School Board Meeting - 01/06/26

001were um I would say victims but they they they had to endure that that time. So NCLB up till 2014 came around they said well we need to reauthorize EA which is what No Child Left Behind did. Uh that's just built on that. So this came out in 2015 with President Obama and I didn't ask you what president signed No Child Left Behind. >> George W. Bush. >> Got it. George W. Would you like me to [laughter] >> George W. Bush signed No Child Left Behind. Barack Obama signed ESSA, Every Student Succeeds Act. This took No Child Left Behind, kind of softened the edges a little bit. Didn't lower wasn't lowering accountability or saying, "Okay, we didn't, you know, we just can't make it." That's not was not the intention of of this. This is

002softened the edges a little bit. was a big focus on equity, making sure the entire picture of education was addressed, whether that be safe schools, whether that be uh the um health and nutrition of children, uh academics of course was were in there. So, this looked at a bunch of different factors and how to fund those, how to support those, how to hold stu uh districts accountable uh for that. We have the wellness committee coming up in February that some of you might be invited to participate in. That's part of the nutrition piece of that. So, it's all encompassed uh in ESSA. And this is the law of the land right now. This has not been reauthorized yet. So, we had 65 title one and two, 68 title three, No Child Left Behind in 2002,

003and ESSA 2015. So the first question I always get, what in the world is a title? Why do you keep saying title? What do you mean title? Okay, this is the best analogy I can give you. So think of EA 1965. Think of it as a book. This is the act that they wrote. Let's say in a book you have chapters. Chapter in this book, here's chapter one, chapter two, chapter three. Well, federal government doesn't like that word. They don't like chapters. So, they use the word title. So, this is the legislation. When we talk about title, it's a chapter in a legislation. So, for title one and two, it's chapters one and two from ESA. Title three is chapter three from the bilingual education. Chapter 4 is from ESSA in I went to chapter

004four of that act that came out in 2015. That's when title four happened. Any questions about what a title is or the law before we get into what we get out of the titles. Right. So now we're gonna look over here. All right. So what they call title one. So title one, let's end title one and how much do we get from this? So what do you think? Title one, is that the most money or the least amount of money? What are you thinking? We got four titles. It's And I will tell you the title one either we get the least amount of money or the most amount of money. >> Most amount of money. Yep. It is the heavily one of the most heavily funded uh from the federal government and we get a

005total We get this year we get $316,395 from title one. How do we spend that? What is this for? So this is the bank of money we get from the federal government. See what we get for our money. So in upper Adams, we use title one at Biglerville Elementary School exclusively for reading intervention day three. So we look at our students, typically students that score in the bottom 20% based on a norm reference national diagnostic test qualify under our qualifications for title one services. fancy word for extra reading reading intervention. So what the money allows us to do is we can pay for the salary and benefits of [laughter and clears throat] personnel in what we use it for for reading specialists. We have two full-time reading specialists and a halfime reading specialist. We our

006IST teacher at the elementary is also half time IST halfbound reading specialists. We also pay for supplies and materials. So if they need some books, need some resources, programs, programmatic uh things, we will uh purchase those for them. We also encourage them to participate in professional development. This could be a national conference. This could be going to the IU. This could be an online professional development based on what their needs are, what their interest levels are, what we need them to um maybe brush up on uh for their programs. But professional development is a uh option that we use the money for. This is a big one. family engagement. Federal government is huge on this. So huge we have to review a policy at the policy committee meeting every usually August. We don't change it

007a whole lot, but it's designed for that review because they think it's that important that it needs to be looked at every year to remind us of how important it is. So we do uh the title one breakfast. We do a family night uh usually January or February here they bring in an author. We do an afterchool program and we do an end of year uh fun event for the title uh title families. So family engagement is big and we always encourage all of our our parents to take part in that. There's also a summer uh conference for parents out at Seven Springs that the state puts on uh SPACK. It's a statewide parent advisory council. The acronym is stack. You heard me speak of the after school programs. You'll hear me talk about that

008coming up. That will start in near the end of February and go to the end of March. We try to hit that at the end of winter sports before the start of spring sports to get the most participation because it is after school. We know uh students participate in those uh activities for years. But this is again just extra reading practice. And finally, one of the required components is nonpublic school instruction. What in the world are we doing funding non-public schools? That's the question I get asked a lot. When the law was written in 1965, it applies to all students regardless of where they're where they're at. So if they qualify for title one program and title one school they need to be support that money is for them. Some states work directly with the

009non-public school districts. So >> [clears throat] >> um they will reach out and say and do what they do with us. They'll fill out a grant. They'll give the money and they'll they'll work directly with them. Pennsylvania says it's a lot of work. Let's let the districts take care of that. and we do so they give us the money and part of our responsibility then is to make sure the nonpublic schools are adhering to the regulations in two weeks I have to go out and audit uh St. Francis Xavier school, which I do every year to make sure they're in compliance with it. And also, I have to determine how many of our students that are in our attendance area that would attend Viglerville Elementary School because that's their title one school. How many kids

010go up to St. Francis and attend their school? And then I put that information into the grant and there's a formula at the state. The computer tells me how much money I have to give St. Francis each year depending on the enrollment. Some years it's very minimal, some years it's a lot. This year we have this year our bill came to 12,469. So that's how much money we will be providing to the nonpublic schools. Now we're lucky here in Upper Adams for the most part we only focus we only work with uh St. Francis. Uh we because the schools can choose to participate or not uh in our attendance area. We don't have a lot in the most u sometimes we we had one down at the uh the one in Maryland mother seat again

011somebody there and we also had someone at Christian Academy one year but I would say for the majority of my time here it's been yes. >> So is that dependent on the students who live in the district but go to that school? Correct. Yep. >> So, some years, you know, we might only have a handful. Other years there might be a little bit more. And it's only grades 1, two, and three. I'm kidding. One, two, and three because that's our title building. If we had if our if I made uh the title building uh up through 8th grade, so middle school and intermediate school would both be title buildings as well. We wouldn't get any more money. We'd have to spread this out to all three buildings. But what that would do then would increase

012this as well because then now all K to8 St. Francis would be up for the money as well. So it's it's yeah lot of uh >> so how does how does a child qualify for that title like what are the parameters and how are they gau >> for us or for St. Francis? as well and just I guess I would assume it's the same. >> Um it's the instrument could be different. Um basically it's a test that they have to take. Okay. >> And it talk it assesses their if they know their letter names, letter sounds, nonsense word fluency, oral reading fluency, um syllocation, salivation, which is breaking words apart. So we they always talk about chopping at the at the elementary. So when you say mop, you know, That's but that's how you learn

013to read and and how you put sounds together. So we do all those those assessments and then based on the normed scores it will determine whether a child is benchmark strategic or intensive and if they're intensive typically it's a bottom 20%. >> Okay >> roughly then we offer them title one. >> Okay. >> The name assessments dibbles that we use other districts use a variety of different uh assessments. Some use Some have local assessments. So there is choice in how you determine your lowest is very well. I guess all right moving on look at title two. All right. So what only one thing. One thing it is salary and benefits of a kindergarten teacher. This falls under what they call class size reduction. So in order to get class sizes lower at the very earliest

014stages of kindergarten level, we are able to use this money to pay for a kind extra kindergarten teacher in this sense or most of an extra kindergarten teacher. and uh lower those class sizes so they're not so large. So, we've used this to help offset the salaries and benefits of a kindergarten teacher. And that amount is $49,868. Every year these amounts change. They're not the same. Some years are high, some years are low. Depends on what the federal government decides with the budgets. We're going to talk about here in a minute because the future is very interesting regarding that piece. So, title one, two from 1965. They're the oldest titles. All right. Title three. Bilingual Education Act. Chapter three. What do we use total three for? If you were paying attention during the act, you'll

015know that we use this for our English language learner population. So, we use it primarily, a large part of it for supplies and materials to help support that program. We have a large number of uh English language learners teachers and our population is is pretty significant. We do we do use a lot of different types and specialized materials in that program. Again, another huge piece is family engagement. We have a large gathering in April. I think Mrs. Hollow uh you're uh were the location of it at one point in time. We've been at Oakside Park. We've been here on campus. They do a really nice event for all the families at the end of the year as well as different um events throughout the year for uh those that population. As with title one, federal

016government likes to see that our teachers are continuing to learn and get better at their craft. So any type of professional development activities such as the WEDA conference we may send them to or other uh things at the IU that they may h have to offer. And then translation services. This is tricky because federal government's watching me right now. They're going to say, "Oh, that doesn't qualify. That doesn't qualify." It qualifies for ELLL services only. ELLL services. I I preach that to our uh administrators all the time. You cannot have we can't pay for title three to have someone come and just do general translating at an event. However, if it's specific for an ELLL event, an ELLL need, then we can use title three services for translation services. It's a really weird gray area

017of that, right? And title four, this is the newest title. It only came about in 2015. This is all about what they did with this one. Really, we had a bunch of little grants that were out there that we could apply for. They took all these little grants, put them in one big pot, called it title 4, and framed it around effective use of technology, safe and secure uh students uh and healthy healthy students. So, that covers a lot of different things. What do we use it for here in the district? mainly two things. We have used it for school safety items, cameras uh in the past. We've used it for visitor visitor systems. Um when you check in, you get a the badge. Um any type of safety equipment that we may need or

