001Good evening everyone. I will call this meeting to order. Please stand for the pledge and a moment of silence. roll calling is out for personal reasons. Um, we did not have an executive session since the time of our last meeting. Um, is anyone in the audience that would like to address the board at this time? Okay, seeing none, uh, we will move on to board committee reports for information purposes. Mr. White, anything to discuss there? Sorry. Sorry. Be more prepared, sir. >> We just had our November 10th budget and finance committee meeting. Uh for those that were were in attendance or were not, uh basically um Jennifer and Mark went over u our future budget soon to be. Uh if you have any questions, you're more than welcome to reach out to one of us
002and we'll certainly fill you in. >> Thank you. Um I have no correspondent. Well, the only correspondence is the updated document at our desk from Suzanne on uh the scheduled meetings uh that include the superintendent search and all the other that are mixed in there. Um we will move on to action voting meetings personnel with Mr. Stein. >> Personnel board actions requested. Item A, resignations. Acceptance of the following resignations as listed. Item B, athletics, approval of the following coaches for the 2526 season as listed. Item C, aquatics, approval of the following individuals as listed. Item D, Act 86, dayto-day student substitutes approval of following. Act 86 substitutes as listed. Item E, teacher substitutes, approval of following as listed. Item F, classified substitutes, approval of the following substitutes as listed. So moved on personnel. >> Second
003roll call vote on personnel. >> I need a separate vote on item B12 and C6. They can be together. >> Okay. Sorry, I was moving on too quickly for you. Um, we will do a separate vote on B12 and C6. >> Shear >> Wilson. >> Yes. >> Ramsey, >> yes. >> RIP, >> yes. >> Bal, >> yes. >> White, >> yes. >> Ste, >> abstain. >> Yes. Roll call vote on all remaining in personnel. Yes. All right. Motion to adjourn the action voting meeting. Second. All in favor. Right. Calling to order the director's study forum. All uh board members that were in the um attendance earlier stay for that meeting. Um anyone in the audience that would like to address the board at this time? Okay. Seeing none, we will start with business and finance
004committee budget and finance with Mr. White >> budget and finance proposed budget uh act one index resolution. We're gonna have Mark Zap give us a 2.5 minute presentation. >> Thank you, Mr. White. So, um, Springrove's current enhance index is 4.7 7% and, um, you have the resolution in front of you. Traditionally, at this time of the year, um, uh, the business office, we we recommend, um, that we do not exceed that budget, and that's basically what this resolution states. Um it's at this time of the year that we either need to present a budget to PTE or we stay within that 4.7%. So again um we feel that uh projecting um where we're currently at and u the 2627 budget that we would stay within that enhanced index of 4.7%. Are there any questions that
005I can answer on this enhance in on this enhanced index or on the resolution? No, but I will make I just want to make a comment. A lot of people don't understand this process because I've got I've got question about it here recently. When we pass this this index, it's just a goal that we will not go over. That's not is what we setting our budget for. So, a lot of people don't understand that out in the public. They hear we we pass this and they think we pass this every year at the max. But it it's just this you can probably explain it better than me but it has nothing to do with what we actually increase our taxes. >> Correct. So what this uh resolution is stating is that uh PTE uh sets
006an enhanced rate and that is uh 4.7% that is what Springrove's enhanced rate or index is. What we are saying tonight is that for the 2627 budget that we will not go over that 4.7%. We do not see a need to go over that 4.7%. So basically we're recommending passing this to say that we would stay within that either a 0% increase up to a 4.7% increase. >> Is that okay? You're welcome. >> Give yourself some credit, Rodney. You explained it perfectly. >> And Mr. White, if I can just continue. Uh yes, Mark, you can. So um uh a little bit ago we had our budget and finance committee meeting and I went into detail a little bit about our standards and pores uh rating. I'm going to refer to it S&P. So uh a
007number of years ago when we borrowed um um construction fund um funds approximately $8 million. We were interviewed by standard and pores. Um standard and pores gives uh businesses rating on their debt. It basically starts um at a uh AAA uh plus rating and depending on the businesses um um the debt structure, the amount of money that uh a business would uh would borrow uh you can be anywhere from that AAA rating and I I forget how far below down but it goes maybe down to like a C or D rating. Um in um in that 22 23 time frame, this the school district was at a double A negative. Um, again, if you think about a AAA plus, that would be the highest rating. The next rating would be a AAA and then a
