001the board meeting of 217 to order. Will you please rise for the pledge of allegiance and a moment of silence? I pledge algiance 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. >> You may be seated. [clears throat] Can we have a roll call, please? Miss Anders >> here. >> Miss Jalal >> here. >> Mrs. Hollow >> here. >> Mr. Lynon Moulder >> here. >> Mr. Lauren Lustik >> here. >> Mr. Matthew Lustik >> here. >> Mr. Wigel >> here. >> Michelle Cover >> here. >> Mrs. Plank >> here. >> Thank you. >> We did have an executive session on Thursday, February 12th related to negotiations. Uh, could I get um a motion to approve the
002agenda for tonight? >> Second. >> Any questions? All in favor? >> Any opposed? >> I. >> Any opposed? >> I'd like to recommend approval of the following minutes as per the attached documents. Board meeting January 20th, 2026. Curriculum and extracurricular committee meeting on February [snorts] 3rd, 2026. Business operations committee meeting on 23 2026. And the policy committee meeting on 23 2026. >> I'll second. >> Any questions, discussion? >> All right, we move on to recogn all those in favor >> I. >> Any opposed? Hi. [laughter] >> All right. Recognition of delegation. Uh there is a student representative report. Uh Peyton couldn't be here tonight. Um it's essentially the same as it was last time. They are busy working on Minithon and they recently had a farm show milkshake fundraiser that went very well. I don't
003know how well. There's no dollar amount attached here, but um they are also having a meeting to discuss their mini mini fond t-shirt design on Thursday. I know that's always exciting. All right. Uh Upper Adams Intermediate School. >> [clears throat] >> You did. You're the best. Okay. Okay. So, we are here this evening to provide an over view of our STEM computer science electives that we have at the upper Adams Intermediate School. Uh we call it our elective block and it is designed and structured so that students have experiences with hands-on um problem solving, innovation, and technology, which we know is prevalent out in the workforce today. Um, we need to make sure we're hitting all of the qualities and characteristics to make them good, productive workers and be able to think out of the
004box. Um, so our electives block is something that helps us with meeting that goal. We want them to understand technology, but we want them to create with technology and understand it and be responsible with it. So during this elective block, you're going to hear us talk a little bit about um the session, how it's structured, and what kind of experiences the students have during those that block of time. So you'll want to hear things with coding. All of our students will be coding. They do some engineering design. They work with robotics. Uh and they do some innovative and creative projects. We're going to outline how it's structured. And then the students here, which I have um three students here today. We have Hayden Wilkinson, Morgan Wilkinson, and we have Sebastian Steckler along with Mrs. Kner
005who is also a facilitator of one of our sessions and helps us really organize the entire fourth, fifth, and sixth grade elective block. Um so, uh we what is STEM? STEM is really stands for I don't know if you know what STEM stands for. Some of you might be into this technology piece. um but it is stands for science, technology, engineering and mathematics and we try to create a fun and innovative way to present it for our students. So in fourth grade uh the way we organize our electives is everybody receives the electives. Everybody receives a 45 minute session once per cycle and our cycles are six days. So every six days they will receive a 45 minute session and they will um go through each one of those groups. So the first one is
006the Lego education and then you'll see that there are programs if you know anything about Lego education. It's just not building the Legos. It's there's a design challenge with the Legos and then they have to go one more step further and make their own design based on uh one of the challenges. For example, this one is um a [snorts] lemonade stand they had to build and there is a remote that goes along with it. And so they put their lemonade on their stand and there's an earthquake and everything is shaking. So all the lemonade is spilled everywhere. [snorts] So their design is to now how are you going to withstand the earthquake without the without your lemonade stand collapsing. So they have to create a design and then and then there's another step after that.
007So it's just not building it's creating a problem and they have to work together and figure out a challenge and how to solve the problem. So there's a variety of different challenges like that in the the Lego education piece. So fourth grade has that. It's also linked to their science. Um, they also have back to fourth grade again. They also have the Dash. So, this is Dash. So, they program that from a block coding. They have Tinkercad, which you're going to hear about a little bit later, and free form. So, they'll go through all those sessions every fourth grade student. When you get to fifth grade, again, it's another 45 minute session. They have um once per cycle. Uh but at this point they'll have to choose between going to course or or STEM elective.
008And during that time they will go again through all of those sessions. The offerings this year were drones. So fifth graders start learning how to fly drones program drones. Uh they will go and work with spheros. Uh they'll do uzubots. If you're not sure what that is, it looks like this. And they have video production and Tinkercad, which we'll get into again a little bit later. And then by sixth grade, sixth graders, uh, again, choose between the course and the STEM STEM sessions and all students. Now, this year we did a little bit differently. Last year we were like, we need more time. We need more time with this group of kids because it's like four or five sessions and then they move on to the next session. So we felt like in sixth grade
009we need to dive deeper. So we asked if we could they could choose two. They get to choose two out of our list and then we have them for a half a year which really helped us um because we were getting into it and then we had to say oh time is up we have to go to the next session. So we also bought uh our rovers. So we bought our rovers which is a kind of a sphero piece. It's still a block coating and it will move. It can go outdoors. Um there's pieces you can put on it where you can put arms and it can pick up things and transport things. Um so this is our first year with the RVR rover. So we're kind of getting used to those right now. Um
010they also will have drones. Sixth graders will have drones. They will have video production and Tinkercad and Spirros as well. Um that's a little overview of what is offered and we are going to next we'll be able to talk about what Tinkercad is. >> So, coding in Tinkercad has given me and my peers many opportunities to be creative, persevering, and problem solving. In a few minutes, I'll show you all I'll show you all the code and what it does. I've learned I've learned how to use loops and debug code as well as how to use code blocks again. So at the start of the code, it places a block and moves it to the right spot. And then I used a loop to repeat this over and over. The variable Z tells the block how
011far to go upwards. Then finally I used a cone for the top. So that is how I made the Washington monument in different code blocks. I'll show you. All right. So Sebastian did this during a self-study time uh during the elective. So he kind of really got some time to dig in deep with how the code blocks work. And so he He made the programming so that it would build in this way. [snorts] Almost done, right? [laughter] Um, placement of items in Tinkercad can get difficult and so Codelock solves that problem because you write the code for it. All right. Thank you very much, Sebast. >> Thank you. [laughter] >> All right, back over here. And now we're going to have Hayden tell us a little bit more about Tinkercad. This is a free program
012from Autodesk. Um, and students in fourth, fifth, and sixth grade use this for both 3D printing and augmented reality. >> So, think of CAD basically allows you to build anything you want. Um, you can build houses, basketball, sports, anything. And then you can either get 3D printed and code it to make it, or you can make it into augmented reality and see a really easy website. Just drag and drop your items and Here's some things that [snorts] students have made on our 3D printer. We have two 3D printers in our building. Um, so here are some things pass them around. And this is the augmented reality. Uh, these are student design creations. So they designed them in Tinkercad and then with their iPad they're able to make it appear in real life. So we had
013some houses. Uh one group decided to design some rocket ships. Uh and then we also had some springtime characters with one group. And so it there's a lot of um real techn technical skills in exporting files, finding the files and then opening them up in the correct format. All right. And then this year, sixth grade also got to try digital publishing. Uh, and so work is going to tell us a little bit about that. And you can see some of the students there. Um, digital publishing has allowed me to have many leadership opportunities. One of the main activities we've been doing is the yearbook. On the screen, you see three different yearbook like advertisement sales that we made in digital publishing to advertise the yearbook. Some things I've learned are taking pictures using Canva and
014more like a lot more. We I feel like I've learned a lot and had [snorts] a lot of fun so far. All right. Um and then just to show you something that a student created in selfstudy. Um this is using an app called Flip a Clip. He created a animation and it's only a few seconds long but he drew out every element of this and so it took him uh quite a few sessions of sustained work to accomplish that. And then I have some photographs of spheres if you want to tell us a little bit more about spheres. And then I have drones also. >> Okay. So spheres look like this. And there's a session um for both grade levels. They Then a lot of this has to do with mathematics because you have to
015get the right angles. They have to say, "Okay, I'm going to turn it 60° or 90°." So what they they use on their iPad. So the teachers are trying to help them understand what does 30 degrees look like and what does 90 degrees look like? And it's trial and trial and trial. I really every time I um I did the Ozobot sessions and um the biggest thing is you will I tell the kids you will not get it the first time and I don't want them to get it the first time because I want them to know like you have to persevere persevere persevere persevere and they will find out very quickly that the first time is not going to happen. So um there will be challenges where they have to go through obstacle courses.