018get that can help help offset that. and career uh readiness. We are mandated by the state to teach career readiness and to have a K to2 program which you're going to hear about from the counselors probably in February or March. It's part of the 339 plan. Uh they're going to talk to you how they prepare and educate students for their career choices from kindergarten all the way up to the time they graduate. So moneywise provide three here. wise, we get $30,000 approximately $30,442 for title three and $21,916 for title 4. Now, title three is interesting because if you are below a certain amount, you must join with another district. We're not below the amount, but Littletown is and Fairfield is. below the amount of what? >> Uh below the amount of u money. So I

019think it's $10,000. If you're under $10,000, >> you have to join another district. So Littletown and Fairfield are part of what we call our consortium. So we're about $37,000 total that we share with Fairfield and Littletown because they're required. They could join the IU, they could join other other districts, but we have again a pretty robust program for ELLL. they know that we're close we're you know close by here in the county and it's been in place since I got I got here that they uh join us as a consortium. So usually it's about $78,000 more than what you see here. But we send their students or their teachers off to professional development and get their u their folks supplies as well with that. So the cycle of this grant starts in uh I would

020say May or June. I go to a conference uh federal programs conference every year. Uh under normal circumstances we would get what they call our best their best guess as what the federal government's going to give us. So they give us that we fill out the application usually in June. It's a pretty uh hefty one. Takes about two to three weeks to complete it. get everybody all the signatures, everything, and normally under normal circumstances, I will submit it by June 30th, go on a little mini vacation, be happy, and we're ready to roll. I can tell Mrs. Hobs, we're ready to roll. Mrs. Hobs, we can start spending it. We're approved. We have it submitted. Those that have been on the board this year, and those of you that are new that have followed it,

021you know, the federal government really messed up last summer uh in regards to this. So, we didn't have any money. We didn't have any approvals. They froze all our money for a month. It it was a mess. I've never seen anything like it in 21 years of being a federal program coordinator. That's a long time. So, I don't know if that's an accomplishment or is it just sad, but no one uh graduates high school and says, "I want to be a federal programs coordinator when I grow up. What do you do?" Yeah. So, um but that held us up last year. So, it was about two months down the road until we what should have happened in June happened at towards the end of August. But in the normal year [clears throat] it would happen

022by the end of June. So the grant gets approved, we start spending it. Again, that was their best guess. Come February or March, and you're going to hear me talk about it when the money comes in again. We're going to get notified from the state. Okay, we gave you the estimates. We told you $10, but now you're only getting eight. Or we told you $10, now you're going to get 12 for each for each title. Title four bar very rarely changes. Title three, my experience has gone up and down a little. Title two doesn't change a whole heck of a lot. It's title one. That's what hits us. In my 21 years, I've seen it off as much as 15 $18,000. I've seen it off as much as $500. Uh it depends on each year.

023It depends on the magic formulas they all pixie dust they do at the state. And once we get all the the dust settled, then they give us the hard numbers. So March, I go into the grant a grand, they let me open it up for me. I go in and figure out what I need to take away, what I need to add, how I need to move the numbers around to get it to zero. Then by June, Mrs. Hobs takes over and she closes out that grant and fills out all the reports, make sure everything is zeroed out, submit it to the state, and you're golden. And it starts all over again. So again, if the if it's on track with the time, >> are you the one writing all the grants? Yes. Yeah. >>

024Yeah. Yeah. It's it's fun times. So, all right. So, any questions so far? Now, what does the future hold? Interesting talk at the federal level and it sways from who's in president, who's president, what's the Congress like, all all that all those pieces. So, what they're looking at doing next year, what they're in talks with. I will tell you since I've been in federal programs, title two, title two they say is always on the chopping block. Almost every year they make this zero. It's a bluff in my opinion. Uh or has been. Um it's a bargaining chip for them. Okay. Or at the very end, okay, we'll give you title two, but then you have to give us something else type of thing. It's negotiating tax for whoever wants to cut it. So, but for

025whatever reason, they don't like title two. They've always zeroed it out. It's always a bargaining chip. Um, title three I thought was fairly safe uh given uh what the supports it puts in place. Title four was just recently um put together with ESSA. So, and of course title one is the foundation of that. So, what they want to do is they want to get rid of title two. They want to get rid of title three. They want to get rid of title four. They want to call this, again, this is what they want to do. What they will do is another story. They want to call this a block grant. So, they're going to issue money to us. They're so we're still going to get something, but it's not going to be a dollar for

026dollar. That's the concern. So, if all three titles were $20, that doesn't mean we're getting $20 in a block grant. Might get 18, might get 30. I don't know. But, uh, I can't imagine we're going to get more than what we would have gotten separately. Uh, but they're going to group these in a block grant. Their philosophy with that is they want to give more flexibility in using the funds because title three, you can only use it on title three. Title two, you can only use on title two. There is some transferability between four and two with some massive amounts of paperwork uh but not out of title three. So what they're proposing and the Senate uh I believe the Senate want has the block grant idea that right now the House as it stands

027and the president as well both want just a total elimination not even having the block grant. So, I don't know where that money would would go or how it would be re reshuffled, but the Senate version is to have a block grant, which makes more sense and I think has more momentum at the moment from what I was reading. So, they're give you a block of money and then you can pick and choose how you want to use that money on any of those what would have been title two, three, and four. So, interesting things to come, interesting future of title. Uh, title one, I don't think they're going to touch as far as uh what it is. I think they're they're talking about significant cuts. What does significant mean? I have no idea. They

028they we they like [clears throat] to throw that word around every year to scare people. Again, negotiation tactics when they're figuring out their budgets in DC. Uh but it it could happen. So, uh, I expect what I expect for the future probably with what I know at this moment would be probably less money for title one and probably [clears throat] some kind of a block grant for two, three, and four. Um, in my mind personally, I think title three somehow is going to come out as a standalone again. I think through negotiations perhaps just because of the the weight and this in the breadth of this program. Maybe I'm wrong. I don't know. Title two again always likes to be they always like to zero that out. And title four I think they could be

029that they were block grants in the past. So I it wouldn't surprise me necessarily if they somehow re reconstructed those. >> Mr. Yes. So in that in the block grant theory in your experience if it will come down to that okay here's your block grant here's your $30,000 does that fall on your shoulders then to say okay I'm going to get rid of family engaged activities that is that your job you have to figure out >> well it would be a team so yeah be Dr. Shong myself Mrs. jobs, the probably the school administrators to see what priorities we want to focus on if we had all these choices and we need especially if we got less. We had to figure out how we want to >> spend it there. The unknown is the state,

030you know, the state gets this money. The government says you have flexibility now. You don't have all the individual titles. You can use it how you wish under those parameters. Pennsylvania is well known for um creating additional poops and things. So there could be additional uh check boxes we have to check or silo uh for different monies things like that. So because the states local control the states still have the right to come up with their own regulations their own restrictions their own ways as well. Could the state in theory I guess come up with a state version of all three titles? Maybe thought about that. >> Thank you. >> I talked any questions on titles federal program and Mrs. Hob what would you say 1% of our budget corre? >> Yes. So in looking

031ahead knowing that we don't know what the future may look like for federal funding um so in planning for the 2627 budget I will probably zero out titles two three and four and keep you know um amount in title one just for planning purposes worst case like Mr. are all been mentioned. We may not get the final numbers till after the case, which was obviously a lot of that came true this past year. Um, once again, information beyond our control. So, we use the best guess estimate and knowing that these talks are going in. I always present the most conservative. I'd rather district receive more money and let me be wrong in that way. [laughter] I feel Mrs. Hob's pain a little bit, not quite to the extent that she feels it when the state

032budget doesn't get passed. When I look at title, not knowing what title is going to look like in the future and again we plan for the worst, hope for the best. Maybe next year we we have still have all four titles. Hopefully that'd be great. But um it seems the momentum seems to be in changing stuff especially with the education and how funding is at the education at the federal level. We'll see how that works out. >> And this is why communication is so important in working within our team because if the grants are not submitted, we can't start spending those funds which then, you know, we have to figure out, okay, then we have to pay you know those individuals from the general fund and not against this account code. So there is a

033lot of back and forth and did you submit it? What does it say now? I mean we are constantly looking at it and >> she won't let me go on vacation until I submit [laughter] it. Um, so yeah, I mean it is it's when everything delays, it just pushes everything back >> and then it's the hurry up and spend on those purposeful meaningful things underneath the grant. Um, so you can spend it and use it in a wise fashion. And the one thing with the as Mr. Alvin mentioned too when we have to do the funding adjustments coming February and March, that's why we don't and everything like saying supplies right July one or whenever the grant is submitted um Mr. Alvin had works with his teachers and they know to keep a wish list

034so we don't get cut then we can go ahead and purchase those items. So um that connection is really important in working with the teachers and the administrators at elementary. >> Many of you on the board lived that last summer when I came to you and said everything's frozen. I don't know. I don't know if we're getting any money. I don't know when. And there was no communication from uh DC and it just was a wait and see type of game. Then they came and they came around and everything was okay. >> I found the uh information that you presented to us about how some of the funds would go to nonpublic schools very interesting and thank you for uh relating that to us. uh if there was uh like a consortium for example uh

035of a block of homeschool students uh would they potentially be able to tap into any of that? >> I don't believe the code law is written in that way. So never had that specific question but it's always been the law it's encoded about non-public schools. That's that language is specifically in there >> from a budget standpoint. You mentioned that one of the titles you spend in K through three. >> Yes. >> Right. And therefore you mentioned, if I understood you correctly, that um that the monies that go to nonpublic schools only have to be spent in K through three as well. Is that a purposeful budget move? In other words, do we do we give Do we have to hand off less money to nonpublic schools by limiting the number of grades that is spent

