I know it's tiring getting up there at the podium. Um I would like if

084uh Mr. Dr. Hankle, if you could in your professional world highlight for everybody an incident that you had with AI and how it can go horrifically wrong, just so viewers at home can can see the lovely little anecdotes. >> Yeah, I've got I've got two. Um, so um I do a lot of programming in my day job and um AI is is quite impressive in that area. It it does definitely has the potential to uh to do a lot of kind of more mundane uh programming tasks, UI development. Um it it can be hard to cajol it to actually fix certain problems that it that it produces. Um and sometimes you have to go in and fix them yourself. Um but it you have to be very careful using it and you have to have

085a you really have to have uh good critical thinking skills uh to recognize where its problems are are coming in and recognize when it's going wrong and and how it's going wrong. And basically what happened was that the the AI I was talking to it about some code that I had written and it came back and said um you know there's there's this uh this function is is a clever way of handling parallelism but it potentially might insert the first row of the data twice. And I thought to myself, no, I know it doesn't do that. I've used this function thousands of times. Um, and what's more, I know why it doesn't do that because I wrote it. So I said, "Are you sure about that?" Because on line 399, it sets the the pointer

086of which row to insert to the first row. Uh, sorry, it inserts the first row, and then on line 399, it sets the pointer to the the second row. And the AIM came back and said, "Yep, you're right. uh the uh it it does it does explicitly set the the value to to the first to the second row and you even have a comment there explaining what you're doing. Um and I said well how did you miss that? And it said well I was just looking at the the the file at a high level and uh and you know and I I I missed that and I was so you were skimming and it said yeah basically I basically I was skimming the file. Um, and I'll be more careful in the future. Um, but

087what's what's interesting about it is it was doing a So, one, it's a little surprising that it's skimming because can't it read really fast? Um, but two, um, it was doing a bad job of skimming because in my code I have actually have relatively few comments because I only comment on things that really are important and that a person who can't read code or you know that person who can read code doesn't doesn't need most of most of the code commented. I comment where it might actually uh mislead them. And a pro a a trained programmer reading it would um would come to that and say, "Ah, there's a comment here. let me read it because it's probably important because there aren't a whole lot of comments in here. Uh but it didn't do that.

088Um and it was even explicit about what what it did. The other thing that and this is actually probably even worse is I asked AI for a quote on a particular subject and it came back with a quote that attributed to a particular individual and I asked it where I could find that quote and it gave me a reference. It said it's in the following document. So I went and found that document and I looked through it and couldn't find the quote anywhere. Well, okay, this is this particular quote would have been would have been translated from Latin. So maybe it's a different translation. I'm looking through it. I'm cannot finding anything that looks like what the AI is claiming is in here. So I said, okay, I gave it the link. I said, here's

089a link to that. Find that quote in here or find where where that quote occurs in this. And it actually came back and it gave me some of the context that was from the actual article in the link. And then it inserted what I the quote that it had made up into the context and basically pretended that it was there. >> And so I went back and said that is not there that that if you go to that link that text is not in that place. And then finally it came out with well what I was actually giving you was a synthesis of this author's thought um that is you know that that would be that would might be found in in in uh books that that kind of give a summary of of the

090author's thinking and and so I was like well that's definitely not a quote from the author. Um, so I basically I had to corner it um to get it to essentially admit that it was it was making things up. Um, I don't know why I don't know why it does that. It's possible that it's actually learning that from a lot of the corpus of text and it's learning to defend itself dishonestly potentially from the corpus of text that it's processing. So these are things that our students need to be very very aware of um because it's very easy to say, "Oh, it gave me the source. I'll just put that in my sources and I'm done. Nope. So, um, anyway, >> thank you so much for that. >> I catch math mistakes all the time.

091>> Oh, yeah. Yeah. It's not very good at math >> all the time. >> So, moral of the story, lazy love. >> Math. >> Oh, math. >> I said math. >> All righty. 8.10. Now, this one is interesting. Um, I'm going to go ahead and put it on the table and then we can have discussion. I move to approve an attorney client contingent fee agreement with France Law Group APLC, Dylan Mccandas King Culture and Graham LLP and Levven Legal Group PC for legal services in connection with pursuing claims for damages associated with social media litigation. Dr. Reert, that's all yours. >> Dr. Bryson, coming right here. Coming right over to you. It was nice. >> You knew it was coming. I'll stop there. I will stop. I will attempt to summarize this. >> Yeah. Pause

092for one second. I got ahead of myself because I'm so intimidated by this one. >> May I have a second? >> Second. >> There we go. Now you go, Dr. Bryson. >> So, I will just say this is neither a recommendation or denial recommendation from administration. This is simply this is litigation that's out there being presented to most districts. to decide whether they would like to partake in said litigation or not. Um, and the general summary is it's a class action suit against various social media companies including but not limited uh your big players Instagram, Tik Tok, YouTube uh for damages uh done to students that then require or have required additional funding for mental health needs, social workers, etc. within schools. Um, so it is already in motion. Um, so I would just say

093that the timing is somewhat important. If you so choose to partake, I would not be waiting months. um only because the litigation is in motion and once they would sit down at the table to begin settlement, they will more than likely cut off any additional districts that choose to be a part of the the the lawsuit. Um there is a brief from Saxton and Stump that is provided in there and basically the brief is what risk is there to the district. there is not a financial risk. Um we are not paying any of the bill for the the multi- attorney group that is involved in the litigation. Um, however, we probably would be requested to produce uh numbers of mental health potentially numbers of mental health uh employees, social workers, those types of things at

094different points of time. Let's say uh 2018, where were you? 2022, where are were you? where are you now with the number of mental health uh employees that you might employ? That type of thing. So, it would be a data collection on administration. Uh but beyond that, there's there's not a financial risk. Um, and obviously there is a potential financial benefit if in fact that suit goes through and these companies decide to settle um or go to court over time. >> Is this worth it? >> You asking me personally? Me personally, um I I see little risk in in joining the suit. It is simply a philosophical one. If you believe as a district or as a board member that social media has contributed to the mental health epidemic and that our district has increased

095our services as either an indirect or direct result, then you would vote yes. If there was a risk in money, this probably is not going before all school districts because you'd be spending a lot of money to fix. Okay, I guess the better question is is it worth the data collection? Like is how >> I don't think we're >> we are not overly concerned about the data collection. If I was the city of Philadelphia, I might push it a little harder because of the potential windfall on that. It's enormous, >> but their data collection would be enormous on that too, whereas ours is pretty limited. So, I I I don't have any reservation from an administrative perspective that we'll be able to produce what what they're looking for and not spend um taxpayer money on

096that. >> Mr. Hash, if we get 10,000 bucks out of this thing, we could bring back column. >> There you go. Now you're talking. >> I'm all in now. >> Now I support as well. >> I was a no, but now we're a yes. Now, so I I I think it's little risk with the potential of of a reward. And how big would that be? There's a lot of districts that are already on board with it. >> So, it's just a matter of how much they want to settle. Apparently, there is a case, if you read this, the one is like two 300 pages worth of litigation. Um, apparently they filed suit on a smaller scale. It is why these attorneys got together and said, "Well, if you're going to f if you're going to

097do an agreement there, then we're going to bring districts together to say we we have a legitimate case as well." >> I think that it's I mean, for my part, I'll speak for myself, it's undeniable that uh social media has has caused harm to to students. And then I want to reiterate just one more time, the district is not liable financially. And what we would be needing to prove is harm via data that we supply that that it has cost the district with services that we've had to provide for students mediation that way. And so you believe that the data that you would have to give to them is not burdensome to the district or the people that we would be requiring to provide that. >> Agreed. >> Okay. So, is it as simple? There's

098no financial risk. If you think there's damage there, you're a yay. If you don't think there's damage there, you're an A. And it's as clean as if any guidance counselor in our district has had to provide an ounce of time or energy to solve things that has happened online between students saying things online, Tik Tok, you know, whatever platform their salary has contributed and that it's they don't have unlimited time. So I mean there's your case and I I think we know I don't even need to ask anybody that's happened. So, >> uh, how many times today? >> Right. >> I mean, legitimately there's an answer. >> Legitimately. >> Yeah. >> No, I just want to point out that, um, I find it ironic this is here today, but, um, Tuesday presentation, the anxious generation

099was literally focused on the harms that is being done to children through social media. Um, >> and if you're a parent of young children, you got to really think hard about this and protect your kids from it when they're especially, you know, teens. >> I'd like to see laws to protect them like we have laws to protect them cigarettes. >> Australia passed a law anything 16 and up only for any social media. >> And it's it's scary to a level that sometimes as adults we don't process. You know, I know we all are educated on algorithms and how, you know, these platforms are pretty insidious with their algorithms, but I mean, I'm learning new things every day. For instance, I didn't know, and this is really shocking as a mom with daughters, that some of

100these platforms, when you delete a photo, a selfie on one of these platforms, they attribute that in their algorithm as, "Okay, you've deleted a selfie. that must mean that you're struggling with your self-image. And then suddenly your child starts getting popup ads on, you know, Facebook or or Tik Tok to lose weight or to have cosmetic surgery. I didn't realize that algorithms actually include deleting selfies and then being able to market to people that have poor self-esteem or even just normal self-esteem. You didn't like the way you suddenly. Oh, >> right. I didn't know that. >> Yeah. because AI has put the algorithms on steroids. >> That that is so disconcerting. So, any more discussion? All right. Any nays or abstensions? That motion carries. Takes us to 8.11. And uh President Henle had already mentioned

101earlier that for new business, anybody that would like to have any comments about public comment that had to do with education or the presentation for the committee meeting. floors. >> I just had a couple um when looking at the some of the studies um that demonstrate the harm in particular the the uh stunting of of white matter growth. Um I I do I mean I'll just say the f the phrase further research is needed is one that I see in almost every study I read. So um yes that means that if you're having to make a tough decision one where both sides of the decision are really really really difficult that could give you pause that they're not you know that okay maybe I do need to wait and get few further research especially if

102this is something I can wait on if it's something that's not where there's not urgency to act maybe I wait for some of that further research. Uh the other phrase was maybe reversible. But when I think about something that it looks like it's damaging children, further research is needed and also it may be reversible. That's not good enough for me. Um like it may be damaging children. Oh, but it may be revers. No, like even if it is reversible, we should still consider not doing it because it's bad for them. Mhm. >> Um, so overeating is is reversible, but it's still not a good thing to do. Um, it it may not it's not as bad as some things that are not reversible, but let's let's try not to not to overeat. And so let's

103try to make sure that our screen diet is at a healthy level, which is pretty low for the very young children. >> Um, that's all I had on me. >> I literally had the same ones. Um, I have written down that white white matter brain damage due to screens is potentially reversible is not an argument for something. And that pointing out that younger children are particularly susceptible, it's not an argument for something. Um, yeah. No. And uh I I would be happy to provide all of the uh the data that well I can't provide all the data I've collected because I actually emailed the board most of what the the uh research was and I narrowed it down to 27 links. Is that what it was? That wasn't just what we were using, but 27

104links I thought gave you a fair amount of of evidence to to support it. >> Yeah. and the the white matter images in that conversation that was that was the part that was shared with us um by our internal teach by our teachers. So >> we was really it was really grateful to get that from them too. Yes, >> it was referenced, you know, many times throughout public comment and and I would say that we we very exalt we spend a lot of time on this in in the uh uh education meeting. So, you know, if people who are listening don't didn't have the opportunity to see that, I would encourage them to go back >> and look at it because there was >> um a broad spectrum uh presented by by both uh our

105education chair and by our administration. So, I would encourage you know to go back and and really >> we could not it took hours to get to not we're not going to do that in a few minutes tonight. So, I would encourage going back and looking at that. did want to share one thing. Um, we got an email today. A parent in our district who is an educator professional in schools across our county had reached out to us and uh had given me permission to read their comments. So, I'm going to go ahead and do so. Uh, good morning, Mrs. Hankle. I had the opportunity to watch the March 17th education presentation regarding technology use among our students. In my role, I work with students in grades K through 12 across five schools in two

106York County districts. Through this experience, I can attest that maintaining students attention and fostering genuine interest in learning outside of screen time has become one of the most challenging aspects of my work. There have been instances where I have picked students up from class during screen-based lessons and some younger students have expressed strong resistance to transitioning away from the their devices. While they are completing assigned tasks on their screens, I often find that when I ask what they've learned, they recall details about the game they were playing rather than the actual content or skill being taught. Additionally, many of these platforms are structured around reward systems, advancing levels, earning points, or achieving virtual incentives. I've noticed this has carried over into my small groups where students frequently ask if there'll be a prize at the

107end of our session. This suggests a growing expectation that learning must be externally rewarded rather than internally motivated. I don't claim to have the solution, but I do feel strongly that this is a concern that warrants thoughtful consideration and action within our districts. I really appreciate their response and not to put words in their mouth, but what they were depicting there, that would be the gamifying aspect of edtech. And then it would also be exposure learning versus actual concrete learning. >> Um, go. So, um, any any bets on when we're going to be joining a class action lawsuit as far as screens? How far down the road that is? >> At least one more day. >> Yeah. Not today. >> On the success of the one we just voted on. >> Yeah. If I could

108just for a second, I had to go back and watch um last night actually on the road and um >> watching on the road. >> Well, you have to play the Yeah. Listen. Um and I listened to uh both meetings and I listened to the presentation from uh Mr. Hunt and education and um m Miss Hankle and Mr. Wilson listened to everything and I I caught all the aspects and all the different viewpoints which was good and there were different like when Mr. Hunt said, you know, this the crisis that we're looking at with the Chromebooks, the pricing is, you know, we need to get it now if we're going to get it or we might not be able to. And when we're looking at a budget of, you know, shortfall anyway, is that something

109we need to jump on? And then looking at, okay, where where are we going with screens in the future? And screens are inevitable. They're in our lives. We're not getting rid of them because testing's on them, education's on them. do have them and we're going to use them. We're there. That's not going away. To the degree we use them, we can, you know, look at and all that. I'm very I'm very open to that. Um, and I think we do a better job than most. >> However, is that good enough? I don't know. I don't know if that's good enough. Can we do better? Probably. Can we? I don't. It doesn't really matter. But, um, the plan that you all wanted to, you know, talk about looking at It is a as uh Dr. Bryson

110said, if you want to do it right, it's a three-year plan at the minimum. Okay, if you start right now, right? And that's something I think definitely can be talked about and looked at and that's a great idea. However, looking at the budget, like Mr. Hall said, we we need to look at the Chromebooks now, even if they're sitting on the shelf, like you said, and we're not using them. But what if we need them and we don't we can't get them for the next two, three years. I don't want to have to go to our community members and say we have to raise taxes by more than the PTE because we didn't jump on the Chromebooks when we did need them. >> Yeah, I think that we want to follow um I've heard Mr.