016Um for the Ozobots they have to um go into a parking lot into a parking space. Um we also try to bring in some real life examples of where these things are used in factories. We show examples of in factories how it goes into the factory and retrieves the items that are purchased um and brings them back to the people. So all these ozots are driving around. are bigger than this of course. Um but um showing them a real life example of what it's what you could truly do with it. Um so those are some some of the things that we do with the spheres and then others as well. So same thing we do like a lot of um challenges with them and I have to tell you we may have like two or
017three challenges because again we only see them for maybe four or five sessions. It takes them all that time to get through the challenge to learn how it works, how it functions, and then to program it with the block coding. There's different levels if you ever go into if you ever I don't know if you ever gotten into a block coding session, but there's different levels. There's level one, level two, level three, and by the time you get to level five, it's pretty intense. I mean, there's pretty sophisticated coding in there. Um, again, it's all block. It's not JavaScript or anything like that yet. It's all just block right now. So those are challenges that we have for our bus. And the other thing is the drones. We do the fifth and sixth grade also
018do drones. So basically it's where are your drones used in the world? What is the careers are out there with drones? How can you fly it manually? And then how can you program it? So there are some teachers who are having them program it. So they have to launch and they have to go to a certain spot and and program it to go to that exact spot. So there's like little launch pads and little landing pads. they have to actually program it to get to those spots. Um, they also go through obstacle courses. They'll put up like hula hoops and they'll have to drive them fly them through the hula hoops down through under the and they have to navigate it and not um break it. [laughter] So, that's challenge. That's why [snorts] we have
019these things on. Um, but there's a lot of obstacle courses they put they have them try to go through. Okay. And then just looking forward [snorts] um we want to continue to add some new sessions and you know to start replacing equipment um finding different exciting things to try out. Um and then also I feel like our sixth grade experiment went very well this year with some student choice. We want to definitely find some more ways to facilitate student choice in there and also some more self-study. >> Any questions for us? the self-study. What is is that they get a block of time and they work on projects on their own or >> Yes. So during the Tinkercat session, I had a separate table of students and I had talked with them about what do
020you want to try out, set them up with whatever they needed. In Sebastian's case, I got them set up with the code blocks. We figured out a workaround that we needed to use uh for the iPad. Um and then I had another student who wanted to do animation. So basically, they were still under teacher supervision the whole time. It was just figuring out what do you want to try out? What can we do to facilitate that? >> Is this offered to all students? >> Well, unfortunately, like fifth and sixth grade, they're going to have to make a choice between course. >> I saw that >> and that is a hard choice. >> Did I like it for everybody? Absolutely. Absolutely. In love for everybody. >> I had a question. >> I'm sorry. [clears throat] Yeah,
021>> it's okay. I really appreciate what you're doing and I was just wondering, is this considered maker space education? Would that be part of maker space education? >> Yeah. Um, not technically. Maker space is um more free choice, I guess you can say. And it's more of a usually you have any type of supplies. It [clears throat] could be anywhere from cardboard to popsicle sticks to arts and cla uh crafts and the kids might have a task to design something with those supplies. Um maker space is a really wide range term of what you could put in there. Could a maker space have coding in it? Yes. Could it have a robot in it? Yes. Um but it is more open-ended. Um coding itself is extremely open-ended. Um but maker space is more You have
022more supplies, I guess you could say, with that one for the [clears throat] kids to create a task at >> maker space could be under. >> Yeah, Miss Puck, I was just going to share. I think it'd be really cool to have all of our kids have that accessibility to STEM as a full-time option or an opportunity for for all of our students. So I think that's something that would be obviously it's very beneficial and very engaging and really very much 21st century focused. >> I'm assuming the choice comes down to time constraints. >> STEM is obviously a really important field and also really interesting, right? It sounds like you students are really interested in what you're learning. I I really appreciate you presenting this to students. Uh teachers, thank you for your involvement. And
023I love what you said about perseverance, right? A big part of education is not getting it the first time and continuing to stick with it. So that's really neat to see. >> I think patience too. I mean, you're not getting it on the first try. So, >> some of you may know uh Angela Duckworth actually is a big proponent did [snorts] study and research on grit and that's what part of that's all about is that grit and that perseverance and the stick tuitiveness uh that we want to continue to establish and build in our students. So, >> thank you. Thank you very much. >> Thank you guys so much. Thanks guys very much. Appreciate you guys coming. Thank you guys. >> Anyone wants to play [laughter] >> during our electives? >> I realize I am
024not smarter than the fifth grade. [laughter] >> Yeah, that is true. >> I am If >> anybody wants to come during electives, please feel free to email. >> I'll be there for the drones. >> It is very interesting. >> That's just amazing. >> Thank you, Wilkinson's. Thank you, Sebastian. Thank you, Miss Kissner. Miss Buckley. Appreciate it. >> Thank you. Yes. >> Amazing. [clears throat] >> Thank you guys. >> Thank you. >> All right. Uh next up, Caner Foundation. >> We have Mr. Mr. Spence. You want to go? You want to be up first? >> Sure. >> Thank you very much for being here. We appreciate it, sir. >> Okay. So, uh I've written a grant for a couple years. My grant I wrote last year was for headphones for my classroom. Not only for my
025classroom, but I wrote it for the whole second grade students. So, we got a grant for noise cancelling headphones and we used them last year and the goal was then to be able to use it with this year's class as well. So, we were able to get enough for last year's group of students and we were able to carry them over to this group's this year's group of students as well. So, now whether they'll last another year will be a question. Um, but it was great to get headphones for so I did bring a student. [snorts] And this came through a foundation. Correct. >> So we hope our future keeps coming us uh with some of those things that we aren't able to to get out of very helpful. >> Thank you so much. Thanks.