036in or would it be the same amount either way? >> Yeah, we start here at the district level and to think about what do we want this title money where is it best used because title I didn't share with you but that can also do math intervention interventions as well. It's reading and math. Uh I again my experience in public ed 27 28 years I've rarely seen any schools in this particular area of the state use it for math. Uh you find that in large much larger systems uh throughout the state uh with much more title money. So what we decided here and what has been in place well before my time as well is we focus on those early learners. We think we get more bang for our buck if we throw everything we

037have as much as possible at that at the elementary level. get those struggling readers as much help, as much support, and get them as as proficient as we can because research says by third grade, if they're not reading proficient, it's different. They're just going to face more and more challenges. So, we chose to focus everything at the elementary building, which is a K3 building, just happens to be a K3 building. Um, and by law, we have to mirror that with the non-pubs. So, uh, other districts have two buildings perhaps that might have title that they that they're using title money for. And if that building, if they have a K3 and a four to six at the intermediate school, would be a title building, then we would have to offer four, five, and six as

038well at the for the nonpart and I would say it's a great great uh relationship we have with them. It's not I don't want you to think it's adversarial or anything. It just is what it is. It's it's the the way the the law is written. It's the way the state has chosen us to facilitate that money to them. And someone mentioned consortium for homeschool. Well, we we do this with a consortium with the LIU where they provide the support for St. Francis. So we there is some supports for school districts for nonpublic. So we contract with the IU who then supports Nick St. Francis on our behalf. Some districts will the title one teachers [clears throat] in house will actually go out and service the nonpublic school. But again depending on your why we

039go to LI just because the number of people we have and the number of staff we have >> anyone else I just say I've heard this presentation a number of times. I learn something every time though. So thank you. I know got to be very tedious. >> It is a it's confusing. I >> I learn every time >> and you can never be an expert. I've been like I said 21 years I you can never be an expert because everything's always changing. You get to know the terms but every reports are different every year. >> Thank you. Thanks very much. >> Thank you very much. >> Um we are going to move on to the block scheduling review. are here to talk to us about the new new scheme. >> Good evening. Um for those

040that may be watching and don't know us, I'm Beth Graham. I'm the high school principal and with me is Jared Mard, the um assistant principal and Dr. Heather Swope, school counselor. Um so tonight we're going to be providing um our course selection guide for our upcoming school year. There are more updates in normal um which is due to a transition to a block schedule and I think it's important to spend some time reviewing um our process with that and we did introduce it to the board um November of 2024 but I think for new board members that are joining us and actually Dr. didn't get to hear the presentation. Um, it was important to spend some time on that. Tonight, we're making a shift from a seven period schedule to a four period day starting

041next school year. And this transition is um something that we didn't take very lightly. Um, our conversations began in the spring of 2024. And the idea, like I said, was brought to the school board in November of 2024. And it's been a collaborative effort to ensure the best outcomes for both our students and staff. Um, with the block, it changes how we approach our instructional time, which impacts our course structure, credit allocation, and course sequencing. It's a big change, but we're excited about that because I think it does provide some um more learning experiences for our students and opportunities. So, currently our schedule looks like this. We are on a seventh period day with about 46 minutes in each class period. Um two three of them being a little bit shorter than that. And [snorts]

042our schedule next year um will reflect this schedule where students will instead of a seven [clears throat] classes we'll have four classes in each semester. So first semester four classes then in January would transition to four different classes. So far in our transition to a block schedule, we first started by creating a mock schedule to test the feasibility. Um this preliminary step was crucial in being able to visualize um what it would look like in our building. We formed a scheduling committee and we met regularly to plan. We gathered input from our teachers through surveys and individual meetings. And that feedback was instrumental in addressing their ideas and concerns and really allowed us to craft um some course selections and a schedule that fit both our students and staff. Um we also talked with administrators

043in neighboring districts, currently Fairfield, Gettysburg, um and New Oxford run a block schedule. We also spoke with um staff and administrators from Central York, West York, Chambersburg, and Big Springs. We had a teacher that was teaching in a traditional schedule who then um transitioned to a building that was in a block schedule come and speak to our faculty about their experience with that. We've had teachers go observe classrooms at other school districts um to spend time to see what it looked like in action. Um we have some teachers going out next Friday actually to um observe classrooms as well. So we're still continuing um experiencing that. um professional development sessions were conducted to equip our teachers with strategies in their transition and to support them as well. And finally, we have revised our um course

044offerings to reflect and support the implementation of a block schedule. >> So why are we transitioning to a block for teachers and our students? There will be a deeper learning. So with that extended time, it allows the teachers to engage the students. Um they'll now have 83 minutes at a time. So they'll really be able to go into in-depth discussions. They can do more projects, more hands-on activities. Um and science classes can incorporate more labs to really experience what they are learning instead of just reading and discussing. Um the next part is the stronger teacher and student connection. So with those longer periods, the students and teachers will get to know each other better through those discussions and they will make those meaningful connections. Um there will be reduced transition time. So right now with

045the seven periods, the students are in the hallways seven times transitioning through. So we'll have more instructional time throughout the day, limiting it to four. Um so the students get three minutes between classes um right now to travel. So will be cutting that down by four transitions. So there'll be more time spent in the classroom. And then our streamlined focus with only the four classes per day, the students can manage a better workload. So this will help the student athletes that may have a match and they don't get home until 11:00 at night. They're now only worried about four classes instead of seven classes that they're preparing for for the next day. Also, with our banning core students any extracurriculars, it will give them more and less classes that they are focused on. >> Can

046I ask you a question? Why are you on that topic? >> For those students who might be athletes, so now they're going to miss a larger block of time. How do we how do you address that? >> It is easier. It's easier to manage because they're only instead of seven um they're they can focus more on the ones that they're missing. It's easier for the teachers as well to catch them up. >> I still don't I mean I guess I don't understand that. I had someone who missed, you know, just one class, you know, right now that was 40 minutes and >> that in particular wasn't necessarily manageable because it was for an extended, you know, it was an extended period of time. So now I'm thinking now it's more time that doesn't really seem

047to equate to less. >> So right now in our day we have a every day they have a 20 minute class period. We will now have embedded a 30 minute so they'll be able to go to those teachers for those 30 minutes and make up that work also. Does it sound like less stress? Okay. >> Can I teach? >> So, another um another piece of it is if you have an 86 minute block and and you know Mr. Marmet's my my teacher, we're not doing the same thing for 86 minutes, right? We're going to do some lecture. We're going to do some activity. There may be some more lecture. Then there's going to be some time to begin working and have that time to ask the questions. So because of that then if the student

048comes back the next day having missed that entire 86 minutes there'll be moments in time when they can like when the teacher goes okay work on some projects real quick. Oh hey Mr. Mummer I missed yesterday. Can you fill me in just real quick like which chapters did we work on? So there's more time to interact with the teachers in a meaningful way as we're moving between different activities instead of being 46 minutes in a lecture. the bell rings and that student's expected to get out. Does that make sense? Like there's more interaction time that's not as regimental. >> It does, but I mean, you could be talking about two or three days. >> A student who's out for an extended period of time is going to miss more class. They're going to have to

049plan ahead when they're if it's a planned absence. If it's an illness, we'll work with them totally different way. But if somebody knows they're going to be out, then I'd be working with Mr. tomorrow saying, "Hey, next week I'm out Tuesday, Wednesday, and Thursday for Farm Show because I'm doing something [clears throat] farm show." So, what are we working on those days so that I can help them be ahead? >> Well, and I'm hoping the communication is going to go both ways. >> Oh, it should, but the teacher has to know if the student's going to be out. >> So, yeah. >> Or, you know, is there a possibility, you know, you do scheduling? Yep. So is there a possibility if you know you have a student athlete who might necessarily miss a particular block

050of time that you could arrange for that maybe to be in the beginning of >> their block schedule? >> Yes, I mean there's always going to be something at the end because there are no study chart but yes we can work on that. Um and the mock schedules that we did provided some really cool opportunities >> because I think that would have been valuable too like I know you had like a a schedule here but it wasn't like an actual schedule you know box but not necessarily in the work in a day. >> Yeah. And I'll talk about that. >> Sorry. >> No, I love questions. >> I love the questions and answers and value the concept of longer classes allowing some activities that are not possible in in you said um 46 minute classes.