111Decker say sound change management uh processes and I agree with that and I do think that there are some actions that may take the full 3 years and there are other actions that I think we can we can come to sooner than that. Um and so I but you'll notice there's nothing there's no agenda item other than the Chromebook uh request for quote that I think has particular relevance to this on on the agenda tonight. This is not a knee-jerk. We wanted to have the presentation. It made sense to have in the education meeting, but this is the beginning of looking at this at at just looking I want I want us to be looking with new eyes and looking more critically at every use of tech. That doesn't mean it goes that doesn't mean

112every use goes away, but that means every use is looked at critically. And does this does this actually benefit? >> I I agree. And when it comes back to what Miss Hall said, you know, I'm not an educator. It's not what I do. So, do I know how to best use a Chromebook for teaching? Nope, I don't. Just as a teacher is not going to come to me and tell me how to drive a truck. It's not going to work out too well. They're they just don't know. So, it's not my wheelhouse. But, can we can we do common sense? Yes, we can do that. And I think it's common sense to common sense to include those teachers in the conversation, to include administration, to include people that know it better than I do. And

113if we want to do something different, that's great. And I I like that idea a lot better than, you know, a phase in kind of deal or I think a phase in better. Sorry if that didn't make sense. Made sense in my head. >> That's perfect. Thank you. Anybody else? >> All righty. That concludes education. >> Moving on to item nine, finance and budget. I'll turn it over to our treasurer, Mr. Decker. >> Thank you, Mr. President. So item 9.01 are ourformational reports. We have the treasurer's report, the tax collection report, the budget status report, the cafeteria report. I'll just give a brief overview of the treasurer's report. So, in our general fund concentration account, we started the month with 5,559,94369. When we um look at the net effect of our um interest, investments, revenue,

114we subtract our dispersements. We ended the month with $3,380,000.9518. Um, moving to our tax collectors accounts, we ended the month with $33,949.31. When we look at our investments, we began uh the month with $36,138 $138,00024760. When we net out our added interest reinvested our purchases deposits and subtract our maturities and redemptions, we ended the month with 36 million $31,000 323 and30. Um, keeping an eye on new CD originations, we're looking at about three and a half right now on those. Any questions on theformational items? Any comments? Okay, we'll move to 9.02. This is um a review of bills for payment. Those are attached. And so I will make a motion to approve the bills for payment as attached. >> Second there. >> Any nays and or I'm sorry, any discussion? Any nays or abstensions? That

115motion passes. Item 9.03, exoneration and refunds. There are none. Item 9.04, budget transfers. I'll make a motion to approve the budget transfers as attached. >> Second. >> Any discussion? Any nays or abstensions? That motion carries. Item 9.05 is direction on the proposed 2026 2027 budget. Uh this is um an opportunity for board members to respond to the budget presentation that was made at Tuesday night's uh committee meeting. And if it's all right with everybody, I'll start. Early last spring, as I was in the very beginning stages of running for this office, I jumped right in one Saturday morning. It was early in the primary process. The weather was brisk and the task that morning would be to canvas the very southern tip of our district signatures. I did not yet know it, but the very

116first door I knocked on would be the most important. It was an old farmhouse. After I knocked, there was silence for what seemed like a minute, but I'm sure it was much less in real time. But just as I was ready to walk away, I detected movement and the 80-year-old farmer that lived there answered the door, oxygen tank in tow. He graciously invited me into his home. We walked through his house to the back where his kitchen was located. He invited me to sit down at the table. As I looked around, I realized that my companions were his checkbook and his household bills. He politely interviewed me to make sure I would not vote to raise his taxes. He signed my petition, made sure to tell me on the way out that he would not

117vote for me in four years because I would be an incumbent. I walked away from that old farmhouse with two things. First, I now had a very clear purpose for my campaign. I saw the face of my grandfather in that man, and I would run for office to make sure people like him, who will never come into this room to make public comment, would have a voice. Secondly, I would make a solemn commitment to myself. If I ever reached a place in my tenure as a board member where I forgot about men like him, it would be my duty to resign. His point about incumbency is one that we can all relate to, can't we? If you would like, if you allow me, I would like to use an example as a bit of a

118cautionary tale. Tonight, I'm wearing a peace symbol on my lapel. I'm not a single issue voter, but every four years during presidential elections, probably about 50% of my selection process is determining which candidate is most likely to heed George Washington's advice in his farewell address to avoid foreign entanglements. I voted for a man in this last election in part because he stated he was against new wars. He even said of his opponent at one point, "If you vote for her, she'll start a war with Iran. That didn't age too well. I guess I'm just accustomed to elected officials disappointing me. If we are not careful, this is what can happen to school board directors. We sense a call from our fellow citizens. We seek this office to do certain things on their behalf. Then we

119assume office. We become very attached to the schools under our purview. There is committee meeting after committee meeting, board meeting after board meeting. musicals, plays, sporting events, and nice foundation dinners. Amidst all this frenzy activity, we stop talking to our constituents and forget about the old farmer on Susuana Trail South. We develop a myopic impulse and can no longer see past the school parking lot. We believe that our district begins and ends on school grounds. Now, I meant what I said Tuesday night. Miss Green and Trevor are the best of the best. If I was in their shoes, I would be asking all of us for the very same thing, probably more. Their principal job is to look out for the interest of our schools. We have a slightly different role, however, as board directors.

120We don't merely look out for the interest of the schools. We are to take on the difficult task of understanding how the interests of the schools fit into the interest of our larger community so we can come to different conclusions without casting espersions on theirs. The presentation we saw Tuesday night demonstrates that our professional staff count in the 202526 school year was 8/10enth of a position higher than the 2018 2019 school year, even though we know that enrollment declined in that time period. Now, I'm thankful that we see some needed reductions for this coming school year's budget, but it could be that we are just in the early innings of rightsizing our district. As Mr. Hall pointed out, we also have property to sell. We haven't talked much about facility rationalization, which my private sector

121experience tells me should likely come next. If we open up this Pandora's box with tax increases, there will be no end because EIT revenues will only continue decline based on members of our community retiring. We have no reasonable expectation that our burrows are suddenly going to become pro-development and real estate values which drive assessments are likely to decline from here. To any of the hundreds of senior citizens that I spoke to during the last campaign who showed up with smiles at the polls, I have not forgotten you and I never will. For that reason, I'm a firm no on tax increases and I yield the floor to other members. So, um, in, um, knocking on a lot of doors, I had a lot of similar conversations. Um, and so I try to I try to

122think through what's what's my rationale for for if, you know, if I were to support a tax increase, what what under what circumstances would that would that occur? And what I what I come down to is now I know I I've been told that we can't uh we can't continue to support um the level of programming that we have with with the level of revenue that we have and I I trust that that and and that it's although there there are certainly uh certainly when staff are retiring or resigning um you moving moving along somewhere else. We our administrators are already taking a very hard look at what is our what are our needs in terms of staffing and and being very conscientious about that. I I see that effort. So I guess what where

123I come down is the the Pennsylvania Constitution does obligate us to provide an education for the students of our district. Um, so there there is a that is a that is a line. Now, I don't know if I would write the constitution that way. If I were writing a state constitution, I'm not sure I would do that. But I am a big fan of if we write a law and we didn't vote to change it, we didn't go through the amendment process, then the law is what it is. That said, I do think we are going that that we do and I I'm happy and so I'm I I like that we provide these opportunities for our students. I I want to provide these opportunities for our students, but I do think we're providing beyond

124the constitutional obligations at this time. That doesn't mean those aren't good programs, but they that does mean that I'm choosing at that point to use the force of law to take money from people for something that is not for a level that's not constitutionally obligated. And that's that's a tough thing for me to to do. So I was thinking, well, okay, so I think there are probably people who would be upset that if we cut programs, there are programs that that people would be upset if if we cut them. And I look at that and say, well, if that's the case, I don't want to do that through force of law. If people want programs to exist, then I believe the the Southern uh SYCSD Foundation is is constituted in such a way that if

125we said, look, here's a program that okay, let's keep it this year. We'll we'll cover it with fund balance this year, but we're going to make it public that look next year, these are the programs that are probably unless something changes structurally in the budget, we get more revenue through, you know, through uh an assessment or whatever it is, unless these things uh change structurally, these are the programs that that we'll have to go. And then we can say but here in the foundation you can contribute. If these are programs that you want to keep you can contribute and keep these programs and that way it's not it's not something people are being forced to do. And and if you you know if you say well people can't afford to to donate to that program.

126Well then they also can't afford to be taxed to pay for the program. And and the thing about the taxes is there's no way to target it at the people who can and can't afford it. It's based on the value of their house no matter what their income is now. >> Yeah. I think that's an important point because, you know, and I mentioned this in Tuesday's meeting. I was searching for any way to target uh a tax increase because I'm not against revenues categorically. It's just we have this one tool and the tool that we have isn't a very friendly tool to seniors in our community. Um, >> you know, if I could just speak to what you said a moment ago about the foundation. I think that, unless I'm wrong, um, Mrs. Green, correct

127me. The foundation for Southern York County School District is a 5013C that doesn't fund programs for the school in the way that you might be seeking with folks donating things for a specific outcome. There's of course the scholarships and there's innovation grant funding, but I don't know that there's a capacity where programs at the school can be completely funded by the foundation. Is that correct? Well, I I do think under certain circumst I'd have to read the the specific bylaws, but it it is established for the benefit of the students of Southern New York County School District. So, I do believe there could be a mechanism. So, I'm just going to be very careful how I say it. Let's say it's XYZ extracurricular activity because I don't want to name one. um needs to be

128cut and then we want to fund it through the f I I I don't know that that's not allowable. So let me say this I I think there is a possibility but I don't know that I'd have to research that. >> I I was reading um some of the now this is not this is not the bylaws. This is a general summary but it said that in I think it was 2001 it was reconstituted such that it could provide a more a greater variety of supports to the school. >> Yeah, that's why I >> rather than whereas a lot of these organizations are scholarship only. >> I I did look at that and it says it it said okay it it can provide a variety of supports. So >> that's what I'm remembering but I

129want to read before I would 100% say one way or another. I wouldn't want to reread through it. >> Right. And I also understand what Mr. Hall was referring to with the land sale. However, as you pointed out or our chair for finance pointed out, um that there really isn't a lot of building going on. So, with that in mind, would a developer really buy? Do we that's a big if to fill money back in when a developer isn't motivated to buy if they don't think that they're going to get licenses to be able to build there. And I know that there's preservation of farmlands and things like that. That's a big if to put that on. And I understand what you're saying, but we also have a responsibility to fund the program. Just as

130I was saying on Tuesday, I understand that no one wants to have their taxes raised on them and especially someone on a fixed income. However, we also need to make sure that our students have what they need to get their required education from the state. And I think in selling the big if we can sell that land and then backfill the money that we would be using to help at least bring the budget to a better standing. It's just too much of a bet. We don't really know if it's going to sell. We don't know how that's going to look. We haven't really looked into it. As you said, we need to be able to fund our school district. That is one of our main jobs. And sure, we talk to our constituents, right? we

131find out that folks don't want to have their I don't want to pay more taxes. I live in the district, but I also understand this is how Harrisburg has tax tasked us as a district to make sure that we are being funded. And I also know that the state will penalize districts and not give them as much money if they're not taxing their districts appropriately. So even though we think we might be doing a favor, it's actually going to come down and become worse because say we don't raise the taxes in option three 2.96% this year. We don't sell the land. We're putting our business manager and our CFO in a very bad position. What do we do? There aren't that many more resignations. So, I don't want to put our students in a position

132where they can't be educated properly because we don't have staff to do it the way it should be done. And what if we have to raise taxes then next year above the index because we didn't do anything to approach it this year and we relied on the land sale that we thought might happen is just too many uncertainties for me in an environment where we know we are going to have students walking into our school and needing an education and need provided for. We don't know that we can sell this land and offset those dollars. So, I am not a no for not raising taxes. I think that in this case, it's been five years since there's been a tax increase. And I think through the great work of the business manager and the CFO,

133we've been able to steer clear of that. But now, it's gotten to a point where we either need to do it or we're de we're digging ourselves a deeper hole. And then next year it's going to take twice as much to dig out above the index. And then you've got a big slam on our district taxpayers where this year it's not such a big slam. And I think that we have to really consider that long and hard. Although I have a big heart for folks too, right? We all do. You don't want to walk into somebody's house and lie to them. But at the same time, although I appreciate your professionalism, everything you put together, your experience, you've been doing wonderful in your role, I think that telling a constituent that you absolutely cannot raise

134taxes without sitting in the role and really being able to experience what we're looking at financially is difficult. >> It just shouldn't have happened. Not that you don't know anything about these things, but you can't make promises that you're not able to keep and then use them to create a problem for a school district. >> Well, it wasn't a it wasn't a I I didn't characterize it as a promise I made to a constituent. I characterized it as uh something a constituent asked me. And um you know the other thing is I don't think we are at a place where if we don't sell this property um you know we risk insolveny. We're not we're not to that point. I hate structural deficits. Um I hate drawing down fund balance but we're not at that

135point where everything is hanging on whether we sell this property. I do think we need to expedite the you know the research of that and see if it's viable. And something that you said, Mr. Hall, gave me a little bit more hope um the last time we discussed this, which is the contiguous nature of that property to property that is already developed. >> Yes. maybe would make it more likely to be zoned than >> Yeah, that was the township's perspective uh in their last um when they set up the where construction could happen is they wanted it in close proximity to where there was already you know housing they in other words they didn't want to take a farm out in the middle of nowhere and turn that into a development and this land is

136directly adjacent to uh New Freedom Burrow which is you um almost completely developed uh in Freedom Burrow, but you know there there there was a lot of really good information that came out um in Mrs. Green presentation. Um and I think it's information that we can't ignore. Um the fact that you know over the last 10 years our student population has declined by 11%. it it speaks volumes to something, but I'll get to that in a moment. Um, but at the same time, in the last four years, our budgets have increased 11 12%. >> So that's that is a that is intentable. The the the school population is running away from from the budgets. Um, now to get back to what what I was going to reference, you know, we we all had to run

137an election and in that election a relatively small portion of our community actually comes out and and votes in that. Although this time it was maybe higher than it's ever been by, you know, the entire community it's it's 30%. So, but there is there is something that our community is doing that is absolutely undeniable that is not they are voting with their lives. >> And what is happening in our community is whatever the reasons may be um we are not having the the children born or raised in our community. That's a decision that the people who live in our community are making and and that to me speaks very loud way louder than than um than than an election because it it's it's an undeniable and it's the entire community. Now whether that's through, you

138know, people retiring, not wanting to leave the community, whatever the case may be, you can't deny it. And at the end of the day, this is the community school. this the community supports it at 64%. You know, so the community carries the lion share of of of supporting this school. So it's really difficult for me to to want to put more burden on the community when the community is telling me by their actions this is not the direction that the community is going. So we have to figure out a way to to adjust in all of that. You know, and I know I know that we talk about and it is true, you know, that our millage rate is the lowest in the county, but see 20 mills just rounding. Um, but it is also

139true that our property values are also the highest in the county. So, it it is not apples to apples. you know, do you want, you know, 30% of a $50,000 house or do you want 15% of a $200,000 house? I mean, there they're there really it is difficult in that in that millillage structure to get a clear indication of what that how that really impacts the community. Um, now that being said, it is it's 100% clear we don't need to own land because we're we're going the wrong direction really. You know, we're we're going in a direction where, >> you know, is there that if we continue on this direction, we're going to have to consider the buildings that we own and the functionality of them to the number of students that we have. Nowhere