008AAA negative. So, it goes positive um and then no uh AAA and then an AA negative. So, we were at uh the the lowest of an AA, which is still a really good rating, AA. um because of um some budget imbalance. That was basically no tax increases uh uh or several years of uh deficit uh in our budgets as well as uh declining reserves uh drawing from our fund balance. Um standards and pores uh changed our rating from an AA negative to an A+. So it was the highest A rating which was an A+. Also, they put a negative outlook onto the district, which meant that uh they were going to re-evaluate us in a number of years uh to see if we were going to continue with that uh with that track. Um so,
009over the past number of of of years, um the school district did do two um tax increases. We also had two uh budgets that um we came in at um a um a positive uh fund balance. Uh and we also um uh stabilitywise standards and pores on October 31st interviewed the business office and affirmed that A+ rating, but they took that negative outlook away and they now made it a stable outlook. So we're projecting in the right direction towards that uh again back to that AA uh um AA negative u rating. So uh some things to uh to continue doing. we talked a little bit about in um in the uh budget and finance committee meeting is to uh continue with our uh uh current financial path. Uh continue uh looking at our uh at
010our budgets um and um we had talked to them about reducing expenditures and continuing uh to look at those revenues that we can have an impact on. So any questions? I know we talked a lot about it at the budget and finance. I'm trying to do a very high level overview for those of you that already heard this, but any questions from those current board members that were there or or uh Mr. Ransy or Mr. Ritz that didn't attend the meeting? Anything I can answer? Okay. >> Okay. Thank you. >> I again I like to make a comment. I don't have a question, but people need to understand that that rating only affects us when we're borrowing money. It does not have any effect on our budget or on our school operation or anything like
011that. It's just when we borrow money that that's sets we get better interest rates the higher we are. Correct. >> Yep. Correct, Mr. Shear. I was just waiting for you to turn that off. Yeah, correct, Mr. Shear. So, um so if the district in a number of years decide to borrow money uh say for example in two years we uh we we need to borrow money for for whatever that project is. Um having a higher uh a better credit rating would give us u possibly lower interest rates. we possibly wouldn't need uh uh various types of insurance. There are there are positives to it as far as borrowing money. So, it's kind of thinking look at like thinking personally as your like credit score if you want to have either a 750 compared to like
012a 625. That's that's basically what you can equate it to. So, any other questions? Okay. Thank you. >> Oh, sorry. Uh yes, we have another one. Uh Mr. Zap for the repurpose of obsolete music department equipment. >> Thank you, Mr. White. Um hold on. >> So what it is uh is board policy 706. It's approval is required to dispose of some pianos uh at the high school by Dan Brener. uh they've been in the partnership with the uh art and STEM department and have determined a course of action potential repurposing of the pianos. So um so here here's my question and I'm just asking this since we have the powers to be. Can the pianos go to each of the schools and have the students uh whether it's art or whatever revamp and re and
013place the pianos in uh the hallways or lunchrooms that children could play. >> Yeah. I don't know what's the plan is. So, I um I'm not sure of that specific question if we're if we're going to repurpose these P pianos in order to allow the students to play, but um the high school um and through the music department, they have a um um um a plan to be able to repurpose these in each of the buildings. Uh that may be uh that may be one of the purposes. I can get further details for you. I know that currently um the pianos are not being used. uh we we looked to donate them, sell them, dispose of them and um and and there was no interest in those pianos at all. So the high school said,
014"Well, instead of just disposing of them um um you know, when we think talk about disposing of giving them to uh you know, some sort of either trash or recycling center, let's find a purpose for these." And that's what they were planning on doing these. I can get further details from Mr. Brener and from uh the high school. My my understanding is them they're not being used currently and they would cost us money to be able to be used because they're outdated and not kept up with. So just to tune them alone would be an expense and that's just for each one. So that's why they went with another version of of an opportunity to use them because they couldn't get rid of >> how much is it to tune them? I can't answer that