051Okay. That's that's a very valuable consideration. Um, this would be what's called a 4x4 block. Is that correct? So, students would take most or possibly all classes for half a year, right? Um, I did some sort of back of the envelope calculations and please correct me if I'm wrong, but we're now talking about 83 minute classes, right? However, for only 90 for only half the days, for only 90 out of 180 days. Is that right? >> Okay. uh 46 minute classes would be 92 minutes um compared to 83 minutes, right? 83 minutes um in two days essentially compared to 92 minutes. That I believe is a loss of 9 minutes per class per day. And I think that works out to be roughly 27 hours less per subject, right? Um, I spent some time the

052last few days um, and certainly I assume not nearly as long as as administration has, but I I looked over some um, peer-reviewed journal articles and doctoral dissertations and and that sort of thing on this topic, wanting to, you know, at least have some information that might grasp. And it sounds like there can be on a 4x4 schedule can be a concern about getting through the contents in the in the requisite amount of time. I understand that the classes are significantly longer and I can certainly grasp the benefits of that. But if the over and there's also going to be less time overall on administrative tasks like taking that's also a benefit, right? However, if there's roughly 27 hours less per class per school year, right? Um, that's a pretty significant loss of in class

053time. Have you have you thought through the ramifications of that? >> Yes. >> So, when I look through it, um, looking at a 46 minute block right now, that would mean that the teacher is teaching the bell. So, if the student comes in, they roll. They get all their materials out. They're losing that time and then at the end they have to clean up all the materials. So they start cleaning up five minutes at the end. So here we're going to lose that time of doing that seven times. They're going to be in that class much longer. So really, if you're thinking about prep and cleanup, that could be down to 39 minutes in that class. It could be down to 36 minutes of actual instruction time. But with the 83, that's really going to

054cut that down. as well because there will not be as many transitions. >> I do grasp what you're saying and I hope that that would be the case. I think that the concern could be that in 83 minutes you're going to end up doing some number of different activities. There presumably still will be transition time only now it won't be transition time between classrooms but it will still be transition time. >> It will still be non-instructional transition time. Right? If you're teaching a science classroom, you're certainly not going to do 83 minutes solid on one activity, at least in general. I know it wasn't, right? But I'm just pointing out that you would still lose time on transitions, just not transitions between classrooms, right? >> Okay. >> I I appreciate very much that you've done

055a lot of research and a lot of homework and visits and more visits are planned. has anyone come forward and said, "Oh, really don't like block scheduling or is it quite the opposite?" Can you just speak to that initially? Um I think initially there was it's change. >> Um but I think as teachers are planning as we've done professional development as they've heard from other teachers and they as they've gotten out into other schools um there are teachers that are very much looking forward to the change. >> I'm sorry maybe I Here's my question. I mean when you have visited other schools in it now are they are any of them saying oh gez I wish we wouldn't have done that now or is it quite the opposite? >> It's quite the opposite >> from

056administrators and teachers that once they were in a block and I think Dr. SW once we get through the presentation is going to address some of that. >> Sorry I started the question. [laughter] >> I love the questions. So the academic and developmental benefits. So the first part is increased course options. Um so this will really provide for individual student pathways. So for example, a student would really be able to double up on a math class starting their freshman year. So they could take two math classes in a year. And if they wanted to, they could finish our math classes by their junior year, which would allow them to then go out and take dual enrollment classes. So, this is going to open up more opportunities for those students to go to Hack or other

057colleges to take more dual enrollment courses. Um, another example is for our students that go to tech. Right now, they leave in the middle of fourth period, so they really only get three per three and a half periods a day. With this new schedule, they will be able to stay for they will get four full classes. So, they'll be here for all of block one and all of block two and then leave to go to tech. So, they will not miss that period four because they have to leave to catch the bus to get to go. >> So, I just want to kind of like jump on that a little bit more. That really is a challenge for both the kids and the teachers because there's kids that are in biology class that have to

058leave like 20 minutes early to catch for tech [clears throat] and it really is difficult for them and for the teacher >> every day. >> The students will also have more opportunities because we run a seven period. Now with four blocks they will actually be able to take an additional course every year because we'll have they'll have eight opportunities instead of just seven. Um, it also mirrors the college schedules. Um, and at the end where it says districtwide consistency, so students are already coming to us at the high school in those longer classes. At the intermediate, at the middle school, they're already in the classes for that amount of time. So, really make us more consistent and have a better transition when they come to the high school, but they don't have the workload being

059put on them. Um, it's short-term goals. It is 18week classes. So it provides students what they fresh start in the middle of the year. We always have students that may not get along with the teacher. Well, now they have 18 weeks with that teacher and they get a fresh start when January happens. So that is another benefit and it reduces the anxiety. Students that have to have all of the changes throughout the day moving to seven different periods. the anxiety of seven classes that they're preparing for if they're taking four or five AP classes in a year. So, it really takes that stress down as well. >> My turn, right? Your turn. I've been waiting for this all day. >> So, I am super excited about this for a variety of reasons. Um, so 17

060years ago, I worked very closely with the school board at Fairfield and with Brian McDow, their principal, and we made the shift from they had an eight or nine period day. It was insane. And we went to this and I spent hours with their school board just saying, "No, this is how it's going to be okay." We did the research, we did all the things, and we did. Um, and I will tell you, within a year and a half of making that change, the school went from some place that was always buzzing to some place that was calming. And part of it's because I don't know. So I haven't been home yet today because that was my choice. I'm hungry. So I am watching your clock and realizing I've been here for an hour, right?

061So now I'm a student and I've been in class for 42 minutes, but eight minutes ago I started going, "When's lunch? When's lunch? Is lunch? Is it lunch yet?" Right? But when you take that away and they don't have to constantly get out of that room, they lose that that tension of nervousness that happens. So Yes, where there's a little bit less time, but the time the students are getting is more intentional. They are more in the zone, in the room with whatever the topic is. And it it is really interesting because now when you walk into our halls between classes, everybody's what are you doing? You know, the phones are out and they're constantly looking for people. So, we're going to take away that pressure because it looks like fun for teenagers, but what

062it really is is anxiety. Who's going to be in the hall? Where am I going to be? How's it going to go? Am I going to have time to go to the bathroom? Or we're going to give you 83 minutes. And then, and part of the teacher training that they're getting is, hey, 20 minutes in, say, "Anybody need to go to the restroom? All right, you you and you go ahead. We'll come back to this." And they lose some of that pressure of that piece, too. They get more re reality. Um, more like jobs more like what we do. How many of you have a job where every 40 minutes you're doing something different because a bell ring >> a teacher you're a teacher that's the yeah that's the personal hell of being a teacher

063right but in most regular jobs that's not how we operate >> so we give them time to actually focus on a job focus on a topic focus on a project and act more like young adult which is pretty cool so with that said I will will show you some of the changes. Three people back here. Would you guys like some? Thank you. You're welcome. >> Mike, I'll give you one later. >> Sounds good. >> You guys Okay. So, um also I am hopeful you got a PDF copy of the course selection booklet. Um, that was done with full input of all of the teachers in the high school and we worked on it together. Coming up with descriptions, coming up with plans, coming up with what levels are appropriate, what prerequisites are appropriate, all with

064teacher input with your when it's it's approved and any input you have. Um, it's already on the calendar, but if the approval takes longer, I can change the date. February 18th, no date of the 19th because it's February. Um, I would like to do a presentation for the community, the parents, students, especially eighth, nine, 10th, and 11th graders of what the block looks like, how it's different, what the courses are that are different, how they're scheduled a little different, so that everybody has an opportunity to ask questions, to feel the anxiety of change because especially in small districts, we don't do change, right? I love change. Bring it. >> So, that was [clears throat] going to be one of my questions. Have there has there been any teacher I mean >> not just teacher but

065students you know students who are obviously >> have anxiety about and how it affects >> you know someone who's going to be a senior next year because I know if you frontload some of your classes you know some of those kids leave early how does that change you know what I mean like getting that information out there because right now >> what do they think >> well now it's going to be different for me I can't do that >> so when they've come in and I've had people come in and go not knowing that I was really involved in can't believe Mrs. Graham is making us go to this block schedule. This is so stupid. Come here. Let's sit down. And I said, "Let's look at your schedule. Let's look at how this works. So,

066here are your seven classes. Let's break them into two halves. Okay, you want to be a senior. You want to leave early. We call it one in one out, right? You have to be your consecutive. You can't leave in the middle and come back. So, right now with the seven period day, you can come in maybe second period and then you leave after fifth or sixth period." Well, think about it on a block schedule. You only really have to be here, especially if you're a senior who's done all the right things eventually when you're n like as we come up currently now it'll be a little different. You only have to come in for blocks one and two or two and three or three and four if you're night out. So it actually helps them

067more to get out at a different time or take advantage of like um Jared said about doing the hack >> or other experiences that we're opening up for kids as well that we are going to be able to do because of a block schedule, >> right? >> We get the apprentice. Yeah. So um so usually when I can sit and talk to them and say let's let's look at what you have now and how that would be you would still get the same experiences but on a different timeline. most of like, oh, I I'll try it because I think they're seeing some of the benefits. There are some students who are like, it's never going to work. You can't make me do it. But in my experience with kids, once they get in there and

068feel that calm, it's been better. Well, I think it's like anything else. Once you have the information and if you're not initially presented with all of the information or understand >> and and Bonnie and I are Mrs. and I are going to be going into classrooms once everything's approved and you guys are okay with it and talking through how we're going to make our schedule selections and that'll be more small group time with, you know, less than 25 kids in a room for them to throw the questions out, [clears throat] help them understand better what it looks like. >> So on this paper, this is um What's that? Oh, I'm sorry. I'm sorry. >> Um, >> what are some differences in the teaching strategies between the regular schedule and the block schedule and what support

069will teachers be getting? I know they've been to professional development. What are some ongoing support structures that are going to be put in place? >> The structure of their class time is different. Um, like Dr. and I have had a lot of conversation um about teaching bell to bell, but it cannot be strictly lecture. So, for some teachers that is going to be a change because a lot of it is kids coming in, they do their warm-up activity and then there's lecture and then maybe like a hands-on assignment. So, they're going to have to build that in. Um what they cannot do is shove like three lessons like okay like we did this in a traditional schedule like Monday, Tuesday, Wednesday. Now I'm going to do all of that in one day. Um, so it's

070really kind of like making the curriculum lean, like what do I need to get to it is keeping the kids moving a lot. Um, some group work um and and providing like some little mini breaks in there too. Um, time for kids to use the restroom and um, keeping the kids moving. >> I think it also provides a vis, you know, we've got different kinds of learners. You're going to have auditory learners, visual learners, kinesesthetic learners. It gives a chance if I'm teaching something. I was a science major first off. If I'm doing a biology [snorts] lab, maybe I'm going to teach them a goofy song about the pneumonics of how to remember genome, species, all the things I already forgot. As well as maybe doing a hands-on activity where I'm sorting them in order