140in that is new construction to build another school. So, um I I think re regardless of whether or not that land will help carry some of the fund balance use from this year and potentially next year. I I don't think it although it may either way, we don't really have any business owning land when when we really don't have any business building. Then we also then potentially hurt our own tax base by owning land that can't produce, you know, any taxes for the community. Um, but we're for the school or from the community for the school. Um, but I do think although I I appreciate President Hankle's uh comment, it does not slow the plane down any, but it gives us a lot more runway to potentially see is this trend going to continue because

141if it is going to continue, although it may be painful, um, you know, we're we're going to have to follow the trend whether it's painful or not. the if the if the if you study the national trends, it looks like it's going to continue. >> And my gut is because of the the demographic of our community, it's probably going to impact us more than the national average, not less. >> Now, maybe that won't be the case. You know, may maybe in a year's time we'll we'll see something different. But what I don't want to do is I don't want to make the decisions of previous boards to to do a very very large and expensive uh modification to our high school for a school that's getting smaller. >> You know, I just I is it

142is it um a great building? Absolutely it is. But, you know, sometimes you have to make the hard decisions when it come and we're going to have some hard decisions coming when it comes to our buildings. Um, so I at this point in time, I do believe we paid $2 million for that property, you know, 20 years ago roughly. I do believe that its sale when it happens will help to pick up some of the um spending that we've had to take from our fund balance. Um will it will it pick up all of it? I I I think that's impossible to answer. Um will we get less than $2 million for it? Sure hope not because, you know, after owning it for 20 years, that would be >> a bad investment. >> That would

143be a really, really, really bad investment. >> I mean, you put $2 million in a in a CD for 10 years and where are you versus But we we didn't make those decisions. And we we are we are where we are really truly because of the decisions that the community is making. So, we have to respond to that. Uh, and you know, at this point, I would be a a no on a tax increase for all of those reasons. >> I agree with everything Director Hall said and Bill Hall. Um, and to to say mine succinctly, I I'm a no on raising taxes. My no is not contingent on whether or not we can sell the property. Obviously, I'd like to pursue that. I think that's a great thing for all the reasons you stated,

144but but even if it didn't sell, I'm still a no on taxes. And then I'm I'm fiscally conservative and so that means and Mrs. Sue Green, you're probably going to have to cover your ears here. I want us to have the best possible education for our children in this district. I don't believe that we are compromising their education in any way. I haven't heard anything about programs that are being cut that compromises our children's education in any way. I want to be able to provide responsibly for our children in this district and their education while also towing that line that makes Mrs. Green uncomfortable because that's what being fiscally conservative means. And I don't I don't think we're anywhere near that line. I I'd like to be a little bit closer to that line if

145you ask my opinion. >> If I can just You want to go ahead? >> I kind of do. >> Okay. There you go. >> Um, this is a really hard conversation to have because I'm fiscally conservative, but we educate a lot of children in our community. We educate a lot of children in our community and not all of those parents have the ability to make different choices and so they have to come to our district. And I've been on the board since I was elected in 2021. We have not raised taxes and in fact during one of those times when we were looking at raising taxes I had um researched some information with some of our fund balance and felt very strongly that we shouldn't do that and that year we we didn't. So I

146really have stood on the side of being fiscally conservative. The thing that is missing in all of these conversations is where my identity comes from first. I am a daughter of Christ. I have been entrusted with the care of my children and I think about being a mother and so I'm not hearing anything about the students um and the thing that I know that children need the most and in this world it is very hard to give it to them but they need stability and in all of the changes that we're talking about I mean I heard oh well you know our enrollment at this time was the same as it was last time I I get all that I looked at all those same numbers too I contended with all of that but at

147the end of the day. We can't undo that. And what's caught in the crossfire and the rolling of the dice of kicking this for one more year is flat revenues that will impact our our the student experience. Maybe we're not hearing about it, but I did some research and so I was like, where what would those cuts look like? And so I'm not okay with cutting curricular and programmatic reductions. I'm not okay with reducing frequency of art, music, and library. I'm not okay with the wonderful things we've been hearing about career and technical education. Maybe that has to be cut because that that is kind of a newish program. I'm not okay with having to cut on advanced placement programs. Um, that's just under the curricular piece of it. Then we look at the reduction

148in stu student support services. We just agreed to vote on a lawsuit because of the harm done because of social media to our students that are supported by student support services. So, I'm not okay with getting rid of any of that. I'm not okay with case load increases. I'm not okay with paraprofessional staffing being reduced. I'm not okay with reducing our our nurses. And then I look at the student activities and athletics and there are a lot of children that may not be academically oriented and they really need our athletics to be able to get those potential scholarships to be able to go on to college if they want to. And I don't want to get rid of any of that either. And then I've further went on to look to see what else could

149these things look like. And you know there could be the instructional resources. So, we have on the table, we're thinking even though it's not this year, it's not next year, it's still part of it. How are we going to do an instructional shift? What does that look like? What how will we do that if we are cutting down to the bare minimum? Um, are we going to have to keep our laptops longer and have them go out on us because of our budget? That right now, until we do something different, impacts the student experience on the day-to-day. And I think um just kind of in the summary of all this, our students need stability. And what we're doing is we are rolling the dice with land. We are rolling the dice with all these different

150things. And we don't know that. And I think that we need some stability for this year with our revenues. I could not believe when I looked at the budget that we actually had a budget that was less than it was last year. Thank you for that. I mean, that shows that we are trying to do all these things. So, I see all of this and I hear what you're saying about the farmer and I feel that way about the farmer, but I also think about the students that don't have a voice in this room and I'm just trying to give life to that. That's all. Um, looking at the different the four options that were given, um, it's really hard for me to, you know, there's quite a jump from four to three to two,

151well, four to three and a half to three and then nothing. Um, I I definitely lean heavily into option four. However, if there was a option three and a half where it was somewhere in the middle, but it's it's still hard for me to go to our constituents, which are mostly senior citizens and mostly on a fixed income, and say, "Look, um I I know we have declined population. I know we have, you know, less students going, but need you to pay more for increased costs that we've incurred." Whether it be, you know, building projects that were over spent on or whether it be just increased costs overall, like they're already paying more for fuel, they're paying more for food, they're paying more for electricity, they're paying more for everything else. And on top of

152it, now I'm going to go to and say I need more in taxes. I just have a I have a rough time doing that. Especially when we then have, you know, uh, discretionary budget, which what's it really assigned to? We don't know yet. It's just for future stuff. I common sense says I can't do that. I can't. >> But Jeremy, we have a buildings project that exceeds what we have in our fund balance. >> We do. We do have a a building project, but not approved. >> It's not approved. And that's the thing. It's like I'm sorry. It's just that we don't we have big pieces of information that we do not know. >> That's what I'm saying. I'm sorry. >> No, that's fine. And there are things that do need to be done. I

153do agree with that. But does all of it need to be done? No. Will it all be done at on this timetable? No. Do we need to hone in and really focus on what does need to be done? What is targeted priority? Was a targeted priority the stuff we've done in the past? Probably not, but it's already done. So, we need to really focus on utilizing the money for what we really need in this budget. That's my take on it. I' I'd also point out that I with those building projects, they haven't been approved yet, but uh fund balance is not the only option for funding them. There is also the option to issue bonds. And of course that does come with a cost um of interest over time. Um we're usually we've been able

154to get bonds at pretty good rates. It won't be quite as good now with interest rates being higher, but um that is an option if if it came down to it. Um so just wanted to lay that out there. Does anyone else stall or Mr. Wilson? >> You hear me? >> Yeah. I I mean honestly I agree with uh Mr. Hash and Mr. Hall on you know I I think I'm I'm more of a I can't see with everything that's you know how we've used money over the last several years raising taxes right now. Um, part of our presentation from Tuesday led me to go down the rabbit hole of, okay, we we transitioned everything from to 2026 to all digital. And part of that was discarding every textbook that we owned. And we've done

155that over 2022 to 2024. That's million plus dollars worth of textbooks that we basically discarded. Um, I have a problem with that. I think that was shortsighted. >> So, and that does kind of tint my view of um what I'm willing to go into as far as the budget this year. >> What and the discarding of those was May April and May 2023. Was that >> um it was over a several year period. >> Okay. I remember seeing I remember seeing >> Yeah. It was like one one particular >> 12 13,000 Okay. >> textbooks and books and >> we are in a hard position. >> Yeah. >> We really are because >> I think we all have the ability to see both sides. >> But have have all the options bonds. Okay. You got to

156also take into consideration the cost versus >> raising doing doing the smaller increase. Um I'm I'm kind of like with Jeremy too. If there could be a three and a half um it would be good. But >> so so a couple things. I'm going to kind of speak for Sue. If you want a three and a half, a three and a half can be created. The concept is the same. at three and a half%. Well, we at No. Okay. I'm like my only point is I'm like three and a half like you're going from 3% to nothing. Like there's nothing in between where the other ones have a half a percent. >> Go ahead, Dr. Brace. I'm sorry. I was misunderstanding. >> Are you are you okay so far? >> Yeah, >> you can go

1572%. You know that is fluid to some extent. I mean couple things I comment the the in regards to the technology that that transformation took place far before 2020 and the the reliance on textbooks was a direct response to investing in the technology that at the time we knew what we knew and the conversion was happening nationwide. It wasn't just a southern thing. Mhm. >> Um, so I'm not sure in regard to the we threw it. I took that as we just threw out all our textbooks. No, textbooks become worn out. The choice is are you going to buy them back or not? And the question is you're going to buy the textbooks and devices or whatever the case may be. So I just wanted to add kind of clarity to that piece. Um, and

158there are still textbooks that exist, some of them over 25 years old in in classroom sets that are throughout the district that we're still utilizing, whether it be in English or or literature, um, AP texts in certain case. They're they're out there. It's not a complete we got rid of them all. Um I I think the thing I want to whether right, wrong or indifferent what we believe about the high school building project, the reality is just as our our constituents gas bills go up, so do ours in that same rate as does the electric bill. As does the price of employees and the the increases that they diligently and deserve. Um, and so I will agree the cuts are needed. I will agree that they're more drast the the attrition is greater this year

159than it ever has been. Some of that is a result of those positions that became available through uh attrition and whether they're they're able to be absorbed by the existing organization. Um, and Sue and I and Trevor's conversation is about being cognizant of both worlds. I don't know the answer to my next question, but I think it is an important one, and that is, is there a piece of our home values in this community that are attached to the success of the schools that exist in this demographic? I don't know the answer to that for certain. I just know the home values weren't always this way, nor was the success of the district. And I also know our neighboring districts are lower than us in home value, median price. And there are other factors that

160play into that, like what percent of their taxable land is commercial versus what Southerns is. And that is a negative impact to Southern because ours is far far lower um where the tax base is going back to whether it be retail, commercial, etc. You get the idea. Um, and so I bring that up because I recognize I have my own parents in their mid80s who are on a fixed income and have been on a fixed income. They're a little biased towards public education probably because of their son's involvement. They are appreciative when their taxes don't go up, but they're also supportive knowing what it does to their community. They don't live in this community. Um, but they recognize it. It's a lot of education. Uh, cuz even to this day, he'll still ask, "Well, what

161how does this I get it. It's not simple. Uh, our community believes, and I've shared this with board members, that their taxes have gone up the last 5 years. They have, but it wasn't school taxes. Um, their homestead farmstead has gone up, correct? >> Which has lowered their real estate taxes, >> which has lowered their real estate taxes in the area of school taxes. But if you get your bill, you can't easily decipher that. So in reality, they're actually less than what they were 5 years ago. And that's a struggle to wrap your head. I mean, and I get it. This is not easy. Um, and I hope you hired us to look out first and foremost, and I think you were indicating that. I'm here to take care of the kids, not the schools.

162I'm going to tell you that. That's the one comment that I will go against. I'm here to provide the best education for the students of this community regardless of what the schools do or don't look like or how much money we do or don't have. But our fight will be for them. Um, and I do believe the structural deficit is a significant problem and our recommendation was a balance of attrition and a tax increase. It still is because I think it sends a message from this board that while we recognize we have a structural deficit, we are going after that challenge in two different directions. And history has shown that just because we tax once, it doesn't mean we're doing it every year and forever more. Um, >> I think that's >> Yeah. Can I

163address a couple things and and I'm going to reiterate that, >> you know, our budget did go down for next year, although a lot of our expenses, as we talked about Tuesday night, went way up. So, um, you know, I get it. Enrollment's down, but a lot of things don't change just because enrollment's down. Like a lot of the bills don't change because enrollment's down. The other piece, um, Mr. Hash, you brought up the 2.96%. So, I've been doing this a long time. So, um, there was a year that we had a tax increase of about I think it was one and a half%. I can tell you that we got beat up so bad that year because it doesn't matter if it's one and a half% or 3%. >> Honestly, it doesn't because the

164bills that are coming out right now and are due right now, we get blamed for those two, which went up a lot. So, at the my since that time, if we're going to have a tax increase, then let's have a tax increase that doesn't harm our our homeowners, but brings in some money for us because so that we don't have to keep having tax increase after tax increase after tax increase. You're going to do it. So, there's been times we haven't had tax increases way before this board was in here. So I we don't want to have a tax increase every year. So if you're going to have to have one, it does make more sense to have one that results in a higher amount of money and then maybe we won't need one the

165next year or the next year. So it it just to me makes a lot more sense. Plus, as Dr. Bryson pointed out, our homeowners over the last four years have had a $135 decrease in their school taxes. This is $108. They're still they're still ahead of that. Again, I don't take it lightly. $108 is $108. It's their money, but it's not I mean, we're not talking $300 or $500. We're talking $108, which if you divide that over 12 months, I know your taxes are due in the fall, but it it's not a huge monthly increase to folks, but we do take every dollar seriously. But to answer your 2.96, that's really where we're coming from there. That If we're going to tax people, let's at least have it result in a decent amount of revenue.