015right now. I look into it. >> And And we don't have anyone in house to tune them. >> No, we would we we have we pay people to come in and tune them. And the ones that we use, we do that on a regular basis so that they're able to be used. They may also need to be repaired all these things. So they're trying to get rid of them without spending more money to be honest with you. Yeah, it looks like they've done se they've done a lot of research and done it looks like they've tried to sell them, tried to donate them, can't find a recipient. >> Yeah, it's the same if you have if you have ever had a piano at home. It's almost like pretty much the one I have at my
016house I got for free because I nobody wanted it, but I had to get pay somebody to bring it to me. So, I got it for free, but I had to actually pay for it to come to me because they're almost impossible to get rid of because they're too big and nobody wants to lift them. But yeah, I love the idea of the memorial for Carrie Schmooer. That would be amazing. >> Okay. And then um the next item we have is we have a uh new student uh club proposal. Uh so students and um adviser Becky Staver, they submitted a request um to the administration uh following the district's uh formal approval process to be able to uh have a club where they can solicit and collect uh fundraising and be able to uh use
017that as part of their their um rocket skills, their life skills class, their life skill skills course. Uh many of the students do uh help us out um in the IA at our um um at our um um Rocky Cafe. Thank you, Steve. Uh Rocky Cafe on a daily basis. So, they're looking at um forming a club u and being able to uh solicit and do be able to do fundraising as part of their course, but also uh um to uh uh be able to to continue get have opportunities for the students. um any questions on that club or anything that I can answer? Okay. Thank you. And then last um as we traditionally do at this time of the year, um we remind you that at next meeting the the 24th, you will be
018receiving a hard copy of our uh our financial audit, our local auditors, um Cockanau, Ernest, Smiser, and Berg. Um they're wrapping up. We have uh a um the MDNA, the management's discussion and analysis that we have to we as in uh Mrs. Leppo and myself have to uh uh finalize but over the next week we'll be finalizing that audit uh with them and you'll have a hard copy at your seat. Um we're going to have a quick turnaround because December 2nd we'll be asking for your approval uh that you're accepting that audit. So just wanted to give you an FYI um that that will be at your seats next uh uh on the November 24th. Any questions on that process? Okay. Thank you. >> All right. Moving on to management committees policy with Mrs. Bong.
019>> Okay. Number one has um the board committee uh memo that you each received in your packet. Please be sure to fill it out. It's your desire for what committee you would like to serve on and it needs to be returned to Suzanne. Uh number two is the proposed new and revised policy. uh policy 815.2 about AI and we're gonna hear from Mr. Inc. >> Thank you, Mrs. Bomb. Um so, as you've read, we have the new policy for AI, artificial intelligence. Um just just to speak at a very basic level of AI, it's it's software. We're talking about software that has the ability um to learn rather than just um follow instructions. So, it can take thousands of pictures of dogs and learn what a dog looks like. So, when it's shown other pictures
020that it hasn't seen before, it can identify a dog. Um it's all around us. It's in our phones. It's on our TVs. Um it's a part of our life. um and we felt it was time to address um AI in our classroom. So the draft that you have is um a result of a lot of effort, a lot of time we've spent in research conversations with teachers, administrators, students, parents, legal counsel. Um and I wanted to take a moment to thank those here that were on the committee um who were a big part of it. So, I'd ask um Kristen Henning, Kim Dunlap, and Brent Barge to come on up to the microphone um and we'll engage in a conversation about the AI and our policy. Um but I do want to mention that we're
021following in the footsteps of at currently with nine other school districts in York County who have a policy on AI, 10 if we include the uh York County School of Technology. Um we've learned some lessons from them. Um, and I think we're well I know we're proud of the work we've done because we've um kind of put the the Springrove stamp on our version of this policy. Um, but I want to say that we recognize this is step one. This is the first step, a necessary step of having a policy. It is not the final step or the final destination of where we think we will ultimately end up. Um, the chart you have in front of you illustrates um, what I'm going to call the foundational slice of the total AI landscape. Um, because