026>> Thank you. [clears throat] Is there anybody else? >> One more. Mrs. Carrie. Mrs. Karen. >> So, I cannot bring my kindergarteners. Um, and hopefully they're soon headed to bed. That's not really true, but I wish they were. So, I did take some pictures for us to show. I We also in kindergarten received a caner grant several years ago, and we purchased this basketball hoop on our playground and you can't see but there's there are multi well you can see the multiple hoops at different sizes and it allows a multitude of children to play. So you can go ahead just some pictures of children playing. Now this is why one additional use we have this lovely area to play in. I took this picture this afternoon unless there is snow and then we are confined
027to blacktop until today. This was covered in snow. There was no area to play. So a simple thing is a basketball hoop with multiple hoops allows us to get our energy out and run around. Just again more children playing. So thank you for the grant that allowed us to add. We had no basketball hoops appropriate [clears throat] to kindergarten sized children. So, this was helpful. And we wrote the grant two years ago. I contacted the company this fall, got some screws, some replacement pieces, no charge, and we are trying to maintain it so it lasts for a while. >> That's great. >> Thank you, Mrs. Carrie, so much. I really appreciate [snorts] That helps a lot. >> Thank you for the grant. It Yes, we will continue to think creatively about how to help our
028students with the funds that we have available. >> Thank you, Mrs. Kerry. Appreciate it. >> There's no good. >> All right. We are at our public comment session. The board of school directors encourages comments from community members during the citizen comment section of the agenda. Upon being recognized by the board president, an individual should state his or her name, confirm that they are either a parent, guardian, resident, taxpayer, district employee, district student, or anyone representing a group or firm in the community, and may speak to the board for a period no longer than 5 minutes. No participant may speak more than once on the same topic unless all others who wish to speak on that topic have been heard. Questions posed during citizen comment will not be addressed during the meeting. If a question requires
029follow-up, the board president or superintendent will follow up individually. The board requests that neither complaints concerning job performance nor allegations of misconduct relating to specific employees or students be raised at a public meeting. Such concern should be referred directly to the superintendent. The board will conduct its meeting civily and respectfully. All citizen comments deserve that same respect from both the board and other meeting attendees at the discretion of the board president. Verbal disruptions, commotion, or other disrespectful comments or behaviors may result in a verbal warning, termination of the comment, board recess, or termination of all citizen comments. Uh Rachel Elliot Hello everyone. My name is Rachel Elliot. I'm a resident of Upper Adams and my children. I want to start off by giving my thanks and great appreciation Joe Alvin and Courtney Curry. Their input
030into the grants, budget, and curriculum are invaluable for our district. their insight into understanding the ins and outs of our district should not be matched. Thank you so much for all that you do for our community. I'm here mainly to talk about the meetings that happened on February 3rd. My main thought and question while watching these meetings were the lawyer. Um you were discussing policy that will have an impact on whether or not we are complying with state and federal law throughout the meetings. I heard Not a lawyer, but or I assume or other similar things. My father cautioned me long ago about when someone assumes anything, it can make an ass out of you and me. I suggest that for all future policy meetings that we have our district's solicitor here to make sure
031that our policies are following. That's his job and that's why we pay him. I would rather my tax dollars go to paying her lawyer fees on reviewing policy than on a potential lation that could district millions in a civil or some other kind of lawsuit. We need only look at our district or museum to see that litigation happens unexpectedly and the need to protect our district by being diligent and use our solicitor as a resource. And yes, we need good policies that are thoroughly written out. Standard operating procedures exist in all workplaces. A school district is no different. We cannot depend on the goodness of people to see our students through rough times. Not everyone has the same values or views trauma the same way. Having it written out is logical and protects our district
032from potential litigation. And just having our superintendent's input is not enough. He was unsure on his response to questions about act 44. Whereas the solicitor would be more knowledgeable about these things. Again, we need our lawyer present to answer these questions. Our solicitor would have also pointed out that you need to attach all of the reference materials used in talking about policy to the agenda manager in order to comply with the sunshine act. The public has a right to see and access the materials that you use to reference. Another question that comes to mind is does a solicitor review policy before it is brought to a vote? You've decided to bring policy 218.1 to a first read policy vote um 30 days. Why? Why not wait for the community to have time to read the
033policy or to try even to get input from? This appears like you're rushing policy through without giving the community any chance to review and ask questions. Is this the approach to all policies going forward? Is this even complying with our own policy? One last thing I would like to ask the board to consider is the policy on board member attendance. I completely understand the need to be excused if one is ill or an emergency happens. Completely understand. I have questions in regards to members not being here physically. We have a board member choosing to live abroad. In doing so, they have removed themselves from our community. This is not a one-time thing. This is now happening over multiple years. This is a choice that this member has made to live abroad. And that's great. However,
034it isn't isn't it detriment detrimental to our district to not have someone who is actually living within the community participating in the school board. How could she stay connected to a community she is not living in? It seems other board members have also been absent frequently as well. I think the members of this community deserve to be represented by people who are physically here and committed to showing up and serving. Thank you. Thank you. All right. Report Dr. Deshawn Liu board report. >> Yes. Good evening everyone. Uh just please see the attached LIU report which highlights new board member appointments at the IU. Uh uh there was a presentation on education for children and youth experienced homelessness which we actually uh received at the beginning of our year here at Upper Adams and there were
035a number of action items pertaining policy personnel and business actions and we appreciate the work our LIU does in supporting our area districts. Thank you. >> Thank you. Uh federal programs, Mr. Albert, >> good evening everyone. Uh pretty dry month here for uh federal programs. Not a whole lot going on. We have funding adjustments coming next month. So, we're looking forward to those numbers and just a refresher for those um that might not understand what funding adjustments are. Those are the hard numbers that are coming in from the estimated numbers they give us last summer. So, we'll make those adjustments in appropriate tables and move forward with uh closing out that grant then in June. Uh the other piece of information on my report is just the monthly like an intermediate union federal program networking
036meeting that I attended. We uh just discussed general policy questions and and guidance as we're going into the funding adjustment period. >> Thank you. >> Uh Mr. Lustig, do you have a report on Cumberland Perry? >> Indeed I do. Thank you, Madam President. It's been very very interesting for me to learn more about Cumberland Perry. I'm really excited about what's uh going on there. Uh I was appointed to the personnel finance and curriculum committee and so I'm looking forward to that. Uh interestingly uh there are a whole variety of of programs that are are wonderful to report about. Uh there are 95 students at Cumberland Perry who are involved with uh I guess this is would be the name of the organization industry gathering work experience. 95 students in a whole variety of of tasks.