071while I'm organizing and learning about the biome of fish, [snorts] like all in the same 83 minutes. So, they're all connected, but we're doing very different things to try to to reinforce that. and the um professional development will be ongoing. Um our teachers have found it so beneficial to have time to talk with other teachers especially at the high school level. There's a lot of singleton teachers like we have like one or two biology teachers, one chemistry, physics. So they have found it super beneficial to um [clears throat] network with teachers in other districts. >> Yeah. >> Two questions. M you just said that it would be important that this is wise to make the curriculum. Yeah. >> Right. >> Is there evidence that there are things in the curriculum currently that are not important

072for students to learn? In other words, what does make the curriculum mean in a real life setting, right? I would presume I would hope that there are not currently things in the curriculum that we would consider. >> No, I think it's all and I think curriculum is is always a work in progress, right? like what you started teaching when you first came into the classroom has changed. So I think that teachers get better at what they're teaching, standards change. So I think it's always a work in progress and in order to grow like you have to keep going with that and you have to look at what you're doing and you always have to evaluate. >> So this is an opportunity to do that very very intentionally. Yes. >> Here here's my second question not

073directly related to the first. I've never taught a block schedule so I won't put that out. Don't have personal experience with it. Um, some of the literature suggested that block scheduling leads to an increase in GPA and many of at least as I was reading many of the pros and cons for block scheduling would be what one would expect, right? Um, for instance, someone mentioned that it would be harder to catch up with absences. Well, that makes sense if you've got, you know, almost double the amount of time in absence, right? The literature suggested, and I can't speak to this from personal experience, that GPA tended to go up, which would make sense because GPA are earned when the student is actually in the class, right? It also suggested though that there can be a

074concern with AP classes. If a student takes an AP class in the fall semester, I believe AP exams are offered in May, right? >> And it also that could potentially be dealt with through through scheduling. >> We have an idea. >> Good. >> Um, it also >> worked out with the teachers. Yes. Yes. Lots of Yes. Lots of teacher on that. >> Good. It also suggested that there can be a decrease in standardized testing scores because of course some students are are um are not taking the standardized test until months after they have been in the class. >> Actually, there's two testing windows. >> Talking about Keystone. talking level keystones. >> So they will be able to if they take algebra one as a nth grader in the fall, they will take the keystone at

075the end of the semester. There's a January window and then again in May. >> Yeah. And I want to be clear, I don't know whether that was whether the decrease that was shown in some examples was related to when the test was taken or whether it was due to decrease in inse time. I can't speak to that. Right. Um, [clears throat] >> good. I'm not sure that completely removes my concern, but I appreciate being >> there is also talk through college board as they're looking at the possibility of having two AP offerings also that it won't only be offered in May, but they also want to do it January. >> Of course, we can hope that that will happen. We don't have any direct control. >> No, yeah, they just sent out a survey. Yeah,

076>> they just sent out a survey this fall for all the AP coordinators to complete and asked, do you do a block versus a traditional? >> But the other thing that that you mentioned, I think in response to his question, maybe Heather said it, but you know, having to keep them engaged and on task for 83 minutes is obviously going to be a challenge. It's a challenge for myself, but you know, the suggestion of, you know, taking breaks or going to the bathroom. Okay. Well, then we're not really on task and engaged for >> but maybe we're all we're working on a project based on what was taught. So, you guys are working on a project, you guys go take a break, and maybe you guys go take a break and you guys keep working

077on the project. So, it it the momentum keeps going. But yes, there are transition times and things like that. >> What I what I hear you saying is chunking the le time. Yeah. >> Yeah. That's a best practice chunking the lesson into direct instruction and then guided practice and station rotation. >> And that was one of our professional developments was station. And when I was teaching, I implemented that and it was so much more beneficial for my math students because they came to me and I could focus really just on those four kids as the other ones were working on other tasks that I had for them. touch on um with the schedule I I think too and we've kind of gotten here but we're excited because we talked about the one in one out

078kids being able to come in like a period later and leave a period earlier. We have kids especially kids um in our preschool program will do internships down at the elementary school but they can only do them um like maybe at the end of a day or just for not even at the beginning of the day because not in session, but with a block schedule, we are offering an education apprenticeship for any students that are um interested in going into teaching where they can spend significant time. We can get them out to the elementary and the intermediate school. Um we met with Mrs. Buckley and Mr. Hersetter. We have rubrics. We um were very excited about that and Mrs. Fritz is going to run that program. >> Like how quickly >> next year? Yes. So

079they would get credit for that. >> Yeah. So we're going to attempt to do um something very similar with >> Yeah. So opportunities >> and then we're looking to build that I think for like as much change as we have for next year. That's kind of starting small and getting good at two of these. Then we'll look to continue to add opportunities for mids, but these will be available in the fall. So to be clear, like [snorts] >> we're not saying that what we currently do is broken. >> No. Right. >> No, [clears throat] it's not broken. >> I don't think it's the best. >> But it's not broken. It could be better. We could be better. It's a part of growing. >> Can I just chime in as a teacher? What the schedule? I

080mean, what the regular schedule isn't broken, but our student bodies are changing. education is changing and what used to work just isn't working anymore. And so these practices uh these best practices you the chunking the station rotation all these things [clears throat] this is what's being expected like across the nation and even across the world and in you know international schools because there's such a ver for many different reasons but because of the diversity of the student body teaching strategies are changing the same old lecture style that of yester year you know it's not I mean, it does seem appealing to me like if you're talking about doing a language that you go right from Spanish one to Spanish two and say, >> right? >> Or French. >> And to your point, >> if the

081teacher is doing most of the talking, guess who's doing most of the learning? >> The teacher. >> Right. [laughter] Right. the kids who are doing the teaching or the talking, the reading, the writing, the thinking, the asking questions, the interacting with each other, those are the ones who are doing the learning. And let me say it again, the kids who are asking the questions, not always the teachers that are asking the questions, but the students who are asking the questions of one another. So, and to your point too, we have seen schools go from block to traditional and then back to block again or vice versa. So, Mr. Lustin, yes, this happens. Um, and there's pros and cons to all the variety of presentations, what have you. However, with block again, you're getting traditional, you're

082like a mile wide and maybe like a half mile deep. Whereas with block, you're getting a half mile wide, but a mile deep. >> You mean in terms of I presume in terms of classroom discussions? Yes. Not necessarily in covering the curriculum though. >> Go ahead. Well, and the other thing is it is about maximizing your minutes and your time with your kids in the classroom and it's about like really it's about some of you familiar probably with web's depth of knowledge and you may be familiar with it might be familiar but web's depth of knowledge is um how are we getting kids to think deeper talk deeper write more deeply read more deeply versus surface level kind of so in a block setting we're getting to do that more deeply. I believe again pros

083and cons to all the variety of stances, but I believe this is an out and and to to Dr. Scope's point. I've seen this too. It's really really actually cool when you get kids up into their junior senior years and they're being able to come and go sometimes individualize their schedule. They're going out to maybe do an internship or going to take, you know, a class. It's not everybody having to come all at oncevious all at the same timevious. Obviously, yeah, it's happening up through till about you get up to your junior senior year. The kids are max, you know, getting their credits and so forth, but and it's it's actually, I think, a really a great thing. >> What's the risk in >> change >> because it's scary, >> which is a normal part

084of life. >> Yeah. I don't think there's any more risk than Right. >> And then what's the what how do you measure the success? How how do we how do you come back to the board maybe and say this is a good idea? >> Well, I'm going to say it's not going to be one year >> because we need to let change happen. So >> sometimes there's an implementation with anything. Not all but sometimes whe it's a new resource that M said hey we want to start with a new math program next year we may see an implementation it because it is it's learning the resource learning you know learning learning that new resource this is again similar could be >> yeah I mean I would say some things that you could see that could

085be different um number of discipline discipline referrals look good um it's hard to about grades because that's very um personal to say that a class grade goes up because you there should always be a bell curve in grades. That's how we that's human. Um we could look at our test scores >> because that would tell us if we're learning it or just getting it done. And so AP Keystone >> and I think too I think just conversations with kids, conversations with teachers. >> Um ongoing we'll have a pulse. >> We did we do teacher surveys. I do teacher surveys about once a month. I'm just continuing to get that feedback. >> I'm very pleased to hear uh and certainly endorse the whole concept of internships. uh that that's um a wonderful opportunity and so where

086I would like to request would be as this if we implement this and you uh see increased opportunities for internship internships I'd like to know about those. >> Sure. Well, these two so far are all on campus. >> Yeah. Because one of one of the struggles and um my personal passion are students not going to college because um there are a lot of students who just graduate and what do you do? Um, so I'd love to get more internships, more connections to industry, more connections to local employers because some of the students are happy here and they want to stay here. And isn't that awesome because your community is so great? Um, so when we were talking about internships, most of our students don't have cars. Most of our families can't provide transportation. So getting

087them an internship at Counting Enterprises or some place beyond a walking distance is is difficult. the bees being on our campus and during our school day with people we know because that's the other piece is if we send students to an industry they have to pass the industry has to pass clearances. Well, here everybody has them. So that's not a a boundary or a problem. So that's why it was so exciting when they were like how about we do it here on our campus. So anything else that can be done here is equitable to so many kids which is exciting. So I'm right I'm right with you. I want more. Yes. Let's get more opportunities for kids to try the real world here. >> Um, I'd like to hear about the next steps going forward,