022as the tools involve evolve, our classroom instruction and the needs of the classroom evolve, we anticipate that we're going to be bringing back additional questions, um, additional considerations back to you at the board level. Um it was designed not to just be reactive but uh to proactively guide a safe and um ethical instruction or uh integration into our instructional practice. Um so I think I feel it sets a good balance between innovation and responsibility. Um, and at this point, we're happy to discuss um any questions that you all have uh clarifications that we can offer as it relates to this policy. >> Chris, could you just real quick tell the everyone like what the process that you went through with that committee because it was >> Sure. >> It was extensive. >> Sure. So we
023gathered last February um a group of 12 to 15 16 um teachers and administrators from across the district. We had representation from every level if not every building. Um and we set out a series of uh three meetings. We looked at two different policies. Um did some comparison and contrasting with the differences between the two, what we liked, what we did not like. um and and kind of and that's what I referred to as as kind of putting our Springrove spin on it is that we were looking at multiple policies that were in place. We didn't just go with one um and kind of slap our name on it. So, out of that process with those meetings with our stakeholders, um we had a draft that we then um took to the solicitor. They provided
024feedback on it. Um, we tweaked a few things and then, um, I met with, oh, I'm sorry, before that, at the end of last school year, I went to the high school and met with our rocket leadership class, which was probably my favorite part of this whole process. Um, talking with the students and getting their questions and their feedback. Um, and then I did this very similar process with parents. So we had um some parents from again across the represented across uh the K to2 spectrum. They didn't get a lot of participation at first because they realized parents the parents I said hey can you give me some feedback on our AI policy that we're working on. They said no thank you then why not? Well we don't understand it. I said you don't need
025to understand AI. I don't need you to do that. What I need you to do is have an opinion on what your kids are learning in the classroom. I I want you to to be aware of what they're learning and give me feedback on this. Um, and so we got through that process. Um, and over the past couple months, we met with the then the, uh, policy committee last month. Um, which brought us here today. >> Questions? >> Yeah, I do. So you're saying when you talk to the parents they're saying they didn't feel comfortable that the children learning what they need to learn without this AI? >> No, what they said was we don't feel comfortable um discussing AI with you because we don't understand it ourselves. So once I explained it to them
026and they sat down and we read through the policy and I picked apart the parts that pertain to parents, they said, "Oh, okay. Well, that makes sense. I'm glad you had some of the feedback were, I'm glad you have guide rails in there to prevent um the the negative aspects of AI from being introduced into our classrooms. Um I had a parent that said, uh well, regardless of what I feel about it, I think it's important for the kids to learn so that when they graduate, they're not behind just because they went to Spring Grove. Um, and they once we sat down and had a dialogue about it, I didn't get anyone saying, "No, I still don't agree with this." Pardon? >> You didn't call me. >> Correct. I was We discussed we discussed about
027AI here what two years ago or something like that. it was a program somebody wanted to put in and we we sophistic we asked them exactly I'll put it down what where this AI that they were going to use in where that information came from and it pretty well boiled down it came from Google so we didn't as a board we didn't feel comfortable enough with using that because we don't know where Google gets it this information from you know and I don't know if this is anything similar to that or not because believe me I don't understand any of this I I have a trouble using this microphone You know, alls I'm saying, if we're sure, you know, if you can make me sure that this isn't going to take over where a teacher
028can sit back and push a couple buttons and AI is teaching the class or anything like that, I I ain't saying I wouldn't go along with it, but I'd have to be reassured that somehow this doesn't take away from what our teachers are doing because I I believe our teachers are the most important thing, especially in elementary school. the teacher is the most important thing that child can connect with in them early years. >> I agree with you a thousand% there. There's nothing there, nothing that we're talking about that would take away anything from our teachers ability to teach. If anything, it's going to enhance and extend what they're already able to do. Um I I don't know if there's uh anything that you guys want to add with that. Um Kristen and we've had