037But they are being paid uh for their work, which is pretty neat. Uh up to $23 an hour. You can imagine how encouraging that would be >> to receive a payment like that. Uh at my last uh time I reported about Cumberland Perry, I was talking about the farm show. I didn't what I didn't realize is that uh that was only the first step in multiple steps for uh those um those students who did really really well in their competition. Uh the future farmers of America placed first place uh in landscape exhibit. Consequently, they'll be going to Massachusetts for I guess that would be a multi-state um competition which I thought was really really interesting. uh individual competition. Uh the uh students uh earned first place designation in carpentry, masonry and pin design and that
038was at Farm Zero and now the state compet competition will occur in April. Uh, interestingly, likewise, there is an ongoing uh, effort to upgrade the facility at Cumberland Perry with uh, infrastructure improvements and uh, so um, there are some unusual uh, hurdles to get over. Uh the emergency generator on site uh is um uh of course an important part of the infrastructure, but the question is whether it should be powered with natural gas or diesel. And uh the local township is weighing in. in the Silver Spring Township uh is um is uh having their uh opinions about what what should be done with this question and so uh negotiations are taking place uh and I hope to be able to report that a solution is solved regarding that part of the infrastructure uh efforts and
039that concludes my report. >> Thank you Mr. >> uh Caner Foundation Miss Halibal do you have anything? Um, just very briefly, we will meet on Thursday. So, I'll have more after that meeting, but I would just like to uh shout out to those uh Caner Foundation grant kids who came here this evening um thus far. We're going to talk a little bit about bread in a minute, which is also a Caner Foundation grant. But, you know, I just want to stress that all those cool things would not be [snorts] happening were it not for the Caner Foundation and those grants. >> Thank you. >> Administrative reports. Um, we're calling out Mr. Kursed. Sure. [gasps] >> I'll talk about a couple things. I'll talk about bread in a minute here, but uh Dr. Shong and I
040were talking. I share a little bit with him about our kinderstar program at Bigville Elementary. Some of you have been through this if you've had children who coming to kindergarten at Bigville. But one of the things we like to do is get parents and families who have incoming kindergarters for the next year into our building well ahead of the beginning of when their child will come to us. So, usually um over the winter of the year before a child comes to kindergarten, we hired our first event of that program. It's called Kindergarten Roundup. And we like we held ours on February 3rd. Um and that evening is a very informal evening. Parents come in with their children. They get to meet the kindergarten teachers, get to visit the kindergarten classrooms. We have um different activities
041set up around our our cafeteria. There's some current kindergarten parents and kids. So they parents can ask the current parents about hey what's kindergarten like did your child like it is there anything that we should be concerned about. The goal is to get parents comfortable having their kids come into kindergarten. That's a huge thing especially for first-time parents send your child to school. >> So we want them to be comfortable coming to us. We want the kids to be comfortable when they come to us and that kindergarten around us for that first opportunity we have to do that. Um so we do that also that night parents get a chance to sign up for kindergarten um registration which will happen in March. So they get to sign up for an appointment. We I talk a
042little bit to them about what to bring to be prepared for that. So in March we have our kindergarten registration. At that point um parents will get once again a chance to go to different stations. They'll meet with the nurse to share any medical concerns about their child, a chance to meet the transportation, get a chance to meet our guidance counselor. Um the children then get screened by our kindergarten teachers just on some basic readiness skills. Um and then the teachers give some feedback to the parents on you know hey your child looks good things get ready for kindergarten or you might want to work with them on letters or numbers or whatever it might be and so forth. Um and then we have a third event in May called meet the teacher night and
043that's a little more formalized. Um, parents go with their child to the classroom with the teacher, hear about what kindergarten's all about, kind of what they'll be learning about in kindergarten, what a day looks like in kindergarten, and so forth. Then the, uh, teachers usually start an activity with the kids, and then the parents come back to me in the cafeteria, and then I get to talk to the parents about school rules, school guidelines, um, how to pick your child up, if you want to volunteer, what do you do, how do attendance, uh, laws work, all that kind of stuff. Um, once again, trying to get parents comfortable what what school is all about. For many parents, especially if it's their first child, they may not have been in a school elementary school since they
044were in elementary school. So, it's just making sure they're comfortable when we get ready for school. So, that was one of the big events we just held. We had about 65 kids or so at our kindergarten roundup, which is probably about average for what we get. We have 80ome kids on our list right now for registration, and that'll continue to grow as we get closer time. So, that's going well at this point. Want me to jump into bread making? >> So, some of you saw in my board report um last few years we've been lucky enough that the Caner Foundation has supported um through grant um bread making called Lowe's of Fun with our first grade students and it's just it's it's a really neat program where we have some folks who come in and
045they guide the kids through making bread. Um and they use measurement skills through math, they use science skills learn about how yeast works and so forth. They talk about all those things um as kids work together to actually make bread and it's a it's a great program. It's it's kids really enjoy it and at the end of the the day the kids actually get to take their bread home that they make to give it to their family and they eat it at home. So some of you had that bread so you know and it's usually pretty good. I've tried some of it before. So they do a good job with but it was a great event. So I thank the Caner Foundation for that and that's >> how many how many students took part in
046that? This year we had right around 100 kids. >> You You just need to see a 100 kids with flour and yeast. And >> at the end when we have to try to mop up all the flour, [laughter] >> it was crazy. And when she handed out the oil and she said, "Now I'm giving you oil." >> What could go wrong? >> What can go wrong with this? It was fantastic. It >> was great. Thank you. >> Yeah. Yep. >> It's much more fun when it's at somebody else's. For sure. >> Thank you. Does anybody have any other questions for any administrators on the reports? >> No. >> Uh, wait. I think I do. >> Sorry. >> Figured. [laughter] >> Sorry. Um, Mrs. Buckley, just a comment on the last life skills class meshing with