166>> My only point was it was going from zero to three and then it jumps like a half a percent. There was no >> Right. Because again, >> if you're going to do it, let's get some revenue so that we're not >> the bandaid on. >> Yeah. >> So, I have a a couple questions, Mrs. Green. Um, one, what percentage of our community is actually impacted by the Farm Homestead Act? So 90% of our properties are um residential or farm. So we'd have to compare the number of properties that are actually approved. But I think the difference between approved is they may be eligible, but they may not have applied. I I can't really we we blast it everywhere. They get a they get a form every year. I can't if they didn't apply. But

167I would say if they use those 90% if they use it as their primary residence, then they would be eligible. >> But I mean, do we have a sense of is it 10% is it that that are applying and getting that? >> I think it's a pretty high. We can definitely get you that number. I think it's a pretty high >> maybe 90% of that 90%. >> How many properties is it? >> I can go get it. >> Yeah. I was going to say if we want to keep talking we can see if you can find but it's a yeah it's a it's a pretty stable number every year. Um so I think it will be a pretty high percentage but I I don't know that off the top of my head. >> Okay. Um

168second, so you in in your presentation the other evening, um you you gave us some very clear numbers on the impact of the budget from the attrition and then the corresponding uh employee related costs and how that impacts the budget. Um and that was very clear. Um, what I did not see was any of the things that Miss Samantha Hall referenced. Um, and then their subsequenting impact on the budget. You know, what what are those thing? What are the the um impacts of what she discussed on on the budget >> such as programming? >> Yeah. The cuts that that Miss Samantha Hall referenced. I do want to be clear that when I'm speaking about those my main point is we are rolling the dice with this year to put it to next year and we

169don't really know what next year is going to bring and we are lean and it wherever we are with those attritions those cuts are imminently in our future. You can only do so much with so much money and we know that the staffing is the most expensive part of what it is that we do and the only other place that you can go after that is to these other areas that I highlighted. >> So those were hypothetical. So >> yeah, >> what you were what you were saying is these are things that could be impacted, not things that will be currently impact by the budget on the table. That's what I'm trying to get clarification on. >> Yeah. And I kind of that's kind of how I heard it. But the other thing I thought

170as we go back to the structural deficit, if we continue to have revenues that are significantly lower than our expenditures, there's going to come a point where you're going to have to make those. I mean, I I completely agree. And as I said Tuesday night, well, we made a cut of about 20 positions this year. I don't think that we're going to get 20 next year and 20 the next year. that that's that's not going to I don't feel that's reasonable. >> Let me rephrase my question. Are there cuts to programs in the current budget before before us regardless of whether we make tax increases or don't? >> There are not. Okay. They are the ones that we >> That's what I was trying to understand >> because I I I just misunderstood your I

171thought what you were saying miss all was that this is what's coming and and I'm sitting here thinking to myself >> I didn't know that. >> So I'm I'm >> I mean I will say one thing that is tangible is we are definitely going to have increased class sizes. Um, and I do want to just read um because I I just want everybody to be aware of what these things are that we're, you know, that we're talking about. Um, the policy that I had asked about 126, the board of education will will create the required number of teaching positions to satisfy the guidelines. The guideline says the average class size in each elementary attendance center of the school district K through six shall not exceed 25 students. And I asked for clarification on that because

172the way and this is why communication is so important. The way I understood that is no class could exceed 25 students. But what it's saying is that the average class size cannot exceed 25 students. That means you might have some at 30. You might have some lower than that. that that is a real and a huge impact. >> But if if you go back to the enrollment um graph that they gave us >> starting back in 2018, so the 1819 to date um even with our our our going forward with our estimates and and Miss Green did reference that they always estimate slightly high on that incoming class because it's hard to predict which is truly understandable. Even with all of that being considered, we are well within the ranges uh of every year in

173the last 10 years. >> I mean in uh in just for an example in 2018 201819 that doesn't reference which building it is but this particular building had an average class size of 23 and this year they're predicting an average class size of 21.2. So, we're if I I don't want to be misrepresenting, but I I felt like you were saying that we are well within our norm. >> We will be we will be above this year, >> right? >> Your your class sizes will go up, but they're within the normal range over the period of time that you just >> we had we had some larger average class sizes in one elementary building in 20189. So, I'm not I'm not focused on the average class size in the sense of the 25 and being

174in line with what it was before. I'm focused on those classes that are 30. I am focused on we just signed off on a lawsuit about social media harm. We know that the behaviors are different. We have I mean I can't say this for certain but you know perhaps maybe we have more special education um students under programs that we heard about than we did back then. A lot has changed since 2018. We are not comparing apples to apples in my mind. >> So again we currently have class sizes right now in this current school year over 30. >> Do we? No. >> We have no class sizes over >> not that I'm aware of. >> Okay. and and we would be subject to the same kind of uh mix due to interest I mean

175high school but interest in in things anyway. I mean with our student population being declining anyway like I just I don't I guess I don't understand how we're predicting higher on average students >> well because of attrition. >> Well yeah I understand the teachers but but we are subject to fluctuations anyway just by interest. >> Yeah. Well at the high school level. Yeah. >> Right. Are you anticipating class sizes of 30? >> Oh, I think we'll have at least one one grade level. Not across grade level, but our other challenge, and I think it's good for the community where with three elementary schools, you are at a much more difficult place to balance your numbers. So, you may have sixth grade in one building is 25 kids, three sections. It may be 29 30 31

176in another because if you add a teacher now you're taking class sizes like 15 which is similar to what first grade is. Right. >> Right. >> Whereas yeah if you had a an intermediate model and you took at least three of your grades then you can balance them a little bit. >> Yeah. >> But that's that's not really something we can change. No, >> not moving in the next year. That's for sure. >> But that's a building construction you're talking about. >> And it's typically not uh year after year after year. So, and for that section, you you know, again, you might have a sixth grade that looks like that or a fifth grade looks like that or you might be 27 28 which would have been a normal number 20 years ago. um high

17720s because I tell the story being a seventh grade math teacher most of our sections were if not 30 they were 28 29 every period all day long. Um so it's it's yeah the attrition is going to create that and and the attrition you know again you're only going to be able to go so far particularly at the elementary level where you know there's a prim there's a focus on those primary grade levels and you're not going to push them into the 3540s that you know >> um whereas the middle and high school. There's a little bit more flexibility there. Um, but the way off is then you lose you're going to lose some singletons that you can't afford to offer anymore. >> Where I might have I might have 11 kids that want to

178take EMT. Well, I'm not sure we're offering that because that teachers needed to do biology now. >> And then you start going on an every other year schedule. So that cuz I want to say the community we did not eliminate a program. I think you guys want to say that. So these are the discussions and and you heard this recently. We're meeting every two weeks >> because I'm not giving you a list of these are the positions that were that right now today we will probably lose through attrition because as we get others that might shift >> um based upon greatest needs and whatnot. I I'll say that for myself, I don't want to eliminate a program, but it's not like it's something I would never do or that I would never support because I

179I do see a problem of if enrollment is, as Mr. Hall said, if enrollment is declining and expenses are increasing, >> bring them together, >> close that divergence. >> We have to close that divergence. And so that may mean and and it gets difficult it gets more and more difficult as a school shrinks to offer the same large variety of programs because if you only have a few students interested in something and you you will definitely you will definitely get to the point where it's financially really difficult to support but still not insane like you have three people taking a class. you'll hit you'll hit the 11 or nine students want to take this class point well long before it just looks ridiculous but you also I think are it it's fiscally responsible to say

180well you know if we're if we if we've declined and and the decline seems to be continuing because birth rates are low across the country our our populace in this country in this uh county and in this this district is aging at some point you have You have to look at that. And that's where I would like to know what those would be. So this next year, option four doesn't do that. I'd like to find out what those would be like pretty quick here, what they would be. So kind of a budgeting exercise. If if everything was the same as it is now, but we wanted to not have a structural deficit and we didn't want to raise taxes, what would the cut programs be? and look at okay then can can we support those

181through the foundation because I'd rather do it because people want those programs because people step up and say this is worth it to me to pay for than for us to say you must pay for this whether you care about it or not. >> That's what I meant by I'm not seeing it now. Like until you tell me A, B, C, or D program will be cut if we don't raise taxes. I'm not seeing it now. I do think though that we could see that in behavioral support moving forward that Dr. Bryson, maybe you can speak to this, but as as staff understands that there's um lack of finances to support replacing these positions that are very much needed. Speaking of behaviors, you know that we could have larger classrooms with teachers that are literally

182spending more of their time addressing behavioral issues than going through the curriculum that they need to go through. And that creates burnout and creates, okay, I'm going to look for a letter of recommendation and I'm going to go over to Kennarddale because they have a lot of real estate taxes. They're looking fruitful right now and that's not a problem for me. So, I think we also need to consider that too that it's not not to disrespect you at all in your opinion, Mrs. Henle, but I think that we we can't say with confidence, oh, this isn't going to affect, you know, staff. This isn't going to affect the students. No, I I really do think that there is going to be an unintended impact here, impact here. And I think that people can be lost

183because of that support not being there by backfilling these positions that we've lost due to attrition because we're so tight on the budget right now. >> If if if I was seeing a significant change in class sizes and we had and we had looked at our programs and said, "Okay, what are we obligated what programs are we obligated to have? what are the ones that that constitutionally, you know, were the these are the ones we need to fulfill our obligation. If we had and done that and we were looking at rising class sizes, for me, that would that would mean okay, but I don't really see particularly I mean, they're rising a little bit from this year, but they're well within normal ranges. Um and so that but yes if we were if we were

184pursuing the the constitutionally obligated education um and or you know if we were getting closer to that and we were seeing class sizes rise then I'd say okay well then we have to raise because >> I also think as a board member that you know talks to constituents Right. >> Mhm. >> I'm hearing from primary schools that this is already a thing. So, I'm not naming any names, but we're already there in frustrations because of behavioral support being lacking. So, I I don't see this as a plus for that. I see that it's just going to continue to get worse. And I'm still not on the same page with you about not raising taxes. I think it needs to be done. I think it's very obvious that every rock has been turned over and the

185district has come to us with, okay, this is what we're looking at. But I don't think the zero is necessarily an option. I think that's I think that's stepping towards some doom that's going to not only hurt us next year, but it's going to hurt our students in the long run uh with more lack of support for our staff because of not filling those positions. So, I just I think it's irresponsible. >> M Mr. President, I'm I'm aware of uh the the time and the the rest of the agenda this evening. What I'd like to do is I think I need I think we know where seven members stand. I'd like to seek clarity from two members >> so that um Miss Green has and Trevor have direction. Um and then I'd like to close

186discussion if that's all right. >> Yeah. >> So, Mr. Hash. Um, if you were to understand that the the four options presented are the four options, uh, which which option would be your direction? >> Four. >> And Mrs. Staller, if the four options are the four options, which option would be your direction? >> Probably three. >> Which one? >> Three. So, um, do you have what you need? >> The the only clarification I want to make sure. So, because we have to bring it back for April. So are we bringing back option four as written or do we I heard something about reducing so that we don't have a such a deficit. Well, what I asked about was um could we see what reductions those would be? Basically, pursue option four this year, but see

187but look at what what are the reductions we would make if we were trying to eliminate or substantially reduce that that deficit in terms of programming and things like that. And what I'd like to do is is that could become a springboard for trying to raise that money through the foundation. um seeing if if our community wants to uh fund those programs, if they value them and or if certain members value them enough to say I'm I'm willing to put my own money up. >> Yeah. And I I want to be I have to look at the foundations and but the other thing is the foundation is a separate board. I mean they would have to vote and agree to move forward with any of this. I mean we >> I don't feel that the

188board could unilaterally push that to the foundation. They they are a separate. >> Yeah. And that's why this would all have negotiation for the next year. That wouldn't be for this year. That would be something we would start to look at in order to inform the budget for uh 2728. >> So, can we specify the number? >> 27. No, 27. 28. >> Yeah, that's what I'm trying to get a get a handle on. Are you looking at the full structural deficit? Are you looking at I look the way I kind of thought about it was option three right now with the tax increase would be $2 million use of fund balance. >> You can give me Yeah. I mean I I think is a starting place for the conversation. Something that would give us option

189three but through cuts but not a tax increase. >> Okay. And no debt service for right building renovations. >> Sure. Yeah. >> Okay. because I did hear that we would have to issue bonds, but if you're going to issue bonds for building projects, you got to have millage in place for that. So, >> I I think the key direction here though is there is definitely a plurality of board members that aren't in favor of a tax increase. That's >> then that's fine. I just need to make sure I can bring back a budget that so I'm doing option four and then we can have a discussion on that other stuff but I just need to make sure the PD 2028's going to look like option four. >> Yes. Thank you. >> Thank you to all

190members for thoughtful discussion. >> Yes. Thank you. >> I'll move to uh 9.07. This is an >> Oh, did I miss skip one? Oh, we can't skip that one. >> 9.06 is the revised York County School of Technology budget for the 2026 2027 school year. Um, before I put this on the floor, I think we will uh just procedurally move the same way that we did last time and conduct a roll call vote on this matter. Um, so is there a motion uh to put approval of this uh York revised York County School of Technology budget on on the floor? Is there a motion? >> Second. Um, Mr. Wilson or Mrs. Staler since you're directly involved. Uh would you like to provide any type of overview? >> Sure. I I can do a little bit

191of that. Um the JOC met um after our last meeting. Uh they took our feedback, you know, the constructive feedback that we gave them as a board saying kind of where we would want to see the increase. like we know we couldn't get it to zero, but we gave them the um we gave them the uh the index as a target for our approval. So that would mean that we're kind of in line with other districts in York County. Um they did do bus reductions and um a total of $545,000 in reductions both in professional development buses and some other um uh positions that they were going to be moving to outsourcing. and they got the increase uh down to 4.59 which is the um what's the term Mrs. agreeing I'm launching on it right

192now. Adjusted the adjusted >> countywide index. >> Yeah. C. Yes. >> Which we asked for the unadjusted. >> Yeah. We we did ask for well I think our understanding was well our our adjust or our index was 4.4 >> right. >> And we were thought we were targeting that but they were targeting the uh adjusted for the county which is 4.89. So they did come in underneath that that mar uh the adjusted index. Um and the it was very um soundly approved at the JOC and I did vote to support this budget at that time. >> Any question? Any other questions? Flavor? >> So, if I'm if I'm understanding this correctly, that 4.64% increase will take the cost for our district from $735,000 to $841,000. >> That is depending on how many students we send.

193>> And that currently being 11. >> No. No, >> no, we 62, I believe, is our number right now. >> Actual students, >> that's a more reasonable number for that one. >> Yeah. >> Hit the plus sign a couple times. >> And we we've actually been trending downward in the number of students we send. >> I'm sorry, I'm looking at the wrong line. 62. >> Yeah, we've been trending downward for a little while. We're one of the lowest. Um, we send the fewest or some of the fewest number of students there. US us in Hanover. >> Um, mainly because of the distance. >> I think for Yeah, sorry. Go ahead. Go >> ahead. >> I was going to say I think for my part I I doubt it'll matter because I think this is already

194being approved by most of the districts. Um my position was I don't think that they should raise it more than what we could legally raise our taxes in a year because that is a bad precedent to set. Um they would eat up a large assuming constant number of students they eat up a larger and larger share of a budget. So I think I'm a no just on the idea that that was my that was my line that that was my line in the sand and they didn't need it. Um, other discussion. We have a roll call vote, please. >> Mary Lee Hall, >> yes. >> Samantha Hall, >> no. >> Jeremy Hash, >> no. >> Jennifer Hankle, >> no. >> Nathan Hankle, >> yes. Or no, no, sorry. No, I was Lisa Stler. >> Yes.