029some conversations about even at the younger grades what this looks like and it's probably going to be very minimal use for that reason. >> I'm just too short. I'm sorry. Um yeah, so speaking from the elementary lens, um these things that we're talking about are specifically teachers and students, two separate pools, okay? for students. There's a lot of generative AI tools out there that my elementary kids can't even get to because we don't allow it. They don't allow it for children under 13 or even under 18. So for students, that's our guideline, right? Does that tool even say it's appropriate use for those for teachers? My teachers can use things like this to differentiate um text in the classroom. If I have a classroom of 25 students, but I have four different reading levels. I
030have a text that I'm giving them. They need to uh pull skills out of here and answer questions from here, but they can't practice those skills with that text because they can't read it because that's not their level. They can actually put that text into here and it will give them that same text with lessened vocabulary, same skills. So, my kids can all be doing the same thing, but at their own level. So that's like a powerful example of something that can help enhance the classroom. It's not saying the teacher is not going out and finding the best resource or using the resources that we've provided. It's saying we can take that and we can make it even better for our kids. Does that make sense? >> So two years ago when we did this
031AI is not the same two months ago that it is right now. Um it uh at work I am taking every major aspect of what we do and using AI to expedite the ability to get data and to refine it. Um, never used this analogy before, but it would be like going out to Lake Gadoris and doing a scavenger hunt and AI gives you a motorized boat and non AI gives you a paddle boat. You still have to be able to read the map. You still have to be able to understand and decipher the clues and answer the problems. So, to me, everything about how we use AI um is I think Mr. Shar's point is we want to make sure that the education doesn't get compromised is on this page. Um and understanding the
032balance of frequency and how often it can be used. Um AI is not going to help a pass. Um, AI may have the ability when you're writing. Um, but as long as we are striking that balance to make sure that AI only enhances education and AI does not have the ability to take away from it, then to Mr. Ang's point, if we don't teach our kids how to use it, they're going to come out behind. >> Perfectly said. Couldn't have said it better. um where again I'm in a world where I use AI every day. It helps me work smarter um and more collaboratively actually. Um so I'm all for this and I couldn't have said it any better. Like everything you said was 100% correct. >> I can just clarify some of the the
033finer points of the policy. We're saying in this in this policy what page you're looking at if a teacher doesn't specifically tell a student that they can use AI on something it's understood that they can't right so our baseline is no AI right so the students and that's how it's set now our students cannot access any AI tools devices and our implementation of this would be we identify a tool that's useful we would allow that specific tool for specific based upon the so I just wanted to make sure that we have that understanding there is that we're not opening up the wobble it's a very focused just that very quickly if I may during the policy committee the question I'm sorry Nicole during the policy committee or you go I was just going to reinforce
034what Kristen said and I learned this at the policy meeting which helped me because I feel like I'm on the same page as you Rodney where I'm very nervous about all this because um I again I don't want it to take over and um create laziness for lack of a better term and lack of creativity um for our kids. Right? So I want them to be stimulated. I want them to learn and I want them to understand these things because I do agree AI is all around us and it's not going away whether we use it or we don't use it. I'm what I really love is that some of the tools some of the um I don't know is it software I don't even know if that's the right word but they have um
035they define things by age. So if if they say 13 and younger can't can't use it we don't use it right. So I and I'm most concerned about our younger kids, but for our teachers, I mean, I think it's a wonderful use because it helps you guys do a lot more in a day than you could have in the past, right? And instead of um sitting down and taking three hours to write lesson plans, you can basically tell it to do it for you. Um doesn't take away from teacher student time, um but enhances that teacher student time. So I love that aspect of it. So I learned a lot in the policy meeting. That was a great segue into what I was going to say actually. Thank you for that preamble. Um during the