047the fifth graders. I love that. >> I love that. >> Will you just say [snorts] a word about it? >> Yes. So, um, June is our life skills teacher and she, um, as a games with friends session that she she connects. Um sometimes it's with sixth grade, this year it's with fifth grade, but she thought, well, I'll do fifth grade because I could get for two years. Um and so students from those classes come up into her class and they play games and they do little activities together. Um, and it really builds a bond with life skills and our general educates. It is such a great thing to see. I mean, then they play out recess. Eventually, this bond like goes and flows out into the recess. You can see them, you know, connecting at
048recess time and if they're in specials together. We love the program. You know, I'm so glad she does this um because it really opens eyes up to some other students who don't who've never been exposed to any special needs students. >> They're just, you know, they're normal students like everybody else. [snorts] So, um love the program. Absolutely love it. >> Um should I keep going? >> Sure. >> U Mr. Brewer, um the bug award. Yes. >> I found that intriguing. Do do the students know about that in advance? Like is that a goal? >> It is not. Um it's not done in the first quarter. Um we have nothing to create with. So it is a second quarter, third and fourth quarter award. Um I don't want to say for sure, but there's no announcement
049made to students as a motivational, but I believe that teachers will probably speak about that within their classes as as we get closer to that celebration of the honorable students. It's nice to see that. >> Yeah. >> And then [laughter] moving forward, we always recognize those students who who earn that and we always mention those students who may not have made it. There's still time. We still have more orders for you to to shine if you so great. Okay. Thank you. >> Sure. Anyone else? No. All right. Dr. Shong, superintendent report. >> Thank you, Mrs. Plank. Since our last board meeting in January, most districts across the Commonwealth had to deal with some weather, and we appreciate our faculty, staff, and transportation for adapting to the changes with our day off, the fid day, and
050the delays the week of January 26. We also appreciate our grounds crew for getting uh our facilities cleaned up, and the continuous upkeep over the winter. Our school videos are now up on their respective websites. Uh we once again want to thank Mr. Chandler Roby for grasping the vision and the Caner Foundation for their support in seeing this to fruition. Our district had a wellness audit in January. Kudos to Mrs. Kim Kles and Mr. Mike Costik for working through that process. We also had a district wellness committee meeting that included students from each grade level 7 through 12 administrators, board members, and outside community members. This was beneficial meeting where we received feedback from the committee to inform policy moving forward. I had the opportunity to visit a countywide art expo on Friday the 6th
051in the evening and take in all the great pieces our students from UASD had on display. Thanks Mrs. Wors and Mrs. Sechek for getting our students involved. Kudos to our ELA or ELELLL teachers, counselors, and Mr. Albin for all the work they've been doing in writing curriculum and plans for their respective programs. They will be presenting in March meeting and seeking approval uh for the ELELLL curriculum as well as the uh 339 plan for the counselors. Cumberland Perry Career and Tech Center. I know Mr. Lustig uh spoke a little bit about that. They continue to move along with the new construction and renovation. At my last superintendent meeting there, updates were provided and discussion took place around staffing and programming. Uh [clears throat] last but not least, our UASD team AI uh is continuing to
052look into how our district can best utilize artificial intelligence as an effective learning tool. Mrs. Kerry, Miss Franks, Mr. Douglas, and I had the opportunity to attend a day at a technology conference in Hershey the other week that was very AI focused. Mr. Douglas is looking at setting up some learning sessions with different AI vendors. Mr. Mr. Rob and I are looking at getting some professional learning sessions set up and our next uh team AI meeting is tomorrow afternoon. Thank you, Mrs. Plank. >> Thank you. >> Treasurer's report, Mr. Wagel. >> Sure. >> Uh I would recommend approval of the financial reporting 131 2026 and the condensed board summary report for 1226 as per the attached documents. Um, also recommend approval of the food service fund statement of operations ending 1312026 uh as per the
053attached document. Um, as well as recommend approval of the student activity fund ending 1312026 as per the attached document. >> So moved. >> We have a motion and a second. Is there any questions or discussion? No. All right. All in favor? >> I >> Oh, that one's a roll call. >> I >> Sorry, this is a roll call. >> Miss Jal, >> yes. >> Mrs. Hollow, >> yes. >> Mr. Lynon Ler, >> yes. >> Mr. Lauren Lustik, >> yes. >> Mr. Matthew Lustik, >> yes. >> Mr. Wel, >> yes. >> Miss Young, >> yes. >> Miss Anders, >> yes. >> Mrs. Plank, >> yes. >> Thank you. All right, moving on to consent agenda items. Is there anything that anybody wishes to pull from the consent agenda before we move on? >> I'd like to
054request that we pull uh under 13.1 the contract for turf, track, and core out of consent items. I need a second for that. We have a second. Okay. >> Right. Is there any discussion >> related to >> I assume we wait for discussion until we decide whether we're pulling it. Is that true? Um, I guess I was looking for discussion of why we're pulling it, but um, >> have some questions I' I'd like to ask related to that expenditure. >> Okay. >> Why don't we vote on everything but that >> all right >> item? That's the only item to be pulled out and then we can come back to item four. >> Nobody has anything else. All right. [clears throat] So, we will vote on everything but uh, item four. So all those in favor
055or do we need a roll call for that as well? We do. >> So moved. >> Second. Any other discussion? >> Right. So we're going to do a roll call. Correct. For the other items except for item four. >> Miss John Cobber. >> Yes. >> Mr. Wel. >> Yes. >> Mr. Mr. Matthew Lustik >> abstain. [snorts] >> Mr. Lauren Lustik. >> Yes. >> Mr. Lynon Mer. >> Yes. >> Mrs. Hollow. >> Yes. >> Miss Jal. >> Yes. >> Sanders. >> Yes. >> Mrs. Plank. >> Yes. >> Thank you. >> Right. So move on to discussion. >> So is this the appropriate time to ask? Okay. um related to the expenditure proposed expenditure of 16,480. Uh I have a couple of questions. Um first of all, and I'm going by memory, so please someone correct me
056if if my recollection is incorrect, but I believe and I want to state right up front that I I believe that all of us truly appreciate the donation that has been made to our athletics program. My understanding is that the potential turf project stands at an estimated 2.1 or $2.2 million. Is that are my numbers correct on that? >> Yeah, I believe that's estimated. >> Okay. And my understanding is that is that right now we have in hand a little bit less than 1.2 million. Is that also correct? >> Correct. >> Okay. That would obviously if we if we you know round up to 1.2 in hand and round down to 2.1 needed sort of the most generous estimate on both ends that would leave a gap of of somewhat about 900,000. Is that right?