195>> You said yes. Yes. >> Um Joe Wilson, >> yes. >> Jason Decker, >> nay. >> And Bill Hall? >> No. >> Counting instead of thinking my vote the hearing votes like >> so six to three. So, I'm a little confused here. If we can discuss a little bit more. >> Oh, you didn't think we can. >> So, we're not willing to fund our own program, but we do also have a responsibility to fund York for the kids that are going there. But my board mates aren't willing to fund that. >> I am >> I'm looking for a little more feedback. I don't understand. >> I am. I just had a line that I don't think that a a school that we send students to should raise more than we could legally raise in a

196year because if they were to keep doing that and we had a constant number of students going there, they would eat up a larger and larger share of our budget. So, it's just a a matter of of principle. Now, will we still send them money with our students going there? Yeah. I mean, voting no on this does not mean that we don't have a relationship with them anymore. Um, and probably I think I think it's going to pass. >> Yeah. >> With the new >> um So, but it that was the line I drew and I'd like my voice I' I'd like my position to be recorded that I don't want them raising it more than what we could legally raise taxes to just on principle. >> Well, and I could speak to that as

197well. I can't intellectually say um I'm not willing to raise taxes on my community for all of the reasons I already presented and then a moment later say but I am willing to take some of your money and send it to another school. >> Um it's not that I I I don't feel that I can be congruent in myself and do both things at the same time. >> Perfectly stated. That's my opinion as well. >> We're also seeing our children there, >> right? I I understand that, but >> I don't know that you can have both worlds there. >> I have to make a consistent decision. >> Okay. >> Yeah. I mean, another way to state it is if they were within our index, >> I mean, yes, >> this board might vote unanimously to

198approve it, right? So, that's really the that's really the matter >> because they did cut and they did make some cuts. >> They just didn't do what we're going to have to do. >> They didn't do enough. >> Yeah, they made some they made some inroads here. Well, they did what we asked them to do and >> well, not what I asked the thought that it would be approved then and now we're not giving that to them. >> I'm going to say they didn't do what I was asking for and that if they don't need I don't think they need my vote and I understand that they're going to develop a budget that they that they think can pass. So, I'm I'm not there are no sour grapes either, but I have I have the

199position I have on it and and that's that's the position I'm going to hold. And if more people start to think about it the way I do, then then maybe they'll have to make sure that their budgets are within the index of the schools that uh that they're supporting. >> Yeah. And I can thoroughly appreciate that we send 62 of our students there. I want those all to to excel and do the best that they can. Um, but we we have to think about the other, you know, 2,800 students here at our school and the fact that I may have to look at them and say we may have to figure out how to do with less. Um, so I I I can't um I can't only think about the 62. I have to think

200about the other 2,800 >> at the same time. Because if we now I am really thankful to hear Mrs. screen that we are not in this budget cutting things that are affecting our our kids understanding that yes attrition we're we're losing teachers but you know we're not cutting the programs I'm very very thankful for that um you know but I can't in good conscience think that that may come and then say well I'm willing to give an extra another $100,000 at current rate to to the kind of now we the reality is we may have to do it whether we like it or not >> right >> but that doesn't mean that I have to support it >> my conscience >> yeah and I I I not to belver things but I want to be

201careful too like we are cutting things that I think will impact kids like the two additional buses is not going to be a slam dunk I'm just going to say like it's we have a very big district and when you cut two more buses in addition to the one we did this year. We will impact families. I mean, there is no >> Do I think we'll impact them outside of our our guideline? No, I hope not. I mean, our plan's not, but right now the plan's on paper. We We got to, you know, we got to make sure that works. But I guess I want to be want to be careful that we don't think we're not going to impact families with these cuts because I do think we are. I mean, we will have

202families that say, "I can't get to whatever activity now because my kids's not getting home." Believe it or not, we get those calls all the time. Um, so just want to be careful that we are going to impact with some of these cuts. >> I merely meant programs. >> No, I know. But but I I just I know people are listening and I just want to make sure that we're >> Yes. being clear. >> The message is clear. >> I want to be clear as well. >> Yeah. >> 9.07. Boy, I'm loaded with doozies tonight. 9.07 um is an authorization for the administration to conduct a request for quote for student Chromebooks. Um I'll make a motion to authorize the administration to conduct a request for quote for 550 student Chromebooks per Chromebook replacement plan

203for the 2026 2027 school year. Do I have a second? >> Second. Um so by way of discussion I I think it's important here we have a lot of um philosophical things that we're discussing in the edtech area. However, those are long-term discussions and um I would just encourage my fellow member that there members that there certainly is a time and place for those discussions. Um but the matter really before us now is the the request for quote on 550 Chromebooks that we need that we need to get for the next school year. So I I think there's I I think that's what we need to discuss and not the the greater philosophical discussion. Everybody agree with that? >> Mhm. >> Yeah. For Yeah. For my part, I what I'll say about this is that

204I'm planning to vote yes on this. Um, and that is it. That is contingent. And I I mean I don't I'm just saying that my yes is with the idea that I'm trusting because it's been done before when we went to 2:1. I'm trusting that we're going to take a serious look at this and we're going to do it deliberately and and methodically and that means I to me that means buying the Chromebooks that we need to to do the things we plan to do already next year. Um, but that said, during that whole time where we're buying these Chromebooks and using these Chromebooks next year, we I want us to I want to be seeing that we're really deliberately looking at how are we delivering our curriculum and and is this the best way?

205Um, and so it's a yes with that contingency that it could be a no next year if I'm not seeing that we're really pursuing that. um very very aggressively and it could even be a guess next year for the same amount because in pursuing that we discover we need the same amount. So it's not necessarily that there I wouldn't say yes to whatever amount we need in order to preserve the number of Chromebooks we have. I think there very well could be a reduction and I would like to see it, but I what I really want to see is that that that very methodical and uh and serious look at at screen time and how we're delivering curriculum. >> I think with the the presentation and the particular part that Mr. Hunt said with the

206pricing, the pricing is the problem. We're I don't want to spend more later when we could do it now. >> Like pay now, cry now, let's be done. >> Yep. and knowing that possibly next year these things may have to last us five years instead of four maybe because maybe next year like you said we might not be able to get these things. It's very possible. It's very possible they sit on the shelf too, >> but if we need them, and we do for certain things, testing and whatnot, we have them. And you said these are the, you know, these this is what we need. So, let's let's push it. And I think you said sometimes we even have a 14-day lead time or what was the 14-day thing? It was like 14 weeks. >>

207The bids are 14-day. >> So, how do we navigate that? If he comes if if it goes out for a bid and it comes back, this is only good for 14 days, but the we know the pricing is going to jump. How do we navigate that? >> We're doing a request for quote, which means he can say to him, I need a quote that's good on the next board meeting day. So, if the board meeting dates the 16th, I need it to be good through the 17th of April. >> So, that we're >> What if they're not willing to do that? >> Then we'd have to have a special meeting. >> We could Yeah. I mean, we could have a special meeting if necessary. >> Okay. And if it were financially advantageous, I'm sure we

208would all accept that. >> Yes. >> If they're if they're only willing to hold the a good pricing for 14 days and a and a pricing for a month, >> I I think that would be very advantageous. >> Mhm. >> And and to your point, we may have this number may have to be lower next year just because of the availability. So to some extent we may need to be looking at reducing our dependence just because of supply >> availability. Yes. >> Um so that those kind of go together. >> So I do appreciate your presentation on that. That that opened my eyes too. I didn't know there was a crunch on these things. That's I didn't know. >> Can I just um clarify just to state the obvious? We have two major things that

209we're talking about that we have to do in the next year. So, we need to look at right sizing our budget, right? And we have to think about an instructional shift. So, I just want to be clear about that. Those are two very huge initiatives. We've talked about, you know, sound change management principles. So, I just I want to lay that out because I think as a board, it can be really easy to get caught up in all sorts of reactive things, but if those are the priorities that we want to do, we have to be very very intentional about our planning with that. >> Agreed. >> Yes. Agreed. Very well said. you uh you also have a comprehensive plan and my suggestion will be that your discussion on edtech for lack of better terminology

210is a part of your comp plan >> our comp plan which then takes on a three-year >> right >> model for by structure >> makes perfect sense >> that's a piece of it there's a whole lot else into the comp plan but that can be one of a goal with did that plan, >> but we currently have to keep the trajectory we're going. >> I'm really glad you said that because I was two seconds ago and no on this and you just changed my mind, Dr. Bros. >> I needed security guarantees, shall we say? So you need discussion to hear from your teachers and administrators on what is happening where we can be and there needs to be dialogue similar to part of the public comment that you know >> they're the people that are

211going to you're we're asking to do the lift. >> They've got to be a part of that solution. >> It's 100% a part of HRS level one. you better have collaborative teams working on things and don't do it quickly or it's going to dissipate. So, I I think it's got to be a part of the comp plan. That's a year-long process with an approval in spring >> and it's already >> right around the time of Chromebook purchase. >> It's already coming. >> You have to do that work either way. >> I really I really appreciate it. It's the care and concern that you have to to show that you're listening. I I I really appreciate that. and and there are some things administratively we've already begun to do in discussions that have to happen to

212prepare to even sit down at the table and talk about this. >> Um there's things that we've done with data analysis from the data sheet from Chromebook usage throughout the district to say okay do we have lopsidedness in certain grade levels and if so why? Let's talk about that and let's involve the teachers in that. That's kind of the more detailed >> piece that you're not going to do in a comprehensive plan, but we can begin to do that. >> Yep. I love that. Thank you. >> So, we have a motion and a second on the floor. Uh we've had discussion. Are there any ns or abstensions on this item? Motion carries. Item 9.08 is an increase to the district's fixed asset capitalization threshold. Um, so I'll make a motion to an improve to approve

213an increase to the district's fixed asset capitalization threshold for financial reporting purposes to $10,000 retroactive to July 1st, 2025. Do I have a second? >> Second. >> So, this is a um financial reporting item. Does anybody need an explanation or are we good to move to a vote on this? >> I need to know what the purpose of this is, >> Miss Green. >> So, um, we tag all of our assets for, um, >> I think for inventory purposes. Okay. >> Um, but then additionally under um, Gazsby standards for financial reporting, we have to do a capitalization threshold. So really this is all about um financial accounting rules. So because um of the paperwork behind it, they just go with a higher th they recommend a higher threshold. It's really about being materially correct in

214your overall financial condition. So it doesn't mean that we're not going to tag like all of our um assets, which we do. Um that's for an inventory purpose. This is for financial reporting purposes for our >> This doesn't mean that more things are being bought that are not being cataloged. Just >> No, we're still going to tag them for inventory. We're just not going to, for lack of a better way to say it, tag them for financial reporting and do all the requirements behind that because it's immaterial. >> I was a little hazy on that. I appreciate that. items become more expensive, that threshold can can grow for accounting. >> It becomes a lot to >> it becomes more work to tie. >> We're such a big organization that even 10,000's relatively low. >> I

215appreciate that. Thank you. >> Any nays or abstensions? That motion carries. 9.09 09 is an engagement letter services agreement and statement of work with Constani Brooks Smith and Prot LLP and Vector 3 Inc. I'll make a motion to ratify an engagement letter service agreement and statement of work with Constani Brooks Smith and Proate LLP and Rec Vector 3 Inc. relating to information technology services provided to the district. Um >> I know I know you're very familiar with this one. Dr. Bryson, maybe do you want to give a a brief um overview of the necessity of this? >> Um really it's a necessity out of cyber security and a contract with Vector 3 who did some analysis for us as well as uh the law firm that was engaged with Vector 3. >> Any discussion? Any

216nays or abstensions? That motion carries. Item 9.10. Other items of business. I have three. Just kidding. I have none. Back to you, Mr. President. >> Thank you. >> Um, all right. Uh, moving on to item 10, personnel and policy. I'll turn it over to our chair or Mrs. Hall. >> Oh no, I think I got logged out. Um, hold on. >> I was looking at something else that came up during public comment and I and it logged me out. Oh, look, there I am. >> Okay, sorry. Okay. Item 10.01 is um sorry it did not go down there. Item 10.01 is job descriptions. Um, I would like to make a motion to approve the following job descriptions effective July 1st, 2026 for the assistant superintendent of schools, chief financial and operations officer, business manager, and

217coordinator of technology. Do I have a second? >> Second. >> Um, any discussion? >> Um, I just uh wonder is there something that sparked this to to happen? Is is it isn't it mostly related to the change of the reporting structure for technology? >> Yes. So, it's really um as we're changing some folks around, it's just uh changing uh technology is going to report to the assistant superintendent instead of the CFO and then business manager hasn't been updated for a while. So, we just took a look at that. >> Okay. >> And the other addition was the school safety security coordinator >> which was this role. now to be uh supervised by the assistant superintendent. So that and the coordinator technology were added supervisory roles. >> I just wanted Yeah, my question was is there

218any major changes is why we're doing this, but it was just because of reporting structures. >> Yes. >> Okay. >> Thank you. >> Uh any nays or abstensions? Hearing none. The motion carries. Item 10.02. This is the second reading and approval of um the following new and updated policies. Um so before I make a motion, well I'll make a motion. Um I make a motion to approve the following new or updated policies. Do I have a second? >> Second. >> Any discussion? Yeah, I just want to engage a little bit with uh public comment as it pertains to the school library policy. So, I was listening to public comment very intently and one of the things that I'm listening for is I I want to listen and I want to hear uh what enriching materials

219uh our students might be deprived of with the library policy. And um I think it's very telling that nobody um even came close to you know making an accus accusation that um that this would prevent the students from accessing something that they should. Um I I think that's that's very important. Um one of the commenters mentioned she had 30 years of uh service and education. I thank her for her service and she said that she would never uh put materials in our library that contained um gratuitous amounts of explicit language or sexually explicit materials and I believe her. She seems like a very nice person. Um however, another public commenter said that this is a solution in search of a problem. Uh the issue is this is a problem because we know from the news

220that in neighboring districts that uh these materials have been in libraries. And so to me if these materials have been in libraries at neighboring districts uh that is a matter that is close enough to home um to where we should have a policy that proactively prevents that from happening. Um, so I uh I support the policy. I I didn't hear anything in in public comment that would deprive students of of good books. Uh, and I believe that most school librarians uh don't want books in the library that contain uh gratuitous gratuitous uh amounts of explicit language or sexually explicit materials. >> Yeah. So, I uh two two things that I kind of that stood out to me. The library policy was characterizes wherever y'all got this from. Um, and we were also exhorted to speak

221to our administrators. Um, so it seems like maybe there's confusion about where the library policy came from. And I I can clear that up. It was in fact uh requested by our administrators that our solicitor give us a library policy. Um that request did not come specifically from the board. Um and it was something that our administrators felt was needed and they've explained it to me that it is needed to protect students and librarians and any other staff that may be involved. Um, I looked at it and I think that obviously there may be improvements that could be made that we'll discover as we as we work with it. But looking over it, uh, I feel like Mr. Litz and his firm did an excellent job with that. Um, the free speech policy was also

222brought up. Um, I can't say that the board didn't ask to have that one looked at. Um, there, you know, I mean, I I definitely asked to have that one looked at. Maybe other board members did as well, but that also went through our administrators. uh and was uh developed by our school solicitor uh in in collaboration. So um we are speaking to our administrators uh we collaborate on on many of these items. Uh finally though with the uh accusation that we're barely compliant with the Sunshine Act. If that were the case then the board for years was out of compliance with the Sunshine Act because it used to be that policies were never released until after they were passed. second read would be completed. The policies would be voted on and then they would

223be released to the public. As a parent of homeschooled children, I might see the homeschool policy come up. How do I make public comment on that? How do I email the board about my concerns when it used to be that the policy texts were not released to the public? I thought that was a a grave failing of the prior of of prior boards. And I asked our administrators once again talking to our administrators, how can we make this more transparent and I had an idea and they came back with a different idea and where we where we landed and their their idea was actually later than mine but they had a good reason which was let's do it after first read because first read is the first opportunity that board members have having had a