036policy committee, there was extensive discussion about professional development both for teachers and then also teaching students what it is, how it is, how it works, all those things. And there's a system that Springrove already has in place here through our media specialists, librarians, technology people virtually in every building that we can sort of incorporate this into the curriculum so that we now can start addressing it because I think Chris, you did a great job of setting us up for this because this is just the beginning of a very, very long road and it's changing virtually every week. So, we have to have a curriculum that's dynamic enough to sort of teach students the new stuff this year, teach staff the new stuff this year to use those expressions and that's in the material that you've
037read. There's a whole bunch of professional development stuff that sort of was asked about during policy committee and then Chris and his team put together for that. Did you want to expand on that or is that the gist of it? I don't mean to prolong it. I I think that's the gist of it, but but it represents a commitment um to continuous teaching, continuous learning both on on our part as well as students. Will we be once again we have to get through a a formal you know uh voting meeting to um start discussing this? But will we do like a AI 101 for parents that they can come and you guys again kind of like what you did for for the board um when we started discussing this just here's here's what we're going
038to be implementing here's how it affects your student and here how it enhances our students day. Um I think that that again maybe 10 people will show up. I mean, I would hope for more, but I think that it's impactful for those people who choose to be there, and it's a it's a great piece that we can give to the community. >> Yeah, I I'm I'm certainly open to that. I guess my question would be um maybe we could dovetail that into a video that can be on the website and be available to any parent all the time. >> I love that idea, too. >> Cool. Thank you. >> Any other questions, comments for the team, for Chris? All right. Thank you guys so much. Moving on, we're going to move on to operations policy
039823 and we're going to have Dr. Ledwick. I'm taller, but I think that works. No. Um I think we talked about this policy previously. So what it is is better known as Narcan. So it would equipped or we already have it at our um our school nurses currently have it in their reserves to use. But this policy is a little bigger. Um it looks to extend um to after school personnel to be able to carry it kind of like an EpiPen. Um so th those would be three individuals that we would add to carry it and uh Suzanne did a great job with doing the administration regulation for you to view. So I didn't know if you had any additional questions. >> Thank you. Great. Moving on to personnel with Mr. Stein. >> Yeah. Does
040anybody need an executive session for the confidential memo? >> Moving on. >> Thank you. Uh program committee moving back to curriculum with Mrs. B. >> All right. We're going to start with course proposals and we're going to have Dr. Guanino discuss those. >> Thank you. Um you have a memo in front of you as we normally do at this time of year. Um we have our uh prop course proposals and course revisions for um for for this year. Um as you know um before our teachers go ahead and start rewriting or writing curriculum. Um they're going we're going to ask your permission to uh to add these courses. Um if you're looking at the memo, I'm going to look at it actually in reverse. If you look at the bottom of the memo first, um
041you'll see it says curriculum cycle revisions and we have art, business, STEM, and world language. These are the uh four curricular areas that are in their rewrite year. So, they are rewriting their normal uh cycle revisions um right now. So, in the spring when after they've rewritten and revised and and and refreshed their curriculums, you will see all of the courses in art K to2, you'll see all the business courses 9 to 12. You'll see all the STEM courses and all the world language courses. They're all going to come to you like they do every spring when we have a a new group of courses. Um, we wrote, as you know, we rotate them. So you will see all of the courses that make up all four of those um departments in the spring with
042all of their each individual courses for each grade. So that's the normal. If we go up to the next group that's um in blue, you have a blue link for each of them. They are expanded or revised courses. Um and they're they're not completely new. They're not a brand new course, but for for the most part, we're talking about high school courses that they are significantly changing enough that I'm we're bringing them to you for permission before we rewrite them. And for the most part, most of these are coming to the fact that um as you know, we went to block schedule and most of these are currently in in the old schedule were a quarter course that we're now expanding to make it or they're requesting to make it expanding it to make it