088but I just had a couple comments real quick. First, my apologies. I called you Mrs. Swope and it's Dr. Heather. That's fine. [laughter] Sorry. Sorry. Mrs. Graham said Dr. So, please accept my apology. Um, I love um follow up to Mr. Rustic on the the internships. We're a mile up the road. And I love I mean the way it is right now, every now and again we latch them onto a student who is done like at two, >> you know, and we put them to work at 2:00. So I really like the sounds of of that. And we've talked about Perry and our need for welders and all those kind of things. Hands on, you know, right up the road for those students who might have some, right? Um and finally, not an educator, but

089as I'm sitting here listening to all of this, it makes me I love to read. I hate to read when I have five minutes. You know, I quickly read and then I go do whatever I have to do and then I think what did I just read and I have to reread it. Whereas if I can sit and read for an hour, you know, and that just seems like that's what we're talking about for an extended amount of time. >> We're not going to have kids read for an hour. Like, oh my god, my child can't sit down for an hour. But yes, whether it's a project, whether it's something that you're mentally engaged in All right. So, where do we go? [clears throat] >> So, we have a lot of change. Do you want

090us We've been spending a lot of time on this. You tell us. We can quickly review the specific changes. Um, but what we are asking for is at the um that are that you take a look at the course um the changes are listed. We would need approval at the board meeting. And then we also to look at policy 215. Um, and that will need updated by the class of >> uh class of 2029. >> Yeah. So, we have some time, but I think Dr. Shaw was going to maybe present that in February at the policy meeting. >> Mr. Okay. What was the policy? >> 215. Thank you. >> Um, two things that I'd like to note and I think both of these are really important. I thought especially the I thought about say this

091for quite some time. [clears throat] First of all, I understand definitely understand and sympathize with the the natural desire to come into a board and and sell an idea that you passionately believe in. And I appreciate the forethought that each of you has done on this and clearly you believe that this is the right path. Dr. just talked about pros and cons. Um, and with decades in education, I can say that there are very few ideas in education that don't have pros and cons. Right. Very rare idea may only have pros or only have cons, but the vast majority have trade. I really appreciate and I would appreciate in the future too for changes that are suggested like this not just a selling to the board but also a frank discussion of course and I

092think that's very valuable and I think that to some extent we've done that tonight. Second of all, I believe this was discussed with the board back in 2024. I don't believe any vote was taken. Please correct me. I'm rather certain that no vote has been taken at this point. I think it would be good. It would be better to not speak as if it's a done decision when the board has not yet. >> It's not a policy. >> No. >> When we presented it was like when we worked with it, >> we were told that we did not need a vote. So, >> I don't know the state law on whether you do or not. Um, I can say that I spoke with a couple of districts that have block scheduling >> um either in

093Adams County or in surrounding count. So, I won't be too specific there. >> And ask them their thoughts on pros and cons. And also ask them whether it had been a matter that they said um they had gotten board approval and they both said yes they have. Um if you're looking for board approval then it would be good to make sure to speak about it in the appropriate way then until there is board approval. Um and I believe we're going to be voting on the course catalog. Right. >> Right. That one doesn't need your approval. So that that is inherent because because the board does have a vote on that >> and the board and I'm not saying I'm against this idea. >> I think there are some pretty compelling benefits to block schedule but

094the board has not yet approved the course schedule. So, I guess I go back to what I said earlier that it would be better to not speak with parents and and the general public as if we're sure that it's a done deal until we are sure it's a done deal. And I guess my question in that regard is if the board were to decide, and I'm not saying I'm in favor of this. I haven't had enough time to think this over. >> But if the board were to decide, no, we'd like more time to think this over. And you mentioned that you dealt I took interest that you worked with the Fairfield board, >> right, >> for a pretty extensive amount of time, >> which I don't think has been done yet with this board.

095>> We've been about a year with this. >> Well, I don't think there's been many presentations to >> So I guess >> right. >> So the the Fairfield board invited me in twice, just so you know. I didn't push into them. >> Okay. So, my question is, since the board has not yet on this matter and has not yet approved the course catalog, >> if the board were to decide, we need more information on this. We might be in favor of it, but we don't have enough information between now and the course catalog needs approved. >> Would you have a backup plan that would that would allow the board to put this off for a year for consideration. And again, I'm not saying I'm in favor of that, but I am asking whether this has

096been this has been done in a way that that would respect the board's role as a representative of this district. >> If I if I could just respond to that, I believe it was in 2024. I don't remember the model. Um and I don't come with this idea at that time and I believe we I'm quite confident that the response that we gave you was we're very interested in this work on it. Come back um with a presentation. Um although I respect what you're saying Mr. Lustik I would be I feel like they've really done their homework. They they've researched continuing your research and while I do appreciate maybe okay hearing some of the negatives I feel like you have told us what you have learned and that you are 100% in support of moving

097in this fashion as opposed to you being wishyw I I I just I just feel like in 2024 we said we want more information and you have come And clearly there's been a lot of dialogue around the table. As the chair of this tiny little portion, I'm like, "Oh my gosh, I don't know how to rein this in." But it's been really good conversation. Um, and I think we've all learned a lot. And I don't know what the appropriate thing is, Dr. Bashan, if we need a vote in two weeks. But I I personally am not in favor of waiting another year having done all this work and you know, but that's me personally. I don't know if the >> Well, let me clarify. I didn't say that I was in favor of that either,

098but I did ask a question. >> I'm saying that though if we put it on for a year. >> So So Mr. Lustig and and everybody um you know I mean let's take the next month. I mean obviously you did some research Mr. L. Kudos to you and everybody who was able to do so as as well as we did too. And I mean we're not like I don't think we're at odds here but I I think that uh there's questions to be had or there's you need more information or you desire more information please let us know and we'd be more than provide you with more information and I honestly don't believe it's going to take much more than two two months to do that. If you feel it'll be more than two months

099or you feel it going to be a year >> then then you can you know you can >> we if we could >> in order for us to start kids with scheduling like that needs to happen in February. Well um we have elect affairs planned we would like to have a community meeting um if possible With all due respect, um would for requesting a vote um at the next board meeting. >> Is this a voting? How do we determine if this is something that requires obviously the course selection does? >> Sure. Yeah. >> Are you are you saying the transition simply to block scheduling being able is that >> Well, I No, I was asking the question, but it sort of if catalog would be different. depending on whether we do an everyday schedule or

100a block schedule. >> It would still be the same courses that we're offering. >> Yes. >> Okay. Not at the same times or formats. That's not the book describes create the master schedule based on the schedules that we have and the students what they request but what you're approving is the courses that we are actually offering in the times that we make that master schedule not the actual master schedule itself but the course that the courses that we are offering to the students is [clears throat] what you're approving whether it's seventh period day or >> right >> they're the courses you are not offering any more nor less courses into your schedule. >> There's some things that will fit better in a block schedule like the internships, the apprenticeships. >> Um, so there are things

101that will fit that may not fit into a student schedule, but we will still offer them and try to manipulate schedules to make it fit. >> But the courses will be the courses. They're not going to change regardless of whether we're in a seventh period day or schedule. >> I have a question. Um I'm just trying to think how it works. So half the year they would get four courses with the block and the other half the year they get four different courses. >> So what about like English? Is there anything that they would get like any particular subjects they would get a full year of like English or math or >> standing course and math for some students depending on their individualized data. >> Okay. Some students may have in ninth grade math for

102a full year. >> Okay, that's what I was wondering. Like if a if the student is struggling with math, yes, it would seem like for them to miss half a year math would be detrimental. Correct. >> So another example of that one course that we would have is we have an intro to algebra. >> So they would take that in the fall and then they could take algebra one in the spring. >> So they will really get 83 minutes all year of algebra to even more prepare them for that algebra keystone. >> Okay. So that's the only concern I was thinking is like if you do that now >> a student in ninth grade with that intro 10th grade algebra that it just puts them um especially a kid that is collegebound still could use

103that intro to algebra but if they're spending a year in intro then a next year in algebra and next year in geometry they may not see alge 2 which they need for SATs and chemistry >> like four So it provides more support. >> Okay. So you need approval of the course selection course selection in two weeks if >> I I don't know. Correct me if I'm wrong and I may be completely wrong. What you're talking about doing is a managerial type thing. Yes. And board I don't think has to vote on that. I think we have to get the from you and ask our questions, which is what we've been doing here this evening. >> But I think in two weeks we need to vote for this course to allow you to keep doing all

104the things you have >> in the works already. >> The one thing that would suffer I'm sorry >> and and and if if it's not right, I don't want you to vote and say rubber stamp. That's that's not that's a terrible process. >> Um I'd rather hear it and fix it and move forward. um the later it's approved, the less likely you're going to have schedules at the end of the school year, which is what this culture has come to expect. >> Well, and all that hurts our students. Yes. That's >> the anxiety really goes up. >> Exactly. They get them in August. >> That seems like a very poor choice on this board's point to make you >> put you in a position like that. >> I just feel like you have so done

105your homework, which is what we asked you to do. you brought back exactly what we asked for. It's a managerial decision, not a board action. I believe to be true according to policy. Um, and I would like to see us put this description approval of the course description on the agenda in two weeks. Is that something we can agree to? Our time is I feel bad we spent so much time on this, but on the other hand, there were really good questions and discussion. When when did the course guide typically get approved in the past? >> So it's not it's not atypical and it wouldn't change if we were doing block scheduling or if we were doing a traditional seventh period SC >> because we spend the fall talking to teachers, making sure that what