057Um my concern and I guess my question is I think there might be I would certainly have reservations about moving forward with a project that we don't have that we have a very large gap in funding a theoretically donator donated uh donorf funded project that we have nearly a million dollar gap in funding. So my questions I I basically have two questions. First of all, if we don't make up that gap in funding between now and graduation, then it may be that some board members feel that we should postpone the project for a year until we have the funding at hand so as to not risk putting that burden on taxpayers. If we do that, would anything that we're paying for, if we delay the project, [snorts] would anything that we're paying for in this
05816,480 be wasted if we delayed it, delayed the groundbreaking for a year? Is any is any of that expenditure time sensitive? >> I don't I don't think it is. I mean, I think it's part of the permitting and the construction documents. >> So, I documents [clears throat] ready for the RFP. So the board did approve to move forward with the RFP. These are the other documents that are needed to go out for the RFP. >> Correct. >> Okay. And so the 2.1 is an estimate. [snorts] It could come in at 1.8 without going out the bid. We don't know what those actual numbers could be. >> So we need that in order to lock down a firmer budget. Is that right? That's correct. Okay. That's very helpful. Um, and that would be what would that
059estimate be specifically for? Would it be specifically for the turf project or would it be an uh request for proposals that would cover multiple stages of the possible project? What specifically would that be? >> It is the phase 1 A and 1 B. So, it's the turf and then an option for the track as well. So they would come back with two separate bids because of the esavating that would have to be done for for all. So it' be two different bids that would come back, but they're going to be combined but two separate bids. So one for the turf, one for the track. And do we know how long those estimates are good for? Um, in other words, if if the board does not move forward on the potential turf project this coming May,
060do we know how long the bids are good for? How how long are those numbers good for? >> Bids are usually good from anywhere from 60 to 90 days. >> Okay. So, would we potentially need to do an RFP if we delay it until if we delay the project until summer of 2027? Would we need to do an RFP again? >> That is correct. >> Okay. Okay. Um, I would have some concerns about potentially spending that money of the taxpayers twice, I guess, would be my only comment. >> Would these forms still be good? or would that would this I guess >> these documents would probably still be valid because it's the documents needed in order to give a response back to the RFP. So those documents would not change, >> right? >> It would
061be the bidding process that we'd have to go back out to bidding >> and how much does that usually cost >> going out? >> That was 4,500 bucks, >> right? Yes. >> 4250. >> It was 4,200 bucks at the last meeting. So, if it didn't get a if it didn't get approval to progress, then we'd probably have to put another bid out for like 4500 bucks or something. >> 4500 bucks. Correct. >> For another bid. >> Okay. >> So, to summarize, is it true that this wouldn't be a needed [snorts] expenditure until close to the time when we move forward? Right. Um, in other words, if we don't move forward until not this coming summer, but the following summer, [snorts] we wouldn't need to do it, you know, two summers from now would be like
062>> to attach the documents to the RFP that's going out, which is this additional money to prepare those documents to go out with the RFP. >> Okay. >> I don't think we can go out to bid without these documents. >> Okay. And if we do delay due to a significant gap in funding between onhand money and necessary money, if we do delay until summer of 2027, some of this money would need to be spent again, but not the entire 164 uh 16,480. Is that is that correct? >> Correct. >> Okay. Well, that's very helpful information. Thank you. Does anybody else have any other questions? Do we have a time frame? I mean, have we ever really discussed um to his point? >> So, the time frame was to release the RFP here by the end
063of February, early [snorts] March, >> hoping for proposals by April. So, then at that point, the board would need to make the decision as well as um fundraising is still continuing. Anybody else? >> Okay. So, we're just doing a roll call vote on four, >> right? Tracking. >> Okay. So, we're going to do a roll call vote on number four for the $16,480 for the attached document. >> Mr. Linda Moore. >> Yeah. >> And this is for [snorts] >> the turf track and court construction documents in the amount of $16,480. >> Yeah. Go out to bit. >> Do it. Yes. Miss Anders, >> yes. >> Miss Jal, >> no. >> Mr. Wel, >> yes. >> Miss Young, >> yes. >> Mrs. Hollow, >> yes. >> Mr. Lauren Leic, >> yes. >> Mr. Matthew Lustik, >>
064no. >> Mrs. Plank? >> Yes. >> Motion does carry. Right. We're moving on to committee reports. Finance, Mr. W. >> All right. Uh recommend approval of the following [clears throat] donations or finance items. Donations. $1,000 from APM for TSA of PHS. Uh $2,000 from American Legion Post 262 for fifth grade camp at Upper Adams Intermediate School. >> Where is he? Where are you? Oh, sorry. >> I didn't drop that. I was still in the Sorry. >> I was still in the sitting report. [laughter] Sorry. >> I knew where it was. >> I did not go to max finance. Sorry. All right. Uh, starting over. Recommend approval of the following items. The 2025 2026 [snorts] IDA 619 pass through funds allocation agreement between the upper school district and the Lincoln Intermediate 12 as per the attached
065document. um 2025 2026 um idea B pass through funds allocation agreement between the Upper Adam School District and the Lincoln Intermediate 12 as per the attached document. uh New York Adams Academy final budget per the attached document, which is an increase of $400 from 2025 to 2026, uh remains at two seats um at at the uh York Islands Academy budget contract with Katie Wagman to transport one student to Wellspan, Williams Road, York, PA. Uh Miss Wagman will pay for 73.6 miles per school day. Pretty attached document. And then last number five, van contract with Jacobe Transportation from July 1, through June 30th, 2030 per the attached document. >> Any discussion, questions, Mr. [snorts] Widle? We have a roll call, please. >> Mr. Matthew Lustik, >> yes. >> Miss Anders, >> yes. >> Miss John Cobber,
066>> yes. Miss Jal, >> yes. >> Mrs. Hollow, >> yes. >> Mr. Wel, >> yes. >> Mr. Lauren Lustik, >> yes. >> Mr. Lindore, >> yes. [snorts] >> Mrs. Plank, >> yes. >> Thank you. >> Moving on to personnel. Mr. Lauren Leustic. >> Thank you very much. Uh so as we turn our attention to personnel 14.2 uh we do have a brief report here uh looking down at uh 5A supplemental contracts. Please note uh Leaky Gardener volunteer boys varsity wrestling retroactive [snorts] to 1110 2025. Uh then as we proceed down uh on our uh on our uh computers uh we go to um 6C recommend approval of the following RAR uh individuals and you see four there for approval. Heather Rogers, Troy Staltonberg, Peta Zapeda, and Tela Tuck. Uh recommend approval for them and uh
067then likewise remove uh Cara Barnhard and Jesse Hugard. Uh and that concludes my report. >> So move second. >> Thank you. Any questions or any discussion? We have roll call, please. >> Mrs. Hollow. >> Yes. >> Mr. Lindon. >> Yes. >> Miss Cover. >> Yes. >> Miss Anders? >> Yes. >> Mr. Wel? >> Yes. >> Mr. Lauren Lustik? >> Yes. >> Mr. Matthew Lustik? >> Yes. >> Miss Jal? >> Yes. >> Mrs. Plank? >> Yes. >> Thank you. Right. >> I see nothing under property or transportation. And >> I believe we have something under other student activities. Mr. Linda Moulder. >> Yes. Recommend approval for the following overnight trips. One is the TSA Club to Seven Springs Mountain Resort for the state conference in Dunar, PA, and to visit the Frank Lloyd Wright's house in
068Dunar, PA. Number two, class of 2026 senior class trip to Kalahari Resorts in the Poconos. >> [snorts] >> Second. >> Any questions, discussion? We have a roll call, please. >> Mrs. Anders, >> yes. >> Miss Jal, >> yes. >> Miss Young, >> yes. >> Mrs. Hollow. >> Yes. >> Mr. Matthew Lustik. >> Yes. >> Mr. Lauren Lust. >> Yes. >> Mr. Lynon Mer. >> Yes. >> Mr. Wel. >> Yes. >> Mrs. Plank. >> Yes. >> Thank you. All right, moving on to policy. Uh, Mr. Listic. >> Yes. Thank you, Madam Pres. Pres president, I recommend approval of uh the following first read policy, policy 218.1, weapons. Um, if we do so, it would obviously move to second read. >> Mrs. Point, may I not yet? >> We need a second. >> Second >> now, >>