224chance to read the policies to make their opinions clear and I thought that makes good sense. Because there might be people that are concerned about language in a policy and their concern is unwarranted because in the first read meeting board members will come out and say and and address exactly what their concerns would be. They we will we will potentially preempt their concerns. If there's something in a policy that is a problem, board members get to look at it. we get to uh opine on it at first read and then once the public has the policies and the discussion of the board of those policies which is the information they need to actually effectively engage then they are released and the public has nearly a month typically mean most cycles to email the board and

225they are also able to come and make public comment before the action item is completed which is with most action items there's only ever one opport opportunity to make public comment in the meeting. Um, and so there but there are many weeks typically to email the board and there's an opportunity to make public comment just like there is with any action item. So we are well beyond compliance with the Sunshine Act. So another question I had is there was an accusation that copious amounts of books are are somehow being removed by the by board initiative through the weeding process. Uh Dr. Reppert, was the weeding process an administrative? Was that the initiative of the administration or was that a board initiative? >> That was absolutely the administration taking a look at that in collaboration with

226our librarians of seeing what has been checked out. You know, if you're looking at 10 plus years, is that a book that we want to have continue to have on our shelves? But that was definitely administration. So, no board member came to you and said, "Hey, we want to have a weeding process." >> No, they did not. >> Okay. Thank you for that. >> I think that President Hinkle did a really good job um covering and and explaining as a board why why we were in full uh while we why why we were not violating the Sunshine Act. I'd actually like to defend, not that not that this accusation was thrown specifically to our policy chair, but um Mrs. Samantha Hall. I haven't seen any previous polic personnel and policy chair go to the lengths

227that she goes to to explain the policies, how they came her way, how they were developed, the whole process getting us to that first read, talking about the changes even in the by the time it gets to the next. I mean things that are just incredibly detail oriented. And then on top of that, reading whole sections of policy out loud as written. I don't know another policy chair that has ever done that. And in fact, previous personnel and policy meetings were in totality, including the pledge to the flag and public comments, 20 minutes total. I don't think you've ever had a personnel and policy committee meeting that was 20 minutes. So yeah, no, you you do an excellent job and I hope that you didn't take that comment personally. uh you are definitely transparent and

228you are hiding nothing. So thank you >> in the extreme. >> Yeah. Um thank you. That is a perfect tea up actually to some comments that I have. Um so I you know in everything that you said yes. Um, but I specifically wanted to address comments that came to um the board through email um because I thought they were I I well I would address them anyway, but I was interested and I wanted to do a little bit more due diligence on it. Um so just kind of as a refresher to that point, all of these policies that are on the second read, they came um up and were distributed at the January board meeting. um we discussed them at the February 17th personnel and policy committee meeting and then we had that first reading

229um on the February 19th board meeting. And so to your point about when those get posted, we had two community members reach out to the board to give us comment on the library policy. Um and so I wanted to address briefly what those comments were and again we'll take any support from anybody else but just to give my lens on um feedback to that. So the first one was on the definitions piece of the policy where we in the policy had talked about excessive or gratuitous profanity, excessive or gratuitous sexuality, excessive or gratuitous graphic violence. It was the opinion of these uh two people that had written in that the definitions were broad, vague, and subjective. And what I wanted to reconfirm is that our school solicitor wrote this entire policy. And as the solicitor,

230his role is to ensure that our district remains protected from liability and specifically crafted these definitions to satisfy those rigorous legal standards. So I feel very comfortable with as it was written that we are good with all of that. Um the second point had to do with administrative regulations um generally but then specifically assisting in selection and so it was the opinion of the community members that as written this is an unnecessary administrative layer in the selection process given the detail of the selection criteria in the proposed policy. Certified school librarians are trained professionals who select materials in accordance with board approved policy. They do not need to be policed. I just want to clarify because I know when I was sitting out there and I wasn't on the board, sometimes these things would come

231up and I wouldn't really understand the how or the why, but it is very standard for school districts um with the purpose of the board policy to be the what and the administrative regulation to be the how. And so this dual structure that is not just in our district but I think a pretty good practice in all districts um ensures that while our librarians maintain their professional autonomy the district remains accountable to the public through a clear framework for how those professional standards are applied daily. So I wanted to to remark on that. Um a third um piece of feedback was the library material challenge procedures. It was the opinion of these community members that giving a single design the power to make an initial determination invites subjectivity and viewpoint discrimination. However, the solicitor designed

232this as kind of an administrative triage to ensure that the challenge meets these five filing requirements before convening to a full challenge review committee. So again, just doing the due diligence before we get to that place. And then the last piece of it had to do with compliance with a policy. And it was the opinion of the community members that they view this specific compliance section as redundant and uniquely punitive towards librarians. But the compliance section really creates a specific expectation for transparency and accountability. And from a legal standpoint, the solicitor includes this language so there is a clear documented path to intervene should it be necessary. Um, so I don't know like on that particular one if anybody else has any comments or questions to anything or if I misrepresented anything. I don't think

233I did. >> Seems like you represented quite well. >> Yes. Yes, that was very very well. >> Thank you. >> And then um the last piece is again just not being a board member the um the policy on the freedom of speech. So I could not remember when they were speaking sort of the how this came up. I didn't have my yellow paper with me which has my notes on it. So part of that time I was looking through because one of the things that we do in addition to a solicitor is we have policy templates that come from PSBA. And so uh we get updates from them every quarter. No, yes, four times a year. Um and so this actual policy was on PSBA to be updated in April 2025. So almost practically a

234year ago that it was on there. And as we had talked about the miscommunication of uh having another policy cycle in April because we had the backlog, this was actually one that was backlogged. And so I just wanted to read um what the kind of change was. Um and so for added clarity, the policy um the title of the policy was changed from freedom of speech in non-school settings to freedom of speech by employees. And this detail was added to facilitate acknowledgement of the freedom of rights of school employees and the um oh I can't read my writing and the indications as to when speech may impact efficiency or constitute a reasonable likelihood of disruption. And then of course any decision of this regard must um go through the school solicitor. So again, I just

235wanted to um bring perspective that that we get policy changes for a lot of different reasons, but this particular one um came from PSBA and then I believe that our solicitor had weighed in on that. So I don't know if there's anything else to add, but I did want to just share that. I'll add one thing which is the only change that actually came from the board was my recommendation to change uh and I I see I think we actually need to and I don't believe this will reset anything because it is a dimminimous change but I had actually asked for just to say republic it says republic society um so that grammar uh so I think society should be struck just to make grammatically correct but I and I was criticized for uh because

236uh In civics class, the commenter learned that our um our country is a democratic republic and linguistically to refer to it as a democracy being incorrect because the noun in that is republic. Yes, it is a democratic republic but the noun is primary. the the adjective modifies. And so if we're and additionally the founders, many of them were quite crit critical of democracy. The democracy is mentioned many times in the founding documents and nearly always critically. Unchecked democracy was considered to be a very dangerous thing and that's why they gave us a republic if you can keep it. >> Um so but that was a change the board made. So, I'll acknowledge that that that one. Uh, the rest of it, I believe, is PSBA's template, but uh but I did make I did suggest

237that change. Um, so >> how dare you. >> Did we did I think the answer is no. Um, but did we make any changes at all to the library policy as it came to us by Mr. Litz? >> I don't think so. >> I didn't think so either. Um, if I could just comment about public comment and I I think that, you know, a library policy, no matter what it is, is going to be a potential political football uh in in our climate. But rarely do political footballs, although they might help at a ballot box, rarely do they get down into the weeds and actually introduce something constructive. But I would like to commend Dr. Bryson and our administration in that they have taken a very collaborative approach to this process. Uh I think what

238what uh director Hall was was saying in regards to us producing a framework and them and then them them implementing it is is happening and happening well. and uh I I want to uh com commend you on your approach to it and and and getting lots of of individuals involved as as as you're you're moving through it. So, um I I I think that it is it's easy to to raise a lot of eye about it, but where the rubber meets the road, you guys are are are doing a good job in in in implementing and and having a library system that will enhance our children's education. And that's what it's about. >> Thank you. >> So, uh Mr. President. Um, so it was our solicitor, Mr. Litz, that wrote the library policy. And I

239I just wanted to clarify, is this the same um, attorney Litz, that these same people said you were supposed to fire three years ago? >> There was a rumor to that effect. >> Okay. I just I just wanted to clarify because he's he's still here. >> I I heard some other rumors tonight, but I was actually hard to make sense. >> Um, >> Mr. President, can I just come back to 320 policy? Uh were you indicating this to strike out society after republic? >> Yeah, just because linguistically this is a republic. Uh and republic is a noun, so there shouldn't be another noun following it. Um so this is a republic, so you'd strike society. >> All right. Um any other discussion? Any nays or abstensions? Okay, that motion carries. Item 10.03. Um, sorry, my

240thing is not advancing. >> Yeah, mine isn't either. Okay, >> we're technical difficulties. >> So, this is just public information, but I did want to just um give um a little context to this. So, this is a first reading of policies. Um, as you may recall, these policies had significant revisions and they were reverted back to a first read because of those revisions. Um, and I don't know if there's any feedback to anything that we have on on here, but again, this is reallyformational and if there would be any feedback and then we would be voting on it in April. Any feedback? So, are these already posted with those changes or will they be? >> I think they get posted after this because this is our first read. >> Yeah. >> Are we good? >>

241Yeah. >> Okay. >> I just saw a lot of reading. Um, okay. So, that's item 10.03 10 item 10.04. Other items of business? I have none. And I pass that back to President Enkle. >> Thank you. Moving on to buildings and grounds. I'll turn it over to uh our chair of that, Mr. Hall. >> Thank you. So, I'm going to revert back to 7.12 uh which I asked to be pulled out. So, um I don't Why is this not There we go. Um I I don't see that there is an issue with this. I didn't I didn't pull it out because I I have any questions about it. I think it is it's something that needs to be done. Um but the expenditure being so large um I just thought it would be good to

242to pull it out and in and have it read um outside of the consent agenda so that the public understands. That's also um the board of education to consider a warning to proposal for supplying and installing certified playground mulch from River Valley Landscape of Riceville, PA in the amount of 15,35 using CoStar pricing. Do I have a second? >> Second. >> Any discussion? >> I think we need mulch for our playgrounds. >> We do. >> But I I appreciate you pulling it out. It's, you know, we we want to be looking at every every dollar and especially if it's if it's certain amount, I think it's good to pull it into the agenda. >> Any other discussion? Any knees or abstensions? Hearing none. Motion passes. Moving on. Scroll down here. Okay. 11.01. uh our water

243test report for February of 2026 which is there for our information. Moving on to 11.02, we have the buildings and grounds report for February of 2026. Mr. Buffington. Yeah, given for your information there certainly um you know there were some questions on um safety inspections of bleachers uh indoors and outdoors at uh last uh board meeting. So we gave some information there um and then also update to our projects and just uh some overall information for for the board but certainly willing to take any questions. Thank you. Moving on to 11.03 is really being slow. I would like to make a motion to approve the settlement agreement and mutual release with Reynolds Construction LLC, Dwayne Business as Site Logic Construction Management, Beards and Hoffman Architect, Barton Associates Incorporated, Midline Mechanical LLC, and Jr. Reynolds Incorporated.

244Do I have a second? >> Second. Do we want to have any discussion to this? You're all clear. So, any ns or abstensions? Hearing none, that motion passes. Moving on to 11.04. We have a discussion of the potential upcoming projects for the summer of 2027 and summer of 2028. Stay away, Mr. All right. Thank you. Uh we'll try to be brief tonight, but we did want to kind of give an update. Um you know, as we've been discussing, uh facilities, project needs, um you know, we we wanted to come back with a with an update. Certainly as part of that team planning, you know, construction manager, the the energy service company uh which includes estimators and planners uh in and uh pre-construction uh individuals along with the district maintenance um and the business department have

245have been looking at um you know potential needs and uh what a plan may look like this evening. um no stranger to you. Um Damen Spar will uh also help me present um this uh for for this evening. Uh so on our agenda this evening um you know we're going to give some updates on the facilities grant uh also um for the summer of 2026 work. We'll give some updates there as well as review um prioritization of future projects if the board would elect to do um and ultimately conclude with a recommendation. Uh one thing you'll notice as we move forward in the presentation, there'll be some items that are in gray. those items have um been completed uh but just kind of there for reference and we'll we'll focus more on the ones uh

246you know the upcoming items uh there. So a big thank you to Site Logic for applying for um the $5 million grant on our behalf. Uh certainly we don't know if we're we're going to be a recipient yet. Um that information will will be coming. um the uh and and a big big thank you to to them for for applying on on our behalf. Um so Damen Spar is going to um kind of work work through um some of the updates and some of the uh recommendations that uh moving forward. Damian, >> good evening everyone. I will work to be brief. Um, I sat with Randy and was able to listen in on the thoughtful conversations that you were having about budget and much of what we're going to talk about tonight requires that whole

247thoughtful process and this is part of that. The work that we're talking about for 2026, specifically related to the boiler rooms and the roofing at Shrews, is proceeding nicely with equipment being ordered. And we talked, I think last time we were here about mocking up the the coatings that were going to go on top on the uh metal roof and the coatings that were going on the skylights. And that is being scheduled for spring break. And we continue to work together. In fact, uh Randy and I were on the phone with our project manager down in the office uh this evening talking about coordinating some of that rooftop work in the schedule. So that's coming along nicely. So, that mockup's going to make sure we get just the right color. Uh, so if anybody wants

248to help us pick that, I'll let you know what. Not me. So, the in the planning process, this is a slide that's familiar to you. Again, all the things that have occurred to date are shown in gray. We are in a position now where we're starting to look at what building needs are so that as a board administration there's a collaboration of what is it that the buildings need and what is it that the board and the community decide that they want to put toward those needs and how do we want to take that. What we're going to do tonight is we're going to start to talk about um the way that we've put that together to show a a plan that bundled together some work that we would do if we were going to

249do these things collectively. Then we'll have to really thoughtfully put that together with the budget discussions you've been having. the the work that we're talking about matches completely with the grant that we've submitted on behalf of the district for that we'll find out about. We're thinking late summer, very early fall, but certainly before an election cycle. So certainly some of our challenges, some of our systems, our mechanical systems, uh, in particular, Shbury, uh, Southern L, Southern Middle are near end of life and, you know, planning those replacements, you know, is obviously what what we're focused focused on. But, uh, Mr. Spar is going to walk us through kind of how we get to the recommendation. And again, to make this easy and quick, I'm going to point out these are things if there's something you've

250seen before, we're going to talk about it to remind you and continue to move the immediate or urgent and high priority work that we talked about last time is what's summed in this table. Now, the work in budget 2025, that's the work that we've largely committed to that's being done in 2026. So that budget 2026 had all of those um other items that came out of the study as immediate and high priority. So we've started we took that last time and if we go to the next slide you'll see that that was broken out and we were thinking building system just like we did we thought about boilers as systems. So when we broke those out, the budget for 2026 to build in 2027 and really looking at those core needs was related to mechanical