106they're still teaching is matching what they wrote, making sure the prerequisites are still working. So we spend that time doing that and then yours truly formats the thing. >> So melting normal not for that but they want to be able to move forward in February >> which but that's also normal too >> which yeah >> right is I mean just to satisfy your question or the debate of whether or not this is something that needs to be approved I'm assuming that's a simple question you can ask of someone >> sure yeah but again this course does >> well but in the interim just to satisfy maybe some of the questions that's something that we could easily I'll ask you guys. >> I have an email already prepared to add some stuff. I'll send you a

107>> Is there anything else for these three people who have spent so much time and energy? >> I have another question. I ask it earlier. As we're moving or potentially moving to a block schedule, I know there are some other school districts around that do credits for athletics. Have we considered that because It could eliminate maybe a block and then instead of taking a PE course, we could take an additional elective outside that P class. Is that something we considered? >> Um, we did some research. >> We have or have not >> that would be a good time to implement if we build or not. >> Um, we did some research and it there's different thoughts out there on that um because a lot of coaches aren't certified teachers. So, they get the credits. Um,

108is it it's something that if the board wants me to, I can bring information back and present it and we can um further discuss it. And I think that's something that I think if we approve the course selection guide, we could always have an addendum and we could update that. >> Does that make sense? >> It would help it anyway. I agree. >> I think it help athletics as well. So, >> how would that you play two sports in a season of the year, you know, you get credit, happy credit for, you know, >> maybe that'll help >> the participation in athletics as well as getting the credits for >> not just athletics, but we all those extra >> pull information together [snorts] we we just like physical education is a required credit that kids

109need to take. So we can't like swap that out for athletics right now. So right now it's like a school issue. >> So I know districts think that >> if you have you and I would be happy to other districts to see who does it if it's even possible but the research that we've done we've had conversations. Could you do it? found that you can't, but we'll look into more information. >> All right. Am I hearing that it's okay to put this on the agenda in two weeks? >> Thank you. Thanks. And thank you so much. Thank you for the work you do. >> Thank you so much. >> The camera wasn't over there when I stuck my thumb. Nah, I don't think they talk. You're good. [cough] [clears throat] >> Business and operations. >>

110Very good. Uh, let me uh uh therefore call the uh business and operations committee uh meeting to uh order. >> Uh you want to sit here? >> No, I'm fine right here. >> Okay. Do you need the Do you need the gavl? You want to do anything? >> I'll pass on that. >> Okay. Many of you are are following along on your computers as you can see. And uh I do see roll call and other attendees. Do we need to do that? Okay. Passing on that. Uh moving to property. Uh with Mrs. Youngber, uh did you have a report for us? and I don't see any information on my computer. So it looks like that is uh the case. [clears throat] Uh similarly with transportation I see uh no report u at this point and

111so moving to finance I'll ask Mr. Wel to proceed with finance please. >> Sure. Uh we will start off we have a sort of presentation for information only. Um if you remember last year and a half we've been talking about potential T project donor within the district um I guess we have a a name committee we have a name committee so I think they're called the T committee um so we've been meeting >> uh we've been meeting for about the last year and a half to go through this so that's a little bit of background information um we do have the donation is actually with the school um we as a school board two months ago approved and accepted donations [clears throat] account interest. >> Yeah, we have it coming up. So, so we're now

112coming to you for a recommendation. Uh here's the committee. Uh Dr. Desawn, Mr. Mrs. OBS, Mr. Craig Lady Foundation member co-chairs, Mr. Craig Long as well as Mr. president co-chairing it myself and then Heather was on as as so yeah we've been meeting for about a year and a half and discussing it and starting the fundraising portion of the uh the project uh more of the background information who benefits obviously all the extracurriculars athletics the bands and the as well. You know, obviously the track will be open. What is it? Is converting the grass playing field to the synthetic turf. As we mentioned, we are one of three schools in the county that still have grass. All the other schools have turf. Some of the schools have two turf fields, three turf fields. We do

113not. So, what will this allow us to do is flexibility and some of the scheduling for athletics. Obviously, we won't worry about any game cancellations with the weather or bad field conditions. Uh, for those in the school board who were on at graduation last spring, um, as you know, there were some questions back and forth whether it's going to be in the stadium or in the gym. that would be gone because remember the field last year was actually very muddy during the graduation that would not be an issue moving forward. Unless of course >> unless it's pouring in thunder. >> And if I could I ran on this track when it was a gravel track. >> I'm not going to age myself. [laughter] We'll talk about that later. And as we mentioned throughout Canada, uh

114there are some PIAA requirements uh for athletics and requiring turf fields as you get into the district level. the soccer field hockey. that would help us as well as it is now field hockey and soccer I think it's a district I know hockey has gone to other schools I think down to handover to practice for district so expensive buses you know back and forth just just to practice districts so the committee broke it down into four phases uh phase one the completion of grass turf grass to turf. Uh phase 1B is uh the track and the fencing that's around uh the turf uh field. Uh phase two, as we started looking at it, we realize we don't have any storage or locker room uh facilities to balance the stadium. Uh soccer, football, halftime, they're all

115going back up to to the school. It would also help with visiting teams. They could instead of going here to the locker room, they go to the team and down the stadium. So that would be phase two. We have a picture that's coming up. And phase three is replacing the lighting in the stadium and turf maintenance. So correct me if I'm wrong, but turf fields warranties are for eight years. 10 years. >> Yeah. Warranties lifespan about 12. >> Yeah, warranties are eight years. Most schools are getting anywhere from 12 to 15 years on a turf field and that relies heavily on the maintenance and upkeep obviously throughout the school year. The combing, the adding of robber, things like that. >> So phase three would then be hopefully fundraising [clears throat] for the money to replace

116that. >> So here's phase 1 A. Uh you can see it coming in. It's the turf field only inside of that track. would be phase 1 A. Uh phase 1B is all the track and the uh fencing around the track area. Um that would be phase one 1B. I know we had some we do have some maintenance issues with the track that's coming up that's going to have to be replaced or re refinished. Phase two, if you can see in the background some of the yellow, uh we're adding a storage building right now. If you look underneath the stadium, walk out there now underneath the stadium with all of the pits and um hydrome pits and all that stuff is stored underneath in the elements underneath the grand stand. So, this would give us storage.

117we [clears throat] would redo the concessions. And then I don't know if you can see a little bit behind the grand stands where we would add in team rooms, a training room. Actually have a a training room at the moment down there or a room for referees to go to as well. So that would all be added into that >> and updated bathrooms >> and bathroom new bathrooms. And again phase three is just the lighting the turf turf maintan commitment entire project is pass 6.9 phase one a is 2.2 million um including the renance of the project and the permits we are currently in the permitting stage. Is that right? >> Yeah. Let me if you m I'll just touch on that real quick. >> Uh >> we are in the term uh permitting phase

118with turf track and court. Uh they've been working on the permitting. They have documents submitted to the to the county and to the burrow. So we're waiting on that uh to come back. But one of the things that was discovered um during this permitting process is when we did soil testing. Um you'll see that that just turf field projects is 2.1. Initially that was 1.3. We don't have very good soil here. And what I mean by that is it does not drain based on the test. So what we have to do is as part of the project vault containment system needs to be added in the Dzones of the end zones. And basically what that is is they dig real deep, put pipes in stone and then bury it so it can hold water. That

119adds about a half a million dollars to the project which is why we got the contingency in that extra half a million. It's at 2.1 now. That's why we broke phase one, which used to be the track fence and the and the field into phase 1 A and phase 1B. So, uh, I'll stop there. You guys remember we we as a board about a year ago agreed 125 or something >> to do all the all that testing and all the permitting that was, you know, part of that that we've already approved and got started on based on recommendation. I think of Mr. Long because it could be a long process, >> right? And and the logic behind that was is to start the because of the timeline, you start the permitting process in the event

120we get the money needed so that we're not put behind when it comes time to bid. And the bigger piece of that too is to start start the permitting process is that the permit once approved is good for five years. So even if you don't have the money, you go out to bid, you can't afford it, you put it on hold, you've got five years to raise that money and put the field. So as you can see to the right, the financial responsibility was up school district, those first two, which I mentioned we've already approved as a board to do and then the state improvement campaign is the 2.1 Phase 1B is a track and the fencing has about 800,000. Phase two is about another 3 million to do all the storage, locker rooms, concession,

121bathrooms, roughly about another $900,000 to do that. And if you have any questions, feel free to stop. >> And the recommendation, once again, these are estimates right now. We don't know till we actually go up to bid. And we actually had a conversation earlier today with track report um looking at doing two bids. Um basically doing the one a and then adding in the track and fencing as alternatives. And then we have the turf piece doing a cooperative bidding process. Do I have those two? >> Yeah. So basically what you're doing as far as the turf field, how can I best say this without you wouldn't hire a road company to put it in athletic field. So the logic of that is is for the foundation of the turf field, you would probably bid out

122and then for the actual carbon piece of the turf, you would bring in the turf company obviously to do that. >> Yes. So that's our recommendation and that's one of the that we have listed that we would like to have approval for to move forward. Once again, just gives us the go ahead. Once again, we're just going out this week to see what the bids and quotes come in at. It's not committing to anything at this point. >> Yeah. So, yeah, so the ask or recommendation would be to go to bid by the committee for the vote in two weeks to put it out for bid, come back and then as the board will have to vote to either accept the bid and move forward or we don't have the money and we wait or

123push it out for a year. So that's this is a recommendation to move forward to put it out there. So the timeline for that is bid would go out late Jan probably February March the bids would come back in March for review and then we'd be looking at what money's been raised. Do we have you raise enough? Wonderfully. We would raise enough for phase 1 A and 1B. That's why we're doing the alternate bid in the event that somebody comes through and donates that money. We're not at a standstill and having to bid something again. And then as always with any bid, you can reject any and all in the event that the money hasn't been raised to to do the project. As you can see, this is the timeline that the to committee has