069Nash. Okay. Sorry. Thanks. Um, I have a A few comments regarding the move of 2181. Um when I first opened the agenda manager, it was not as a first read and then suddenly [snorts] it appeared as a first read. Um my comments regarding um this policy change um are pointed primarily at you, Mr. Lastig, only because you are the policy chair. If this were an athletic deal, I'd be talking to you. Okay? So, um, if you will indulge me some history, especially for new board members who may not know this. Um, when Mr. Lauren Lustig was elected to the board, he brought forward, uh, a rewrite of policy 109 upon his election. This caused a lot of time and energy um, as we worked our way through it. But under the direction of Mrs. Krauss,
070who was the policy chair at the time, we took the time necessary such that board, faculty, admin, and the public could weigh in. We would often have four to 10 community members sign up to speak publicly regarding changes that we were suggesting. Mrs. Krauss meticulously adhered to protocol that we had followed in the past until finally we were able to come to an agreement. Although there were times that we likely had the majority one way or the other, she continued to adhere to the protocol and the policy that we had always had to meet a compromise. We listened, we talked, we listened some more. I believe I can safely say that all board members who participated in that were pretty happy with the hard work we did and that we were able to compromise and
071come up with something that we felt would reach would would work for our district. 109 was approved on 111825 and 1091 on 21825. Discussion started on these in the winter months of 2024. So we spent nearly two years on those two policies. I'm glad um our solicitor is here this evening and actually I did have a chance to say a word to him before we started this evening. Um it is a fact that the board can have as short or as long as they choose to pass a policy. Um if that is the case and according to Mr. Paka it is we could hypothetically bring a policy tonight, talk about it and pass it just like that. That would adhere to the law. Is that true? You are required to have a first and a
072second read. >> So at the end of the second read boom or at the end of the first read we don't have to wait 30 days is my point. >> You do not the current policy I think it's 003 requires it to come forward twice. Right. >> At least twice. Correct. Okay. >> Um I am not suggesting that anyone has recommended this action um to move so quickly on every policy every time. I have heard rumblings to that effect. However, if that action were taken, there would [clears throat] be no time for admin, faculty, students, and or public to weigh in. Remember back to 109 just how long we work on those two policies. Tonight, we have 218.1 as a first read policy. This was on our policy committee meeting agenda two weeks ago tonight.
073Typically, that policy would sit for 30 days and then become a first read policy. Mr. last day requested that it be put on tonight's agenda and I question [snorts] why. Usually policy process development begins at the admin level. This is the case because these are the people who know of state law, code and legislative issues. If the board wants to take this responsibility from the admin team or to rush it, it seems to me this is supremely unfair to the very people who will have to enact the policy. The admin team should have ample time to review, discuss, and deliberate what the actual end product would mean to them. Current changes for the first read vote tonight were [clears throat] just presented at policy meeting two weeks ago. This allowed for no collective admin or
074community input. It is the board's duty to openly discuss the positive, negative, negative, and even unended consequences of poly change policy changes before voting. It is also our duty to listen to our admin, faculty, and the taxpayer base. Refer to history 109 and 109.1 and how hard we worked at that. For transparency and accountability, I recommend we stay with what has worked flawlessly for us for nearly [snorts] two decades. In a conversation with Mr. Ron Ever, who was on the policy committee for 17 years and chaired it for many of those 17 years prior to Mrs. Krauss. He assured me that it has been this way for years and has worked like a welloiled machine. Policy committee should post policies that are to be discussed at the policy committee meeting in advance of the meeting.
075Policy committee meets, works on, and approves the policy to be sent to full board, but it needs to sit for 30 days after which the full board will be able to vote on it as a first read. Those 30 days allow time for people to look at it and weigh in other than just our board. If the first read policy is changed or modified, it would then go back to policy committee and the process begins again. If little to no changes are made, the policy would go to the second read on the next school board agenda for approved the policy is implemented. My question in moving 218.1 to first read tonight is what is the hurry and is this going to be um modus operande going forward that we're going to immediately push them to
076first read? We have we have worked back and forth for two two decades perhaps longer. Now we are just two weeks from this meeting where we discussed 2181 and you wish to push it through. Where is the transparency in this action? What is the hurry? I for one will not vote in favor of such a move and I hope others around the table feel [snorts] the same way. The law does not convey any power or authority upon individual school directors to act on their own merely by virtue of their election to this board. School districts are corporate bodies with the necessary powers to enable them to carry out the provisions of school code. There is no fire. There's no hurry. Let's be transparent. listen to our [clears throat] admin team, our faculty, the voting public.
077What is the hurry? Thank you. >> I mean, I can offer some commentary on that. I mean, it was a first read policy. Um, we had discussion then at that meeting. Um, I believe we all agreed to push it back to the policy committee meeting >> and then we had discussion there. We everyone who was there I believe agreed to move it to first read which is why I believe that we decided to push it to first read. Perhaps I misunderstood. I do not remember that and I may simply have misunderstood. I hope that is the case. >> Yes, >> because I certainly do not want to see us not allow that 30-day window in there for people to weigh in. Well, I remember because there was quite a bit of discussion and I believe
078Shelley did follow it up and ask if we were moving the policy to first read. You could correct me if I'm wrong, but I do believe that's what happened. >> Yes. And then as Mrs. Hollow stated the once the the policy committee approves that, >> right, >> it in the past has sat for the 30 days before it was placed on the agenda. Okay, that was my understanding that we agreed and then it would sit for 30 days just like we've done [clears throat] for decades. And and real if you don't mind and to piggyback on that just a little bit as new members, I think it's important for us to be able to also digest this not just in two weeks, but also to get a feel. I mean, 30 30 days is not
079that much longer. I I I think it's important and I I listen to her points. I just think it's valid that we have time to digest these instead of two weeks later. And then I don't even know if the public had chance even view it. >> I just think it's really quick is the word I guess I'm getting to on that. It's just quick and I think we can digest it and put it out there and get some feedback because that's what we're here for is is take that feedback from from our our folks out there. >> If I could chime in if you don't mind too. I I'll I was in on this also. I was in email back and forth with Mr. Lustig as well as Mrs. Plank. I did follow up with
080and again um I know it was two weeks but I was under the impression that we were moving forward. I did speak with Mr. regarding it uh and in previous places it didn't always sit for 30 days but if it is the board's wishes then that would be something to to sit from from from committee 30 days before it went to first grade then then certainly but um but that that was why it was added otherwise >> that has been standard procedure what you just said that it it sat for 30 days [snorts] I mean When I I'm sitting here thinking back to 109 and 109.1. Oh my goodness. I mean, you know, we were receiving input all the time. It needed to sit for 30 days to be fair to to everybody. I mean,