251work particularly in Shrews, Southern L and Southern Middle, and looked like this with mechanical work only. Again, you've seen this before. 2027 to 28 was electrical. And these are replacing systems at end of life and that we're really maintaining and and are are ending up starting to cost us and are going to start to fail. >> If we take the next slide. >> Yeah. Go ahead. >> And one of the negatives to to this solution would be we'd be going back into the same building twice, >> you know. Um, so >> and you're going to see that as we talk a little bit more. When we were here last time, we talked about what are the best practices if we're going to fix up buildings, how do you do that in the right way to

252make those buildings last 20 years. And again with all respect to the very important discussions that we were having earlier, absent those constraints, what do we normally do and what do we see when we're trying to do things with project management efficiency and be fiscally responsible? And a lot of that fiscal responsibility is we're not building new schools. We're maintaining something that we've had for years and continue to want to have. So, those things that we were talking about at and these are I'm going to go through a more detailed list, but these are the things that we talked about um previously in emergent issues or things that we would want to look at doing if we were going to do projects in these buildings. Shrewsbury Elementary was plumbing connections and flooring. Southern L had

253to do with replacements of faucets, flush valves, and work on on toilets and and sinks, etc. elevator upgrades and carpet replacement. And at Southern Middle, a lot of toilet room renovations, faucets and flush valves and replacement of flooring again. >> So, this would be in addition to some of those other systems like the HAC systems and electrical systems. And when I when I say electrical systems, that includes fire alarms, um, you know, and security systems and things that that start to to wear out after 25 years. Um and in in creating this type of project scenario, this is not a renovation. This is this is system upgrades and this is maintaining a building and asset protection. It's not it's I I I understand the conversations that were that have occurred about the high school that

254was much more of a renovation. These things that we're talking about are just taking your building and extending the life of vital systems in the building. So to that end, I'm going to get my hand out here so I can read properly. To that end, we looked at what what would we add if we were going to create a proper project that is addressing the critical needs in these three buildings? What would we include in that project if we were looking at HVAC and electrical? And all of the things here, with the exception of money that we set aside for some painting and ceilings, all of these things come out of the um immediate and high priority requirements. So to start at the top, and I'll I'll go through these briefly. These are going to

255sound familiar in thought because they they include what we talked about in the previous slide or go just a bit further. So in each one of these buildings is a recurring theme. There is dollars set aside for dealing with asbestous and lead. That doesn't mean you need to expend all the dollars that are set aside, but that's certainly something that we would have to deal with in that case. In the case of Shrewberry Elementary, septic pumps, fixture connections, which we noted were important, and then the flooring rounds that out. What you'll see at the bottom that doesn't have the table around it is an allowance that we put in at this time just to say if we want to do some ceiling work, do some additional painting, what does that look like? What we did

256was we went back to the remaining projects that are not as high the highest priority and said what is 25% of of those numbers and we're showing you that. That doesn't mean you have to do all that. It just gives you an idea of what that order of magnitude is if you were to do some painting and ceiling work in the buildings when you were doing a project like we're talking about. >> And and the reason we we did that the board will recall at our last meeting uh we talked about when you have the univventilator that sits on the floor the carpet you know isn't going to fit up to that painting of that wall all of a sudden that unventilator is a little uh not as tall. we may need to to do

257some painting there. And so that's we figured we wouldn't have to paint the whole room, but we would need some, you know, uh some painting. >> It's kind of the idea of painting one of the walls of each room or dealing with some of the ceiling tile. Again, these numbers come out of the study numbers. Anything we ever do ever here, we're always trying to say, do we need it now? And can we reduce the cost? So this is this is a scenario creation and we'll get down to why why we kind of have a recommendation here in a moment. As you go into Southern L, we're talking about the faucets and flush valves. There's elevator renovations and there's some other little bit of shaft renovation work that goes with that backflow pre um some

258added water in or water filtration that really has to do with this campus. Now, we're monitoring um the water quality and and water testing to see if that's even necessary. Again, that's something that might be able to fall off, but was noted in the high priority the high in and uh immediate priority needs. Also, flooring also uh the asbestous is noted. When you get down to Southern Middle, it looks very much like that except for we get into the number of restrooms and the issues that we have there. So, what I had done with this was take the restroom renovations or additions and group that in there. So, you have creating some single-use toilet rooms, expanding the boys toilet rooms, um an ADA toilet renovation, and a boys restroom renovation. And you can start to

259see all those in front of you. These groupings of projects create that asset protection type project for each building where the fiscally responsible school district says I'm not renovating this building, but I have to do some things to keep it up. And if I'm going to try and have it for 25, 30 more years, this is the next step that I take. So in the next slide, you'll see what what that looks like. And in this slide, we took that and we said if we were to do the the work and I'm going to kind of explain to you the work that didn't include ceilings and paint and I just did this because for ease that's all in that budget 20 26 27 and then the cost for ceiling tile and painting to finish up

260because obviously if we were going to do it this way we want to paint last. We always paint last and do uh ceiling tile last unless we're depending on when we're doing flooring. So, we we bu set it up this way and we looked at it and we said there's a few things we don't like about this. The first thing that we don't like about this is we're going into a building one summer and then we would be going into a bu again the next summer. Even with no children there, there's staff there. It's disruptive. good project management and good practice says just go in there once. We also looked at it and said just looking at the budget that doesn't make sense either. It's it's quite lumpy and it doesn't feel while that worked

261nicely to bund bundle everything by system for the projects we're doing next year that becomes a pretty wheely project for summers and we'll talk about project size in a minute. So what we decided to do was look at it on a building by building basis which does has a side benefit of spreading out the need. So if we go Did you have anything you wanted to add to that Randy? >> So if we go to the next plan you'll see in 2026 and and build in 2027 we selected Shrewsbury first. What you see in districtwide scope friendship and Susco Hanok High School that that was always in that plan year. So we said if we do shrewsberry first what does that look like? And this is what you end up with a plan to do

262shrews first. The next largest need for a building is really Southern Middle. So Southern Middle was put as the main project the year following or whenever however that goes. So this is doing it by building, going into a building once, making the building what it needs to be for all those years to come and getting out and not being disruptive. Lastly, in the last year or following, then we went to Southern L. So while it says the order that's given there is a little bit different, but if you follow the timeline across, that's basically where we landed. And we landed there for a whole lot of reasons. And it so to make these buildings last 25 and 30 years and really to have the least impact on the educational mission and all those operations. Doing

263these one at a time makes sense. But beyond that, when you start to look at how you get pricing, one way to do it is what we did this year. We did all those boiler rooms and we got an economy of scale. When it starts to get bigger in projects like this, then you want to go building by building. Why? Because contractors have a nice project to bid. It's fit into a time frame that they can get the work done and that time frame happens relatively quickly for contractors and it makes it an attractive project. You get better competition, you get lower pricing. So there's a whole lot of reasons why this becomes the recommended scenario if we're going to do the level of work required in one of these buildings each one year after

264another or or in different years to bring those buildings up to where they need to be. So, just kind of wrapping up here, you know, kind of looking forward um you know, if if we would do a project um for this the summer of uh 27, you know, we would look to April, May to to approve to do a design and head into the fall to award uh the work. um you know so it ultimately the fall of 26 so ultimately the work could be done in the summer of of 27 uh as I had mentioned certainly the greatest need uh is the HVAC system uh which would include the classroom unit and controls at three buildings Shushberry Elementary, Southern Middle and Southern Elementary. Um most of this work can be accomplished um in the

265similar process that we uh are going to be doing this summer in the the Giza process, the guaranteed energy savings act process. um between uh projects that actually fit in in there or there's a 15% allow allowed uh for ancillary items andor we can bundle it with um cooperative purchasing as well to to um accomplish these projects. Um so uh certainly to move forward we'd have to commit to a a financing plan to to make this happen. Um and again our recommendation would be to do those as we had seen there on the last slide. Shootersbury in 2027, Southern Middle in 2028, and Southern L um in 2029. I know we've given you a lot, you know, and certainly um you know, we'll we would come back with with more information and things, but certainly

266wanted to just kind of give an update where where we were and wanted to update the board. >> Okay, questions, lots of them. First off, um thank you for for putting together those two approaches. Um, if we can flip back to that last slide there. >> Um, um, where you're going at it building by building. >> Yep. >> Um, I think that's a a great approach. Um, >> I would I would love to be able to understand what um, sections throughout represent those numbers. Now, I know that that's not something you're just going to pull out of your hat. Actually, I can pull that out of my hat because I was pretty thoughtful about it and I anticipated that question >> from being here before. So, if you look at this sheet, >> Mhm. this

267this document that you have the base document if you were to add it up and I don't suggest you do it because I've done it several times to make sure it was right but if you were to add up the the three-year um plant that's at the top of this that shows you what we were going to be doing for mechanical and electrical. If you take that and you add that up and then you add to it and you can see in your slideshow these numbers by building the sum total of these things by that are here. >> Okay. >> And and that top table they they equal what's here with this caveat. If they were in if they were in one year and they moved back, they got deescalated by 5%. If they were

268in a year and they got moved forward, they were escalated by 5%. >> Okay? >> So, what's in there is is exactly what's in the backup to this under the three-year plan plus what's here, escalated or deescalated. Okay. >> Okay. >> I got you. And I have an electronic copy of that so I could >> zoom in and see see what it is. And then I'm sure they correspond they correspond into here. >> They do. You just have to remember depending on what it was, plus or minus, right? >> You know, I can I can share with the administration what was what was escalated or deescalated, but you kind of get the idea. Um, when you start to add things together and you move one thing out a certain year, I mean, it it gets

269a little wacky when you start adding them. Well, the paint came from 2026, so it got escalated differently, etc. But you'll see that it's close. >> But that gives me the ability the ability to dig down into these numbers and Yes. and see what's underneath. >> Yeah, that's exactly what's underneath. I made it simple. So, it's that set of pages plus what's in that slideshow. >> I mean, you're not you're not getting that from this, but >> electronic copy. I can I can go in and see that. So, um I I mean, I just received this. So, I I want to do that diligence. I want to dig down in there and look at those things. But I do think that that um that a three-year approach building by building certainly appears to probably be

270the most succinct approach. It does look like it it may have a it comes to a slightly different total. Um but it's it's negligible. It's I mean I say negligible. It's about $800,000 difference. But I also you are somewhat at the mercy of a a um scope of work that you didn't produce. >> That's >> Well, that that's true, but the the difference that $842,000 and change is was the difference from when we had everything pushed together and started to separate things and move things one way and the other. the net for all that was that escalation. So that difference is is exactly that escalation that you're saying. >> Yeah. So there's a different time value of money uh because there's a two-year frame versus a threeyear. >> Yeah. 100%. I I I get it.

271And interestingly, I I did an exercise that did that did this a little bit differently and I was coming up with um when I when I took the two years and I pushed the three a different way with the systems that escalation was higher. Um maybe it wasn't that. was when we pushed out um it was when we pushed out S southern middle and and had Southern L back >> when was Yes. I flipped them and we picked up uh probably about 60 or $70,000 >> a different scope of work. >> Yeah. Reduced escalation. >> Yeah. >> And exactly. >> And certainly Mr. hall, you want to be digging into, but I can assure you the team is also scrutinizing all these scopes and going to continue to dig, you know, >> I want to

272be able to understand it. >> Yeah. >> And I mean, it's there. The information is here. I just haven't I didn't have this and that, you know, kind of compiled together. >> Yeah. >> Well, and it's just the start of continuing to refine. >> Right. Sure. And and it would be done. I'm assuming that these all could be handled by Giza. >> Yes. >> And then >> and the Giza and the 15% and at worst if there's something we could look at getting several prices for cooperative purchase, but we we you could do it in a way that's under a lot of control by the district that avoids >> settlement. You just talked >> and in the fluidity of that process there there can be uh economy. >> Yes. And we already found that. We

273found that in our last GIS process pro process. There was economy found. I mean, >> you know, it it certainly uh it's there, but at the same time, you're you are somewhat at the mercy of a of a scope of work that you didn't create. >> Yes. >> It's not uncomplicated. >> Yeah. The other piece, if you go back one more slide, so it is $842,000 difference, but that would be very challenging to complete that 16.8 in one summer. So it it's probably not 100% real that difference because I'm not sure we could >> pull >> that off. Yeah, >> you would definitely use multiple contractors. And I mean the the reality of it is and and to the point that president made as you start to push things out, you have time value of

274money. In this case, you have escalation, but the more that you come back, and this is part of what we talked about, the more you come back to the same place. you're you're back there doing work with what we call general conditions, which is supervision and things like that, but you have mobilization and remobiliz and demobilization costs. And if when you start to apply the principles we've been talking about with Mr. Hall, you you start to eliminate some of the that extra cost and you're just getting more for your money when you decide what it is you want to spend your money on. And I'm going to I guess start to show my age a little bit, but I'm going to roll the clock back to 1999 and 2000. We did two projects on this

275campus at the same time. We did Southern Middle and Southern Elementary at the same time. And I'm paraphrasing, but I remember saying, I don't think this is a good idea to do it again. you know, the the just the amount of work that's going on and certainly not to the same scope, >> but all of a sudden we're crunching into a summer two buildings on the same campus. Um, yeah, it's a challenge that I I don't know that we want to do again, you know, if if there's a a way to to accomplish that in a different manner. with the $5 million grant that you applied for, if we were to get that, um, is that committing us to like, do we have to put up five million, then they put up 5 million? What

276what does that look like? It >> It's interesting. It's written a couple different ways for DC. Would I explain it as a 25% match? If they give you a hundred bucks, you got to put up 25. So, I I don't think you're going to see a $5 million if I think what' you get about a million last year. So if you got a million last year, you put up 250 to match that >> and that's to whatever part of this we won. Is that correct? >> That's right. So what we applied for was HVAC because we knew that was the the biggest thing. So you could do it in one school, you could do it in a different school, you could do it a little bit in one and a little bit another, whatever you

277want as long as it's that. >> But it has to be done in that year. Correct. >> It has that grant tells you that you can use it. I think it for three years. >> Oh. >> So, I think it's three. >> And we could space that out. We could truncate it. >> You you can you I have not seen a district do that because they're not giving out money in big enough chunks that anybody goes, I'm going to space it out. The other reason that they don't space it out is whatever. And I have some a lot of districts that get designed and ready to go because if you buy whatever you're buying with that grant money the day that you approve the grant because you have to write back to the state and

278say that you accept it. If you do that early because of inflation, you're going to get more unless you're at a bit bad bid period of course, but the earlier you do that, the more you're going to get because you're only getting so much money and inflation will erode that. Well, I'm saying the flexibility is >> But you have all the flexibility you're talking about. Yes, you do. >> And and the scope of all of these would even if you got the full 5 million, it would not, you know, putting in 25% would not meet the the the $8 million or $9 million. >> Well, if if you got $5 million for some reason, you'd do it across schools if you had to to make to make that match. But because we did we did

279hone in on HBAC because those are the critical. >> Yes. >> Has to be specific to that which in which in uh Southern L is >> I don't know if the 45 the 4,500,000 >> is all HVAC. It just says mechanical. So there's probably some other pieces. >> Yeah, but you're you're you're getting the idea. You're looking at that the right way. Okay. Do you have any other comment? >> This is uh some great information to give us the direction that we we need to go. >> Thank you. But um it's part of the process just like the other processes you're going through and we'll look forward to getting some feedback from you through the administration and we'll continue to come back and improve you know the thought processes as you all look at what