043so that they can teach it in a semester. Um but you that requires more curriculum to do that. So these are courses that they're either reworking to combine some things or extending. So they're asking uh for permission to do those courses. And then the top list where it says new courses are brand new courses, courses that we are not currently teaching um that the teachers have come to Mr. Hart and and and put together proposals which you have links to all the proposals. Um, and if with your permission, um, they would write that curriculum and they would all that all curriculum for all of these courses would come to you in the spring. So, I can answer any questions. Mr. Hart's here to answer any questions. If you have any questions, anything about any specific
044thing that's on here? I do not have any questions, but I we were myself and Mr. Ritz was at the FFA meeting other evening and uh some of this stuff was presented to us at that time through FFA and it uh again Mr. Christian Airhart does an outstanding job of getting this stuff together and and and Lacy >> Bayore. Yeah, >> they're just they're so excited about it and and just it's just a wonderful thing that they're doing there for our kids that are more into technical stuff and they can't get into the to uh the York Motech, the these classes will help satisfy them what they need to get to. I really appreciate what's going on there. >> Yeah. Specifically we have for our a CTE a lot of these courses are related to
045reworking that >> like here in the >> okay are we good to move? No. Yeah. >> All right. We'll continue. Um Steve with uh overnight major trip proposals. We have one, two, three, five of them. >> Yes. You uh you have uh five trips uh overnight uh major trips. Um these are all trips that we've done in the past. We have our international thespian society conference that they attend each year. We have uh three mock trial competitions and we have our FFA leadership conference that we talked about uh at that extinct meeting last week. Um, as I said, their details are there, but these are all things we've done uh current in the past. >> Thank you. Moving on to athletic and music with Nicole Wilson. >> Okay, it looks like we have two overnight
046uh trips as well. Dr. Wadamino. >> Uh, actually, it's a group. Um, yes. At this time each year, um, doc uh Mr. Alex puts together a uh kind of a summary uh for you for the uh tournaments, overnight tournaments, and then our postseason championships. So, the first one is uh our overnight uh wrestling tournaments. Each year we have a series of junior high and and senior high wrestling uh that trips that we go to. Uh he gives you the whole year in uh kind of the whole season in summary in advance. And then the second one, our overnight um possibilities. If if our if our athletes were to make um or qualify for certain championships postseason, um he puts them all out now so that you are aware. Of course, we never know if we're
047going to make it or if we're going to qualify, but we have that information in advance. I'm not I don't not sure they're not PIAA but there we do get something for it. We have to compete in certain number of tour like outside tournaments in order to qualify >> rankings. It's for individual rankings. Wrestling's different when it comes because it's team power rankings versus individual rankings that that do affect PIAA. >> But but the thing is, who's paying for this? >> Who pays for it? >> Yeah. >> I mean, that's going to be Jeff Locks can give you >> the cost for the tournaments. I believe that to whatever it cost us to enter the tournament and whatever um and to get to the tournament are in our athletic budget. If there's any other additional
048course cost like uh lodging and this the wrestling cub club always picks up the lodging >> meals is the wrestling club. Yeah, >> it says it here on the >> we have the the participation >> for the transportation, >> right? that the the those costs are in our budget. We pay we budget that every year. >> Yeah. But these are to better the the individual students. It's not a sanctioned event is what I'm saying. >> It it's part of the se their it is part of their season just like if BA boys basketball goes to a holiday tournament, they need transportation to that tournament. It it's the same it's the same as any other sport that's participating in a tournament. And it's and you're right though it is different though because they get points for
049doing things that are outside the normal PIAA that they they kind of need to do something >> but it is those point that point system is part of PIAA if that helps you Mr. White. >> All right. Any items for planning? Okay. Motion to adjourn the meeting. Second. All in favor. All right. And just remember we do have a executive session. Correct. That's what it says.