124kind of worked off like It's been almost two years we've been talking about this. Um, but kind of the goal of September of this year if we the board approves it to go ahead and bid all the time in by Labor Day or something, >> right? The goal in a perfect world, you have the money when bids come in, you approve it, contracts start in April, into May, we'll break the ground the day after graduation. And hopefully by August 15th, it's done. >> It's a very dry somewhere else. Sorry. >> I was just thinking um and does it have to be completed in that order? 1 A, 1 B, like is that plan? Yeah. >> Because you're going to go to the tracks. >> Well, what I will say, >> obviously, everything everything is contingent

125upon money, right? Right. I mean, you have all the money you need. You can do whatever you want. >> Right. >> Ideally, the way this should be done is from the track benefit because there's a curve that goes around the turf on the inside and then basically from there, they have to work out the track. So what's going to happen here is if we end up just doing the track, they put that curb in. They're going to have to cut into lane one to put that track that curb in. Once that's done, then we got to come back and patch the existing track until we raise enough money to do the track replace. So in a perfect world, we would hope by the time we decide to make a decision, there's enough money there to

126do phase one A phase 1B. But there's also the logical side of us that that's pro that might not happen. So we have to break it down even further. so that we're ready to go regardless of how much how much money we have whether we're accepting bids, declining bids, doing just the field or the field and the track. >> So, is there are there plans for fundraising? I mean, is there like is that looking healthy? >> Yeah, we are. We have another meeting next Tuesday um with the T comm next Tuesday um to kind of I guess re-engage back to to start not sorry but to continue on the discussion we met with a couple people already had presentations to do that fundraising >> because um the this money all of it the almost $7

127million would all have to be fundraised, right? Or >> hopefully is a goal. Yeah. I mean, the board or future boards could say, "Well, we have two million to put to it." You know, like the goal is to hopefully have everything. Future boards could I would see phase three is 10 years a year. >> When you spoke to uh districts within uh Adams County. Uh did how did they handle the the financial requirements? Was it through fundraising or uh through debt? What how how was it what is what would be normal? >> A lot of them did it through debt. >> Yeah. Basically, bond financing. They were finished paying all their bonds. So, they had budgeted money for what would otherwise be for bonds and they used fields taxpayers paid for it taxpayers. I don't

128I couldn't imagine what their bond is over there. Uh >> are you speaking like a referendum >> borrowed money? >> Are you talking about >> or or they just used they they had capital money that they used whether that was leftover money from a project which would be part of a bond probably. That's >> no funding >> or they have other school districts have the capital money available. >> Correct. >> And then going back to Mrs. PL's question about where we at with money and so the 1.163 is what the and the three months of interest that we've had. And that is also shown every month that when the treasures report that is presented and approved, there's a special section. It's called PISLAP stadium improvement grant or stadium improvement fund. And you can see that

129each month you can see interest being added. We also did receive a turf grant of $30,000. So if you factor that in, we're at 52.2%. Um once again, if we that particular company, we we would get that grant depending on the um cooperative purchasing agreements and what those amounts would come in at. So, don't want to get tied to that because it would still come in the best price, but we did apply for that and we heard on that before Christmas,000. And if you know phase 1B of the tracking track is included depending what the alternates come in. We do have availability of other brands that we can reach out to because they're specifically like for community events. >> Yes. You know, we could, you know, gain another 30,000 there. Once again, there's a lot

130of moving parts and yes, we have had conversations with individuals. We need to circle back with individuals. We have a plan moving forward as well that we'll discuss next. You know, >> just I was wondering because I know that donation is tight for the field itself, but I know the track was in like needed pretty repaired somewhat fast. >> Everything has a life expectancy, right? We were just in that schedule or that time frame to do a resurface on that track >> and we put that on hold. I think at the time that was on the that was on the capital list for about $85,000, but I think we repurposed some of that money whenever we agreed to do the 125 obviously and stuff like this. >> But to your point, yes, there's >> Right.

131So that's what I was wondering if it had to be done like if we didn't get the money like the 2.2 million for the track in a reasonable time. Is it possible or the field? Is it possible to do the track first or is that out of the question? >> That's out of the question. And here the basic reason for that would be is if you put a new track in and then decide to do the field, they got to drive over >> everything. The curveball film was the the soil test failed at the half million to $600,000 put in otherwise we're talking 2.2 million for the track and the tur >> I mean is it possible to get local excavation companies to donate uh >> all part of the fundraising camp that's >> because

132there are quite a few you know local >> you just got to be careful when you're going out to publicly because then you get into situations where now you're doing try to do some things, Mr. Excuse me. Is the Is the track safe? I mean, is it okay? >> The track is safe. It's shown somewhere. The black top underneath is drying out. >> I mean, >> everybody calls this building the new school still, and it was built in 1999 2000. True. >> So, I know for I know for a fact that field and and track were put in in 1999, and it was moved down. They They build it up. For those of you that start to feel like I've been here my whole life, too. It's going back. But um yeah, it's uh it's

133fine. That answers the question. >> But when we do this field, we still got like if we don't raise the money, we still got to come back and do that reservicing, especially with the way lane one is and that curb. We're going to have to do some things to fix it up. >> Understood. Thank you. >> Yeah. So, it's Tuesday night. So, everybody play your Mega Millions tickets on the way home. Let you win back to us. So yeah, as you can see, we're at about 52% of of our 2.2 million goal. Um our most campaign once you get about 75% it's kind of a go what number that's always one of the things too when you're doing a fundraiser like this like when you decide to move forward with something like this that doesn't

134mean you get the green light for like sales and car washes. Okay, basically there's a lot of thought into this. You're trying to figure out who might be willing to donate to something like this. There's contacts that need to be made. There's silent contacts to there's meetings that need to be had to see if anybody's willing to to to help with a project like this. And then once you get to that 75% after all that, that's when you start doing those grassroots fun. You start you start doing your sub sales. You start car washes and you get your teams involved and do different things. The baseball, you know what I mean? But there's a lot of moving parts till you get to that to try to to get to that 75%. >> We have currentaching

135out possibly that we just need to investigate a little bit more. Other questions or comments for Mr. or other city. >> So yeah, the next steps is complete the RF process and then release share the bid with the result school board next steps and then committ how that's going to work as well. So the recommendation is going to be in two weeks is to approve the go for bid process >> and that's really >> that's probably to do that process. So there will be there just because that specifies. >> Okay. Uh that moves us then to personnel. >> Sorry others. Oh yeah. Okay. Very good. >> All right. So again number two recommend approval proceed prep. We're going to recommend approval of the following donation for student lunch. A very gracious donation table educational camp.

136for recommended approval of review. Recommend approval to contract with required maint. >> So the attachments are in the agenda. I think there's two or three. And basically each year the board app a maintenance contract with Solarity and they go out and they view the poles and see make sure everything's still connected and all that. When they did their last round, we have many poles that have either been moved or unfortunately need replaced and you might see like part of a pole dangling and a new hole behind it. So, the fiber needs to move from the old poles to the new poles. So for them to do all the work and all the their scopes and their pictures were attached that fee is $5,365. >> I actually had a question. Isn't it the Ed who removes

137poles, right? Or who puts the new >> It would probably depend which pole it is a pole or a pole type. >> So whoever removes the pools isn't responsible. probably a special process knowing that it's fiber. >> Yeah. >> And dealing with internet and things like that. That's my assumption being from nonchud. >> Yes. >> Approval of pilot document. Accept the grant of $5,000. foundation for Mr. Hy Washington DC trip and recommend approval to transfer 125,000 from the assigned medical fund balance to benefit trust for the 256 school year. This is part of the budget approval this year. And then last was 2026 bid threshold peric >> that's justformational. So according to the policy it just says as the amounts increase I just need to inform the board. So that's just anformational piece. >> Any

138questions? I think that's it. >> Okay. Thank you, Mr. Wigle. Uh we can now move to personnel. Uh notice uh that uh there uh is information there under professional 2A uncompensated child rearing leave for Kristen or Kirsten Long, second grade teacher, Bigville Elementary School. And you see the effective dates. uh 2B retirement of Sally Jones, school nurse, Victorville High School, Upper Adams Middle School. Uh effective May 29th, 2826 with 22 years of service with the district. Really appreciate that. Uh 2C post advertise for a school nurse uh Bigger High School and Upper Adams Middle School. Uh and 2D uh tenure for Melissa Calderon. As we uh look down through the report, uh moving to uh item six, other contracted and volunteer services, recommend 6A, recommend approval of the following volunteers. Mark Spangler, retroactive to 1212

1392020 2025 and Sierra Frog, retroactive to 1212 2025. I always appreciate uh seeing other uh people step up to help us and I thank those volunteers. 6B recommend approval of following Kelly education listings. 6B1 teacher substitute substitutes I should say Amber Colo, Selene Wilkinson, Richard Pearson, and Amber Wagner. Moving down to uh three uh permanent staff notice 3A Katie Heler removed effective 16206 and 3B Amber Palato removed uh effective 125205. Under item C recommend approval of the following air individuals. C1 Cara Barnhard and that concludes my report. You have any questions about personnel? If not, uh I see uh other listed, is there any other information that we need to discuss at this point? Seeing none, then I will declare uh adjournment for the um business operations committee meeting. >> Do you want me to

140crack the for you? >> Do it >> real hard. Real hard. >> There you go. Thank you. behind the factory table.