081and again, you know, kudos to Mrs. Krauss. She stuck, you know, she she stuck to what we had been doing and it allowed us to come to consensus and finally, you know, get some policies that we were pleased with. And I just I want to f I personally one vote is to continue doing what we've done for decades and that's let it sit for 30 days. I don't see what the hurry is. >> But I don't feel like that's what we're voting on. >> I'd like to mention uh a couple of things. First of all, I would like to publicly appreciate the members of the public who come and give their comments. Very rarely and not tonight we have seen members of the public attack individuals. That is never appreciated. But as long as members
082of the public um stay away from that, members of the public are to be appreciated who uh come and speak to us. That does not mean that we're going to uniformly agree with them, but hearing their viewpoints is very valuable and I appreciate it. Uh there can be sort of I'll just be blunt, there can be sort of fear-mongering of as if the board is trying to take away the public's right to know things. um a while ago and and it doesn't matter in what situation, but a while ago we received an email suggesting that putting out an agenda Friday evening was trying to keep information from the public. And I thought to myself, wait a second. I've read the Sunshine law. We're required by state law to give 24 hours notice. We were giving
083four days notice. We're not trying to keep information from anybody. I mean, we're I wouldn't have a theoretical beef with moving it to Thursday evening if it made people happy, but let's not pretend we're [music] trying to keep information from the public. We're we're beating the statemandated time frame by four. I mean, we're not trying to keep information from the public. I didn't mind the idea. I minded the implicit, you know, the implicit uh accusation that I minded. Um, second of all, I think that we look the most objective. We look the most objective when we follow policy. Okay. Occasionally, hopefully the vast majority of our policies we are all going to agree on. And we had uniform agreement on the weapons policy in the last in the last policy committee meeting. There will be
084many cases where we have uni I mean I would anticipate there will be many cases where we have uniform agreement and that's wonderful you know in cases when we don't have uniform agreement we want everyone to know that we played by the rules that way whether the public is whether an any individual is happy or unhappy with the outcome they can think to themselves okay but it was all above board and it was all played by the rules our policy 003 three outlines exactly how policies will move forward and we are following that policy. If someone wants to change that policy, they can make a motion to change it. But in bringing this forward, we are following our own policies and as Mr. Pulka said, we are well within state law. Um, we look the
085most objective when we bring things forward in the way that is written down. That way, whether someone is pleased or displeased with the outcome, everyone knows it was played above board. And that is if if we move this, yeah, I mean, with the board could choose to move this forward to First Street or not. But in bringing this up tonight, we are following state law and our own policy 003. And we are certainly I I'd just like to also note there is absolutely no effort to keep information from the public. This policy, this weapons policy was posted, I believe, four days in advance of the policy committee meeting. Then there's been two weeks between that policy committee meeting and tonight. And if it moves to second read, there will be an additional approximate approximately four
086weeks before it's passed. Uh correct me if my my math is wrong, but I believe that's 46 days to consider a policy. Um I would I [snorts] would love to have public comment on our weapons policy. I I don't mind that at all. And we had a lot of good discussion. We had a lot of I think consensus building in the last policy committee meeting. But let's not pretend that 46 days is trying to keep information from the public. It simply is not. >> Anyone else? >> I I guess [snorts] I guess I just don't see what the hurry is. I don't understand why if it ain't broke, why fix it? the old adage, you know, we have followed this procedure for maybe over 20 decades. I don't I don't really know. I didn't go
087any further back than Mr. Ever who for 17 years was on the policy committee. And you know, he I spoke with him and he said, you know, transparency. He said, give your taxpayer base, give your admin team as much time as you possibly can so that it can never be said, well, you know, I was away for the weekend. I didn't get, you know, what have you, whatever it might be. I just don't understand why it has worked well for many, many years and all of a sudden, forgive me, you know, you've been policy chair for two months and already we're going to make this change. I maybe I'm just old and I don't like change, but I don't think so. I think I really respect Mr. Ever. I really respect Mrs. Krauss. I know
088what they have done for our district, for our policies, and I just have a problem that, you know, for 30 days, we're I just don't understand it. That's I'll stop talking. >> Anybody else? >> Well, I'm just thinking out [snorts] loud, but maybe um you know, if that's the case, is there would you suggest looking at that? Policy >> policy 003. >> Yeah. like bring that up and maybe we could >> if we want I'm sorry to cut you off. >> Well, no, I mean I'm just thinking that if that's that would be maybe an option [clears throat] since we are following the policy that we have and we're within the guidelines of the law. Um maybe the only way to cement that tradition would be to look at 003 and discuss it as a
089board and you know get feedback that way and have it become become a policy. I I at the last policy committee meeting I I opened the meeting and I know that our microphones were not working very well but I opened the meeting by [snorts] talking about how important it was to discuss ideas and not impugn people's motives not attack the person but but discuss the idea um there could be a difference of opinion on whether we should follow what is written in our policy manual you know I mean theoretically we could go longer than that uh but I appreciate to the extent that we are not impuging one another's motives. Uh there is certainly no ill intent. >> Anyone else? >> All right. Um roll call. >> What What are we voting on? I'm sorry.
090>> Yeah. >> We're recommending approval of policy 218.1. >> That's a first read. >> To move to second read >> to move. Yes. >> [snorts] >> Mr. Wyel. >> Uh, yes. >> Miss Anders. >> Yes. >> Miss Jal. >> Yes. >> Mr. Lauren Lustik. >> Yes. >> Mrs. Hollow. >> No. >> Mr. Lynon L. >> No. >> Mr. Matthew Lustik. >> Yes. Miss Jean Cover. >> Yes. >> Mrs. Plank. >> Yes. >> Motion carries. >> Recommend approval of the following second read policies. Policy 801, which deals with public records. Policy 803 dealing with the school calendar, and policy 805.2 dealing with school security personnel. Second. >> Any discussion? questions. >> Roll call, please. >> Mr. Javal, >> yes. >> Mr. Lauren Lustik, >> yes. >> Mr. Wel, >> yes. >> Miss Anders, >> yes. >>
091Miss Young, >> yes. >> Mr. Matthew Lustik, >> yes. >> Mr. Lynon Moulder, >> yes. >> Mrs. Hollow, >> yes. >> Mrs. Plank, >> yes. >> Motion carries. >> Payment of bills. Get a motion to Can I add a motion to pay the bills as per the attached documents? The general fund bills February 2026, capital bills February 2026, and cafe bills for February 2026. >> Second. Any questions or discussion the bills? Roll call, please. >> Miss John, >> yes. >> Mrs. Anders, >> yes. >> Mr. Wel, >> yes. Miss Jal. >> Yes. >> Mr. Matthew Lustik. >> Yes. >> Mrs. Hollow. >> Yes. >> Mr. Lauren Lustik. >> Yes. >> Mr. Linder. >> Yes. [clears throat] >> Mrs. Plank. >> Yes. >> Thank you. >> Nothing under old business. There any new business? All right.
092Items are general information. The next policy committee meeting will be on March 3rd at 5:00 PM. Curriculum and extracurricular committee meeting will also be on March 3rd at 6:30 p.m. Business and Operations Committee on March 3rd, 2026 upon completion of the curricular and extracurricular committee meeting. Our next regular board meeting will be on March 17th, 2026 at 7 p.m. Have a motion to adjurnn, please. >> So moved. >> Second. very ancient surger. >> [snorts]