280where your priorities are and how you want to tackle some of these needs that are there and really look at that in combination with your budget. >> And I appreciate you giving us all this time tonight. >> Thank Sorry it's so late. >> That's okay. Thank you. >> Okay, moving on to 11.05. We have use of facilities which is there for our information. Moving on to 11.06 other items of business which I actually I do have one >> for real. for real, not three. Uh, and it is only a matter of wanting to understand where we are in the process of, uh, looking at the land in New Freedom. >> So, um, we solicited for appraisals. Um, that was actually more difficult than I thought, um, to get. Um we did um I did sign

281to have um Agrarian who specializes in agricultural appraisals. Um they actually I think were out yesterday um to take pictures. Um so we should have that back before the um April board meeting. >> Very good. Okay. >> Thank you. >> Anything else? President Hank. >> All right. I'll turn it over for item 12 to our transportation health and safety chair, Mr. Cash. >> Thank you, President. Uh 12.01, the student transportation report for February 2026 uh is there for your perusal. I will say that the uh um yeah, bus evacuations on um what day was that? >> Wednesday. >> Yesterday. Yes. Sorry, man. >> It does feel like a long time. >> My days and nights, man. Um was successful. That was I I would dare say one of the quickest ones I've seen. That That

282was quick. It was over before it even started. It seemed like um well done to the whole team. They were all out. Um all the teams was out there and looked really good. Uh 12:02. Um I would like to make a motion to approve the submission of a grant application for school bus stop arm cameras through the PennDOT automated school bus enforcement grant round two. Have >> a second. Second. >> Do I have any discussion on this? Any nays or abstensions? That motion carries. 12:03. Other items of business. I have none. Back to you, President Henle. >> All right. Which brings us to item 13, uh, athletics and extracurricular. I will turn it over to Mrs. Mary Lee Hall. >> Okay. Thank you. Uh, so the Warrior winter sports season wrapped up a few weeks

283ago and now spring sports are in full swing. Here's a summary of the current highlights over the past few weeks, both in winter and spring sports, submitted by Mr. Blandon. Boys basketball. Congratulations to seniors Landon Kleman and Kaden Richardson on being selected to participate in the York Adams Senior All-Star boys basketball game coming up this Sunday, March 22nd at 3 at West York. great recognition of their dedicated careers within the program. High school girls basketball. The Warrior girls basketball team made a great run through the PIAAA District 3 5A tournament and into the 5A or excuse me PIAAA state tournament. They finished in third place in the District 3 5A tournament defeating Coalico 36 and 34 on February 26th. In addition, they hosted Peters Township on March 7th for the first round game of PIAAA

284state tournament while they lost in overtime. It was a great game and believed to be the first time in school history for hosting a PIAA state tournament game. Senior Elena Snyder was named York Adams Division 2 Player of the Year in addition to Johanna Betett and Maria Agugustino named to the York Adams Allstars honorable mention list. Congratulations to each of those ladies for their accomplishments this season. Swimming warriors, boys, and girls swimming teams completed competed at the PIAA District 32A Championships in February on February 27th and 28th at Cumberland Valley High School. Uh we did not have any swimmers advanced to the PIAA state meet. Um, but there were certainly placement at the district 32A meet. Her men's 200 medley relay placed eighth. Jared Voss, Chase Wright, Ko Nuin, and Drew McFaten. Women's 200 Freestyle

285placed sixth. Gracie Burton, Cali Shu, Carly Ables, and Lauren Kalinovich. Women's 400 freestyle relay seventh place, Gracie Burton, Ilia Swenson, Carly Abless, and Lauren Calmanovich. Women's 100 butterfly placed seventh, Lauren Calmanovich, and women's 100 backstroke, fifth place, Lauren Calmanovich. So, congratulations to everyone. That's a great run. And then of course spring sports. The high school and junior high warrior spring sports students athletes kicked off with official practices on March 2nd. Weather permitting. They will be finishing up their scrimmages over the past week and starting with first games of the season this week. There's several going on tonight and tomorrow. We're looking forward to an exciting spring season for baseball, boys and girls lacrosse, softball, boys tennis, track and field, boys volleyball, junior high girls volleyball, and girls and boys junior high soccer. Congratulations to Commitment

286Day seniors destined for college sports. Brady Durkage to attend Immaculata University for soccer. Patrick O'Brien to attend Lehigh University for pole vaultting. Owen Ragner to attend Wesburg University for baseball. Elena Snyder to attend a Maria University for basketball. Nick Grosa to attend Dukane University for track and field. Brook Shabbach to attend Messiah University for field hockey. Maria Agugustino to attend St. Joseph's College of Maine for basketball. and Gabe Clayball to attend Lock Haven University for football. And I have an update. I'll keep it quick. Uh, this is about the free event tickets that I've been talking about and um how the meetings went over concessions. So, I'm sure you're all wondering there wasn't a presentation tonight. So, Mr. Glennon did provide the requested report including neighboring district pricing and revenues made from the sale of

287event tickets for us here at home. Although it's a good start, I think that we'll need to understand the impact of the revenue from those sales, what it'll have on our district budget, and how funds can be recouped if we can do it. So, for this, I'll need board support. So when I ask Mr. Blandon for information, he can't do that just on the recommendation of one board member. We need to as a collective ask for that information. However, I would like to ask for that with a plan to cover the cost, whatever we might be losing. But at the same time, keeping in mind the difficult financial year we're in and what we've all been discussing, um, I think it's best to table it this year and bring it back around for board support

288maybe for the 2728 school year and then ask administration to provide more information on how we can offset the cost to consider free student admission and athletic events. There's also been some questions that have come to me several times from different students um that there's um a thought of moving the student section outside, specifically at the main field bleachers, possibly moving it to the other side of the bleachers, taking the seating out because they don't sit down, they all stand, and then painting it for designation. They're they're kind of right at the end there where all the patrons come walking through. But that also, you know, is some cost evaluation there, some safety, right? What does that look like to remove that? Is it okay to remove that? Does it compromise the integrity of the

289bleachers? Right? What are we looking at regarding all of that? It isn't the first time I've heard that type of request from students. So, I'm not quite sure where to send that. If the kids would go through maybe student council, Dr. Sterner, or if they'd come directly to the top to Dr. Bryson. I don't know. What do you think about that one? >> The request needs to start initially with Dr. Sterner and Mr. Bland and >> Okay. >> They can take a look at what the functionality may or may not be. >> Right. Right. And just a little bit more before we all fall asleep. I know it's after 11. Sorry. Um, but as you know, um, speaking of, you know, concession contemplation, when Mrs. group, Mrs. Green, Mr. Hall, and Mr. hash met with

290Chartwells during the SYCSD food service negotiations. One of their selling points was that Chartwells could use their purchase power to help increase earnings for the All-Star booster club by purchasing menu items that can be sold at concessions. So, the Booster Club and Chartwells representatives met on January 23rd to discuss the opportunity to partner in this way. And while also adding menu items, it was discussed of the possibility of food preparation for concessions as well too. So as a result, Chartwells will provide a price list of menu items to the booster club that they are able to purchase and if there is a cost savings, then the booster club plans on ordering through them. But there are also a few snags that came to light regarding this that are interesting for the board. thinking along the

291lines of improvements. Um, due to a lack of cooking appliances and warming options for food safety in the concession stands were hindered in what kind of offerings can be made. And in addition to this, there's also some difficulty uh that I believe could be overcome in preparation for unknown numbers of attendees by using previous year sales numbers and prepping to a certain percentage of that number. Um although as a board I do think we have some work to do to inquire of administration regarding an update of concessions to meet food safety standards in order to expand the menu in the future. Uh which I think we can c certainly ask. Um but once again during maybe a more prosperous budget year and at the same time be on the lookout for possibilities of grant opportunities

292that could help here. Mr. Blandon did report that all parties agreed that this meeting was a great beginning to discuss what opportunities they are moving there could be moving forward. Um, and thank you to Beth Plum, the booster club president, and Mr. Blanding for bringing Blandon, excuse me, uh, for bringing this discussion to reality. Um, I know I'm excited to see the benefits of this, what this partnership can bring, um, for our athletic teams and I think the rest of the board would be too, you know, if we can get to a place where we might be able to expand the bottom line for boosters and athletics and, you know, there's considerations there for uniform kits and preferences and things that the athletes have that booster can't always fund and, you know, it just helps

293all the way around to expand their bottom line. And that concludes my report. >> Thank you. >> Item 14, committee report. Other business. I have none. Anyone? Hearing? None. Move on to 15.01, Legislative Council. >> Thank you, President Hankle. Um the focus up in Harrisburg has been on reviewing the governor's proposed budget for next year. Um the only real action there was no ed uh house education committee meetings or votes. Um, but the big focus is probably on in March, uh, Secretary Row presented to the Senate Appropriation Committee, uh, talking about a lot of the items that are in the Governor Shapiro's budget proposal, including um 5% increase to the ready to launch grant um program, school improvement grant projects, and uh, bond programs for in infrastructure and repairs. So, uh, senators raised concerns about

294the, um, postcoid literacy scores, declining enrollment, and also the, uh, topic of cell phone bans was discussed as well. Um, but they're going to be back in working mode next week. So, that concludes related. I also did hear that Southern Elementary went to the capitol to sing >> and that they did a great job. >> So, we'll see success there. >> That's great. I didn't see that. >> 15.02 York School of Technology. >> Um, we have our next uh JOC meeting next week. Um things are moving ahead with the purchase of the land that we approved on our last meeting here. >> That should be com should have been completed. I don't think I've seen any confirmation of that from York Tech, but um that was scheduled to uh close that transaction. Um and I

295I have one thing I have to say very sadly. I do not have the student's name but uh student of the month was a senior from Sescuana last wow >> last month >> and >> did they show the video >> they showed yes we have the video and everything so made made Susquanic proud and I'm sorry I do not have students name in front of me >> I don't the land purchase are they interested in purchasing any down here >> uh well maybe for the satellite programs that Dr. Price was talking about. >> We have an absolutely available. >> Yes. >> What was the career highlight for the student? >> Uh he was Oh my gosh. >> He was Aldo. >> Was he? >> Yeah. >> Exciting. >> All right. 15.03. Uh Liu 12. >>

296Would that be Dr. Morrison? >> Oh, okay. I can do JOA. Uh I don't know there's any update beyond what's there for Lincoln Intermediate Unit 12. Um the JOA has given direction to Dr. Markees and myself uh to be available to districts to have any discussion related to the new funding structure for their future building project. for this board right now since we're pretty we're in close contact uh with you. Uh there's no budget impact moving in next year uh in regards to approving that. However, uh my plan would be in April. We'll give a kind of a preview of what the structure funding structure looks like. Uh the general gist is and I think I've shared this before um the base increase goes from 67,000 to 100,000. And I preference that by saying but

297remember that's a 20 year old number that has not never been increased. So uh that that's the challenge that that they're given. Um and then there'll be a per student fee for for uh facility usage. So, we'll give you a debrief on that in in April. And we kind of need a yes, we can support eventually um with a expected vote sometime in August, September, in the fall so they can begin the process. >> All right. Uh York Adams Tax Bureau. >> No report. >> Nothing to report. >> All right. Uh 15.05 Southern York County School District Foundation. This is all. All right. Uh, so the SYCSD Foundation met on Tuesday, March 10th last week and discussed many wonderful opportunities to benefit the students within the district. One of them was the innov innovation grant

298awards which this year includes a trauma simulation lab uh for the high school which is a multifades collaboration lab that utilizes specialized anatomical tools uh with oversight from a certified instructor from Harrisburg Area Community College. Another grant is a newsroom for the middle school that will provide funding to renovate the SMS newsroom by adding technology and resources available to students. And this is also through a partnership of WGA where students will be able to expand their interest in tele telecommunication and broadcasting fields. And last but not least is a grant to help support the purchase of a 3D printing and design initiative for Southern Elementary School. And all this in addition to college scholarships for our seniors awarded in May. As you can see, every dollar counts. So, speaking of funding, the online silent auction

299is coming up April 20th to April 27th. Runs from 9 in the morning on the 20th to 900 p.m. on the 27th. And all proceeds will be used to help fund scholarships and alumni programs. For more details about the auction or donating items, please contact Tia Walker at the school district phone number extension 7278. She will gladly take your money. And the next foundation meeting will be Tuesday, April 14th. >> Do they list the items anywhere online or do you have to >> Oh, yeah. They're all online. All the items. >> Yeah, they're all online and you would actually um put your bid in online when it opens. And here's the flyer if you'd like to take a look or take of it. Put it on your refrigerator. Call Tia. Give her a couple hundred

300dollar. You know, >> I keep this. >> I guess. >> Well, I can hand it back. Take a picture of it. >> I'll get another one. >> All right. All right. Good. Um 15.06. Other items of business? I have none. uh secretaries report uh the student activities report for February 2026 is attached for your information. Uh resignations and retirements there are five there for your information. Um 16.03 other other items of business I have none. 17.01 01 the um enrollment information for home education outside cyber charter and li2 Lincoln edge cyber program is there for your information which brings us to 17.02 02 Announcements by board president and superintendent. I do need to announce Well, first I'll announce the next regularly scheduled meeting of the board of education will be held on Thursday, April 16th,

3012026 in the district offic's multi-purpose room beginning at 7 p.m. I also need to announce that we had immediately prior to this session uh an executive session covering special education um personnel and safety and security. Did I miss any? All right. Uh real quick, I just want to recognize uh one current employee and one past employee actually. So the current employee uh wanted to give a big congratulations to Jocelyn Roupert who received Shippensburg's study council exemplary program for her career practicum programming that she does much of which with our seniors to get them connected and going the right direction. Um, I don't know what we're going to do with She's going to laugh. I don't know what we're going to do with this because it actually fits with the other exemplary programs that the district

302has gotten recognition with over time. >> Move some represent me over to that one maybe next. Um, but a big thank you to Herd and Dr. Sterner who both represented as well as one of uh seven or eight programs across the state that got recognition. So, really cool. And then secondly, this afternoon, I had uh the really cool opportunity to go up to the uh Pennsylvania State Athletic Directors Association has a conference, but more importantly today, they inducted into their Hall of Fame. Um our our one and only Chuck Abbott, who is a longtime teacher, coach, athletic director here. uh he started his career here at Southern and ended his career here at Southern as the athletic director. So really cool. We invited uh some of his old colleagues up to join him for that

303induction. So um real neat event to see him and all of his daughters who are now adults with their own families. Um for those that you know Chuck, he's still doing well. And if you don't know Chuck, he's also the executive director of the YIAA. Actually, I should have said formerly known as the YIAA is now sea conference here in South Central Pennsylvania. So, congratulations to Chuck. Welld deserved. That's all I have. Thank you. Thank you. All right. Item 18, new business, anyone? Then I'll move on to item 19 and I'll entertain a motion to adjurnn. >> So moved. >> Second. >> I have a motion and a second. Are there any nays or abstensions? >> Did you just nay? You're director. Our Please do.